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Author: emily.popek

  • Grade 5 Social Studies Unit 4

    Geography in the Western Hemisphere

    Unit description: The diverse geography of the Western Hemisphere has influenced human culture and settlement in distinct ways. Human communities in the Western Hemisphere have modified the physical environment. In this unit, students will identify regions in the Western Hemisphere and explore their common identifiable characteristics. In addition, students will investigate how the physical environment influences human population distribution, land use, and other forms of economic activity in these areas. 

    Standard

    Standard: 3, Theme: GEO

    Essential Questions and Big Ideas

    Big idea of the unit: The diverse geography of the Western Hemisphere has influenced human culture and settlement in distinct ways.

    How are physical maps useful in helping us understand different characteristics of a region?

    • Physical maps reflect the varied climate zones, landforms, bodies of water, and natural resources of the Western Hemisphere.

    What regions is the Western Hemisphere divided into and what are their common identifiable characteristics?

    • The Western Hemisphere can be divided into regions. 
    • Regions are areas that share common, identifiable characteristics such as physical, political, economic, or cultural features. 
    • Regions within the Western Hemisphere include:  North America (Canada and the United States)  Mesoamerica (Mexico and Central America)  Caribbean  South America

    How does the physical environment influence human population distribution, land use, and other forms of economic activity?

    • The physical environment influences human population distribution, land use, and other forms of economic activity. 

    Download the complete Grade 5 Social Studies Unit 4 framework to customize for your own planning.

  • Grade 5 ELA Unit 3

    Using Reasons and Evidence to Support Claims

    Unit description:  Students will locate and analyze how multiple  points of view are developed over the course of a text, and how points of view impact plot or text events. Students will use this knowledge to draft an argument of their own, and will provide key, relevant details to support their claim in writing and discussion. 

    Download the complete Grade 5 ELA Unit 3 framework to customize for your own planning. 

    Essential Outcomes

    Reading

    5R6. In literary texts, explain how a narrator’s or speaker’s point of view influences how events are described. (RL) In informational texts, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI) 

    5R8. Explain how claims in a text are supported by relevant reasons and evidence, identifying which reasons and evidence support which claims. 

    Reading Foundations- Fluency

    5RF4. Read grade-level text with sufficient accuracy and fluency to support comprehension.

    Language

    5L1. Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.

    5L2. Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    5L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

    5L6. Acquire and accurately use general academic and content-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

    Writing

    5W1 Write an argument to support claims with clear reasons and relevant evidence.

    Speaking and Listening

    5SL2: Summarize information presented in diverse formats (e.g., including visual, quantitative, and oral).

    Other Standards Addressed in the Unit

    • 5R6, 5R8 
    • 5RF3, 5RF4
    • 5L1 , 5L2, 5L3, 5L4, 5L5, 5L6
    • 5W1, 5W4, 5W5
    • 5SL1 -5SL6, 5SL2

    Essential Questions and Big Ideas

    How do strategic readers identify multiple points of view?

    • Good readers must locate and track points of view within and across stories and texts.
    • Readers determine how a point of view(s) impacts the plot of a story or events of a text. 
    • Readers consider authors’ points of view from multiple sources to synthesize their own argument.

    Why is it important to make and support a strong claim?

    • We make claims all the time in life; it’s important to provide valid support for your argument.
    • Authors make claims in their writing; good readers identify them and determine if they are valid by looking at the relevancy of their evidence. 
    • Good writers create their own claims and choose multiple pieces of relevant evidence to support them from different sources. 

    How can I use information from two or more texts to draft my own claim on a topic?

    • Good readers utilize multiple sources to consider various perspectives or view points about a topic.
    • Readers and writers synthesize claims from multiple sources to create their own argument on a topic. 
    • Writers must determine the relevancy of their evidence and choose the best evidence to support their claim.

  • Grade 3 ELA Unit 3

    Literature Study and Narrative Writing

    Unit description: Students will analyze literary texts to identify and describe literary elements and text features and how they are used to develop the plot of a story. Students will craft their own narrative piece applying their understanding of literary elements and text features to develop their story.

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

    Essential Outcomes of the Unit 

    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.
    • 3R3. In literary texts, describe character traits, motivations, or feelings, drawing on specific details from the text. 
    • 3R5. In literary texts, identify parts of stories, dramas, and poems using terms such as chapter, scene, and stanza.
    • 3R7. Explain how specific illustrations or text features contribute to what is conveyed by the words in a text (e.g., create mood, emphasize character or setting, or determine where, when, why, and how key events occur). 

    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.
    • 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 (e.g., After dinner that night we went out for dessert).

    Writing

    • 3W3. Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.
    • 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.

    3SL2. Determine the central ideas and supporting details or information presented in diverse texts and formats (e.g., including visual, quantitative, and oral). 

    Other Standards Addressed in the Unit

    See Reading Foundations Units: 3RF3 a-d
    3R1, 3R2, 3R3, 3R4, 3R5, 3R7
    3RF4
    3L1, 3L2, 3L3, 3L4, 3L5, 3L6
    3W3, 3W4
    3SL1, 3SL2, 3SL3, 3SL6

    Essential Questions and Big Ideas

    • What is a plot, and why is it important?
      • A plot is the sequence of events in a story or text 
      • Without a plot, there would be no events in a story 
    • How do authors develop their plot?
      • Authors use text features and literary elements to develop plot
      • Certain text features and literary elements can have different impacts on plot development 
    • What makes a quality narrative?
      • Good writers organize their writing before they begin their first draft 
      • Quality narratives include a clear plot structure, using text features and literary elements to develop it

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

  • Grade 5 Life Science Unit 3

    Matter & Energy in Organisms & Ecosystems

    Unit description: Students explore how energy from the sun is captured and used by plants to survive and to provide food for other living things.  They learn how energy from food is used to help animals grow and survive. Students investigate food chains and food webs to learn of the interdependent relationships in ecosystems, how matter cycles, and how energy transfer occurs in an ecosystem.

    Download the complete Grade 5 Science Unit 3 framework to customize for your own planning.

    Essential Questions and Big Ideas

    • How do plants use the sun’s energy to grow and survive?
      • The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1)
    • How do plants and animals use food once it is inside their body?
      • Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1)
      • Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
    • How does an ecosystem stay healthy?
      • The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1)
      • Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. (5-LS2-1)

  • Grade 8 Social Studies Unit 3

    Expansion and Imperialism

    Unit description:  Beginning in the second half of the 19th century, economic, political, and cultural factors contributed to a push for westward expansion and more aggressive United States foreign policy. In this unit, students will explore continued conflicts with Native Americans and the effect the Spanish-American war had on the rise of the United States as an imperial power. In addition, students will study Pacific trade and increased United States foreign interactions.

    Standards 

    Standards: 1, 2, 3, 5; Themes: GEO, GOV, CIV, ECO

    Essential Questions and Big Ideas

    Big idea of the Unit:  Economic, political, and cultural factors contributed to a push for westward expansion and more aggressive United States foreign policy.

    How did the transcontinental railroad affect westward expansion? 

    • Continued westward expansion contributed to increased conflicts with Native Americans.

    What are United States and New York policies that were imposed upon Native Americans? 

    • Examples of the policies imposed upon Native Americans from United States and New York State, were the displacement of Native Americans from traditional lands, creation of reservations, efforts to assimilate Native Americans through the creation of boarding schools, the Dawes Act, and the Indian Reorganization Act and the Native Americans’ various responses to these policies. 

    How did the outcomes of the Spanish-American War contribute to the shift to imperialism in United States foreign policy?

    • The events and outcomes of the Spanish-American War contributed to the shift to imperialism in United States foreign policy.

    What effect did the Roosevelt Corollary have on relationships between the United States and Latin American nations?

    •  The Roosevelt Corollary expanded the Monroe Doctrine and increased United States involvement in the affairs of Latin America. This led to resentment of the United States among many in Latin America.

    Download the complete Grade 8 Social Studies Unit 3 framework to customize for your own planning.

  • Grade 4 Science Unit 3

    Structure, Function, and Information Processing

    Unit description: In this unit, students will spend time observing plants and animals to gather evidence that organisms are living systems. They will develop an understanding that plants and animals have external and internal structures that function to support survival, growth, behavior and reproduction.  Students use the concept of systems to understand that every animal has internal and external structures that allow it to take in information from the environment in which it lives, process that information, and respond in ways that increase its chances to grow, reproduce, and survive.

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

    Standards

    4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

    4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction

    4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

    Essential Questions and Big Ideas

    How do we see objects?

    • An object can be seen when light reflected from its surface enters the eyes. (4-PS4-2)

    How do plants and animals process information and respond to things?

    • Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)
    • Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2)

  • Grade 5 Social Studies Unit 3

    European Exploration And Its Effects

    Unit description: Various European powers explored and eventually colonized the Western Hemisphere. This had a profound effect on Native Americans and led to the transatlantic slave trade. In this unit students will study how Europeans traveled to the Americas in search of new trade routes, including a northwest passage. Students will also investigate the interaction between European explorers and Native Americans and how cultural diffusion eventually led to the Colombian Exchange reshaping the lives and beliefs of many people. In addition, students will study the slavery of Africans brought to the Americas during the Middle Passage.

    Standards 

    Standards: 1, 2, 3, 4; Themes: MOV, TCC, GEO, ECO, EXCH

    Essential Questions and Big Ideas

    Big idea of the Unit:  European Exploration had a profound effect on Native Americans and led to the transatlantic slave trade.

    Why did Europeans travel to the Americas? What were they searching for?

    • Europeans traveled to the Americas in search of new trade routes, including a northwest passage, and resources. They hoped to gain wealth, power, and glory.

    Who were some of the most influential explorers of this time and what geographic areas did they explore? 

    • Christopher Columbus, John Cabot, Jacques Cartier, Pedro Cabral, and Vasco Nunez de Balboa were some of the most influential explorers of the Western Hemisphere.

    How did the interactions between Europeans and Native Americans affect exploration?

    • European interactions with Native Americans resulted in a number of changes, for example Conquests by Cortez and Pizarro resulted in demographic change and the French in Canada impacted the fur trade.

    How did the Colombian Exchange affect people living in the Americas? 

    • Columbian Exchange which reshaped the lives and influenced the beliefs of people.

    What is the Middle Passage and why is it so important to our history? 

    • Americas sold captured Africans as slaves. Their transport across the Atlantic was known as the Middle Passage.
    • Slavery supplied the New World with its major workforce and brought enormous profits to international slave traders at the expense of human lives, causing a separation in America.

    Download the complete Grade 5 Social Studies Unit 3 framework to customize for your own planning.

  • Kindergarten Social Studies Unit 3

    Geography, Humans, and the Environment

    Unit description: Maps and globes are representations of Earth’s surface that are used to locate and better understand places and regions. In this unit, students will gain an understanding of this and learn to locate places and regions on a map. Students will also learn to locate physical features and man-made structures on a map (e.g., school, grocery store, train station, hospital), using geographic vocabulary. In addition, students will learn about climate and seasonal weather changes and how people and communities are affected by these changes.

    Download the complete Kindergarten Social Studies Unit 3 framework to customize for your own planning.

    Standards 

    • Standard 3- Geography
    • Standard 5- Civics, Citizenship and Gov’t

    Essential Questions and Big Ideas

    Big Idea of the Unit: Understanding our physical environment helps us understand how people live. 

    • How do maps and globes help us better understand places?
      • People use maps and gloves to understand where things are in relation to one another.
    • How do we locate places, physical features, and man-made structures on a map or globe?
      •  Map keys, cardinal directions and titles help us to read maps.
    • How do climate, seasonal weather changes, and the physical features associated with the community and region all affect how people live?
      • Climate, seasonal weather changes, and the physical features impact jobs, resources and patterns to peoples daily lives.

    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.

  • Grade 4 ELA Unit 3

    Using Reasons and Evidence to Support a Claim

    Students will identify and analyze arguments from multiple texts by locating supporting evidence. Students will synthesize multiple viewpoints of the same topic to communicate their argument. Students will create an argumentative piece with a clear claim and relevant supporting evidence.

    Essential Outcomes of the Unit 

    Reading

    • 4R1. Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.
    • 4R8. Explain how claims in a text are supported by relevant reasons and evidence.

    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

    • 4L1. Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
    • 4L2. Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    Writing

    • 4W1. Write an argument to support claim(s), using clear reasons and relevant evidence.
    • 4W5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)

    Speaking and Listening

    • 4SL3.  Identify and evaluate the reasons and evidence a speaker provides to support particular points.

    All Standards Addressed in this Unit

    • 4R1, 4R4, 4R5, 4R7, 4R8
    • 4RF3, 4RF4
    • 4L1, 4L2, 4L3, 4L4, 4L5, 4L6
    • 4W1, 4W5, 4W7
    • 4SL1, 4SL2, 4SL3, 4SL6

    Essential Questions and Big Ideas

    • Why is it important to make and support a strong claim?
      • We make claims all the time in life; it’s important to provide valid support for your argument.
      • Authors make claims in their writing; good readers identify them and determine if they are valid by looking at the relevancy of their evidence. 
      • Good writers create their own claims and choose multiple pieces of relevant evidence to support them from different sources.
    • How can I use information from two or more texts to draft my own claim on a topic?
      • Good readers utilize multiple sources to consider various perspectives or view points about a topic.
      • Readers and writers synthesize claims from multiple sources to create their own argument on a topic .
      • Readers and writers must determine the most relevant evidence from each source to support their original claim on a topic. 

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

  • Grade 3 Math Unit 3

    Understand Fractions

    Unit description: Students will deepen their understanding of parts and wholes.  They will begin to learn about unit fractions and non-unit fractions and how to represent them and compare them.  They will also start thinking about equivalent fractions.  

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

    Essential Outcomes

    Number & Operations – Fractions 

    NY-3.NF.1 Understand a unit fraction, 1b, is the quantity formed by 1 part when a whole is partitioned into b equal parts. Understand a fraction abis the quantity formed by a parts of size 1b. Note: Fractions are limited to those with denominators 2, 3, 4, 6, and 8.

    NY-3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line. Note: Fractions are limited to those with denominators 2, 3, 4, 6, and 8.

    NY-3.NF.2a Represent a fraction 1bon a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1band that the endpoint of the part starting at 0 locates the number 1b on the number line.

    NY-3.NF.2b Represent a fraction ab on a number line by marking off a lengths 1b from 0. Recognize that the resulting interval has size aband that its endpoint locates the number abon the number line.

    NY-3.NF.3 Explain equivalence of fractions and compare fractions by reasoning about their size.

    Note: Fractions are limited to those with denominators 2, 3, 4, 6, and 8.

    NY-3.NF.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

    NY-3.NF.3b Recognize and generate equivalent fractions. e.g., 12= 24; 46= 23. Explain why the fractions are equivalent. e.g., using a visual fraction model.

    NY-3.NF.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. e.g., Express 3 in the form 3 = 31, recognize that 63= 2, and locate 44and 1 at the same point on a number line.

    NY-3.NF.3d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions. e.g., using a visual fraction model.

    NY-3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. e.g., Partition a shape into 4 parts with equal area, and describe the area of each part as 14 of the area of the shape.

    Essential Questions and Big Ideas

    What is a fraction?  What is a unit fraction? 

    • A fraction represents a part of a whole.  
    • A unit fraction represents one part of a whole broken into equal parts.  

    How can a fraction be represented on a number line?  

    • The number one represents one whole.  
    • To represent a fraction on a number line, break the whole (1) into the number of parts.  

    What are equivalent fractions?  

    • Equivalent fractions are equal.  
    • A whole can be broken in different ways that create equal amounts.  

    How can I compare fractions?  

    • Fractions can be compared by comparing the size of the parts.  
    • Fractions can be compared by comparing the number of parts.  
    • Fraction bars can be used to compare fractions.  
    • Number lines can be used to compare fractions.  

    Prerequisite Skills

    • NY-1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
    • NY-2.MD.6 Represent whole numbers as lengths from 0 on a number line with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line.
    • NY-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.

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