Curriculum Information – as of November 9, 2009
The Enduring Understandings and Essential Questions guide what the students
are learning in the curriculum. We have just begun new Units in ELA, Math,
and Social Studies. Revised information for those Units is included below,
as well as the Science Unit information.
English Language Arts, Unit 3, Sharing Ideas
Enduring Understandings:
• Listening to others can help me learn new things.
• I communicate to understand others.
• I communicate to help others understand me.
Essential Questions:
• Why is it important to listen to others?
• How does looking, listening, speaking, reading, and writing help me
to understand others?
• How does looking, listening, speaking, reading, and writing help
others to understand me?
Mathematics, Unit 3, Collecting and Sorting Data
Enduring Understandings:
• I can make my own decisions if I think,
• I can show my thinking in different ways.
Essential Questions:
• Why do I need to think?
• How can I make a good decision?
• Why is it important to show my thinking in different ways?
• How can I tell others about my ideas?
• How can ideas change?
Social Studies, Basic Needs and People Who Provide Them
Enduring Understandings:
• I understand the difference between basic human needs and wants.
• I recognize the importance of the family and community in supplying
wants and needs.
• I recognize the work people do in the local community and the skills
needed to do the work.
Essential Questions:
• Can students identify personal needs and wants?
• Can students understand how to meet needs and wants?
• Can students identify people who will help satisfy personal needs and
wants?
• Can students identify ways to contribute to the community?
• Can students give basic descriptions of various jobs in the community?
• Can students provide basic explanations of the role of individuals as
consumers?
Science, Magnets
Enduring Understandings:
• I am familiar with various types of magnets ad how they act upon
objects and other magnets.
• I know how to locate the poles on various types of magnets.
• I understand how like poles repel and unlike poles attract.
Essential Questions:
• Can students predict whether or not an object will be attracted to a
magnet?
• Can students describe what happens when the North Pole of a magnet is
next to the South Pole of another magnet?
• Can students describe what happens when two north poles are placed
next to each other? When two south poles are placed next to each other?
• Can students determine if some parts of the magnet are stronger than
other parts?
