Class 2 Homework: Ch 3. - What Are the Big Ideas?

[Jane Krauss]

We will dig into this deeply on Tuesday, but after reading Ch 3 you should be thinking about fundamental concepts you are charged with teaching. Describe several BIG IDEAS --overarching concepts or processes-- that are at the core of your curriculum. Don't worry about right answers-- we'll be mucking around in this conceptually for some time. I'll start with an example reply to give you a sense of scope.

[Jane Krauss]

Hi I'm Jane Algorithm. There are three overarching topics we address in my 8th grade math class. (see NCTM Curriculum Focal Points)
Algebra: Analyzing and representing linear functions and solving linear equations and systems of linear equations.
Geometry and Measurement: Analyzing two- and three-dimensional space and figures
Data Analysis and Number and Operations and Algebra: Analyzing and summarizing data sets.
NOTE - If I taught K-5 or interdisciplinary studies I'd have more than math to think about --however, feel free to focus on the subject(s) you think are ripe for your PBL efforts.

[Jamie Nicholsen]

There are three overarching topics that I address when teaching geography/regions in my 5th grade classroom (Oregon State Standards).

1. Understand the spatial concepts of location, distance, direction, scale, movement, and region.

2.Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions.

3.Use maps and other geographic tools and technologies to acquire, process, and report information from a spatial perspective.

[Jane Krauss]

I'll share my Travel USA project with you and you can make it better!

[Barbara Forester]

I am ready to revamp my grade levels maps and globes unit. These are the three topics I will address in my third grade class:
1. Understand the spatial concepts of location, distance, direction, scale, movement, and region.
2. Use maps and other geographic tools and technologies to acquire, process, and report information from a spatial perspective.
3. Locate major physical and human (cultural) features of the Earth.

[Jamie Nicholsen]

I am looking at some of the same ideas for 5th grade. It would be interesting to see how we can connect our projects or build off of one another.

[Susan]

Hi Barbara,
Google Earth would be great "wow" website for your students! However, I think you have to be careful with little kids (elementary aged) because some of the digital tools that we commonly use can scare parents and that can open a BIG can of worms.

[Susan]

The big ideas that I teach with regards to writing are: To communicate ideas about a subject.
We use lessons in: Planning, organization, spelling, punctuation, capitalization, grammar, revision, and peer/teacher editing to provide the foundation for writing.
As you can see, there is a lot of "stuff" to teach. Most of my students enter the 4th grade without knowledge of what a sentence is.

[Aimee Orr]

I was surprised to learn that a lot of my seventh graders didn't know what a proper paragraph was all about--I was getting the most fantastic things presented in a solid block of text, so much so that I showed them a picture of what I DIDN'T want (a marginless indent-free rectangle of essay). Your writing targets are also reviews for us, which is valuable.

[Crista Lawson]

Since this is an election year I am very excited to teach government and civics. In previous years I have focused on the branches of the government and less on the voting process. But because of the presidential election, I think voting and the elections process is very relevant.

Oregon State Standards for Civics and Government big ideas that I will address:

CCG: Understand the roles of the three branches of government and explain how their powers are distributed and shared.

CCG: Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives).

CCG: Understand how government is influenced and changed by support and dissent of individuals, groups, and international organizations.

[Sarah B. Jones]

I really like your idea. I will be teaching fifth grade next year for the first time. My class and I followed the primary election and campaign in fourth grade last year. I would be very interested to see what you create here.

[Jane Krauss]

Perfect. Lots to DO! Wonder what civics orgs are doing for kids, our protovoters.

[Jamie Nicholsen]

I am excited to see where this project goes!