# data[].attributes.body
Theology 9 B

# data[].attributes.body
Standards:

SC.4.L.17.3:Trace the flow of energy from the Sun as it is transferred along the food chain though the producer to the consumer.

SC.IF.K6.1.1: Students exhibit care and concern at all stages of life for each human person as an image and likeness of God.

LEARNING GOAL:

Students will be able to explain 4 transfers of energy through the food chain beginning with the sun and understand the human's role in protecting God's creation.

ESSENTIAL QUESTIONS:

What important is the importance of the sun?

How can we be stewards of the earth through the image and likeness of God?

# data[].attributes.body
4th grade Science

Spletzer / Science

Standards:

SC.4.L.17.3:Trace the flow of energy from the Sun as it is transferred along the food chain though the producer to the consumer.

SC.IF.K6.1.1: Students exhibit care and concern at all stages of life for each human person as an image and likeness of God.

LEARNING GOAL:

Students will be able to explain 4 transfers of energy through the food chain beginning with the sun and understand the human's role in protecting God's creation.

ESSENTIAL QUESTIONS:

What important is the importance of the sun?

How can we be stewards of the earth through the image and likeness of God?

# data[].attributes.body
Math | SWBAT use place value to compare 2-digit & 3-digit numbers to 1000. | How can I use place value to compare numbers up to a 1000? | MA.2.IF.2: Display a sense of wonder about mathematical relationships as well as confidence in mathematical certitude.

# data[].attributes.body
Standards:

MA.5.OA.1.1 Use parentheses, brackets, or braces in numerical

expressions, and evaluate expressions with these symbols.

MA.5.IF.2 Display a sense of wonder about mathematical relationships as

well as confidence in mathematical certitude.

Learning Goal:

Students will be able to write and evaluate expressions.

Essential Questions:

What are the steps in solving expressions?

How can you solve expressions with multiple types of operations using the order of operations?

# data[].attributes.body
Standards: SC.2.E.7.5

State the importance of preparing for severe weather, lightning, and
other weather related events.
DS1SC.K6.IF.3.2 Share concern and care for the environment as a part of God’s creation.

Learning goal:
Students will learn steps to take and precautions to use when preparing for severe weather and why it is important.
Students will demonstrate their sense of concern for their neighbors and community during severe weather conditions.

Essential Question:
How do we stay safe during severe weather?
Why is knowing protocol for severe weather important?
How can we help others and our community in the case of severe weather?

# data[].attributes.body
MA.2.OA.1.1Represent and solve problems involving addition and subtraction.

Gifts of Christ: GOC.H.2: I am humbled with the knowledge and talents I have, and can always learn more.

Essential Question: How can I add and subtract numbers through 20?

Learning Goal: Student will add and subtract through 20 using manipulatives, comparing, doubles plus one, fact families, take apart, show the difference, solve word problems

# data[].attributes.body
Jesus is Lord!!

# data[].attributes.body
2.II.C.1 The First Person of the Trinity: God the Father (CCC, nos. 238-242). God the Father is the source of all that is, visible and invisible. .God is Father in relation to the Son from all eternity (CCC, no. 240). God is Father to all those baptized as his adopted sons and daughters through and in the Son (CCC, nos. 232-233, 249) God the Father of mercy also cares for the unbaptized (CCC, nos. 1257, 1260-1261).

Learning Goal: To understand as much as possible the First Person of the Blessed Trinity, the Father, in His name as "Principle" in the Trinity, and in His special role with regard to Christ.

# data[].attributes.body
SC.1.E.5.1

Observe and discuss that there are more stars in the sky than anyone can

easily count and that they are not scattered evenly in the sky.
Essential question: What can we observe about the stars in the night sky?
Objective: Students will be able to observe and discuss that there are more stars in the sky than anyone can

easily count and that they are not scattered evenly in the sky.
Learning Connection: Students will identify examples of constellations tied to Greek myths learned in Language Arts and History.

# data[].attributes.body
SS.7.E.1.3

Review the concepts of supply and demand, choice, scarcity, and
opportunity cost as they relate to the development of the mixed market
economy in the United States.

MA.912.IF.2: Develop lines of inquiry to understand why things are true and why they are false.

Learning Goals:
Students will be able to better understand human behavior from the basic economic problem of scarcity.

Essential Question:
Why do economists assume economic agents act reasonably? Could you study economics if people did not act reasonably?

# data[].attributes.attachment_link.title
Essential Question - Why are water and education so important in life

# data[].attributes.body
SS.912.A.4.2 - Explain the motives of the United States Acquisition of the territories
GOC.A.2- I can treat others with respects, and I can be approachable and friendly

Learning Objective:
-Students will be able to articulate the economic, political, and social motivations of the US presence in the Philippines after the Spanish American War

Essential Questions:
-What is a nation an Empire?
-How do different nations interact with newly acquired territory

# data[].attributes.body
Standard:  LA.4.W.3.3   Draw evidence from literary test.  Describe a character, setting, or event.

IF: LA.K8.IF.3   Demonstrate how literature is used to develop a religious, moral, and social sense.

Objective:

Identify positive literary traits in text.

Essential Question:

How do I identify character traits within a text?

How do literary characters reflect the Gifts of Christ?

# data[].attributes.body
Subject: Religion

Strand: 4.SE: 4th Grade - Service

Performance Standard: 4.SE.5: Engage in service to exercise responsible stewardship for the various communities to which they belong: family, school, parish, civic, national and global

Standard: 4.SE.5.1

Description: Explain how service is a way to respond to the gospel call to love your neighbor

# data[].attributes.body
SC.712.IF.3.1 Display a deep sense of wonder and delight about the natural universe.
SC.7.E.6.5
Explore the scientific theory of plate tectonics by describing how the
movement of Earth's crustal plates causes both slow and rapid changes in
Earth's surface, including volcanic eruptions, earthquakes, and mountain
building

Essential Questions
How does plate tectonics create earthquakes, volcanoes, and mountains?
What feelings of awe do you experience when you see a volcano erupt or the beauty of a mountain?

# data[].attributes.body
Fetterman and Patmor
Unit: Nature / Transcendentalism

"For by him all things were created, in heaven and on earth, visible and invisible, whether thrones or dominions or rulers or authorities—all things were created through him and for him. And he is before all things, and in him all things hold together."  -Colossians 1:16-17

Essential Question: How does a writer’s use of setting and figurative language impact their writing and its meaning?

Standards:

Evaluate an author’s use of rhetoric in text

Analyze the author’s use of figurative language and explain examples of allegory;

Write literary analyses to support claims, using logical reasoning, credible evidence from sources, and elaboration, demonstrating an understanding of literary elements.

Gifts of Christ:

Beauty - I will seek beauty in all things and in all situations. I will find the beauty of God's creation and wonders around me.

Catholic Integrated Faith Standards:

Analyze works of fiction and non-fiction to uncover authentic Truth.

Analyze carefully chosen selections to uncover the proper nature of man, his problems, and his experiences in trying to know and perfect both himself and the world.

Objectives:

Review figurative language, including personification, metaphor, simile, alliteration.

Be able to identify figurative language in a text, and its effect.

Be able to create examples of figurative language in our own writing

Analyze a text for symbolism

Interpret an allegorical story for its hidden meaning

Support a thesis with reasoning and evidence from a text

Review commas and their functions

Identify and use commas correctly in a sentence

# data[].attributes.body
Standards:

SC.912.P.12.3     Interpret and apply Newton's three laws of motion.

SC.712.IF.3.2      Share how natural phenomena have more than a utilitarian meaning and purpose and exemplify the handiwork of the Creator.

LEARNING GOAL:

·         Students will be able to state Newton’s three laws of motion and apply these natural laws and concepts to various scenarios involving the motion of objects.

ESSENTIAL QUESTIONS:

·         What is Newton’s First Law of Motion and how does it apply to mass and inertia?

·         What is the Equilibrium Rule?

·         What is Newton’s Second Law of Motion and how does it apply to Force, Mass and acceleration?

·         What is Newton’s Third Law of Motion and how does it apply to reaction pairs?

·         How do Newton’s Laws provide us with evidence of the order and plan behind God’s creation?

# data[].attributes.body
Geometry

# data[].attributes.headline
Grade K-12 Subject Spanish -World Languages

# data[].attributes.subject
Grade K-12 Subject Spanish -World Languages

# data[].attributes.attachment_link.title
Grade K-12 Subject Spanish -World Languages

# data[].attributes.attachment_link.title
PK4 Science Essential Questions - Google Docs

# data[].attributes.body
Mrs. Martinez (P3 Science)

Standards

VI.3-4.A.1.b Uses senses to observe and experience objects and environment.

GOC.B.2 I will find the beauty of God's creation and wonders around me.

Learning Goal

Students will be able to use their God given senses to observe and experience the physical changes during a science experiment (making butter from heavy cream).

Essential Questions

How do my sight, smell, taste, touch, and hearing help me explore things around me?

How can I use my senses to observe and appreciate God’s creation?

# data[].attributes.body
Miss Pluto (P3 Science)

Standards:

VI.3-4.A.1.b: Uses senses to observe and experience objects and environment

GOC.B.2: I will find the beauty of God’s creation and wonders around me.

LEARNING GOAL:

Students will be able to use their God-given senses to observe and experience the physical changes during a science experiment (making butter from heavy cream).

ESSENTIAL QUESTIONS:

How can I use my senses to observe objects?

How can I use my senses to observe and appreciate God’s creations?

# data[].attributes.body
Standards:
Standard: LA.4.FS.2.1

Description: Read with sufficient rate and accuracy:;Read aloud grade-level text with fluency (e.g, rate, accuracy, expression, appropriate phrasing) and comprehension;Read grade-level prose and poetry aloud with fluency on successive readings;Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Standard: LA.4.W.1.3
Standard: LA.4.FS.1.1

Description: Know and apply grade-level phonics and word analysis skills in decoding words;Use combined knowledge to read accurately unfamiliar multisyllabic words in context and out of context;Spell base words with roots and affixes (e.g., -ion,-ment,-ly, dis-, pre-);Spell words with orthographic patterns and rules, including plural rules (e.g., words ending in f as in leaf, to leaves);Spell words with orthographic patterns and rules including double consonants in the middle of words;Spell words with orthographic patterns and rules including silent letters (e.g., knee, wring).

Description: Write narratives to develop real/imagined experiences or events using effective technique, descriptive details, and clear event sequences;Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally;Use dialogue and description to develop experiences and events or show the responses of characters to situations;Use a variety of transitional words and phrases and sensory details to convey experiences and events precisely;Provide a conclusion that follows from the narrated experiences or events;Delight and wonder through creating stories of virtuous heroes and heroines.Attached Courses:04 LA/READ - 0104 LA/READ - 0204 LA/READ - 03CLOSELA.4.SL.1.1(A)LA.4.SL.1.2(A)LA.4.IT.3.4(A)LA.4.FS.1.1(I)LA.4.LA.2.1(I)LA.4.L.4.1(I)
Learning Goal:
Students will be able to read a 4th grade novel and understand the vocabulary.  They will also be able to identify the main characters and their viewpoints.
Students will be able to identify character traits within a text.

Essential Questions:
What is the concept of identity?

How does Ally change and grow in her relationships with others?

What is a flawed character?

What is Dyslexia and who are some famous people who have had to deal with struggles with Dyslexia?

# data[].attributes.body
SS.6.G.1.1  Use latitude and longitude coordinates to understand the relationship between people and places on the Earth.

Objective:

Students will use mapping skills to understand location and the relationship between people and places.

Essential Questions:

How can the tools in geography be used to consider relationships between people and places?

How can the relationship between people and places be a reflection of the beauty in God’s relationship with his people?

# data[].attributes.body
Knowles-first
Standard: LA.1.L.3.3
Goal: I can tell if a story is fiction or nonfiction & give reasons why.
EQ: Is the story fiction or nonfiction? How do I know?
Standard- IS7
Goal: I can tell how belief in God, humanity and material things affect our behavior.
EQ: How does belief in God, humanity and material things affect the way I act?

# data[].attributes.headline
Standards: LA.K8.IF.9  Write in various ways to naturally order thoughts, align them with Truth, and accurately express intent, knowledge, and feelings. LA.7.W.1-5-14 Write narratives using effective technique, relevant descriptive details, and well-structured plot sequences.; Develop and strengthen writing as needed by planning, revising, editing and rewriting, focusing on how well purpose and audience have been addressed; Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; Write routinely over extended timeframes (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purpose and audiences; Use precise language and domain-specific vocabulary to inform about or explain the topic; Use language as a bridge for communication with one's fellow man for the betterment of all involved. Learning objective: Students will be able to write a description of a time traveler that has two parts. In part one, your time traveling character will describe what s/he sees as s/he exits the time machine. Choose a biblical character as your main character of your story. S/he will be traveling to our time, from the past.  Essential questions: What is life like for the Biblical character in his/her own time period? What do people of his/her time period value? What type of government and religions exist? What kind of tone would you start off your story with?

# data[].attributes.subject
Standards: LA.K8.IF.9  Write in various ways to naturally order thoughts, align them with Truth, and accurately express intent, knowledge, and feelings. LA.7.W.1-5-14 Write narratives using effective technique, relevant descriptive details, and well-structured plot sequences.; Develop and strengthen writing as needed by planning, revising, editing and rewriting, focusing on how well purpose and audience have been addressed; Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; Write routinely over extended timeframes (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purpose and audiences; Use precise language and domain-specific vocabulary to inform about or explain the topic; Use language as a bridge for communication with one's fellow man for the betterment of all involved. Learning objective: Students will be able to write a description of a time traveler that has two parts. In part one, your time traveling character will describe what s/he sees as s/he exits the time machine. Choose a biblical character as your main character of your story. S/he will be traveling to our time, from the past.  Essential questions: What is life like for the Biblical character in his/her own time period? What do people of his/her time period value? What type of government and religions exist? What kind of tone would you start off your story with?

# data[].attributes.body
Ms. Maria Beall (5th Grade Technology)

Standards:

SC.35.CS-PC.1.4 Define plagiarism and understand the impacts of plagiarized materials.

GOC.P.2 I can be prudent in making ethical decisions by using my Catholic faith and values as a moral compass.

Learning Goals:

Students will be able to use the Google Citation tool to help them create proper citations for giving sources credit while doing research both online and in print.  We will work on using the creative commons usage rights when it comes to using images in our presentations as well.  Students will also be able to paraphrase what they have researched and put it into their own words.

Essential Questions:

What does plagiarism have to do with copyright and how I do my projects?

How can we be ethical in our research by giving credit to people’s work we use following our moral compass as Catholics?

# data[].attributes.body
L. Turley

English I (9th grade)

Unit: Elements of Fiction

ESSENTIAL QUESTIONS:

Does literary fiction accurately portray the human condition?

STANDARDS:

LA.12.IF.5 -  Identify how literature interprets the human condition, human behaviors, and human actions in its redeemed and unredeemed state.

LAFS.910.RL.9.2 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

LAFS.910.W.1.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

LEARNING GOAL:

Students will write an essay that supports a literary theme that relates to the human condition while embedding quotations as textual evidence.

“The Interlopers” - Are Ulrich and Georg more empowered by their grudge or by forgiveness?

“The Gift of the Magi” - Are Della and Jim altruistic or selfish?

# data[].attributes.body
Fairy Tale Unit: 2nd Grade

Standards:

Reading:

| 2.L.1 | Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.

| 2.L.2 | Recount stories, including fables, and folktales from diverse cultures, and determine their central message, lesson or moral.

| 2.L.3 | Identify noble characteristics in stories of virtuous heroes and heroines. (CSIS6)

| 2.L.4 | Describe how characters in a story respond to major events and challenges.

Writing:

2.W.4 | Focus on a topic and strengthen writing as needed by revising and editing with guidance and support. |

| 2.W.5 | Use a variety of digital tools to produce and publish writing, including in collaboration from peers.

| 2.W.6 | Participate in shared research and writing projects; read a number of books on a single topic to (e.g., produce a report, record science observations, etc.).

2.W.8 | Create and present a poem, narrative, play, artwork or personal response to a particular author or theme studied in class.

Religion:

IF1 | Analyze literature that reflects the Catholic culture and worldview. (CSGS1) |

| IF2 | Share how literature can contribute to strengthening one

| IF3 | Demonstrate how literature is used to develop a religious, moral, and social sense. (CSIS1)

| IF4 | Articulate how spiritual knowledge and enduring truths are represented and communicated through fairy tales, fables, myths, parables, and stories. (CSIS2)

IF6 | Identify the causes underlying why people do the things they do. (CSIS7)

IF8 | Use language as a bridge for communication with one |

| IF9 | Write in various ways to naturally order thoughts, align them with Truth, and accurately express intent, knowledge, and feelings. (CSWS2)

IF11 | Share how literature ignites the creative imagination. (CSDS5) |

| IF12 | Recognize literary characters possessing virtue and begin to exhibit these virtuous behaviors, values, and attitudes. (CSDS8)

Learning Goal:  Students will be able to identify elements of a fairy tale and creatively write their own.

Essential Questions:

What are the elements of a Fairy Tale?

How can I use my knowledge of fairy tales to write my own Fairy Tale?

# data[].attributes.body
Fairy Tale Unit: 2nd Grade

Standards:

Reading:

| 2.L.1 | Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.

| 2.L.2 | Recount stories, including fables, and folktales from diverse cultures, and determine their central message, lesson or moral.

| 2.L.3 | Identify noble characteristics in stories of virtuous heroes and heroines. (CSIS6)

| 2.L.4 | Describe how characters in a story respond to major events and challenges.

Writing:

2.W.4 | Focus on a topic and strengthen writing as needed by revising and editing with guidance and support. |

| 2.W.5 | Use a variety of digital tools to produce and publish writing, including in collaboration from peers.

| 2.W.6 | Participate in shared research and writing projects; read a number of books on a single topic to (e.g., produce a report, record science observations, etc.).

2.W.8 | Create and present a poem, narrative, play, artwork or personal response to a particular author or theme studied in class.

Religion:

IF1 | Analyze literature that reflects the Catholic culture and worldview. (CSGS1) |

| IF2 | Share how literature can contribute to strengthening one

| IF3 | Demonstrate how literature is used to develop a religious, moral, and social sense. (CSIS1)

| IF4 | Articulate how spiritual knowledge and enduring truths are represented and communicated through fairy tales, fables, myths, parables, and stories. (CSIS2)

IF6 | Identify the causes underlying why people do the things they do. (CSIS7)

IF8 | Use language as a bridge for communication with one |

| IF9 | Write in various ways to naturally order thoughts, align them with Truth, and accurately express intent, knowledge, and feelings. (CSWS2)

IF11 | Share how literature ignites the creative imagination. (CSDS5) |

| IF12 | Recognize literary characters possessing virtue and begin to exhibit these virtuous behaviors, values, and attitudes. (CSDS8)

Learning Goal:  Students will be able to identify elements of a fairy tale and creatively write their own.

Essential Questions:

What are the elements of a Fairy Tale?

How can I use my knowledge of fairy tales to write my own Fairy Tale?

# data[].attributes.body
LA.7.L.3.2 | Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

IF2 | Share how literature can contribute to strengthening one

Learning Goal/Objective/SWBAT:

Recognize literary characters possessing the Gifts of Christ especially prudence and begin to exhibit these virtuous behaviors and attitudes in daily life

Essential Question:

How does the protagonist reflect the Gifts of Christ especially prudence?

How do I reflect the Gifts of Christ especially prudence in my daily life?

# data[].attributes.body
IS1SC.K6.IF.2.4 Give examples of the beauty evident in God’s creation.
SC.K.L.14.1 Recognize the five senses and related body parts.
GOAL: Students will name the five senses and the body part related to that sense. Students will recognize that our senses give our brain information.
Students will recognize that we use our senses to fully appreciate God's creation.
Essential Questions:
-What are the five senses?
-What are the body parts related to the five senses?
-How do we use our senses to appreciate God's creation?

# data[].attributes.body
IS1SC.K6.IF.2.4 Give examples of the beauty evident in God’s creation.

SC.K.L.14.1 Recognize the five senses and related body parts.

Learning Goal:  Students will name their five senses and the body part related to that sense. Students will recognize that our senses give our brain information. Students will recognize that we use our senses to fully appreciate God's creation.

Essential Questions:  What are the 5 senses?
What are the body parts related to the 5 senses? How do we use our senses to appreciate God's creation?

# data[].attributes.body
MU.4.C.1.4:
Essential Question: Can we identify and describe the four main voice parts?

COG.P.1: I embrace learning from others, and I understand the importance of sharing my knowledge and talents by teaching others as well.

# data[].attributes.body
STANDARDS

WL.K12.NM.3.1 Introduce self and others using basic, culturally-appropriate greetings.

GOC.A.2 I can treat others with respect, and I can be approachable and friendly.

LEARNING GOAL

Students will introduce themselves to others in the TL with cultural-appropriateness, respectfulness, and friendliness.

ESSENTIAL QUESTION

How do we introduce ourselves in Spanish? What can we do to be approachable and Christ-like when conversing with others?

# data[].attributes.body
SS.6.G.1.1  Use latitude and longitude coordinates to understand the relationship between people and places on the Earth.

Objective:

Students will use mapping skills to understand location and the relationship between people and places.

Essential Questions:

How can the tools in geography be used to consider relationships between people and places?

How can the relationship between people and places be a reflection of the beauty in God’s relationship with his people?

# data[].attributes.body
V.A.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
V.A.K.S.3.2 Practice skills to develop craftsmanship.
lS1SC.K7.lF.2.4 Give examples of the beauty evident in God's Creation.
Objective: Share the Gifts of Christ through our art that we create.
Essential Questions:
How do we share the Gifts of Christ in the beauty that we create and share with others?
How can your artwork be used every day to bring beauty to your home and family?

# data[].attributes.body
7 LA/READ

| LA.7.L.3.2 | Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

| IF2 | Share how literature can contribute to strengthening one

Learning Goal/Objective/SWBAT:

Recognize literary characters possessing the Gifts of Christ especially prudence and begin to exhibit these virtuous behaviors and attitudes in daily life

Essential Question:

How does the protagonist reflect the Gifts of Christ especially prudence?

How do I reflect the Gifts of Christ especially prudence in my daily life?

# data[].attributes.attachment_link.title
Meet Google Drive - One place for all your files

# data[].attributes.attachment_link.description
Google Drive is a free way to keep your files backed up and easy to reach from any phone, tablet, or computer. Start with 15GB of Google storage - free.

# data[].attributes.body
Standard: A.I: Divine Revelation - God Speaks to Us

Gifts of Christ - Beauty - “I will seek beauty in all things and in all situations

Essential Question: How can God speak to us?

Learning Goal: Students will be able to recognize divine revelation in their own life.

# data[].attributes.body
Standard: A.I: Divine Revelation - God Speaks to Us

Gifts of Christ - Beauty - “I will seek beauty in all things and in all situations

Essential Question: How can God speak to us?

Learning Goal: Students will be able to recognize divine revelation in their own life

# data[].attributes.body
Standard: A.I: Divine Revelation - God Speaks to Us

Gifts of Christ - Beauty - “I will seek beauty in all things and in all situations

Essential Question: How can God speak to us?

Learning Goal: Students will be able to recognize divine revelation in their own life.

# data[].attributes.body
Standard: A.I: Divine Revelation - God Speaks to Us

Gifts of Christ - Beauty - “I will seek beauty in all things and in all situations

Essential Question: How can God speak to us?

Learning Goal: Students will be able to recognize divine revelation in their own life.

# data[].attributes.body
Courtney Daly

Standards-

SC.912.L.14.16: Describe the anatomy and histology, including ultrastructure, of muscle tissue.

GOC.B.2  | I will find the beauty of God's creation and wonders around me.

Learning Goal:

Students will be able to describe and differentiate between the 3 types of muscle tissue, while understanding the magnitude of God's creation with the intricacies of the human integumentary system.

Essential Question:

Why was it significant that God created 3 different types of muscle tissue?

More Information

# data[].attributes.body
SC.IF.K6.1.1: Students exhibit care and concern at all stages of life for each human person as an image and likeness of God

LEARNING GOAL:

Students will be able to explain 4 transfers of energy through the food chain beginning with the sun and understand the human's role in protecting God's creation.

ESSENTIAL QUESTIONS:

How does energy move through the ecosystem?

How can we be stewards of the earth through the image and likeness of God?

# data[].attributes.body
The slideshow have all the information I use to teacher. See the essential question, objective, conclusion, and standard.

# data[].attributes.body
Students will be able to read an article about food and nutrition.

Students will be able to comprehend an audio report on cities in the 21st century.

Students will be able to communicate with a potential employer.

Students will be able to discuss current events and present the news

Students will be able to express themselves in the present progressive tense, the present perfect tense, the subjunctive, the future and the conditional.

# data[].attributes.body
VA.1.H.1.3 Describe ways in which artists use their work to share knowledge and life experiences.
GOC.P.1 I embrace learning from others, and I understand the importance of sharing my knowledge and talents by teaching others as well.
Essential Question: How can I use what I know about colors create a color wheel flower? How can I teach my classmates about primary and secondary colors colors using my flower?
Goal: After tracing our cener circle onto white sulfite paper, we will go ona treausre hunt through all of the paper scraps to find as many variations of secondary colors we can to arrange them into various representations of the color wheel

# data[].attributes.body
Standards:
DS1SC.k6.IF.3.2 Share concern and care for the environment as part of God's creation
SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment.

Learning goal:
Describe ways in which plants and animals impact the environment.

Essential Questions:
-How do living organisms impact the environment?
-How can we show concern and care for the environment that God created?

# data[].attributes.body
Berryman
Standard: SC.2.L.16.1 - Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.
Gift of Christ: GOC.B2 - I will find the beauty of God's creation and wonders around me.
Goals: Students will define the term life cycle and explain that different animals have different life cycles.
Students will describe the sequence of the stages of the butterfly.
Students will describe how they see the wonders of God within the butterflies cycle.
Essential Question:
How is an adult butterfly different from a larva?
How is something God has created different from something a human can create?

# data[].attributes.attachment_link.title
K_Spanish - Velasquez Standard, GOC, Goal, Question

# data[].attributes.body
Atkins

# data[].attributes.body
Standards:

6.SJ.9.2 Discuss ways as we as modern-day prophets can call others to stand up to social injustice

GOC.G.1-I will exhibit goodness as God’s example during my life.

Learning Goal:

Students will compile a list of ways that they can work within their communities to fight social injustice, using the example of the goodness of God.

Essential Questions:

What is social injustice?

How can we follow the example of Jesus by standing up for others is in a position of social injustice?

# data[].attributes.headline
5th Grade Math - Melissa Lanzilotta - St. Francis Xavier 

# data[].attributes.subject
5th Grade Math - Melissa Lanzilotta - St. Francis Xavier 

# data[].attributes.body
Standard

MAFS.5.MD.3 Understand concepts of volume and relate volume to multiplication and to addition.

5.IF.2 Display a sense of wonder about mathematical relationships as well as confidence in mathematical certitude. (CSDS1)

Learning Goal: Students will be able to find the volume of a three dimensional figure while displaying a sense of wonder about mathematical relationships of volume.

Essential question:  How do we interact with volume in our daily lives?  How can an understanding of volume help us everyday?

# data[].attributes.body
STANDARDS:
MAFS.5.MD.3 Understand concepts of volume and relate volume to multiplication and to addition.

5.IF.2 Display a sense of wonder about mathematical relationships as well as confidence in mathematical certitude. (CSDS1)

Learning Goal: Students will be able to find the volume of a three dimensional figure while displaying a sense of wonder about mathematical relationships of volume.

ESSENTIAL QUESTIONS:  How does an understanding of volume help us in our everyday lives? How do we use or interact with volume in our everyday lives?

# data[].attributes.body
STANDARDS:
MAFS.5.MD.3 Understand concepts of volume and relate volume to multiplication and to addition.

5.IF.2 Display a sense of wonder about mathematical relationships as well as confidence in mathematical certitude. (CSDS1)

Learning Goal: Students will be able to find the volume of a three dimensional figure while displaying a sense of wonder about mathematical relationships of volume.

Essential Question: Why is understanding volume important to our daily lives? What are some ways we interact and use our knowledge of volume everyday?

# data[].attributes.body
ATKINS
LAFS.1112.RL.1.2

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

LA.K8.IF.2

Share how literature can contribute to strengthening one’s moral character.

Learning Goal
To understand the distinction between motifs and themes in literature and to write thematic statements about literary works that reveal insight and analysis.

Essential Questions
How do we analyze a text to generate meaning?

What's the difference between a motif, topic, or subject, and a THEME?

How can we use the five-paragraph essay format to quickly generate an analysis?

# data[].attributes.body
CS.ELA.712.GS.1 | Analyze literature that reflects the transmission of a Catholic culture and worldview. | 1 | 0
CS.ELA.712.GS.2 | Analyze works of fiction and non-fiction to uncover authentic Truth. | 1 | 0
CS.ELA.712.GS.3 | Analyze carefully chosen selections to uncover the proper nature of man, his problems, and his experiences in trying to know and perfect both himself and the world. | 1 | 0
CS.ELA.712.GS.4 | Share how literature can contribute to strengthening one's moral character. | 2 | 0
CS.ELA.712.IS.1 | Identify how literature interprets the human condition, human behaviors, and human actions in its redeemed and unredeemed state.
Applying Gifts of Christ to Analyzing Characterization and Themes in Summer Reading Novel Fahrenheit 451 working as a group
STEP ONE:    Discussion
The Seven Gifts of Christ include:
Seeking TRUTH in all situations
Striving to see BEAUTY in God’s creations
Exhibiting GOODNESS in their daily lives
Embracing the wisdom of their mentors with HUMILITY
Overcoming adversity with FORTITUDE as they pursue goodness
Promoting AFFABILITY by building bonds and learning from others
Exercising PRUDENCE in a cautious and respectful fashion
Gifts of CHRIST Standars.pdf
download
STEP TWO:   ANALYSIS with YOUR GROUP

Read through the above Gifts of Christ

Consider the novel, Fahrenheit 451, apply the seven listed aspects to either characters or themes found in the work.

Make sure to explain with examples your findings.

Make a shared Google Document with everyone's name listed in alphabetical order by last name.

STEP THREE:   Post to Padlet

post your groups finding to Padlet.  https://padlet.com/mary_dakin/ihdd4ed97ffswy02
(Links to an external site.)

Only one person posted from each group.

Make sure everyone's name appears in alphabetical order by last name.

# data[].attributes.body
MA.6.IF.4

Display a sense of wonder about mathematical relationships as

well as confidence in mathematical certitude.

MA.6.RP.1.1

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, 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 nearly three votes.

Learning Goal: Students will understand that they can use a bar diagram to model and solve a real-world problem involving ratios.

Essential Question: How can you describe how two quantities are related and use their relationship to predict future outcomes?

# data[].attributes.body
Standards:

6.1: Trace the origins of World War I and its immediate outcomes in a global perspective.

GOC.H.2: I am humbled with the knowledge and talents I have, and I understand that I can always learn more.

LEARNING GOAL:

Students will be able to trace the origins of World War I and its immediate outcomes at a local and global scale while adding to their prior knowledge of World War I that they have gained in subsequent history courses.

ESSENTIAL QUESTIONS:

What were the causes and consequences of World War I?

How can you add to your prior knowledge of World War I?

# data[].attributes.body
Mrs. Christina Stejskal
St. Francis Xavier

Standard:
SC.35.CS-PC.2.2 Describe types of cyberbullying and explain what actions should be taken if students are either victims or witnesses of these behaviors.

COG.F.1 Fortitude: I can do all things through Christ who strengthens me.

Learning Goal:
Students will be able to explain the behaviors that would be described as cyber bullying and explain how to go about reporting or correcting these behaviors.  The students will explain how God’s strength in every situation will guide them and allow them to be an upstander.

Essential Questions:
What is joking, being mean, or bullying?
What is cyber bullying?
How can you identify cyber bullying as a victim or witness?
Where can you go for help?
How can God’s example of fortitude be used in this situation?
How can God guide you to be an upstander?

# data[].attributes.body
Standards:
SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including
pollination, fertilization (seed production), seed dispersal, and germination.
DS1SC.K6.IF.3.2 Share concern and care for the environment as a part of God’s creation.

Learning Goal:
Students will be able to identify processes of reproduction in flowering plants.

Essential Questions:
Why do plants grow flowers?
How can I care for the environment as a part of God's creation?