• Myths and FablesHildaguard Walton

       Myths and fables is an inquiry based, skill-oriented unit. It contains individual and group reading lessons that are based on myths and fables and are specifically designed to expand vocabulary, to increase understanding of literary terms, and to develop skills in literal and interpretive comprehension. Mathematics, art and science will be embedded in the lessons.

       The skills associated with vocabulary development are emphasized in this unit which includes creating analogies, differentiating between connotation and denotation, understanding synonyms, being aware of multiple meanings, recognizing common root words and using a dictionary and thesaurus.

       The literary terms covered in this unit include antagonist/protagonist, characterization, climax, figurative language, flashback, foreshadowing, mood, plot, setting, symbol and theme.

       Literal comprehension skills include the abilities to compare and contrast characters or events, to distinguish fact from opinion, to locate specific information, to identify supporting details, to recognize the main idea of a passage or story, to understand the authors purpose, to impose order on ideas, and to place events in sequence.

       Interpretive comprehension skills include the abilities to identify cause and effect, to make inferences, to draw conclusions and to recognize point of view.


    Wan Yin Hufford Ancient China

       Students will study the ancient Chinese civilization and compare it to our own community to learn how the systems of geography, government, economics and language interact.

       Even though social studies is the primary content area, students will practive skills in math, language arts, art, science and technology.

       The main goals of the unit are:

    1. To develop understanding of the concept of systems and of structure, function, and pattern as key systems elements.

    2. To develop reasoning skills.

    3. To develop interpersonal collaboration skills.

    4. To develop skills in historical analysis and primary source interpretation.

    5. To develop understanding of ancient China as a civilization, with attention to defining features of geography, history and culture.



       Students will identify problems and then take them through the inventive process to solve. They will choose their best idea to develop for the Invent Idaho Competition. This is the first half into the guided research process. Students will follow the Nine Steps to Inventing.



       The second half for the guided research unit is students choosing an inventor to investigate and then design an interactive visual to share. Students will follow the Idividual Investigation Method research model.