Fall Party!It is time for a very special party. A Fall Party! But this party is not for us. It is for our friends in Australia! Our blogging buddies live in the Southern Hemisphere. Their seasons are the opposite of ours.I need you to be my party planners. You and your classmates will need to create the invitation, plan the seasonal decorations, make some yummy Fall food and prepare a weather forecast. Please help me gather information to share with our friends to tell them about Fall in Michigan. Once we’ve prepared for the party, we can invite 2KJ into our classroom using Skype! So, let’s organize a Fall Celebration and invite our blog buddies to a party with us!
Task Your task is to throw a party for our Australian friends to show them what Fall is like here in Michigan. Choose one area of party planning to focus on. Use the books listed for each area to gather information on Michigan’s Fall season.Once you have collected your exciting facts, you will prepare your group presentation for ourfriends. They will see all of your hard work at our party!
ProcessStep 1: Choose which area of the Fall party you would like to plan. Invitations Food Decorations Weather ForecastStep 2: Collect and read the books listed for your topic.Step 3: Gather data from the books listed to answer each question.Step 4: Record your data on the Record Sheet provided.Step 5: Use the answers to each of the questions to help you plan your area of the party.Step 6: Once you have collected at least 4 unique facts related to your topic, you may begin planning your presentation. You will need to collaborate with your classmates that are working on the same area for the party.
Invitation Questions1. What do people wear in Michigan during the Fall?2. What animals can be found in our area during this time?3. How do animals prepare for the coming season?4. What is hibernation?5. What is migration?
Invitation Jobs One student will compile all of the data and have the final say on which facts are used by writing the script. This Screen Writer information will be used in the video invitation. See Sample Invitation for other information to include. (8pts) One student will be responsible for recording the video invitation on the Flip camcorder. They will also use the tripod Videographer to make sure the video isn’t shaky. (8pts) Two children will divide the script and speak on camera to Public Relations formally invite our friends to the Fall party. (8pts) One student will review the footage and make sure the sound is clear and easy to understand. They will decide ifQuality Assurance video is of excellent quality or if portions should be rerecorded. (8pts)
Food Questions1. What foods can be harvested in the Fall?2. What are some of the Fall foods that are found in these books?3. What plants are found in these books?4. Choose a plant. What is the plant’s life cycle?
Food Jobs One student will organize all of the data and have the final say on which facts are used. This information will be used to Survey Creator create the survey and to decide which recipes are needed for the party. (8pts) One student will conduct the survey by asking each of their classmates to vote for their favorite Fall food. (8pts)Survey Conductor One student will interpret the data and share the results with the Caterers. They will make recommendations of Analyst which foods should be made for the party based on the data collected. (8pts) Two students will choose Fall recipes that should be made for the party and create a grocery list of items that will be Caterers needed. (8pts)
Decoration Questions1. What does Fall look like in Michigan?2. What changes happen in our environment?3. What activities can you participate in during the Fall?4. What holidays do people celebrate in our country during Fall?
Decoration Jobs One student will compile all of the data and create a list of activities that can be done in the Fall. This information will Survey Creator be used to create the survey. (8pts) One student will conduct the survey by asking each of their classmates to vote for their favorite Fall activities. (8pts)Survey Conductor One or two students will interpret the data and take pictures to demonstrate what Fall looks like in our area. These Photographers pictures will be used to create a photo slideshow for the party using Smilebox or Slide. (8pts) One or two students will use a drawing program like Kid Pix 4 to create decorations that can be hung on the wall for our Illustrators party. Use the data collected from the books provided to make these Fall posters. (8pts)
Weather Forecast Questions1. What happens to the temperature in Michigan during the Fall?2. How many seasons do we have and what are they called?3. Why are our seasons the opposite of our friends in Australia?4. How does sunlight and the Earth’s tilt impact the seasons?
Weather Forecast Jobs One student will record the temperature outside each day for 2 weeks. These temperatures will be compared to temperatures Meteorologist taken from 2 weeks in the summer. An average temperature should be determined from each season. After comparing this data, interpret the results. (8pts) Two students will duplicate the experiment in the book, Sunshine Makes the Seasons, to demonstrate why our seasons Investigators are the opposite of our friends in Australia. This experiment will be recorded on video. (8pts) One student will use the Flip camcorder to show where the Videographer sunlight shines, giving us the Fall season. They will also record the weather forecast for the day of the party. (8pts) One student will speak on video to give the weather forecast. They will need to tell their classmates what season-appropriateWeather Reporter clothing to wear to the party. They should also explain the sunlight experiment to tell their classmates about why different hemispheres have different seasons. (8pts)
Conclusion Thank you so much for all of your hard work! Our Australian buddies will be so excited to hear from us! Just as we love to learn new things from them, now we can also share our learning. I can’t wait to see what they will think of our projects!Thank you for helping us learn globally with our Australian friends!
Science~ Grade Level Content ExpectationsK-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems.S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.S.IP.03.11 Make purposeful observation of the natural world using the appropriate senses.S.IP.03.12 Generate questions based on observations.S.IP.03.13 Plan and conduct simple and fair investigations.S.IP.03.14 Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer).S.IP.03.15 Make accurate measurements with appropriate units (centimeters, meters, Celsius, grams, seconds, minutes) for the measurement tool.S.IP.03.16 Construct simple charts and graphs from data and observations.K-7 Standard S.IA: Develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology.S.IA.03.12 Share ideas about science through purposeful conversation in collaborative groups.S.IA.03.13 Communicate and present findings of observations and investigations.S.IA.03.14 Develop research strategies and skills for information gathering and problem solving.S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.P.EN.E.2 Light Properties- Light travels in a straight path. Shadows result from light not being able to pass through an object. When light travels at an angle from one substance to another (air and water), it changes direction. *P.EN.03.21 Demonstrate that light travels in a straight path and that shadows are made by placing an object in a path of light. *
ELA~ Grade Level Content ExpectationsR.WS.03.01 automatically recognize frequently encountered words in print whether encountered in connected text or in isolation with the number of words that can be read fluently increasing steadily across the school year.R.WS.03.03 know the meanings of words encountered frequently in grade-level reading and oral language contexts.R.WS.03.06 acquire and apply strategies to identify unknown words or word parts; self- monitor and construct meaning by predicting and self-correcting, applying knowledge of language, sound/symbol/structural relationships, and context.R.WS.03.07 apply the following aspects of fluency: pauses and emphasis, punctuation cues, intonation, and automatic recognition of identified grade-level specific words and sight words while reading aloud familiar grade-level text.R.WS.03.08 in context, determine the meaning of words and phrases including synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms using strategies and resources including context clues, concept mapping, and the dictionaryR.IT.03.01 identify and describe the basic elements, features, and purpose of a variety of informational genre including textbooks, encyclopedias, and magazines.R.IT.03.03 explain how authors use text features including titles, headings and subheadings, timelines, prefaces, indices, and table of contents to enhance the understanding of key and supporting ideas.R.CM.03.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.
ELA~GLCE’s ContinuedR.CM.03.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.R.MT.03.01 self-monitor comprehension when reading or listening to texts by automatically applying strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, and summarizing.R.AT.03.01 be enthusiastic about reading and do substantial reading and writing on their own.W.GN.03.04 use the writing process to produce and present a research project; initiate research questions from content area text from a teacher-selected topic; and use a variety of resources to gather and organize information.W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.W.PR.03.03 draft focused ideas in written compositions using multiple sentences and paragraphs to slow down or speed up reading; including varying patterns and/or organizational text structures (e.g., compare/contrast, cause/effect, or problem/solution).W.PR.03.04 revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions).W.PS.03.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., varied word choice and sentence structure, character description) and informational writing (e.g., examples, transitions, grammar and usage).W.SP.03.01 in the context of writing, correctly spell frequently encountered words (e.g., multi- syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones); for less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).
ELA~GLCE’s ContinuedW.AT.03.01 be enthusiastic about writing and learning to write.S.CN.03.01 use common grammatical structures correctly when speaking including time relationships, verb tenses, and causal and temporal relationships.S.CN.03.02 adjust their use of language to communicate effectively with a variety of audiences and for different purposes including gathering information, making requests, discussing, classroom presentations, and playground interactions.S.CN.03.03 speak effectively emphasizing key words and varied pace for effect in narrative and informational presentations.S.CN.03.04 present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)S.DS.03.01 engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols.S.DS.03.03 respond to multiple text types by reflecting, making connections, taking a position, and/or showing understanding.S.DS.03.04 plan and deliver presentations using an effective informational organizational pattern (e.g., descriptive, problem/solution, cause/effect); supportive facts and details reflecting a variety of resources; and varying the pace for effect.
ELA~GLCE’s ContinuedL.CN.03.01 ask substantive questions of the speaker that will provide additional elaboration and details.L.CN.03.02 listen to or view knowledgeably while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings.L.CN.03.03 distinguish between and explain how verbal and non-verbal strategies enhance understanding of spoken messages and promote effective listening behaviors.L.RP.03.03 respond to multiple text types listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to reflect, make connections, take a position, and/or show understanding.L.RP.03.04 combine skills to reveal strengthening literacy (e.g., viewing then analyzing orally, listening then summarizing orally).L.RP.03.05 respond to and retell what a speaker said, paraphrasing and explaining the main idea, and then extend their response by connecting and relating it to personal experiences.
You’re Invited!Who’s Invited: ____________What is the Party for: _________________When: ____________________________Where: ____________________________RSVP: ____________________________Message to Guests: _________________ _________________________________ Sample Invitation