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Author: Capital Region BOCES

  • Grade 1 Social Studies Unit 3

    Geography, Humans and the Environment

    Unit description: Students will utilize maps to practice using various map tools, legends, and cardinal directions. They will be given the opportunity to practice these skills to describe location of items in the classroom as well as find places in the community or give directions to another student. In addition to this, students will learn about people and communities depending on and modifying their physical environment in order to meet basic needs and how humans interacting with their environment can have a positive or negative impact.

    Download the complete Grade 1 Social Studies – Geography, Humans and the Environment 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

    • BI: There are many tools that we can use to identify the world around us and how it has changed.

    How do we use maps?

      • Maps show us where things are in location to one another.
      • Maps have keys to identify symbols and show us the cardinal directions of North, South, East and West.

    How are natural resources and basic needs important to my community?

      • People need natural resources to meet their basic needs.
      • Communities work together to use natural resources to meet the needs of their members.

    How does the environment impact human choices?

      • People chose to live in places that provide for their basic needs.
      • People modify their environments to help make their lives better.

  • Kindergarten Social Studies Unit 4

    Time, Continuity, and Change

    Unit description: The past, present and future describe points in time and help us examine and understand events. In this unit, students will investigate specific words and phrases related to chronology and time and how they affect retelling of events of the past. Students will have the opportunity to review folktales, legends, oral histories, and music and the values, ideas and traditions they teach. 

    Standard

    Standard 1- U.S. & N.Y. History

    Essential Questions and Big Ideas

    BI: The past, present and future describe points in time and help us examine and understand events.

    Why is chronology and time important when recounting events and experiences?

    • Understanding the exact order in which events occur helps us understand the cause and the effect of those events.

    How do people recount events from the past?

    • People use folktales, legends, oral histories, and music to teach values, ideas, traditions, and important events from the past. recount events from the past.

    Prerequisite Skills

    In kindergarten, students study “Self and Others.” The course is organized into five units of study—Individual Development and Cultural Identity; Civic Ideals and Practices; Geography, Humans, and the Environment; Time, Continuity, and Change; and Economic Systems. These units represent five of the unifying themes of social studies, and may be presented in any order.

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

  • Grade 2 Math Unit 4

    Geometry and Fractions/Money and Time

    Unit description: In this unit students will learn about two-dimensional shapes, time and money. They will learn to describe and classify shapes as polygons or non-polygons. They will decompose and combine shapes to make other shapes and they analyze two-dimensional shapes to develop a foundation for understanding area, congruence, similarity, and fractions in later grades. Students will work to solve problems involving money up to $1 including counting mixed coins and making change. They will identify all coins and be able to arrange them in order from greatest to least value. Students will also be able to tell time using both analog and digital clocks to the nearest 5 minute and identify a.m. and p.m.

    Download the complete Geometry and Fractions/Money and Time framework to customize for your own planning.

    Essential Outcomes of the Unit

    Geometry- Reason with shapes and their attributes.

    • 2.G.1 Classify two-dimensional figures as polygons or non-polygons.
    • 2.G.3 Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the words halves, thirds, half of, a third of, etc. Describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

    Measurement and Data- Work with time and money.

    • 2.MD.7 Tell and write time from analog and digital clocks in five minute increments, using a.m. and p.m. Develop an understanding of common terms, such as, but not limited to, quarter past, half past, and quarter to.
    • 2.MD.8a Count a mixed collection of coins whose sum is less than or equal to one dollar.

    Other Standards Addressed in the Unit

    Geometry- Reason with shapes and their attributes.

    • 2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them

    Measurement and Data- Work with time and money.

    • 2.MD.8b Solve real world and mathematical problems within one dollar involving quarters, dimes, nickels, and pennies, using the ¢ (cent) symbol appropriately.

    Essential Questions and Big Ideas

    How do I tell time? 

    • Time is told in hours and minutes.  
    • An hour is made of 60 minutes. 
    • In a day there are 24 hours.  
    • Hours are broken into AM (morning) and PM (afternoon).  

    How do I count coins?  

    • A penny is worth 1 cent. 
    • A nickel is worth 5 cents
    • A dime is worth 10 cents. 
    • A quarter is worth 25 cents. 
    • When counting coins, it is efficient to start with the largest value.  

    How do we reason with shapes and their attributes?

    • Polygons are closed two-dimensional figures made of line segments.
    • Shapes can be combined to make new shapes called composite shapes.

    What does dividing shapes into equal shares tell us?

    • Understanding equal shares helps us understand area.
    • Understanding equal shares helps us understand fractions.

    Download the complete Geometry and Fractions/Money and Time framework to customize for your own planning.

  • Grade 8 Social Studies Unit 4

    World War I and the Roaring 20s

    Unit description: In this unit students will study the various diplomatic, economic, and ideological factors contributed to the United States decision to enter World War I. Students will investigate how involvement in the war significantly altered the lives of Americans, and how postwar America was characterized by economic prosperity, technological innovations, and changes in the workplace. 

    Standards 

    Standards: 1, 2, 4; Themes: SOC, GOV, ECO, TECH

    Essential Questions and Big Ideas

    Big idea of the unit:  Various diplomatic, economic, and ideological factors contributed to the United States decision to enter World War I.

    What were factors to the start of WWI?

    • European militarism, the alliance system, imperialism, and nationalism were all factors that contributed to the start of World War I.

    Why did America enter WWI and what impact did this decision have on its citizens?

    •  International, economic, and military developments swayed opinion in favor of the United States siding with the Allies and entering World War I. Domestic responses to World War I limited civil liberties within the United States.

    How did new military technologies change military strategy in World War I?

    • New military technologies changed military strategy in World War I and resulted in an unprecedented number of casualties.

    Why did the United States Senate refuse to support the Treaty of Versailles?

    • Following extensive political debate, the United States refused to ratify the Treaty of Versailles. The United States then sought to return to prewar policies by focusing on domestic rather than international matters. 

    What major changes following WWI characterize The Roaring Twenties?

    • After World War I, the United States entered a period of economic prosperity and cultural change. This period is known as the Roaring Twenties. During this time, new opportunities for women were gained, and African Americans engaged in various efforts to distinguish themselves and celebrate their culture.

    Download the complete Grade 8 Social Studies Unit 4 framework to customize for your own planning.

  • Grade 4 Math Unit 4

    Classifying 2-D Shapes

    Unit description: Students will build on their work in third grade classifying triangles, quadrilaterals, pentagons, and hexagons. Students will differentiate between acute, obtuse, and right angles, as well as parallel, perpendicular, and intersecting lines. Students will be able to classify triangles as acute, obtuse, or right, and quadrilaterals as parallelograms, trapezoids, rectangles, rhombi, or squares. Students will also consider symmetry.

    Essential Outcomes of the Unit

    Geometry- Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

    • 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
    • 4.G.2a. Identify and name triangles based on angle size (right, obtuse, acute).
    • 4.G.2b Identify and name all quadrilaterals with 2 pairs of parallel sides as parallelograms.
    • 4.G.2c Identify and name all quadrilaterals with four right angles as rectangles.
    • 4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

    Essential Questions and Big Ideas

    How can I describe lines and angles?

    • Lines can be described using the terms parallel, perpendicular, and intersecting.
    • Angles can be described using the terms acute, obtuse, and right.

    How can I classify triangles?

    • Triangles can be classified as acute, obtuse, or right.

    How can I classify quadrilaterals?

    • Quadrilaterals can be classified based on their lines (parallelograms, trapezoids).
    • Quadrilaterals can be classified based on their angles (rectangle)
    • Quadrilaterals can be classified based on the length of their sides (rhombi, squares)

    What is symmetry?

    • Symmetric objects can be folded in half and match up.

    Download the complete Classifying 2-D Shapes framework to customize for your own planning.

  • Grade 2 Social Studies Unit 4

    Time, Continuity and Change

    Unit description: In this unit, students will identify how continuities and changes over time can help people understand historical developments. Students will examine and interpret evidence such as maps, population charts, photographs, newspapers, biographies, artifacts, and other historical materials to look at changes over time in communities. In addition, students will investigate cause and effect relationships in their community.

    Download the complete Grade 2 Social Studies – Time, Continuity and Change framework to customize for your own planning.

    Standards

    • Standard 1-U.S. & N.Y. History
    • Standard 4-Economics
    • Standard 5-Civics, Citizenship and Gov’t

    Essential Questions and Big Ideas

    Big Idea of the Unit: Studying historical developments through continuity and change help us see cause and effect relationships over time.

    • How do we effectively document change over time?
      • Maps, population charts, photographs, newspapers, biographies, artifacts, and other historical materials document change over time.
    • Why is it important to see and document change over time?
      • Identifying cause-and-effect relationships help us to understand the changes in communities to inform decisions based on successes and failures of the past.

    Prerequisite Skills

    Grade 2 “My Community and Other Communities” is organized into five units of study—Individual Development and Cultural Identity; Civic Ideals and Practices; Geography, Humans, and the Environment; Time, Continuity, and Change; and Economic Systems. These units represent five of the unifying themes of social studies, and may be presented in any order.

  • Grade 7 ELA Unit 4

    Informational and Expository Texts/Research

    Unit description: Students will craft a research project that includes information from multiple reliable sources. Throughout their project, students apply their knowledge of identifying and evaluating an author’s argument in informational texts, as well as their ability to determine relevant, sufficient evidence. Students will take part in ample group discussion throughout the entire research process, and will present their findings to their peers.

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

    Essential Outcomes

    Reading

    • 7R1: Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences.
    • 7R2: Determine a theme or central idea of a text and analyze its development over the course of the text; summarize a text.
    • 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, selection, organization, and analysis of relevant content.
    • 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.
    • 7W6 Conduct research to answer questions, including self-generated questions, drawing on multiple sources and refocusing the inquiry when appropriate. Generate additional related questions for further research and investigation.
    • 7W7: Gather relevant information from multiple sources; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others; avoid plagiarism and follow a standard format for citation.

    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.
    • 7SL2: Analyze the central ideas and supporting details presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how the ideas clarify and/or contribute to a topic, text, or issue under study.
    • 7SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear enunciation.
    • 7SL5: Include digital media and/or visual displays in presentations to clarify claims and findings and emphasize salient points.

    All Standards Addressed in this Unit

    • R1, R2, R5, R6, R7, R8, R9
    • L3, L6
    • W1, W2, W5, W6, W7
    • SL1, SL2, SL3, SL4, SL5, SL6

    Essential Questions and Big Ideas

    • Why is nonfiction important?
      • Nonfiction is an important genre because it provides necessary information to its readers.
      • Informative and expository texts are two types of nonfiction that can provide us with necessary information on a topic.
      • Authors make arguments in nonfiction texts to convey information to the reader. Good readers can identify and track authors’ arguments.
      • It’s important to evaluate the legitimacy of nonfiction so that we as readers can make informed decisions based on factual data.
    • How do we make research relevant?
      • Choosing topics that are important to ourselves and our communities can have a positive impact and spark change.
      • We must be informed researchers so we are pulling data and facts from appropriate sources.
      • Good researchers have a plan or guide.
    • How do we ensure reliable research?
      • Some authors have hidden agendas and utilize untruths written as facts to persuade readers. It’s our duty to determine relaitble v. unreliable sources to create a factual research project.
      • Research is one way of conveying new information to an audience.

    Prerequisite Skills

    • Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • Cite explicit and implicit evidence in a text (informational.)
    • Determine a theme or central idea and explain how it is supported by key details; summarize a text.
    • Draw evidence from literary or informational texts to respond and support analysis, reflection, and research.
    • Conduct research to answer questions, including self-generated questions, drawing on multiple sources and refocusing the inquiry when appropriate.

  • Grade 4 Social Studies Unit 4

    Government

    Unit description:  There are different levels of government within the United States and New York State. In this unit, students will study the fact that there are different levels of government within the United States and New York State and that the government of New York State establishes rights, freedoms, and responsibilities for its citizens. Students will learn about post-revolution times, the establishment of a federal government, and the New York State Constitution. 

    Standards

    Standards: 1, 5; Themes: ID, TCC, SOC, CIV

    Essential Questions and Big Ideas

    Big Idea of the unit: The United States government is designed to protect the rights of citizens and to promote the common good.

    How were early American governments established?

    • After the Revolution, the United States of America established a federal government; colonies established state governments.

    How is the New York State government structured?

    • The New York State Constitution establishes the basic structure of government for the state.
    •  The government of New York creates laws to protect the people and interests of the state.
    • Government in New York State is organized into counties, cities, towns, and villages.

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

  • Grade 3 Math Unit 4

    Perimeter and Area

    Unit description: In this unit students will deepen their understanding of 2-D shapes by considering area and perimeter.  They will focus on rectangles and how to find their area and perimeter. They will relate area to multiplication and addition. The students will develop arrays of unit squares to solve area and perimeter problems.

    Download the complete Grade 3  Unit 4 framework to customize for your own planning.

    Essential Outcomes of the Unit

    Measurement and Data- Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

    • NY-3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
    • NY-3.MD.6 Measure areas by counting unit squares. 
    • NY-3.MD.7 Relate area to the operations of multiplication and addition. 
    • NY-3.MD.7c Use tiling to show in a concrete case that the area of a rectangle with whole-number side length a and side length b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
    • NY-3.MD.7d Recognize area as additive. Find areas of figures composed of non-overlapping rectangles, and apply this technique to solve real world problems.

    Other Standards Addressed in the Unit

    Measurement and Data- Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

    • NY-3.MD.5a Recognize a square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
    • NY-3.MD.5b Recognize a plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
    • NY-3.MD.7a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
    • NY-3.MD.7b . Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

    Measurement and Data- Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
    NY-3.MD.8a Finding the perimeter given the side lengths or find one unknown side length given the perimeter and other side lengths. 

    • NY-3.MD.8b Identify rectangles with the same perimeter and different areas or with the same area and different perimeters.

    Essential Questions and Big Ideas

    What is area?

    Area is the amount of space a shape covers, or the measure of the inside of shape.

    What is perimeter?

    Perimeter is the distance around the outside of a shape.

    How do we solve area and perimeter problems with rectangles? 

    The area of a rectangle can be determined using L x W. 

    The perimeter of a rectangle can be determined by using the formula 2L + 2W.

    How do we find the area of a shape made of multiple rectangles?

    The area of a shape made of multiple rectangles can be determined by finding the area of each rectangle using L x W and adding the total of all areas within the larger shape.

    Download the complete Grade 3  Unit 4 framework to customize for your own planning.

  • Kindergarten ELA Unit 4

    I am a Reader and Writer

    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.

    Unit description: Using a variety of genres, students will use prior knowledge and skills learned throughout the year to be independent readers and writers.  Students will demonstrate these skills through discussion, written language, drawing, and playing.

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

    Essential Outcomes of the Unit

    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:
    • KRF1b, d Demonstrate understanding of the organization and basic features of print.
    • KRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
    • KRF3 Know and apply grade-level phonics and word analysis skills in decoding words

    Language

    KL2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    KL4 Explore and use new vocabulary and multiple-meaning words and phrases in authentic experiences.

    Writing

    KW6 Develop questions and participate in shared research and exploration to answer questions and to build and share knowledge. 

    KW7 Recall and represent relevant information from experiences or gather information from provided sources to answer a question in a variety of ways (e.g., drawing, oral expression, and/or emergent writing)

    Speaking and Listening

    KSL1 Participate in collaborative conversations with diverse peers and adults in small and large groups and during play

    KSL2 Participate in a conversation about features of diverse texts and formats. 

    KSL6 Express thoughts, feelings, and ideas. 

    All Standards Addressed in this Unit

    1. See Reading Foundations Units: KRF1b, KRF1d, KRF2a-e, KRF3a-d
    2. KR1, KR2, KR3, KR4, KR5, KR7, KR9
    3. KRF1a, 1c, 1e, KRF4
    4. KL2, KL4, KL5, KL6
    5. KW6, KW7
    6. KSL1, KSL2, KSL3, KSL5, KSL6

    Essential Questions and Big Ideas

    How do I show I am an independent reader?

    • Independent readers use various strategies to read and write (decoding, blending, segmenting, making connections, etc) 
    • Independent readers and use resources around them (word wall, sounding out words, etc) 

    How do I show I am an independent writer?

    • Independent writers use various strategies to read and write (decoding, blending, segmenting, making connections, etc) 
    • Independent writers use resources around them (word wall, sounding out words, etc)