GIVING+TREE


 * Part 1 Form - Student Instruction Project **

** Essential Questions to Facilitate Exploration in “The Giving Tree” Lesson ** Using the Questions Starters Based on the Six Facets of Understanding on page 120 of Understanding by Design, brainstorm potential essential questions related to “The Giving Tree” lesson. //The Giving Tree// is a story that can be used at any grade level K-12. If you are not familiar with the story you will want to review it first. Consider a range of grade levels and indicate the grade level for each question you develop. Over the next week you will explore and discuss potential connections with the GPS/QCC, AASL Standards for the 21st Century Learner, and NETS Technology Standards for Students. You will also discuss the potential roles of teachers, media specialists, and technology specialists in the process of planning and implementing instruction related to //The Giving Tree//.

How can mankind bring all religions to equal ground? || Middle || SS7G8 The student will.... compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam and Christianity. SS7G12 Compare and contrast the prominent religions in Southern and Eastern Asia: Buddhism, Hinduism, Islam, Shintoism and the philosophy of Confucianism. || 2.3.2 Consider diverse and global perspectives in drawing conclusions. || 2.c Students develop cultural understandings and global awareness by engaging with learners of other cultures. || How does "The Giving Tree" reflect your personal life and future? || High || ELA9RL1 Students demonstrate comprehension by identifying evidence (e.g literary devices) and main ideas in a variety of texts... || 1.1.6 Read, view, and listen for information presented in any format in order to make inferences and gather meaning. || 1.a Students apply knowledge to generate new ideas, products, or processes. || How can we help save our world by making our environment "greener"? || Middle || S7L4 Students will examine the dependence of organisms on one another and their environments...[and] recognize that changes in environmental conditions can affect the survival of both individuals and entire species. || 3.3.4 Create products that apply to authentic, real-world contexts. || 3.b Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. || How does the boy's personal growth compare to the tree's growth? || High || ** MM1P5 ** Students will represent mathematics in multiple ways. a. Create and use representations to organize, record, and communicate mathematical ideas. b. Select, apply, and translate among mathematical representations to solve problems. c. Use representations to model and interpret physical, social, and mathematical phenomena. || ﻿ 2.1.3  Use strategies to draw conclusions from information and apply knowledge to curricular area, real-world situations, and further investigations. || 6.b Students select and use applications effectively and productively. || How would you feel if you were the tree in "The Giving Tree"? || Elementary || ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. || 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. || 1.c Students use models and simulations to explore complex systems and issues || What can I do to improve my personal health? || Elementary || HE5.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health. || 1.1.4 Find, evaluate, and select appropriate sources to answer questions. || 4.b, 5.c Students plan and manage activities to develop a solution or complete a project, students demonstrate personal responsibility for lifelong learning. ||
 * ** Type of Question ** || ** Potential Questions* **** (Note questions and grade levels were collaboratively developed in the face-to-face class) ** || ** Grade Level ** || ** GPS/QCC ** || ** AASL ** || ** NETS ** ||
 * Explanation || How do the lessons of “The Giving Tree” demonstrate the values of the five great religions?
 * Interpretation || How does the author personify the tree without using words?
 * Application || How can we decrease our negative environmental impact?
 * Perspective || How can you use an object’s shadow to determine the object’s height?
 * Empathy || How would you feel if you had to communicate without speaking?
 * Self-Knowledge || Am I doing the right things to maintain my health?


 * Potential role of teacher || Identify the GPS standards and collaboratively establish the real learning goals of the unit with the LMS and IT person. Because the teacher is the most knowledgeable about the students' academic levels, learning disabilities, and behavior issues, she will inform and lead the LMS and IT as to the appropriate leveling of information and grouping of students. The teacher will also plan and teach the content portion and its assessment. ||
 * Potential role of media specialist || Identify the best resources for the activities that all 3 agree are the goals and participate in developing the Essential Questions for the unit. Identify the AASL standards that align with the learning activities. Teach appropriate information skills portion. Develop the section of the rubric that pertains to information skills (ex., quantity and types of sources, proper citation, copyright adherence, etc.). ||
 * Potential role of technology specialist || Sell the NETS standards to teachers so they are included and used in lessons and to develop lessons/activities that aim at mastering standards. Tech Specialist needs to assure that the appropriate technologies are available to the teacher/student that are needed to complete tasks, teach skills, assess standards as called for or included in the EQ/lesson. Develop the areas of the rubric pertaining to technology (ex. design issues - use of color, font, size and graphics make it attractive and easy to follow; used X,Y, Z features of application, use of good netiquette, etc.). ||