2. THEME: LIVING THINGS

3. Centennial Place Elementary School Vision 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.

4. EIC VISION 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.

5. Team Members 5 th 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)

6. 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

7. SCHOOL/COMMUNITY MAP

8. MAP Natural System ComponentProcess TreesPhotosynthesis PlantsErosion AirLife Cycles SoilEvaporation InsectsWater Cycle BirdsWater Shed Social System ComponentProcess School buildingEconomics FurnitureGovernment BooksArchitecture InfrastructureSociology Faculty/Staff/students Community Vehicles

9. Implementation 5 th Grade will be divided into groups Experimenting Investigating Research

10. FOCUS OF INVESTIGATION The impact of pollution and the land use practices on the natural and social systems of the community

11. Organizing Question In what ways does pollution and current land use practices affect the natural and social systems in our community?

12. 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.

13. 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

14. Learning Objectives: Community-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

15. 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

16. 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

17. 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

18. Authentic Assessments: LIVING THINGS UNIT Student portfolios Activity/project rubrics Journal reflections Student/group presentations Research papers Debates

19. Timeline Phase I: LIVING THINGS Planning/Development: June 16-July 18 Implementation/Evaluation: 1 st quarter Phase II: EARTH SCIENCE Phase III: PHYSICAL SCIENCE **Service Learning Project: (Pending student input) Rehabilitation of outdoor spaces (i.e. pond/butterfly garden)