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Author: Capital Region BOCES

  • Physical Science – Energy

    Students learn about energy, conservation of energy, energy transfer, and the relationship between energy and forces.

    Standards

    • MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. 
    • MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.  
    • MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.  [Clarification Statement:  Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] 
    • MS-PS3-4. Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the temperature of the sample of matter.  
    • MS-PS3-5. Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.  
    • MS-PS3-6. Make observations to provide evidence that energy can be transferred by electric currents.  

    Essential questions and big ideas of the unit

    • What is the function of energy?
      • Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1)  
      • A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2)  
      • Temperature is a measure of the average kinetic energy of particles of matter.  The relationship between the temperature and the total energy of a system depends on the types, phases (states), and amounts of matter present. (MS-PS3-3), (MS-PS3-4) 
      • When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5) 
      • The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the mass of the sample, and the environment. (MS-PS3-4)  
      • Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3)  
      • An electric circuit is a closed path in which an electric current can exist. (MS-PS3-6) 
      • When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 
      • The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. (secondary to MS-PS3-3)
      • A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3)

    Download the complete Physical Science – Energy framework to customize for your own planning.

  • Grade 6 Math Unit 2

    Operations in Base 10 

    Students will develop their skills at adding, subtracting, multiplying, and dividing multi-digit whole numbers and multi-digit decimals.

    Essential Outcomes

    • NY-6.NS.2: Fluently divide multi-digit numbers using a standard algorithm.
    • NY-6.NS.3: Fluently add, subtract, multiply, and divide multi-digit decimals using a standard algorithm for each operation.

    Essential Questions and Big Ideas

    • How do I add and subtract multi-digit decimals?
      • Add or subtract like place values.  
      • Multi-digit decimals are added in the same way as multi-digit numbers. 
      • If a place value is empty, a placeholder of 0 can be used.  
    • How do I multiply multi-digit decimals?
      • Multiply multi-digit decimals in the same way as multi-digit numbers. 
      • The number of decimal places in a product of multi-digit decimals is equivalent to the sum of the decimal places in both factors.  
    • How do I divide multi-digit numbers and decimals?
      • When dividing by multi-digit numbers, you can use multiplication to find multiples of the divisor.  
      • When dividing multi-digit decimals, change the divisor into a whole number by multiplying by a power of 10.  Multiply the dividend by the same power of 10 to keep the relationship the same.  
      • When dividing a multi-digit decimal by a whole number, keep the decimal point in the same place in the quotient. 
    • How do I solve problems with multi-digit whole numbers and multi-digit decimals?
      • To solve a problem, determine the unknown and the relationship between quantities in the problem.  

    Download the complete Grade 6 Unit 2 framework to customize for your own planning.

  • Grade 5 Science Unit 2

    Structure & Properties of Matter

    Suggested Timeframe: Winter (Jan-March)

    Unit description: Students explore the structure and properties of solids, liquids, and gases. They learn the basics of chemical reactions, and are introduced to the concept that regardless of the change that occurs, matter is conserved.

    Download the complete Grade 5 Science Unit 2 framework to customize for your own planning.

    Essential Questions and Big Ideas

    What is matter and how do scientists distinguish between different types of matter?

      • Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects. (5-PS1-1)
      • Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) (5-PS1-3)

    What happens when you combine two or more different types of matter?

      • When two or more different substances are mixed, a new substance with different properties may be formed. (5-PS1-4)
      • No matter what reaction or change in properties occur, the total weight of the substances does not change (Mass and weight are not distinguished at this grade level.) (5-PS1-2)
      • The total amount of matter is conserved when it changes form, even in transitions in which it seems to vanish. (5-PS1-2)

    Prerequisite Skills/Science & Engineering Practices:

    Develop and use models to describe, measure and graph quantities to provide evidence, make observations and measurements to identify, conduct an investigation

    Download the complete Grade 5 Science Unit 2 framework to customize for your own planning.

  • Grade 4 Math Unit 2

    Multiplication and Division

    Students will grow in their abilities to multiply and divide by working with multi-digit numbers. Students will also work with multi-step story problems with all four operations.

    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.

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

    Download the complete Grade 4 Math Unit 2 framework to customize for your own planning.

    Essential Outcomes

    Operations and Algebraic Thinking

    • NY-4.OA.2: Multiply or divide to solve word problems involving multiplicative comparison, distinguishing multiplicative comparison from additive comparison. Use drawings and equations with a symbol for the unknown number to represent the problem.
    • NY-4.OA.3: Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.
    • NY-4.OA.3a: Represent these problems using equations or expressions with a letter standing for the unknown quantity.
    • NY-4.OA.3b: Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
    • NY-4.OA.4: Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.

    Number and Operations in Base Ten

    • NY-4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
    • NY-4.NBT.6: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

    Other Standards Addressed in this Unit

    Operations and Algebraic Thinking

    • NY-4.OA.1: Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative comparisons as multiplication equations. e.g.,
      • Interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 or 7 times as many as 5.
      • Represent “Four times as many as eight is thirty-two” as an equation, 4 x 8 = 32.
    • NY-4.OA.5: Generate a number or shape pattern that follows a given rule. Identify and informally explain apparent features of the pattern that were not explicit in the rule itself. e.g., Given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

    Measurement and Data

    • NY-4.MD.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. e.g., Find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

    Essential Questions and Big Ideas

    • What are factors and multiples? What are patterns?
      • Factors are numbers that can multiply to make another number.
      • Multiples are numbers that are made when skip counting by a number.
      • A whole number is a multiple of each of its factors.
      • Prime numbers only have two factors, 1 and itself.
      • Composite numbers have more than two factors.
      • Patterns show relationships between things. 
      • In a pattern each term changes in a constant way.
    • What are efficient strategies to multiply multi-digit numbers?
      • Partial products can be used to multiply multi-digit numbers.
      • The area model is a way to organize partial products to multiply multi-digit numbers.
      • The multiplication algorithm is an organized method of partial products.
      • Multiplication is completed by multiplying by each place value. 
    • What are efficient strategies to divide multi-digit numbers by single digit numbers?
      • Partial quotients can be used to divide multi-digit numbers.
      • The area model is a way to organize partial quotients.
      • The division algorithm is an organized method of partial quotients.
      • Division is completed by dividing up each place value and then dividing the remainder.
      • In division the dividend is broken into multiples of the divisor. 
    • What is multiplicative comparison?
      • Multiplicative comparison represents comparisons based on multiplication.
      • Multiplicative comparison is phrased as “times as many”.
      • To solve multiplicative comparison you may need to multiply or divide, depending on if you are solving for a larger or smaller amount. 
    • How do I solve multi-step word problems?
      • Multi-step word problems have more than one unknown.
      • Sometimes an unknown is reliant on another unknown.
      • Multi-step word problems have more than one action or relationship.

    Download the complete Grade 4 Math Unit 2 framework to customize for your own planning.

  • Physical Science – Forces & Interactions

    Students explore the relationship between force and motion, and how electric, magnetic and gravitational forces interact with objects.

    Download the complete Physical Science – Forces & Interactions framework to customize for your own planning.

    Standards

    • MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
    • MS-PS2-2. Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. 
    • MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.  
    • MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.  
    • MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

    Essential questions and big ideas of the unit

    • What causes objects to move?
      • For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law). (MS-PS2-1)  
      • The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2)  
      • All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2)
    • How do electric, magnetic and gravitational forces interact with objects in the world around us?
      • Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3)  
      • Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun. (MS-PS2-4) 
      • Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5)

    Download the complete Physical Science – Forces & Interactions framework to customize for your own planning.

  • Grade 1 Science Unit 2

    Waves: Light & Sound

    Suggested Timeframe: Winter (Jan-Mar)

    Unit description: Students explore the concept of what makes sound, how we use light, and how both can be used in a variety of communication devices.

    Download the complete Grade 1 Science Unit 2 framework to customize for your own planning.

    Standards

    Essential Questions and Big Ideas

    • How do we use sound in everyday life?
      • Sound can make matter vibrate, and vibrating matter can make sound. (1-PS4-1)
      • People also use a variety of devices to communicate (send and receive information) over long distances. (1-PS4-4)
    • Why is light important to us?
      • Objects can be seen if light is available to illuminate them or if they give off their own light. (1-PS4-2)
      • Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (1-PS4-3)

    Prerequisite Skills/Science & Engineering Practices:

    Plan and conduct investigations to provide evidence and/or to make a determination, make observations to construct an evidence-based explanation, use tools and materials to build a device with a purpose

    Download the complete Grade 1 Science Unit 2 framework to customize for your own planning.

  • Grade 4 Social Studies Unit 2

    Native American Groups and the Environment

    Unit description: In this unit, students will students will study Native American groups, chiefly the Haudenosaunee (Iroquois) and Algonquian-speaking groups, and focus on how they inhabited the region that became New York State. These people interacted with the environment and developed unique cultures. Student will investigate how geographic factors often influenced locations of early settlements and people made use of the resources and the lands around them to meet their basic needs. In addition, students will study how Native American groups developed specific patterns of organization and governance to manage their societies and how each Native American group developed a unique way of life with a shared set of customs, beliefs, and values.

    Standards

    Standards: 1, 3, 5; Themes: ID, MOV, GEO, GOV

    Essential Questions and Big Ideas

    Big Idea: Early Native American groups inhabited this region and adapted the environment to meet their needs and create rich culture.

    What physical features are most likely to support growth of populations?

      • Settlements with food and water sources and natural protection support population growth.

    How did the early Native American people govern their groups?

      • Early Native Americans groups had systems for decision making, creating and implementing rules, agreements with other groups and many other features of today’s government.

    How were early Native American groups unique in their culture?

      • Many of the early Native American daily routines were based on survival and their relationships with nature.

    Prerequisite Skills

    Teachers should note that some Key Ideas and Concepts may require extra time or attention. These include Key Ideas 4.4 Government and 4.6 Westward Movement and Industrialization

  • Grade 7 Social Studies Unit 2

    Colonial Developments

    Unit description: Students will analyze how the American colonies were established for a variety of reasons and developed differently based on economic, social, religious and geographic factors. They will compare and contrast the social, economic, and scientific improvements that helped European nations launch an Age of Exploration. Students will investigate the varied relationships and interactions Europeans had with Native American societies they encountered and the losses Native American societies suffered, and begin to investigate slavery over the 17th and 18th centuries and its growth among the colonies.

    Standards

    • (Standards: 1, 2, 3, 4; Themes: MOV, GEO, ECO, TECH, EXCH)

    Essential Questions and Big Ideas

    • Big Idea: European exploration of the New World resulted in contributions that were long lasting to the Americas during the Age of Exploration.
    • What are the reasons European exploration?
      • Social, economic, and scientific improvements helped European nations launch an Age of Exploration
    • What were the effects of interactions between European groups and Native American societies during this time of exploration?
      • Different European groups had varied interactions and relationships with the Native American societies they encountered. Native American societies suffered from loss of life due to disease and conflict and loss of land due to encroachment of European settlers and differing conceptions of property and land ownership.
    • What effect did the natural habitat of different areas of the Americas have on the development of different economies?
      • Differences in climate, physical features, access to water, and sources of labor contributed to the development of different economies in the New England, Middle, and Southern Colonies.
    • How did the initial interaction between Europeans and Native Americans lay the foundation for future race relations in America?
      • Over the course of the 17th and 18th centuries, slavery grew in the colonies. Enslaved Africans utilized a variety of strategies to both survive and resist their conditions.

    Prerequisite Skills

    This unit represents unifying themes of social studies – Colonial Development, Exploration and “Doctrine of Discovery” and enduring issues of social studies such as Impact of Colonization, Impact of Cultural Diffusion, Conflict. Students develop their skills to explain the significance of the technological developments and scientific understandings that improved European exploration; examine the voyage of Columbus, leading to the Columbian Exchange and the voyages of other explorers; investigate other Indigenous societies and their interactions with Europeans; assess the effects of contact on the Indigenous Peoples and Europeans.

    Download the complete Grade 7 Social Studies – Colonial Developments framework to customize for your own planning.

  • Grade 2 Math Unit 2

    Two Digit Addition and Subtraction

    Unit description: The students will use strategies and models to solve two digit addition and subtraction problems with and without regrouping within 100. They will also apply these strategies and models when solving one-step word problems with unknowns in all positions.

    Download the complete Two Digit Addition and Subtraction framework to customize for your own planning.

    Essential Outcomes of the Unit

    Represent and solve problems involving addition and subtraction.

    OA.1a. Use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

    Use place value understanding and properties of operations to add and subtract.

    NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Notes: Students should be taught to use strategies based on place value, properties of operations, and the relationship between addition and subtraction; however, when solving any problem, students can choose any strategy.

    Other Standards Addressed in this Unit

    Represent and solve problems involving addition and subtraction.

    OA.1b. Use addition and subtraction within 100 to develop an understanding of solving two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

    Use place value understanding and properties of operations to add and subtract.

    2.NBT.6. Add up to four two-digit numbers using strategies based on place value and properties of operations.

    Essential Questions and Big Ideas

    How can you use number sense to help when adding and subtracting 2-digit numbers?

    • Number sense helps to solve addition and subtraction problems.
    • Using multiple models to represent addition and subtraction helps to solve.
    • Using mental strategies can allow for more fluent addition & subtraction
    • Various methods and models can be used to represent and solve problems involving addition & subtraction

    How can we apply our knowledge of addition and subtraction to solve word problems?

    • Identifying key words and understandings within word problems can help determine whether to add or subtract to solve problems in our daily life.
    • Understanding of properties of operations and the relationship between addition and subtraction can help to solve word problems.

    Prerequisite Standards

    NY-1.OA.1. Use addition and subtraction within 20 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and/or comparing, with unknowns in all positions.

    NY-1.OA.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20: e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

    Assessment of these skills: Word problems allowing students to write and/or draw to find solutions, interactive math notebook entries, using a number line/ bar model/manipulatives to solve problems.

    Download the complete Two Digit Addition and Subtraction framework to customize for your own planning.

  • Grade 3 ELA Unit 2

    Informational Reading and Writing 

    Unit description:  Students will identify central ideas and key supporting details, as well as develop and answer questions related to topics, key ideas, and claims within informational text(s). Through both discussion and writing, students will explore topics and convey appropriate details relevant to support a given or student-created topic. 

    Essential Outcomes

    Reading

    • 3R1: Develop and answer questions to locate relevant and specific details in a text to support an answer or inference.
    • 3R2: Determine a theme or central idea and explain how it is supported by key details; summarize portions of a text.
    • 3R8: Explain how claims in a text are supported by relevant reasons and evidence. 

    Reading Foundations- Fluency

    • 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
    • 3L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
    • 3L6: Acquire and accurately use conversational, general academic, and content-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went out for dessert).

    Writing

    • 3W2: Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject.

    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. 
    • 3SL2: Determine the central ideas and supporting details or information presented in diverse texts and formats (e.g., including visual, quantitative, and oral). 
    • 3SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
    • 3SL6: Identify contexts that call for academic English or informal discourse.

    All Standards Addressed in this Unit

    • See Reading Foundations Units: 3RF3 a-d
    • 3R1, 3R2, 3R3, 3R4, 3R8
    • 3RF4
    • 3L1, 3L2, 3L3, 3L4, 3L5, 3L6
    • 3W2 a-e, 3W6
    • 3SL1, 3SL2, 3SL3, 3SL4, 3SL5, 3SL6

    Essential Questions and Big Ideas

    • How can you use text features to support your understanding?
      • Readers and writers use key supporting details and key ideas to identify the central idea of informational texts.
      • Text features provide additional information/understanding of the text. 
    • Who do claims within a text impact understanding?
      • Readers and writers use key supporting details and key ideas to support and verify claims within informational texts.
    • How are opinions/claims formulated?
      • Claims are formed based on questions that are asked about a text and evidence is collected to support the claim. 
      • Reasoning is used to explain how the evidence supports the claim.
    • How do readers share what they have learned from text?
      • Readers develop and answer questions related to topics and central ideas to better understand a text. 
      • Readers summarize their new understanding during conversations and in writing.

    Prerequisite Skills

    • 2R1: Demonstrate an understanding of key ideas and details in a text.
    • 2R2: Identify a main topic or central idea and retell key details in a text; summarize portions of a text.
    • 2W2: Write informative/explanatory texts that introduce a topic.

    Download the complete Grade 3 ELA Unit 2 framework to customize for your own planning.