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M7: Tricksters and Tall Tales

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An inquiry into histories and orientation in place, space and time through:

• periods, events and artefacts

• communities, heritage, culture and

environment

• natural and human drivers of movement,

adaptation, and transformation

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August 18-October 17

October 22-December 19

January 5-March 13

March 16-March 28

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M11: Genre Study, Non-Fiction

M12: Genre Study, Fiction

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M8: Food For Thought

M9: Global Guardians

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An inquiry into the interdependence of human and natural worlds through:

rights, responsibilities and dignity of all

pathways to just, peaceful and reimagined futures

nature, complexity, coexistence and wisdom.

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Essential Question: What can we do to make more healthful food choices?

In this module, students will listen to, read, and view a variety of texts and media that present them with information about nutrition.

A genre focus on informational/argumentative text provides students with opportunities to identify text and graphic features, ideas and support, and author’s purpose in order to better understand unfamiliar texts. Students will also encounter realistic fiction and recipes to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn that eating healthful, sustainable food is good for our bodies and our world.

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Essential Question: What can people do to care for our planet?

In this module, students will listen to, read, and view a variety of texts and media that present them with information about conservation.

A genre focus on persuasive text provides students with opportunities to identify ideas and support, text and graphic features, and author’s craft in order to better understand unfamiliar texts. Students will also encounter a graphic novel, realistic fiction, and a biography to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn that it is up to all of us to work together to preserve our planet and its natural resources.

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M5: Art Everywhere

M6: Marvels of Nature

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M3: Rise To The Occassion

M4: Heroic Feats

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An inquiry into systems, structures and networks:

interactions within and between social and ecological systems

approaches to livelihoods and trade practices: intended and unintended consequences

representation, collaboration and decision-making

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Week 1: What are the characteristics of informational text?

Week 2: What are the characteristics of a biography?

Week 3: What are the characteristics of argumentative text?

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Tech, Computer Science, SS. Science

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Teacher Facing_Into Reading ELA Implementation Specifics1 (2)

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An inquiry into understandings of the world and phenomena through:

• patterns, cycles, systems

• diverse practices, methods and tools

• discovery, design, innovation: possibilities and

impacts

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M2: Come To Your Senses

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Essential Question: How do people and animals use their senses to navigate the world?

In this module, students will listen to, read, and view a variety of texts and media that present them with information about the five senses.

A genre focus on informational text provides students with opportunities to identify central ideas, text and graphic features, and media techniques in order to better understand unfamiliar texts. Students will also encounter a personal narrative and historical fiction to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn that our senses are powerful tools that help us experience the world in exciting ways.

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An inquiry into the diversity of voice, perspectives, and expression through:

• inspiration, imagination, creativity

• personal, social and cultural modes and

practices of communication

• intentions, perceptions, interpretations and

responses

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An inquiry into

the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values;

the ways in which we reflect on, extend and enjoy our creativity;

our appreciation of the aesthetic.

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Essential Question: How far can your talents take you?

In this module, students will listen to, read, and view a variety of texts and media that present them with information about the arts.

A genre focus on biography provides students with opportunities to identify ideas and support, text structure, and figurative language in order to better understand unfamiliar texts. Students will also encounter informational text and poetry to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn that sharing our creative talents with the world can bring us closer together.

Explain how Gile's life has changed and whether or not you think he is happy? Argumentative

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M10: Communication Nation

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Essential Question: What make's Earth's natural wonders exciting and unique?

In this module, students will listen to, read, and view a variety of texts that present them with information about Earth’s natural wonders.

A genre focus on informational text provides students with opportunities to identify text and graphic features, central ideas, and text structures in order to better understand unfamiliar texts. Students will also encounter poetry and literary nonfiction to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn that our world is full of unique places with amazing wonders on land, in the ocean, and in the sky.

How does the author use similes and metaphors to describe the redwood forest poem? Informational

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In Unit 3, students explored the concept of energy and the relationship between energy transfer, energy transformation, and communication. In this Unit, students explore how landscapes change. They use models to examine the factors and processes that transform land over time, and then construct explanations based on their findings. By observing the patterns that occur in their explorations, students can determine the causes of land changes.

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Essential Question: What forms can communication take?

and media that provide information about communication.

A genre focus on informational text provides students with opportunities to identify central ideas, text structure, and media techniques in order to better understand unfamiliar texts. Students will also encounter narrative nonfiction and realistic fiction to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn that throughout history, people have always found a way to communicate with each other.

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Science- Unit 3 Energy and Communication

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Science- Unit 3 Energy and Communication

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In Unit 2, students explored how plants and other organisms use and transform matter and energy to live and grow. They identified the structures that allow animals to receive, process, and respond to information. In this unit, students further their investigations in energy and information transfer. They explore how waves are evidence that energy is transferred and how energy and information can be transferred through waves. They also explore and identify the devices and systems—from cell phones to satellites and from binary codes to global networks—that enable humans to transmit information across vast distances.

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21. Entrepreneurs in Ohio and the United States organize productive resources and take risks to make a profit and compete with other producers.

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22. Saving a portion of income contributes to an individuals’ financial well-being. Individuals can reduce spending to save more of their income

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17. Laws can protect rights, provide benefits and assign responsibilities.

18. The U.S. Constitution establishes a system of limited government and protects citizens’ rights; five of these rights are addressed in the First Amendment.

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19. A constitution is a written plan for government. The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches.

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Essential Question: What lessons can you learn from characters in traditional tales?

In this module, students will listen to, read, and view a variety of texts and media that present them with information about traditional tales.

A genre focus on traditional stories provides students with opportunities to identify central ideas, figurative language, and media techniques in order to better understand unfamiliar texts. Students will also encounter an informational text to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn that traditional stories can teach many lessons about life and the world around us.

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1. The order of significant events in Ohio and the United States can be shown on a timeline.

His2. Primary and secondary sources can be used to create historical narratives.

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Essential Question: What does it take to meet a challenge?

In this module, students will listen to, read, and view a variety of texts that present them with examples of overcoming challenges.

A genre focus on historical fiction provides students with opportunities to synthesize ideas, identify plot elements, and identify themes in order to better understand unfamiliar texts. Students will also encounter narrative nonfiction, autobiographical fiction, and a play to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn that with personal courage and the support of family, friends, and community members, people can face any challenge.

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Essential Question: What makes someone a hero?

In this module, students will listen to, read, and view a variety of texts that present them with examples of what makes someone a hero.

A genre focus on fairy tales and myths provides students with opportunities to identify text and graphic features, point of view, and themes in order to better understand unfamiliar texts. Students will also encounter narrative nonfiction to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn that with personal courage and confidence, people can face any challenge.

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Week 1: What are the characteristics of informational text?

Week 2: What are the characteristics of a biography?

Week 3: What are the characteristics of argumentative text?

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3. Various groups of people have lived in Ohio over time including American Indians, migrating settlers and immigrants. Interactions among these groups have resulted in cooperation, conflict and compromise.

4. The 13 colonies came together around a common cause of liberty and justice, uniting to fight for independence during the American Revolution and to form a new nation.

5. The Northwest Ordinance incorporated democratic ideals into the territories. It provided a process for territories to become states and recognized them as equal to the other existing states.

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In this Unit, students explore a design problem. They learn how to ask questions and define problems in order to design a hearing-enhancing device. By exploring the engineering process, students come to understand the Influence of Engineering, Technology, and Science on Society and the Natural World. They will learn about the importance of prototypes, learn to define and evaluate criteria and constraints, and use models to examine how to test and improve designs.

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M1: What Makes Us Who We Are

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Essential Question: How do your experiences help shape your identity?

In this module, students will listen to, read, and view a variety of texts and media that present them with information about our identities.

A genre focus on different kinds of stories provides students with opportunities to identify point of view and recognize figurative language in order to better understand unfamiliar texts. Students will also encounter a photo essay and narrative poetry to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn that our identities are shaped through our experiences, personal interests, and passions.

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Week 1, 2 and 3

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Science- Unit 2 Plant and Animal Structures

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Science- Unit 2 Plant and Animal Structures

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In Unit 1, students explored engineering design and learned about form and function. In Unit 2 they explore plant and animal structures and their functions. They develop and use models to explore how organism structures support survival, growth, and reproduction. Then they use their findings to engage in argument from evidence. By exploring how senses work, students can explain how an organism’s senses help it to survive.

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13. The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, religious). Ohio’s population has become increasingly reflective of the multicultural diversity of the United States. (HWEO)

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9. A map scale and cardinal and intermediate directions can be used to describe the relative location of physical and human characteristics of Ohio and the United States.

Studies week 1, 2 and 3

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Science_ Unit 5 Earth' s Features and resources

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Science_ Unit 5 Earth' s Features and resources

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In Unit 4, students explored the factors and processes that shape and change Earth’s surface over time. They examined fossils and other evidence, such as patterns in rock layers, to learn about environmental changes on Earth. In this Unit, students take a closer look at Earth’s land and water features by using maps to identify patterns in the locations of where natural hazards, such as earthquakes and volcanoes, occur. Then, they explore ways to reduce the impact of those natural hazards. Finally, students explore and learn how advances in technology are altering the ways we use Earth's natural resources to supply our modern needs.

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10. The economic development of the United States continues to influence and be influenced by agriculture, industry and natural resources in Ohio.

11. The regions of the United States known as the North, South and West developed in the early 1800s largely based on their physical environments and economies.

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20. Tables and charts organize data in a variety of formats to help individuals understand information and issues.

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12. People have modified the environment throughout history resulting in both positive and negative consequences in Ohio and the United States.

14. Ohio’s location and its transportation systems continue to influence the movement of people, products and ideas in the United States

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5. Individuals have a variety of opportunities to act in and influence their state and national government. Citizens have both rights and responsibilities in Ohio and the United States. 16. Civic participation in a democratic society requires individuals to make informed and reasoned decisions by accessing, evaluating and using information effectively to engage in compromise.

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8. Many technological innovations that originated in Ohio benefitted the United States

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4. The 13 colonies came together around a common cause of liberty and justice, uniting to fight for independence during the American Revolution and to form a new nation.

5. The Northwest Ordinance incorporated democratic ideals into the territories. It provided a process for territories to become states and recognized them as equal to the other existing states

6. Ongoing conflicts on the Ohio frontier with American Indians and Great Britain contributed to the United States’ involvement in the War of 1812.

7. Following the War of 1812, Ohio continued to play a key role in national conflicts including the anti-slavery movement and the Underground Railroad.