June 10 - June 14
TRABAJANDO POR UN MUNDO MEJOR!
Hola!! I hope you had an amazing weekend and enjoyed the beautiful weather.
Have an amazing week.
Remember communication is a key aspect. If there is any project, idea, question, comment or concern, please let me know. Feel free to email at firstname.lastname@example.org
“Jr. Environmental Engineers take on Zero Waste”
Thanks to the collaboration and support from our Assistant Principal Mrs. Dalimonte our class got awarded a Bright Ideas grant from Jones Onslow“Jr. Environmental Engineers take on Zero Waste”
As you know in our efforts to become a zero-waste classroom, we recycle plastic bags, plastic bottles, aluminium cans, used markers, crayons and glue sticks.
With the grant, we want to consolidate a school-wide recycling program at CFIE and start a composting centre. We also bought some zero waste boxes that will help us manage the waste not only produced at the school level but also in the community.
For this reason, the CFIE’s Jr. Environmental Engineers will be collecting items for TerraCycle and paying your upcycled donations forward to non-profits that promote sustainability & a clean planet! Check out the brigades we are signed up for and start saving now!
THANK YOU SO MUCH FOR YOUR SUPPORT AND I WOULD GREATLY APPRECIATE IF YOU HELP US SPREAD THE WORD. THANK YOU!
A GREAT WEEK STARTS, KEEP IN MIND:MONDAY:Bring in your favorite book and students will get to choose a new name for the day.TUESDAY:Get ready to have some outdoor fun with your crazy hair.WEDNESDAY:Breakfast and award ceremony at 9:00THURSDAY:We will clean out our classroom today and bring everything home.FRIDAY:ZIP UP YOUR BACKPACK AND ZZZZOOOOM HOME!
June 10: PTO meeting at 4 at the school cafeteria
June 10: Science EOG
June 11: School-Wide PBIS Celebration
June 12: Awards in the classroom at 9
June 14: Last Day of School for students Friday
GLOBAL CHARACTER OF THE WEEK
In June, all students get to be the character of the week for being global citizens who have learned ways to help the world and are committed to making a difference.
Congratulations! Thank you for being an example for all to follow!
GLOBAL INQUIRY UNIT:
"RESPONSIBLE CONSUMERS: DOING MORE WITH LESS”
What can we do to make this world a better place and reach the global goals objectives by 2.030?
Global Approach: Sustainability/ Development
Global Goals: 11, 12, 14, 15
Concepts: Structure, Interdependence, balance, interaction
-Raise awareness-raising and education on sustainable consumption and lifestyles.
-Analyze how deforestation and desertification caused by human activities and climate change pose major challenges to sustainable development and have affected the lives and livelihoods of millions of people in the fight against poverty.
-Identify the urgency of promoting resources and energy efficiency, sustainable infrastructure, and providing access to basic services, green and decent jobs and a better quality of life for all.-Identify ways to do more with less.
- Recognize the importance of creating jobs and prosperity while not straining land and resources.
- Identify and commit to ways to protect biodiversity
STEP 1: WE OBSERVE, WONDER AND QUESTION
- Where is our planet?
- What is around the Earth?
- What are the importance of the moon and the sun?
- What is the solar system?
- Why is it possible to have life on planet Earth?
- What is the Earth made of?
- How is the Earth formed?
What are most of the things made of?
STEP 2: WE INVESTIGATE AND DISCOVER (Lines of inquiry)
- What is the Earth made of?
- How is the Earth formed?
- What are most of the things made of?-
- How does Earth's interior work, and how does it affect the surface?
- What are the Eight Basic Elements of the Earth?
- What are the layers of the Earth?
- What are the rocks?
- What types of rocks are there?
- Why are rocks non-living things?
- How do humans use minerals and rocks in our daily lives?
- How do humans depend on nature?
- Why are rocks and minerals important for?
- What are the effects of mining or oil drilling in the environment?
- What is erosion?
- Why are there Earthquakes?
- Why does the Earth have continents?
- What are Earth tectonic plates?
- How can we learn about the Earth using a map or Globe?
- How can we use a map/ a globe to learn about the Earth?
- What are the cardinal points?
- How does the Earth age?
- What are landforms? (Rivers, mountains, hills, volcanos, lake, ocean, rainforest)
- What is the life cycle of water?
- What are examples of living things can we find on Earth? (Flowers, insects, birds. Humans)
- What are the living thing’s needs?
- Why are there some endangered animals?
- What is the human impact on the environment?
- Why are there some animals endangered?
- How to protect the Earth?
- What is Earth Day?
- What are the eco-friendly practices? (Three Rs)
If you have any idea, book or activity, please let me know. I would love to include it in my class:)
STEP 3: WE SHARE - STEP 4: WE REFLECT
Students will reflect upon the fact that more people globally are expected to join the middle class over the next two decades. This is good for individual prosperity but it will increase demand for already constrained natural resources. If we don’t act to change our consumption and production patterns, we will cause irreversible damage to our environment.
(I invite you to ask your child constantly to draw, write, talk, do little research about the above-mentioned topics or simply talk what she/he has learned at school)
STEP 5: WE ACT AND CHANGE
If you have any idea, initiative, project we could join, please let me know :)
GLOBAL CONTENT AREA VOCABULARY
Rocas (rocks), volcán (volcano), magma( magma), placas tectónicas (tectonic plates), minerales (minerals), gemas (gems), combinar (combine), recursos naturales (natural resources), tierra (Earth), capas (layers), elementos (elements)
TELLING THE TIME / FRACTIONS
- representa (represent), Prisma rectangular (rectangular prism), Cubo (cube), esfera (sphere), cono (cone), cilindro (cylinder), pirámide (pyramid), Superficie plana (flat surface), superficie curva (curved surface), vértice (vertex), aristas (edges), partes iguales (equal parts), partes desiguales (unequal parts), mitad (half), cuartos (quarter)
End of the year Expected Level: I
Narrative elements/ question with what, who, where, when. Sequence of events/ Main idea and details/ Character traits / Characters' feelings changes through out the story
Blends : BL , BR, CL, CR - SYNONYMS - ANTONYMS / TEXT FEATURES
Working on personal / descriptive/ opinion narratives / informational texts.
Students won’t have homework. It is advisable to review the high-frequency words and keep reading for at least 20 minutes in Spanish. Please use the reading log to keep a record of the books and time your child is reading and continue signing the daily chart. THANK YOU!