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Author: emily.popek

  • Grade 2 Science Unit 3

    Interdependent Relationships in Ecosystems

    Unit description:  Students examine how animals and plants depend on each other for survival. They explore areas where plants and animals live on land and in water, and how each area is made up of many different kinds of living things.

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

    Essential Questions and Big Ideas

    How do plants and animals depend on each other to survive?

      • Animals depend on plants or other animals for food. (2-LS2-2)
      • Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas to other people (secondary to 2-LS2-2)
      • Plants depend on water, light and air to grow. (2-LS2-1)
      • Some plants depend on animals for pollination and for dispersal of seeds from one location to another. (2-LS2-2)
      • There are many different kinds of living things in any area, and they exist in different places on land and in water. (2-LS4-1)

    Prerequisite Skills/Science & Engineering Practices

    Plan and conduct an investigation to make a determination, develop a model to illustrate a concept, make observations to compare.

  • Grade 3 Science Unit 3

    Life Cycles & Traits, Part II: Interdependent Relationships in Ecosystems

    Unit description: In Part I, students explore the similarities and differences between plant and animal life cycles, how traits are inherited from parents, and how the environment can influence the inheritance of those traits. In Part II, students study how the organisms in an ecosystem impact and depend on each other for survival.

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

    Essential Questions and Big Ideas

    Part I: Life Cycles and Traits

    • Do living things grow and develop the same?
      • Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS1-1)
    • Why do living things look similar to their parents?
      • Many characteristics of organisms are inherited from their parents. (3-LS3-1)
      • Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1)
    • Can the environment change the way a plant or animal looks?
      • Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. (3-LS3-2)
      • Some characteristics result from the interactions of both inheritance and the effect of the environment. (3-LS3-2)
      • The environment also affects the traits that an organism develops. (3-LS3-2)
    • Why do some animals or plants survive better than others?
      • Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. (3-LS4-2)

    Part II: Interdependence in Ecosystems

    • How do plants and animals help each other?
      • Being part of a group helps some animals obtain food, defend themselves, and survive. Groups may serve different functions and vary dramatically in size. (3-LS2-1)
    • How do we know what plants and animals looked like many years ago?
      • Some kinds of plants and animals that once lived on Earth are no longer found anywhere. (3-LS4-1)
      • Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments. (3-LS4-1)
    • What makes some living things survive better than others?
      • For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)
    • What happens to plants and animals when the environment changes?
      • Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)
      • When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)

    Prerequisite Skills/Science & Engineering Practices

    Develop models to describe concepts, analyze and interpret data to provide evidence, use evidence to construct and/or support an explanation, make a claim about the merit of a solution to a problem.

  • Grade 1 Science Unit 3

    Structure, Function, & Information Processing

    Unit description:  Students explore how plant and animal structures are used to help them survive, how they are similar and different. They learn how these structures are used to communicate between parents and offspring to help with survival.  Students learn how young plants and animals can look similar to their parents, but also can vary in many ways. 

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

    Essential Questions and Big Ideas

    How do plants and animals use their body parts to survive?

    All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)

    How do plants and animals survive when they are young?

      • Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2)
      • Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)

    Why do some animals or plants look similar to, but not exactly like their parents?

      • Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. (1-LS3-1)
      • Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. (1-LS3-1)

      Prerequisite Skills/Science & Engineering Practices

      Use materials to design a solution to a problem, read texts and use media to determine patterns, make observations to construct an evidence-based explanation.

    • Kindergarten Science Unit 3

      Interdependent Relationships: Plants, Animals, and Their Environment

      Unit description: Students explore what plants and animals need to live, grow and thrive. They learn how plants and animals depend on each other, and how humans can impact the environment they live in. 

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

      Essential Questions and Big Ideas

      What do plants and animals need to survive?

      All animals need food, air, and water in order to live, grow, and thrive. Animals obtain food from plants or from other animals. Plants need water, air, and light to live, grow, and thrive. (K-LS1-1)

      How do plants, animals and humans change the environment they live in?

        • Plants and animals can change their environment.(K-ESS2-2)
        • Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1)

      How can we (humans) reduce the impact we have on living things and the environment?

        • Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.  (secondary to K-ESS2-2),(K-ESS3-3)
        • Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3)

      Prerequisite Skills/Science & Engineering Practices: 

      Use observations to describe patterns,  use evidence to support an argument, use models to show a relationship, communicate ideas for solutions to a problem.

    • Grade 8 Social Studies Unit 9

      Domestic Politics and Reform

      Unit description: In this unit, students will study the civil rights movement and the Great Society and they were attempts by people and the government to address major social, legal, economic, and environmental problems. Additionally, students will investigate how the subsequent economic recession called for a new economic program.

      Download the complete Grade 8 Social Studies Unit 9 framework to customize for your own planning.

      Standards 

      Standards: 1, 4, 5; Themes: TCC, SOC, CIV, ECO

      Essential Questions and Big Ideas

      Big idea of the unit: The civil rights movement and the Great Society were attempts by people and the government to address major social, legal, economic, and environmental problems.

      How and why did the Civil Rights Movement begin post World War II?

      • The civil rights movement began in the postwar era in response to long-standing inequalities in American society, and eventually brought about equality under the law, but slower progress on economic improvements

      What groups had renewed efforts toward the struggle for equality due to the Civil Rights Movement? 

      •  The civil rights movement prompted renewed efforts for equality by women and other groups.

      What were the programs of the Great Society and how were they an effort to help American Citizens?

      • The Great Society programs of President Lyndon Johnson strengthened efforts aimed at reducing poverty and providing health care for the elderly, but the Vietnam War drained resources and divided society.

      What prompted fiscal conservatives to push for changes in regulation and policy related to the economy?

      • Economic recession during the 1970s and concerns about the growth and size of the federal government encouraged fiscal conservatives to push for changes in regulation and policy. 

    • Kindergarten Math Unit 2

      Shapes (2D and 3D)

      Unit description: Students will describe, identify and sort items in their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They will use basic shapes and spatial reasoning to model objects in their environment and to construct construct two dimensional and three dimensional shapes. 

      Essential Outcomes

      Classify objects and count the number of objects in each category.

      K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)

      Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

      K.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above,below, beside, in front of, behind, and next to.

      K.G.2. Correctly name shapes regardless of their orientations or overall size.

      K.G.3. Understand the difference between two-dimensional (lying in a plane, “flat”) and three dimensional (“solid”) shapes.

      Understand simple patterns. 

      K.OA.6. Duplicate, extend, and create simple patterns using concrete objects.

      Other Standards Addressed in this Unit

      Analyze, compare, create, and compose shapes.

      K.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/”corners”) and other attributes (e.g., having sides of equal length).

      K.G.5. Model objects in their environment by building and/or drawing shapes.

      K.G.6. Compose larger shapes from simple shapes.

      Count to tell the number of objects. 

      K.CC.4. Understand the relationship between numbers and quantities up to 20

      • 4a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (1:1 correspondence) 
      • 4b. Understand that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted.
      • 4c. Understand the concept that each successive number name refers to a quantity that is one larger. 
      • 4d. Understand the concept of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers. 

      Essential Questions and Big Ideas

      What are the characteristics of two-dimensional and three dimensional shapes? 

        • Two-dimensional shapes are flat.
        • Three dimensional shapes are solid.
        • All shapes retain their attributes regardless of size and position.
        • Knowing the characteristics of shapes helps us to identify them in the world around us.

       How is mathematical language used to describe shapes?

        • Names of two-dimensional shapes (squares, circles, triangles, rectangles, hexagons) and their descriptions.
        • Names of 3-dimensional shapes (cubes, cones, cylinders, spheres) and their descriptions.
        • The location of objects are described by using positional words. 

      Prerequisite Standards

      Identify and describe shapes (squares, circles, triangles, and rectangles). 

      PK.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as top, bottom, up, down, above, below, in front of, behind, over, under, and next to. 

      PK.G.2. Name shapes regardless of size. 

      Explore and create two- and three-dimensional objects.

      PK.G.3. Explore two- and three-dimensional objects and use informal language to describe their similarities, differences, and other attributes. 

      PK.G.4. Create and build shapes from components.

      Sort objects and count the number of objects in each category. 

      PK.MD.2. Sort objects and shapes into categories; count the objects in each category.  (Note: Limit category counts to be less than or equal to 10.)

      Understand simple patterns. 

      PK.OA.2. Duplicate and extend simple patterns using concrete objects.(e.g., What comes next?)

      Count to tell the number of objects.

      PK.CC.3. Understand the relationship between numbers and quantities to 10; connect counting to cardinality. 

          • 3a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (1:1 correspondence)
          • 3b. Explore and develop the concept that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted.

      Download the complete Shapes (2D and 3D) framework to customize for your own planning.

    • Grade 8 Math Unit 2

      Concepts of Congruence

      Unit description: In this unit, students learn about translations, reflections, and rotations in the plane and how to use them to define the concept of congruence. They will learn to use and apply knowledge of rigid motions to determine similarity and congruence when solving real world problems. They will learn to identify a sequence of transformation that will map a figure onto itself. Students will learn to prove/disprove similarity/congruence using translations, reflections and rotations. Students will learn to use knowledge of angle pairs, degrees of a triangle and exterior angles to solve for missing angles. Students will learn to use the Pythagorean Theorem to find missing sides of a triangle, find distance in the coordinate plane, and solve real-world problems. 

      Essential Outcomes of the Unit

      Geometry- Understand congruence and similarity using physical models, transparencies, or geometry software.

      • 8.G.5. Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

      Standards

      Geometry: Understand congruence and similarity using physical models, transparencies, or geometry software.

      • 8.G.1. Verify experimentally the properties of rotations, reflections, and translations.
        • Verify experimentally lines are mapped to lines, and line segments to line segments of the same length.
        • Verify experimentally angles are mapped to angles of the same measure.
        • Verify experimentally parallel lines are mapped to parallel lines.
      • 8.G.2. Know that a two-dimensional figure is congruent to another if the corresponding angles are congruent and the corresponding sides are congruent. Equivalently, two two-dimensional figures are congruent if one is the image of the other after a sequence of rotations, reflections, and translations. Given two congruent figures, describe a sequence that maps the congruence between them on the coordinate plane.

      Geometry: Understand and apply the Pythagorean Theorem.

      • 8.G.6. Understand a proof of the Pythagorean Theorem and its converse.
      • 8.G.7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
      • 8.G.8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

      Essential Questions and Big Ideas

      • What are the properties of basic rigid motions?
        • Reflections, translations and rotations preserve congruence, size and sharpe, and therefore are called rigid transformations.
      • How do we map the sequence between two congruent figures on a coordinate plane?
        • By testing transformations of the original figure on the coordinate plane we can determine the sequence of transformations that creates a congruent figure.
      • How can we determine congruence using angle relationships?
        • Angle Sum Theorem can be used to determine congruence of angles in a triangle
        • Alternate Interior Angles Theorem can be used to determine congruence of  alternate interior angles of parallel lines cut by a transversal.
      • How does the Pythagorean Theorem help solve real world problems?
        • Pythagorean theorem to find the length of a diagonal of a rectangle.
        • Pythagorean theorem to find the missing length of the side of a right triangle.

      Prerequisite Standards

      Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

      • 7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
      • 7.G.6 Solve real-world and mathematical problems involving area of two-dimensional objects composed of triangles and trapezoids.

      Note: The inclusive definition of a trapezoid will be utilized, which defines a trapezoid as “A quadrilateral with at least one pair of parallel sides.” (This definition includes parallelograms and rectangles.)

      Solve surface area problems involving right prisms and right pyramids composed of triangles and trapezoids.

      Note: Right prisms include cubes.

      Find the volume of right triangular prisms, and solve volume problems involving three-dimensional objects composed of right rectangular prisms.

      Geometric measurement: understand concepts of angle and measure angles.

      • 4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
        • An angle that turns through 𝑛𝑛 one-degree angles is said to have an angle measure of 𝑛𝑛 degrees. 

      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.2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
      • 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.

      Download the complete Concepts of Congruence 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.