3rd Grade Enrichment Students Will Learn About the U.S. System of National Parks
This unit focuses on the following essential questions: How do we locate, analyze and explore the conservation of the physical features of the United States National Parks?
What will students understand? The vocabulary of the national park they are studying (will vary from park to park) Where national parks are geographically located What measures conservationists and naturalists had and must continue to take to establish and protect the national parks What role John Muir played in the establishment and preservation of our national parks The timeline and important history of national parks The diverse populations of plants and animals found in our national parks The unique physical features of our national parks The types of leisure and recreational activities found in our national parks What health and safety measures must be taken while visiting our national parks That national parks are extremely important to our ecosystem What ecosystems are found in the various national parks What difficulties national parks face in the present and the future What we as citizens must do to protect and secure the future of our national parks The rich history of our national parks Whether national parks should be utilized for recreation purposes, vs. conservation or both
What will students be able to do? Synthesize and evaluate our responsibility in maintaining the present and future existence of our national parks Evaluate the importance of nature to the lives of all humans. The students will be able to explain how the national parks contribute to the aesthetic beauty of our nation.
4th Grade Enrichment Students Will Learn to See Through Artists' Eyes
This unit focuses on the following essential questions: Why do people make art? How do we interpret information presented visually or orally? How does our visual interpretation assist us with understanding our world and ourselves? How would the world be different without artists?
What will students understand? The function and purpose of art-making across cultures is a reflection of societal and personal values and beliefs. There are specific elements and principles that govern the creation of works of art. Artists from around the world have created art for a variety of reasons. There are connections between visual art and daily life. People of all cultures have created art throughout time. Many cultures have their own purposes and styles of art. You can recognize the art of certain cultures by their unique colors, patterns, methods and materials. Artists of all cultures use their own experiences to create works of art. What will students be able to do? Develop an awareness of the role of visual art in various cultures, time periods, and in their own communities Recognize styles from important art movements and works created by specific artists Develop a respect for the traditions and contributions of diverse cultures Create original works in the styles of the artists we study Write an persuasive essay stating and defending a personal opinion about an art movement’s inherent value over another
5th Grade Enrichment Students Will Have a Shakespearean Experience
This unit focuses on the following essential questions: What is the impact of Shakespeare on today’s world with regard to writers, actors, playwrights, entertainers, politicians, and the English language? How are time periods connected and how do their contributions change views of society? How did Shakespeare used different rhythm and rhyme to represent the character’s social class? Why Shakespeare? Why was he in the “right place at the right time” for his plays to become popular?
What will students understand? The effect of Shakespeare’s works on other literature, media and song These plays were never meant to be read but experienced in a three dimensional experience That language changes, but the changes are not impossible to decipher, and can be actually fun That Shakespeare represents an important milestone in history, as the Renaissance brought back the revival of plays and “knowledge” that had been long buried.
What will students be able to do? Be able to explain the plot line of Hamlet, a Shakespearean tragedy Be able to explain the plot line of a Midsummer Night's Dream, a Shakespearean comedy Know how to appreciate Shakespeare’s plays and that it is important to SEE these plays and not just READ them Be able to memorize and recite a chosen passage Be able to paraphrase snippets of scenes in today’s English Be able to write summaries of plot Be able to analyze characters and their importance