As part of our peer review process, please review, make comments, revise, and use these units.

Arcimboldo_Spring.jpg
Spring by Giuseppe Arcimboldo. http://www.giuseppe-arcimboldo.org/

A 3 Day Mini-Unit on Hurricane Sandy, "The Mighty Storm," by Mr. Ramos
Ms. Phillips developed a mini-unit on the storm for Sustainability and Mr. Ramos adapted and improved it for ELLs.

Learning Objective: Students will be able to
- describe their personal experiences of Hurricane Sandy. (Day 1)
- describe what they should/should not do to be prepared for/during a natural disaster. (Day 2)
- describe what their responsibilities are during a natural disaster. (Day 3)

Essential Question:
How can we adjust to a changing, unpredictable environment?


Art, Science and Inquiry
1. For a UbD unit written for the Metropolitan Museum of Art's and American Museum of Natural History's Art, Science and Inquiry professional development 7/09, please see Linda Hoffman's unit that combines a Hudson River School Artist, science, and literature at:

http://ms217goalsettingpd.wikispaces.com/Duncanson+and+A+River+Ran+Wild

http://ms217goalsettingpd.wikispaces.com/1.+CREATING+A+RELATIONSHIP+WITH+NATURE

Essential/Overarching Question: How can we shape a relationship with the natural environment?

http://ms217goalsettingpd.wikispaces.com/2.+CREATING+A+RELATIONSHIP+WITH+NATURE

http://ms217goalsettingpd.wikispaces.com/3.+CREATING+A+RELATIONSHIP+WITH+NATURE+text

http://ms217goalsettingpd.wikispaces.com/4.+CREATING+A+RELATIONSHIP+WITH+NATURE+text+2

http://ms217goalsettingpd.wikispaces.com/5.+CREATING+A+RELATIONSHIP+WITH+NATURE+IMAGES+BIERSTADT

http://ms217goalsettingpd.wikispaces.com/6.+CREATING+A+RELAIONSHIP+WITH+NATURE+-+A+RIVER+RAN+WILD

http://ms217goalsettingpd.wikispaces.com/7.+CREATING+A+RELATIONSHIP+WITH+NATURE+-+A+GARDEN


2. "Flaunting Flowers" by Karen Phillips. "The flower is the poetry of reproduction. 
It is an example of the eternal seductiveness of life."
 Jean Giraudoux, 1933
In Flaunting Flowers, students explore human’s scientific, symbolic and artistic relationships with flowers. Close Observation. Students use their five senses to study flowers through the school’s framed prints from the Metropolitan Museum of Art, modern day botanical illustrations, quotes and poems about flowers, the art of the Renaissance painter Guiseppe Arcimbaldo, articles, our school’s Pollinators’ Garden, and student photographs of the garden. Non-Fiction Reading and Writing. Students construct understanding about flowers by combining their observations of flowers and the Pollinators' Garden with information from readings and videos. Culminating Project: Teams of students select a research project: Guiseppe Arcimboldo, Carl Linnaeus, Renaissance painting, or the relationship between bees, flowers and humans. Teams of students prepare a final project: Website, Powerpoint, Poetry Café, iPhoto Book with text, Other. Final Event. Students present their projects in the garden or virtual garden.
Essential Questions: • What’s the point of flowers? (Kid Friendly) Is Man the measure of all things? How does seeing, smelling, touching, tasting, and hearing help us understand the world? Are botanical illustrations art or science?



Ms. Morrison's SCIENCE pollination lesson.
PBS Video - Silence of the Bees: http://www.pbs.org/wnet/nature/podcasts.html http://www.pbs.org/wnet/nature/bees/index.html
http://www.pbs.org/wnet/nature/bees/resources.html

Lindas_Bees.JPG
image source: http://beekeeperlinda.blogspot.com/2008/04/dilemma-of-possibly-queenless-swarm.html