Second

Second

unit name: [|Seasoning the school year]

Summary: Students will observe a deciduous tree over the course of the school, noting changes to the tree over time and recording their observations in a journal. They will present their learnings in newsletters and class books.

Students study tree in their immediate environment; their findings are communicate through newletters and other means || Spreadsheets, slideshow program, word processing, photography are all used. ||
 * == Criteria == || == We found the following evidence in the Intel Unit  == ||
 * Students are at the center of the learning process. ||  ||
 * The project focuses on important learning objectives aligned with standards. || ||
 * The project is driven by Curriculum-Framing Questions. || Question at beginning of unit are essential. ||
 * The project involves ongoing and multiple types of assessment. || Graphs, KWLs, journals, projects, etc. ||
 * The project involves connected tasks and activities that take place over a period of time. || Tree journal observations over time. ||
 * The project has real-world connections. ||
 * Students demonstrate knowledge and skills through products and performances that are published, presented, or displayed. || Newsletters and class books. ||
 * Technology supports and enhances student learning. ||
 * Thinking skills are integral to project work. || Data analysis, newsletter creation, graphic layout ||
 * Varied instructional strategies support multiple learning styles. || Caters to naturalist, mathematical, linguistic, kinesthetic, and visual intelligences ||