zilongwang/ReadingBank huggingface dataset:
Battleships Flame Thrower Trenches How was WW I different than previous wars? Explain how & why fighting strategies had changed during this time. Define propaganda: List and explain the five objectives (GOALS) of propaganda List & explain (at least 5) different tools (TECHNIQUES) that propaganda utilized to gain support for the war. What were the main points of the Treaty of Versailles? Of all the points, The League of Nations became the most controversial part of the Treaty. Explain the purpose of the League of Nations and why Americans debated the ratification of the treaty as a result. Purpose of League of Nations: Why did Americans struggle with the idea of the League? What should I remember from Unit I? Additional Enduring Understandings 1. When the country faces a major threat, people’s rights become limited. 2. Any nation must prepare its economy and its military to fight a war (including the use of propaganda). 3. Wars can change the balance of power in the world and offer opportunities for emerging nations. 4. New war technologies are always developing, and new tactics are sometimes slow to adapt. 5. Isolationism vs. Interventionism will always be divisive issues in America. Arguments for these two sides are multifaceted, including economics, human rights, imperialism, and spreading democracy. The one that will always stick out in my mind from this unit is: __________________________________________________________________________________________ The one question that I still have is:
The cell theory states that: a. All organisms are ____composed of cells______ b. Cells are the smallest working units of life. c. All cells come from ____pre-existing cells________ II. TYPES OF CELLS Living organisms are made of either _prokaryotic__ or _eukaryotic_cells – the two major kinds of cells which can be distinguished by _structural organization__ PROKARYOTIC EUKARYOTIC _Bacteria_____; Divided into two kingdoms, _Archaebacteria____ and _Eubacteria________ All organisms other than _bacteria______; Found in kingdoms _Protista____, _Fungi__, _Plantae___, and _Animalia______ _No_ true nucleus; Lack nuclear envelope _True____ nucleus surrounded membrane known as nuclear envelope Genetic material present in_nucleoid___________ region Genetic material contained within_nucleus______________ __Lack_ membrane-bound organelles _Contain____ membrane-bound organelles A. Prokaryotic Cells – All Unicellular 1. Eubacteria – “True” Bacteria; Ex. include E.coli,Streptococcus. 2. Archaebacteria – “Ancient” bacteria; live in extreme environments (salty, hot, acidic); Ex. methanogens B. Eukaryotic Cells – Found in Unicellular and Multicellular organisms 1. Protista – ex. Amoeba, Euglena, Paramecium 2. Fungi - ex. Penicillium, yeasts, molds, mushrooms. 3. Plants – ex. Mosses, ferns, flowering plants. 4. Animals – ex. Sponges, worms, snails, insects, mammals.
Golgi apparatus Euk Flattened, round sacs that look like a sack of _pancakes______. Receives, modifies, and ships products by way of _vesicles_______ into the _cytosol_________ Lysosome Euk – Animal Cells Found in _animal ___ cells only?? Membrane-bound sacs containing _hydrolytic enzymes___ that break down _biomolecules_______ and _recycle____ used cell components. Also used as defense against _bacteria________ and _viruses______ Vacuole Euk Sacs that may be used as _storage_____ for water, ions, wastes. Plants have a large central vacuole. Mitochondria Euk Double-membrane organelle with inner folds called _cristae_____. Uses _glucose_______ to manufacture energy in the form of _ATP_____. Mitochondria have their own _DNA____. Chloroplast Euk – Plant Cells Found in _plant____ cells. Contain green pigment called _chlorophyll_________ and their own _DNA__________. Chloroplasts harvest energy from the _sun____ to produce _glucose____ through _photosynthesis______. Centrioles Euk – Animal Cells only in _animal__ cells. Bundles of _microtubules________ that play a role in _cell division_____. Cytoskeleton Euk Network of _protein____ fibers as _microtubules______ and _microfilaments_________. Anchor _organelles______ and provide _support______. Also provide motility for some cells in the form of _cilia______ or
D A C I (eye) Q K N A M E M L F/G (L sortof) C Section: Mutations See below Point = 1 DNA nucleotide changed to another A point mutation that results in a new amino acid A point mutation that results in a stop codon A point mutation, changing one base to another A DNA mutation that results in a base being removed, results in a frameshift When and insertion of deletion results in the codon sequence to change forward of the mutation. Frameshift mutations (caused by insertions or deletions) and nonsense mutations (point substitution mutations that change the codon to a stop codon) cause the biggest problems. The more amino acids affected, the bigger the affect so if the change is at the beginning of the coding sequence (DNA in the gene) then it will have more of an affect than if it were at the end of the coding sequence.
actually read to make meaning out of their life and the world around them, I have prepared a survey of common middle school problems and books that tackle these problems that have helped you solve a problem or see things more clearly? Share Teacher Input Lead-in to content: Elements of Fiction since readers elements like the setting, character, conflict to make connections to their lives Think-Pair-Share Circle Map: Elements of Fiction Chart, Markers 5 minutes Guided Student Practice SmartBoard lesson on plot and conflict to introduce terms Students will participate in a to learn the five stages of plot development Begin Day 2 Quick Review Turn and Talk of story elements 60 minutes 5 minutes Independent Student Practice Students will practice identifying plot elements using The Dinner Party on pages 32-33 of textbook 30 minutes Lesson Synthesis through Review (with opportunity to Analyze, Evaluate, and Create) This lesson synthesis will take place at the end of the unit. The two-day introductory lesson is only the beginning. PART VI: PRE-PLANNED GUIDING QUESTIONS Bloom’s Level Question Exemplars (Specific to Unit) Acceptable Student Responses (Must Level of Questioning) Remembering -What are the basic elements of narrative structure? -What is meant by setting? -What is conflict? -Setting, character development, plot structure, theme, and conflict -The time period, place, and duration of story -A conflict is a struggle between opposing forces. Almost every story has a main conflict
2. Why are positive habits important? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will demonstrate abilities to complete classroom tasks independently. AD.4.A.02: Demonstrate skills needed to complete classroom tasks independently. AD.4.B.02: individual work habits and study skills that apply to a variety of learning situations. SL.2.1 SL.2.2 SL.2.3 SL.2.4 SL.2.6 RF.2.3 RF.2.4 L.2.1 L.2.2 L.2.4 L.2.5 L.2.6 RI.2.4 AD A: Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the lifespan. DOK Level -2 DOK - 4 2. The student will evaluate individual work habits by completing an independent working skills progress report. AD.4.A.02: AD.4.B.02: SL.2.1 SL.2.2 SL.2.3 SL.2.4 SL.2.6 RF.2.3 RF.2.4 L.2.1 L.2.2 L.2.4 L.2.5 L.2.6 RI.2.4 AD A DOK Level -2 DOK Level - 4 ASSESSMENT DESCRIPTIONS*: The student will self-assess their level of success on two work habits. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) __x__ Direct Indirect Experiential __x__ Independent study
ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will identify study skills and test taking strategies. AD.4.A.03: Identify and practice study skills and test taking strategies. AD.4.B.03: Recognize and practice basic time management and organizational skills for assignments and/or task completion. RI.3.1 RI.3.4 RF.3.1 RF.3.2 SL.3.1 SL.3.6 L.3.1 L.3.2 L.3.3 L.3.4 L.3.5 L.3.6 AD A: Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the lifespan. DOK Level – 2 DOK Level - 2 2. The student will describe the importance of using basic time management and organizational skills for assignments and/or task completion. AD.4.A.03 AD.4.B.03 RI.3.1 RI.3.4 RF.3.1 RF.3.2 SL.3.1 SL.3.6 L.3.1 L.3.2 L.3.3 L.3.4 L.3.5 L.3.6 AD A DOK Level – 2 DOK Level – 2 ASSESSMENT DESCRIPTIONS*: The student will self-assess ability in study skills, test taking strategies, and basic time management and organizational skills. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) _____ Direct __x__ Indirect __x__ Experiential __x__ Independent study
2. How can I manage my time? 3. How can I improve my test scores? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will apply two study skills and two test taking strategies used to improve academic achievement. AD.4.A.04: Apply study skills and test taking strategies to improve academic achievement. AD.4.B.04: Apply basic time management and organizational techniques necessary for assignments and/or task completion. RI.4.1 RI.4.4 RF.4.3 RF.4.4 SL.4.1 L.4.1 L.4.2 L.4.3 L.4.4 L.4.5 L.4.6 W.4.1 W.4.4 AD A: Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the lifespan. DOK Level -3 DOK -3 2. The student will apply two time management techniques and two organizational techniques necessary for task completion. AD.4.A.04 AD.4.B.04 RI.4.1 RI.4.4 RF.4.3 RF.4.4 SL.4.1 L.4.1 L.4.2 L.4.3 L.4.4 L.4.5 L.4.6 W.4.1 W.4.4 AD A DOK Level -3 DOK Level -3 ASSESSMENT DESCRIPTIONS*: The student will work in small groups to develop a weekly self-management schedule based on a case study. The student will be able to identify study and test taking skills. Obj. # INSTRUCTIONAL STRATEGIES (Teacher Methods)
system to promote academic success. AD.4.A.07: Demonstrate and refine study skills and strategies utilizing available academic resources. AD.4.B.07: Demonstrate and refine a self –management system to promote academic success. AD.4.A.08: Consistently apply a system of study skills and test-taking strategies to promote academic success. AD.4.B.08: Consistently apply a self-management system to promote academic success. DOK – 3 DOK - 4 DOK – 4 2. The student will a paragraph describing his/her individual learning style and cite three ways his/her academic achievement can improve using learning style strategies. AD.4.A.06. AD.4.B.06 AD.4.A.07. AD.4.B.07 AD.4.A.08 AD.4.B.08 RI.6.1, 4 W.6.1, 2 SL.6.1 L.6.1-6 AD A DOK – 3 DOK – 4 DOK – 3 DOK – 3 DOK – 4 DOK - 4 3. The student will identify two or more skills in the categories of study skills, test-taking skills, and self-management skills. AD.4.A.06 AD.4.B.06 AD.4.A.07 AD.4.B.07 AD.4.A.08 AD.4.B.08 RI.7.1 RI.7.4 SL.7.1 L.7.1 L.7.2 L.7.3 L.7.4 L.7.5 L.7.6 AD A DOK – 3 DOK – 4 DOK – 3 DOK – 3 DOK – 4 DOK – 4
4. The student will develop two academic success goals and three action steps that can be utilized to accomplish each goal. AD.4.A.06 AD.4.B.06 AD.4.A.07 AD.4.B.07 AD.4.A.08 AD.4.B.08 RI.8.4 W.8.1 W.8.10 SL.8.1 L.8.1 L.8.2 L.8.3 L.8.4 L.8.5 L.8.6 AD A DOK – 3 DOK – 4 DOK – 3 DOK – 3 DOK – 4 DOK - 4 ASSESSMENT DESCRIPTIONS*: Getting Your Grades Together survey and performance activity. Summative Assessment will take place during the 8th grade lesson. Learners will assess their own study skills via the Getting Your Grades Together survey. After assessing their skills, students will write an essay describing their plans for applying what they have learned in middle school to high school work. Essays will include the following elements: Discussion of strengths and limitations in the areas of: Self-Management Skills; Study Skills, and Test-taking skills and the steps to personal success in each skill area. This will be a formal essay and follow the conventions of standard English. To add interest, essay may be written as a letter to self. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) __x___ Direct __x___ Indirect __x___ Experiential __x___ Independent study __x___ Interactive Instruction 1 2 3 4 See Lessons: 6: Lesson 1 Picturing the Successful Student Lesson 2 What’s Your Style? Grade 7: Lesson 3 Let’s Review for Better Achievement Grade 8: Lesson 4 Just Checking Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 3 4 See Lessons: 6: Lesson 1 Picturing the Successful Student Lesson 2 What’s Your Style? 7:
ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will evaluate personal study skills, using the Personal Study Skills and Habits Review Survey and Study Skills Tip Sheet. AD.4.A.09: Review and build upon educational skills necessary to progress toward learning goals. AD.4.B.09: Review and build upon a system and adjust to increased academic demands. AD.4.A.10: Assess and apply educational skills necessary to progress toward individual learning goals. AD.4.B.10: Assess and apply a self-management system to meet increased academic demands. AD.4.A.11: Consistently utilize educational skills necessary to progress toward individual learning goals. AD.4.B.11: Consistently utilize a self-management system and adjust to RI.9-10.1 RI.9-10.4 SL.9-10.1 SL.9-10.4 L.9-10.1 L.9-10.2 L.9-10.3 L.9-10.4 L.9-10.5 L.9-10.6 AD A. Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the lifespan. DOK 3 DOK 4 DOK – 4 DOK - 4 DOK – 4 DOK – 4
1. What do people expect you to do? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will work with a team of two or more to create a skit exemplifying at least two additional strategies or skills expected of third grade students. AD.5.A.03: Revise and practice strategies to meet increased school activities. RL.3.6 RF.3.3 W.3.3 W.34 W.3.8 SL.3.1 SL.3.3 SL.3.4 SL.3.6 L.3.1 L.3.2 L.3.3 L.3.4 L.3.5 L.3.6 AD A. Students will acquire the attitudes, knowledge, and skills contributing to effective learning in school and across the lifespan. Level 3 ASSESSMENT DESCRIPTIONS*: Skits written and performed by students will demonstrate the skills and behaviors used by 3rd graders to succeed. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) __x__ Direct __x__ Indirect __x__ Experiential _____ Independent study __x__ Interactive Instruction 1 See Lessons: Lesson # 1: Acting Like a Grader (Part 1) Lesson # 2: Acting Like a Third Grader (Part 2) Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 See Lessons: Lesson # 1: Acting Like a Third Grader (Part 1)
1. Why do we have certain memories? 2. How are transitions associated with life? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will have one successful opening of a combination lock. AD.5.A.05 Develop an understanding of educational tasks and skills necessary to make a smooth transition to the middle school structure. RI.5.3 RI.5.4 RF.5.3 RF.5.4 SL.5.1 L.5.1 L.5.2 L.5.3 L.5.4 L.5.5 L.5.6 AD A. Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the lifespan. Level 3 2. The student will complete an activity to self-assess her/his expectations and skills needed to be successful in middle school. AD.5.A.05 RF.5.3 RF.5.4 SL.5.1 L.5.1 L.5.2 L.5.3 L.5.4 L.5.5 L.5.6 AD A Level 3 3. The student will identify nine goals for middle school by completing one “Plan of Action” activity sheet. AD.5.A.05 RI.5.3 RI.5.4 RF.5.3 RF.5.4 W.5.1 W.5.2 W.5.8 SL.5.1 SL.5.2 SL.5.4 AD A Level 3
ESSENTIAL QUESTIONS: 1. How do you feel about new experiences? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will identify five skills necessary to transition to high school. AD.5.A.08: Identify the information and skills necessary to transition to high school. SL.8.1 SL.8.2 L.8.1 L.8.2 L.8.3 L.8.4 L.8.5 L.8.6 AD A. Students will acquire the attitudes, knowledge and skills contributing to effective learning in school and across the lifespan. Level 2 2. The student will confirm their understanding of graduation requirements, credit, core classes, and electives, and GPA by completing the Moving On checklist. AD.5.A.08 SL.8.1 SL.8.2 L.8.1 L.8.2 L.8.3 L.8.4 L.8.5 L.8.6 RST.6-8.2 RST.6-8.4 AD A Level 2 3. The student will list five extracurricular activities they are interested in. AD.5.A.08 SL.8.1 SL.8.2 L.8.1 L.8.2 L.8.3 L.8.4 L.8.5 L.8.6 AD A Level 2
(Ls. 1) ______ ______ Demonstrations ______ Guided & Shared - , listening, viewing, thinking (Ls. 1, 2) __X___ (Ls. 2) ______ ______ ______ ______ ______ Observations ______ ______ Model Building ______ Surveys Packages ______ Correspondence Lessons ______ __X___ Homework (Ls. 1) ______ ______ ______ Learning Centers ______ Laboratory Groups __X___ (Ls. 1) ______ ______ ______ ______ ______ Tutorial Groups ______ Interviewing ______ Conferencing UNIT RESOURCES: Common Core State Standards (CCSS), accessed May 17, 2013, from http://www.corestandards.org/ ASCA National Standards for Students (ASCA), accessed June 11, 2013, from http://static.pdesas.org/content/documents/ASCA_National_Standards_for_Students.pdf
ESSENTIAL QUESTIONS: 1. How does academic performance affect career/education choices? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will write a journal entry about one career cluster that matches his/her interests. AD.6.A.08: Design a Personal Plan of Study RI.8.4 W.8.2 W.8.7 W.8.9 SL.8.1 L.8.1 L.8.2 L.8.3 L.8.4 L.8.5 L.8.6 AD B. Students will complete school with the academic preparation essential to choose from a wide range of substantial options including college. Level 4 2. The student will write a paragraph identifying information about the career cluster of his/her choice and at a least four high school classes which correspond with the chosen path. AD.6.A.08 RI.8.4 W.8.2 W.8.7 W.8.9 SL.8.1 L.8.1 L.8.2 L.8.3 L.8.4 L.8.5 L.8.6 AD B Level 4 3. The student will complete a personal plan of study. AD.6.A.08 SL.8.1 L.8.1 L.8.2 L.8.3 AD B Level 4
life-long learning. 4. The student will review and revise personal plan of study to determine career path/cluster and related coursework. AD.6.A.10 RI.9-10.4 SL.9-10.1 SL.9-10.2 SL.9-10.3 L.9-10.1 L.9-10.3 L.9-10.4 L.9-10.5 L.9-10.6 AD B Level 3 5. The student will complete one or more sample application(s) for post-secondary programs. AD.6.A.11: Evaluate and revise a Personal Plan of Study for life-long learning. W.11-12.1 W.11-12.2 W.11-12.3 W.11-12.4 W.11-12.5 W.11-12.8 W.11-12.9 W.11-12.10 L.11-12.1 L.11-12.2 L.11-12.3 L.11-12.4 L.11-12.5 L.11-12.6 AD B Level3 6. The student will establish an individual calendar important dates related to personal plans of study. AD.6.A.11 RI.11-12.4 RI.11-12.7 L.11-12.1 L.11-12.3 L.11-12.4 L.11-12.5 L.11-12.6 AD B Level3 7. The student will complete “Personal Plan of Study Review for Seniors”. AD.6.A.12: Apply information to revise and implement a Personal Plan of Study SL.11-12.1 SL.11-12.4 L.11-12.1 L.11-12.2 L.11-12.3 L.11-12.4 L.11-12.5 L.11-12.6 AD B Level 4
strengths, and limitations. CD.7.A.11: Analyze the education, training and personal characteristics needed to achieve current life career and compare those characteristics with one’s own characteristics. CD.7.C.11: Identify the value of personal to the world of work as a result of one’s career choices. L11-12.6 WHST.9-10.7 WHST.9-10.8 WHST.9-10.9 WHST.11-12.7 WHST.11-12.9 WHST.11-12.8 training and the world of work. DOK – 4 DOK Level – 3 The student will identify at least two personal, educational and/or training requirements needed for his/her career choice. CD.7.A.09 CD.8.B.09 CD.7.A.10 CD.7.A.11 CD.7.C.11 RI.9-10.4 RI.9-10.7 RI.11-12.4 RI.11-12.7 W.9-10.7 W.9-10.8 W.9-10.9 W.11-12.7 W.11-12.8 W.11-12.9 SL.9-10.1 SL.9-10.2 SL.9-10.3 SL.9-10.4 SL.9-10.5 SL.11-12.1 SL.11-12.2 CD A CD B CD C DOK Level – 3 DOK Level – 2 DOK – 3 DOK Level – 4 DOK Level – 3
______ ______ ______ ___x__ (Ls. 1,2,3,4) ______ ______ Demonstrations ______ Guided & Shared - , listening, viewing, thinking (Ls. 2,3) ______ ______ ______ ___x__ (Ls. 1,2,3) ______ ______ ______ ______ ______ ______ ______ Conducting Experiments ___x__ (Ls. 4) ______ ______ Storytelling ______ ______ Field Observations ______ ______ Building ___x__ Surveys (Ls. 2) ______ ______ ______ ______ Reports ______ Learning Activity Packages ______ Correspondence Lessons ______ ______ Homework ______ ______ ______ Learning Centers ______ ___x__ Panels (Ls 1) ______ ______ ___x__ (Ls. 1,2,3,4) ______ Laboratory Groups ___x__ (Ls. 2) ___x__ (Ls. 4) ______ ______ ______ ______ Tutorial Groups ___x__ Interviewing (Ls. 1) ______ Conferencing UNIT RESOURCES: Common Core State Standards (CCSS), accessed May 17, 2013, from http://www.corestandards.org/ ASCA National Standards for Students (ASCA), accessed June 11, 2013, from http://static.pdesas.org/content/documents/ASCA_National_Standards_for_Students.pdf
UNIT DESCRIPTION: Navigating Through the World of Work This unit students gain a working knowledge and understanding of their interests, of relevant and credible career exploration and planning resources, and ways to experience work roles. Students will use career inventories, career resources and job shadowing to explore their career interests. Students will interview and write an essay of his/her career interest. SUGGESTED UNIT TIMELINE: One lesson per grade level CLASS PERIOD (min.): 55-70 minutes each lesson ESSENTIAL QUESTIONS: 1. How do interests and goals fit together? 2. How are careers different? 3. How does a job shadowing experience affect a person’s job choice? 4. How does one obtain the job he/she ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will complete a career inventory to identify at least one career of interest. CD.7.B.09: Recognize the sixteen (16) career clusters within the six (6) career paths for exploring and preparing for careers now and in the future. CD.8.A.09: Integrate career and educational information with knowledge of self and career clusters to identify occupations of interest. RI.9-10.4 RI.9-10.7 RI.11-12.4 RI.11-12.7 W.9-10.7 W.9-10.8 W.9-10.9 W.11-12.7 W.11-12.8 W.11-12.9 SL.9-10.1 SL.9-10.2 SL.9-10.3 SL.9-10.4 SL.9-10.5 SL.11-12.1 SL.11-12.2 SL.11-12.3 SL.11-12.4 SL.11-12.5 L.9-10.1 L.9-10.2 L.9-10.3 L.9-10.4 L.9-10.5 L.9-10.6 CD A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. CD B. Students will employ strategies to achieve future career goals with success and satisfaction. DOK Level – 2 DOK Level – 4
CD.7.B.10: Evaluate a variety of resources to aid in career exploration and planning now and in the future. CD.8.A.10: Analyze career and educational information to identify the most relevant resources for specific career options. CD.7.B.11: Utilize a variety of resources to aid in career exploration and planning. CD.8.A.11: Synthesize career and educational information gathered from a variety of sources. CD.7.B.12: Utilize knowledge of career exploration and planning to adapt to new career and educational opportunities as L11-12.1 L11-12.2 L11-12.3 L11-12.4 L11-12.5 L11-12.6 WHST.9-10.7 WHST.9-10.8 WHST.9-10.9 WHST.11-12.7 WHST.11-12.9 WHST.11-12.8 RST.9-10.3 RST.9-10.4 RST.9-10.7 RST.11-12.3 RST.11-12.4 RST.11-12.7 CD C. Students will understand the relationship between training and the world of work. DOK Level – 4 DOK Level 4 DOK Level 3 DOK Level 4 DOK Level 4
UNIT DESCRIPTION: Work, Career and Me! Students will be learning about the relationship between strengths and interests, and how those strengths and interests relate to what people do in their careers. Further exploration of the six career paths and the importance of all jobs will be conducted. SUGGESTED UNIT TIMELINE: 2 Lessons CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: 1. What are jobs? 2. Why jobs important? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK The student will be able to identify personal strengths and interests related to one home activity and one school activity. CD.7.A.01: Identify strengths and interests at home and school. CD.7.B.01: Identify workers in the local community related to the six (6) career paths. CD.7.C.01: Explain the importance of jobs in the family and school. RF.1.2 RF.1.3 W.1.8 SL.1 SL.2 SL.3 SL.4 SL.6 L.1.1 L.1.4 L.1.5 L.1.6 CD C: Students will understand the relationship between training and the world of work. DOK Level – 1 DOK Level – 2 DOK Level – 2 The student will be able to identify six community workers and how their jobs match each of the six career paths. CD.7.A.01 CD.7.B.01 CD.7.C.01 RF.1.2 RF.1.3 W.1.8 SL.1 SL.2 SL.3 SL.4 SL.6 L.1.1 L.1.4 L.1.5 L.1.6 CD C DOK Level – 1 DOK Level – 2 DOK Level – 2
UNIT DESCRIPTION: Making Connections Students will make the connection between activities and interests and future careers, connections between jobs and the academic skills necessary for those jobs, connections between/among all work and workers. SUGGESTED UNIT TIMELINE: 2 Lessons CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: 1. What is the relationship between strengths, interests, and careers? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK The student will identify at least two new activities and interests to explore. CD.7.A.02: Identify new activities and interests to explore. CD.7.B.02: Identify the academic skills necessary for workers in the six (6) career paths. CD.7.C.02: Explain the importance of jobs and workers in the community. RF.2.3 W.2.2 W.2.8 SL.2.1 SL.2.2 SL.2.3 SL.2.4 SL.2.6 L.2.1 L.2.2 L.2.3 L.2.4 L.2.5 L.2.6 CD A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. CD C. Students will understand the relationship between training and the world of work. DOK Level - 1 DOK Level - 2 DOK Level - 2 The student will be able to identify at least two academic skills necessary for workers in each of the six Career Paths. CD.7.A.02 CD.7.B.02 CD.7.C.02 RF.2.3 W.2.2 W.2.8 SL.2.1 SL.2.2 SL.2.3 SL.2.4 SL.2.6 L.2.1 L.2.2 L.2.3 L.2.4 CD A CD C DOK Level – 1 DOK Level – 2 DOK Level - 2
UNIT DESCRIPTION: Finding My Place In The Community This unit is designed to help students understand that there are many occupations in which personal preferences can be a part of their future work. Students will complete a checklist that identifies their preferences for working conditions. This checklist will be used as an exploration guide throughout the current year and saved for comparison/assessment next year. Students will be introduced to various career explorations of electronic and print resources, software, Web Quests and bibliographic resources. SUGGESTED UNIT TIMELINE: 2 Lessons CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: 1. How does understanding one’s interests and strengths relate to career exploration? 2. Why is researching a career important in the career decision-making process? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK The student will identify personal and educational interests and strengths in common with those of a worker in the local community. CD.7.A.04: Compare interests and strengths with those of workers in the local community. CD.7.B.04: Identify school and community resources available for exploration of the six career paths. CD.7.C.04: RF.4.3 W.4.8 SL.4.1 SL.4.3 SL.4.4 L.4.1 L.4.3 L.4.4 L.4.5 L.4.6 CD A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. CD C. Students will understand the relationship between training and the world of work. DOK – Level 3 DOK – Level 1,2 DOK – Level 2
Recognize the contributions of all jobs to the community. The student will identify and “sample” two school and community resources that are available for exploration of the six career paths. CD.7.A.04 CD.7.B.04 CD.7.C.04 RF.4.3 W.4.8 SL.4.1 SL.4.3 SL.4.4 L.4.1 L.4.3 L.4.4 L.4.5 L.4.6 CD A CD C DOK – Level 3 DOK – Level 1,2 DOK – Level 2 The student will identify two contributions of five jobs in the community. CD.7.A.04 CD.7.B.04 CD.7.C.04 RF.4.3 W.4.8 SL.4.1 SL.4.3 SL.4.4 L.4.1 L.4.3 L.4.4 L.4.5 L.4.6 CD A CD C DOK – Level 3 DOK – Level 1,2 DOK – Level 2 ASSESSMENT DESCRIPTIONS*: Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) Direct Indirect __x__ Experiential _____ Independent study Interactive Instruction 1 2 3 See: Lesson #1: Where do I Fit? Lesson #2: Information, Please! Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) See:
The student will interview one worker, share this interview with others, and write a paragraph reporting the findings. CD.7.A.05 CD.7.B.05 CD.7.C.05 W.5.1 W.5.2 W.5.4 W.5.7 W.5.8 SL.5.1 SL.5.2 SL.5.3 SL.5.4 SL.5.5 L.5.1 L.5.2 L.5.3 L.5.4 L.5.5 L.5.6 CD A CD C DOK Level – 3 DOK Level - 3 DOK Level - 4 The student, as a member of a group, will identify five jobs with a least one change over the last ten years. CD.7.A.05 CD.7.B.05 CD.7.C.05 W.5.1 W.5.2 W.5.4 W.5.7 W.5.8 SL.5.1 SL.5.2 SL.5.3 SL.5.4 SL.5.5 L.5.1 L.5.2 L.5.3 L.5.4 L.5.5 L.5.6 CD A CD C DOK Level – 3 DOK Level - 3 DOK Level – 4 ASSESSMENT DESCRIPTIONS*: The student will compare/contrast Where Do I Fit Activity Sheet of working conditions completed in grade 4 with grade 5 Where Do I Fit Activity Sheet. The student will interview a worker and complete How Times Have Changed Activity Sheet regarding how the worker’s job(s) has changed over the past 10 years, and whether those changes have benefited him/her. The student will write a paragraph explaining his/her findings in relation to the worker’s future. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) __x__ Direct __x__ Indirect _____ Experiential _____ Independent study
contributions to the world of work as a result of one’s career choices. CD.7.C.12: Respect all work as important, valuable, and necessary in maintaining a global society. L11-12.5 L11-12.6 WHST.9-10.7 WHST.9-10.8 WHST.9-10.9 WHST.11-12.7 WHST.11-12.9 WHST.11-12.8 relationship between training and the world of work. The student will identify five positive skills that enhance school and community contributions as they relate to life-long goals. CD.7.C.09 CD.7.C.10 CD.7.C.11 CD.7.C.12 RI.9-10.4 RI.9-10.7 RI.11-12.4 RI.11-12.7 W.9-10.7 W.9-10.8 W.9-10.9 W.11-12.7 W.11-12.8 W.11-12.9 SL.9-10.1 SL.9-10.2 SL.9-10.3 SL.9-10.4 SL.9-10.5 SL.11-12.1 SL.11-12.2 SL.11-12.3 SL.11-12.4 SL.11-12.5 L.9-10.1 L.9-10.2 L.9-10.3 L.9-10.4 L.9-10.5 L.9-10.6 L11-12.1 L11-12.2 L11-12.3 L11-12.4 L11-12.5 L11-12.6 WHST.9-10.7 WHST.9-10.8 CD A CD B CD C DOK Level – 4 DOK Level – 4 DOK Level – 3 DOK Level - 4
UNIT DESCRIPTION: Developing Awareness of Work and Workers Students will identify activities that they like/dislike at home and at school; will learn how to relate knowledge of workers at home and at school to the 6 career paths; and develop an appreciation for the importance of all kinds of work. SUGGESTED UNIT TIMELINE: 4 Lessons CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: What is work? Why do people work? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK Students will identify at two tasks they like to do at home and at school. CD.7.A.0K: Identify likes and dislikes at home and school. CD.7.B.0K: Identify workers in the school and in families related to the six (6) career paths. CD.7.C.0K: Recognize that all work is important. RF.K.2 RF.K.3 W.K.8 SL.K.1 SL.K.2 SL.K.3 SL.K.4 SL.K.5 SL.K.6 L.K.1 L.K.4 L.K.5 CD A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. CD C. Students will understand the relationship between personal qualities, education, training and the world of work. DOK Level - 2 DOK Level - 2 DOK Level - 1 Students will identify at two tasks they dislike at home and at school. CD.7.A.0K CD.7.B.0K. CD.7.C.0K RF.K.2 RF.K.3 W.K.8 SL.K.1 SL.K.2 SL.K.3 SL.K.4 SL.K.5 CD A CD C DOK Level – 2 DOK Level – 2 DOK Level – 1
SL.K.6 L.K.1 L.K.4 L.K.5 Students will identify all six career paths as a group and identify why they are important. CD.7.A.0K. CD.7.B.0K CD.7.C.0K RF.K.2 RF.K.3 W.K.8 SL.K.1 SL.K.2 SL.K.3 SL.K.4 SL.K.5 SL.K.6 L.K.1 L.K.4 L.K.5 CD A CD C DOK Level – 2 DOK Level – 2 DOK Level - 1 Students will identify at least two workers in school and their career paths. CD.7.A.0K. CD.7.B.0K CD.7.C.0K RF.K.2 RF.K.3 W.K.8 SL.K.1 SL.K.2 SL.K.3 SL.K.4 SL.K.5 SL.K.6 L.K.1 L.K.4 L.K.5 CD A CD C DOK Level – 2 DOK Level – 2 DOK Level – 1 Students will identify at least two family members and their career paths. CD.7.A.0K. CD.7.B.0K CD.7.C.0K RF.K.2 RF.K.3 W.K.8 SL.K.1 SL.K.2 SL.K.3 SL.K.4 SL.K.5 SL.K.6 L.K.1 L.K.4 L.K.5 CD A CD C DOK Level – 2 DOK Level – 2 DOK Level – 1 Students will identify two jobs and share one reason why each job is important. CD.7.A.0K. CD.7.B.0K CD.7.C.0K RF.K.2 RF.K.3 W.K.8 SL.K.1 SL.K.2 SL.K.3 SL.K.4 SL.K.5 SL.K.6 CD A CD C DOK Level – 2 DOK Level – 2 DOK Level – 1
L.2.2 L.2.3 L.2.4 L.2.5 L.2.6 ASSESSMENT DESCRIPTIONS*: Students will illustrate the roles and responsibilities of community workers and describe the skills needed to do the jobs verbally or in writing. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) __x__ Direct _____ Indirect __x__ Experiential Independent study __x__ Interactive Instruction 1 2 See Lessons: Lesson #1: All Around the Neighborhood – Part 1 Lesson #2: All Around the Neighborhood – Part 2 Lesson #3: All Around the Neighborhood – Part Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 See Lessons: Lesson #1: All Around the Neighborhood – Part 1 Lesson #2: All Around the Neighborhood – Part 2 Lesson #3: All Around the Neighborhood – Part 3 Direct: ___x__ Structured Overview (Ls. 1,2) ______ ______ ______ ______ ______ Indirect: ______ ______ ______ ______ ______ ______ ______ Experiential: ______ ___x__ (Ls.3) ______ Conducting Experiments ______ ______ Games ______ Storytelling ______ Independent Study ______ Essays ______ ______ ___x__ (Ls 1) ______ Reports ______ Learning Activity Packages Interactive Instruction ______ ______ ______ Panels ___x__ (Ls. 1,2) ______ ______ ______ Laboratory Groups
This Unit introduces students to the importance of personal characteristics and “work-habit” skills to getting and keeping a job. Students will explore personal character traits and use that information to discuss ethical dilemmas. Employment readiness skills (including the purpose of and writing resumes, interviewing processes, portfolio development) Students will develop a skill-based resume. They will assess and analyze personal and work habit skills in the process. CLASS PERIOD (min.): 40 minutes each ESSENTIAL QUESTIONS: What if people didn’t respect others? What are ethics? Why are ethics important in the world of work? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK The student will define the term “ethics” and identify five reasons why ethical behavior is important in the workplace. CD.9.A.06: Assess and analyze personal, ethical and work habit skills as they relate to individual student success. CD.9.B.06.a.i: Develop a resume of work experiences for home and school. W.6.2 SL.6.1 SL.6.2 SL.6.3 L.6.1 L.6.2 L.6.3 L.6.4 L.6.5 L.6.6 CD C. Students will understand the relationship between personal qualities, education, training and the world of work. DOK Level – 4 DOK Level – 2 The student will assess and analyze five work habits, which contribute to success in the workplace. CD.9.A.06 CD.9.B.06 W.6.2 SL.6.1 SL.6.2 SL.6.3 L.6.1 L.6.2 L.6.3 L.6.4 L.6.5 L.6.6 CD C DOK Level – 4 DOK Level – 2 The student will complete a personal resume of work experiences for home and school. CD.9.A.06 CD.9.B.06 W.6.2 SL.6.1 SL.6.2 SL.6.3 L.6.1 L.6.2 CD C DOK Level – 4 DOK Level – 2
This unit provides opportunity for students to recognize their roles and responsibilities. The unit focuses on how their personal characteristics and strengths help them in their life roles. The unit uses art activities to motivate students. CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: 1. Why are positive character traits important? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS ASCA DOK 1. The student will determine positive and negative character traits from a list of fifteen character traits. PS.1.A.03 Identify positive characteristics and areas for personal growth. PS.1.B.03 Reflect on personal roles at home and at school and identify responsibilities. PS.1.C.03 Identify the characteristics needed to contribute to the classroom. RF.3.3 SL.3.1 SL.3.6 L.3.1 L.3.2 L.3.3 L.3.5 L.3.6 P/SD A. Students will acquire the knowledge, attitude, and interpersonal skills to help them understand and respect self and others. Level 1 Level 2 Level 1 2. The student will determine which of four character traits named by other students describe him/her. PS.1.A.03 PS.1.B.03 PS.1.C.03 RF.3.3 SL.3.1 SL.3.6 L.3.1 L.3.2 L.3.3 L.3.5 L.3.6 P/SD A Level 1 Level 2 Level 1
UNIT DESCRIPTION: TEAMS: Together Everyone Assures My Success Students will participate in a web activity to understand the importance of relationships and how one’s actions determine the strength of relationships. Students will brainstorm methods they use to keep up with individual, family, school and community responsibilities. Students will present information to partners and to the group about those things that they most value, using examples from the activity sheet. SUGGESTED UNIT TIMELINE: 3 Lessons CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: 1. How can a person’s actions effectively contribute to their community? 2. How do people manage all the responsibilities of their life roles? How can a person’s actions contribute to the community? 3. How do you identify what is most important to you? 4. How do you measure value or worth? Why is it important to understand that other people may have values that differ from your own? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will draw conclusions from the ‘Web Activity’ to complete the activity reflection worksheet. PS.1.A.06: Identify individual strengths and areas for personal growth and good citizenship. PS.1.B.06: Identify and develop personal planning strategies to manage individual, family, and school responsibilities. W.6.1 W.6.2 SL.6.1 L.6.1 L.6.2 L.6.3 L.6.4 L.6.5 L.6.6 P/SD A. Students will acquire the knowledge, attitude, and interpersonal skills to help them understand and respect self and others. Level 2 Level 3
2. The student will determine one positive and one negative response for at least three friendship interactions. PS.2.A.03 PS.2.B.03 PS.2.C.03 SL.3.1 SL.3.3 SL.3.4 SL.3.6 L.3.1 L.3.3 L.3.6 P/SD A Level 2 2 Level 3 3. The student will demonstrate the use of I-Messages for at least three social situations. PS.2.A.03 PS.2.B.03 PS.2.C.03 SL.3.1 SL.3.3 SL.3.4 SL.3.6 L.3.1 L.3.3 L.3.6 P/SD A Level 2 Level 2 Level 3 4. The student will work in a small group to demonstrate the use of STAR to solve at least one common problem in the classroom. PS.2.A.03 PS.2.B.03 PS.2.C.03 SL.3.1 SL.3.3 SL.3.4 SL.3.6 L.3.1 L.3.3 L.3.6 P/SD A Level 2 Level 2 Level 3 ASSESSMENT DESCRIPTIONS*: Students will identify their own cultures’ customs and those of others. Students will recognize and use I-Messages when interacting with others. Students will use the STAR problem solving steps when they are faced with problems and conflicts. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) __X__ Direct __X__ Indirect __X__ Experiential _____ Independent study Interactive Instruction 1 2 3 4 See Lessons: Lesson 1 Celebrate Your Culture Lesson 2 Communicating with I-Messages, Part 1 Lesson 3 Communicating with I-Messages, Part 2 Lesson 4 Be a Problem Solving Star Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do)
PS.2.A.08: Self-assess interpersonal skills that will help maintain quality relationships. 2. The student will demonstrate how to change one inappropriate interpersonal into an appropriate one through role-play. PS.2.A.06 PS.2.A.07 PS.2.A.08 SL.7.1 SL.7.6 L.7.1 L.7.2 L.7.3 L.7.6 P/SD A Level 1 Level 3 Level 3 3. The student will complete the I am activity, select a skill they would like to improve, and outline a plan. PS.2.A.06 PS.2.A.07 PS.2.A.08 W.8.2 SL.8.1 L.8.1 L.8.2 L.8.3 P/SD A Level 1 Level 3 Level 3 4. The student will demonstrate at least three effective interpersonal skills which could resolve a conflict. PS.2.A.06 PS.2.A.07 PS.2.A.08 W.8.2 W.8.3 SL.8.1 L.8.1 L.8. L.8.3 P/SD A Level 1 Level 3 Level 3 5. The student will identify two interpersonal qualities to improve and two strategies to achieve this. PS.2.A.06 PS.2.A.07 PS.2.A.08 W.8.2 SL.8.1 L.8.1 L.8.2 L.8.3 P/SD A Level 1 Level 3 3 ASSESSMENT DESCRIPTIONS: Students will identify interpersonal qualities and skills that maintain quality relationships. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) __X___ Direct __X___ Indirect __X___ Experiential __X___ Independent __X___ Interactive Instruction
UNIT DESCRIPTION: How Does One Cope With Life Changing Events? In small groups, students will work together to determine how best to cope with a event. They will plan and present a skit on this situation and make notes on coping skills to use in various situations. SUGGESTED UNIT TIMELINE: 2 Lessons CLASS PERIOD (min.): 30 minutes each ESSENTIAL QUESTIONS: 1. How can I adapt to change? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will identify at least one emotion associated with a life-changing event. PS.3.C.03: Identify coping skills for managing life changes or events. P/SD C. Students will understand safety and survival skills. Level 1 2. The student will work cooperatively to demonstrate at least one coping skill for dealing with a life change scenario. PS.3.C.03: P/SD C. 1 ASSESSMENT DESCRIPTIONS*: Students will work in groups to determine coping skills to use with life-changing events. They will perform skits for each other and write what they learned from each presentation. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) __x__ Direct __x__ Indirect _____ Experiential _____ Independent study __x__ Interactive Instruction 1 2 See Lessons: Lesson #1: What to do? What to do? Part I Lesson #2: What to do? What to do? Part II Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 See Lessons: Lesson #1: What to do? What to do? Part I Lesson #2: What to do? What to do? Part II
UNIT DESCRIPTION: Keeping Myself Safe By Making Safe and Healthy Choices. Lesson 1 – Students will learn about the four types of bullying and a definition of harassment. Lesson 2 – Students will use the STAR problem solving method to solve real life scenarios. SUGGESTED UNIT TIMELINE: 2 Lessons CLASS PERIOD (min.): 90 minutes each ESSENTIAL QUESTIONS: 1. How do you respect yourself and others? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER ASCA DOK 1. The student will answer and review ten true and false questions about bullying. PS.3.A.04: Apply effective and refusal skills to make safe and healthy choices in various life situations. PA.3.B.04: Describe different types of violence and harassment, and identify strategies for intervention. P/SD B. Students will make decisions, set goals and take necessary action to achieve goals. P/SD C. Students will understand safety and survival skills. Level 4 Level 3 2. The student will identify the type of bullying in one scenario and develop two solutions for the scenario. PS.3.A.04 PA.3.B.04 P/SD B. P/SD C. Level 4 Level 3
PS.3.C.09 PS.3.C.10 PS.3.C.11 PS.3.C.12 Level 2 Level 3 Level 3 Level 4 4. The student will participate in and evaluate a presentation from an emergency response agency and write three related thoughts to explore. PS.3.A.09 PS.3.A.10 PS.3.A.11 PS.3.A.12 PS.3.B.09 PS.3.B.10 PS.3.B.11 Ps .3.B.12 PS.3.C.09 PS.3.C.10 PS.3.C.11 PS.3.C.12 P/S D C Level 2 Level 3 Level 4 Level 4 Level 2 Level 3 Level 4 Level 4 Level 2 Level 3 3 Level 4 5. The student will participate in the planning of – and/or involvement in – a wellness fair. PS.3.A.09 PS.3.A.10 PS.3.A.11 PS.3.A.12 PS.3.B.09 PS.3.B.10 PS.3.B.11 PS.3.B 12 PS.3.C.09 PS.3.C.10 PS.3.C.11 PS.3.C.12 P/S D C Level 2 3 Level 4 Level 4 Level 2 Level 3 Level 4 Level 4 Level 2 Level 3 Level 3 Level 4 ASSESSMENT DESCRIPTIONS: Through simulation students will demonstrate problem solving and decision skills and advocate for healthy life choices. Students will demonstrate positive coping skills in managing life events by utilization of community resources. Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods)
CENTRAL ACADEMY INTERNATIONAL SCHOOL DATE SHEET FOR PERIODIC TEST 1 – JULY’ 18 DATE CLASS I CLASS II III CLASS IV CLASS V VI CLASS VII 11.07.18 Wednesday COMPUTER COMPUTER COMPUTER COMPUTER COMPUTER FRENCH SCIENCE 13.07.18 Friday ENGLISH HINDI ENGLISH SCIENCE MATHS ENGLISH FRENCH 16.07.18 Monday HINDI SOCIAL SCIENCE MATHS ENGLISH SOCIAL SCIENCE 18.07.18 Wednesday MATHS EVS HINDI ENGLISH SCIENCE ENGLISH 20.07.18 Friday EVS ENGLISH MATHS SOCIAL SCIENCE HINDI MATHS SOCIAL SCIENCE 21.07.18 Saturday - - SCIENCE HINDI SOCIAL SCIENCE SCIENCE HINDI 23.07.18 Monday - - - - - COMPUTER COMPUTER Note: Unit Test Timings – 8.30 am to 9.30 am Assembly will be held in the classes itself. Classes I – III – worksheet format Classes IV – VII – test will be given in Test Note Books. Classes I – IV – max. = 20 and Classes V – VII – max. marks = 20