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.

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

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.

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.

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.

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.

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.

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.

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.

5-LS2-1.

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

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.

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.

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.

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.

 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.

 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

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

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.

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

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.

• 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

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

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

Responsibility: the expression of individual identities (communicator)

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

Related concepts

Identity, community, beliefs/values, culture, citizenship

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....)

Function: human systems and civilizations. 

Connection: the relationship between the past and present. 

Related concepts

Patterns, governments, roles, interdependence 

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

Exhibition after OST

May 14th!

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.

• physical, emotional and spiritual health and

well- being

• relationships and belonging

• learning and growing

• interactions within and between social and ecological systems

• approaches to livelihoods and trade practices: intended and unintended consequences

• representation, collaboration and decision-making

• patterns, cycles, systems

• diverse practices, methods and tools

• discovery, design, innovation: possibilities and

impacts

• periods, events and artefacts

• communities, heritage, culture and

environment

• natural and human drivers of movement,

adaptation, and transformation

• rights, responsibilities and dignity of all

• pathways to just, peaceful and reimagined futures

• nature, complexity, coexistence and wisdom.

• inspiration, imagination, creativity

• personal, social and cultural modes and

practices of communication

• intentions, perceptions, interpretations and

responses