The teacher announces a desire to get a pet and asks the class to help choose the perfect one. Students research common pets, discover their daily habits and needs, and compare domestic animals to their counterparts in the wild. Along the way, students learn about habitat and animal behavior, and they develop a new understanding of human responsibility for the health and happiness of all animals.
Students become botanists and climatologists, and investigate seasonal changes. This unit can be done in conjunction with the FOSS Trees science curriculum by studying a deciduous “class tree.” Students observe the changes the class tree goes through as the seasons change. These changes are recorded in observation journals. Students contrast and investigate changes in the weather, changes in the length of the day, and changes in the personal accommodations they make due to seasonal change. With guidance, students create multimedia presentations and weather graphs to compare weather in other parts of the world. Students publish seasonal newsletters and class books for the National Arbor Day Foundation.
The local zoo has a new amphibian exhibit and needs a newsletter to help visitors understand and appreciate frogs. On their way to becoming frog experts, students investigate the universal features of habitats, observe frogs in their natural environment, and raise frogs from eggs in an artificial habitat. Students record their observations and reflections in words and pictures in a science log, and use a spreadsheet to record their data collection. They show their understanding of habitats in general and the specific features of a frog habitat in a slideshow presentation. Students create a newsletter illustrating the frog life cycle and habitat, both natural and man-made, and give specific details about the frog exhibit.
Students in grade two explore the lives of actual people who make a difference in their everyday lives. They differentiate between events that happened long ago and events that happened yesterday by studying their family histories. A number of projects are completed that preserve the past, capture the present, or impact the future, including analyzing information and drawing conclusions about how and why the world has changed. The unit concludes with students creating family history time capsules that preserve the past and present for the future.
Kindergarten students start school by interacting with a unique multimedia presentation of five to ten slides, displayed on a whiteboard. Each daily presentation covers state-mandated curricular topics including reading, math, and science, in an interactive and entertaining way. Students watch as animated words and patterns appear, and interact through reading, questioning, and supplying information by writing on the whiteboard with dry erase markers. Designed daily, these presentations introduce and reinforce skills and concepts for every learner. As the school year progresses, the presentations increase in difficulty and students play a larger role in multimedia design and implementation.
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