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					THEME: LIVING THINGS
 Centennial Place Elementary School
               Vision

Our vision at Centennial Place is a school where all
children have a supportive learning environment that meets
their needs while preparing them for a global society. As
the centerpiece of the learning village, the school features
innovative uses of time and space, multi-grade groupings,
self-paced learning as well as gender, ethnic, and
generational inclusion. The professional staff is committed
to the belief that the school exists to serve the child and
that each child will be a successful learner. Each child will
be encouraged to develop intellectually, emotionally, and
socially.
                  EIC
          VISION STATEMENT
Our vision is to enrich the academic
 environment for our students through the
 integration of interdisciplinary learning
 experiences that incorporate the resources
 of our community.
  Team Members


5th grade teachers (Sean Blass)
Science lab (Hassan Rafig)
Gifted program (Cathy Archibald)
Media Specialist (Jennifer Burke)
Instructional Specialist (Barbara Preuss)
Coach (Kim Morris-Zarneke)
Community /Georgia Aquarium (Brian Davis)
               Resources
Georgia Aquarium (Brian Davis)
Environmental Protection Division: Adopt-
A-Stream (Kim Morris-Zarneke)
History Museum & MLK Center
Georgia Tech - Urban Planning & Civil
Engineering
Clean Air Campaign
Additional Support: Coca Cola
SCHOOL/COMMUNITY MAP
     MAP



 Natural System                      Social System
Component   Process          Component                Process
Trees       Photosynthesis   School building          Economics
Plants      Erosion          Furniture                Government
Air         Life Cycles      Books                    Architecture
Soil        Evaporation      Infrastructure           Sociology
Insects     Water Cycle      Faculty/Staff/students
Birds       Water Shed       Community
                             Vehicles
Implementation
5th Grade will be divided into groups
 Experimenting
 Investigating

 Research
FOCUS OF INVESTIGATION
The impact of pollution and the land use
practices on the natural and social systems
of the community
Organizing Question
In what ways does pollution and current
land use practices affect the natural and
social systems in our community?
Supporting Questions?
How has our community changed over time?
What is pollution? Has pollution increased in our
community over time? Why?
What do we need to do to better use our outdoor
classrooms?
What effect does our school building have on the
community and the environment?
What can you (student) do to improve the natural and
social systems in the community?
How can you (student) make the community members
aware of their impact on the environment.
Learning Objectives:
Subject-specific Lessons
S 5.19: Identify & describe the 5 major kingdoms
MA 5.1: Round decimals to nearest whole number
SS 5.7: Explain the impact of the physical
environment on the settlement patterns and
movements after the Civil War
SS 5.10 Analyze the physical and human
characteristics of places and use this knowledge to
define regions, interrelationships among regions
and change
Learning Objectives:
Community-based Investigation
S. 5.17: Student will collect wildlife from the outdoor
classroom areas
LA 5.6: Students will deliver a planned oral presentation
LA 5.9: Students will utilize a process approach to plan an
write coherent well developed text that reflects an
awareness of audience and purpose
S 5.19: Students will compare and contrast the 5 major
kingdoms
MA 5.7 Students will relate a fraction to a part of a whole
MA 5.18 Students will identify factors and multiples of a
given number, including prime factorization
Subject-specific Lesson Plans
Thematic Unit: LIVING THINGS
   Compare/contrast different kinds of living
    things
      Identify & classify living things
      How does pollution impact living things
Lesson Plan I
Engage: Discussion of physical features around
school versus man-made structures
Explain: Introduction to natural and social
systems
Explore: Students will map natural and social
areas around school
Extend: Students will map natural and social
systems around their own neighborhoods
Evaluation: Students will present their
neighborhood maps
Lesson Plan II
Engage: Classify identified items into natural and
social systems
Explain: Discussion of how natural and social
systems interrelate
Explore: Students will identify and classify
natural components found in outdoor classrooms
Extend: Students will compare/contrast school
environment versus neighborhood
Evaluation: Students will identify natural/social
systems on a map
Authentic Assessments:
LIVING THINGS UNIT

Student portfolios
Activity/project rubrics
Journal reflections
Student/group presentations
Research papers
Debates
  Timeline
Phase I: LIVING THINGS
Planning/Development: June 16-July 18
Implementation/Evaluation: 1st quarter
Phase II: EARTH SCIENCE
Phase III: PHYSICAL SCIENCE

**Service Learning Project: (Pending student
  input) Rehabilitation of outdoor spaces (i.e.
  pond/butterfly garden)

				
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