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  • WWPT Parent Letter 16-17

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    Y2NIST
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    1) The document outlines the transdisciplinary learning for students, including topics in mathematics like place value and patterns, and language arts like word studies and developing spelling skills. 2) It describes the lines of inquiry for a unit on migration, including reasons for migration and migration stories, as well as unit vocabulary and important dates. 3) The essential elements section notes that students will develop an understanding of migration, reasons for animal and human migration, and perspectives on migration, while building research, thinking, and interview skills.

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    Where We Are in Place and Time Unit Parent Letter 16-17

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    1) The document outlines the transdisciplinary learning for students, including topics in mathematics like place value and patterns, and language arts like word studies and developing spelling skills. 2) It describes the lines of inquiry for a unit on migration, including reasons for migration and migration stories, as well as unit vocabulary and important dates. 3) The essential elements section notes that students will develop an understanding of migration, reasons for animal and human migration, and perspectives on migration, while building research, thinking, and interview skills.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    175 views1 page

    WWPT Parent Letter 16-17

    Uploaded by

    Y2NIST
    1) The document outlines the transdisciplinary learning for students, including topics in mathematics like place value and patterns, and language arts like word studies and developing spelling skills. 2) It describes the lines of inquiry for a unit on migration, including reasons for migration and migration stories, as well as unit vocabulary and important dates. 3) The essential elements section notes that students will develop an understanding of migration, reasons for animal and human migration, and perspectives on migration, while building research, thinking, and interview skills.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 1

    Transdisciplinary Learning

    Where We Are in Mathema'cs


    Place and Time Time: To the hour and half hour, amounts of &me
    PaAern and Func&on: PaAerns in Numbers
    Migra&on happens in Language Arts
    Reading: Realis&c c&on, Book Clubs
    response to societal and Wri&ng: CraJing wri&ng in interes&ng ways (word
    choice and punctua&on)
    environmental factors. Viewing and Crea&ng: Illustra&ons to Support Wri&ng
    Listening and Speaking: Interviewing and Story Telling

    Lines of Inquiry Disciplinary Learning


    Mathema'cs
    Language Arts
    1. Reasons for migra&on (CAUSATION) Knowledge: Word Study:
    2. Migra&on stories (PERSPECTIVE, Place Value Students will
    Basic Facts
    CHANGE) Order and
    con&nue to learn
    word paAerns to
    Sequence develop their spelling
    PaAerns skills.
    Strategy: Addi&onally, they will
    Unit Vocabulary

    Migra&on
    Change Addi&on & con&nue to grow
    Character Subtrac&on their bank of high
    (Examples)

    Se_ng Mul&plica&on frequency words


    Problem & Division
    Solu&on (snap words).
    Environmental
    Societal
    Factors Important Dates
    Immigrant
    June 2: Year 2 students visit the Y3 area
    Forced
    June 6, 7, 8, and 13: Jim Thompson House Field Trip
    Chosen
    (Homeroom teachers will send details)
    Ancestors June 14: Y2 End of Year Party (for students)
    Refugee
    June 17: Last day of school (11:00 dismissal)
    Survival
    *To Be Scheduled: End of Year Elementary Assembly
    + adjec&ves and Y2 End of Year Party

    Essential Elements
    Knowledge Skills Learner Profile
    Students will develop an Research: and Attitudes
    understanding of the concept of Formula&ng ques&ons, observing, collec&ng data,
    *Open-minded
    migra&on, reasons animals and recording, interpre&ng, presen&ng

    *Caring
    humans migrate, and the posi&ves *Communicator
    and nega&ves of migra&ng.
    Thinking:
    *Tolerance
    Students will begin to develop an Acquisi&on of knowledge, comprehension, *Empathy
    apprecia&on for the dierent applica&on, synthesis, dialec&cal thought *Respect

    perspec&ves of migrants.
    Action
    Students will have a chance to
    interview a fellow classmate, a
    family member, or a family friend
    about a migra&on experience..

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