Unit for makerspace or stem lab using makey makey

Students learn balance, spatial and body awareness, and bilateral coordination through practices such as yoga, tai chi, and/or dance, as they plan and develop an inclusive and accessible instructional exercise video for adopted “grandparents” at a local Senior Center or retirement community. Note: The timing for this project may vary depending on the frequency of your physical education class meetings and the nature of your partnership with the Senior Center.

Final Project 1. Unit Overview Include: Your planned title and content Title: WEATHER WATCHERS Integration Description: In this unit, students will be investigating weather patterns where they live(K-ESS2-1)! Students must use mathematics to collect, organize and interpret their observations. Students will observe the weather daily and categorize it based on (sunny, rainy, or cloudy, etc.) (KY.K.MD.3). Then at the end of the week students will directly compare the weather categories, by counting and comparing the totals to determine which category we had more or less throughout the week (KY.K.MD.2). Student’s will discuss their findings in small groups. (C.K.6) We will also be learning about severe weather, preparations, and appropriate responses to severe weather. We would do this Unit early in the school year, so that we could incorporate and practice school procedures for severe weather. 2. The standards you plan to address. • Science Standard (K-ESS2-1). Use and share observations of local weather conditions to describe patterns over time. • Science Standard (K-ESS3-2). Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* • Math Standard (KY.K.MD.2) Directly compare two objects with a measurable attribute in common, to see which object has “more of”/ “less of” the attribute and describe the difference. • Math Standard (KY.K.MD.3) Classify and sort objects or people by attributes. Limit objects or people in each category to be less than or equal to 10. • ELA Standard (C.K.6)- With guidance and support, collect information from real-world experiences or provided sources to answer or generate questions. This should be a minimum of 4 standards but can be more. Each lesson must address a minimum of one standard but can address more and the integrated lesson must address a minimum of 2 lessons- one science and one math. List the full standard designation, and the full text of each standard. 3. Start first by considering the summative assessment for your unit. What will you expect your students to know and do at the end of your unit and how will they demonstrate it to you. Create a rubric for this summative assessment and designate what performance you want to see to consider that a student has be mastery.

review of all genres of literature

around a farm stand

3 dimensional Polyhedron mobiles with Zentangle Patterns

Students learn about fractals in nature, and the concept of fractals in mathematics. The students analyze their San Diego natural environment and observe how endemic and native plants have patterns that can be mathematically expressed. Students will learn environmental science concepts about native plants, adaptation, and elements of life. They will create Kaleidoscopes inspired by their observations to teach young children the concept of fractals.

Organize a solar system model project. Students will research planets and create a scale model, integrating art, science, and math skills.