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December 1 - January 9

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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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Form: similarities and differences of civilizations (past and present).

Function: human systems and civilizations.

Connection: the relationship between the past and present.

Related concepts

Patterns, governments, roles, interdependence

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Essential Question: What character traits were needed in people who settled the West?

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

A genre focus on informational text provides students with opportunities to identify central ideas, text structure, and author’s craft techniques in order to better understand unfamiliar texts. Students will also encounter personal historical fiction to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn about the settlers’ varied experiences.

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January 12 -March 13

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October 27 -November 25

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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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Governments have responsibilities to respond in times of need (economics and social)

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Form: An inquiry into government responsibilities

Causation: An inquiry into natural disasters and economics

Connection: An inquiry into interdependence and trade

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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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March - April 24th

Exhibition after OST

May 14th!

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April 27 - May 28th

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August 19th- October 24th

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15. The availability of productive resources (i.e., entrepreneurship, human resources, capital goods and natural resources) promotes specialization that could lead to trade.

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17.Regions and countries become interdependent when they specialize in what they produce best and then trade with other regions to increase the amount and variety of goods and services available.

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16. The availability of productive resources and the division of labor can have a positive or negative impact on productive capacity.

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18. Workers can improve their ability to earn income by gaining new knowledge, skills and experiences.

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13. Information displayed in circle graphs can be used to show relative proportions of segments of data to an entire body of data.

14. The choices made by individuals and governments have both present and future consequences.

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*In Unit 2, students explored properties of matter and physical and chemical changes. They found out that during a chemical change, substances combine to form new substances with different properties. In this unit, students will explore how plants and other organisms use and transform matter and energy to live and grow. They will identify energy sources and trace the flows of energy within living systems

5-LS2-1.

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

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5-PS3-1.

Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

5-LS1-1.

Support an argument that plants get the materials they need for growth chiefly from air and water.

5-LS2-1.

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

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12. Democracies, dictatorships and monarchies are categories for understanding the relationship between those in power or authority and citizens.

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In Unit 5_ Earth's Interactions and Resources

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In Unit 5_ Earth's Interactions and Resources

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In Unit 4, students explored how energy and matter move through ecosystems. They used models to see how organisms interact and survive in environments where their needs are met, and how native and nonnative species affect ecosystems. In this unit, students will explore interactions of Earth’s systems, and how humans affect those systems and the resources they contain. They will identify ways that humans can conserve environments and resources, including the use of specific technologies.

5-ESS2-1.

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact

5-ESS2-2.

Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

5-ESS3-1.

Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

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11. Individuals can better understand public issues by gathering, interpreting and checking information for accuracy from multiple sources. Data can be displayed graphically to effectively and efficiently communicate information.

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Causation: Relationships within ecosystems

Connection: Global connections- what ethical decisions do we need to make to have more equitable systems

Change: The effect of change within a system

Related concepts

Cycles, patterns, characters

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6. Regions can be determined using data related to various criteria including landform, climate, population, and cultural and economic characteristics. (SPANISH)

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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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2. Early Indian civilizations (Maya, Inca, Aztec, Mississippian) existed in the Western Hemisphere prior to the arrival of Europeans. These civilizations had developed unique governments, social structures, religions, technologies, and agricultural practices.

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An inquiry into

rights and responsibilities in the struggle to share finite resources with other people and with other living things;

communities and the relationships within and between them;

access to equal opportunities;

peace and conflict resolution

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Essential Question: How can learning about natural disasters make us safer?

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

A genre focus on informational text provides students with opportunities to identify central ideas, summarize events, and to ask and answer questions in order to better understand unfamiliar texts. Students will also encounter narrative nonfiction, realistic fiction, and persuasive text to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn about the causes of different types of natural disasters

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1. Events can be arranged in order of occurrence using the conventions of B.C. and A.D. or B.C.E. and C.E.

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7. The variety of physical environments within the Western Hemisphere influences human activities. Likewise, human activities modify the physical environments.

8. American Indians developed unique cultures with many different ways of life. American Indian tribes and nations can be classified into cultural groups based on geographic and cultural similarities.

9. Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Western Hemisphere and results in diversity.

10. The Western Hemisphere is culturally diverse (eg., language, food, religion, art, music) due to the influences and interactions of a variety of world cultures.

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Form: the role of cultural diversity in communities (communicator/open-minded)

Responsibility: the expression of individual identities (communicator)

Perspective: Understanding our identity and others (open minded/caring)

Related concepts

Identity, community, beliefs/values, culture, citizenship

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3. European exploration and colonization during the 1400s1600s had lasting effects which can be used to understand the Western Hemisphere today.

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4. Geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include in maps.

5. Latitude and longitude can be used to make observations about location and generalizations about climate

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FUNCTION:  human rights (knowledgeable)

RESPONSIBILITY: the influence of beliefs and values in civic participation (thinker)

PERSPECTIVE: Understanding public issues by interpreting information from multiple sources (knowledgeable/thinker)

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An inquiry into the

nature of the self;

beliefs and values; personal, physical, mental, social and spiritual health;

human relationships, including families, friends, communities and cultures;

rights and responsibilities;

what it means to be human.

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In Unit 1, students explored the design and engineering process and how it relates to technology and problem solving. In Unit 2, they will explore matter, its properties, and its different forms. This will lay the foundation for Units 3 through 6.

3-5-ETS1-1.

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2.

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

5-PS1-1.

Develop a model to describe that matter is made of particles too small to be seen.

5-PS1-2.

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

5-PS1-3.

Make observations and measurements to identify materials based on their properties.

5-PS1-4.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

3-5-ETS1-3.

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

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How do people adapt to new experiences and make a new place home?

n this module, students will listen to, read, and view a variety of texts and media related to the experience of moving to a new country.

A genre focus on poetry provides students with opportunities to identify the elements of poetry and author’s craft in order to better understand unfamiliar texts. Students will also encounter informational text and realistic fiction to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn that moving to a new country and learning to feel at home there is a life-changing experience.

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Thinker - Drawing conclusions about experiments.

Inquirer - Finding out more using the Scientific Method

Knowledgeable - Knowing things have predictable behaviors (ie weight on chasis,incline, light reflection/refraction, sound pitch etc....)

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Essential Question: How can caring for Earth and its living things improve life now and in the future?

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

A genre focus on persuasive text provides students with opportunities to identify the author’s purpose and audience, as well as the elements of persuasive writing in order to better understand unfamiliar texts. Students will also encounter realistic fiction, drama, and informational text to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn that there are many ways to protect the future of the world around us.

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Essential Question: What kinds of circumstances push people to create new inventions?

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

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

As students build their vocabulary and synthesize topic knowledge, they will learn that people can create amazing things through innovation, perseverance, and the desire to solve problems.

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Transdisciplinary Themes - related concepts

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Transdisciplinary Themes - related concepts

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Key and Related Concepts P 50 L+T Doc 2019

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Essential Question: How does genre affect the way a story is told?

In this module, students will listen to, read, and view a variety of texts and media that present them with different ways to tell a story.

A genre focus on fiction provides students with opportunities to identify characters, setting, plot, and conflict in order to better understand unfamiliar texts. Students will also encounter poetry, myth, and fantasy/adventure to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn that the elements of a great story can be found in literature of all genres.

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In this unit, students will explore how people study, interact with, and manage technology. They will revisit and practice the engineering design process to define problems and build, test, evaluate, and optimize solutions to those problems. This will help students in their explorations in Units 2 through 6.

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Communicators- we agree to listen more than speak to ensure we don't interrupt each other.
Caring- after discussing topic we ask each other if anyone has anything else to say before moving on to the next topic.
Open-Minded- no judgement zone!!

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Essential Question: What makes something mysterious, and what makes people want to solve mysteries?

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

A genre focus on mystery provides students with opportunities to make inferences, to make and confirm predictions, and to identify literary elements and figurative language in order to better understand unfamiliar texts. Students will also encounter informational text to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn about different types of intriguing mysteries and the methods people use to try to solve them.

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Essential Question: How do different art forms impact people in different ways?

In this module, students will listen to, read, and view a variety of texts and media that present them with information about how people create and share different art forms.

A genre focus on biography provides students with opportunities to identify central ideas, point of view, author’s craft, theme, figurative language, and literary elements in order to better understand unfamiliar texts. Students will also encounter realistic fiction and procedural text to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn about the powerful impact of various art forms.

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Essential Questions: What are the characteristics of informational text? What are the characteristics of narrative nonfiction? What are the characteristics of persuasive text?

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Essential Questions: What are the characteristics of informational text? What are the characteristics of narrative nonfiction? What are the characteristics of persuasive text?

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Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

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Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

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Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

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Unit 8 _Physical Science - Light and Sound (OH)

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Unit 8 _Physical Science - Light and Sound (OH)

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ODE | 5.PS.2

Light and sound are forms of energy that behave in predictable ways

NGSS | 1-PS4-2.

Make observations to construct an evidence-based account that objects can be seen only when illuminated

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Unit 7- Physical Science - Force and Motion (OHIO)

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Unit 7- Physical Science - Force and Motion (OHIO)

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ODE | 5.PS.1.

The amount of change in movement of an object is based on the mass of the object and the amount of force exerted.

NGSS |5-PS2-1.

Support an argument that the gravitational force exerted by Earth on objects is directed down.

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In Unit 5, students explored Earth’s systems and their interactions, including those that shape Earth’s surface. They surveyed different components of Earth’s systems, including rock, water, air, and organisms, and how they affect each other. In this unit, students will explore gravity and the sun, including their effects on Earth’s systems and matter. They will also explore patterns in the night sky over time.

5-PS2-1.

Support an argument that the gravitational force exerted by Earth on objects is directed down.

5-ESS1-1.

Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth

5-ESS1-2.

Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

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Teacher Facing_Into Reading ELA Implementation Specifics1 (2) (3)

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An inquiry into identity as individuals and as part of a collective through:

• physical, emotional and spiritual health and

well- being

• relationships and belonging

• learning and growing

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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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Essential Question: What can we learn about ourselves by observing and interacting with animals?

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

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

As students build their vocabulary and synthesize topic knowledge, they will learn that animals demonstrate amazing characteristics and abilities in their everyday lives.

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Essential Question: What role does curiosity play in exploration?

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

A genre focus on autobiography provides students with opportunities to identify author’s craft and theme, and to make and confirm predictions in order to better understand unfamiliar texts. Students will also encounter informational text, persuasive text, science fiction, and narrative nonfiction to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn about exciting land, sea, and space discoveries.