1. education
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AFTERSCHOOL
2011 Supplemental STEM Award
HOW TO GUIDE
Created by Amy Pichette,
Director of Afterschool Programming,
LearningWorks
October 2011
AFTERSCHOOL
Supplemental STEM Award
How to Guide
Table of Contents
Page Number
I.
STEM Planning Process
3
II.
STEM Activity Guide
a. How do We Use and Measure Time?
b. Where is My Life in Water?
c. Why is Weight Important? How do We “Weigh” in our World?
d. What Would My Dream Club House Look Like?
8
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III.
Appendix A: Blank Unit Template
32
IV.
Appendix B: Blank Weekly Lesson Plan Template
35
V.
Appendix C: LearningWorks Afterschool Student Survey Results
36
VI.
Appendix D: LearningWorks Afterschool Parent Survey Results
39
VII.
Appendix E: Two-Day Workshop on Integrating Technology with Student Learning Agenda
41
VIII.
Appendix F: Portland Museum of Art STEM Curriculum Collaboration
42
STEM PLANNING PROCESS
PROCESS
Introduction
LearningWorks and Portland Public School representatives collaborated to create a curriculum
around Science, Technology, Engineering, and Math (STEM) to be used in the LearningWorks Afterschool
programs serving 3rd – 5th grade students at Reiche and East End Schools in Portland, Maine. The
process in creating the curriculum and an outline of the curriculum itself are described in this “How to
Guide.”
The outcomes from the work the 21st Century Community Learning Center STEM Supplemental
Grant have proved to be more valuable than initially anticipated. The team members who were
gathered to participate in thinking about afterschool programming were able to define the best
practices of afterschool programming, think about how the afterschool program can link with the school
day to create “extended learning,” and how the afterschool program and the school day staff can
communicate effectively and efficiently.
The summer planning team developed a strong STEM curriculum for the afterschool program.
This process allowed the afterschool staff and the school day staff to develop stronger working
relationships. The leaders at each school included afterschool programming as a part of their strategy
for improving the academic levels of targeted students in their schools. As a result, the LearningWorks
Afterschool program enjoyed more support from the schools after this experience than in the previous
two years of programming.
Planning Grant Development:
The Planning Grant Development Group convened in the spring and early summer to determine
how we were going to structure the planning process, who would be involved, and what resources we
would need. Our initial goals for meeting were to ask questions such as: a) What is being done currently
to link afterschool and school day learning? b) What can we do to improve the connections between the
school day and afterschool? c) What do students in our schools need from the afterschool program?
We sought out resources such as The Common Core Standards, student data, as well as current
science and math curriculum in each of the schools. We thought that this would give us the base of
information we would need to determine what skills the students were lagging on state and local tests,
what the curriculum gaps were, and how the afterschool program can directly support the curriculum of
the school day by either pre-teaching curriculum, vocabulary, and skills or teaching curriculum
concurrently using a more hands-on approach.
After assessing the data and curriculum, we soon determined that the math and science
curriculum among the three grade levels with multiple classrooms and two schools was too varied for
the afterschool program directly link to the school day. Afterschool was not going to be able to preteach or concurrently teach to multiple grade levels and subject matter. We then started to consider
basic skills that student were lagging.
Our driving force in our work came from the book Teaching with Poverty in Mind by Eric Jensen.
Jenson identifies how living in poverty affects children’s brain development and identifies strategies
schools can use to reverse poverty’s effects on the brain. The majority of the afterschool students are
students living in poverty. By focusing on building core skills, identified by Jensen, which the schools are
also focusing on building, afterschool is directly linked to the school day. Our next steps are to guide the
Setting Conditions for Success Team to develop the strategies in building the core skills through STEM
curriculum.
Team Members:
Marcia Gendron, Principal, East End School
Amy Pichette, Director of Afterschool Programming, LearningWorks
Jeanne Whynot-Vickers, Director of Educational Excellence, LearningWorks
Setting Conditions for Success
Success
The Setting Conditions for Success Team convened in the summer to work to develop strategies
in building core skills through STEM. Marcia Gendron, Principal of East End Community School and
former Principal of Reiche Community School, led the team through the transformation of the
afterschool program working through three phases: context, content, and process.
The team members discussed the context of afterschool programming using guiding questions
(see Chart 1). Thinking about what the current afterschool practices are, what the afterschool best
practices are, what the best practices that lead to student success are, what the ”next practices” are.
Our final question was: What do we want to develop in afterschool programming to help get higher
achievement and student engagement? The answers to this question were our guide and focus in
developing the structure of our afterschool program.
In this process, we noticed that homework was not listed as a strategy for higher student
engagement and achievement in afterschool programming. The team decided that focusing on engaging
students in more learning activities was more valuable than providing time to for some students to work
on and get help with homework in the afterschool program. As a result, it was determined that
LearningWorks Afterschool would no longer be providing time for students to do homework as a
component of the program.
Chart 1: Guiding Questions & Discussion Points
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Themes
Engagement (deep/focused)
Critical Thinking Skills
Social Skills Development
Hands –on
Literacy (reading, writing, speaking, listening)
Choice
Application
Relationships with adults
Physical Activity
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Inquiry based learning – developing a sense of
wonder
Real world
Big ideas, high interest
Using technology – embedded blogging,
reflection, data
Extended audience, parent engagement,
celebrate learning and accomplishments
Student leadership
Apprenticeship programs
Service Learning
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Mentoring
Familiar routine/structures
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High degrees of engagement
Cooperative learning
Hand-on learning
Relevant learning- real world
Goals – student buy in
Element of choice
Structured physical activity
Meaningful conversations with adults
Connections to the school day (mindful
homework)
Actual extended learning
Social skill development/social engagement
Engagement with parents
Small group work
Experimental time
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Critical thinking skills
Authentic learning environment
Strong relationships
Social intelligence
Strong literacy skills (digital literacy, numeracy,
etc.)
Deep, focused learning
Using writing for multiple purposes (defend,
support, analyze)
Experiences that building background
knowledge
Partner /group learning
Multiple intelligences
Goals setting
High expectations
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We have students that need access to extended
learning.
Focus on homework
Structured time
Adult contact = familiar staff
Physical activity & nutrition
Fun, clubs, choices
Opportunity to build background knowledge
through enrichment
Limited family involvement
Socialize
Community ties
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Using the information from Jensen’s book on building core skills, our newly developed list of
afterschool practices, and math and science practices, the team developed a unit template (Appendix A)
to use for creating STEM curriculum in the afterschool program. The template includes basic
components of what a unit consists of: an overarching STEM question, learning targets, Common Core
Standards in math and literacy, and activity descriptions. In order for the units to be all encompassing
and support best practices for afterschool programming targeting certain skills, the unit template also
includes targeted vocabulary, technology, social skills, and movement. There is also room for suggested
field trips/guest speakers, a culminating activity, methods for chronicling learning, on-going learning
projects, parent tips, and resources. A weekly lesson plan template was also created as a guide to the
afterschool staff to break down the unit on a daily basis (Appendix B).
As the unit template was being developed, the team members were deciding on how STEM
questions would be answered in the limited amount of time the afterschool program offers students. At
first, the thought was to have weekly questions. Then as the group came up with a list of questions, they
thought that each question was large enough for a multi-week unit. Noticing that many of the STEM
questions were focused on measurement, and knowing that measurement is a major component of
both math and science and is often one of the lower scoring strands on standardized testing,
measurement became the theme for the year.
The team divided into 4 groups, each group focusing on a STEM measurement question of their
choice to start to plan a unit using the template. After each unit came together, a sub group researched
materials and resources that would be needed to support the learning of each unit. Another sub-group
“tested” some of the lessons and surveyed continuing afterschool student participants (Appendix C)
while a third sub-group worked with parents to determine what their needs in afterschool programming
were and how afterschool could better support their children’s learning (Appendix D).
At the end of the summer, after the majority of the work was completed, the group reconvened
to reflect on the planning process. Team members were encouraged by the process of re-thinking what
afterschool programming should look like, how afterschool should link to the school, creating a focused
curriculum, and having a say in the development of their school’s afterschool program. In reflecting on
the unit development process, team members liked that it will continue to be a working document and
that is adaptable so that the teachers can be flexible to use it in a way that fit the needs of the site or
add to it to create deeper learning. They mentioned that when they were doing the planning, they
needed to continue to remind themselves to keep the activities engaging, relevant, hands on, bring in
choice and student input, and to make is less “schooly.”
Team Members:
Lori Bobinsky, Data Literacy Specialist, Reiche Community School
Joshua Chard, Teacher, East End Community School
Dan Chuta, STEM Coordinator, Portland Public Schools
Crystal Erickson, Site Coordinator, LearningWorks Afterschool, Reiche
Marcia Gendron, Principal, East End School
Ann Hannah, Data Literacy Specialist, East End Community School
Cecelia Joyce, Teacher, Reiche Community School
Cathy Jurgelevich, ESL Teacher, East End Community School
Jessica Kalloch, Teacher, LearningWorks Afterschool, East End
Jessie Lazenby, Math Coordinator, Reiche Community School
Toni Newsome, Teacher, LearningWorks Afterschool, Reiche
Amy Pichette, Director of Afterschool Programing, LearningWorks
Melissa Roberts, Teacher, East End Community School
Jeanne Whynot-Vickers, Director of Educational Excellence, LearningWorks
Challenges:
Portland Public Schools was going through some restructuring in the spring and summer of
2011. The interim principal at Reiche School was ending his term while at the same time, the school was
moving to a teacher-led model. The teacher leaders and school committees were being developed at
the time we were developing our planning team in the spring and over our planning time in the summer.
Staff in the Portland School District were being moved around to different schools. Between the time of
our initial planning when writing the grant and the time we finished our planning process, we had many
people start with us and not be able to finish due to their new commitments in other schools.
Technology
To address the technology piece of the STEM curriculum, money was used to purchase new
technology for each site to use in the afterschool programs. With technology, training support for the
staff was needed. Two types of training were offered. One of the trainings was from the Apple Store.
Apple Store staff led afterschool staff through the basics of how to use the iPad and its most common
capabilities and features. The second training was a more intensive training to support the afterschool
staff in integrating technology with student learning. This 4- half-day training guided the staff through a
better understanding the habits of mind and integrating the use of technology in our afterschool
programs (Appendix E).
Resources
Teaching with Poverty In Mind What Being Poor Does to Kids’ Brains and What Schools Can Do About It,
By Eric Jensen
STEM ACTIVITY GUIDE
Note: This is a working document. Afterschool staff continue to add to this document as the planning
and implementation of the curriculum takes place. New ideas, resources, continued school day teacher,
student and parent involvement, and partnerships develop as more and more people talk about and use
this document.
STEM Question
AFTERSCHOOL
How do we use and measure time?
Learning Targets:
Targets:
1. Students will explain different ways time is measured
2. Students will find examples of how time is used in my school & community
3. Students will identify different types of cycles (ex. seasons)
STEM Targets:
Targets:
Grade Levels:
Levels:
Math, Science & Technology
Intermediate (grades 3-5)
Vocabulary:
Years, weeks, days, hours, minutes, seconds, quarter past, quarter to, half past, quarter to, “on the
hour,” hours hand, minute hand, the face of the clock, morning, noon, afternoon, evening, night,
midnight, before, after, between, AM, PM, predict predictions, approximately, until, expression, time
zone, latitude, longitude, prime meridian, timelines, logic lines, seasons, seeds, plants, gravity, cycles,
phases, greater than, less than.
Technology
iPad Apps: Living Earth HD, World Clock Pro
Online Blog: Students journal weekly activities and long term projects relating to the math/science
question.
Field Trips/Guest Speakers:
Risbara’s Greenhouse: To understand how businesses in the community uses time in their work.
Southworth Planetarium: To understand how our world fits into time and space.
National Weather Service: To understand how time is related to our weather and climate.
Professional African Drummer: To understand how music and time are related.
Portland Museum of Art: See Appendix F
Social Skills
Skills
Cooperation, perseverance, listening, participating, leadership, self-assessment, teamwork, respect,
reflection
Suggested Activities:
These activities are suggested activities to meet the learning targets. Individual teachers will determine which
activities will meet the needs of their students based on skill level and the time allotted.
Brief Activity Descriptions:
Materials/Supplies
KWL: Neighborhood walk to see if students can find evidence of
time around them – write time observations in journals.
Notebooks/journals
Pre-Assessment: Telling Time
Telling Time Pre-Assessment
Time Mystery: Who left the train station first?
Mysteries
How Much Time Does it Take? Part 1: Brainstorm as many things
you can do in a second, minute, hour. Illustrate one of their
answers and present to the group.
How Much Time Does it Take? Part 2: Graph estimates of the time
it takes to do common activities throughout the day (eat breakfast,
go to school, brush your teeth, etc. Present to group.
Journals, drawing paper, drawing
utensils, graph paper
Answer the question: Why is time important to know?
Your Day: Make a timeline or a schedule of student’s personal day,
include analog clocks for each time.
Your Year Part 1: Make a timeline/calendar of class birthdays.
Your Year Part 2: Make a timeline/calendar of important dates in a
student’s year (seasons, birthdays, cultural events, sporting events,
afterschool events, school events).
Time Zones: Create a time zone map of the United States.
Students create time zone math problems.
International Time Zones: Create a time zone map of the World
representing the counties the students are from. Students create
time zone math problems.
Time Bingo: A game for students to practice telling time and time
vocabulary.
I have…Who has?: A game for students to practice telling time and
time vocabulary.
Seasons in Maine: Graph temperatures, harvest dates and
produce, daylight hours, cost of produce during seasons, etc.
Seasons in the World: Graph temperatures, harvest dates and
produce, daylight hours, and compare with the data gathered for
Maine.
Create a sundial – Make a sundial, measure length of shadows,
create a “how to” book that teaches how to make a sundial.
Minute to Win It: What can you do in one minute? Make
predications on each particular activity (i.e., how many times can
you jump in a minute?), test, and make conclusions. Participate in
“Minute to Win It” games: i.e. Face the Cookie – Move a cookie
from your forehead to your mouth without using your hands.
Paper, writing utensils, cut out of
clocks
Paper, writing utensils, magazines to
cut pictures, glue.
US Maps, paper, writing utensils
World Map, paper, writing utensils
Bingo Game
I have…Who has? Game
Graph Paper, writing utensils
Graph Paper, writing utensils
Various materials depending on type
of sundial to be made
Various materials…
Movement
Clocks as bodies, Walking Field Trips, Act out seasons, Minute to Win It Games, Timed Relays
Culminating Activity
1. Create a timeline (student choice of topic) to display and present at the “Celebration of
Learning.”
2. Create a time zone map mural of the country using atomic clocks to represent the different time
zones.
Methods
Methods for Chronicle of Learning
KWL Chart, Graphing, Time Lines, Mapping, Photographs, Whip around the circle: What did you learn?,
Act out vocabulary, Ticket Out”, Online Blog
On Going Learning Projects:
Projects:
1. Take a photo in the same location throughout the year to display on a timeline.
2. Measure your shadow at different times of day/year and graph each measurement.
Parent Tips
To continue the learning from the school day to afterschool and to home, we’ve provided some
questions for you and your child to have conversations about time:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What activities in your life take place daily, weekly, monthly?
What does time mean to you?
Create a family timeline.
What if there wasn’t time, how would you do things differently?
What are some different ways you measure time?
What words do you use to measure time?
Where in the community is time important?
What are some examples of seasons?
What activities in your house take place?
How long does it take to drive from one destination or another? Cook a meal? Pick up your
room? Etc.?
Resources
1. Portland Museum of Art http://portlandmuseum.org/
2. How to make a sundial: http://www.squidoo.com/sundial
3. Minute to Win It Games: http://www.nbc.com/minute-to-win-it/how-to/
Common Core Standards (Addressed in this unit)
Common Core State Standards for Mathematics
Grade 3
Grade 4
Standards for Mathematical Practice:
1.
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4.
5.
6.
7.
8.
Grade 5
Make sense of problems and persevere in solving them.
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 structures.
Look for and express regularity in repeated reasoning.
Operations and Algebraic Thinking:
Solve problems involving the four
operations, and identify and explain
patterns in arithmetic.
Number Operations - Fractions:
Develop understanding of fractions
as numbers.
Measurement and Data: Solve
problems involving measurement
and estimation of intervals of time,
liquid volumes, and masses of
objects.
Measurement and Data: Represent
and interpret data.
Operations and Algebraic Thinking:
Use the four operations with whole
numbers to solve problems.
Operations and Algebraic Thinking:
Analyze patterns and relationships.
Operations and Algebraic Thinking:
Gain familiarity with factors and
multiples.
Operations and Algebraic Thinking:
Generate and analyze patterns.
Measurement and Data: Represent
and interpret data.
Number Operations - Fractions:
Extend understanding of fraction
equivalence and ordering.
Measurement and Data: Represent
and interpret data.
Common Core State Standards for English Language Arts & Literacy
in History/Social Studies, Science, and Technical Subjects.
College and Career Readiness Anchor Standards for Reading K – 5
Key Ideas and Details
1.
2.
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
Craft and Structure
1.
2.
Interpret works and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
Assess how point of view or purpose shapes the content and style of a text.
Integration of knowledge and Ideas
1.
2.
3.
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well
as in words.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
Analyze how two or more text address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Level of Text Complexity
1.
Read and comprehend complex literary and information texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing K – 5
Text types and Purposes
1.
2.
3.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Write informative/explanatory text to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well- structured event sequences.
Production and Distribution of Writing
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2.
Produce clear and coherent writing in which the development, organization, and style and appropriate to task,
purpose, and audience.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing
1.
Write routinely over extended time frames (tine for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
College and Career Readiness Anchor Standards for Language K – 5
Convention of Standard English
1.
2.
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
1.
Apply knowledge of Language to understand how language functions in different context, to make effective choices
for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
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2.
3.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Demonstrate understanding of word relationships and nuances in word meanings.
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when encountering an unknown term important to comprehension or expressions.
STEM Question
AFTERSCHOOL
Where is my life in water?
Learning Targets:
Targets:
1.
2.
3.
4.
Students will measure water in standard units.
Students will compare and contrast volume using different containers.
Students will discover the value of water and importance of water in our lives.
Students will develop an environmental appreciation and conservation of water.
STEM Targets:
Targets:
Grade Levels:
Levels:
Math, Science & Technology
Intermediate (grades 3-5)
Vocabulary:
Water barrel, drain spouts, pond, run off, pollution, environment, measure, pint, cup, quart, gallon,
teaspoon, tablespoon, greater than, less than, compare, observe, describe, harbor, aquifer, sand, clay,
gravel, boom, tanker, skimmer, marine mammal, coastline, polypropylene, conserve, ecosystem,
drought, aquifer, typhoid cholera, bacteria, phosphorous, nitrogen, reservoir, sacrifice, flood, valley,
water content, nutrition, water treatment, hydration.
Technology
iPad Apps: Water?,
iPad Camera/Video
Online Blog: Students journal weekly activities and long term projects relating to the math/science
question.
Websites: Environmental Protection Agency: www.epa.gov/kids/drinkingwater
Field Trips/Guest Speakers:
Deering Oaks Pond: Walking field trip to the park to do a pond investigation. One the way to the park,
students are observing down spouts, rain gutters, and rain barrels.
Casco Bay: Identify potential risks for pollution in the bay (oil tanks, cruise ships, cars crossing bridge)
Maine Audubon – Gilsland Farm: Observe, take notes, & photograph, the pond and surrounding
ecosystem.
The Ponds at Evergreen Cemetery: Observe, take notes, & photograph, the pond and surrounding
ecosystem. Collect small samples of water from the pond.
Portland Water District: Learn about the water treatment process, where our water comes from, etc.
Suggested Activities:
These activities are suggested activities to meet the learning targets. Individual teachers will determine which
activities will meet the needs of their students based on skill level and the time allotted.
Brief Activity Descriptions:
Materials/Supplies
KWL: Whole group discussion and recording what we know and what we
want to know about water. Revisit throughout the unit.
Paper, writing utensils
Facts About Water: Whole Group True or False Game– what do you know
about water?
Fact Sheet
Ponds & Streams: Bill Nye the Science Guy Video & Discussion
Video
Rivers and Lakes: Bill Nye the Science Guy Video & Discussion
Video
Read Aloud & Partner Reading: See list of books under the “Resources”
section below.
Build an Aquifer: Students will build an aquifer to understand groundwater,
groundwater movement, and groundwater pollution. Lesson Plans:
www.epa.gov/kids/drinkingwater
Oil Spill: Read Oil Spill by Melvin Berger aloud to the group & discuss: Could
such an accident happen in Casco Bay?
Letter Writing Campaign: Write a letter to the Senators Snow & Collins to
make laws to prevent oil spills.
Books
Rocks, clay, water, sand,
clear container, food
coloring
Oil Spill book
Paper, writing utensils,
addresses to the Senators’
offices
Oil Spill Clean Up: Use the suggested materials to remove oil from a container Oil, water, clear cup,
of water. Observe what happens with the following questions in mind: What
cotton balls, gauze pads,
happens when the oil comes in contact with water? Predict what item will be sock liners (polypropylene
the best for removing the oil? Which item(s) worked the best? Can you
cloth)
remove all of the oil from the water?
Down the Drain: Read and discuss parts of the book Down the Drain by Chris Down the Drain by Chris
Oxlade
Oxlade
Water Conservation Posters: Create posters of ways to conserve water to in
Paper, writing utensils,
school.
Water and Me: Learn about the importance of water and the body: which
Measuring tools, high
foods have the highest water content, make salsa from high water content
water content foods:
foods, discuss properties of water/liquids, measure the amount of water in an tomatoes, onions,
average human being.
peppers, lemon,
cucumber.
Social Skills
Cooperation, perseverance, listening, participating, leadership, self-assessment, teamwork, respect,
reflection, sharing, communication, decision making, empathy, activism, responsibility, service,
compassion, problem solving, understanding, self awareness, integrity
Movement
Neighborhood walks, swimming, rain dance, “Safe from All Sharks” game,
Culminating Activity
1. Celebration of Learning: Present and Display Final Projects:
a.
b.
c.
d.
Pond Photography – use the ipads to present a “slideshow” of the pond ecosystems
Oil spill demonstration
Aquifer demonstration
Water conservation posters and presentations
Methods for Chronicle of Learning
KWL Chart, Graphing, Time Lines, Mapping, Photographs, Whip around the circle: What did you learn?,
Act out vocabulary, Ticket Out”, Online Blog
On Going Learning Projects:
Projects:
1. USM Water Festival (spring)
Parent Tips
To continue the learning from the school day to afterschool and to home, we’ve provided some
questions for you and your child to have conversations about water:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
How can you help keep water clean?
What can people do to keep water clean?
How many ways can you help conserve water?
Why is water important to keeping your body healthy?
In what ways do you use water in your daily life?
How is water important to you?
How is water used in other places you have lived?
How much water do you think you use in one day? Week? Month? Year?
How much water is used for cooking meals? Showers?
How many glasses of water does each family member drink?
What is water like in your home country?
Do you buy bottled water? Why?
Resources
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Portland Museum of Art http://portlandmuseum.org/
Build an Aquifer: www.epa.gov/kids/drinkingwater
Oil Spill Experiment: http://www.weirdsciencekids.com/oilspillexperiment.html
Bill Nye the Science Guy: Rivers and Streams Video
Bill Nye the Science Guy: Ponds & Lakes Video
Oil Spill! by Melvin Berger
Letting Swift River Go by Jane Yolen
Mr. Archimedes’ Bath by Pamela Allen
A Drop of Water: A Book of Science and Wonder by Walter Wick
A River Ran Wild: An Environmental History by Lynne Cherry
Where the River Begins by Thomas Locker
Water Dance by Thomas Locker
One Well: The Story of Water on Earth by Rochelle Strauss
Down the Drain: Conserving Water by Chris Oxlade
Classroom Measurement Set (measuring liquid capacities)
Games on Water Conservation and Trivia Facts: http://wateruseitwisely.com/kids/index.php
Saltiness of sea activity: http://www.palomar.edu/oceanography/salty_ocean.htm
How to make a rain barrel: http://www.groovykidstuff.com/?p=282
Common Core Standards (Addressed in this unit)
Common Core State Standards for Mathematics
Grade 3
Grade 4
Standards for Mathematical Practice:
1.
2.
3.
4.
5.
6.
7.
8.
Grade 5
Make sense of problems and persevere in solving them.
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 structures.
Look for and express regularity in repeated reasoning.
Operations and Algebraic Thinking:
Solve problems involving the four
operations, and identify and explain
patterns in arithmetic.
Number and Operations in Base
Ten: Use place value understanding
and properties of operations to
perform multi-digit arithmetic.
Number Operations - Fractions:
Operations and Algebraic Thinking:
Use the four operations with whole
numbers to solve problems.
Operations and Algebraic Thinking:
Write and interpret numerical
expressions.
Operations and Algebraic Thinking:
Gain familiarity with factors and
multiples.
Operations and Algebraic Thinking:
Analyze patterns and relationships.
Operations and Algebraic Thinking:
Number and Operations in Base
Develop understanding of fractions
as numbers.
Measurement and Data: Solve
problems involving measurement
and estimation of intervals of time,
liquid volumes, and masses of
objects.
Measurement and Data: Represent
and interpret data.
Generate and analyze patterns.
Number Operations - Fractions:
Extend understanding of fraction
equivalence and ordering.
Measurement and Data: Solve
problems involving measurement
and conversion of measurements
from a larger unit to a smaller unit.
Measurement and Data: Represent
and interpret data.
Ten: Understand the place value
system.
Number and Operations in Base
Ten: Perform operations with multidigit whole numbers and with
decimals to hundredths.
Number and Operations –
Fractions: Use equivalent fractions
as a strategy to add and subtract
fractions.
Measurement and Data: Convert
like measurement units within a
given measurement system.
Measurement and Data: Represent
and interpret data.
Measurement and Data: Geometric
measurement: understand concepts
of volume and relate volume to
multiplication and to addition.
Common Core State Standards for English Language Arts & Literacy
in History/Social Studies, Science, and Technical Subjects.
College and Career Readiness Anchor Standards for Reading K – 5
Key Ideas and Details
3.
4.
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
Craft and Structure
3.
4.
Interpret works and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
Assess how point of view or purpose shapes the content and style of a text.
Integration of knowledge and Ideas
4.
5.
6.
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well
as in words.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
Analyze how two or more text address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Level of Text Complexity
2.
Read and comprehend complex literary and information texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing K – 5
Text types and Purposes
4.
5.
6.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Write informative/explanatory text to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well- structured event sequences.
Production and Distribution of Writing
3.
4.
Produce clear and coherent writing in which the development, organization, and style and appropriate to task,
purpose, and audience.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing
2.
Write routinely over extended time frames (tine for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
College and Career Readiness Anchor Standards for Language K – 5
Convention of Standard English
3.
4.
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
2.
Apply knowledge of Language to understand how language functions in different context, to make effective choices
for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4.
5.
6.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Demonstrate understanding of word relationships and nuances in word meanings.
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when encountering an unknown term important to comprehension or expressions.
AFTERSCHOOL
STEM Questions:
Questions:
Why is Weight Important?
How do we “Weigh” in our World?
Learning Targets:
Targets:
1.
2.
3.
4.
5.
Students will weigh different items (including self) using multiple measurement tools.
Students will compare and contrast objects by weight.
Students will identify where weight is found and used in the community.
Students will understand and use the units of measurement for weight.
Students will find examples of where weight is used in their school.
STEM Targets:
Targets:
Grade Levels:
Levels:
Math, Science & Technology
Intermediate (grades 3-5)
Vocabulary:
Weight, pound, unit, gram, ounce, scale, balance scale, ton, heavy, average, more than/less than
Technology
iPad Apps:
iPad Camera/Video
Online Blog: Students journal weekly activities and long term projects relating to the math/science
question.
Field Trips/Guest Speakers:
Grocery Store/Local Market
Local engineers
Portland Museum of Art: (see Appendix F)
Social Skills
Cooperation, perseverance, listening, participating, leadership, self-assessment, teamwork, respect,
reflection, sharing, communication, decision making, problem solving, understanding, self awareness
Suggested
Suggested Activities:
These activities are suggested activities to meet the learning targets. Individual teachers will determine which
activities will meet the needs of their students based on skill level and the time allotted.
Brief Activity Descriptions:
Materials/Supplies
KWL: Neighborhood walk to see if students can find evidence of
weight around them – write time observations in journals.
Notebooks/journals
Pre-Assessment: Using scales to measure weight.
Weight Pre-Assessment
King Measure: King Measure is going to take away weight. Make
an argument that he can’t do this (possible pre and post
assessment).
How Much Does it Weigh? Brainstorm as many things you think
that weigh an ounce, pound, 10 pounds, 100 pounds, a ton. Test
the list created above using scales (except for a ton ☺).
Answer the question: Why does weight matter?
Weight in the Real World: Where do you see weight used in the
real world? Who depends on weight in their business? Find the
answer to one of the following questions: Can the entire class all
get on the elevator? Can the entire class all get on the amusement
park ride? Can the truck cross the bridge?
How Much Does the Class Weigh? Average of the class, average of
each grade, average of 3 people, etc.
Weight in the Grocery Store: How do stores use weight? Practice
buying items that are sold by weight (produce).
Snack Weight: How much does our snack weigh each day? What is
the average weight of all of the snacks (40 servings)? Graph &
Display.
Snack Weight: How much does our snack weigh each day? What is
the average weight of all of the snacks (40 servings)? Graph &
Display.
Balance Scale: Use a balance scale, compare and contrast items by
weight.
Paper, writing utensils
Journals, drawing paper, drawing
utensils, graph paper
Scales
scales
scales
Scales, graph paper, writing utensils,
snack
Scales, graph paper, writing utensils,
snack
Balance scale, items to weigh
Movement
Using hand weights for weight comparison and exercise
Culminating Activity
1. Fruit Basket: Create a fruit basket using weight and price – Each group has $20 to spend to
include 5 different items as close to 8 pounds.
Methods for Chronicle of Learning
KWL Chart, Graphing, Photographs, Whip around the circle: What did you learn?, Act out vocabulary,
Ticket Out”, Online Blog, Journal/Portfolios, Newsletter
On Going Learning Projects:
Projects:
1. Measure the weight of 1 cup of snow – every time it snows. Record, graph and compare.
Parent Tips
To continue the learning from the school day to afterschool and to home, we’ve provided some
questions for you and your child to have conversations about weight:
1.
2.
3.
4.
5.
6.
Where in your house do you use weight?
How do you measure weight in your home?
What items in your kitchen are measured by weight?
Where do you see weight used in your community?
What if weight didn’t exist, how would your life be different?
How much trash do you have each week (by weight)?
Resources
1. Portland Museum of Art http://portlandmuseum.org/
Common Core Standards (Addressed in this unit)
Common Core State Standards for Mathematics
Grade 3
Grade 4
Standards for Mathematical Practice:
1.
2.
3.
4.
5.
6.
7.
8.
Grade 5
Make sense of problems and persevere in solving them.
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 structures.
Look for and express regularity in repeated reasoning.
Operations and Algebraic Thinking:
Solve problems involving the four
operations, and identify and explain
patterns in arithmetic.
Number and Operations in Base
Ten: Use place value understanding
and properties of operations to
perform multi-digit arithmetic.
Number Operations - Fractions:
Develop understanding of fractions
as numbers.
Measurement and Data: Solve
problems involving measurement
and estimation of intervals of time,
liquid volumes, and masses of
objects.
Measurement and Data: Represent
and interpret data.
Operations and Algebraic Thinking:
Use the four operations with whole
numbers to solve problems.
Operations and Algebraic Thinking:
Write and interpret numerical
expressions.
Operations and Algebraic Thinking:
Gain familiarity with factors and
multiples.
Operations and Algebraic Thinking:
Analyze patterns and relationships.
Operations and Algebraic Thinking:
Generate and analyze patterns.
Number and Operations in Base
Ten: Understand the place value
system.
Number and Operations in Base
Ten: Perform operations with multidigit whole numbers and with
decimals to hundredths.
Number Operations - Fractions:
Extend understanding of fraction
equivalence and ordering.
Measurement and Data: Solve
problems involving measurement
and conversion of measurements
from a larger unit to a smaller unit.
Measurement and Data: Represent
and interpret data.
Number and Operations –
Fractions: Use equivalent fractions
as a strategy to add and subtract
fractions.
Measurement and Data: Convert
like measurement units within a
given measurement system.
Measurement and Data: Represent
and interpret data.
Common Core State Standards for English Language Arts & Literacy
in History/Social Studies, Science, and Technical Subjects.
College and Career Readiness Anchor Standards for Reading K – 5
Key Ideas and Details
5.
6.
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
Craft and Structure
5.
6.
Interpret works and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
Assess how point of view or purpose shapes the content and style of a text.
Integration of knowledge and Ideas
7.
8.
9.
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well
as in words.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
Analyze how two or more text address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Level of Text Complexity
3.
Read and comprehend complex literary and information texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing K – 5
Text types and Purposes
7.
8.
9.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Write informative/explanatory text to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well- structured event sequences.
Production and Distribution of Writing
5.
6.
Produce clear and coherent writing in which the development, organization, and style and appropriate to task,
purpose, and audience.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing
3.
Write routinely over extended time frames (tine for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
College and Career Readiness Anchor Standards for Language K – 5
Convention of Standard English
5.
6.
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3.
Apply knowledge of Language to understand how language functions in different context, to make effective choices
for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
7.
8.
9.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Demonstrate understanding of word relationships and nuances in word meanings.
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when encountering an unknown term important to comprehension or expressions.
AFTERSCHOOL
STEM Question
What Would my Dream Club House Look Like?
Learning Targets:
Targets:
1.
2.
3.
4.
5.
6.
Students will develop measurement benchmarks (length).
Students will differentiate and measure using the units of foot, yard, and inch.
Students will measure accurately.
Students will create a two dimensional representation of their club house to scale (using inches).
Students will build and 3 dimensional representation of their club house to scale (using feet).
Students will find the area of their clubhouse.
STEM Targets:
Targets:
Grade Levels:
Levels:
Math, Science & Technology
Intermediate (grades 3-5)
Vocabulary:
Length, width, height, area, inch, foot, yard, scale, blueprint, building tools, measure, benchmarks, key,
area, perimeter, graph, architect, accuracy, floor plans
Technology
iPad Apps:
iPad Camera/Video
Online Blog: Students journal weekly activities and long term projects relating to the math/science
question.
Websites: Architect Studio 3D, Sketch Up by Google,
Software: CAD, PUNCH! Interior design suite
Field Trips/Guest Speakers:
Neighborhood Walk: To observe the different types of homes and structures in the neighborhood.
Maine Historical Society
Greater Portland Landmarks
Local Architects
Suggested Activities:
These activities are suggested activities to meet the learning targets. Individual teachers will determine which
activities will meet the needs of their students based on skill level and the time allotted.
Brief Activity Descriptions:
KWL: Whole group discussion and recording what we know and what we
want to know about measuring length, scale, area, perimeter, models,
blueprints, etc.
Day of Measuring: Using a variety of measuring tools (standard tools and
benchmarks) and units to measure identified objects.
Measuring Scavenger Hunt: Find lengths of different objects (walls, doors,
windows, floors – all items that would be a part of a “club house”)
Materials/Supplies
Paper, writing utensils
Measuring tools – rulers
measuring tapes,
yardsticks.
Measuring tools – rulers
measuring tapes,
yardsticks.
Books
Read Aloud & Partner Reading: See list of books under the “resources”
section below.
Dream Club House: Brainstorm ideas of what features a clubhouse would
Paper, measuring tools,
have. Draw a picture. Draw a rough blueprint. Observe and study different
graph paper.
structures in building designs. Create a real life representation of the area of a
clubhouse and then draw to scale. Draw a final blueprint to scale. Build a
model of the clubhouse.
Social Skills
Cooperation, perseverance, listening, participating, leadership, self-assessment, teamwork, respect,
reflection, sharing, communication, decision making, empathy, responsibility, compassion, problem
solving, understanding, self-awareness,
Movement
Neighborhood walks, measuring, building
Culminating Activity
1.Celebration of Learning: Present and Display Final Projects:
a. Blueprints of club house model
b. Scale model of club house
c. Slide show of the process
Methods for Chronicle of Learning
KWL Chart, Graphing, Photographs, Whip around the circle: What did you learn?, Act out vocabulary,
Ticket Out”, Online Blog
On Going Learning Projects:
Projects:
1. Community Field Trips – focus on building style and structure
Parent Tips
To continue the learning from the school day to afterschool and to home, we’ve provided some
questions for you and your child to have conversations about structure and measurement:
1.
2.
3.
4.
5.
What is the tallest doorway, widest window, largest room, etc in your home?
What type of house do you live in?
Who designed your house, who built it, when was it built?
What materials is your house made of?
Did you have a clubhouse when you were a kid? What was it made of?
Resources
1. Portland Museum of Art http://portlandmuseum.org/
2. Under Every Roof: A Kid’s Style and Field Guide to the Architecture of American Houses by
Patricia Brown Glen
3. Playhouses you can Build: Indoor and Backyard Designs by David and Jeanie Stiles
4. Iggy Peck, Architecht by David Roberts
Common Core Standards (Addressed in this unit)
Common Core State Standards for Mathematics
Grade 3
Grade 4
Standards for Mathematical Practice:
1.
2.
3.
4.
5.
6.
7.
8.
Grade 5
Make sense of problems and persevere in solving them.
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 structures.
Look for and express regularity in repeated reasoning.
Operations and Algebraic Thinking:
Solve problems involving the four
operations, and identify and explain
patterns in arithmetic.
Number and Operations in Base
Ten: Use place value understanding
and properties of operations to
perform multi-digit arithmetic.
Number Operations - Fractions:
Develop understanding of fractions
as numbers.
Measurement and Data: Solve
problems involving measurement
and estimation of intervals of time,
liquid volumes, and masses of
objects.
Measurement and Data: Represent
and interpret data.
Operations and Algebraic Thinking:
Use the four operations with whole
numbers to solve problems.
Operations and Algebraic Thinking:
Write and interpret numerical
expressions.
Operations and Algebraic Thinking:
Gain familiarity with factors and
multiples.
Operations and Algebraic Thinking:
Analyze patterns and relationships.
Operations and Algebraic Thinking:
Use the four operations with whole
numbers to solve problems.
Operations and Algebraic Thinking:
Generate and analyze patterns.
Number and Operations in Base
Ten: Understand the place value
system.
Number and Operations in Base
Ten: Perform operations with multidigit whole numbers and with
decimals to hundredths.
Number Operations - Fractions:
Extend understanding of fraction
equivalence and ordering.
Measurement and Data: Geometric
measurement; understand concepts
of area and relate area to
multiplication and to additions.
Number and Operations –
Fractions: Build fractions from unit
fractions by applying and extending
previous understandings of
o0perations on whole numbers.
Measurement and Data: Solve
problems involving measurement
and conversion of measurements
from a larger unit to a smaller unit.
Number and Operations –
Fractions: Use equivalent fractions
as a strategy to add and subtract
fractions.
Measurement and Data: Convert
like measurement units within a
given measurement system.
Measurement and Data: Geometric
measurement; recognize perimeter
as an attribute of plane figures and
distinguish between linear and area
measures.
Geometry: Reason with shapes and
their attributes.
Measurement and Data: Represent
and interpret data.
Measurement and Data: Represent
and interpret data.
Geometry: Graph points on the
coordinate plane to solve real-world
and mathematical problems.
Geometry: Draw and identify lines
and angles, and classify shapes by
properties of their lines and angles.
Geometry: Classify two –
dimensional figures into categories
based on their properties.
Common Core State Standards for English Language Arts & Literacy
in History/Social Studies, Science, and Technical Subjects.
College and Career Readiness Anchor Standards for Reading K – 5
Key Ideas and Details
7.
8.
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
Craft and Structure
7.
8.
Interpret works and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
Assess how point of view or purpose shapes the content and style of a text.
Integration of knowledge and Ideas
10. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well
as in words.
11. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
12. Analyze how two or more text address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Level of Text Complexity
4.
Read and comprehend complex literary and information texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing K – 5
Text types and Purposes
10. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
11. Write informative/explanatory text to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
12. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well- structured event sequences.
Production and Distribution of Writing
7.
8.
Produce clear and coherent writing in which the development, organization, and style and appropriate to task,
purpose, and audience.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Range of Writing
4.
Write routinely over extended time frames (tine for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
College and Career Readiness Anchor Standards for Language K – 5
Convention of Standard English
7.
8.
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
4.
Apply knowledge of Language to understand how language functions in different context, to make effective choices
for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
10. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
11. Demonstrate understanding of word relationships and nuances in word meanings.
12. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when encountering an unknown term important to comprehension or expressions.
Appendix A
Blank Unit Template:
AFTERSCHOOL
STEM Question:
Learning Targets:
STEM Targets:
Vocabulary:
Technology:
Field Trips/Guest Speakers:
Social Skills:
Movement:
Grade Levels:
Suggested Activities:
These activities are suggested activities to meet the learning targets. Individual teachers will determine which
activities will meet the needs of their students based on skill level and the time allotted.
Brief Activity Descriptions:
Materials/Supplies
Culminating Activity:
Methods for Chronicle of Learning:
On Going Learning Projects:
Parent Tips:
Resources:
Common Core Standards (Addressed in this unit)
Common Core State Standards for Mathematics
Grade 3
Grade 4
Grade 5
Standards for Mathematical Practice:
•
•
•
Common Core State Standards for English Language Arts
& Literacy in History/Social Studies, Science, and Technical Subjects.
1.
2.
Appendix B
Blank Weekly Lesson Plan Template:
AFTERSCHOOL
Lesson Plans
Fall 2011
Instructor Name: ________________________ Week of: _____________________________
Weekly Theme:
Vocabulary:
Social Skills:
Monday:
______
Tuesday:
______
Wednesday:
______
Thursday:
______
Please turn in your weekly plans to your site coordinator at the end of each week.
Materials:
Appendix C
LearningWorks Afterschool Student Survey
Summer 2011
During the summer of 2011, sixteen students who had attended LearningWorks Afterschool
during the 2010-2011 school year and are planning to attend the program during the 2011-2012
program, were asked about their experiences and feedback about the program. The results of the
survey are below. Note: The following questions were open ended, therefore some students wrote
down more than one answer in response.
1. What did you like about the afterschool program?
Learning new things
Homework help
Recess & soccer
Oak Street Are Studio
Reading
Science Activities
Games
Teachers
7 students
6 students
4 students
2 students
1 student
1 student
1 student
1 student
2. What has the afterschool program helped you with the most?
Homework help
To be better writers
Reading, Math and/or Science
English Language help
Ocean knowledge
9 students
2 students
2 students
1 student
1 student
3. What would you change about the afterschool program to better help you?
Change nothing
More reading
Math homework
More science
More games
Go to the beach
Learn about the past
Extend program time
8 students
2 students
1 student
1 student
1 student
1 student
1 student
1 student
4. Tell about an activity you would plan for the afterschool program if you were a teacher.
No suggestion for planning an activity
Math games
Exercises in the gym
Variety of clubs
Field trips
Recess at the park
Teach reading books on ocean topic
Go to the beach
Homework & recreational activity
Swimming
Game playing
Outdoor lesson about plants
9 students
3 students
1 student
1 student
1 student
1 student
1 student
1 student
1 student
1 student
1 student
1 student
5. What was a favorite science lesson you had last year (in school or afterschool)? What did you
like about it?
No favorite science lesson
Oceans and its creatures
Plats/decomposers & consumers
Matter
Animals
Simple inventions
Models (construction)
Anatomy
Juice making
Like that science helps with math
8 students
5 students
2 students
1 student
1 student
1 student
1 student
1 student
1 student
1 student
6. What was a favorite math lesson that you liked last year (in school or afterschool)? What did
you like about it?
No favorite math lesson
Math games
Division
Multiplication
Division/Fractions
Subtraction
Story problems
8 students
4 students
4 students
3 students
2 student
1 student
1 student
7. Do you have any fun, educational activity ideas for the afterschool program?
No ideas
Oceans study/animals/science
Learning games/math games/hangman
Field trips/museum/walks
Physical Activities
Off campus activities (art studio/ice rink)
Reading/Poetry
More stuff
5 students
3 students
3 students
3 students
3 students
2 students
2 students
1 student
In conclusion, this survey is evidence that our students are learning through a variety of
experiences in our afterschool program. All ideas suggested for the upcoming school year are
activities they have participated in and enjoyed. The responses allow suggestions of what
students like to participate in the most. The Manhunt game is the only novel idea given.
Appendix D
LearningWorks Afterschool Parent Survey
Summer 2011
During the summer of 2011, fifteen parents of students who had attended the LearningWorks
Afterschool (LWAS) program during the 2010-2011 program, were asked about their experiences and
feedback about the program. The results of the survey are below. Note: The following questions were
asked to a group of parents orally and recorded. Many of the parents in this group speak English as a
second language or don’t speak English at all.
1. What do you like about LearningWorks Afterschool?
LWAS helps my kids with their homework
LWAS helps my children/family
14 parents
15 parents
Quotes from the parents:
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“Help, homework, fun with friends, diversity, time with different kids than in school or on our street.”
“Continue education, interacting with others, and speaking English”
“Take care of my children, safety. It is convenient; my children can walk home from it (the program). Staff
keep me updated by phone. It is a personal connection between the LearningWorks staff. My children get
activities we would have at home.”
“It is great. The kids know better (more). Before he didn’t like school and now he likes school and his
grades went up.”
“Learning, no trouble at home, it occupies the kids.”
“Learning is key. Math, science, and reading.”
2. How does LearningWorks Afterschool support your child/children?
It helps with homework
Coming from another country, my children need
more academic support in reading, writing and math
It helps my children learn more
14 parents
6 parents
5 parents
Quotes from the parents:
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“They are learning more science, math, and have less of a language game since coming to LWAS.”
“It helps with academics, time to play with friends, sports, they get food, they are happy and I like to
support what my children like.”
“How to communicate, socialize, be friendly and (provides) academic support.”
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“My kids go to a place that is multicultural, diverse, and helps them to have a smooth integration into the
school and community.”
“Helps kids with reading and exercise.”
“It is a good program, my son enjoys going and making friends.”
3. How could LWAS better support your child(ren)?
Quotes from the parents:
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“To help my children be more independent.”
“There is a positive difference between those who attend the summer program and those who get more
help.”
“More math, reading, and writing support.”
“Less play and more education.”
“Focus on education…reading, writing, math.”
“More educational support in math and reading.”
4. How could LearningWorks Afterschool better communicate with you?
Preferred contact by phone
Preferred contact by phone and email
15 parents
3 parents
None of the surveyed parents asked for better or improved contact, but all preferred by phone than by
paper to get the information on the program.
5. If LearningWorks Afterschool could provide opportunities for parent education or support
classes, what would you be interested in?
English Language Classes
Computer Classes
None
11 parents
5 parents
1 parent
Quotes from the parents:
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“I would like to teach French.”
“English language! I have the book and the pen, where do I have to come for help in English Language…”
Professional skill building, more sufficient, more successful computer skills, and basic technical skills.”
Appendix E
Two-Day Workshop on Integrating Technology with Student Learning
Facilitator: Tom Lafavore
Daily Schedule: Four half days August 22 – 25, 2011; 8:30 a. m. – 12:30 p.m.
Location: TBA
Tentative Schedule of Activities
Day One:
1. Introductions/Housekeeping
2. Taxonomy of Learning/Habits of Mind
3. Building Background Knowledge using Vocabulary (Science and Math)
4.
Problem Solving
Using technology to build vocabulary background knowledge
5.
Day Two:
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1. Observing and documenting Habits of Mind in the classroom
2. Designing Backwards – Essential Knowledge and skills
3. Developing focused learning targets (Common Core)
Inductive Reasoning
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Communicating through technology
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Text-based activity: “Math research reveals early-learning needs”
Assessing Learning Targets (The value of money)
Comparing
Students using technology to demonstrate what they know and are able to do (e.g. PowerPoint;
charting; non-linguistic representation)
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1. Using formative assessment to inform teaching and learning
2. Learning through group activities
Analyzing Perspectives
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Using technology to develop formative assessments and track student progress
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5. Closing and next steps
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Appendix F
STEM Curriculum collaboration between
LearningWorks Afterschool and the Portland Museum of Art
Written by the staff at the Portland Museum of Art
LEARNINGWORKS AFTERSCHOOL IN THE MUSEUM: STEM TO STEAM
Our partnership with
brings students of Reiche and East End Elementary
Schools into the Portland Museum of Art and engages them with their current curriculum topics: Time,
Weight, and Dream House, which are part of their Science, Technology, Engineering, and Mathematics
(STEM) curriculum. The Museum’s objective is to turn STEM to STEAM by aligning the Museum tour
content (looking at and making art) with the STEM curriculum. It is a multiple-visit program with one
visit by Museum staff and docents to the school and one visit by students to the Museum. This two-visit
session will occur twice during the school year, once in the fall and once in the spring. Each session
includes visits both inside and outside of the Museum. Museum staff and docents will also develop a list
of common vocabulary to use both in tours and in the studio.
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Pre-Tour Visit: PMA at LearningWorks Afterschool
Museum staff and docents will visit each school site to introduce, prepare, engage, arouse curiosity, and
answer lots of questions.
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Nametags: students create self-portrait nametags for their Museum visit.
Interactive Presentation: What is a museum? Where is it located? What is the appropriate behavior?
What will I see?
Sketch: Practice with active looking relating to STEM in general. Student sketches of the Museum’s
façade are on graph paper with a focus on looking mathematically using a grid as a visual analysis of
the structure
STEAM: PORTLAND MUSEUM OF ART CONNECTIONS TO THE STEM CURRICULUM
TIME curriculum
East End School, November 2011
Math Question: How do we use and measure time?
Learning Targets:
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I can explain different ways time is measured
I can find examples of how time is used in my school & community
I can identify different types of cycles (ex: seasons)
In the galleries. 45 minutes, 4 galleries
Students will discover the art museum within the context of time and will learn that historical time is the
organizing principle of the museum. Students will visit different parts of the Museum to see works from
1800 to today, with an emphasis Portland and Maine history, and will make four sketches of art from
different time periods.
In the studio. 45 minutes
Students will create a timeline book:
1. Add color to the four sketches made in the galleries.
2. Place sketches onto a timeline within an accordion book structure.
3. Draw and cut out figures of themselves, attach to the book with string so they can move
themselves across the timeline from page to page, putting themselves in the Museum and in
different time periods.
4. Draw in a background—gallery floor, frames
5. Add label details—date, title, and artist name.
6. Paste their Museum façade drawings (from the pre-visit) on the cover.
WEIGHT curriculum
Reiche School, November/December 2011
Math Question: Why is weight important? How do we “weigh” in our world?
Learning Targets:
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I can compare and contrast weights.
I can identify where weight is found outside of school.
Activities—predicting/ estimating weight.
In the galleries. 45 minutes, 4 galleries
Students will explore the concept of visual weight vs. actual weight by exploring sculpture in the
Museum’s collection. Students will sketch sculptures from different viewpoints, also exploring positive
and negative space.
In the studio. 45 minutes
Sculpture using the subtractive method:
1. Examine sculpture materials: stone and balsa blocks. Predict and write down the weight of each.
Get a scale and weigh them as a group. Who came closest?
2. Demonstrate and try carving with each method.
3. Each student gets a block of clay and chooses an object to sculpt.
4. Students look at their sketches to understand how to show something in three dimensions and
how positive and negative space works.
5. Students are instructed in the subtractive method of sculpture.
6. Students weigh their clay block before sculpting then sculpt their objects by removing clay.
7. Students predict the weight of their final piece, and then weigh their sculpture and their
remaining clay to see how close their predictions are.
DREAM HOUSE curriculum
East End and Reiche Schools, March-April 2012
Question: What would my “dream” clubhouse look like?
Learning Targets:
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Understand reasonable measurement- develop benchmarks
Draw representation of my clubhouse
Differentiate a foot, yard, inch
Measure accurately
Build to scale foot to inch
Find the area
In the galleries. 45 minutes, 4 buildings
Students will take an architecture walking tour of the buildings that make up the Portland Museum of
Art. Students will sketch each of three buildings: the Payson Building (1983), the Clapp House (1832),
and the McLellan House (1801). Students will look for similarities and differences in the buildings,
including materials, features, designs, and shapes. Inside the McLellan House, students will sketch
interior details.
In the studio. 45 minutes
Architectural drawings:
1. Students will select one of the three Portland Museum of Art buildings to develop into a more
finished architectural drawing.
2. Using real architectural drawing tools, students will make an architectural rendering of their
building.
3. Inspired by the McLellan House, students will design and sketch the interior furnishings of one
of the rooms in their building.