Transcript INTERGRATING THE “FUN”DAMENTALS

INTEGRATING A
“SENSE OF PLACE”
INTO THE FUNDAMENTALS
• Have you ever wondered how the
world came to be ? Have you ever
wondered how a place came to be?
Did you ever marvel about your place
in the world?
How Well Do you Know a
“Place”?
• Can you guess what and where this
is?
The Strawbridge's Building
at 9th and Market Streets
Curriculum Overview
• This curriculum has been designed to allow
children to understand their sense of place in the
world and their community. This curriculum can
be easily integrated into The Philadelphia School
District science scope and sequence for third
grade. The fundamentals of that sequence
include exploration of minerals and rocks, sound
and plants. Within each module lessons can be
tailored to allow children to learn and understand
their sense of place.
Integrating “Sense of
Place” into Minerals & Rocks
List of Activities
• Explore rocks found in Malcolm X Park and surrounding area
• Discuss “history of a place” West Philadelphia
• Look at local historical maps of the area
– Davidrumsey.com and philageohistory.org
• Visit Royage Street
• Interview older residents of community
• Use Googleearth.com as a resource to further explore their
place as well as others in the world.
Integrating “Sense of
Place” into Sound
List of Activities
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(After learning about sound and how it is produced through the
use of experiments) create a KWL chart to lead into investigation
of other kinds of waves.
Microwave experiment
– Lead into discussion of the cosmos
Create dioramas of planets in our solar system
Use “Where is M13” website as a additional resource to
investigate the cosmos
Trip to the Franklin Institute to further understand the various
types of waves
*Literary connection- “Postcards from Pluto”
Students will use book to create “postcards” from the planet
of their choice.
Integrating “Sense of
Place” into Plants
List of Activities
• Trip to Malcolm X Park to observe plants
in their “sense of place”
• Trip to Cobbs Creek to identify different
types of plants and conduct watershed
experiments.
• Use maps to locate watersheds in the city
• Produce mobiles tracking the course of
rain from the sky to a watershed
It’s Your Turn
•
Where Does Water Go?
Objective: Students will be able to explain the watershed process.
Students will create mobiles illustrating the watershed process
Students will use Step Up To Writing
to explicate this process
Materials:
hangars crayons
paper
hole puncher
yarn
“Where Does it Go?” information sheet
Procedures: 1. Review objectives of today’s lesson
2. Have students recall information about the watershed process ,
list on chart paper
3. Divide class into groups of two
4. With partnerships read “Where Does Water Go” handout
5. Using Step Up To Writing partnerships will write the steps in the
watershed process
6. One student from each partnership will gather materials from
designated area.
7. Last, use Step Up To Writing paragraph to assist in the
construction of mobiles illustrating the watershed process
Culminating Activity
• Design “A Perfect Place”
• Students will use information learned from each
module to design a place that encompasses who
they are.
• Students will make 2 dimensional and 3
dimensional representations of their place.
– Poster boards, tripods, dioramas or alice.com
• In conclusion students will write a well-organized
and detailed description of their place.
Who We Are
Dalia Gorham
&
Deidre Bennett