Appendix on Implementing District Standards
My school is a strong advocate of integrating social emotional learning strategies, therefore one major area is building students' communication skills. Building students' communication and social skills helps them interact more effectively with one another. Effective communication skills enable students to express their needs, participate in class discussions, and collaborate effectively.
Additionally, asking questions is one of the sciences and engineering practices across grade levels in Illinois. Asking questions, obtaining, evaluating and communicating information builds on prior experiences and uses observations and texts to communicate new information. Constructing an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. My students will be guided to use a combination of drawing, sketching, and writing to compose opinion pieces in which they tell the viewer or reader the topic, theme, or issue they are addressing in their work.
Next Generation Science Standards: Engineering and Design
Students who demonstrate understanding can:
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MS-ETS1-1. |
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, considering relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
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MS-ETS1-2. |
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. |
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MS-ETS1-3. |
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. |
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MS-ETS1-4. |
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World · All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. (MS-ETS1-1) · The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. (MS-ETS1-1) |
Chicago Public Schools (CPS) utilizes the Skyline Curriculum. Skyline uses the Next Generation Science Standards, with modifications to the units created by CPS teachers. The modifications include culturally relevant application of the content, age appropriate skill development, and personalization of the content to. Skyline is a framework utilized by classroom teachers as a guide to instruction and student activities. Each lesson can be enhanced by the individual teacher to reflect the population and relevant conditions for each school. In the instance of my school, Carter School of Excellence, I can apply the standards from visual and performing arts to next generation science and social science to develop student skills in conducting close observations. My unit is diverse and considers all learning styles and social emotional needs of all students PreK through eighth grade. Additionally, CPS requires Language Outcomes be included with content objects for English Language learners (EL). Each student activity must include skill practice in Reading, Writing, Speaking, and Listening to improve student success in English language acquisition.
Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work. Essential Question: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?
Responding Anchor Standard 8: Construct meaningful interpretations of artistic work. Enduring Understanding: Theatre artists’ interpretations of drama/theatre work are influenced by personal experiences and aesthetics. Essential Question: How can the same work of art communicate different messages to different people?
Daily Learning Targets: I can statement
Upon completion of this unit students will be able to complete the following I can statement
- I can examine art through close observation and drawing.
- I can ask and answer questions about art and identify how a variety of tools are used.
Ongoing Assessment:
- During small group discussions, circulate and observe the classroom discussion norms of listening to and looking at the speaker. Reinforce and support students as needed.
- During observational sketching: notice students’ progress with answering questions about art pieces. Encourage students to answer questions about the art selections. If necessary, provide sentences to answer questions. Model answering questions using complete sentences by restating student responses.
- During sketching and responding to art, circulate and observe students individually drawing and labeling their responses.
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