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Author: Alyssa.Teribury

  • Grade 8 Math Unit 1

    Rational Numbers and Exponents

    Students will deepen their understanding of rational numbers, as they investigate irrational numbers and their place in the number system.  Students will also consider exponents and how solving for a base can yield a rational or irrational number.

    Essential Outcomes

    The Number System

    • NY-8.NS.1: Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion eventually repeats. Know that other numbers that are not rational are called irrational.
    • NY-8.NS.2: Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line, and estimate the value of expressions.

    Expressions, Equations and Inequalities

    • NY-8.EE.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. e.g.,3^2 x 3 ^ – 5 = 3 ^ – 3 = ⅓^3 = 1/27
    • NY -8.EE.2: Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Know square roots of perfect squares up to 225 and cube roots of perfect cubes up to 125. Know that the square root of a non-perfect square is irrational.  e.g., The √2 is irrational.

    Other Standards Addressed in this Unit

    • 8.EE.3: Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.
    • 8.EE.4: Perform multiplication and division with numbers expressed in scientific notation, including problems where both standard decimal form and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities. Interpret scientific notation that has been generated by technology.

    Essential Questions and Big Ideas

    • What differentiates rational and irrational numbers? 
      • Rational numbers can be expressed as a fraction a/b or as a decimal that ends or repeats.   
      • Irrational numbers  cannot be represented as a fraction and as a decimal, there is no pattern.  
    • How can I compare irrational numbers?  
      • Rational and irrational numbers can be compared.  
      • Irrational numbers can be placed between rational numbers based on place value.  
    • What are the properties of integer exponents?  
      • When multiplying powers with the same base, the exponents are added.  
      • When dividing powers with the same base, the exponents are subtracted.  
      • When a power is raised to an exponent, the exponents are multiplied.  
      • When multiplying different bases with the same exponent, the bases can be multiplied.  
      • A negative exponent equals the power as the denominator of a unit fraction.  
    • What is a square root? 
      • A square root represents a number to the exponent ½.  
      • A square root requires finding a number that multiplied by itself equals that amount.  
    • What is a cube root?  
      • A square root represents a number to the exponent ⅓.  Square root of a = b where b x b = a
      • A square root requires finding a number that multiplied by itself three times equals that amount.  The cube root of a = b where b x b x b = a
    • How can I use roots to solve equations?  
      • If you know an amount to the second power equals another amount, you can use the square root to find the amount.  a^2 = 36  a = square root of 36 = 6. 
    • What is scientific notation and why do I use it?
      • A number is written in scientific notation when it is represented as the product of a factor and a power of 10. 
      • Scientific notation is used to make calculations with unusually large or small numbers.

    Download the complete Grade 8 Math Unit 1 framework to customize for your own planning.

  • Grade 8 Social Studies Unit 1

    Reconstruction

    Reunifying the nation brought many challenges. While freed African Americans created new lives for themselves in the absence of slavery, constitutional amendments and federal legislation sought to expand rights and protect the citizenship of African Americans. These federal initiatives begun during Reconstruction were challenged on many levels impacting the lives of all Americans.

    Note: Lessons will vary in length, depending on the amount of time you have with students, the resources that you choose to accompany the unit, the level of rigor within each learning target, and any other factors that may contribute to the pacing of your learning progressions. It is recommended that you adjust the pace and length of each learning progression(s) accordingly in response to these factors.

    Download the complete Grade 8 Social Studies Unit 1 framework to customize for your own planning.

    Standards

    • Standards: 1, 4, 5; Themes: MOV, SOC, CIV, ECO

    Essential Questions and Big Ideas of the Unit

    • Big Idea of the Unit: Throughout history, when nations face division, they have tried to reunify the citizens with varying degrees of success.
    • Can Reconstruction be considered a success or failure?
      • Reconstruction restored the United States as a unified nation: by 1877, all of the former Confederate states had drafted new constitutions, acknowledged the Thirteenth, Fourteenth, and Fifteenth Amendments, and pledged their loyalty to the U.S. government.
      • Reconstruction settled the states’ rights vs. federalism debate that had been an issue since the 1790s.
      • Reconstruction failed to protect former slaves from white persecution and failed to engender fundamental changes to the social fabric of the South.
    • Does the success or failure of Reconstruction matter today?
      • Effects of Reconstruction still impact social structures in America today.
    • How did the institution of slavery impact race relations in the United States?
      • Slavery in America was tied directly to race. After the abolition of slavery, this connection continued(s) to impact laws, freedoms and opportunities for people of color in America.
    • Can a divided nation be restored?
      • Fundamental values can be ingrained in the culture of an area in ways that impact the daily lives of the people for generations.
      • For change to occur holistically, all parties must believe in the need for change.

    Download the complete Grade 8 Social Studies Unit 1 framework to customize for your own planning.

  • Kindergarten ELA Unit 1

    What Is a Reader and a Writer?

    Using a balance of literature and informational texts, students will begin to learn the foundational skills needed to become a reader and writer. The students will become familiar with text structures.

    This unit should be paired with the Reading Foundations units which focus on print concepts, phonological awareness, phonics, word recognition and building fluency. It is essential that these skills are not taught in isolation, but applied within students reading and writing.

    Essential Outcomes

    Reading

    • KR1: Develop and answer questions about a text. 
    • KR2: Retell stories or share key details from a text.
    • KR3: Identify characters, settings, major events in a story, or pieces of information in a text. 

    Reading Foundations – Print Concepts and Fluency

    • KRF1a, c, e: Demonstrate understanding of the organization and basic features of print.
    • KRF4: Will engage with emergent level texts and read-alouds to demonstrate comprehension. 
    • Addressed in RF unit:  Phonological Awareness and Phonics and Word Recognition
      • KRF1b, d
      • KRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

    Language

    • KL6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

    Writing 

    • KW3: Use a combination of drawing, dictating oral expression, and/or emergent writing to narrate an event or events in a sequence.

    Speaking and Listening

    • KSL1: Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.
    • KSL6: Express thoughts, feelings, and ideas.

    All Standards Addressed in This Unit

    • See Reading Foundations Units: 
      • KRF1b, KRF1d, KRF2a-e, KRF3a-d
    • KR1, KR2, KR3, KR6
    • KRF1a, c, e, KRF4
    • KL1, KL2, KL5, KL6
    • KW2, KW3
    • KSL1, KSL3, KSL6

    Essential Questions and Big Ideas

    • What makes a student?
      • Students follow agreed-upon rules for discussions including listening to others, taking turns, and staying on topic.
      • Students participate in discussions through multiple exchanges.
      • Students consider individual differences when communicating with others.
      • Students actively verbalize or act out thoughts, feelings, and ideas.
      • Participate in meaningful classroom discussions.
    • What makes a reader?
      • Readers follow words from left to right, top to bottom, and page by page.
      • Readers recognize that spoken words are represented in written language by specific sequences of letters.
      • Readers understand that words are separated by spaces in print.
      • Identify the front cover, back cover, and title page of a book.
      • Readers ask and answer questions about the text after listening or reading the text.
      • By retelling the events in a story using beginning, middle, and end, readers deepen their understanding of the text.
      • Readers use their understanding of letters, letter sounds, words and pictures to gather meaning from a text.
    • What are story elements?
      • Characters are who or what the story is about.
      • Setting is the time and place where the story happens.
    • What makes a writer?
      • Writing is a communication tool to retell experiences to an audience. 
      • Writers use their understanding of letters, letter sounds, words and pictures to narrate an event or events in a sequence.

    Download the complete Kindergarten ELA Unit 1 framework to customize for your own planning.

  • Grade 6 ELA Unit 1

    Argumentation

    In this introductory unit, students will identify an author’s argument, and analyze how it develops over the course of the text through relevant or irrelevant evidence. Students will also look deeply at a text to identify other factors that could affect an author’s perspective (i.e. geographic location, culture, etc.) This unit will culminate in students generating their own arguments on a topic(s), and providing relevant and specific evidence to support their claim. 

    Note: Each unit plan is generally taught over the course of one quarter of the school year. Lessons will vary in length, depending on the amount of time you have with students, the resources that you choose to accompany the unit, the level of rigor within each learning target, and any other factors that may contribute to the pacing of your learning progressions. It is recommended that you adjust the pace and length of each learning progression(s) accordingly in response to these factors. 

    These learning progressions were developed using Next Generation Learning Standards and were cross-walked with the Common Core Standards.

    Download the complete Grade 6 ELA Unit 1 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • 6R1: Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences. 
    • 6R3: In literary texts, describe how events unfold, as well as how characters respond or change as the plot moves toward a resolution. In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed. 
    • 6R6: In literary texts, identify the point of view and explain how it is developed and conveys meaning. In informational texts, explain how an author’s geographic location or culture affects his or her perspective.
    • 6R8: Trace and evaluate the development of an argument and specific claims in texts, distinguishing claims that are supported by reasons and relevant evidence from claims that are not.

    Language

    • 6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
    • 6L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    Writing

    • 6W1: Write arguments to support claims with clear reasons and relevant evidence.
    • 6W5: Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 6 Reading Standards to both literary and informational text, where applicable.

    Speaking and Listening

    • 6SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • 6SL2: Interpret information presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how it relates to a topic, text, or issue under study.
    • 6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

    All Standards Addressed in this Unit

    • 6R1, 6R3, 6R6, 6R7, 6R8
    • 6L1, 6L2, 6L4, 6L5
    • 6W1a-f, 6W5
    • 6SL1, 6SL2, 6SL3, 6SL4, 6SL5, 6SL6

    Essential Questions and Big Ideas

    • How do we identify an author’s claim and how it unfolds throughout the text? 
      • Students will identify and analyze the evidence and decide whether it is relevant or irrelevant to support the claim of the author. 
    • What factors can affect an author’s perspective? 
      • Factors such as geographical location and culture can affect the perspective of the author.
    • How can I create and demonstrate my own command of claims and evidence?
      • Students generate their own arguments on a topic(s), and provide relevant and specific evidence to support their claim.

    Download the complete Grade 6 ELA Unit 1 framework to customize for your own planning.

  • Kindergarten Social Studies Unit 1

    Students will learn about similarities and differences between children, families, and communities and about holidays, symbols and traditions that unite us as Americans. Students learn about respect for others, and rights and responsibilities of individuals.

    Note: Lessons will vary in length, depending on the amount of time you have with students, the resources that you choose to accompany the unit, the level of rigor within each learning target, and any other factors that may contribute to the pacing of your learning progressions. It is recommended that you adjust the pace and length of each learning progression(s) accordingly in response to these factors.

    Download the complete Kindergarten Social Studies – Individual Development and Cultural Identity framework to customize for your own planning.

    Standards

    • Standard 1: U.S. & N.Y. History
    • Standard 3: Geography
    • Standard 5: Civics, Citizenship and Gov’t

    Essential Questions and Big Ideas of the Unit

    Big Idea of the Unit: Learning about ourselves helps us learn more about our others and our country.

    • How do I relate to my family, people in my community, and people in other cultures?
      • People from different families, communities and other cultures have similar and different characteristics and traits.
    • What character traits do I share with people around the world?
      • All humans are born into families, communicate with other, make relationships with others and live by rules and values that are important to them.
    • Why do we celebrate specific holidays in our country?
      • American celebrate days that are important in our history, these days are call National Holidays.
    • How do these holidays relate to the culture of our country?
      • National Holidays honor what is important to the citizens of a nation.

    Download the complete Kindergarten Social Studies – Individual Development and Cultural Identity framework to customize for your own planning.

  • Grade 3 Social Studies Unit 1

    Civic Ideals and Practices

    Students learn about communities around the globe and about global citizenship. Students bring with them knowledge about their communities. In this course, students make comparisons across time and space, examining different communities and their cultures. Culture includes social organization, customs and traditions, language, arts and literature, religion, forms of government, and economic systems. Students are introduced to the concepts of prejudice, discrimination and human rights, as well as to social action.

    Download the complete Grade 3 Social Studies – Civic Ideals and Practices framework to customize for your own planning.

    Standards

    • Standard 5: Civics | Citizenship and Gov’t

    Essential Questions and Big Ideas of the Unit

    Big of Idea of the Unit: Governments around the world select leaders and enforce laws to meet the basic needs and rights of their citizens.

    • What types of governments exist?
      • There are lots of different types of governments in countries around the world.
      • The United States government is a democracy.
    • How do governments keep their citizens safe?
      • Governments make laws and rules to keep people safe.
    • What are basic human rights?
      • Basic human rights are the freedoms that all humans are entitled to. In the United States our constitution names some of our human rights.
    • Why is it important to protect basic human rights?
      • Protection of human rights ensures that all people are treated equally and have equal opportunities.
    • How are human rights protected?
      • Human rights are protected through laws and social action.
    • How can citizens support social action and change?
      • Citizens who speak up and work together to make change are support social action and defending human rights.

    Download the complete Grade 3 Social Studies – Civic Ideals and Practices framework to customize for your own planning.

  • Grade 3 Science Unit 1

    Weather and Climate

    Students learn about Earth processes that contribute to various types of weather. They analyze and interpret data and information to learn about weather patterns and climate from a local and global perspective. Students learn about Earth processes that result in natural hazards, and ways to reduce the impact of weather-related hazards.

    Standards

    • 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
    • 3-ESS2-2: Obtain and combine information to describe climates in different regions of the world. 
    • 3-ESS2-3: Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.
    • 3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

    Essential Questions and Big Ideas of the Unit

    • How do we find out about weather and climate?
      • Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)
      • Climate describes a range of an area’s typical weather conditions and the extent to which those conditions vary over years. (3-ESS2-2)
      • Earth’s processes continuously cycle water, contributing to weather and climate. (3-ESS2-3)
    • How does weather and climate affect our everyday life?
      • A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (3-ESS3-1)

    Download the complete Grade 3 Science Unit 1 framework to customize for your own planning.

  • Grade 4 Social Studies Unit 1

    Geography of New York State

    Unit Description: In this unit the students will develop a beginning understanding that New York State has a diverse geography and that various maps can be used to represent and examine the geography of New York State.They will also examine how New York State can be represented using a political map that shows cities, capitals, and boundaries. 

    4.1 New York State has a diverse geography. Various maps can be used to represent and examine the geography of New York State.

    Standards

    • (Standard: 3; Theme: GEO)

    Essential Questions and Big Ideas of the Unit

    • Big Idea: Maps are an important resource that give us more than just directions.
    • How do physical and thematic maps help us explore New York’s geography?
      • Physical maps are maps of the location of landmarks and the distance between them.
      • Thematic maps are maps that show a connected theme across an area ex. Temperature maps.
    • What other things can maps help us to understand besides physical features of our state?
      • Maps can be used to help understand political features of an area, including cities, populations and areas representing support of political parties.
      • How can I use a map to find my location in relation to other cities?Countries?
      • Maps have scales that can be used to determine the distance between points on the map.

    Download the complete Grade 4 Social Studies Unit 1 framework to customize for your own planning.

  • Grade 4 Science Unit 1

    Earth’s Systems: Processes That Shape the Earth

    Students learn about short and long term events/processes that shape our land.  They explore the varied shapes and kinds of land and bodies of water found on Earth.

    Standards

    • 4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
    • 4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
    • 4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earth’s features.

    Essential Questions and Big Ideas of the Unit

    • What has caused Earth’s land to change over time?
      • Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed. (4-ESS1-1)
      • Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. (4-ESS2-1)
      • The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth. (4-ESS2-2)
      • Living things affect the physical characteristics of their regions. (4-ESS2-1)
    • How can we protect ourselves from natural hazards?
      • A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2)
      • Testing a solution involves investigating how well it performs under a range of likely conditions. (secondary to 4-ESS3-2)

    Download the complete Grade 4 Science Unit 1 framework to customize for your own planning.

  • Grade 4 Math Unit 1

    Place Value, Addition and Subtraction

    Students will deepen their understandings of place value by investigating numbers up to 1,000,000. Students will explore the values of digits and the relationships between digits. Students will also compare, round, add, and subtract numbers using strategies based on place value.

    Essential Outcomes

    Number and Operations in Base Ten

    • NY-4.NBT.4: Fluently add and subtract multi-digit whole numbers using a standard algorithm. Note: Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000.

    Other Standards Addressed in this Unit

    Number and Operations in Base Ten

    • NY-4.NBT.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. e.g., Recognize that 70 × 10 = 700 (and, therefore, 700 ÷ 10 = 70) by applying concepts of place value, multiplication, and division. Note: Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000.
    • NY-4.NBT.2a: Read and write multi-digit whole numbers using base- ten numerals, number names, and expanded form. e.g., 50,327 = 50,000 + 300 + 20 + 7
    • NY-4.NBT.2b: Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Note: Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000.
    • NY-4.NBT.3: Use place value understanding to round multi-digit whole numbers to any place. Note: Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000.

    Essential Questions and Big Ideas

    • How does understanding place value help you to understand numbers, compare numbers, and recognize their relationships to powers of ten?
      • A number is made of digits which are in different place values which dictate their value.
      • When comparing numbers, the larger place values carry more weight.
      • When rounding numbers you’re considering “about how many” of a certain place value the number is.
      • To round a number, consider how many of that place value a number has and then look above for the next largest.
    • How does the value of the digit in a number change when it moves places?
      • A digit in one place represents ten times what it represents in the place to its right.
    • What are efficient strategies to add multi-digit whole numbers?
      • When you make more than 9 of a place value, you regroup to the largest place value.
      • You can use the standard algorithm to add multi-digit numbers.
    • What are efficient strategies to subtract multi-digit whole numbers?
      • If you do not have enough of a place value to subtract, you can regroup a larger place value.
      • You can use the standard algorithm to subtract multi-digit numbers.

    Download the complete Grade 4 Math Unit 1 framework to customize for your own planning.