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  • Grade 7 Social Studies Unit 1

    Native Americans

    The physical environment and natural resources of North America influenced the development of the first human settlements and the culture of Native Americans. Native American societies varied across North America. The unit may utilize local history. The unit will take approximately 3-4 weeks to complete.

    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 7 Social Studies Unit 1 framework to customize for your own planning.

    Standards

    • (Standards: 1, 2; Themes: ID, MOV, GEO)

    Essential questions and big ideas of the unit

    • Big Idea of the Unit: Throughout history, indigenous cultures have adapted to their environment.
    • How did geography influence cultural development and shape cultural identity?
      • Early Americans settled in geographical areas that provided sources of food and water.
      • Geography and climate influenced the beliefs and daily routines of early Americans which helped to develop their cultures.
    • What is the lasting impact of Indigenous People on North American culture?
      • Cultural symbols and practices of Indigenous People in North America continue to be present as symbols of America.
    • How did geography affect the formation of Native American groups in North America?
      • Native Americans in differing areas of America developed differing daily routines, diets and practices due to the geography of the areas where they settled.

    Download the complete Grade 7 Social Studies Unit 1 framework to customize for your own planning.

  • Grade 6 Social Studies Unit 1

    Early Peoples of the Americas

    The diverse geography of the Eastern Hemisphere has influenced human culture and settlement patterns in distinct ways. Human communities in the Eastern Hemisphere have adapted to or modified the physical environment. This is a unit which begins with an introduction of the impact of geography and includes a study of the roots of current political and environmental issues in the hemisphere.

    Teachers should note that some Key Ideas and Concepts may require extra time or attention. These include Key Ideas 6.3 Early River Valley Civilizations in the Eastern Hemisphere; 6.6 Mediterranean World: Feudal Western Europe, the Byzantine Empire, and the Islamic Caliphates; and 6.7 Interactions Across the Eastern Hemisphere. The unit will take approximately 2 weeks to complete.

    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 6 Social Studies Unit 1 framework to customize for your own planning.

    Standards

    • (Standard: 3: Theme: GEO)

    Essential questions and big ideas of the unit

    • Big Idea of the Unit: Maps can be used to help understand human behavior because humans adapt to or modify their geography.
    • How do maps help us understand our physical world?
      • Maps can help us understand trends across regions, and how people live is impacted on the resources and political structure around them.
    • What is the relationship between human activities and the environment?
      • Humans have always needed to rely on the environment for their sustenance and protection.
    • What physical, political, economic, or cultural features do countries in the Eastern Hemisphere share?
      • Countries in the Eastern Hemisphere share common characteristics of centralized governments, advanced commerce and trade systems, and complex social hierarchies. These civilizations are influenced by scientific and cultural achievements of civilizations that came before them.

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

  • Grade 7 Math Unit 1

    The Number System: Rational Numbers

    Students will make connections from positive integers to negative integers. Students will connect what they know about addition and subtraction, to add, subtract, multiply, and divide positive and negative numbers. Students will also deepen their understanding of rational numbers.

    Essential Outcomes

    The Number System

    • NY-7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers.

    Other Standards Addressed in this Unit

    The Number System

    • NY-7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. Represent addition and subtraction on a horizontal or vertical number line.
    • NY-7.NS.1a Describe situations in which opposite quantities combine to make 0.
    • NY-7.NS.1b Understand addition of rational numbers; p + q is the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
    • NY-7.NS.1c Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.
    • NY-7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers.
    • NY-7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
    • NY-7.NS.2a Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real- world contexts.
    • NY-7.NS.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then – (p/q) = -p/q = p/-q. Interpret quotients of rational numbers by describing real-world contexts.
    • NY-7.NS.2c Apply properties of operations as strategies to multiply and divide rational numbers.
    • NY-7.NS.2d Convert a fraction to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.

    Essential Questions and Big Ideas

    • What are integers?
      • Integers are numbers that can be written as whole numbers.
      • Integers can be positive or negative.
    • How do I add with positive and negative integers?
      • To add positive integers, combine their values.
      • To add a positive and a negative integer, find the difference between the values. If there is more negative, the answer will be negative. If there is more positive, the answer will be positive.
      • To add two negative integers, combine the value of the integers and it remains negative.
    • How do I subtract with positive and negative integers?
      • To subtract positive integers, find the difference between the two. If you’re taking away a larger number, the difference will be negative. If you’re taking away a smaller number, the difference will be positive
      • To subtract a positive number from a negative number, it is the same as adding two negative numbers.
      • Subtracting a negative number means taking away a negative, which is the same as adding a positive.
    • How do I multiply with positive and negative integers?
      • Multiplying a positive number by a negative number creates a negative number, as either you are taking away groups of a positive number or combining groups of a negative number.
      • Multiplying a negative number by a negative number creates a positive number, because it represents taking away groups of a negative, and taking away a negative is actually creating a positive.
    • How do I divide with positive and negative integers?
      • Dividing a positive number by a negative number or a negative number by a positive number, leads to a negative quotient, because it represents splitting up a negative total into groups or splitting a positive number up into negative groups, which would require the negative groups to be subtracted.
      • Dividing a negative number by a negative number leads to a positive quotient, because it represents splitting a negative total into groups of a negative and identifying how many groups there are.
    • What are rational numbers and how do I complete all four operations with them?
      • Rational Numbers are numbers that can be represented as a fraction or a terminating or repeating decimal.
      • Fractions can be converted to decimals by dividing the numerator by the denominator.
      • The integer rules for addition, subtraction, multiplication, and division apply to all rational numbers.

    Download the complete Grade 7 Math Unit 1 framework to customize for your own planning.

  • Grade 3 ELA Unit 1

    Understanding Craft and Structure

    Students will work across genres to identify the different parts of a story or text. Students will then identify point of view in varying genres, and express how their point of view as a reader is similar to or different from an author or narrator in both oral and written formats.

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

    Essential Outcomes

    Reading

    • 3R1 Develop and answer questions to locate relevant and specific details in a text to support an answer or inference.
    • 3R5 In literary texts, identify parts of stories, dramas, and poems using terms such as chapter, scene, and stanza.
    • 3R6 Discuss how the reader’s point of view or perspective may differ from that of the author, narrator or characters in a text.

    Reading Foundations – Fluency

    • 3RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
    • 3RF3a: Identify and know the meaning of the most common prefixes and suffixes.
    • 3RF3b: Decode multi-syllabic words.
    • 3RF3c: Identify, know the meanings of, and decode words with suffixes.
    • 3RF3d: Recognize and read grade-appropriate irregularly spelled words.
    • 3RF4 Read grade-level text with sufficient accuracy and fluency to support comprehension.

    Language

    • 3L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
    • 3L2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing
    • 3L5 Demonstrate understanding of word relationships and nuances in word meanings.
    • 3L6 Acquire and accurately use conversational, general academic, and content-specific words and phrases, including those that signal spatial and temporal relationships

    Writing

    • 3W4 Create a response to a text, author, theme, or personal experience (e.g., poem, play, story, artwork, or other).

    Speaking and Listening

    • 3SL1 Participate and engage effectively in a range of collaborative discussions with diverse peers and adults, expressing ideas clearly, and building on those of others.
    • 3SL6 Identify contexts that call for academic English or informal discourse.

    All Standards Addressed in This Unit

    • 3R1, 3R5, 3R6
    • 3RF3, 3RF4
    • 3L1, 3L2, 3L5, 3L6
    • 3W4
    • 3SL1, 3SL3, 3SL6

    Essential Questions and Big Ideas

    • What is genre in text?
      • Genre is a category of text that is characterized by a specific form, content and stye (ex. Poetry, drama, fiction, nonfiction)
      • The structure of the text helps determine genre.
    • How do we support our claim/answer?
      • Using relevant details from a text can be used to support claims.
    • Why do points-of-view differ?
      • Reader/Narrator’s/Character/Authors point-of-view can differ based on their own experiences and perspective

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

  • Life Science – Structure, Function and Information Processing

    Students explore the structure and function of living things, their similarities and differences, and how living things process information.

    Download the complete Life Science – Structure, Function, and Information Processing framework to customize for your own planning.

    Standards

    • MS-LS1-1. Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
    • MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
    • MS-LS1-3. Construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis.
    • MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli, resulting in immediate behavior and/or storage as memories.

    Essential Questions and Big Ideas of the Unit

    • How are living things similar and different?
      • All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1)
      • Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2)
      • In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3)
      • Information Processing Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. (MS-LS1-8)
      • Plants respond to stimuli such as gravity (geotropism) and light (phototropism). (MS-LS1-8)

    Download the complete Life Science – Structure, Function, and Information Processing framework to customize for your own planning.

  • Grade 8 ELA Unit 1

    Argumentation

    In this introductory unit, students will identify, trace, and evaluate arguments within and across various informational texts. Students will study argumentation techniques, looking closely at relevant v. irrelevant evidence. Students will use multiple formats (verbal, written, etc.) to create their own arguments, using clear reasoning and relevant evidence.

    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 8 ELA Unit 1 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • 8R2: Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text.
    • 8R5: In literary texts, and informational texts, compare and contrast the structures of two or more texts in order to analyze how the differing structure of each text contributes to overall meaning, style, theme or central idea.
    • 8R6: In informational texts, analyze how the author addresses conflicting evidence or viewpoints.
    • 8R8: Trace and evaluate an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient and recognizing when irrelevant evidence is introduced.

      Language

    • None

    Writing

    • 8W1: Write arguments to support claims with clear reasons and relevant evidence.

    Speaking and Listening

    • 8SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • 8SL2: Analyze the purpose of information presented in diverse formats (e.g., including visual, quantitative, and oral) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
    • 8SL3: Delineate a speaker’s argument and specific claims, evaluating for sound reasoning, and the relevance and sufficiency of the evidence; identify when irrelevant evidence is introduced.
    • 8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear enunciation

    All Standards Addressed in This Unit

    • R1, R2, R4, R5, R6, R7, R8
    • L3, L4, L5, L6,
    • W1, W5.
    • SL1, SL2, SL3, SL4, SL5, SL6

    Essential Questions and Big Ideas

    • How do authors develop their arguments?
      • Authors use a variety of techniques to develop an argument over the course of a text
      • Authors must leverage sufficient, supporting evidence to make a relevant claim
      • Authors leverage counter arguments and rebuttals to strengthen their own arguments
    • How can we determine the effectiveness of an argument?
      • Readers must be well-versed in argumentation techniques, including use of relevant v. irrelevant evidence, to determine the effectiveness of an argument
      • Good readers look for how arguments develop over the course of a text
      • As readers, we must look within and across texts to analyze multiple perspectives on the same topic
    • Why is it important to determine the effectiveness of an argument?
      • To protect ourselves, we need to be aware that not all arguments are sound or based on reliable evidence and sources
      • We as members of our society are constantly hearing, reading, and creating arguments- it’s our duty as a responsible citizen to evaluate the effectiveness of each

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

  • Grade 7 ELA Unit 1

    Argumentation

    In this introductory unit, students will identify, trace, and evaluate arguments within various informational texts. Students will study argumentation techniques, looking closely at relevant v. irrelevant evidence. Students will use multiple formats (verbal, written, etc.) to create their own arguments on a social issue that impacts them or their community, using clear reasoning and relevant evidence.

    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 7 ELA Unit 1 framework to customize for your own planning.

    Essential Outcomes

    Reading

    • 7R1: Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences.
    • 7R3: In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed
    • 7R6: In informational texts, analyze how the author distinguishes his or her position from that of others.
    • 7R8: Trace and evaluate the development of an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient and recognizing when irrelevant evidence is introduced.

    Language

    • 7L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    Writing

    • 7W1: Write arguments to support claims with clear reasons and relevant evidence
    • 7W5: Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 7 Reading Standards to both literary and informational text, where applicable

    Speaking and Listening

    • 7SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.

    All Standards Addressed in this Unit

    • R1, R3, R4, R6, R8
    • L3
    • W1, W5
    • SL1, SL3

    Essential Questions and Big Ideas

    • How do authors develop their arguments?
      • Authors use a variety of techniques to develop an argument over the course of a text
      • Authors must leverage sufficient, supporting evidence to make a relevant claim
    • How can we determine the effectiveness of an argument?
      • Readers must be well-versed in argumentation techniques, including use of relevant v. irrelevant evidence, to determine the effectiveness of an argument
      • Good readers look for how arguments develop over the course of a text
    • Why is it important to determine the effectiveness of an argument?
      • To protect ourselves, we need to be aware that not all arguments are sound or based on reliable evidence and sources.

    Download the complete Grade 7 ELA Unit 1 framework to customize for your own planning.

  • Kindergarten ELA Reading Foundations

    Print Concepts, Phonological Awareness, Phonics and Word Recognition

    This unit consists of 3 sub-units designed to provide students with basic foundational skills for word work, closely following the Next Generation Foundation Skills standards. The first part focuses on print concepts, the second on phonological awareness and the third on phonics and word recognition. It is essential that a word-work curriculum closely aligns/integrates with reading and writing instruction, supporting how students develop as writers, readers, speakers, and listeners. Additionally, in keeping with the recommendations of the Next Generation Learning Standards, it is important that kindergarten units are developmentally appropriate, with play and hands-on learning underpinning all instruction.

    Each sub-unit is designed with an intentional progression with a recommended sequence of lessons. However, teachers are encouraged to use the 3 sub-units in an integrated and flexible manner, to best support Language Arts in the classroom.

    Note: The foundational skills are not an end in and of themselves; rather, they are essential and vital components of effective reading instruction designed to develop capable readers with the ability to comprehend texts across a range of types and disciplines. Responsive practitioners need to develop a deep understanding and working knowledge of foundational literacy processes. The standards, along with the 3 sub-units’ guiding questions and learning targets, can provide the direction and support to assist students in learning the foundational skills.

    As always, assess students’ with developmentally appropriate tools that help to inform instructional planning. Learners who lack literacy experiences before they enter school often require a more explicit, structured, and targeted approach to the foundational skills. Teachers will find the specific progressions for instruction in each of the K foundational sub-units. Learners who enter kindergarten with more robust literacy experiences will require a more flexible and eclectic approach to instruction. Teachers are encouraged to use the progressions in this unit to meet the students’ strengths and needs.

    Essential Outcomes

    Reading Foundations – Print Concepts

    • KRF1b: Recognize that spoken words are represented in written language by specific sequences of letters.
    • KRF1d: Recognize and name all upper- and lowercase letters of the alphabet.

    Reading Foundations – Phonological Awareness

    • KRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
    • KRF2a: Recognize and produce spoken rhyming words.
    • KRF2b: Blend and segment syllables in spoken words.
    • KRF2c: Blend and segment onsets and rimes of spoken words.
    • KRF2d: Blend and segment individual sounds (phonemes) in spoken one-syllable words.
    • KRF2e: Create new words by manipulating the phonemes orally in one-syllable words.

    Reading Foundations – Phonics and Word Recognition

    • KRF3: Know and apply phonics and word analysis skills in decoding words.
    • KRF3a: Demonstrate one-to-one letter sound correspondence by producing the primary sound or most frequent sound for each consonant.
    • KRF3b: Decode short vowel sounds with common spellings.
    • KRF3c: Decode some regularly spelled one syllable words.
    • KRF3d: Read common high-frequency words by sight.

    Download the complete Kindergarten ELA Reading Foundations framework to customize for your own planning.

  • Earth Science – Space Systems

    Students explore the Universe, its stars, the Earth-Sun-moon system, and how the solar system formed.

    Download the complete Earth Science – Space Systems framework to customize for your own planning.

    Standards

    • MS-ESS1-1. Develop and use a model of the Earth-Sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and moon, and seasons.
    • MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
    • MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.

    Essential Questions and Big Ideas of the Unit

    • Why do we need the solar system and how does it impact our life on Earth?
      • Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1)
      • Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2)
      • The solar system consists of the Sun and a collection of objects, including planets, their moons, comets, and asteroids that are held in orbit around the Sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3)
      • This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1-1)
      • The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.(MS-ESS1-2)

    Download the complete Earth Science – Space Systems framework to customize for your own planning.

  • Grade 5 Science Unit 1

    Earth’s Systems: Processes That Shape the Earth

    In Part I Students explore the solar system, gravitational force of Earth, the sun as a star in comparison to other stars, and the orbits of Earth around the sun, and of the moon around Earth. Students learn how these concepts help us to understand and recognize observable patterns that explain day vs night, daily changes in length and direction of shadows, and positions of the sun, moon, and stars at different times of the day, month, and year. In Part II students explore the interaction between Earth’s geosphere, hydrosphere, atmosphere and biosphere to affect Earth’s surface materials and processes. Students learn how humans impact these systems, and ways we can protect Earth’s resources and environment.

    Standards

    • 5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down.
    • 5-ESS1-1. Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.
    • 5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
    • 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
    • 5-ESS2-2. Describe and graph the amounts of saltwater and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
    • 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment.

    Essential questions and big ideas of the unit

    Part I: Space Systems

    • How does gravity keep things on Earth?
      • The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. (5-PS2-1)
    • How does the size and location of objects in space determine how they appear?
      • The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1-1)
    • Why do objects in the day and night sky appear to change over time?
      • The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)

    Part II: Earth’s Systems

    • What determines weather and climate on Earth?
      • Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes (5-ESS2-1)
    • Why is the ocean so important on Earth, and what role does it play in shaping the Earth, its weather, and its climate?
      • The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)
    • Where can we find water on Earth?
      • Nearly all of Earth’s available water is in the ocean. Most Freshwater is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)
    • How can Humans help to protect our resources and environment?
      • Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)

    Download the complete Grade 5 Science Unit 1 framework to customize for your own planning.