I. Curricular Framework

Concept:

Friendship

Essential Question:

Why is being a friend a big responsibility?

Bridge:

What “Best Friend” Feels Like

Content:

Attributes and Responsibilities of Friendship

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: Create an experience where students problem-solve what they “saw” and “why” it might be good or bad.

Activity:
A.) Compare/contrast plants.
B.) Watch “Windows on Science” video on symbiotic relationships. NO SOUND OR EXPLANATION.

Assessment: Participation/engagement of students.

2. Attend: Attending to the Connection

Objective: Analyze what each experience represented and discuss analogy to friends.

Activity:
A) Discuss in cooperative groups what they saw in video clip and what happened to plants. Infer what was beneficial and what was not beneficial. B) Come to consensus and list five characteristics they want in a friend.
C) Create attribute chart designating "events" and "traits". Create "Be A Friend" poster.

Assessment: Participation charts/posters.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: Develop awareness and understanding of friendships.

Activity:
A) Read to the class "Fox and the Hound" teacher guided characteristic that each character had and those they had in common.
B) Groups of children reading the same book to make similar comparisons (ex. Charlotte's Web, Bridge to Terabithia, Where the Red Fern Grows, etc.).
C) Create skit, mime or dance to represent how they feel as a best friend.

Assessment: Participation/discussion.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: Teach specific attributes of friendship.

Activity: Utilize Health test, Science test and "Windows of Science" video used in Q1R with full sound and explanations.

Assessment: Accuracy of outline/web provided by teacher.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Deepen concept of friendship and begin to transfer what they know about friends to their own behavior.

Activity: Compare text info and literature experiences by making "Believe It Or Not Chart" separating real experiences from fantasy and looking at how they personally demonstrate being a friend.

Assessment: Participation and charts.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: Extend concept of friendship.

Activity: Groups of three discuss responsibility of each attribute and why it is important. Make group collage showing the positive attributes of group member or role play being a good friend and not being a good friend and the consequences.

Assessment: Participation/quality of work.

7. Refine: Refining the Extension

Objective: Review/analyze usefulness of being a friend.

Activity: Use collage and skits to share with other classes. Begin journal for self-evaluation of whether or not student is exhibiting friendship qualities.

Assessment: Participation/quality of work.

8. Perform: Creative Manifestation of Material Learned

Objective: Support learning, teaching, sharing, celebrating friendships.

Activity:
A.) Plant pansy to care for with partner.
B.)Create family journals on ways to incorporate what they have learned in their family life.
C.) Encourage “friendship plant” in neighborhood.

Assessment: Participation/willingness to carry info/material into personal home settings.

Assessment, Phase Five,Performance, Creative Use of Material Learned: