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https://www.cpalms.org/public/search/Standard
Search content area standards on CPALMS or with the CPALMS app on your phone.

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K-5 Civics Standards with Clarifications

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K-5 Civics Standards with Clarifications

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6-12 Civics Standards with Clarifications

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6-12 Civics Standards with Clarifications

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- Note: Don't worry if it's just a general idea with few details right now, fill in what you can.  This activity is intended to help you build upon your idea or strengthen it in order to develop your lessons.

**Benchmarks must be aligned to same grade level (K-8) OR grade band (9-12).**

First Name:
Grade Level:
Big Idea:
Content Area Benchmark(s):
Civics Benchmark(s):
Other Content Benchmark(s):
Mini Unit/Lessons Summary:
- Lesson 1:
- Lesson 2:
- Lesson 3:
Questions/Struggles/Hurdles:

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- Note: Don't worry if it's just a general idea with few details right now, fill in what you can.  This activity is intended to help you build upon your idea or strengthen it in order to develop your lessons.

**Benchmarks must be aligned to same grade level (K-8) OR grade band (9-12).**

First Name:
Grade Level:
Big Idea:
Content Area Benchmark(s):
Civics Benchmark(s):
Other Content Benchmark(s):
Mini Unit/Lessons Summary:
- Lesson 1:
- Lesson 2:
- Lesson 3:
Questions/Struggles/Hurdles:

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- Note: Don't worry if it's just a general idea with few details right now, fill in what you can.  This activity is intended to help you build upon your idea or strengthen it in order to develop your lessons.

**Benchmarks must be aligned to same grade level (K-8) OR grade band (9-12).**

First Name:
Grade Level:
Big Idea:
Content Area Benchmark(s):
Civics Benchmark(s):
Other Content Benchmark(s):
Mini Unit/Lessons Summary:
- Lesson 1:
- Lesson 2:
- Lesson 3:
Questions/Struggles/Hurdles:

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- Note: Don't worry if it's just a general idea with few details right now, fill in what you can.  This activity is intended to help you build upon your idea or strengthen it in order to develop your lessons.

**Benchmarks must be aligned to same grade level (K-8) OR grade band (9-12).**

First Name:
Grade Level:
Big Idea:
Content Area Benchmark(s):
Civics Benchmark(s):
Other Content Benchmark(s):
Mini Unit/Lessons Summary:
- Lesson 1:
- Lesson 2:
- Lesson 3:
Questions/Struggles/Hurdles:

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Name: Maggie Ulmer
Grade:  4th
Big Idea:   Volunteerism and Public Serve impacting the environment
Content Benchmark:   SC.4.L.17.4 - Plants and animals (including humans) can impact the environment.
Civics Benchmark:   SS.4.CG.2.2 - Explain the importance of voting, public service, and volunteerism to the state and nation.
Other Benchmark:
Mini Unit/Lesson Summary:
- Lesson 1:  Invasive Species & Protecting Native Species/biomes
- Lesson 2: Pollution & Litter clean up
- Lesson 3: State parks(volunteer/donation)
- Other Ideas:
- Natural disaster (hurricane) relief volunteering.
Struggles:
-

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Census and population density (high school math)

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Census and population density (high school math)

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Civics standard: S.S.CG.315
Explain how citizens are affected by the local, state, and national governments.

Math Standard: MA.912.G-MG.1.2
Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). ★

John
9-12/Geometry
The different branches of Government may use population density data to determine laws/initiatives that affect the development of new communities.

Questions: Where can I find current population density data?

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First Name: Emily
Grade Level: 7th Grade
Big Idea: Match the organelles in a cell using cards/drawings/desriptions. Repeat activity with a society in place of a cell. Discuss why it's important for these two things to work correctly.
Content Area Benchmark(s): 6.L.14.4 Compare & contrast the structure & function of major organelles of plant and animal cells.
Civics Benchmark(s): SS.7.CG.1.11 Compare & contrast the characteristics of a society that operates under rule of law & one that does not. Analyze the meaning & importance of due process.
Other Content Benchmark(s): SS.7.CG.3.7 could be used instead, which explains the structure, functions, and processes of the legislative branch.
Mini Unit/Lessons Summary:
- Lesson 1: Introduce the different parts of a cell & the characteristics of a society that operates under a rule of law.
- Lesson 2: Use cards/drawings/descriptions to match each given Science and Civics term.
- Lesson 3: Compare and contrast the terms of each and explain why it's important for these two groups of topics to function as they should.
Questions/Struggles/Hurdles:
Possibly add something with due process and fairness?

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First Name: Charlene
Grade Level: 4th Grade
Big Idea: Zoning and Schools
Content Area Benchmark(s): MA.4.GR.2.2 Solve problems involving rectangles with the same perimeter and different
areas or with the same area and different perimeters.
Civics Benchmark(s): SS.4.CG.2.1 Identify and describe how citizens work with local and state governments to solve problems. (Students will explain how public issues, such as taxation, roads, zoning and schools, impact citizens' daily lives.)
Other Content Benchmark(s):
Mini Unit/Lessons Summary:
- Lesson 1: In Lesson 1, students will be asked to zone a new district. They will be provided with the area of each zone (i.e. commercial, residential, industrial, agricultural, etc.). The students will need to determine the perimeter of each zone, as well as place it on their graph paper.
- Lesson 2: In Lesson 2, the students will be asked to place an elementary, middle, and high school in the residential zone. Students will be given the total perimeter of each school and will need to provide the dimensions to maximize the square footage of each school.
- Lesson 3: In Lesson 3, the population of the district will have grown. Students will be provided with how the area of each zone with need to increase. The students will be asked to provide the new perimeter of each zone.
Questions/Struggles/Hurdles: Are all three lessons too similar? If the students use graph paper, the lengths and widths might be limited in how large the numbers can be. That might not reach the full extent of the benchmark, as students can be expected to multiply 3 by 2 digit numbers.

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First Name: Michelle
Grade Level: 7th
Big Idea: Use Ratios/Proportions/Percentages to analyze data related to each state's representation in the US House of Representatives.

Content Area Benchmark(s): MA.7.AR.3.1; MA.7.AR.3.2

MA.7.AR.3.1 Apply previous understanding of percentages and ratios to solve multi-step real-world percent problems.

MA.7.AR.3.2 Apply previous understanding of ratios to solve real-world problems involving proportions.
Civics Benchmark(s): SS.7.CG.3.3

SS.7.CG.3.3 Describe the structure and function of the three branches of government established in the U.S. Constitution
· Students will recognize the structure of the legislative, executive and judicial branches.

Other Content Benchmark(s):
Mini Unit/Lessons Summary: Students will use data from the 2020 Census: Apportionment of the U.S. House of Representatives to calculate percentages and ratios of different state’s representation in the House of Representatives.
-Lesson 1: Look at 2020 Census: Apportionment of the U.S. House of Representatives map found at https://www.census.gov/library/visualizations/2021/dec/2020-apportionment-map.html. See if kids can make any generalizations about the numbers they see and why each state may have those numbers associated with it. Why is Census important? How does it affect you as a citizen? Census data determines House Rep (Judicial)- be direct with ?’s

-Lesson 2: Look at state data from U.S. Department of Commerce U.S. Census Bureau Table A. Apportionment Population, Resident Population, and Overseas Population: 2020 Census and 2010 Census https://www2.census.gov/programs-surveys/decennial/2020/data/apportionment/apportionment-2020-tableA.pdf – Calculate ratios ex: resident to overseas population

-Lesson 3: Use same data from lesson 2 and now calculate percentages and compare to ratios.

Questions/Struggles/Hurdles:

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Katecia Green
2nd grade
Big Idea: Growing Responsible Citizens: You are the Seed
Content Area Benchmarks: SC.2.L.16.1
Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.
Civics Benchmark: SS.2.CG.2.2
SS.2.CG.2.2 Describe the characteristics of responsible citizenship at the local and state levels. -Students will identify characteristics of responsible citizenship (e.g., peaceable assembly, obeying the law, community involvement).
Mini Unit/Lessons Summary: Students will identify and describe characteristics of how a responsible citizen grows to support at their local and state levels. The connection is made with how the stages of plant growth( seed, seedling, roots, stem, leaf and flower).
Lesson 1:
Lesson 2
Lesson 3
Struggles: I am still working on planning the activities for the students to complete.

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First Name: Megan

Grade Level: 3

Big Idea: Identifying properties of objects

Content Area Benchmark(s): SC.3.P.8.3- Compare materials and objects according to properties such as size, shape, color, texture, and hardness

Civics Benchmark(s):SS.3.CG.2.4 Recognize symbols, individuals, documents and events that represent the United States and SS.3.CG.2.5

Mini Unit/Lesson Summary: Students will identify characteristics of objects to help answer questions and solve clues to activities

-Lesson 1: Students will learn and identify the different properties of matter by comparing the size, shape, color, texture and hardness of different symbols that represent the US and Florida (using symbols mentioned in previous grade levels and introduce new symbols)

-Lesson 2: Students will complete a scavenger hunt to locate clues to complete a handouts on individuals that represent the US and Florida. Answers will be hidden under classroom items and students will be given clues to find the information that use characteristics of the item.

-Lesson 3:??

Questions/Struggles/Hurdles:

I wonder if this is too far of a stretch to match the science standard. I also do not have an idea on a third lesson that would match the lessons to create a flow.

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Morgan Amick

6th Grade

Get on your boat and vote!

Content Benchmark: MA.6.DP.1
Data Analysis and Probability

Civics Benchmark: SS.6.CG.1.1
Analyze how demographic concepts developed in ancient Greece served as a foundation for the United States' constitutional Republic.

Other Content Benchmarks:
MA.6.DP.1.1 Recognize and formulate a statistical question that would generate numerical data.
MA.6.DP.1.2 Given a numerical data set within a real-world context, find and interpret mean, median, mode and range.
MA.6.DP.1.3 Given a box plot within a real-world context, determine the minimum, the lower quartile, the median, the upper quartile and the maximum. Use this summary of the data to describe the spread and distribution of the data.
MA.6.DP.1.4 Given a histogram or line plot within a real-world context, qualitatively describe and interpret the spread and distribution of the data, including any symmetry, skewness, gaps, clusters, outliers and the range.
MA.6.DP.1.5 Create box plots and histograms to represent sets of numerical data within real-world contexts.
MA.6.DP.1.6 Given a real-world scenario, determine and describe how changes in data values impact measures of center and variation.

Students will show how the demographics of the people in Ancient Greece and their geographic locations influenced the political process compared to the modern day United States, by analyzing and displaying data?

Lesson 1: Recognize and formulate statistical questions about ancient Greece and their voting process.

Lesson 2: Using the data (in whole number percents) for the demographics of the classes of people in each city state, find the mean, median, and mode.  Create a box plot with the data.

Lesson 3: Create a histogram using the distance of each city state to the voting location (Athens).  Students will analyze how that impacted the political process, and how that compares to our system today.

What resources can I use to put information and data together for students to use?

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First Name: Molly
Grade level: 7th
Big Idea: Use of propaganda and analyzing bias using graphs and/or percents
Content Area Benchmarks: MA.7.DP.1.2 Represent and interpret numerical data.
Given two numerical or graphical representations of data, use the measure(s) of center and measure(s) of variability to make comparisons, interpret results and draw conclusions about the two populations.
Civics Benchmark: SS.7.CG.2.9 Analyze media and political communications and identify examples of bias, symbolism and propaganda.
SS.7.CG.3.11 Analyze the effects of landmark Supreme Court decisions on law, liberty and the interpretation of the U.S. Constitution.
Mini Unit/Lessons Summary: Analyzing the use of propaganda and bias in Supreme Court cases. Students will use given piece of propaganda in reference to the Supreme Court case to analyze the effect using given numerical data to create graphs and note trends.
Lesson 1: Initial Supreme Court Case and propaganda piece. Include trends and predictions.
Lesson 2: Effect of propaganda piece on public perception of case. Graph the effect propaganda piece held.
Lesson 3: Case outcome, including Supreme Court vote. Add to graph.
Questions/Struggles/Hurdles: Finding appropriate propaganda that can be used. Finding propaganda and a Supreme Court Case that have numerical data attached to them.
What numerical data am I tracking?
How in depth am I going?

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First Name: Victoria
Grade Level: Kindergarten
Big Idea: Students will identify people who have the authority and power to make and enforce rules and laws and what tools they use to produce sound. Learning Goal: Students will learn how the vibration speed impacts the pitch they hear.
Content Area Benchmark: SC.K.P.10.1- Observe that things make sound vibrate
Civics Benchmark: SS.K.CG.1.1 Identify the purpose of rules and laws in the home and at school.
SS.K.CG.1.2 Identify people who have authority and power to make and enforce rules and laws.
Mini Unit/Lesson Summary:
Lesson 1: Understand what is sound, how sound travels, sound comes from vibrations, different between high and low pitch and why it occurs, identify people of authority and what tools they use to help make sound/noise they use to enforce rules.
Examples of People of Authority:
Parents and Guardians- Voice
Teachers and Crossing Guards: Whistle
Principals: Megaphone
Police Officers: Sirens
Discussion Topics: Why do we have rules at home? At school? How do rules protect us? What could happen without rules or laws?
Activity: Matching/Coloring Activity of said items ( Image with someone talking, whistle, megaphone, police car with lights on)
Lesson 2:
Review how people of authority and power make and enforce rules and laws. Have a discussion of why we have rules and laws and the purpose.
Show video of a police car with the three different types of sirens (yelp, wail, piercer). Identify each siren as either high or low pitch, or a mixture of both.
Activity:
Lesson 3:
Review that sound is from vibrations, high pitch, and low pitch.
Complete activity that involves the reason why we hear high and low pitches
Activity: (Liquid Siren) Use empty bottles of water filled with liquid (use red and blue food coloring so easier to see the vibration and connect to a person of Authority- Police Officer). Model how the sound is different with each bottle depending on how much liquid is in the bottle. Use a minimum of 4 bottles so students can differentiate between the pitches.
Activity: Give students some time to make their own liquid siren to "create" their own individualized siren (materials: 3 clear bottles, different amounts of liquid, caps removed).
Extension: use something to tap the tops of the bottles- Do the sounds change? How about using another type of liquid such as milk or juice?
Questions/Struggles/Hurdles:
What activity can be used with lesson 2- or how can the lesson be extended.

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First Name: Elena
Grade Level: 1st
Big Idea: Using Pictographs and Tally Charts to Represent Voting Data

Content Area Benchmark(s):
MA.1.DP.1.1: Collect data into categories and represent the results using tally marks or pictographs.
MA.1.DP.1.2: Interpret data represented with tally marks or pictographs by calculating the total number of data points and comparing the totals of different categories.

Civics Benchmark(s):
SS.1.CG.3.2: Explain responsible ways for individuals and groups to make decisions.
-Students will demonstrate characteristics of responsible decision-making.
-Students will explain how multiple perspectives contribute to the unity of the United States.

Other Content Benchmark(s):

Mini Unit/Lessons Summary:
- Lesson 1: Facilitate a class discussion on how to make fair group discissions. Show an example of a class that voted for a class pet. Introduce the Tally Chart using a tally chart of the fictional class's vote for a class pet.
- Lesson 2: Class discussion on how we react with voting results. Vote on which something that will improve our classroom. (eg. food for a class party, fun Friday activities, book to read to the class, etc.), Make a class Tally Chart representing our vote.
- Lesson 3: Group discussion on how multiple perspectives contribute to the unity of the US. Review our tally chart. Convert our Tally Chart into a pictograph.
Questions/Struggles/Hurdles: On Lesson 3 it will be a bit of a stretch to include the "multiple perspectives" civics piece.

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Farah
Grade 9-12 Biology
What are the ethical issues of biotechnology?
SC.912.L.16.10
Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.
SS.912.CG.2.7
Analyze the impact of civic engagement as a means of preserving or reforming institutions.
-Students will identify legal methods that citizens can use use to promote social and political change (e.g., voting, peaceful protest, petitioning, demonstrations, contacting government offices).
SS.912.CG.2.12
Explain how interest groups, the media and public opinion influence local, state, and national decision-making related to public issues.
-Students will objectively discuss current public issues in Florida and use both the U.S. and Florida Constitutions to justify pro and con positions.
-Students will examine the relationship and responsibilities of both the state and national governments regarding these public issues.
SC.912.CG.AP.12
Recognize that interest groups, the media and public opinion influence local, state, and national decision-making related to public issues.
1. Ethical Issues of Biotechnology Discussion
2. Public issues
3. Write a petition

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middle school
probability of election or a party in 3 branches of government
SS7.CG.2.6 examine the election and voting process
MA7.DP.2.8 Given the probability of events, interpret the liklihood of it happening

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Name: Carrie

Grade level: 912

Big Idea: Government Regulating Agencies: FDA, EPA, USDA

Content Area Benchmarks:

SC.912.L.16.10: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.

SC.912.N.1.4: Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

SC.912.N.1.5: Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

SC.912.N.4.2: Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.

Civics Benchmarks:

SS.912.CG.3.5: Describe how independent regulatory agencies interact with the three branches of government and with citizens.

SS.912.CG.3.15: Explain how citizens are affected by the local, state and national governments.

SS.912.CG.3.2: Explain how the U.S. Constitution safeguards and limits individual rights.

Other Content:

Mini Unit Lesson Summary:

Lesson 1: How are the FDA, EPA, and USDA organized with respect to Executive, Legislative, and Judicial Branches of government. What are their missions and what are their connections to science?

Lesson 2: How are genetically modified foods evaluated, approved, and regulated for human consumption: Bt corn. Lesson extension: Conflicting research roundup ready crops.

Lesson 3: How are vaccines evaluated, approved, and regulated for human use? Focus on MMR. Lesson extension: Journal article retraction: Andrew Wakefield

Questions/Struggles/Hurdles: I am nervous about Lesson 1 bc I am learning this on my own

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Kelly De Varona
Third Grade
Big Idea:  symbols, individuals or documents that represent U.S.
Content Area Benchmarks: MA.3.NSO.1 MA.3.NSO.2.AP1, MA.3.DP.1.1 Collect and represent numerical and categorical data with whole-number values using tables, scaled pictographs, scaled bar graphs or line plots. MA.3.DP.1.2 Interpret data with whole-number values represented with tables, scaled pictographs, scaled, circle graphs or line plots by solving one- and two-step problems.
Civics Benchmarks: SS.3.CG.2.4 Recognize symbols and individuals, documents and events that represent the United States.
Other Content Benchmarks:
Mini Unit/Lesson Summary: Students will use data to generate graphs and interpret given data. The data will focus on birthdates of individuals who represent the U.S., dimensions of U.S. symbols and the dates of creation or dedication.
-Lesson 1: Students use a table of birthdates of individuals who represent the U.S. to notice similarities and differences among them. Students will create a pictograph and/or a line plot focusing on birth month. Students will solve word problems focusing on the birth years.
-Lesson 2: Students use a table of start and end dates for U.S. symbols to create a bar graph of the number of completion years.
-Lesson 3:

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Sherry Travers
4th Grade
Volunteerism/Community/Environmental/Interdependence
SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment. Su.3: Recognize ways that people can help improve the environment, such as cleaning up trash.
SS.4.CG.2.2 Explain the importance of voting, public service and volunteerism to the state and nation.
Possible:  VA.4.5.31 Experiment with various materials, tools, techniques, and processes to acheve a variety of results in two/or three-dimensional artworks.
Summary: Relate volunteerism and environmental impacts within and without the school environment.  (IE: Trash pickup on the school campus and trash cleanups at local (city) parks and/or beaches (community involvement).
Struggle: making this unit applicable in multiple situations (coastal and inland environments) and for various types of schools.

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Lesson Idea:  consequences irresponsible citizenship.

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Lesson Idea:  consequences irresponsible citizenship.

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Jami Moore
2nd Grade
Big Idea:  Teaching consequences of irresponsible citizenship through addition and subtraction.
Content Area Benchmark:  MA.2.NSO.2.3
Add 2 whole numbers with sums up to 100 with procedural reliability.  Subtract a whole number from a whole number, each no larger than 100, with procedural reliability.
Civics Benchmark:   SS.2.CG.2.2
Describe the characteristics of responsible citizenship at the local and state levels. (including identify characteristics of irresponsible citizenship i.e. disorderly assemble, breaking the law).
-Lesson 1:  Play a sum game with a chart of numbers having 2 sums that add up to 100.  Teams work together to color the entire board finding pairs that equal 100 and coloring the pairs to match each other.  One team will have a board that doesn't follow the rules, so it will be impossible to color the entire board.

After the activity is finished have a class discussion about how the teacher who made the "rules" (laws) didn't follow them and what the consequences of that were for that team that couldn't complete the activity.

-Lesson 2:  Play another sum game similar to Lesson 1 but with index cards.  Each child will get an index card with a sum.  They will circulate the room trying to find the person who has the other sum that will equal 100 with theirs.

After this activity is finished, have a discussion about whether or not the teacher followed the "rules" (laws) today and how that affected the activity in contrast to Lesson 1.

-Lesson 3:  ???  More of the same?  Move to subtraction? Different games?  Have the children be the irresponsible/responsible citizens in some way???? Maybe a steam challenge...there's ALWAYS one group that can't complete the activity bc they can't work together or follow the rules.

Questions/Struggles/Hurdles:  3rd lesson? Can I change the math standard or does it need to remain consistent?

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middle school
you got jury duty
SS7.CG.2.5 Describe the trial process and role of juries in the administration of justice at the state and federal level
MA7.DP.2 Develop an understanding of probability. Find and compare theoretical/experiment probabilities.
Lesson 1  what is a jury
Lesson 2  how are they selected, what are your chances of being picked
Lesson 3  percentage/probability jury must have to find person guilty/not guilty
Not sure if this will work-need help

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Leah
2nd grade
Sea turtles & responsible citizenship

Science:  Big Idea #17 SC.2.L.17.2-Interdependence/B-Both human activities and natural events can have major impacts on the environment.

Standard 2: Civic and Political Participation SS.2.CG.2.2-Describe the characteristics of responsible citizenship at the local and state levels.

Students will identify characteristics of responsible citizenship (e.g., peaceable assembly, obeying the law, community involvement).

Students will identify characteristics of irresponsible citizenship (e.g., disorderly assembly, breaking the law)

Students will describe the contributions of the diverse individuals and groups that contribute to civic life in the United States and Florida.

Goal:  Students will understand that their actions can positively or negatively impact the survival of sea turtles and the conservation of sea turtle nests.

Lesson 1:  Introduce how sea turtles are an important animal in Florida (our "own backyard.")  Many are threatened and/or endangered.  What type of sea turtles might we see on FL beaches?  What type of efforts are being made to protect sea turtles and their nests?  Why would it be important to help these efforts?  Read Follow the Moon Home about student efforts to help sea turtles in NC.  Discuss why they chose to help the sea turtles and how they helped the sea turtles.(responsible citizenship).

Lesson 2:  Discuss/review what positive things the community did to help the sea turtles in lesson 1.  Brainstorm ideas that we could also do to help our local sea turtles.  Why is this important?  (part of responsible citizenship).  What could happen if we did not help sea turtles at all?

Lesson 3:  What if scenarios using examples of responsible citizenship and irresponsible citizenship.  Small group discussions/collaborative work.  Then?????(help me...)

Resources:
Sea turtle conservatory, Gainesville, FL

Follow the Moon Home (picture book)

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Planning a Community Garden-4th Math/civics

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Planning a Community Garden-4th Math/civics

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First Name: Annie (Tatianna)
Grade Level: 5th
Big Idea: In this review Unit, students will add, subtract, and multiply fractions by fractions, whole numbers, and fractions greater than 1, to solve real world problems about a community garden
Content Area Benchmark(s):
MA.5.AR.1.2: Solve real-world problems involving the addition, subtraction or multiplication of fractions, including mixed numbers and fractions greater than 1.
Civics Benchmark:
Students will identify duties and responsibilities that citizens are expected to fulfill.
Mini Unit/ Lessons summary:
-Lesson 1: Students multiply fractions to solve problems about partitioning a whole community space into small, community garden plots.
-Lesson 2: Students will use addition of fractions to solve problems about their gardens.
-Lesson 3: Students will use subtraction of fractions to solve problems about their gardens.

Questions/Struggles/Hurdles:
Provide real-life examples to build on prior knowledge and draw connections

Writing & Planning real world word problems

scaffolding strategies

planning/creating worksheets for students to work on.

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Name: Mary
Grade: 8th
Big Idea: Earth in Space and Time - Changes in Florida Constitution due to reconstruction amendments and changes in models of the solar system
Science Benchmark:  SC.8.E.5.8 Compare the various historical models of the solar system, including geocentric and heliocentric.
Civics Benchmark: SS.8.CG.1.2 Compare and contrast the 1838 Florida Constitution
and 1868 Florida Constitution.

Students will explain how the 1868 Florida Constitution conformed with the Reconstruction Era amendments to the U.S. Constitution (e.g., citizenship, equal protection, suffrage).

Lesson 1: Summarize differences of Florida Constitution - point out possible causes of changes
Lesson 2: Discuss differences in models of the solar system - point out possible causes of changes (new information discovered)
Lesson 3: Create a model of the current solar system model.
Questions/ Struggles/ Hurdles: ?

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First Name:Asiya
Grade Level:9-12
Big Idea: Protecting the environment.
Content Area Benchmark(s):SC.912.C17.13 discuss the need to for adequate monitoring of environment parameters.
Civics Benchmark(s):SS.912.CG 4.2
Students will explain how the policies of other nations influence U.S. policy and

society.

Other Content Benchmark(s):
Mini Unit/Lessons Summary:Student will explore the need to protect the environment and policies  to protect it.
- Lesson 1:Students will watch a video of greta Thunberg speech at the UN. Students will reflect on the video through the strategy I think  .I wonder
- Lesson 2:Student in groups will inquire about different type of pollution and ways to control it.(guided inquiry)
- Lesson 3:Students work in groups to make a power point presentation on the most polluted cities in the world 2. measures world bodies are taking to save the environment.
Questions/Struggles/Hurdles:
Resources

# data[].attributes.body
Jen
Grade Level: 7th
Big Idea: Citizenship
Content Area Benchmark: MA.7.AR.2.2 Write and solve two-step equations in one variable within a mathematical or real-world context, where all terms are rational numbers.
Civics Benchmark: SS.7.CG.2.1 Define the term “citizen,” and explain the constitutional means of becoming a U.S. citizen.

Students will define citizenship as stated in the 14th Amendment.

Students will explain the process of becoming a naturalized citizen.

Students will define permanent residency and explain its role in obtaining citizenship.

Students will examine the impact of the naturalization process on society, government and the political process.

Other:
Mini Unit/Lessons Summary:
-Lesson 1: Solve 2 Step Equations
- Lesson 2: Process/time frame to becoming a citizen
-Lesson 3: Using different pathways to citizenship scenarios, write and solve equations.
Questions/Struggles/Hurdles:
Possibly use the statistics from USCIS for naturalization process

# data[].attributes.body
First Name: Megan

Grade Level: 3

Big Idea: Students will create a “safe space” for a a group of animals that need help (Volunteerism?)

Content Area Benchmark(s): SC.3.L.15.1; MA.3.GR.2.3; MA.3.GR.2.4

Civics Benchmark(s): SS.3.CG.2.1

Mini Unit/Lesson Summary: Students will recognize animals in need and create a “safe space”

-Lesson 1: Students will identify common animals that they think would like to provide a safe space for. These animals will then be classified by their characteristics to determine their needs.

-Lesson 2: Students will create a safe space (like a house) and designate areas for the animals by finding the area and perimeter

-Lesson 3: ?

Questions/Struggles/Hurdles:

Not a lot of teaching/instruction?

# data[].attributes.body
First Name: Dawn
Grade Level/Course: Grade 4 Math
Big Idea: Understand place value for multi-digit numbers.
Content Area Benchmark: MA.4.NSO.1.3 Plot, order and compare multi-digit whole numbers up to 1,000,000.
Civics Benchmark: SS.4.CG.2.1 Identify and describe how citizens work with local and state governments to solve problems - explain how public issues such as taxation, roads, zoning and schools, impact citizen's daily lives.
Mini Unit/Lesson Summary:
Lesson 1: Students will look at the size of school buildings or grade-level sizes across the District and apply the math standard expectations of ordering and comparing. The Civics standard comes in with discussion about how population change can impact the need for additional schools or additional grade level sections within a building.
Lesson 2:

# data[].attributes.body
Name:  Mary
Grade: 7th
Big Idea: Forms of Energy - Use an article that discusses Benjamin Franklin and his role as a founding father as well as his role as a scientist that includes enlightenment and experiment with lightning.
Science:  SC. 7.P.10.3 Recognize that light waves, sound waves, and other waves move at different speeds in different materials.
Civics: SS.7.CG.1.4 (focus on bold clarification) Analyze how Enlightenment ideas, including Montesquieu’s view of separation of powers and John Locke’s theories related to natural law and Locke’s social contract, influenced the Founding.

Students will identify and describe the Enlightenment ideas of separation of powers, natural law and social contract.

Students will examine how Enlightenment ideas influenced the Founders’ beliefs about individual liberties and government.

Students will evaluate the influence of Montesquieu’s and Locke’s ideas on the Founding Fathers.

Lesson 1: Background of enlightenment and various scientists that were part of movement
Lesson 2: Focus on Ben Franklin's lightning experiment and sound / light waves
Lesson 3: discuss travel of light / sound waves
Questions / Struggles / Hurdles: ?

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First Name: Katina
Grade Level/Course: 3rd Grade
Big Idea: Understand the place value of 4 digit numbers
Content Benchmark MA.#NS0.1
Civics Benchmarks: Budgets
Mini Lesson Summary:
Students can review the need for a budget and just as the local and state governments need and use budgets.
Questions/Hurdles and Struggles:

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Sorting, Counting, and Community Helpers!

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Sorting, Counting, and Community Helpers!

# data[].attributes.body
Emily Simon
Kindergarten
Sorting, Counting and Community Helpers
MA.K.NSO.1.2 Given a group of up to 20 objects, count the number of objects in that group and represent the number of objects with a written numeral. State the number of objects in a rearrangement of that group without recounting, MA.K.DP.1.1 Collect and sort objects into categories and compare the categories by counting the objects in each category. Report the results verbally, with a written numeral or with drawings.
SS.K.CG.1.2 Identify people who have the authority and power to make and enforce rules and laws.

Lesson 1.  Talk about different ways we can sort and count objects. (books, band aids, pictures of fire hoses, police car pictures, picture of schools or pictures of whiteboards, envelopes)  Have the students sort the objects to tables that have pictures of community helpers.  (librarians, nurses/doctors, fire fighters, police, teachers, postal workers.
Lesson 2.  Find book or I would like to make videos of community workers and ask them what they have to count or sort with their job.  Have students draw and picture of their favorite community worker.
Lesson 3.  Come together on the carpet and graph the objects with the pictures of  community helpers.  Have the students share who they picked.  Sort the drawings on tables and graph the community helpers picked!

If I could I would like to add into writing  a thank you letters to the community helpers???

# data[].attributes.body
Name: Mary
Grade: 8
Big Idea: Student plan colonization of planet.
Science:  SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions.
Civics: SS.8.CG.1.1 Compare the views of Patriots, Loyalists and other colonists on limits of government authority, inalienable rights and resistance to tyranny.

Students will describe colonial forms of government prior to the American Revolution.

Students will evaluate the Loyalists’ and Patriots’ arguments for remaining loyal to the British Crown or seeking independence from Britain.

Lesson 1: Select planet to colonize.  Summarize various colonial governments from article.  Summarize needs to colonize planet from prior knowledge & research about chosen planet.
Lesson 2: Create a plan for the colonization of a planet.  Include choice of government, needed materials, and type of rocket with reasons for each choice.
Lesson 3:  Create a power point (or google slide) presentation to "sell" colonization plan to investors.
Questions / Struggles / Hurdles:

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Katecia Green
3rd Grade
Big Idea: Voting
Content Area Benchmark(s): MA.3.DP.1.1 Collect and represent numerical and categorical data with whole-number values using tables, scaled pictographs, scaled bar graphs or line plots. Use appropriate titles, labels and units.
Civics Benchmark(s)
3.CG.2.1

# data[].attributes.body
Name:  Dawn
Grade Level: 3rd Grade
Big Idea: Describe the importance of voting in elections.

Students will recognize that it is every citizen’s responsibility to vote.

Content Benchmark: MA.3.DP.1.1 - Collect and represent numerical and categorical data with whole-number values using tables, scaled pictographs, scaled bar graphs or line plots. Use appropriate titles, labels and units.
Civics Benchmark: Describe the importance of voting in elections.

Students will recognize that it is every citizen’s responsibility to vote.

Mini Lesson:
Day 1: Class discussion involving the importance of voting - individuals rights and responsibilities. Students will complete a survey given to all students asking them about what is important to them for their class/school. Surveys will be collected and graphed.
Day 2: Review surveys that were collected and the importance of everyone's voice being heard through voting. Students will read 3 fictitious class president platforms, stating goals they have for their "presidency". In groups, students collect data from readings about what each candidate is standing on and  complete a graph indicating number of candidates that agreed on specific goals.
Day 3: A class election will take place involving the 3 fictitious candidates and the results will be collected. Results will be tallied and graphed, followed by reflection on the importance of voting and civic responsibility.

Would love some feedback and additional ideas!!

# data[].attributes.body
First Name: Megan

Grade Level: 3

Big Idea: Thinking about the different levels of government

Content Area Benchmark(s): MA.3.DP.1.1, MA.3.DP.1.2

Civics Benchmark(s): SS.3.CG.3.2

Mini Unit/Lesson Summary: The class will vote on where they think they would want to work within the levels of government.

-Lesson 1: Students will talk about the different levels of government and determine where they would like to work. A class frequency table will be used to collect the data.

-Lesson 2: data will be represented into a class graph and the teacher will guide questions on how to interpret the information

-Lesson 3: students will identify the fraction of each vote for the categories and create a circle graph to represent the information

Questions/Struggles/Hurdles:

The fraction standard is only mentioned briefly and it will possibly become an afterthought when it comes to the civics standard since it is mainly taught in the first lesson.

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Name: Maggie Ulmer
Grade:  3rd
Big Idea:   Virtual Field Trip Through symbolic buildings to recognize forms of energy
Content Benchmark:   SC.3.P.10.1 - Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical.
Civics Benchmark:    SS.3.CG.2.4/2.5
Other Benchmark:
Mini Unit/Lesson Summary:
- Lesson 1:  Mt. Rushmore
- Lesson 2:  Washington Monument
- Lesson 3:  ??
- Other Ideas:

Struggles:
-

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John
9-12/Geometry
When running for office candidates will strategically use land area data to determine the most effective approach to reaching the most amount of voters.

Civics benchmark: SS.912.CG.2.10
Analyze factors that contribute to voter turnout in local, state, and national elections.

Math benchmark: MA.912.GR.3.4
Use coordinate geometry to solve mathematical and real-world problems on the
coordinate plane involving perimeter or area of polygons

# data[].attributes.body
Farah
Grade 7 Math
Calculate sales tax, discount, and tip
MA.7.AR.3.1
Apply previous understanding of percentages and ratios to solve multi-step real-world percent problems.
Clarification 1: Instruction includes discounts, markups, simple interest, tax, tips, fees, percent increase, percent decrease and percent error.
MA.7.AR.2.2
Write and solve one-step inequalities in one variable within a mathematical context and represent solutions algebraically or graphically.
SS.7.CG.2.2
Differentiate between obligations and responsibilities of U.S. citizenship, and evaluate their impact on society.
-Students will use scenarios to assess specific obligations of citizens.
1. Calculate family vacation costs given chart of activities, location, flight, car rental prices
2. Given weekly budget savings how many weeks will it take to save for a family vacation including ..... (inequalities)
3. Planning via tax free savings times Florida Freedom Summer Sales Tax Holiday

# data[].attributes.body
Name: Maggie Ulmer
Grade:  2nd
Big Idea:   We cannot survive if our habitat does not meet our basic needs. The government helps make this possible.
Content Benchmark:   SC.2.L.17.2 - Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.
Civics Benchmark:    SS.2.CG.1.1 - Students will use scenarios to identify the impact of government for daily life.
Other Benchmark:
Mini Unit/Lesson Summary:
- Lesson 1:  US Department of Agriculture makes sure food sold in store is safe.
- Lesson 2:  U.S. Food and Drug Administration approves new medicines.
- Lesson 3:  Public water systems provide safe drinking water.
- Other Ideas:

Struggles:
-

# data[].attributes.body
First Name: Annamarie

Grade Level: 912

Big Idea: Taxes

Content Area Benchmark: MA.912.D.P.4.1

Describe events as subsets of a sample space using characteristics, or categories, of the outcomes, or as unions, intersections or complements of other events.

MA.912.D.P.3.1

Construct a two-way frequency table summarizing bivariate categorical data. Interpret joint and marginal frequencies and determine possible associations in terms of a real-world context.

Civics Benchmarks: SS.912.CG.3.6.a / SS.912.CG.3.6.d

Other Benchmarks:

Mini Unit / Lessons Summary:

Lesson 1

Discuss why are there taxes?  Who pays taxes?   What are the types of taxes?

What are tax rates?

Organize the above information in a table and Venn Diagram.

Lesson 2

Identify unions, intersections, compliments, subsets.

Lesson 3

Construct a two-way frequency table of the county, state, federal gasoline taxes for unleaded / diesel.

Questions/Struggles/Hurdles: