Centennial Place Elementary

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Centennial Place Elementary
EIC School
THEME LIVING THINGS
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Centennial Place Elementary SchoolVision

• 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.

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EICVISION 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.

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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)

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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

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SCHOOL/COMMUNITY MAP
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MAP
Social System Component Process School
building Economics Furniture Government Books
Architecture Infrastructure Sociology Faculty/Sta
ff/students Community Vehicles

• Natural System
• Component Process
• Trees Photosynthesis
• Plants Erosion
• Air Life Cycles
• Soil Evaporation
• Insects Water Cycle
• Birds Water Shed

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Implementation

• 5th Grade will be divided into groups
• Experimenting
• Investigating
• Research

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FOCUS OF INVESTIGATION

• The impact of pollution and the land use
  practices on the natural and social systems of
  the community

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Organizing Question

• In what ways does pollution and current land use
  practices affect the natural and social systems
  in our community?

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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.

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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

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Learning ObjectivesCommunity-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

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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

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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

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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

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Authentic AssessmentsLIVING THINGS UNIT

• Student portfolios
• Activity/project rubrics
• Journal reflections
• Student/group presentations
• Research papers
• Debates

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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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Special Thanks to The E.I.C. Instructors