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Context

This document provides context about the community, school, activities, and students for a science unit plan. The school's mission is to educate the whole child through mind, body, and soul. It offers various clubs, arts programs, and outdoor education facilities. Parents are actively involved through volunteering and communication. The students come from diverse backgrounds and home lives. The teacher plans to incorporate the outdoor facilities, relate lessons to God's creation, and emphasize respect for diversity in backgrounds and habitats.

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129 views

Context

This document provides context about the community, school, activities, and students for a science unit plan. The school's mission is to educate the whole child through mind, body, and soul. It offers various clubs, arts programs, and outdoor education facilities. Parents are actively involved through volunteering and communication. The students come from diverse backgrounds and home lives. The teacher plans to incorporate the outdoor facilities, relate lessons to God's creation, and emphasize respect for diversity in backgrounds and habitats.

Uploaded by

api-406741116
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Context

A. Community and School Context

School Mission Statement:​ Partnering with Parents to educate the whole child - mind, body, and
soul - in community.

Activities and Extracurricular Programs:


● “Faith. Strong” Clubs
○ Service Team
○ Chess Club
○ Maker Space
○ Tech Play: Lego Wedo
○ Lego Robotics
● Fine Arts Night

● Dessert Theater

● Self-Guided Activities
○ Disc Golf
○ Bike ‘N Hike Trail
● Covenant Care:
○ Covenant Care is a quality Christ-centered before and after school program
● Summer Camps:
○ Farm Club
○ Music Club
○ Farm & Forest Adventure Club
○ Art Camp
○ Tech Camp
○ Preschool Camp

Interactions Between Parents and School


● In fourth grade, the whole grade spends a week at Zoo School. During this time, parents
volunteers sign up to chaperone students and lead different small activities.
● Parents are always included in what the students are doing: newsletters are sent home
every week, parents must sign students homework calendar, communication between
parent and teacher appears to be very open.
● Depending on the situation, some parents are more actively involved in their child's
school than others.
● This is something to take into consideration if I ever assign something requiring a parent
to participate.

Outdoor Education Facility


● This space is provided for the students to love, celebrate, honor, and understand the
creation that God has provided.
● They are also seeing the wonders of Creation's King through:
○ Studying and observing the root structure of plants
○ Exploring the forest floor to collect critters
○ Adopting trees to study how they change through the seasons
○ Recording water loss in plants
○ Studying solar angle through the seasons with shadow positions
○ Creating homemade hot air balloons to discover density
○ Collecting seeds and discussing dispersion
○ Observing and feeding birds
○ Discovering how animals camouflage themselves
○ Collecting pond water to observe organisms

My Response to these Factors:


● As I teach my unit, I will take advantage of all the programs this school offers for its
students. For example, the Outdoor Education facilities will be beneficial as the students
are exploring different environments and environmental factors. During this unit plan, the
Outdoor Education teacher will co-teach with me during some activities and lead other
investigations.
● I will also keep in mind their mission statement to educate the whole child - mind, body,
and soul. During my lesson, I will always think about how I can relate it to the students
and get them thinking about God's creation and what it really means to be caretakers of
this earth.
● While not all parents are actively involved, there are a lot of parents who are eager to
help out and see what their child is learning. Therefore, I will make an effort to include
the parents in their child’s learning. Whether this means sending out emails or even
inviting them to watch their child during a presentation or investigation.

B. Individual Learner Context

My Students:
● Come from all very different backgrounds, different home lives, and different financial
situations.
● Family: B ​ ’s dad is a pilot and is not home very often. B is also adopted and was born in
Ethiopia. Z is adopted. L is adopted and is being raised by a single mom. IV’s parents
are divorced, therefore information gets sent to two different homes.
● Cultural Influences: J​ has moved around and has lived in 3 different states: Illinois, Ohio,
Michigan. B, Z, and L are all adopted. B and Z are black, L is Asian (born in Taiwan).
● Gender: ​10 boys, 7 girls
● Other Observations: L ​ has mild cerebral palsy and sees a physical therapist 3x a month
(he walks on his tiptoes). H gets pulled for the resource room during math and Spanish.
J has very severe allergies to dairy. Overall the students are friendly and welcome
opportunities to share their ideas and thoughts. There is a mix of students who need
extra attention, students who are very independent, and students who need to be
challenged even more. They have become more chatty as they are getting comfortable
with the class, yet respond well to the teacher's reminders and work hard to encourage
each other to do the same.

My Response to these Observations:


● Knowing that the majority of my students are white I will be intentional about
representing and talking about students who look different and come from different
places. I want to emphasize that not everyone has the same experience growing up and
that may influence why that person believes and acts in a certain way.
● I want to relate this to my unit by pointing out that different animals have different
habitats and environments yet they are all valuable and deserve our respect. We don’t
know much about the animals, which is why we need to become the learners and let the
animals teach us. The same goes for people. We don’t know everyone’s story or what
their home life looks like. So even though it may be different than ours, they deserve our
respect and they are still valuable in our community.

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