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Adaptations

Form: What are adaptations?

Change: How have living things adapted to their environment over time?

Function: In what ways do adaptations help living things survive in their environment?

Connection: What is the relationship between living things and the environment?

Causation: In what ways do living things respond to changes in their environment?

Perspective: How have humans designed solutions to a problem caused when the environment changes and to what extent is this helping or hurting organisms?

Responsibility: What roles do humans play in environmental impacts on organisms?

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1. Causation: What are the push and pull factors of migration?

2. Perspective: What challenges do migrants face on an individual and systemic level?

3. Change: What changes can be made so migrants can have a smoother transition to a new country? -- Grade 4

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What connections can we make between the Gilded Age back in the 1900s in the States and the contemperary Developing China?

Regarding all the societal issues in the aspects of political corruption, working conditions etc., what reformative steps can the Chinese government take to potentially resolve the issues or improve the situation?

Considering the end of the Gilded Age, how can we learn from its transition to the Progressive Era?

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P2

Overarching Concepts:

Form:

Students will understand that there are many different types of living things, such as plants and animals.

Essential Question: What types of living things exist?

Connection: Student will understand that all living things need different things to grow and survive, such as water, food, air and sunlight

Essential question:

What do living things need in order to grow and survive?

Responsibility: Students will understand that is is our responsibility to care for plants and animals by meeting their needs and protecting their environment.

Essential question:

What happens if we don’t take care of other living things, such as plants and animals?

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Grade 2

Change: how have San Francisco neighborhoods and communities changed over time?

Causation: how do everyday people and unsung heroes contribute to positive change in our communities?

Responsibility: how can we help recognize and celebrate communities and people whose stories are left out?

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Grade 8 - Quadratic Function.

Form - How can we represent quadratic functions using equations, tables, and graphs? (Standard Form, Vertex Form, Factored Form)

How can we use graphs to understand the key features of a quadratic function, such as the vertex, intercepts, and symmetry?

Change - How do the values of a, b, and c in the equation affect the shape and position of the parabola?

Connection - How do quadratic functions help us model and solve real-world problems (e.g., projectile motion, economics, physics)?

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7th Chinese-Writing Unit古今故事:

Form: 一个吸引人的故事应该具备哪些要素？

Function: 有趣的、吸引人的故事如何影响读者们的想法和生活？

Connection: 如何把古代故事和现代故事结合起来，让古代故事焕发新的魅力？

Perspective: 读者如何评价一个故事的好坏？什么因素会影响不同的读者对同一个故事的解读？

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Preschool 3/4

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Heredity/Genetics

7 questions based on the overarching concepts:

Form: What are genes?

Change:  How have humans developed over time? How have traits evolved over time?

Function: Why are there variations in genes? Why is genetic variation important?

Connection:

Causation: How do traits get passed on?  Can we predict how nature changes based on heredity?

Perspective:

Responsibility: How do people use genetic information for good? For evil?

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Kindergarten

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Grade 3: Identity

Form: what is identity? What are internal and external parts of identity ?

Causation: How do group identities such as culture, gender, and religion shape who I am and how I relate to others?

Responsibility: How do I celebrate my own identity while respecting others ?

Third grade team

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Example From Lucy

Grade 1.

1. 3 essential questions

2. factual questions

3. debatable question

4. enduring understanding