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Our aim is to provide a safe learning environment for all people in our school Community. To support this, SJCS is designating your child’s classroom as “nut-free”. This policy aims to increase our community awareness in order to minimize the risk for children with documented allergies to nut products. Our school has developed and will maintain a whole-school action and implementation plan when dealing with students who have critically life-threatening allergies.
WHY? Anaphylaxis is a severe form of allergic reaction which is potentially life-threatening. It can be fatal within minutes; either through swelling that shuts off airways or through a dramatic drop in blood pressure. There are many causative agents for anaphylaxis with nuts often being the precipitative factor. Anaphylaxis is preventable. Avoidance of specific triggers is by far the best option. Management is via immediate injection of epinephrine and emergency transport to the hospital.
Allergy to peanuts appears to be on the rise in children. According to a FARE-funded study, the number of children in the U.S. with peanut allergy more than tripled between 1997 and 2008. Studies in the United Kingdom and Canada also showed a high prevalence of peanut allergy in school children.
Based on recent studies, an estimated 25-40 percent of people who have peanut allergy are also allergic to tree nuts. In addition, peanuts and tree nuts often come into contact with one another during manufacturing and serving processes. For these reasons, allergists usually tell their patients with peanut allergy to avoid tree nuts as well.
Trace amounts of peanut can cause an allergic reaction. Casual contact with peanuts, such as touching peanuts or peanut butter residue, is less likely to trigger a severe reaction. Casual contact becomes a concern if the area that comes into contact with peanuts then comes into contact with the eyes, nose or mouth (for example, a child with peanut allergy gets peanut butter on her fingers, and then rubs her eyes).
What does this mean for me?
- Your child’s classroom will remain a “peanut/nut-free zone.” Please do not send in any food items to be consumed in the classroom that contains peanuts, nuts, peanut butter, nut butters, or peanut products.
- This includes almonds, filberts, Brazil nuts, cashews, hazelnuts, macadamia nut, pecans, pine nuts, pistachios, and walnuts.
- Read labels carefully to make sure the products are nut free.
- This includes labels that read “May contain traces of peanuts/nuts” or “processed in a facility that processes products that contain peanuts/nuts.” Food labels and ingredients change over time, so always read the label each time before purchasing snacks.
- NO HOMEMADE TREATS MAY BE BROUGHT INTO THE CLASSROOM. All treats/snacks brought to the classroom must have an ingredient label.
- A peanut free table will be designated in the lunch room for all students with peanut/nut allergies.
- Peanut butter and peanut/nut products may be packed in your child’s lunch, but CANNOT be eaten in the classroom, or at the peanut/nut free lunch table.
Thank you for your continued support with keeping our students safe.
Mrs. Blake
Mrs. Sharon Shute
Third Grade Teacher
St. Joseph Catholic School
2009 and 2017 National Blue Ribbon Recipient
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Homework for Monday, 1/28/25
Week at a Glance: January 7-10, 2025
Week at a Glance: January 9-10, 2025
Highlights of the Week:
Reading: Make a scrapbook
Writing: Research and type a Google Doc (informational non-fiction)
Math: Begin Chapter 7 in Math book
Social Studies: Compare and contrast geography of different regions
Religion: The Church Prays
Spelling- Spelling words are a review of some of this unit’s spelling words:
I’ve, let’s, can’t, include, mistake, reptile, popcorn, moonlight, outside, morning, explore, finish, minus-- no bonus words this week-
Language Arts: Review of the following lessons:
This week, students will research plant and animal relationships and create a scrapbook about a plant and animal relationship.
Lesson 1- Compare across texts- Answer the essential question:
- Introduce inquiry project
- Read Relationships in Nature
- Generate questions about the topic
- Apply academic vocabulary
Lesson 2:- Explore and Plan--
- Informational Writing
- Read Coral Reefs: Living Environments
- Develop a topic
- Conduct research- use a library database
- Gather information on research topic
Lesson 3 Collaborate and Discuss--
- Read a student model
- Identify features of informational texts
- Refine research:
- Cite sources
- Read Why We Need Plants
- Apply citing sources to article
Lesson 4 Extend Research--
- Investigate a variety of visuals and media
- Incorporate media into a scrapbook
- Collaborate and discuss
- Revise, edit, and clarify
- Peer review scrapbooks
Lesson 5- Celebrate and Reflect--
- Share your scrapbooks
- Reflect on project--Reflect on Unit
- Reflect on goals
- Reflect on reading
- Reflect on writing
- Assessment on Unit 3.2
- Daily writing in Simple Solutions Grammar packet
Writing:
- Daily Writing in Daily Oral Language packet
- Daily writing in January creative writing journal
- Daily writing in notebook with January prompts
- Daily writing in Gratitude journal
Students will research, with a partner and type on a Google Doc, a plant/ animal relationship in the rainforest. This is a short week so we’ll do some quick searches on Google
Math: Chapter 7- Multiplication and Division-
Vocabulary words to know: Commutative Property, decompose, Identity Property of Multiplication, Zero Property of Multiplication, dividend, divisor, inverse operations, quotient,
Mathematical Practices:
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Model with mathematics.
- Attend to precision.
- Look for and express regularity in repeated reasoning.
- Construct viable arguments and critique the reasoning of others.
- Use appropriate tools strategically.
- Look for and make use of structure.
Tuesday- Lesson 1- Multiply by 3; Use different strategies, such as arrays, equal groups, and properties, to multiply by 3.
Wednesday- Lesson 2- Divide by 3; Use different strategies, including related multiplication facts, to divide by 3.
Thursday- Lesson 3- Hand on: Double a Known Fact; Explore how to double a known fact in order to multiply.
- Daily practice with SeeSaw math activities and IReady lessons
- Math Prodigy lessons and Kahoot math games
- Daily work in Simple Solutions Math
Religion: Unit 3 Session 13- The Church Prays
Session Theme- The liturgy, with the Eurchrist at its center, is the Church’s prayer that nourishes our faith.
Outcomes:
- Describe how Jesus teaches us to pray.
- Explain how Jesus is present in the Mass and the sacraments.
- Identify sacramentals as blessed objects that help us pray.
- Tell the story of Jesus healing the Roman officer’s servant.
- Define blessing, crucifix, rosary, and sacramental.
- Vocabulary words: faith, present, blessing, Eucharist sacrament, grace-
All School Tuesday Mass at 8:30
Daily prayers, songs, and devotions
Social Studies:
Essential Question
How does geography affect our community?
Overview
Create a brochure about the geography of your community. Play a matching game to find out how people in different communities adapt to geography.
Objectives Social Studies
- Identify and describe the physical features, climate, and natural resources of various geographic areas, including the local community.
- Compare and contrast different regions in terms of their geographic characteristics.
- Use map tools: scale, grid, key (legend), symbols, title, and compass rose.
Language Arts
- Orally present solutions to environmental problems in response to ideas offered by others. (speaking, listening)
- Organize information in chart form. (writing)
- Identify examples of categories found in text. (reading)
- Write and illustrate descriptions of geographic locations. (writing)
Preview
- Describe different land features and how diverse different communities can be.
- Hands-On Activity: Exploring Geography and Our Community
- Create a brochure about the geography of your community.
- Hands-On Activity: Exploring Other Communities
- Play a matching game to find out how people in different communities adapt to geography.
- Show What You Know
- Describe how you and your family have adapted to your community’s geography.
- Assessment
- Complete the Unit Inquiry supporting question that corresponds to the lesson, play the lesson game, and create an assessment using TCI questions or your own in the test builder.
Week at a Glance: January 27-31, 2025
Highlights of the Week: Catholic Schools Week!
Reading: Historical Fiction: Little House on the Prairie
Spelling: Words with suffixes
Math: Begin Chapter 8 Apply Multiplication and Division
Social Studies: Begin Black History Month
Religion: A look at Dr. King’s life and Dream
Writing: Students will be writing about Dr. King and other Civil Rights leaders to prepare for our annual Freedom Tea on 2/28- More information to come!
Spelling: readiness, cloudy, stormy, peaceful, eagerness, illness, freshness, happiness, graceful, frightful, bonus words- plentiful, billowy, fierceness
Academic Vocabulary: horribly, furious, insisted, terribly, disturbed
Unit Vocabulary Words: encourage, defeat, distinguish, achieve, command
High Frequency Words: nothing, scientists
Reading: Focus on American Heroes- Weekly Question- How do challenges turn ordinary people into heroes? See objectives below-
- Make inferences and use evidence to support understanding.
- Interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating.
- Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
- Establish purpose for reading assigned and self-selected texts.
- Recognize and analyze genre- specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
- Compare and contrast the themes, settings, plots of stories written by the same author about the same characters (e.g.,in books from a series)
- Identify a hyperbole and explain the use of-
- Demonstrate and apply phonetic knowledge by decoding words using knowledge of suffixes, including how they can change base words such as dropping -e, changing -y to -i, and doubling final consonants.
Learning goals-
- I can learn more about historical fiction and infer themes in historical fiction texts.
- I can develop knowledge about language to make connections between reading and writing historical fiction.
Writing:
- Daily entries in Reading book
- Daily entries in Gratitude Notebook
- Simple Solutions Grammar book and Daily Oral Language Packet
Math: Beginning Chapter 8-Apply Multiplication and Division
Vocabulary words: decompose, Commutative Properties, repeated subtraction
Mathematical Practices:
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Attend to precision.
- Look for and express regularity in repeated reasoning.
- Model with mathematics
- Use appropriate tools strategically.
Monday- Fluency Test on Multiplication and Division/ IReady Math Lessons
Tuesday- Lesson 1- Multiply by 6- Use different strategies, including doubling a known fact, to multiply by 6.
Wednesday- Lesson 2- Multiply by 7- Use different strategies, such as properties, arrays, and composing factors, to multiply by 7.
Thursday- Lesson 3- Divide by 6 and 7- Use different strategies, including arrays and repeated subtraction, to divide by 6 and 7.
- Daily mental math practice with IReady math lessons
- Daily Simple Solutions math lessons M-F
Social Studies: Introduction of the life and legacy of Dr. King and the Civil Rights Movement-
Religion and Social Studies: Civil Rights Month
Goal: Students will read and discuss historical fiction and make connections between text and primary sources [photographs] that provide evidence of social conditions in the past. Students will follow guidelines from worksheets adapted from the National Archives and Records Administration. At the end of the unit, students will “blog” or make a written entry into a classroom writing folder where the question is: “What is worth standing up for?” Objectives: Students will be able to define primary sources, investigate evidence of past events through analysis of photographs and develop new vocabulary in context. Students will be able to make connections between primary sources and historical fiction text as they relate to the Civil Rights Movement.
Book: Here- The Other Side by Jacqueine Woodson will be the basis for our discussion
Also, Dr. King will be introduced this week through stories, videos and songs.
- This week we’ll introduce the following books:
- Who Was Harriet Tubman? Bu: Yona Zeldis McDonough
- What Was the Civil Rights Movement? “
- What was the Underground Railroad? “
- Through discussion, videos, songs, and books we will discuss the Civil Rights Movement and the leaders/ heroes that changed American history.
- Students will be learning Dr. King’s I Had a Dream speech and will be learning songs related to Dr. King and The Civil Rights movement
Homework for Thursday, 1/23/25
Homework for Monday, 1/21/25
Week at a Glance: January 21-24, 2025
Week at a Glance: January 21-24, 2025
Highlights of the Week:
Reading: Another historical fiction story
Math: Chapter 7 Assessment Multiplication and Division
Spelling: Abbreviations
Writing- Begin writing about Dr. King
Religion- Mother Mary
Social Studies: Begin Civil Rights Unit for Black History Month
Other highlights this week:
- Tuesday- Students go to the Book Fair to get a sneak peak and fill out wish lists
- Tuesday- All school Mass with buddies
- Friday- Afternoon prayer in the gym and Begin creating Black History Month signs
- *No Media or Library this week due to the Book Fair
Spelling: Spelling words for this week:
A.M., ASAP, Blvdl, etc, no, P.M., P.S., Rd., vs., wt. Challenge words: dept., hrs., FYI
Develop Vocabulary words: figured, complain, patience, temper, remembered
Key Vocabulary words: humble, quietly, unshaken, rustle-
Unit Academic Vocabulary: encourage, defeat, distinguish, achieve, command
High Frequency Words- building, ocean
Reading: Unit 3 Week2 Heroes-
Weekly Question- How can a hero’s actions affect others?
Learning Goals:
- I can learn more about historical fiction and analyze plot and setting in historical fiction.
- I can develop knowledge about language to make connections between reading fiction and writing historical fiction.
- I can use elements of narrative text to write a historical fiction story.
Goals of the week:
- Listen attentively, ask relevant questions to clarify information, and make pertinent comments.
- Identify, use, and explain the meaning of antonyms, idioms, homophones, and homographs in a text.
- Make connections to personal experiences, ideas in other texts, and society.
- Read on-level text with a purpose and understanding.
- Make inferences and use evidence to support understanding
- Evaluate details read to determine key ideas.
- Synthesize information to create new understanding
- Explain the author’s purpose and message within a text.
- Demonstrate and apply phonetic knowledge by decoding compound words, contrats, and abbreviations.
- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Writing:
- Morning Work: Daily Oral Language Packet
- Simple Solutions Grammar lessons Tuesday- Friday
- Writing portion of the Reading test on Friday
Whole Group Reading M-Thursday- The One and Only Bob
Math: Chapter 7-Division and Multiplication
Vocabulary words for this week: decompose, known fact, equal groups, Zero Property of Multiplication, Identity Property of Multiplication, dividend, divisor
Mathematical Practices:
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.
- Make sense of problems and persevere in solving them.
Math vocabulary: dividend, divisor, zero property of multiplication, identity property of multiplication
Tuesday- Lesson 7- Review Chapter 7 lessons and practice fluency with multiplication and division problems.
Wednesday- Lesson 8- Students will use division rules to divide with 0 and 1.
Thursday- Review for Chapter 7 Assessment: Multiplication and Division
- H/W will include a practice test-
Friday- Chapter 7 Math Assessment
*** Daily work with IReady Math and Math SeeSaw activities
***Simple Solutions Math Lessons T-F
Social Studies: Civil Rights Month
Goal: Students will read and discuss historical fiction and make connections between text and primary sources [photographs] that provide evidence of social conditions in the past. Students will follow guidelines from worksheets adapted from the National Archives and Records Administration. At the end of the unit, students will “blog” or make a written entry into a classroom writing folder where the question is: “What is worth standing up for?” Objectives: Students will be able to define primary sources, investigate evidence of past events through analysis of photographs and develop new vocabulary in context. Students will be able to make connections between primary sources and historical fiction text as they relate to the Civil Rights Movement.
Book: Here- The Other Side by Jacqueine Woodson will be the basis for our discussion
Also, Dr. King will be introduced this week through stories, videos and songs.
Religion: Session 14- Mary is Holy- Unit 3-The Church, The Community in the Spirit-
Session Theme: Mary is our model and teacher of faith and love.
The Church is united before God in the Communion of Saints, Mary, the mother of Jesus and the Mother of the Church, is our model. Through her life she shows us how to believe and how to love. When praying the Rosary, we remember the principal events in the lives of Jesus and Mary.
Outcomes:
- Describe how Mary responded to the shepherd’s news.
- Identify Mary as the Mother of God and the Mother of the Church.
- Describe the Rosary as a way of honoring Mary.
- Discuss the prayer of the Magnificat
- Define: Annunciation, Communion of Saints, Rosary, and Visitation
Daily prayer, devotions, and song-
Tuesday- All School Mass with buddies at 8:30
Homework for Tuesday, 1/14/25
Homework for Monday, 1/13/25
Week at a Glance: January 13-17, 2025
Week at a Glance: January 13-17, 2025
Reading: Begin Unit 3 this week-
Spelling: Prefixes are highlighted this week-
Writing: Google Slide presentation on symbiotic relationships
Math: Continue Chapter 7
Religion: Mother Mary
Social Studies: Conclusion of Lesson 3 Geography and the Way We Live
Spelling Words: prepay, nonstop, disagree, nonfiction, preapprove, indirect, imperfect, impolite, insecure, incorrect- Bonus words: impossibility, indefinite, disqualify
Vocabulary Words: abandon, appeared, enormous, interfered, stationary
Unit Vocabulary Words: encourage, defeat, distinguish, achieve, command-
Reading: Begin Unit 3- Heroes:
Unit 3 Goals:
- Essential Question- What makes a hero?
- Unit theme: Collaborate with others to determine what makes a hero?
- Reading: Understand historical fiction and its elements.
- Reading-Writing- Use language to make connections between reading and writing historical fiction.
- Writing goal- Use elements of a narrative text to write a historical fiction story.
Week 1 - Historical Fiction
Reading Workshop:
- Primary sources- Steps on the Moon- read short story
- Historical Fiction- Below Deck, a Titanic Story
- Words that describe plot and setting
- Correct or confirm predictions
- Talk bout it: Support an opinion
Reading- Writing- Workshop Bridge-
- Related words
- Prefixes: pre-, dis-, in-, im-, non-
- Explain the use of illustrations and use illustrations to understand the story
Writing Workshop:
- Introduce and immerse- historical fiction
- Identify character and setting
- Develop plot
- Brainstorm ideas
- Plan your historical fiction story
Spelling-
- Spell prefixes: pre-, dis-, im-, non-
Language and Conventions:
- Subject verb agreement
- Students will be continuing whole group reading of The One and Only Bob- Students take turns reading story and answering questions in comprehension packet
Writing:
- Daily Writing in Daily Oral Language packet
- Daily writing in Simple Solutions Grammar packet
- Daily writing in Gratitude journal
**Students will also work with a partner creating a Google Slides presentation on symbiotic relationships between an animal and plant or other animal.
Math: Chapter 7-Division and Multiplication
Vocabulary words for this week: decompose, known fact, equal groups, Zero Property of Multiplication, Identity Property of Multiplication
Mathematical Practices:
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.
- Make sense of problems and persevere in solving them.
Monday- Lesson 4- Multiply by 4- Students will double a known fact by 4
Tuesday- Lesson 5- Division by 4- Students will use different strategies, including related multiplication facts, to divide by 4.
Wednesday- Lesson 6- Problem Solving Investigation- Students will solve a problem by identifying extra or missing information. Strategies utilized- Make a table, Look for a Pattern, Use Models-
Thursday- Lesson 7- Multiply by 0 and 1- Students will use different strategies, such as equal groups, patterns, and properties, to multiply by 0 and 1.
*** Daily work with Prodigy Math and Math SeeSaw activities*
Social Studies: Conclusion of Lesson 3- Geography
3.1.3.2--Distinguish between the characteristics of rural, suburban, and urban communities.
- 3.1.3.2-Understand how the characteristics of rural, suburban, and urban communities influence settlement patterns and daily life in these communities
- .3.1.3.3-Recognize that each type of community has unique characteristics compared to the other types of communities.
- 3.1.3.-Explain why people who live in each type of community need to interact with each other.
- 3.1.MSB.1-Develop ideas and pre-write.
- 3.1.RS.1 Make generalizations.
- 3.1.0.1-Find the absolute location of places using a map.
- 3.1.2.1-Realize that different types of maps serve different purposes and have distinctive characteristics.
- 3.1.2.2-Use parts of a map to locate and describe places and features.
- 3.1.2.3-Use a grid system to locate places and features.
- 3.1.2.4-Use a map scale to measure the distance between two places.
- 3.1.3.1-Distinguish between the characteristics of rural, suburban, and urban communities.
- 3.1.3.2-Understand how the characteristics of rural, suburban, and urban communities influence settlement patterns and daily life in these communities.
- 3.1.3.3-Recognize that each type of community has unique characteristics compared to the other types of communities.
- 3.1.3.4-Explain why people who live in each type of community need to interact with each other.
- 3.1.1.1-Understand how and why people establish communities.
- 3.1.1.2-Identify the types of characteristics that comprise a community or region.
- 3.1.1.3-Describe how communities have changed over time.
- 3.1.1.4-Explain similarities and differences between various communities.
- 3.1.1.5--Recognize that people in communities need to fulfill certain responsibilities in order to make their communities good places to live.
- Students will create a brochure about the geography of your community and play a matching game to find out how people in different communities adapt to geography.
- Vocabulary Words for Lesson 3: adapt, climate, natural hazard, natural resource, physical feature, physical geography, pollution, region
Next week: Lesson 4 Native Americans and Their Environments
Religion: Focus on Mother Mary
- Students will be designing “stamps” to represent what Mother Mary means to them
- Daily prayers, devotions, and songs-
- Focus on prayers for Mother Mary/ Songs
- Focus on Kindness Chain- Work on more chains (wonderful idea from Mrs. Bullock) to describe how we show kindness to ourselves and others.
Homework for Thursday, 1/9/25
Homework for Wednesday, 1/8/25
Homework for Tuesday, 1/7/25
Week at a Glance: December 16-20, 2024
Week at a Glance: December 16-20, 2024
Last Week at a Glance for 2024*
Highlights of the Week:
- Last week of school before Christmas break-
- No spelling this week-
- Instead of the traditional Reading week, we will be reading passages and learning about Christmas around the world.
- Math will continue as usual- Students will complete all math h/w this week in school*
- Christmas party on Thursday afternoon- thanks to all involved!
- NO Mass on Tuesday- instead Mass at 8:30 Mass on Friday-Dismissal at 11:00
Reading: Christmas and Winter Holidays around the World
Here are the celebrations. traditions we’ll focus on this week:
- America
- Australia
- Brazil
- Germany
- Japan
- Liberia
- Mexico
- Italy
- Canada
- Spain
- England
- Sweden
We’ll look at videos of these different celebrations and fill out learned information in our Christmas Around the World packet.
Writing:
Students will be writing in:
- Travel around the World Packet
- Gingerbread House Math/ ELA packet with partner
- Christmas activity workbook for Christmas
ELA and Math:
Students will work in a group to construct a gingerbread house and present to class-
Students will need to:
- Use math skills to determine what materials and supplies are needed to build their paper gingerbread house.
- Students will use persuasive language to write about gingerbread houses to get peers to choose their house to buy.
- Students will write stories about their gingerbread house to prospective buyers.
Math: Conclusion on Chapter 6 Multiplication and Division Patterns:
Mathematical Practices:
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively
- Model with mathematics
- Use appropriate tools and strategies
- Attend to precision
- Look and make use for structure
Vocabulary: unknown,
Monday- Lesson 9- Students will use different strategies, including related multiplication facts, to divide by 10;
Tuesday: Check for understanding before Wednesday’s assessment
Wednesday- Chapter 6 assessment on multiplication and division patterns
Thursday- Multiplication and division facts practice sheet
- Monday- Lesson 5- Divide by 5- Students will use different strategies, including related multiplication facts, to divide by 5; Check my Progress- Halfway point checkpoint to check on progress thus far. Also, Lesson 6- Problem Solving Investigation- Look for a Pattern- Students will solve problems by looking for a pattern.
- Lesson 7 Tuesday: Multiply by 10- Students will use different strategies, including patterns, to multiply by 10. Check for understanding before Wednesday’s assessment
- Wednesday- Chapter 6 assessment on multiplication and division patterns- QUIZ
- Thursday morning- Chapter 6 Assessment on Multiplication and Division Patterns
- Students will be assigned daily math activities on SEESAW, IReady lessons, IXL
- Students will complete daily entries in Simple Solutions Math
- Daily worksheets will be completed for enrichment in current lessons
Religion:
- Mass on Friday at 8:30
- Discussion of different ways different cultures celebrate winter holidays
- Comparing and contrasting our traditions to those of other cultures.
- Daily devotions, prayers, and songs
Social Studies: Begin Lesson 3 about Geography
Overview: Create a brochure about the geography of your community and play a matching game to find out how people in different communities adapt to geography.
Essential Question:
How does geography affect our community?
Objectives:
Social Studies:
- Identify and describe the physical features, climate, and natural resources of various geographic areas, including the local community.
- Compare and contrast different regions in terms of their geographical characteristics.
- Use map tools: scale, grid, key (legend), symbols, title, and compass rose.
Language Arts:
- Orally present solutions to environmental problems in response to ideas by others. (speaking, listening)
- Organize information in chart form. (writing)
- Identity examples of categories found in text. (reading)
- Write and illustrate descriptions of geographic locations. (writing)
Vocabulary: adapt, climate, conservation, natural resource, natural hazard, physical feature, physical geography, pollution, region-
- Work with a partner to create a planning table about our state, Illinois, including information on: physical geography, natural resources, and climate. Students will then create a brochure to present to class based on facts in the planning table.
- Students will complete work w/ partner on their Libertyville travel brochure.