"Why Diversity Matters"

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"Why Diversity Matters" by Mind Map: "Why Diversity Matters"

1. Social Studies

1.1. NYS Standards Addressed

1.1.1. Standard 2: World History 1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. 3. Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups. 4. The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

1.1.2. Standard 3: Geography 1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. 2. Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information

1.2. Topics

1.2.1. Map studies

1.2.2. Geographic Studies (based on biome locations) Artic (Northern Canada) Africa Brazil Atlantic Ocean

1.2.3. Human Interactions with Environment How do humans need to adapt based on their environment? Diversity of communities based on environmental factors and resources Positive vs. Negative

2. Math

2.1. NYS Standards Addressed

2.1.1. Operations & Algebraic Thinking 1. Interpret products of whole numbers 2. Interpret whole-number quotients of whole numbers 4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. 7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division 8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding

2.1.2. Number and Operations in Base Ten 1. Use place value understanding to round whole numbers to the nearest 10 or 100. 2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3. Multiply one-digit whole numbers by multiples of 10 in the range 10–90

2.1.3. Measurement and Data 3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs

2.2. Topics

2.2.1. Estimation

2.2.2. Analyzing statistics

2.2.3. Graphing

2.2.4. Comparing

2.2.5. Multiplication and Division

2.2.6. 3 Digit Addition

3. Science

3.1. Biomes

3.1.1. Desert

3.1.2. Ocean

3.1.3. Rainforest

3.1.4. Tundra

3.2. Topics

3.2.1. Biome Characteristics

3.2.2. Ecosystems

3.2.3. Food Chains

3.2.4. Adaptations

3.2.5. Flora

3.2.6. Fauna

3.3. Sample Vocabulary

3.3.1. living vs. nonliving

3.3.2. interdependence

3.3.3. niches

3.3.4. adaptation

3.3.5. producer

3.3.6. consumer

3.3.7. ecotones

3.3.8. biosphere

3.4. NYS Standards Addressed

3.4.1. Standard 1: Analysis, Inquiry, and Design Scientific Inquiry 1. The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. 3. The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

3.4.2. Standard 2: Information Systems Information Systems 1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. 2. Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

3.4.3. Standard 4: Science Living Environment 1. Living things are both similar to and different from each other and nonliving things. 3. Individual organisms and species change over time. 6. Plants and animals depend on each other and their physical environment. 7. Human decisions and activities have had a profound impact on the physical and living environment.

3.4.4. Standard 6: Interconnectedness: Common Themes Systems Thinking 1. Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions. Models 2. Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design. Equilibrium and Stability 4. Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

4. ELA

4.1. NYS Standards Addressed

4.1.1. Reading Standards for Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 11. Recognize and make connections in narratives, poetry, and drama to other texts, ideas, cultural perspectives, personal events, and situations.

4.1.2. Reading for Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 9. Compare and contrast the most important points and key details presented in two texts on the same topic.

4.1.3. Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. 4. Read with sufficient accuracy and fluency to support comprehension.

4.1.4. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 7. Conduct short research projects that build knowledge about a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 10. Write routinely over extended time frames and shorter time frames for a range of discipline- specific tasks, purposes, and audiences.

4.1.5. Speaking and Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

4.1.6. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. 5. Demonstrate understanding of word relationships and nuances in word meanings.

4.2. Resources

4.2.1. Informational Books

4.2.2. Fictional Books

4.2.3. Web Research