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  • Grade 5 Social Studies Unit 2

    Complex Societies and Civilizations

    Unit Description: In this unit, the students will develop an understanding of the history and geography of the Western Hemisphere. They will compare and contrast the similarities and differences between simple and complex societies (religion, job specialization, cities, government, language and writing systems, technology, and social hierarchy). They will identify, list and discuss the benefits of living in a complex society. Finally, the students will compare and contrast political states of the Maya and the Aztec, noting the territories that they controlled, the type of rule each had, and how the ruler attempted to unify the people.

    Standards

    • Standards: 2, 3; Themes: ID, TCC, GEO, GOV

    Essential Questions and Big Ideas

    Big Idea: Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions.

    • How are complex societies different from one another?
      • Students will compare and contrast the similarities and differences between simple and complex societies (religion, job specialization, cities, government, language and writing systems, technology, and social hierarchy)
    • What are the benefits of living in a complex society or civilization such as those seen of the Mayas, Aztecs and Incas?
      • Students will identify, list and discuss the benefits of living in a complex society. They will be able to identify specific characteristics, cultural achievements and contributions that are still present today.
    • How do civilizations adapt and modify their environment to meet the needs of their people?
      • It is vital to compare and contrast political states of the Maya and the Aztec, noting the territories that they controlled, the type of rule each had, and how the ruler attempted to unify the people,

    Prerequisite Skills

    Teachers should note that some Key Ideas and Concepts may require extra time or attention. These include Key Ideas 5.3 European Exploration and its Effects, 5.6 Government, and 5.7 Economics.

    Download the complete Grade 5 Social Studies – Complex Societies and Civilizations framework to customize for your own planning.

  • Grade 3 Social Studies Unit 2

    Geography, Humans, and the Environment

    Unit Description: In this unit, students will develop a beginning understanding that geographic regions have unifying characteristics and can be studied using a variety of tools. They will learn to recognize and identify that the location of world communities can be described using geographic tools and vocabulary. The students will examine how geographic factors influence where people settle and form communities and learn to identify and explain how people adapt to and modify their environment in different ways to meet their needs.

    Essential Outcomes of the Unit

    • develop a beginning understanding about communities around the globe and about global citizenship
    • make comparisons across time and space, examining different communities and their cultures
    • recognize that culture includes social organization, customs and traditions, language, arts and literature, religion, forms of government, and economic systems
    • Develop awareness of concepts of prejudice, discrimination and human rights, as well as to social action.

    Standards

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

    Essential Questions and Big Ideas

    • BI: Looking at the world and where humans fit
    • How do we look at the geographical world we live in?
    • Where are we in comparison to other parts of the world?
    • How do humans affect the world and communities they live in?
    • How does technology impact the environment?

    Prerequisite Skills

    Teachers should select at least three communities that represent different regions of the world, types of communities (urban, suburban, and rural), and governmental structures. The communities selected should reflect the diversity of the local community. Students bring with them knowledge about their communities. The key ideas, conceptual understandings, and content specifications guide the study of communities while exploring the major themes of social studies. The various world communities, Key Ideas and social studies practices may be presented in any order.

    Download the complete Grade 3 Social Studies – Geography, Humans, and the Environment framework to customize for your own planning.

  • 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.

  • 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.

  • Grade 4 ELA Unit 1

    Using Text to Create Meaning

    Students will learn to create meaning from informational and literary texts. While discussing informational writing, students will identify the overall structure of a text as well as provide evidence to support a claim. This will result in students crafting an informational piece from a research topic.

    In the literary genre, readers will discuss plot and how story elements play a role in the resolution of a text.

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

    Essential Outcomes

    Reading

    • 4R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.
    • 4R3 In literary texts, describe a character, setting, or event, drawing on specific details in the text. (RL) In informational texts, explain events, procedures, ideas, or concepts, including what happened and why, based on specific evidence from the text.
    • 4W9 Recognize genres and make connections to other texts, ideas, cultural perspectives, eras, personal events, and situations.

    Reading Foundations – Phonics and Word Recognition and Fluency

    • 4RF3 Know and apply grade-level phonics and word analysis skills in decoding words.
    • 4RF4 Read grade-level text with sufficient accuracy and fluency to support comprehension.

    Language

    • 4L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

    Writing

    • 4W2 Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject.

    Speaking and Listening

    • 4SL1 Engage effectively in a range of collaborative discussions with diverse partners, expressing ideas clearly, and building on those of others.

    All Standards Addressed in this Unit

    • 4R1, 4R3, 4R4, 4R5, 4R6, 4R7, 4R9
    • 4RF3, 4RF4
    • 4L1, 4L2, 4L3, 4L4, 4L6
    • 4W2, 4W5, 4W6, 4W7
    • 4SL1, 4SL2, 4SL4, 4SL5, 4SL6

    Essential Questions and Big Ideas

    • How do strategic readers create meaning from informational and literary text?
      • Readers use explicit and implicit details to make inferences and draw conclusions about the text.
      • Readers ask and answer questions to clarify understanding of a text.
      • Readers use their understanding of text features and point of view to help them understand.
    • How does interaction with text provoke thinking and response?
      • When making predictions and inference and asking questions of self while reading, helps the reader to engage in the text.
      • Reading closely helps readers to share through discussion and writing what they have read.
    • Why is it important to determine if a text is reliable?
      • Readers make good judgments when picking texts to learn more about a topic.
      • Understanding the source of a text can help determine if it is reliable.
      • Reliable texts are research based and supported by data and evidence.
    • How does structure change information or meaning?
      • Text structures can support and enhance understanding.
      • Text structures help to display information in a way that is easier to understand.

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

  • Kindergarten Science Unit 1

    Weather & Climate

    Students study local weather conditions to describe patterns. They explore weather forecasting to learn of its importance in helping us to be prepared for severe weather. Students learn how sunlight impacts the Earth, and ways we can protect ourselves from too much sun.

    Standards

    • K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.
    • K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
    • K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface.
    • K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]

    Essential Questions and Big Ideas of the Unit

    • How do we describe the different types of weather?
      • Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1)
    • Why is it important to know the weather forecast?
      • Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. (K-ESS3-2)
    • Why is the sun important to us?
      • Sunlight warms Earth’s surface. (K-PS3-1),(K-PS3-2)
    • How can we protect ourselves from too much sun?
      • Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary to K-ESS3-2)

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