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Author: jessica.scheckton

  • 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.

  • Kindergarten Math Unit 1

    Numbers 1-10

    Students will develop number recognition to count objects and pictures, or count out appropriate quantities of objects in real-world situations. They will gain a sense of quantity to recognize that the number of objects is the same regardless of the arrangement. For example, a group of 6 objects is the same quantity regardless of whether they are scattered or arranged in a line, circle, rectangle, die or domino pattern. In addition, students will use knowledge of numbers 0-10 to count and represent numbers up to 10 (Unit 4 – up to 20) as well as apply their counting skills to answer the question of “how many” for as many as 10 (Unit 4 – 20) objects arranged in a line, a rectangular array, or a circle, or as many as 10 things a scattered configuration given a number from 1-10, count out that many objects.

    Essential Outcomes

    Counting and Cardinality

    Know number names and the count sequence.
    • NY-K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects)
    Count to tell the number of objects.
    • NY-K.CC.4: Understand the relationship between numbers and quantities up to 20; connect counting to cardinality.
      • 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)
      • 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.
      • Understand the concept that each successive number name refers to a quantity that is one larger.
      • Understand the concept of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers.
    • NY-K.CC.5:
      • Answer counting questions using as many as 20 objects arranged in a line, rectangular array, and a circle. Answer counting questions using as many as 10 objects in a scattered configuration. (Ex. “How many ______ are there?”)
    Compare Numbers.
    • NY-K.CC.6:
      • Identify whether the number of objects in one group is greater than (more than), less than (fewer than), or equal to (the same as) the number of objects in another group. *Note: Include groups with up to ten objects. (Ex. Using matching and counting strategies)

    Operations and Algebraic Thinking

    Understand simple patterns.
    • NY-K.OA.6: Duplicate, extend, and create simple patterns using concrete objects.

    Measurement and Data

    Classify objects and count the number of objects in each category.
    • NY-K.MD.3: Classify objects into given categories; count the objects in each category and sort the categories by count. Note: Limit category counts to be less than or equal to 10.

    Other Standards Addressed in this Unit

    Counting and Cardinality

    Count to tell the number of objects.
    • NY-K.CC.5a: Given a number from 1–20, count out that many objects.

    Operations and Algebraic Thinking

    Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
    • NY-K.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way. Record each decomposition with a drawing or equation. (Ex. using objects or drawings)

    Measurement and Data

    Classify objects and count the number of objects in each category.
    • NY-K.MD.4: 4. Explore coins (pennies, nickels, dimes, and quarters) and begin identifying pennies and dimes.

    Focus Standards for Mathematical Practice

    • MP.2 Reason abstractly and quantitatively. Students represent quantities with numerals.
    • MP.3 Construct viable arguments and critique the reasoning of others. Students reason about other students’ ways of counting fingers or a scattered set of objects, the former by comparing the fingers counted and the order counted or the latter by comparing counting paths through a set of up to 10 scattered objects.
    • MP.4 Model with mathematics. Students model decompositions of three objects as math drawings and addition equations.
    • MP.7 Look for and make use of structure. Students use the 5-group to reason about numbers within 10.
    • MP.8 Look for and express regularity in repeated reasoning. Example:Students build a number stair to reason about 1 more and 1 less than each number within 10.

    Essential Questions and Big Ideas

    • Why do we count?
      • Counting is used to find how many or how much a quantity represents.
      • The total number of objects is represented with a numeral.
    • How is number order helpful to us?
      • The last number said when counting a quantity of objects, is the total number of objects in that group.
      • Each successive number name refers to a quantity that is one larger.
    • What can numerals represent?
      • Relationships between numbers and quantities; connect counting to cardinality.
      • Written numerals represent an amount and each numeral represents a different amount.
    • How does knowing numbers 0-10 help you in counting other numbers?
      • Identifying numerical patterns from 0-10 helps students to apply counting sequences to 100 (NY-K.CC.1).

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

  • Physical Science – Structure & Properties of Matter

    Students explore the structure of matter, how each substance has unique physical and chemical properties, changes of states of matter, and basic chemical reactions. Students learn about “heat” thermal energy, and temperature as a measurement of the average kinetic energy of the particles in a sample of matter.

    Download the complete Physical Science – Structure & Properties of Matter framework to customize for your own planning.

    Standards

    • MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
    • MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
    • MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and phase (state) of a substance when thermal energy is added or removed.
    • MS-PS1-7. Use evidence to illustrate that density is a property that can be used to identify samples of matter.
    • MS-PS1-8. Plan and conduct an investigation to demonstrate that mixtures are combinations of substances.

    Essential Questions and Big Ideas of the Unit

    • What is matter made of?
      • Substances are made of one type of atom or combinations of different types of atoms. Individual atoms are particles and can combine to form larger particles that range in size from two to thousands of atoms. (MS-PS1-1)
      • Each substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3),(MS-PS1-7)
      • Solids may be formed from molecules, or they may be extended structures with repeating sub-units (e.g., crystals). (MS-PS1-1)
      • The changes of state that occur with variations in temperature and/or pressure can be described and predicted using these models of matter. (MS-PS1-4)
      • Mixtures are physical combinations of one or more samples of matter and can be separated by physical means. (MS-PS1-8)
    • What happens in a chemical reaction?
      • Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different particles, and these new substances have different properties from those of the reactants. (MS-PS1-3)
      • The term “heat” as used in everyday language refers both to thermal energy (the motion of particles within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MS-PS1-4)
      • Temperature is not a form of energy. Temperature is a measurement of the average kinetic energy of the particles in a sample of matter. (secondary to MS- PS1-4)

    Download the complete Physical Science – Structure & Properties of Matter framework to customize for your own planning.

  • Grade 6 Math Unit 1

    Ratios, Unit Rate, and Percentages

    Students will build on their knowledge of fractions as they use ratios and rates to describe relationships. Students will be able to describe ratios, unit rates, and percentages. Students will use tables and graphs to represent these relationships.

    Essential Outcomes

    Ratios and Proportional Relationships

    Ratio
    • 6.RP.1 – Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. e.g., “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received three votes.”
    • 6.RP.3 – Use ratio and rate reasoning to solve real-world and mathematical problems. Note: Strategies may include but are not limited to the following: tables of equivalent ratios, tape diagrams, double number lines, and equations.
    • 6.RP.3a – Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
    • 6.RP.3d – Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. Note: Conversion of units occur within a given measurement system, not across different measurement systems.
    Unit Rate
    • 6.RP.2 – Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship. e.g., “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there are 3⁄4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” Note: Expectations for unit rates in this grade are limited to non-complex fractions.
    • 6.RP.3 – Use ratio and rate reasoning to solve real-world and mathematical problems. Note: Strategies may include but are not limited to the following: tables of equivalent ratios, tape diagrams, double number lines, and equations.
    • 6.RP.3b – Solve unit rate problems. e.g., If it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? What is the unit rate? Note: Problems may include unit pricing and constant speed.
    Proportional Reasoning with Percentages
    • 6.RP.3 – Use ratio and rate reasoning to solve real-world and mathematical problems. Note: Strategies may include but are not limited to the following: tables of equivalent ratios, tape diagrams, double number lines, and equations.
    • 6.RP.3c – Find a percent of a quantity as a rate per 100. Solve problems that involve finding the whole given a part and the percent, and finding a part of a whole given the percent. e.g., 30% of a quantity means 30/100 times the quantity.

    Other Standards Addressed in this Unit

    Expressions, Equations and Inequalities

    • 6.EE.9- build base knowledge – Use variables to represent two quantities in a real-world problem that change in relationship to one another. Given a verbal context and an equation, identify the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
      • e.g., In a problem involving motion at constant speed, list and graph ordered pairs of distances and times.
      • e.g., Given the equation d = 65t to represent the relationship between distance and time, identify t as the independent variable and d as the dependent variable.

    Essential Questions and Big Ideas

    • What is a ratio?
      • A ratio is a numerical relationship that represents how many times a number fits within another.
    • What is a rate?
      • A rate is a special type of ratio that shows the relationship between two different units.
    • What is a unit rate?
      • A unit rate represents the amount of a unit per one unit of another.
    • How are percentages related to ratios?
      • A percentage represents a ratio where you’re considering how much of an amount within 100.
      • A percentage represents a part: whole ratio, not a part: part ratio.
    • How do I solve problems with ratios, rates, or percentages?
      • Tables and graphs can be used to solve problems with ratios, rates, or percentages.
      • Fractions can be used to relate to ratios, rates, or percentages.

    Download the complete Grade 6 Math Unit 1 framework to customize for your own planning.

  • Grade 5 Social Studies Unit 1

    Unit description: In this unit, students will learn about how the first humans in the Western Hemisphere modified their physical environment as well as adapted to their environment. Students will have the opportunity to investigate how their interactions with their environment led to various innovations and to the development of unique cultures.Students will learn about early peoples living together in settlements and how this lead to the development of shared cultures with customs, beliefs, values, and languages that give identity to the group.

    Standards

    • (Standards: 1, 2, 3; Themes: ID, MOV, TCC, GEO)

    Essential Questions and Big Ideas

    • Big Idea of the Unit
    • Early settlers of the Western Hemisphere adapted to the environment and developed rich and unique cultures.
    • How did early settlers travel to North America?
      • Early settlers traveled to North America by foot and by boat.
    • What caused settlement of specific areas?
      • Early North Americans settled in areas where there was a water and food source and natural protection.
    • How did the location of settlements affect cultures and beliefs?
      • Climate, land and water formations and connections with other humans affected the cultures and beliefs of early Americans.
    • How did regional location create differences in Native American cultures?
      • Cultures of Native American tribes across the continent were developed based on the resource allocation and climate of the region they resided.

    Download the complete Grade 5 Social Studies – Early Peoples of the Americas framework to customize for your own planning.

  • Grade 5 Math Unit 1

    Place Value, Multiplication and Division with Whole Numbers, and Expressions

    Students will build on their place value understandings from fourth grade, and begin to compare digits that are to the left of other digits, in addition to the right, multiply three and four digit numbers, and divide with two digit divisors.

    Essential Outcomes

    Number in Operations in Base Ten

    • 5.NBT.1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
    • 5.NBT.2: Use whole-number exponents to denote powers of 10. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10.
    • 5.NBT.5: Fluently multiply multi-digit whole numbers using a standard algorithm.
    • 5.NBT.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

    Operations and Algebraic Thinking

    • 5.OA.1: post-test – Apply the order of operations to evaluate numerical expressions, e.g.:
      • 6+8÷2
      • (6 + 8) ÷ 2
      • Note: Exponents and nested grouping symbols are not included.
    • 5.OA.2: post-test – Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. e.g., Express the calculation “add 8 and 7, then multiply by 2” as (8 + 7) × 2. Recognize that 3 × (18,932 + 921) is three times as large as 18,932 + 921, without having to calculate the indicated sum or product

    Essential Questions and Big Ideas

    • What is the base ten number system and how can I use it to represent numbers?
      • Numbers are based on powers of 10.
      • A digit in one place represents 10 times as much as it represents in the place to its right.
      • A digit in one place represents 1/10 of what it represents in the place to its left.
      • Exponents can be used to represent powers of ten.
      • An exponent is used to indicate how many times to multiply a number (base) by itself. Ex: a^3 = a x a x a
      • Powers of 10 are the values of 10 with different exponents.
      • Powers of 10 represent different place values.
      • Numbers can be written in numeral form, word form, and expanded form.
      • Numbers can be written in expanded form with powers of ten.
    • How can I fluently multiply whole numbers?
      • Multiplication represents repeated addition.
      • Multiplication represents finding a total made from equal groups.
      • The distributive property can be used to multiply larger numbers by breaking them up based on place value and multiplying each part.
    • How can I fluently divide with whole numbers?
      • Division represents breaking a total into equal groups.
      • When dividing you take away multiples of the divisor until you’ve completed the dividend.
      • When dividing by two-digit divisors, it can help to write out multiples of the divisor.
    • What are expressions, and how do I solve them?
      • Expressions are number sentences without an equal sign.
      • Expressions can be written with words or with numbers.
      • The order of operations represents the sequence to complete to solve an expression.
      • Parentheses in an expression can note which steps to complete first in an expression.

    Download the complete Grade 5 Math Unit 1 framework to customize for your own planning.

  • Grade 5 ELA Unit 1

    Using Texts to Create Meaning

    Students will read both informational and literary texts to determine how an author uses structure and story elements to create meaning. Students will read, write and discuss these findings, with a focus on utilizing relevant key details.

    Essential Outcomes

    Reading

    • 5R1: Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.
    • 5R3: In literary texts, compare and contrast two or more characters, settings, and events, drawing on specific details in the text. (RL) In informational texts, explain the relationships or interactions between two or more individuals, events, ideas, or concepts based on specific evidence from the text. (RI)
    • 5R7: Analyze how visual and multimedia elements contribute to meaning of literary and informational texts.

    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.

    Writing

    • 5W5: Draw evidence from literary or informational texts to respond and support analysis, reflection, and research by applying the Grade 5 Reading Standards.
    • 5W7: Recall relevant information from experiences or
      gather relevant information from multiple sources; summarize or paraphrase; avoid plagiarism and provide a list of sources.

    Speaking and Listening

    • 5SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.

    All Standards Addressed in This Unit

    • 5R1, 5R3, 5R4, 5R6, 5R7, 5R9
    • 5RF3, 5RF4
    • 5L1 , 5L2, 5L3, 5L4, 5L5, 5L6
    • 5W2, 5W5, 5W6, 5W7
    • 5SL1 -5SL6

    Essential Questions and Big Ideas

    • How do strategic readers create meaning from informational and literary text?
      • Comparing and contrasting ideas help readers build understanding.
    • How does interaction with text provoke thinking and response?
      • Texts provide details and evidence to support logical inferences.
    • How do readers know what information is relevant?
      • Writers use information/evidence/details to explain a topic

    Download the complete Grade 5 ELA Unit 1 framework to customize for your own planning.

  • Grade 1 Science Unit 1

    Space Systems: Patterns & Cycles

    Students explore patterns and cycles seen in the day and night sky in relationship to the changing seasons.

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

    Standards

    • 1-ESS1-1. Use observations of the Sun, moon, and stars to describe patterns that can be predicted.
    • 1-ESS1-2. Make observations at different times of the year to relate the amount of daylight to the time of year.

    Essential Questions and Big Ideas of the Unit

    • What is Earth’s place in the universe?
    • How is time (day, month, season) related to the sun, Earth, stars and moon?
      • Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1)
      • Seasonal patterns of sunrise and sunset can be observed, described, and predicted. (1-ESS1-2)

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

  • Grade 1 Social Studies Unit 1

    Individual Development and Cultural Identity

    Unit description: In this unit the students will learn to identify character traits of a family and share traits, habits and values. They will define traditions and examine their importance in passing information from one generation to another. The students will examine the varying ethnic and cultural groups in the community and state. They will identify, examine and understand how ancestors affect cultures and identity of the following generations. The students will examine symbols and how they represent a culture and are all unique.

    Download the complete Grade 1 Social Studies Unit 1 framework to customize for your own planning.

    Standards

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

    Essential Questions and Big Ideas

    • Big idea of the unit
      • There are specific traditions, beliefs, individuals and historical events that help shape family and American cultural identity.
    • What are the character traits of a family?
      • Families share many traits, habits and values.
    • What are traditions and why are they important?
      • Traditions are long-established customs or beliefs that have been passed on from one generation to another.
      • Traditions are important to pass information and values from one generation to another.
    • What are varying cultural groups in my community/state?
      • There are many different cultural grounds in my community and my state.
    • How do people in history affect my culture/identity?
      • Ancestors affect cultures and identity of following generations.
      • People who have lived in a community establish a culture and identity that is passed to those who live there after.
    • Are there symbols that represent my culture and identity?
      • There are many symbols that can represent a culture and they are all unique.

    Download the complete Grade 1 Social Studies – Individual Development and Cultural Identity framework to customize for your own planning.