Lesson 1 - LearningThroughMuseums

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Lesson 2 Ocean Research organizer ILS5A: I can locate and collect information about a topic and use it to explain the topic. Research is a word that has an important word inside it: search. You will search for information about an animal that lives in the ocean. Here are some Web sites you can use to find facts. National Geographic: Environment > Oceans: http://environment.nationalgeographic.com/environment/habitats/ocean-profile.html Save Our Seas: for Kids: http://www.saveourseas.com/minisites/kids/86.html Kids.Net.Au > Encyclopedia > Atlantic Ocean: http://encyclopedia.kids.net.au/page/at/Atlantic_ocean Start your research by choosing an ocean animal to learn about. Here is a list of some ocean animals you could learn about: seal, starfish, whale, herring, dolphin, tuna, penguin, or shark. What is your animal? Search for answers to questions about the animal you selected. Here are some questions. Add more questions of your own. Then look for answers in books and on the Internet if you can use a computer. Where does the animal live? What does it eat? How does it protect itself from being caught by predators? (Animals that eat other animals are called predators.) Your questions: After you get the answers, write an Ocean Life Research Report on a separate page. After you finish your report, draw a picture of your animal. 40 • Lesson 2: Oceans and Rivers ‒ Northeast Environments
Lesson 2 Reading with Vision ILS2A: I can analyze a poem. This is a poem about ocean fish. A poet often has an idea when he writes a poem. It is what the poet wants people to think about when they read the poem. When you read a poem you should think about the idea. You should try to see the idea by thinking about what the poem would look like if it were a picture. Directions: Read the poem. Then draw a picture that shows what the poet wanted people to understand. Poem Picture Fishes’ Evening Song, by Dahlov Ipcar Flip flap, Slip slap, Lip lap, Water sounds, Soothing sounds. We fan our fins As we lie Resting here Eye to eye. Water falls Drop by drop, Plip plop, Drip drop. Plink plunk, Splash splish Fish fins fan, Fish tails swish, Swish, swash, swish. This we wish… Water cold, Water clear, Water smooth, Just to sooth Sleeping fish. Write your own poem about a river, lake, or ocean with the Words and Writing organizer. Art Institute of Chicago • 41
Page 1: Understanding Environments and Valu
Page 4 and 5: CITY OF CHICAGO Richard M. Daley Ma
Page 6 and 7: Curriculum Overview The Art Institu
Page 8 and 9: 8 • Understanding Environments an
Page 10 and 11: Lesson 1 The Southeast: Picturing,
Page 12 and 13: Additional Web sites • The U.S. D
Page 14 and 15: Day 2: Interpreting a Poem and a Pa
Page 16 and 17: ● Procedure 1. Ask students what
Page 18 and 19: Lesson 1 Art Reader (1/2) ILS25A: I
Page 20 and 21: Lesson 1 Haiku Reader ILS2A: I can
Page 22 and 23: Lesson 1 Plants and Places ILS1C: I
Page 24 and 25: Lesson 1 Art Planner ILS26B2D: I ca
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Page 32 and 33: Day 1: Interpreting a Painting ●
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Lesson 5 Illustration Planner ILS25
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Lesson 5 Letter Writing Organizer I
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Lesson 6 Inferring Values Summary I
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Relevant Information: • Born and
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● Vocabulary dignity infer loom r
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● Advance Preparation • Prepare
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Lesson 6 Inferring Values ILS1B: I
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Lesson 6 Write to Communicate Value
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Lesson 7 How to Read Symbols Summar
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• Unlike Bedcover Entitled “Map
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Chart: Symbols organizer. They can
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6. Ask students to explain their ma
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Lesson 7 Symbols Show and Tell ILS2
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Lesson 7 Summarize What You Learned
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Lesson 7 Map Maker ILS17B: I can us
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Lesson 8 A Visit to the Art Museum
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For teacher-guided museum tours, yo
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Day 3: Reflection about Field Trip
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128 • Understanding Environments
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Art Institute of Chicago Understand
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Lesson 1 - LearningThroughMuseums

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