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In this Unit, students learn about living things we can't see and how they can cause us to get sick/ food poisoning. Students learn about how antibiotics can hurt/help us and the benefits of fecal transplants. Students explore their identities as scientists through using microscopes and describing what they observe.

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Students figure out why Elisa is tired all the time. They explore the different body systems, what their bodies need to be healthy and make energy, and different medical conditions. Students can bring in their background of different medical conditions and it affects their life and others (asthma, diabetes, and anemia). Students also talk about foods that are important to their families and cultures and identify the proteins and starches.

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Students design, test, and analyze different ingredients to create health bars for different target populations. Students can relate to being a patient and how they need to health. They can be empathetic towards communities affected by natural disasters. Students also get to test the ingredients and build their own health bar presentation.

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What inventions allowed humans to evolve into what we are today. Survival Simulation-would you survive on a deserted island?

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Students relate to being hot and cold! And heaters not working in the school.

Students learn what is happening on the molecular scale when things get hotter or colder. They also work to solve a heating system problem.

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Students investigate why during El Nino, New Zealand gets colder. Students investigate prevailing winds, ocean currents, and how latitude affects air temperature. Students end by creating a model about Seattle and a location of their choice, modeling the ocean currents and energy from the sun that occurs at that latitude.

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Students explore what causes rainstorms to occur. Students connect this to Seattle and why it rains so much (because we're surrounded by water).

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Migration out of Africa, evolution of humans. Fire simulation-how did the discovery of fire allow for human survival?

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Intro Activities-Building Math Identities- Includes asking reflection questions about how students see themselves as Mathematicians

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Intro Activities-Building Math Identities- Includes asking reflection questions about how students see themselves as Mathematicians

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Word roots

Vocabulary

Blends

Basic Computer Skills

Sentence structures

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This is when we get to know our students, do a brief overview of our units, and take inventory of their funds of knowledge.

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Cahokia, Poverty Point, Mississipians.

Who lived here (in the US, in Washington, in Seattle millennia ago? What was survival like? Artifact simulation-Ancestral Pueblo artifacts.

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[9/11-10/4]

Intro to Cultural Contributions/History of Math

History of Integers and Rational Numbers from various cultures: China, India, Babylonia, Maya, Laos, and Cambodia

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Scaffolding of grade level material including:

Visuals

story boards

leveled books

Vocabulary

Background knowledge

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[10/9-11/3]

History of fractions featuring various cultures: Egypt, India, Arabia

Indigenous mathematics: Salish basket weaving, Incan ancient numeral system, Maya calendar and numeral system, Aztec calendar

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Geography and timelines.

Looked at maps, created our own countries, and learned about geographical features. Created timelines of our lives and important events.

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TOPIC 3: Numeric and Algebraic Expressions

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TOPIC 3: Numeric and Algebraic Expressions

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[11/6-12/5]

History of algebra feat. Muhammed Al-Khwarizmi (Arabian mathematician, innovator of algebra)

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TOPIC 4: Represent and Solve Equations and Inequalities

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TOPIC 4: Represent and Solve Equations and Inequalities

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[12/6-1/30]

Equations feat. cultures: Babylonia, China, Egypt, Arabia

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Ancient Egypt, Nubia/Kush, West Africa and the spread of Islam

Learning about power and influence across Ancient Africa. How did trade impact the spread of Islam across West Africa? How does this show up today?

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In grade level classrooms students are working and interacting with native speakers upping their level of work

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TOPIC 5: Understand and Use Ratio and Rate

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TOPIC 5: Understand and Use Ratio and Rate

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[1/31-3/12]

Black American mathematicians

History of ratio and rate feat. cultures: China, Greece

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TOPIC 8: Display, Describe, and Summarize Data

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TOPIC 8: Display, Describe, and Summarize Data

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[3/13-4/5]

Collecting and analyzing data about family, friends, community, etc.

Feat. diverse female mathematicians from around the world (past and present)

History of statistics feat. cultures: Arabia, Europe

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[4/15-5/10]

History of percentages feat. Ancient Rome

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Mesopotamia, Indus Valley, Ancient China, Mongol Empire

How did these Ancient Asian civilizations impact Asia today? How do we see the belief systems/religions in today?

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Unit 1: Realistic Fiction and Narrative writing. 

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Unit 1: Realistic Fiction and Narrative writing. 

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They had 30+ choices of books, and we worked on building our knowledge of characters. They also got to write stories about their own lives, along with 3-scene realistic fiction stories.

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Ancient Greece and Rome. Maybe Scandinavia

Focus on myths/legends and power. How do the stories of Greek and Roman mythology create power dynamics? How did the Emperor fit into this in Rome?

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TOPIC 7: Solve Area, Surface Area, and Volume Problems

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TOPIC 7: Solve Area, Surface Area, and Volume Problems

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[5/13-6/14]

History of Geometry feat. cultures: Sumeria, Babylonia, Greece, China, Italy

LGBTQ+ Mathematicians past and present

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Unit 7: Ancient Central and South America

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Unit 7: Ancient Central and South America

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Aztec, Maya, Inca, maybe Olmecs.

Not sure where this one will go yet. Last year we looked at mythology and origin stories and connected them to the creation of empires. How did these empires fall? How do we still see these groups today?

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Creating story problems that connect/identify student interests and culture. Example) Student is interested in cultural celebrations-include math problems that mention those student interests.

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Students chose between 6-10 non-fiction books and we found main idea's that helped us create an infographic poster. We also have 6 text-sets they could choose from and they write an explanatory essay.

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How did people get to Australia? Aboriginal culture

Last year we circled back to Unit 1 and the migration out of Africa and into Asia.

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We cover everything the AKI Core 4 principles, reading, writing, social emotional behaviors. Economics menu math. PE healthy options we advocate student voice. Affirmations, word wall, job skills, computer commands such as

change the background turn mic off and on and logging off and on also art painting with acrylics, and modeling clay.

We add cultural videos with afro beats, students playing percussions and instruments, different dance videos form various cultures. They learn and participate in science experiments, and life skills learning how to shred paper, vacuum, sweep, clean tables. And we acknowledge and celebrate birthdays in the classroom, we also do sign language ABC's.

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Unit 3 is unknown (piloting new curriculum)  

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Unit 3 is unknown (piloting new curriculum)  

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Students choose from about 10 different books related to different social issues. Students read and write about what they are thinking about. They also share their ideas and thoughts with their book club. By the end, students write literary essays on relationships, power or themes found in their books.

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The Kings are reading The Alchemist which is about a shepherd boy who is on his personal journey to find his treasure. The Kings will create a time line up this point of their life as they reflect on their personal journey.

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We teach life skills on how to take public transportation, such as light rail bus, monorail, we meet consumers, and socialize as a consumer going to different restaurants.

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Specially designed instruction addressing intensive academic and functional needs.

Gen ed / inclusion with supports

Core academics

Social and Emotional supports and stragegies

Small group instruction with modified curriculum

Inclusion with adult support

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Students are working on Career Explorations and different pathways for post-secondary opportunities by listening and learning from various professionals.

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Exploring financial literacy using math skills and real life scenarios.

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Supporting the social-emotional Mindset of the Aki Core 4, students will be able to name areas of strength in peer and adult relationships, as well as challenges, identifying trusted adults in the building/community. Continue working on self-advocacy on developing various skills to meet individual needs, wants, supports.

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Students debate about zoos. They read articles from each side of the debate, then form claims and support with evidence and analysis.