Building Blocks of Science™ 3D and Smithsonian's STCMS ...

Building Blocks of Science™ 3D and Smithsonian's STCMS™

Correlation to the California English Language Development Standards

Grades K–6

CALIFORNIA

2018

carolina.com/cascience

Building Blocks of Science™ 3D Correlation to the California English Language Development Standards, Kindergarten

Carolina Biological Supply Company Key: TG – Teacher Guide, L – Lesson, INV – Investigation, SIS – Student Investigation Sheet, LA – Literacy Article, TMM – Tell Me More Science Notebook

Entry, THS – Take-Home Science, SR – Student Reader, ISR – Interactive Student Reader, IWB – Interactive Whiteboard, SIM – Simulation

Kindergarten Section 1: Overview

Part I: Interacting in Meaningful Ways

A. Collaborative

Building Blocks of Science™ 3D Corresponding CA CCSS for

ELA/Literacy* Meeting the Critical Principles Example

1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics

Pairs of students explore movement and force by building a K’NEX swing set, then share their findings with the class. Students discuss what they know about living and non-living things and what living things do and need to live. After going outside, the students share observations of the daytime sky.

Push, Pull, Go TG: L2, pgs. 53-55 INV A, SIS 2A, LA 2A: Swinging on the Tire Swing Literacy: SR, ISR: pgs. 2-7 Digital: SIM: Swing Set Living Things and Their Needs TG: L1 pgs. 34-35 INV A, TMM p. 35 Digital: IWB: Living vs. Nonliving; What Do All Living Things Do? Weather and Sky TG: L1 pgs. 36-37 INV B, SIS 1B, TMM p. 6 Literacy: SR, ISR, pgs. 2-3 Digital: IWB: Daytime Sky

SL.K.1, 6; L.K.1, 6

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A. Collaborative



2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia)

Students investigate motion and force with a spinning top, then discover home pushes and pulls, and communicate learning through drawing pictures and completing sentence prompts. Students draw, label and write a description of their Bessbug. Students make daily observations of the weather, collect data and report their findings to the class.

Push, Pull, Go TG: L4 pgs. 80-82 INV B, SIS 4B, THS: Finding Pushes and Pulls Literacy: SR, ISR: 10, 14 Digital: IWB: What We Know About Spinning and Twirling; SIM: Spinning Living Things and Their Needs TG: L1, pgs. 39-41 INV D, SIS 1D, Plant Journal Sheet, THS: The Seeds We Eat, TMM p. 41 Weather and Sky TG: L2 pgs. 65-67 INV E, SIS 2E, TMM p. 66 Literacy: SR, ISR pg. 10 Digital: IWB: Daily Weather Observations; Weekly Weather Graph

W.K.6; L.K.1, 6

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A. Collaborative



3. Offering and supporting opinions and negotiating with others in communicative exchanges

Students make predictions and observe the Beesbug select the habitats they prefer. Students share their results and opinions as to why the Beesbugs chose a specific environment. After observing and recording both day and night observations, students justify (give reasoning), the placement of their sticky notes on the class chart: Day vs. Night skies.

Living Things and Their Needs TG: L2 pgs. 55-57 INV B, SIS 2B, Plant Journal Sheet, LA 2B: Life in the Pond, TMM p. 57 Literacy: SR, ISR: pgs. 2-5 Weather and Sky TG: L1 pgs. 39-41 INV D, SIS 1D, THS A: Observing the Nighttime Sky, Teaching Tip, TMM p. 4 Literacy: SR, ISR, pgs. 2-5 Digital: IWB: Comparing Daytime and Nighttime Skies; SIM: Daytime/Nighttime

SL.K.1, 6; L.K.1, 6

4. Adapting language choices to various contexts (based on task, purpose, audience, and text type)

Not Applicable at kindergarten

Not applicable at kindergarten

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B. Interpretive

Building Blocks of Science™ 3D Corresponding CA CCSS for ELA/Literacy* Meeting the Critical Principles Example

5. Listening actively to spoken English in a range of social and academic contexts

Students listen to, discuss, and generate questions from the Phenomena Video for an overview of the unit, Push, Pull, Go. Students listen to each group share their observations and explanations for why the Beesbugs choose a specific habitat. Students listen actively to their classmates’ knowledge and ideas about weather and the daytime and nighttime sky.

Push, Pull, Go TG: L5 pgs. 98-99 INV D Literacy: SR, ISR: pgs. 5, 11 Digital: SIM: Motion Series; Phenomenon Video Living Things and Their Needs TG: L2 pg. 55-57 INV B, SIS 2B, LA 2B: Life in the Pond, Plant Journal Sheet, TMM p. 57 Literacy: SR, ISR: pgs. 2-5 Digital: Phenomenon Video Weather and Sky TG: L1 pgs. 35-38 INV A, TMM p. 35; INV B, SIS 1B, TMM p. 37; INV C, THS A: Observing the Nighttime Sky, TMM p. 38 Literacy: SR, ISR: pgs. 2-5 Digital: IWB: Our Ideas About Weather; Daytime Sky; Nighttime Sky; Phenomenon Video

SL.K.1–3

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B. Interpretive


6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

Students view, discuss, and generate questions to the Phenomenon video for a review of the unit. Working in pairs, the students listen to the text, then observe 4 different Environmental Photo Cards to decide how living things are changing the environment. Students read about the daytime and nighttime sky in the text, make predictions and then go outside to record their observations

Push, Pull, Go TG: L5 pgs. 98-99 INV D, LA 5A: What Have You Learned About Force and Motion? Literary: SR, ISR: pgs. 5-11 Digital: SIM: Motion Series Phenomena Video Living Things and Their Needs TG: L3 pgs. 71-72 INV A, TMM p. 72 Literacy: SR, ISR: pgs. 6-10 Digital: Phenomenon Video Weather and Sky TG: L1 pgs. 36-38 INV B, SIS 1B, TMM p. 37; INV C, THS: Observing the Nighttime Sky, TMM p. 38; INV D, SIS 1D, TMM p. 40 Literacy: SR, ISR: pgs. 2-5 Digital: IWB: Nighttime Sky; Comparing Daytime and Nighttime Skies; Phenomenon Video

RL.K.1–7, 9, 10; RI.K.1–7, 9–10; SL.K.2–3; L.K.4, 6

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B. Interpretive


7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area

Teacher aids students in comparing and evaluating author effectiveness in several sources on spinning. Students share their conclusions on how humans can change the environment in negative and positive ways. Students test their sun structure, identify and problems and discuss what they ca do to improve their structure’s effectiveness.

Push, Pull, Go TG: L4, pgs. 78-79 INV A, LA 4A: Pull Back Car Literacy: SR, ISR: p. 11 Digital: SIM: Spinning Living Things and Their Need TG: L4 pgs. 92-93 INV D Literacy: SR, ISR: pgs. 13-14 Digital: IWB: How Do We Change the Environment?; Pollution Weather and Sky TG: L5, pgs. 130-131 INV C, SIS 5C Literacy: SR, ISR: pg. 8 Digital: IWB: Our Problems and How We Fixed Them

RL.K.3–4, 6; RI.K.2, 6, 8; L.K.4–6

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B. Interpretive


8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area

Teacher builds background knowledge through Reading Strategies (identifying elements of the SR Big Book like bolded words and photographs), as well as word webs, diagrams, and phonics with vocabulary. Pairs of students are asked to draw a picture of humans harming their environment and then think about a way to change the bad behavior into a positive or helpful behavior. Students learn key vocabulary words to describe different types of weather and temperature, precipitation, cloud cover, and wind.

Push, Pull, Go TG: L4, pgs. 79-81 INV A, LA 4A: Pull-Back Car, TMM pgs. 79, 81 Literacy: SR, ISR: p. 11 Living Things and Their Needs TG: L4 pgs. 92-93 INV D Literacy: SR, ISR: pgs. 13-14 Digital: IWB: How Do We Change the Environment? SIM: Pollution Weather and Sky TG: L2 pgs. 57-64 INV A, SIS 2A, LA 2B: What to Wear?, TMM p. 58; INV B, SIS 2B, LA 2B: What to Wear?, TMM p. 60; INV C, SIS 2C, TMM p. 62; INV D, SIS 2D, TMM p. 64 Literacy: SR, ISR pgs. 6- 9 Digital: IWB: How Can I Describe the Weather? SIM: Precipitation; Cloud Cover; Wind Conditions

RL.K.4–5; RI.K.4; L.K.4–6

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C. Productive


9. Expressing information and ideas in formal oral presentations on academic topics

Pairs design and build an invention/model, using their choices of ball, ramp, top, and swing set, to push down a line of dominoes, then problem-solve and share their solutions orally. Students review and orally share the needs of living things giving examples using their pumpkin plants and the Bessbugs as examples. Students share their sun structures, identify and problems and share what they can do to improve their structure’s effectiveness.

Push, Pull, Go TG: L5, pgs. 97-99 INV C Literacy: SR, ISR: p.7 Digital: IWB: Our Problems and How We Fixed Them Living Things and Their Needs TG: L4, pgs. 87-88 INV A, TMM p. 88 Digital: IWB: What Do All Living Things Do? (L1); Bessbugs and Pumpkin Plant Environments Weather and Sky TG: L5, pgs. 130-131 INV C, SIS 5C Literacy: SR, ISR: pg. 8 Digital: IWB: Our Problems and How We Fixed Them

SL.K.4–6; L.K.1, 6

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C. Productive


10. Composing/writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology

Students orally share their new knowledge so the teacher can add it to the class charts on pushes and pulls made in Lesson 1. After going on a nature walk around the school grounds, the students draw pictures of three examples of living things that have changed the school’s environment. Students will draw a picture and build their sun structure and write or dictate how well they think their structure will block the sunlight.

Push, Pull, Go TG: L5 pgs. 98-99 INV D, SIS 5D Literacy: SR. ISR: pgs. 2-14 Digital: IWB: What We Know About Force and Motion Living Things and Their Needs TG: L3 pgs. 73-74 INV B, SIS 3B, LA 3B: A Call for Help, TMM p. 74 Literacy: SR, ISR: pgs. 11-12 Weather and Sky TG: L4 pgs. 128-129 INV B, SIS 5B Literacy: SR, ISR pg. 8 Digital: IWB: The Sun’s Effects on Objects; SIM: Shadows; The Sun’s Warming Effect

W.K.1-3, 5–8; L.K.1–2, 6

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C. Productive


11. Supporting own opinions and evaluating others’ opinions in speaking and writing

Teacher guides a unit review by comparing L1 KWL charts with L5 charts, allowing students to self-evaluate their knowledge of Force and Motion. Each pair of students share and discuss their solution for protecting the local environmental problem that they selected. After students investigate how the sun warms and changes four different earth materials, they present their results in writing, using a word bank to fill in sentence prompts.

Push, Pull, Go TG: L5 pgs. 98-99 INV D, SIS 5D Literacy: SR, ISR: pgs. 2-14 Digital: IWB: Our Ideas About Force and Motion (L1) Living Things and Their Needs TG: L4 pgs. 92-93 INV D Literacy: SR, ISR: pgs. 113-14 Digital: IWB: How Do We Change the Environment? SIM: Pollution Weather and Sky TG: L4 pgs. 112-114 INV C, SIS 4C, LA 4C: Hello, Sun!, TMM p. 114 Digital: SIM: The Sun’s Warming Effect

W.K.1; SL.K.4, 6; L.K.1–2, 6

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C. Productive


12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Students draw, label and write a description of the Bessbugs and draw a picture of their plant as of that date. Students select key vocabulary to make predictions and results from their experiments with different materials in the sun.

Living Things and Their Needs TG: L1, pgs. 39-41 INV D, SIS 1D, Plant Journal Sheet, THS: The Seeds We Eat, TMM p.40 Weather and Sky TG: L4, pgs. 111-114 INV B, SIS 4B, TMM p. 112; INV C, SIS 4C, LA 4C: Hello, Sun!, TMM p. 114 Digital: SIM: Thermometer; The Sun’s Warming Effect

W.K.5; SL.K.4, 6; L.K.1, 5–6

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Part II: Learning About How English Works

A. Structuring Cohesive Texts


1. Understanding text structure Pairs of students use manipulatives to follow specific directions to invent and share a system for showing motion. Students, working in pairs, use their Bessbugs prediction sheet, SIS 2B, to guide their investigations at each station and record their results. Students will follow very specific procedures to test and gather precise information about their investigations.

Push, Pull, Go TG: L5, pgs. 93-95 INV A, SIS 5A Literacy: SR, ISR: pgs. 2-14 Living Things and Their Needs TG: L2 pgs. 55-57 INV B, SIS 2B, LA 2B: Life in the Pond Literacy: SR, ISR: pgs. 2-5 Weather and Sky TG: L4, pgs. 112-114 INV C, SIS 4C, LA 4C: Hello, Sun!, TMM p. 114 Digital: SIM: The Sun’s Warming Effect

RL.K.5; RI.K.5; W.K.1–3, 5; SL.K.4

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A. Structuring Cohesive Texts


2. Understanding cohesion Students review the needs of living things giving examples using their pumpkin plants and the Bessbugs as examples. Students added what they have learned and compared to their class chart from Lesson 1.

Living Things and Their Needs TG: L4 pgs. 87-88 INV A, TMM p. 88 Digital: IWB: What Do All Living Things Do? (L1); Bessbug and Pumpkin Plant Environments Weather and Sky TG: pgs. 131-132 INV D Literacy: SR, ISR pg. 8 Digital: IWB: Our Ideas About Weather (L1); What We Know About Weather

RL.K.5; RI.K.5; W.K.1–3,5; SL.K.4; L.K.1

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B. Expanding and Enriching Ideas


3. Using verbs and verb phrases

Reading Strategies Appendix B and Vocabulary, p. 117 Teacher highlights reading strategies of explaining that “push,” “pull,” and “go” are all verbs or action words; then partners discuss and describe the actions inherent in motion words. Students work in pairs to describe how living things are changing the environment. The Teacher stresses the use of verbs and verb phrases as students share how living things impact the environment. Students discuss and write what they would do in dangerous weather. The Teacher stresses the use of verbs and verb phrases that the students use their explanations.

Push, Pull, Go TG: L2, pgs. 53-55 INV A, SIS 2A, LA 2A: Swinging on the Tire Swing, TMM p. 55, THS A: Finding Things That Move Literacy: SR, ISR: pgs. 4-5, 10-11 Living Things and Their Needs TG: L3 pgs. 73-74 INV B, SIS 3B, LA 3B: A Call for Help, TMM p. 74 Literacy: SR, ISR: pgs. 11-12 Weather and Sky TG: L3, pgs. 94-97 INV C, SIS 3C, LA 3C: Play It Safe!, TMM p. 97 Digital: IWB: Dangerous Weather; Weather Safety

W.K.5; SL.K.6; L.K.1, 6

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4. Using nouns and noun phrases Teacher guides students in identifying parts of a swing and the specific forces involved in swinging, while focusing on the use of nouns and noun phrases. Students work in pairs to describe what living things can do to change an environment. The Teacher stresses the use of nouns and noun phrases as students make a list of what living things can impact an environment. Students select key vocabulary words when making predictions and recording results. Teacher stresses the use of nouns in the answers they selected.

Push, Pull, Go TG: L2 pgs. 52-57 INV A, Literacy Article 2B: Swinging on the Tire Swing Literacy: SR, ISR: pgs. 4-5, 10 Digital: SIM: Swing Set Living Things and Their Needs TG: L3 pgs. 71-72 INV A, TMM p. 72 Literacy: SR, ISR: pgs. 6-10 Weather and Sky TG: L4, pgs. 111-114 INV B, SIS 4B, TMM p. 112; INV C, SIS 4C, LA 4C: Hello, Sun!, TMM p. 114 Digital: SIM: Thermometer; The Sun’s Warming Effect

W.K.5; SL.K.6; L.K.1, 6

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5. Modifying to add details Teams construct a model/invention then test and define design problems and analyze results to determine changes to be made to their models. Pairs of students are asked to draw a picture of humans, harming their environment, and then think about a way to change the bad behavior into a positive or helpful behavior. Students, working in pairs, discuss, draw and write about specific ways to stay safe in dangerous weather, such as, tornadoes, hurricanes, thunderstorms and very hot and cold weather.

Push, Pull, Go TG: L5 pgs. 97-98 INV C Digital: IWB: Our Problems and How We Fixed Them Living Things and Their Needs TG: L4 pgs. 92-93 INV D Literacy: SR, ISR: 13-14 Digital: IWB: How Do We Change the Environment?; SIM: Pollution Weather and Sky TG: L3 pgs. 94-97 INV C, SIS 3C; LA 3C: Play it Safe!, TMM p. 97 Literacy: SR, ISR: pgs. 10, 15 Digital: IWB: Dangerous Weather; Weather Safety

W.K.5; SL.K.4, 6; L.K.1, 6

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C. Connecting and Condensing Ideas


6. Connecting ideas After re-viewing Phenomena Video and review discussion of original questions generated in L1, students connect the relationship of force and motion by drawing pictures in their science notebooks. After taking a walk around their school grounds, the students share their observations/evidence and draw conclusions on how living things have changed their school environment. Students, working in pairs, discuss, draw and write about specific ways to stay safe in dangerous weather.

Push, Pull, Go TG: L5 pgs. 98-99 INV D, SIS 5D; TMM p.36 Literacy: SR, ISR pgs. 2-14 Digital: Unit Phenomena Video Living Things and Their Needs TG: L3 pgs. 73-74 INV B, SIS 3B, LA 3B: A Call for Help; TMM p. 74 Literacy: SR, ISR: pgs. 11-12 Weather and Sky TG: L3 pgs. 94-97 INV C, SIS 3C, LA 3C: Play it Safe!, TMM p. 97 Literacy: SR, ISR: pgs. 10, 15 Digital: IWB: Dangerous Weather; Weather Safety

W.K.1–3, 5; SL.K.4, 6; L.K.1, 6

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7. Condensing ideas Pairs of students draw and explain their solution to their chosen environmental problem. Students also discuss how humans can help or hurt an environment. Students work in pairs and combine their ideas to construct, test and re-design a shade structure to keep a cup of sand cool.

Living Things and Their Needs TG: L4 pgs. 92-93 INV D Literacy: SR, ISR: pgs. 13-14 Digital: IWB: How Do We Change the Environment? Weather and Sky TG: L5 pgs. 128-130 INV B, SIS 5B; INV C, SIS 5C Literacy: SR, ISR: pg. 8 Digital: IWB: Our Problems and How We Fixed Them; The Sun’s Effects on Objects

Not applicable at kindergarten

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Part III: Using Foundational Literacy Skills


Building Blocks of Science 3D provides the tools teachers need for each lesson, in both English and Spanish, to support reading, writing, and speaking development. Teachers will be able to customize their lessons to help students focus on the organization and basic features of print, increase their understanding of spoken words, use phonics and word recognition to decode words in both isolation and text, increasing their reading fluency and basic Reading Foundational Skills. Additionally, Building Blocks of Science units support EL students and their teachers by providing:

• common experiences/investigations using age-appropriate, interactive, hands-on lessons and materials

• assessment of prior knowledge using class charts, science notebooks, and small- and large-group discussions

• guiding questions, included in the Teacher’s Guide, with for use with group discussions, informal teacher-student talks, and assessment of student progress, including anticipated student responses are included where applicable

• opportunities for students to work in pairs, small groups, and learning centers

• active use of science notebooks, class charts, topic-related books, digital resources, and informational texts, that link science to reading, writing, and math application, throughout all lessons

• student investigation sheets that support ELL students with graphic organizers (Venn diagrams, concept maps, etc.), blank data-table set up, and step-by-step guided instructions

Examples of Student and Teacher Resources in Spanish for all Kindergarten unit titles:

• Unit Phenomena videos • Student Interactive Readers

(text-to-speech feature) • Student Literacy Readers

(print and digital with text-to-speech feature)

• Interactive Whiteboard Activities

• Student Investigation Sheets (print and digital)

• Digital Simulations of key concepts

• Literacy Articles • Summative Assessments • Tell Me More Science

Notebook prompts • Teacher Sheets • Science in the News • Family letters • Student Safety Contract

RF.K.1–4

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Building Blocks of Science™ 3D Correlation to the California English Language Development Standards, Grade 1


Entry, THS – Take-Home Science, SR – Student Reader, BGSR— Below Grade Student Reader, ISR – Interactive Student Reader, IWB – Interactive Whiteboard, SIM – Simulation

Grade 1 Section 1: Overview

Part I: Interacting in Meaningful Ways A. Collaborative

Building Blocks of Science™ 3D Corresponding CA

CCSS for ELA/Literacy Meeting the Critical Principles Example


Partners discuss, then orally share their ideas about light and sound, as teacher records them on a class chart. Students share ideas to complete a venn diagram as they compare the needs of plants and animals. Students will share orally what they know about objects in the sky. They will also focus on the Sun, how it affects the Earth and creates shadows.

Light and Sound Waves TG: L1, pgs.38-39 INV A, TMM p.39 Literacy: SR, ISR, BGSR: pgs. 2, 10 Digital: IWB: Our Ideas About Light and Sound Exploring Organisms TG: L1, pgs. 40-42 INV C, TMM p. 42 Literacy: SR, ISR, BGSR: pgs. 2, 6 Digital: IWB: Animal and Plant Needs Sky Watchers TG: L1, pgs. 36-40 INV A, THS: Nighttime Sky Journal, TMM p. 37; INV B, SIS 1B, TMM p. 40 Literacy: SR, ISR, BGSR: pgs. 2-7 Digital: IWB: Our Ideas About Objects in the Sky; Where Can the Sun Be Seen?; SIM: Shadows

SL.1.1, 6; L.1.1, 6

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Building Blocks of Science™ 3D Corresponding CA



Student pairs first record a prediction and plan for investigating vibrations using a drum and pencil, then draw results and complete sentence starters. Students draw and label the 3 body parts of the insect they observed and write the function of each part. Students draw and write pictures of the daytime and nighttime sky, adding patterns that they have noticed when looking at an object in the sky.

Light and Sound Waves TG: L2, pgs. 51-52 INV A, SIS 2A, TMM p.52 Literacy: SR, ISR, BGSR: pgs. 10-11 Digital: IWB: Vibrations on a Drum Exploring Organisms TG: L2, pgs. 55-56 INV A, SIS 2A, TMM p. 56 Sky Watchers TG: L1, pgs. 41-43 INV C, SIS 1 C, TMM p. 42 Literacy: SR, ISR, BGSR: pgs. 2-7 Digital: IWB: Comparing Daytime and Nighttime Sky Patterns; SIM: Daytime/Nighttime

W.1.6; L.1.1, 6

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Building Blocks of Science™ 3D Corresponding CA CCSS for ELA/Literacy

Meeting the Critical Principles Example


Pairs predict, investigate, share and justify their results with the class, on how sound can be changed by a rubber band box. Students brainstorm examples and share their opinions on whether or not, some adaptations are related to an organism’s environment or inherited. Students draw, explain and compare their pictures that show how daylight changes during the four seasons in their area.

Light and Sound Waves TG: L2, pgs.55-57 INV C, SIS 2C, TMM p.57 Literacy: SR, ISR, BGSR: pgs.12, 14 Exploring Organisms TG: L2, pgs. 55-56 INV A, SIS 2A, TMM p. 56 Sky Watchers TG: L3, pgs. 85-87 INV B, SIS 3B, LA 3B: Days of Change, TMM p. 87 Literacy: SR, ISR, BGSR: pgs. 10-13 Digital: IWB: Our Plan to Investigate Daylight Patterns; Sunrise and Sunset Data.

SL.1.1, 6; L.1.1, 6

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The students write and draw pictures showing what they think different insect parts are used for. They also mimic and compare different animal structures to those of humans. Groups of students are given a topic about the Sun-Earth-Moon connection and create a model to represent and teach their topic to the class. Students are asked to write one thing they learned from another group.

Exploring Organisms TG: L2, pgs. 55-64 INV A, SIS A, TMM p. 56; INV C, SIS 2C, LA 2C: Food for Thought, TMM p. 64 Literacy: SR, ISR, BGSR: pgs. 11-13 Sky Watchers TG: L5, pgs. 127-128 INV A, SIS 5A, Teacher Presentation Rubric, 5A Literacy: SR, ISR, BGSR: pgs. 2-14 Digital: IWB: Our Ideas About Objects in the Sky (L1); Where Can the Sun Be Seen? (L1); Comparing Daytime and Nighttime Sky Patterns (L1); What We Know About Objects in the Sky

Not applicable at grade 1

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Part I: Interacting in Meaningful Ways B. Interpretive




Students view Phenomenon Video on light and sound waves and record questions in their science journals while the teacher lists them on a class chart, for reference throughout the unit. Students observe insect specimens, share what they think various structures are used for and how they help the insects survive. Each student will have an opportunity to demonstrate and listen to one another explain how the amount of light on Earth changes, creating day and night.

Light and Sound Waves TG: L1, pgs. 37-39 INV A Literacy: SR, ISR, BGSR: pgs. 2-3, 10-12 Digital: IWB: Our Ideas About Light and Sound SIM: Vibrations; Phenomenon Video; Exploring Organisms TG: L2, pgs. 57-59 INV B, TMM p. 59 Digital: Phenomenon Video Sky Watchers TG: L2, pgs. 67-69 INV B, SIS 2B, TMM p. 69 Literacy: SR, ISR, BGSR: pgs. 8-9 Digital: IWB: Why We Have Day and Night; SIM: Earth’s Rotation; Phenomenon Video

SL.1.1–3

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Students read, study diagrams, and view videos to identify how sound travels to our ears. Students read, look at pictures and view videos to discuss and identify the relationship between animal babies and their parents to see if there were any similar patterns of behavior.

Light and Sound Waves TG: L3, pgs.75-77 INV A, SIS 3A, TMM p. 77 Literacy: SR, ISR, BGSR: pgs. 10-11 Digital: IWB: Our Plan to Study Vibrations; Phenomenon Video Exploring Organisms TG: L3, pgs. 77-79 INV A, SIS 3A, LA 4A: Weird Parents, TMM p. 79 Literacy: SR, ISR, BGSR: pgs. 3-5, 7 Digital: IWB: Ways Parents Care for Babies; Phenomenon Video

RL.1.1–7, 9, 10; RI.1.1–7, 9–10; SL.1.2–3; L.1.4, 6

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Student pairs design, build, and test a device to communicate with using light or sound. Students present their device to the class, provide feedback and evaluate best designs. Students share their explanations and models on how plant and animal structures can be used to solve human problems. The class will evaluate each design as a class. Students, working in groups, will be given a topic about the Sun-Earth-Moon connection and asked to create a model and teach their assigned topic to the class. The groups will use the Teacher’s Presentation Rubric to evaluate each group’s presentation.

Light and Sound Waves TG: L6, pgs. 129-131 INV B, SIS 6B Literacy: SR, ISR, BGSR: pgs. 2-3, 10-11 Exploring Organisms TG: L5, pgs. 122-124 INV C Literacy: SR, ISR, BGSR: pgs. 11-13 Sky Watchers TG: L5, pgs. 127-128 INV A, SIS 5A, Teacher Presentation Rubric, 5A Literacy: SR, ISR, BGSR: pgs. 2-14 Digital: IWB: Our Ideas About Objects in the Sky (L1); Where Can the Sun Be Seen? (L1); Comparing Daytime and Nighttime Sky Patterns (L1); What We Know About Objects in the Sky

RL.1.3–4, 6; RI.1.2, 6, 8; L.1.4–6

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Teacher builds background knowledge through Reading Strategies (identifying elements of the SR like bolded words and photographs), as well as word webs, diagrams, and phonics with vocabulary. Students look at pictures, read and write how they know the parents protect, feed, show love and teach their offspring. Students draw and describe how daylight changes during the four seasons where they live and complete a paragraph explaining how the tilt of the Earth determines the season.

Light and Sound Waves TG: L5, pgs. 102-106 INV A, SIS 5A.1, SIS 5A.2 Literacy: SR, ISR, BGSR: pgs. 2-9; THS p.103 Digital: IWB: Does Light Pass Through? SIM: Translucent, Transparent, Opaque Exploring Organisms TG: L3, pgs. 77-79 INV A, Sis 3A, LA 4A: Weird Parents, TMM p. 79 Literacy: SR, ISR, BGSR: pgs. 3-5, 7 Digital: IWB: Ways Parents Care for Babies Sky Watchers TG: L3, pgs. 85-87 INV B, SIS 3B, LA 3B: Days of Change, TMM p. 87 Literacy: SR, ISR, BGSR: pgs. 10-13 Digital: IWB: Our Plan to Investigate Daylight Patterns; Sunrise and Sunset Data

RL.1.4–5; RI.1.4; L.1.4–6

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Part I: Interacting in Meaningful Ways C. Productive




Student pairs design, build, and test devices to communicate with using light or sound, then present their devices orally to the class. Students share how their bean plan has changed throughout the unit and what structures helped the plant survive and grow. Groups of students will be given a topic about the Sun-Earth-Moon connection and asked to create a model and teach their assigned topic to the class. Students are asked to write one thing they learned from another group.

Light and Sound Waves TG: L6, pgs. 129-131 INV B, SIS 6B Literacy: SR, ISR, BGSR: pgs. 2-3, 10-11 Exploring Organisms TG: L5, pgs. 119-121 INV B, SIS 5B, TMM p. 121 Literacy: SR, ISR, BGSR: pgs. 11-13 Sky Watchers TG: L5, pgs. 127-128 INV A, SIS 5A, Teacher Presentation Rubric: 5A Literacy: SR, ISR, BGSR: pgs. 2-14 Digital: IWB: Our Ideas About Objects in the Sky (L1); Where Can the Sun Be Seen? (L1); Comparing Daytime and Nighttime Sky Patterns (L1); What We Know About Objects in the Sky

SL.1.4–6; L.1.1, 6

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Student pairs design, build, and test devices to communicate with light or sound. Students give oral presentations and use class feedback to complete sentence starters on how to improve their devices. Pairs of students brainstorm to create a model, a diagram and a written description of a piece of equipment, a tool or an article of clothing that would solve a given human problem. Groups of students will be given a topic about the Sun-Earth-Moon connection and asked to create a model and teach their assigned topic to the class. Students are asked to write one thing they learned from another group

Light and Sound Waves TG: L6, pgs. 129-131 INV B, SIS 6B Literacy: SR, ISR, BGSR: pgs. 2-3, 10-11 Exploring Organisms TG: L5, pgs. 122-123 INV C Literacy: SR, ISR, BGSR: pgs. 11-13 Sky Watchers TG: L5, pgs. 127-128 INV A, SIS 5A, Teacher Presentation Rubric: 5A Literacy: SR, ISR, BGSR: pgs. 2-14 Digital: IWB: Our Ideas About Objects in the Sky (L1); Where Can the Sun Be Seen? (L1); Comparing Daytime and Nighttime Sky Patterns (L1); What We Know About Objects in the Sky

W.1.1–3, 5–8; L.1.1–2, 6

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After each student pair orally shares their device for communicating with light or sound and present orally, the class is invited to give constructive feedback, supported with details, regarding each device, and to judge which team’s device was the most practical. Pairs of students brainstorm to create a model, a diagram and a written description of a piece of equipment, a tool or an article of clothing that would solve a given human problem. The class is also invited to select the best solutions for the problem. Students, working in groups, will be given a topic about the Sun-Earth-Moon connection and asked to create a model and teach their assigned topic to the class. The groups will use the Teacher’s Presentation Rubric to evaluate each group’s presentation

Light and Sound Waves TG: L6, pgs.129-131 INV B, SIS 6B Literacy: SR, ISR, BGSR: pgs. 2-3, 10-11 Exploring Organisms TG: L5, pgs. 122-124 INV C Literacy: SR, ISR, BGSR: pgs. 11-13 Sky Watchers TG: L5, pgs. 127-128 INV A, SIS 5A, Teacher Presentation Rubric, 5A Literacy: SR, ISR, BGSR: pgs. 2-14 Digital: IWB: Our Ideas About Objects in the Sky (L1); Where Can the Sun Be Seen? (L1); Comparing Daytime and Nighttime Sky Patterns (L1); What We Know About Objects in the Sky

W.1.1; SL.1.4, 6; L.1.1–2, 6

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Student pairs predict and then explore which materials light will pass through, and then investigate and classify which materials are translucent, transparent, or opaque. Students draw conclusions about how plants use their structures to survive and define the function for each of the plant’s structures. Students will learn the names of the different phases of the moon and place the phase pictures in the correct position on a lunar moon phase chart.

Light and Sound Waves TG: L5, pgs.103-105 INV A, SIS 5A.1, SIS 5A.2 Literacy: SR, ISR, BGSR: pgs. 5-9 Digital: IWB: Does Light Pass Through? SIM: Translucent, Transparent, Opaque Exploring Organisms TG: L5, pgs. 119-121 INV B, SIS 5B, TMM p. 121 Literacy: SR, ISR, BGSR: pgs. 11-13 Sky Watchers TG: L4, pgs. 108-109 INV B, SIS 4B, LA 4A: Phases of the Moon Cards; TMM p. 109 Literacy: SR, ISR, BGSR: pgs. 3, 8-9, 15 Digital: IWB: Phases of the Moon; SIM: Sun, Earth, Moon

W.1.5; SL.1.4, 6; L.1.1, 5–6

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Part II: Learning About How English Works A. Structuring Cohesive Texts



1. Understanding text structure Student pairs apply their knowledge in a step-by-step engineering design challenge to make a device that will communicate using light or sound, then revise and improve their devices based on class feedback. The students will follow the student investigation sheet to draw pictures and write text explaining how different animal and plant structures help them survive.

Light and Sound Waves TG: L6, pgs.129-131 INV B, SIS 6B Literacy: SR, ISR, BGSR: pgs.2-3, 10-11 Digital: IWB: How Do We Communicate with Sound and Light? Exploring Organisms TG: L3, pgs. 77-79 INV A, SIS 3A, LA 4A: Weird Parents, TMM p. 79 Literacy: SR, ISR, BGSR: pgs. 3-5, 7 Digital: IWB: Ways Parents Care for Babies Sky Watchers TG: L2, pgs. 67-69 INV B, SIS 2B, TMM p. 69 Digital: IWB: Why We Have Day and Night; SIM: Earth’s Rotation

RL.1.5; RI.1.5; W.1.1–3, 5; SL.1.4

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2. Understanding cohesion After student pairs participate in a design challenge to build and test a device that will communicate using light or sound, they will use peer feedback to revisit and improve their original designs. Students will follow the student investigation sheet to draw pictures and write text explaining how different animal and plant structures help them survive. Students share their ideas on what they have learned during the unit on a new class chart, then compare it to Lesson one’s chart to show growth and understanding.

Light and Sound Waves TG: L6, pgs.129-131 Literacy: SR, ISR, BGSR: pgs.2-3, 10-11 Digital: IWB: How Do We Communicate with Sound and Light? Exploring Organisms TG: L2, pgs. 60-64 INV C, SIS 2C, LA 2C: Food for Thought, TMM p. 64 Literacy: SR, ISR, BGSR: pgs. 11-13 Sky Watchers TG: L5, pgs. 129-130 INV B Literacy: SR, ISR, BGSR: pgs. 2-14 Digital: IWB: Our Ideas About Objects in the Sky (L1); Where Can the Sun Be Seen? (L1); Comparing Daytime and Nighttime Sky Patterns (1); What We Know About Objects in the Sky

RL.1.5; RI.1.5; W.1.1–3, 5; SL.1.4; L.1.1

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Part II: Learning About How English Works B. Expanding and Enriching Ideas




Students are encouraged to use verbs such as “Vibrate,” “wave,” and “illuminate” as they investigate, as well as actions they can take to actively modify the intensity of a light source. Students fill out a chart telling how animal parents care for their babies. Special focus on the use of verbs and verb phrases help to describe how parents care for their young. Students will complete the investigation sheet by circling the correct words, many of which are verbs, to describe how the moon appears to change shape during the month.

Light and Sound Waves TG: L1, pgs. 37-39, INV A, TMM p.39 L1 Assessment Observation Sheet, p.46 Literacy: SR, ISR, BGSR: pgs. 2, 10 Digital: IWB: Our Ideas About Light and Sound Exploring Organisms TG: L3, pgs. 77-79, INV. A, SIS 3A, LA 4A: Weird Parents, TMM p. 79 Literacy: SR, ISR, BGSR: pgs. 3-5, 7 Digital: IWB: Ways Parents Care for Babies Sky Watchers TG: L4, pgs. 104-107 INV A, SIS 4A, LA 4A: Sun, Earth, and Moon, Phases of the Moon Cards, TMM p. 107 Literacy: SR, ISR, BGSR: pgs. 3, 8-9, 15 Digital: IWB: Phases of the Moon; SIM: Sun, Earth, Moon

W.1.5; SL.1.6; L.1.1, 6

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4. Using nouns and noun phrases Students label diagrams of several communication devices, which all require a transmitter, receiver, and code. Focus is on the use of nouns to name the parts. Students write about an insect’s 3 body parts and their function. Special focus is on nouns and noun phrases when identifying and describing each body part. Students are learning to recognize and name the different phases of the moon. Stress that the names of the phases are all nouns and represent different amounts of light reflecting off the surface of the moon as we go through the month.

Light and Sound Waves TG: L6, pgs. 126-128 INV A Literacy: SR, ISR, BGSR: pgs.2-3, 10-11 Digital: IWB: How Do We Communicate with Sound and Light? Exploring Organisms TG: L2, pgs. 55-56 INV A, SIS 2A, TMM p. 56 Sky Watchers TG: L4, pgs. 104-109 INV A, 104-107, SIS 4A, LA 4A: Sun, Earth, Moon; TMM p. 107; INV B, SIS 4B, TMM p. 109 Literacy: SR, ISR, BGSR: pgs. 3, 8-9, 15 Digital: SIM: Phases of the Moon

W.1.5; SL.1.6; L.1.1, 6

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5. Modifying to add details Following oral presentation of their engineering project design demonstrating how to communicate using light or sound, student pairs incorporate peer feedback to revisit and improve their designs. Students move through different animal centers, writing about the animal’s home, its needs and what body parts help it survive. Students create a model and teach their assigned topic about the Sun-Earth-Moon connection to the class. After evaluating the group’s presentations, they are asked to write at least one new thing they learned from the presentations.

Light and Sound Waves TG: L6, pgs. 129-131 INV B, SIS 6B Literacy: SR, ISR, BGSR: pgs.2-3, 10-11 Digital: IWB: How Do We Communicate with Sound and Light? Exploring Organisms TG: L5, pgs. 117-118 INV A, SIS 5A Literacy: SR, ISR, BGSR: pgs. 11-13 Sky Watchers TG: L5, pgs. 127-128 INV A, SIS 5A Literacy: SR, ISR, BGSR: pgs. 2-14 Digital: IWB: Our Ideas About Objects in the Sky (L1); Where Can the Sun Be Seen? (L1); Comparing Daytime and Nighttime Sky Patterns (L1); What We Know About Objects in the Sky

W.1.5; SL.1.4, 6; L.1.1, 6

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Part II: Learning About How English Works C. Connecting and Condensing Ideas



6. Connecting ideas Students connect learning from the previous five lessons of the unit to design, build, and test a device that will be able to communicate using light or sound. Students rotate around stations and draw conclusions about organisms’ structures based on their environments Students work in pairs to complete a paragraph explaining moon phases and arrange pictures of the phases as they appear at different times throughout the lunar month.

Light and Sound Waves TG: L6, pgs. 129-131 INV B, SIS 6B Literacy: SR, ISR, BGSR: pgs.2-3, 10-11 Digital: IWB: How Do We Communicate with Sound and Light? Exploring Organisms TG: L5, pgs. 117-118 INV A, SIS 5A, TMM p. 118 Literacy: SR, ISR, BGSR: pgs. 11-13 Sky Watchers TG: L4, pgs. 108-109 INV A, 104-107, SIS 4A, LA 4A: Sun, Earth, Moon, TMM p. 107; INV B, SIS 4B, TMM p. 109 Literacy: SR, ISR, BGSR: pgs. 3, 8-9, 15 Digital: SIM: Phases of the Moon

W.1.1–3, 5; SL.1.4, 6; L.1.1, 6

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7. Condensing ideas Students analyze data after testing the amount of light that will pass through different materials, to classify objects as transparent, translucent, or opaque. Students consider how plant and animal structures can be used to solve human problems and design a model for their solution. Students, working in groups, are given a topic about the Sun-Earth-Moon connection and asked to create a model to teach their assigned topic to the class. The groups will use the Teacher’s Presentation Rubric to evaluate each group’s presentation

Light and Sound Waves TG: L5, pgs.102-105 INV A, SIS 5A.1, SIS 5A.2 TMM p.105 Literacy: SR, ISR, BGSR: pgs. 2-9 Digital: IWB: Does Light Pass Through? SIM: Translucent, Transparent, Opaque Exploring Organisms TG: L5, pgs. 122-124 INV C Literacy: SR, ISR, BGSR: pgs. 11-13 Sky Watchers TG: L5, pgs. 127-128 INV A, SIS 5A Literacy: SR, ISR, BGSR: pgs. 2-14 Digital: IWB: Our Ideas About Objects in the Sky (L1); Where Can the Sun Be Seen? (L1); Comparing Daytime and Nighttime Sky Patterns (L1); What We Know About Objects in the Sky

W.1.1–3, 5; SL.1.4, 6; L.1.1, 6

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Part III: Using Foundational Literacy Skills Building Blocks of Science™ 3D Corresponding CA









Examples of Student and Teacher Resources in Spanish for all Grade 1 unit titles:

• Unit Phenomena videos • Student Interactive

Readers (text-to-speech feature)

• Student Literacy Readers (print and digital with text-to-speech feature)






RF.K-1.1–4 (as appropriate)

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Students begin to understand that smaller parts can be combined to create larger structures, as they explore building with the same number of Unifix cubes and share their structures. Students share their ideas on the relationship between living and nonliving things in their area. Teacher records their ideas on a class chart for use with Lesson 5. Student pairs discuss their Water and Land cards, then discuss with the entire class, to share on the class “What We Can Observe About Landforms” chart.

Matter TG: L1, pgs.34-37 INV A, SIS 1A, TMM p.37 Literacy: SR, ISR, BGSR: p.7 Digital: IWB: Specifications to Build a Pyramid; SIM: Parts Make a Whole Ecosystem Diversity TG: L1, pgs. 36-38 INV A, TMM p. 38 Digital: IWB: Living Things Matrix; Basic Needs of Living Things Map Earth Materials TG: L2, pgs. 73-75 INV B, SIS 2B, TMM p.74 Literacy: SR, ISR, BGSR: pgs.6-7, 10-13 Digital: IWB: What We Can Observe About Landforms

SL.2.1, 6; L.2.1, 3, 6

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Building Blocks of Science™ 3D Corresponding CA CCSS for ELA/Literacy Meeting the Critical Principles Example


Pairs of students develop instructions for building a pyramid using Unifix cubes, then draw and label their own specifications, to transfer to a class chart. Students create a chart that describes the Basic Needs of Living Things: Food, Shelter and Water, and share it with their partner and the class. Students read Literacy & Science Article on soil erosion, then complete a T-chart that compares three problems and solutions farmers are currently using to control soil erosion.

Matter TG: L1, pgs. 34-37 INV A, SIS 1A; TMM p.37 Literacy: SR, ISR, BGSR: p.7 Digital: IWB: Specifications to Build a Pyramid; SIM: Parts Make A Whole; Phenomenon Video Ecosystem Diversity TG: L1, pgs. 36-38 INV A, TMM p. 38 Digital: IWB: Living Things Matrix; Basic Needs of Living Things Map Earth Materials TG: L4, pgs. 141-143 INV C, Literacy & Science 4C: Reducing Soil Erosion, TMM p.142 Literacy: SR, ISR, BGSR: pgs.7, 12-13 Digital: SIM: Soil Erosion

W.2.6; L.2.1, 3, 6

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Student teams explore a new material, sand, and support their opinions of whether it is a liquid or solid with evidence from prior investigations. Students are asked to debate and provide their evidence and reasoning on whether or not the wind or animals are the most effective in dispersing seeds. Students give opinions, supported by evidence, as to whether glaciers should be classified as landforms or bodies of water.

Matter TG: L2, pgs. 59-61 INV B, TMM p.61 Literacy: SR, ISR, BGSR: pgs. 4-5 Digital: SIM: Matter Particles Ecosystem Diversity TG: L3, pgs. 79-80 INV B, LA 3B: The Oak Tree Speaks Its Mind, TMM p. 80 Digital: SIM: Bee Pollination Earth Materials TG: L5, pgs.171-173 INV C Literacy: SR, ISR, BGSR: pgs.10-13 Digital: IWB: Landforms and Bodies of Water

SL.2.1, 6; L.2.1, 3, 6

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4. Literacy: Adapting language choices to various contexts (based on task, purpose, audience, and text type)

Student pairs work through three scenarios in investigation 5C, attempting to improve a real-world design, then share with the class. Students are asked to write a story, create a model and share how an animal can pollinate a plant or disperse seeds. Students plan, build, and share clay model islands in oral presentations, including a written summary.

Matter TG: L5, pgs.127-129 INV C, SIS 5C Literacy: SR, ISR, BGSR: pgs.14-15 Ecosystem Diversity TG: L3, pgs. 79-80 INV B, LA 3B: The Oak Tree Speaks Its Mind, TMM p. 80 Digital: SIM: Bee Pollination Earth Materials TG: L6, pgs. 195-197 INV A, SIS 6A; INV B, SIS 6B Literacy: SR, ISR, BGSR: pgs.2-4, 8-9, 13, 15

W.2.4–5; SL.2.1, 6; L.2.1, 3, 6

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Student teams interact orally as they listen to the teacher solicit questions and their peers generate possible solutions, to investigations as to the different states of matter. Students share their stories and models showing how animals can pollinate a plant or disperse seeds. Students are reminded to be active listeners as their classmates present their model islands, then provide questions and feedback after each presentation.

Matter TG: L2, pgs. 53-58 INV A, SIS 2A, TMM p.58 Literacy: SR, ISR, BGSR: pgs.2-3, 8-11 Digital: IWB: Water’s Three States of Matter Ecosystem Diversity TG: L3, pgs. 79-80 INV B, LA 3B: The Oak Tree Speaks Its Mind, TMM p. 80 Digital: SIM: Bee Pollination; Phenomenon Video Earth Materials TG: L6, p.197 INV B, SIS 6B Literacy: SR, ISR, BGSR: pgs.2-4, 8-9, 13, 15

SL.2.1–3; L.2.3

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Students closely read the Student Reader and a Literacy Article, resulting in constructing an argument for how particle behavior changes as matter changes state. Students read the Literacy and Science Brochure and view the pictures of how humans can impact a habitat. Students view Phenomenon Video on Earth Materials and read the Student Readers to share what they have learned about Earth’s Materials.

Matter TG: L2, pgs. 63-66 INV C, LA 2C: Making Ice Pops, TMM p. 62 Literacy: SR, ISR, BGSR: pgs.2-6, 8-11 Digital: IWB: Water’s Three States of Matter Ecosystem Diversity TG: L5, pgs. 115-116 INV A, SIS 5A, Literacy and Science 5A: Humans and Habitats Digital: IWB: How We Affect Habitats; SIM: Pollution; Phenomenon Video Earth Materials TG: L6, pgs.198-199 INV C Literacy: SR, ISR, BGSR: pgs.2-4, 8-9, 13 Digital: IWB: What We Know About Earth’s Materials

RL.2.1–7, 9–10; RI.2.1–7, 9–10; SL.2.2–3; L.2.3, 4, 6

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Student teams classify various examples as physical or chemical changes, provide evidence, and share their written and oral choices. Students read the Literacy and Science Brochure to see how humans impact a habitat and write how they would affect other living things if they moved to a different habitat. Students read, then compare and contrast the efficacy of two formal Literacy Articles, The Dirt on Soil and Reducing Soil Erosion.

Matter TG: L5, pgs. 123-126 INV B, SIS 5B, TMM p.126 THS: Chemical Changes in the Kitchen Literacy: SR, ISR, BGSR: p.12 Digital: SIM: Identify Change Ecosystem Diversity TG: L5, pgs. 115-116 INV A, SIS 5A, Literacy and Science 5A: Humans and Habitats Digital: IWB: How We Affect Habitats; SIM: Pollution Earth Materials TG: L4, pgs. 136-137, 141-142 INV A, LA 4A: The Dirt on Soil, TMM p. 137; INV C, Literacy and Science 4C: Reducing Soil Erosion, TMM p. 142 Literacy: SR, ISR, BGSR: pgs. 7, 12-13 Digital: IWB: Our Ideas About Soil; SIM: Soil Erosion

RL.2.3–4, 6; RI.2.2, 6, 8; SL.2.3; L.2.3–6

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Teacher guides students to explore how vocabulary is highlighted and supported by various photographs, diagrams, and graphic organizers in their student readers. Students read the Literacy and Science Article to increase their knowledge on how plants and animals rely on one another for food and plant pollination. Teacher guides students to explore how vocabulary is bolded and supported by various diagrams, photographs, and graphic organizers in their student readers.

Matter TG: L1, pgs. 35-37 INV A, SIS 1A, TMM p. 37 Literacy: SR, ISR, BGSR: pgs. 2-7 Digital: IWB: Specifications to Build a Pyramid; SIM: Parts Make a Whole; Phenomenon Video Ecosystem Diversity TG: L3, pgs. 77-78 INV A, Literacy & Science 3A: Pollination and Seed Dispersal, LA: 3B: The Oak Tree Speaks its Mind, TMM p. 78 Digital: SIM: Bee Pollination Earth Materials TG: L1, p. 38 INV A Literacy: SR, ISR, BGSR: pgs. 2-7 Digital: IWB: Our Ideas About Earth’s Materials

RL.2.4–5; RI.2.4–5; SL.2.3; L.2.3–6

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Groups explore a chemical reaction in Investigation 5B, then orally defend a list of changes in state, as to whether they are physical or chemical changes. Students present their data and observations of which test chamber their pill bugs preferred and what type of habitat pill bugs would prefer in nature. Students formally present their clay model islands and relate what would happen to their island’s landforms if beset by erosion.

Matter TG: L5, pgs. 123-126 INV B, SIS 5B, TMM p.126 THS: Chemical Changes in the Kitchen Literacy: SR, ISR, BGSR: p.12 Digital: SIM: Identify Change Ecosystem Diversity TG: L4, pgs. 97-98 INV C, SIS 4A, THS: Habitat Exploration, TMM p. 98 Digital: IWB: Pill Bug Preferences Earth Materials TG: L6, pgs. 195-197 INV A, SIS 6A; INV B, SIS 6B Literacy: SR, ISR, BGSR: pgs. 2-4, 8-9, 13, 15

SL.2.4–6; L.2.1, 3, 6

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Student pairs explore and compare the properties of ice and water, then write a sentence that uses those properties to describe the changes that occur when ice melts into water. Students draw and explain how they would live in another habitat, their impact on other living and non-living things, and propose possible solutions to decrease their human impact. Student teams plan, design, and write about their solution to slow down the erosion of sand by wind.

Matter TG: L2, pgs. 54-58 INV A, SIS 2A, TMM P. 58 Literacy: SR, ISR, BGSR: pgs. 2-3, 8-11 Digital: IWB: Water’s Three States of Matter SIM: Water Conservation Ecosystem Diversity TG: L5, pgs. 115-116 INV A, SIS 5A, Literacy and Science 5A: Humans and Habitats Digital: IWB: How We Affect Habitats; SIM: Pollution Earth Materials TG: L3, pgs.108-110 INV D, SIS 3D, TMM p.110 Literacy: SR, ISR, BGSR: pgs. 12-13

W.2.1–8, 10; L.2.1–3,6

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Student pairs design their own structures based on three scenarios, discuss and defend their ideas, and evaluate other students’ structures. Students are asked to debate and provide their evidence and reasoning on which method of seed dispersal is more effective: wind or animals. After student teams design and test their barriers to wind erosion of sand, the class discusses and evaluates each team’s design.

Matter TG: L5, pgs.127-129 INV C, SIS 5C Literacy: SR, ISR, BGSR: p.12 Ecosystem Diversity TG: L3, pgs. 79-80 INV B, LA 3B: The Oak Tree Speaks Its Mind, TMM p. 80 Digital: SIM: Bee Pollination Earth Materials TG: L3, pgs. 108-110 INV D, SIS 3D, TMM p. 110 Literacy: SR, ISR, BGSR: pgs.12-13

W.2.1, 4, 10; SL.2.4, 6; L.2.1–3, 6

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Students make tri-fold vocabulary books to organize their thoughts about such new terms as “solid,” “liquid,” and “evaporation.” The students, together with the teacher, read the Habitat Climates Brochure, which will provide specific answers to the Climate Quiz on panel 6 of the brochure about the various habitats in the world. After learning about the Water Cycle, students draw and correctly label the steps, including proper use of terms like “evaporation,’ “condensation,” and “precipitation.”

Matter TG: L2, pgs. 54-58 INV A, SIS 2A, TMM p. 58 Literacy: SR, ISR, BGSR: pgs. 2-3, 8-11 Digital: IWB: Water’s Three States of Matter; SIM: Water Conservation Ecosystem Diversity TG: L1, pgs. 38-41 INV B, Literacy and Science 1B: Habitat Climates, TMM p. 41 Literacy: SR, ISR, BGSR: pgs. 2-13 Earth Materials TG: L1, pgs. 42-45 INV C, SIS 1C.1, SIS 1C.2, TMM p.45 Literacy: SR, ISR, BGSR: p.13 Digital: SIM: Water Cycle

W.2.4–5; SL.2.4, 6; L.2.1, 3, 5–6

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1. Understanding text structure Students follow a step-by-step recipe to make fresh fruit ice pops., changing state by combining a solid plus a liquid, resulting in a solid. Students read the Habitat Climates Brochure, which is an excellent model of how text can be structured to provide important information and evidence to answer questions about climate and habitats. Students write their conclusions to the question: “What Have I Learned About Earth’s Materials?” by referring and comparing to the charts generated at the beginning of the unit.

Matter TG: L2, pgs. 61-62 INV C, LA 2C: Making Ice Pops, TMM p. 62 Literacy: SR, ISR, BGSR: pgs.2-6, 8-11 Digital: IWB: Water’s Three States of Matter Ecosystem Diversity TG: L1, pgs. 38-41 INV B, LA 1B: Habitat Climates, TMM p. 41 Literacy: SR, ISR, BGSR: pgs. 2-13 Earth Materials TG: L6, pgs. 198-199 INV C Digital: IWB: Our Ideas About Earth’s Materials (L1); What We Know About Earth’s Materials

RL.2.5; RI.2.5; W.2.1–5; SL.2.4

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2. Understanding cohesion Students analyze their data and observations and draw conclusions as to the type of habitat pill bugs prefer. After researching and reviewing the different effects of wind on sand, students design, build and test a barrier to reduce the wind’s damage. They then defend the efficacy of their designs.

Ecosystem Diversity TG: L4, pgs. 97-99 INV C, SIS 4A, THS: Habitat Exploration, TMM p. 98 Digital: IWB: Pill Bug Preferences Earth Materials TG: L3, pgs. 108-110 INV D, SIS 3D, TMM, p. 110 Literacy: SR, ISR, BGSR: pgs. 12-13

RL.2.5; RI.2.5; W.2.1–4; SL.2.4; L.2.1, 3

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After exploring how different shapes of structures can be built using the same number of Unifix cubes, student pairs identify in writing the specifications to build their structure. Students focus on how animals help pollinate or disperse seeds, which focuses on verbs and verb phrases to explain the processes. Students use action words (verbs) to describe what water does as it moves on earth (i.e.”erodes,” “condenses,” “evaporates”).

Matter TG: L1, pgs. 35-37 INV A, SIS 1A, TMM p.37 Literacy: SR, ISR, BGSR: p.7 Digital: IWB: Specifications to Build a Pyramid SIM: Parts Make a Whole Ecosystem Diversity TG: L3, pgs. 79-80 INV B, LA 3B: The Oak Tree Speaks Its Mind, TMM p. 80 Digital: SIM: Bee Pollination Earth Materials TG: L1, pgs.42-45 INV C, SIS 1C.1, SIS 1C.2 Literacy: SR, ISR, BGSR: p.13

W.2.5; SL.2.6; L.2.1, 3, 6

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4. Using nouns and noun phrases As students discuss their results from Investigation 5C, the teacher encourages the use of terminology related to the unit, nouns and noun phrases such as “chemical change,” “properties,” “particles,” and “matter.” Students are asked to draw, label and explain the function of the parts of a mature plant, which gives students an opportunity to focus on nouns. Students use the Word Bank of nouns in SIS 1C.2 to complete sentence starters on the water cycle.

Matter TG: L5, pgs. 127-129 INV C, SIS 5C Literacy: SR, ISR, BGSR: pgs. 14-15 Ecosystem Diversity TG: L2, pgs. 58-59 INV A, SIS 2A, TMM p. 59 Digital: SIM: Plant Life Cycle Earth Materials TG: L1, pgs. 42-45 INV C, SIS 1C.1, SIS 1C.2, TMM p. 45 Literacy: SR, ISR, BGSR: p.13

W.2.5; SL.2.6; L.2.1, 3, 6

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5. Modifying to add details Student pairs conduct the three scenarios of Investigation 5C, identifying specifications to improve a design, then orally share with the class. Finally, pairs use class feedback to improve their designs. Students are asked to re-visit their list that describes plant and animal relationships (L1) and modify or change the list and provide their reasoning. After student groups design and test their wind barriers to reduce sand erosion, they incorporate peer feedback to improve their designs.

Matter TG: L5, pgs. 127-129 INV C, SIS 5C Literacy: SR, ISR, BGSR: pgs. 14-15 Ecosystem Diversity TG: L3, pgs. 77-78 INV A, Literacy & Science 3A: Pollination and Seed Dispersal, LA 3B: The Oak Tree Speaks its Mind, TMM p. 78 Digital: SIM: Bee Pollination Earth Materials TG: L3, pgs. 108-110 INV D, SIS 3D, TMM p. 110 Literacy: SR, ISR, BGSR: pgs. 12-13

W.2.5; SL.2.4, 6; L.2.1, 3, 6

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6. Connecting ideas After conducting Investigation 5A, student partners make connections in writing about the relationships between particles, energy, and heat. Students collect and record observations and data on which habitat the pill bugs prefer. Students observe animals in a different habitat at home or nearby park. After conducting Investigation 6C, student pairs make connections in writing about the relationships and interactions between Earth Materials.

Matter TG: L5, pgs. 119-122 INV A, SIS 5A, TMM p.122 Literacy: SR, ISR, BGSR: p.12 Digital: SIM: Physical Change Ecosystem Diversity TG: L4, pgs. 97-99 INV C, SIS 4A, THS: Habitat Exploration, TMM p. 98 Digital: IWB: Pill Bug Preferences Earth Materials TG: L6, pgs. 198-199 INV C Digital: IWB: What We Know About Earth’s Materials

W.2.1–3, 5; SL.2.4, 6; L.2.1, 3, 6

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7. Condensing ideas Students write a summary of the concepts and ideas in this unit, after a second viewing of the Phenomenon Video for Matter. Students will design a chamber to test which habitat pill bugs prefer, predict and record their observations and write a conclusion, proposing possible changes in the experiment. After a second viewing of the Phenomenon Video on Earth Materials, students write a summary of the concepts and ideas in this unit.

Matter TG: L5. Pgs. 127-129 INV C, SIS 5C Digital: Phenomenon Video Ecosystem Diversity TG: L4, pgs. 92-99 INV A, SIS 4A, LA 4A: More Bees, Please?, TMM p. 95; INV B, SIS 4A, TMM p. 97; INV C, SIS 4A, THS: Habitat Exploration; TMM p. 98 Digital: IWB: Pill Bug Preferences Earth Materials TG: L6, pgs. 198-199 INV C Digital: IWB: Our Ideas About Earth’s Materials (L1); What We Know About Earth’s Materials; Phenomenon Video

W.2.1–3, 5; SL.2.4, 6; L.2.1, 3, 6

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RF.K–1.1–4; RF.2.3–4 (as appropriate)

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Student groups build a balance beam and discover and discuss how it responds when different masses are added. Students discuss their ideas about what makes up an ecosystem. Students share their prior knowledge about weather, use weather tools to collect and analyze weather data and communicate findings to the class.

Forces & Interactions TG: L1 pgs. 36-46 INV A, SIS 1A, TMM p.39; INV B, TMM p. 41; INV C, SIS 1C, TMM p. 46 Literacy: SR, ISR, GBSR: pg. 4, 8 Digital: SIM: Balance; Balance an Unknown; Tug of War Life in Ecosystems TG: L1 pgs. 38-41 INV A, SIS 1A, TMM p.4 Literacy: SR, ISR, BGSR: pgs. 2-3, 15 Digital: IWB: Our School as a Model of an Ecosystem; How Do We Categorize an Ecosystem? Weather & Climate Patterns TG: L1 pgs. 37-44 INV A, SIS 1A, TMM p. 38; INV B, SIS 1B, TMM p. 41; INV C, SIS 1C, TMM p. 44; Literacy: SR, ISR, BGSR: pgs. 2-3 Digital: IWB: Our Ideas About Weather; Seasons; SIM: Earth’s Revolution; Earth’s Rotation

SL.3.1, 6

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Groups of students experiment with toy cars to see how mass and speed affect the motion of the car. Groups develop a claim, evidence and reasoning on how living in groups can help animals survive. Groups research climate zones and create a brochure that will promote their travel destination.

Forces and Interactions TG: L3 pgs. 89-94 INV A, SIS 3A, TMM p. 92; INV B, SIS 3B, LA 3B: Clowning Around, TMM p. 94 Literacy: SR, ISR, BGSR: pgs. 2-3 Digital: SIM: Force, Motion, Speed Life in Ecosystems TG. L1 pgs. 47-48 INV C, SIS 1C, TMM pg. 48 Literacy: SR, ISR, BGSR: pgs. 2-3, 15 Digital: IWB: Life Cycle of Plant and Butterfly; Predictions About Our Plants and Butterflies Weather & Climate Patterns TG: L3 pgs. 112-113 INV 3C, SIS 3C Literacy: SR, ISR, BGSR: pgs. 10-13 Digital: SIM: Land Breezes and Sea Breezes

W.3.6; L.3.1, 3, 6

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Groups design, test, and evaluate models in the magnet design challenge Students share their opinions on advantages and disadvantages of animals living in groups. Groups analyze weather data and communicate findings via a poster.

Forces and Interactions TG: L5 pgs. 157-158 INV B, SIS 5B Literacy: SR, ISR, BGSR: pgs. 10-11 Digital: SIM: Newton’s First Law; Newton’s Third Law Life in Ecosystems TG: L1 pgs. 47-49 INV C, SIS 1C, TMM p. 48 Literacy: SR, ISR, BGSR: p. 2-3, 15 Weather & Climate Patterns TG: L2 pgs. 73-74 INV 2B, SIS 2B, LA 2B: What can a Weather Forecast Tell Me? Literacy: SR, ISR, BGSR: pgs. 8-9, 14-15

SL.3.1, 6

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Teams of students present their best model on how two magnets can be used to solve a problem. Teams of students present their solutions for their environmental problem. Teams analyze and discuss their hard weather data, present and evaluate their hazard solutions.

Forces and Interactions TG: L5 pgs. 157-158 INV B, SIS 5B Literacy: SR, ISR, BGSR: pgs. 10-11 Digital: SIM: Newton’s First Law; Newton’s Third Law Life in Ecosystems TG: L5 pp.173-175 INV B, SIS 5B Digital: IWB: Ecosystems Interactions Weather & Climate Patterns TG: L5 pgs. 178-179 INV B, SIS 5B.1 Digital: IWB: Impacts of Weather Hazards

W.3.4–5; SL.3.1, 6; L.3.1, 3, 6

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Students listen, take notes and discuss the Phenomenon Video for Forces and Interactions for an overview of the unit. Students listen, take notes and discuss the Phenomena Video for Life in Ecosystems for an overview of the unit. Students listen, take notes and discuss the Phenomena Video for Weather and Climate Patterns for an overview of the unit.

Forces and Interactions TG: L2 pgs. 57-68 INV A, SIS 2A, TMM p. 61; INV B, SIS 2B, TMM p. 65; INV C, SIS 2C, LA 2C: The Sport of Curling, TMM p. 68 Literacy: SR, ISR, BGSR: pgs. 2-7 Digital: SIM: Spring Scale; Rolling Car; Friction; Phenomenon Video Life in Ecosystems TG: L3 pgs. 94-106 INV A, SIS 3A, TMM p. 97; INV B, SIS 3B, TMM p. 102; INV C, SIS 3C, LA 3C: Two Sensational Sharks, TMM p. 106 Literacy: SR, ISR, BGSR: pgs. 4-14 Digital: IWB: Adaptations; Predator-Prey; SIM: Beak Simulations; Phenomenon Video Weather and Climate Patterns TG: L1 p. 37-44 INV A, SIS 1A, TMM p. 38; INV B, SIS 1B, TMM p. 41; INV C, SIS 1C, TMM p. 44 Literacy: SR, ISR, BGSR: pgs. 2-10, 14-15 Digital: IWB: Our Ideas About Weather; Seasons; SIM: Earth’s Revolution; Earth’s Rotation; Rain Gauge; Air Pressure; Phenomenon Video

SL.3.1–3

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Students view multimedia, digital simulations and the phenomenon video to deepen their understanding of unbalanced forces, inertia and friction. Students view multimedia, digital simulations and the phenomena video to discover how physical and behavioral traits of organisms work in an ecosystem. Viewing multimedia, digital simulations and the phenomenon video on Weather and Climate Patterns.

Forces and Interactions TG: L2 pgs. 57-68 INV A, SIS 2A, TMM p. 61; INV B, SIS 2B, TMM p. 65; INV C, SIS 2C, LA 2C: The Sport of Curling, TMM p. 68 Literacy: SR, ISR, BGSR: pgs. 2-7 Digital: SIM: Spring Scale; Rolling Car; Friction; Phenomenon Video Life in Ecosystems TG: L3 pgs. 94-106 INV A, SIS 3A, TMM p. 97; INV B, SIS 3B, TMM p. 102; INV C, SIS 3C, LA 3C: Two Sensational Sharks, TMM p. 106 Literacy: SR, ISR, BGSR: pgs. 4-14 Digital: IWB: Adaptations; Predator-Prey; SIM: Beak Simulations; Phenomenon Video Weather and Climate Patterns TG: L1 p. 37-44 INV A, SIS 1A, TMM p. 38; INV B, SIS 1B, TMM p. 41; INV C, SIS 1C, TMM p. 44 Literacy: SR, ISR, BGSR: pgs. 2-10, 14-15 Digital: IWB: Our Ideas About Weather; Seasons; SIM: Earth’s Revolution; Earth’s Rotation; Rain Gauge; Air Pressure; Phenomenon Video

RL.3.1–7,9–10; RI.3.1–7,9-10; SL.3.2–3; L.3.3, 4, 6

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Groups develop two models to perform a specific task and then test, evaluate, re-design them. Groups present their solutions for reducing the impact of their selected ecosystem problem. Groups present research of solutions to chosen weather hazard, then evaluate presentations using presentation rubrics.

Forces and Interactions TG: L5 pgs. 157-158 INV B, SIS 5B Literacy: SR, ISR, BGSR: pgs. 10-11 Digital: SIM: Newton’s First Law; Newton’s Third Law Life in Ecosystems TG: L5 pp.173-175 INV B, SIS 5B, 5B.2 Evaluation Solution Rubric Digital: IWB: Ecosystems Weather & Climate Patterns TG: L5 pgs. 178-179 INV B, SIS 5B.1; 5B.2: Presentation Rubric Digital: IWB: Impacts of Weather Hazards

RL.3.3–4, 6; RI.3.2, 6, 8 SL.3.3 L.3.3–6

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Teacher guides the reading of the Forces and Motion Brochure, focusing on how the vocabulary and data helps students make connections with Force and Motion content. Literacy Article 4A, uses the layers of a rain forest to link paragraphs in order, top to the bottom of the rainforest. Groups of students analyze weather data and graphs to investigate the relationship between weather and climate.

Forces and Interactions TG: L2 pgs. 66-68 INV C, SIS 2C, LA 2 C: The Sport of Curling, Literacy and Science 2C: Forces and Motion Brochure, TMM p. 68 Literacy: SR, ISR, BGSR: p. 2-7 Digital: SIM: Friction; Rolling Cars; Spring Scales Life in Ecosystems TG: L4 pgs. 134-138 INV A, SIS 4A, LA 4A: Diversity in the Rain Forest, TMM p. 138 Literacy: SR, ISR, BGSR: pgs. 12-13, 15 Digital: IWB: Organisms’ Needs; Environmental Factors and Plants (L3); SIM: Factors of Plant Growth Weather & Climate Patterns TG: L3 pgs. 106-107 INV A, SIS 3A, LA 3A: Where on Earth are Extreme Climates?, TMM p. 107 Literacy: SR, ISR, BGSR: pgs. 10-13, Digital: IWB: Our Ideas About Climate

RL.3.4–5; Refer to parts of stories Build on one another RI.3.4–5; use text features search tools to locate info. SL.3.3; L.3.3–6

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Groups give oral presentations of their design models using magnets. Students develop two models to perform a specific task and then test, evaluate and redesign them. Students share ideas on what would happen to an ecosystem when there was an environmental change. Groups prepare weather poster to orally share data with class.

Forces and Interactions TG: L5 pgs. 157-158 INV B, SIS 5B Literacy: SR, ISR, BGSR: pgs. 10-11 Digital: SIM: Newton’s First Law; Newton’s Third Law Life in Ecosystems TG: L4 pgs. 134-138 INV A, SIS 4A, LA 4A: Diversity in the Rain Forest, TMM p. 138 Literacy: SR, ISR, BGSR:pgs. 12-13, 15 Digital: IWB: Organisms’ Needs; Environmental Factors and Plants (L3); SIM: Factors of Plant Growth Weather & Climate Patterns TG: L2 pgs. 73-75 INV B, SIS 2B, LA 2B: What Can a Weather Forecast Tell Me?, TMM p. 75 Literacy: SR, ISR, BGSR: p. 8-9, 14-15

SL.3.4–6; L.3.1, 3, 6

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Pairs of students present their best solution and model to their magnetic device project. Groups of students list their ideas and share their solutions for solving environmental problems. Pairs of students prepare a class chart to present types of weather hazards and create weather safety bumper stickers.

Forces and Interactions TG: L5 pgs. 157-158 INV B, SIS 5B, 5B.1 Life in Ecosystems TG: L5 pgs. 171-175 INV A; INV B; SIS 5B Literacy: SR, ISR, BGSR: pgs. 2-5, 15 Digital: IWB: How Do We Categorize An Ecosystem? (L1); Ecosystems Interactions; SIM: Coral Reef Weather & Climate Patterns TG: L4 pgs. 151-153 INV B, SIS 4B.1, SIS 4B.2, LA 4A: How Can Spinning Air Be Dangerous?, TMM p. 153 Digital: IWB: Weather Hazards

W.3.1–8, 10; L.3.1–3, 6

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In groups, students develop two models to perform a specific task and then test, evaluate and redesign their models. Students share their claims, evidence and reasoning for their proposed solution, and use the evaluation rubric for themselves and others. Pairs research weather hazard and evaluate proposed solutions by using the Weather Hazard Solution Rubric.

Forces and Interactions TG: L5 pgs. 157-158 INV B, SIS 5B Literacy: SR, ISR, BGSR: pgs. 2-8 Digital: SIM: Newton’s First Law; Newton’s Third Law Life in Ecosystems TG: L5 pgs. 173-175 INV B; SIS 5B, SIS 5B.2: Evaluation Solution Rubric Literacy: SRS, ISR, BGSR: pgs. 2-7, 15 Digital: IWB: Ecosystem Interactions; SIM: Coral Reef Weather & Climate Patterns TG: L5 pgs.178-179 INV B, SIS 5B.1, SIS 5B.2, Teacher Sheet: 5B.2: Weather Hazard Solution Rubric, Teacher Sheet: 5B.2: Teacher Presentation Rubric Literacy: SR, ISR, BGSR: pgs. 10-11 Digital: IWB: Impacts of Weather Hazards

W.3.1, 4, 10; SL.3.4, 6; L.3.1–3, 6

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Groups give an oral and written presentation of their own design models using magnets. Groups make a claim, provide evidence and their reasoning for solution to a problem impacting an ecosystem. Groups present and evaluate oral and written solutions to weather hazards.

Forces and Interactions TG: L5. pgs. 157-158 INV B, SIS 5B Literacy: SR, ISR, BGSR: pgs. 2-8 Digital: SIM: Newton’s First Law; Newton’s Third Law Life in Ecosystems TG: L5 pgs. 173-175 INV B, SIS 5B, 5B.2: Evaluation Solution Rubric Digital: IWB: Ecosystems Interactions; SIM: Coral Reef Weather & Climate Patterns TG: L5 pgs. 172-179 INV A, SIS 5A; INV B, SIS 5B Digital: IWB: Impacts of Weather Hazards.

W.3.4–5; SL.3.4, 6; L.3.1, 3, 5–6

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1. Understanding text structure

The Literacy Article LA 4A, Diversity in the Rain Forest, is an excellent example of text structure which organizes the paragraphs according to the layers of the rain forest, top to bottom. Students write their conclusion to the question: “What Have I Learned About Weather and Climate?” referring to their class charts and outlines from Lessons 1 and 2.

Life in Ecosystems TG: L4 pgs. 134-138 INV A, SIS 4A, LA 4A: Diversity in the Rain Forest, TMM p. 138 Literacy: SR, ISR, BGSR: pgs. 12-13, 15 Digital: IWB: Organisms’ Needs; Environmental Factors and Plant Growth (L3); SIM: Factors of Plant Growth; Phototropism Weather & Climate Patterns TG: L5 pgs. 180-181 INV C Digital: IWB: Our Ideas About Weather (L1, L2); What We Know About Weather and Climate.

RL. 3.5; RI. 3.5; W. 3.1–5; SL. 3.4

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2. Understanding cohesion

In Literacy Article, 4A, the paragraphs are organized by defining each layer of the rain forests, top to bottom. Student pairs research and make oral presentations stating how well their solution reduces the impact of their chosen weather hazard.

Life in Ecosystems TG: L4 pgs. 134-138 INV A, SIS 4A, LA 4A: Diversity in the Rain Forest, TMM p. 138 Digital: IWB: Organisms’ Needs; SIM: Factors of Plant Growth; Phototropism Weather & Climate Patterns TG: L5 pgs. 178-179 INV B, SIS 5B.1, SIS 5B.2 Digital: IWB: Impacts of Weather Hazards

RL.3.5; Refers to parts of stories, dramas, poems when writing or speaking about a text: chapter, scene, stanza each builds on earlier sections. RI.3.5; W.3.1–4; SL.3.4; L.3.1, 3

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Students identify the direction of a force in pictures, by placing pushing or pulling arrows (verb or verb phrases) on the pictures of stationary objects. Students share possible environmental changes, which can be verbs or verb phrases, that would affect an ecosystem.

Forces and Interactions TG: L1 pgs. 36-38 INV C, SIS 1C, TMM p. 46 Literacy: SR, ISR, BGSR: pgs. 4-8 Digital: SIM: Balance; Balance and Unknown; Tug-of-War Life in Ecosystems TG: L4 pgs. 134-138 INV A, SIS 4A, LA 4A: Diversity in the Rain Forest, TMM p. 138 Literacy: SR, ISR, BGSR: pgs. 12-13, 15, Digital: IWB: Organisms’ Needs; Environmental Factors and Plants (L3); SIM: Factors of Plant Growth

W.3.5; develop and strengthening writing by guidance and support from peers, adults: plan revise and edit. SL.3.6; In complete sentences L.3.1, 3, 6 Demo good grammar when writing: nouns, verbs.

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4. Using nouns and noun phrases Students distinguish between the different components (nouns and noun phrases) that make up an Ecosystem. Students distinguish between the different weather characteristics (nouns and noun phrases) and explore the tools that are used to measure weather.

Life in Ecosystems TG: L1 p. 38-48 INV A, SIS 1A, TMM p. 41; INV B, SIS 1B.2, TMM p. 46; INV C, SIS 1C, TMM p. 48 Literacy: SR, ISR, BGSR: pgs. 2-3, 15 Digital: IWB: Our School as a Model of an Ecosystem; How Do We Categorize an Ecosystem?; Life Cycle of Plant and Butterfly; Predictions About Our Plants and Butterflies Weather & Climate Patterns TG: L1 pgs. 37-41 INV A, SIS 1A, TMM p. 38; INV B, SIS 1B, TMM p. 41; Literacy: SR, ISR, BGSR: pgs. 2-3, 8-11 Digital: IWB: Our Ideas About Weather; Seasons; SIM: Earth’s Revolutions; Earth’s Rotation

W.3.5; SL.3.6; L.3.1, 3, 6

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5. Modifying to add details Groups test objects for magnetic properties, adding details for each item tested. Students daily add detailed observations and measurement on the growth of their plants and butterflies

Forces and Interactions TG: L4 pgs. 116-127 INV A, TMM p. 117; INV B, SIS 4B; INV C, SIS 4C.1, 4C.2, LA 4C: Amazing Roller Coaster, TMM p.123 Digital: IWB: Which Objects Are Magnetic? SIM: Iron Filings; Magnetic Attraction and Repulsion Life in Ecosystems TG. L3 pgs. 94-97 INV A, SIS 3A, TMM p. 97 Literacy: SR, ISR, BGSR: pgs. 4-7 Digital: IWB: Adaptations

W.3.5; SL.3.4, 6; L.3.1, 3, 6

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6. Connecting ideas

Groups of students record data in trials, conclude how force affects motion. The Literacy and Science 2C, helps to connect the relationship between force and motion. Students use a variety of resources: text articles, matching fossils pictures, fossil map, to graph, summarize data and make connections between the past and present-day environments. Groups conclude how weather and climate are connected.

Forces and Interactions TG: L2 pgs. 89-92 INV C, SIS 2C, Literacy & Science 2C: Forces and Motion, LA 2C: The Sport of Curling, TMM p. 92 Literacy: SR, ISR, BGSR: p. 7 Digital: SIM: Friction Life in Ecosystems TG: L4 pgs. 134-141 INV A, SIS 4B.1; LA 4A: Diversity in the Rain Forest, TMM p. 138; INV B, SIS 4B.3, TMM p. 141 Literacy: SR, ISR, BGSR: pgs. 12-13, 15 Digital: IWB: Organisms’ Needs; SIM: Factors of Plant Growth; Phototropism Weather & Climate Patterns TG: L3 pgs. 106-107 INV A, SIS 3A, LA 3A: Where on Earth Are Extreme Climates?, TMM p. 107 Literacy: SR, ISR, BGSR: pgs. 10-13 Digital: IWB: Our Ideas About Climate

W.3.1-3, 5; SL.3.4, 6; L.3.1, 3, 6

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7. Condensing ideas

Students condense what they have learned to design two models to complete their magnet project. Students use a variety of resources: text articles, matching fossils pictures, fossil world map, to graph and summarize how changes in the environment affect four, now extinct, animals. In pairs, students present their best solution for reducing the impact of their chosen weather hazard on the environment.

Forces and Interactions TG: L5 pgs. 157-158 INV B, SIS 5B Literacy: SR, ISR, BGSR: pgs. 2-8 Digital: SIM: Newton’s First Law; Newton’s Third Law Life in Ecosystems TG: L4 pgs. 134-141 INV B, SIS 4B.1, SIS 4B.2, SIS 4B.3, TMM p. 141 Literacy: SR, ISR, BGSR: pgs. 12-13, 15 Digital: SIM: Fossil Formation Weather & Climate Patterns TG: L5 pgs. 178-179 INV B, SIS 5B.1, SIS 5B.2 Digital: IWB: Impacts of Weather Hazards

W.3.1-3, 5; SL.3.4, 6; L.3.1, 3, 6

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Part III: Using Foundational Literacy Skills Building Blocks of Science™ 3D Corresponding CA


















RF.K–3.1–4 (as appropriate)

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Carolina Biological Supply Company Key: TG – Teacher Guide, L – Lesson, INV – Investigation, SIS – Student Investigation Sheet, LA – Literacy Article, TMM – Tell Me More Science

Notebook Entry, THS – Take-Home Science, SR – Student Reader, BGSR— Below Grade Student Reader, ISR – Interactive Student Reader, IWB – Interactive Whiteboard, SIM – Simulation






Students identify and share different forms of energy and discuss how energy is obtained. Students share what all living things need to survive. Students share what they know about the structure of the Earth.

Energy Works TG: L1 pgs. 37-39 INV A; INV B, SIS 1B Literacy: SR, ISR, BGSR: pgs. 2-5 Digital: IWB: Where Do You Get Your Energy? Plant and Animal Structures TG: L1 pgs. 37-39 INV A, SIS 1A, TMM p.39 Digital: IWD: Plant and Animal Structures Changing Earth TG: L1 pgs. 37-43 INV A, TMM p.39; INV B, SIS 1B, TMM p.41; INV C, TMM p.43 Literacy: SR, ISR, BGSR: pgs. 2-9 Digital: IWB: Our Earth; SIM: Earth’s Layers; Magma Convection

SL.4.1, 6; L.4.1, 3, 6

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Students contribute to the generation of the class flow chart on energy. Students identify pictures of plant and animal structures that are used for survival, growth and reproduction. Teams share their flow chart explaining their understanding of the Rock Cycle.

Energy Works TG: L1 pgs. 37-39 INV A; INV B, SIS 1B Literacy: SR, ISR, BGSR: pgs. 2-5 Digital: IWB: Where Do You Get Your Energy? Plant and Animal Structures TG: L1 pgs. 37-39 INV A, SIS 1A Digital: IWB: Plant and Animal Structures Changing Earth TG: L2 pgs. 53-55 INV B, SIS 2B, TMM p. 56 Literacy: SR, ISR, BGSR: pgs. 20-21 Digital: SIM: Rock Cycle

W.4.6; L.4.1, 3, 6

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Students use evidence to construct an explanation relating speed of an object to its energy. Students share their opinions on why senses are important and which sense is most important. Teams examine different types of US geologic maps and draw conclusions about how various land features were formed.

Energy Works: TG: L2 p.62 INV B, SIS 2B Literacy: SR, ISR, BGSR: pgs. 6-9 Digital: IWB: Exploring Stored and Motion Energy Plant and Animal Structures TG: L4 pgs. 122-125 INV A, SIS 4A.1; TMM p. 123 Literacy: SR, ISR, BGSR: pgs. 6-7 Digital: IWB: Information Processing Changing Earth: TG: L4 pgs. 89-90 INV A, SIS 4A, LA 4A: Geologists and Cartographers, TMM p.90 Literacy: SR, ISR, BGSR: pgs. 10-11

SL.4.1, 6; L.4.1, 3, 6

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Teams present their data and solutions for their energy projects. Teams work collaboratively to prepare a description and a model for an improved eye design. Teams present their models and best solution for controlling soil erosion with peers.

Energy Works TG: L6 pgs. 208-215 INV A, SIS 6A; INV B, SIS 6B; INV C, SIS 6C Digital: IWB: My Energy Experiment Plant and Animal Structures TG: L6 pgs. 179-181 INV A, SIS 6A.1, 6A.2 Changing Earth: TG: L6 pgs. 115-120 INV A, SIS 6A; INV B, SIS 6B; INV C Digital: SIM: Soil Erosion

W.4.4–5; SL.4.1, 6; L.4.1, 3, 6

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Students view, take notes and discuss the Phenomenon Video that introduces the Energy Works unit, as well as discuss where they get personal energy and complete energy flow charts. Students view, take notes and discuss the Phenomenon Video that introduces the unit, as well as discuss structures used for survival by animals and plants.

Students view, take notes and discuss the Phenomenon Video that introduces the unit’s focus on the Changing Earth, as well as its layers.

Energy Works: TG: L1 pgs.34-40 INV A, TMM p.40 Literacy: SR, ISR, BGSR: pgs.2-5 Digital: IWB: Where Do You Get Your Energy? Phenomenon video Plant and Animal Structures TG: L1 pg.37-41 INV A, SIS 1A, TMM p.39; INV B, SIS 1B, TMM p.41 Digital: IWB: Plant and Animal Structures; SIM: Factors of Plant Growth, Part 2; Plant Life Cycle Phenomenon video Changing Earth TG: L1 pgs. 37-39 INV A, TMM, p.39 Literary: SR, ISR, BGSR: pgs.2-4 Digital: Phenomenon Video

SL.4.1, 6; L.4.1, 3, 6

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Teams explore and illustrate their understanding of stored and motion energy, and how energy is transferred and transformed Students read text and use Interactive Whiteboards to learn about animal and plant structures.

Students will read how different types of rocks are formed through the Rock Cycle.

Energy Works TG: L2 pgs. 51-61 INV A, SIS 2A, LA 2A: Do You Have the Energy for Downhill Mountain Biking?, TMM p.54; INV B, SIS 2B, TMM p.57; INV C, SIS 2C, TMM p. 61 Literacy: SR, ISR, BGSR: pgs. 6-9 Digital: SIM: Exploring Stored and Motion Energy; Ping-Pong Ball Energy; Energy Transfer Plant and Animal Structures TG. L2 pgs. 53-62 INV A, SIS 2A, LA 2A: All About Squid, TMM p.56; INV B, SIS 2B.1, TMM p. 62 Literacy: pgs. SR, ISR, BGSR: pgs. 2-9 Digital: IWB: Thinking about Internal Animal Structures; Vertebrates and Invertebrates Changing Earth TG: L2 pgs. 51-56 INV. A, SIS 2A, LA 2A: Cool Rocks, TMM p. 52; INV B, SIS 2B, TMM p. 56 Literacy: SR, ISR, BGSR: pgs. 16-21 Digital: SIM: Formation of Rock Types; Rock Cycle

RL.4.1–7, 9–10; RI.4.1–7, 9–10; SL.4.2–3; L.4.3, 4, 6

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Teams provide their claim, evidence and reasons for how wave energy can change. Students gather information on why the senses are important and which sense is most important. Students present their solutions to the erosion problem, using their data and stream table models. Students use Presentation Rubric, 6C

Energy Works TG: L4 pgs. 131-135 INV A, SIS 4A, TMM p. 132; INV B, SIS 4B.1, TMM p.135; INV C, SIS 4C, TMM p. 137; INV D, SIS 4D, TMM p. 140 Digital: SIM: Wind Waves; Let’s Find Out About Water Waves Plant and Animal Structures TG: L4 pgs. 122-126 INV A, SIS 4A.1, SIS 4A.2, TMM p. 123; INV B, SIS 4B, LA 4B: Unusual Animal Senses, TMM p. 126 Literacy: SR, ISR, BGSR: pgs. 6-7 Digital: IWB: Information Processing Changing Earth TG: L6 pgs. 115-120 INV A, SIS 6A, TMM p.39; INV B, SIS 6B, TMM p.41 Literacy: SR, ISR, BGSR: pgs. 14-15 Digital: IWB: Our Earth; SIM: Soil Erosion

RL.4.3–4, 6; RI.4.2, 6, 8; SL.4.3; L.4.3–6

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Pairs generate their own symbols to transmit a coded message. Students observe the importance of using precise vocabulary to describe the internal and external parts of plants. Students explain the rock cycle process using specific vocabulary and diagrams.

Energy Works TG: L4 pgs. 133-135 INV A, SIS 4A, TMM p. 132 Digital: SIM: Morse Code Demo Plant and Animal Structures TG: L3 pgs. 90-92 INV B, LA 3B: Surviving in the Desert Literacy: SR, ISR, BGSR: pgs. 10-12 Changing Earth: TG: L2 pgs.53-54 INV B, SIS 2B, LA 2A: Cool Rocks Literacy: SR, ISR, BGSR: pgs. 16-21 Digital: SIM: Rock Cycle; Formation of Rock Types

RL.4.4–5; RI.4.4–5; SL.4.3; L.4.3–6

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Teams develop a question about energy, design an experiment to test their prediction, then present to class and evaluate. Students give formal presentations on how their design for a model of an improved eye works. Teams compare and contrast each team’s stream table map as evidence on how the water flowed in their stream table model.

Energy Works: TG: L6 pgs.208-214 INV A, SIS 6A Digital: IWB: My Energy Experiment Plant and Animal Structures TG: L6 pgs. 179-180 INV A, SIS 6A.1, SIS 6A.2 Changing Earth: TG. L4 pgs. 89-92 INV A, SIS 4A, LA 4A, Geologists and Cartographers, TMM p.90; INV B, SIS 4B, TMM p.92 Literacy: SR, ISR, BGSR: pgs. 10-11

SL.4.4–6; L.4.1, 3, 6

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Teams develop an energy question, design an experiment to test their prediction, then present to peers. Teams write descriptions of how the eye works and build a model to illustrate their design for an improved eye.

Students give a presentation and make a visual aid, model or video explaining their soil erosion solution.

Energy Works TG: L6 pgs. 211-214 INV A, SIS 6A Digital: IWB My Energy Experiment Plant and Animal Structures TG. L5 pgs.157-160 INV A, SIS 5A Digital: IWB: Why Eye Know; SIM: Pupil Size Changing Earth TG: L6. pgs.115-119 INV A, SIS 6A; INV B, SIS 6B; INV C, Presentation Teacher Rubric 6C Digital: SIM: Soil Erosion

W.4.1–10; L.4.1–3, 6

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Teams design, test, and analyze, in oral and written form, their waterwheel models, then evaluate others’ models. Students present their improved eye models and evaluate peers using the Eye Model Rubric: Teacher Sheet 6B. Students present their solutions for the soil erosion problem and evaluate their peers using the Presentation Rubric 6C.

Energy Works TG: L5 pgs.175-180 INV B, SIS 5B, TMM p.176; INV C, SIS 5C, TMM p.179, THS: What’s Energy Got to Do With It?, Appendix A, p.198: General Rubric Literacy: SR, ISR, BGSR: pgs. 10-13 Digital: SIM: Wind Turbine; Waterwheel Plant and Animal Structures TG: L6 p. 180-181 INV.B, SIS 6A.2; Eye Model Rubric: 6B Changing Earth TG: L6. pgs.117-119 INV A, SIS 6A; INV B, SIS 6B; Presentation Teacher Rubric 6C Literacy: SR, ISR, BGSR: pgs. 14-15 Digital: SIM: Soil Erosion

W.4.1, 4, 9–10; SL.4.4, 6; L.4.1–3, 6kk

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Students define stored and motion energy, and support each with an example and labeled drawing. Students use precise vocabulary writing their descriptions of the internal and external structures of a squid.

Students create an informational flyer for one of the rocks in their rock kit.

Energy Works TG: L2 pgs.48-50 INV A, SIS 2A, TMM p.54 Literacy: SR, ISR, BGSR: pgs. 6-7

Digital: SIM: Exploring Stored and Motion Energy

Plant and Animal Structures TG: L2 pgs. 53-62 INV A, SIS 2A, LA 2A: All About Squid, TMM p. 56; INV B, SIS 2B.1, TMM p. 62 Literacy: SR, ISR, BGSR: pgs. 2-9 Digital: IWB: Vertebrates and Invertebrates; Thinking About Internal Animal Structures Changing Earth TG: L2 pgs. 57-58 INV C, SIS 2C, TMM p.58 Literacy: SR, ISR, BGS: pgs.16-21 Digital: SIM: Formation of Rock types; Rock Cycle

W.4.4–5; SL.4.4, 6; L.4.1, 3, 5–6

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1. Understanding text structure

Text structure refers to how the information within a written text is organized. This strategy helps students understand that a text might present a main idea and details; a cause and then its effects; and/or different views of a topic.

Students collect evidence to prove that waves can transfer energy in different ways.

Students read text and Literacy Article, 3B that explains the internal and external parts of a plant.

Students read text on how the Earth’s structure causes earthquakes, volcanoes and changes in the Earth’s surface.

Energy Works TG: L6 pgs. 211-215 INV A, SIS 6A; INV B; INV C, SIS 6C Literacy: SR, ISR, BGSR: pgs. 4-5. 8-9 Digital: IWB: My Energy Experiment Plant and Animal Structures TG: L2 pgs. 48–63 INV A, LS 2A, SIS 2A; INV B, SIS 2B.1, SIS 2B.2, LA 2B; SAQ 2, 6, 11 Literacy: SR: pgs. 2–5, 8–9 Digital: IWB: Thinking About Internal Animal Structures; Vertebrates and Invertebrates Changing Earth TG: L2 pgs. 48–59 INV A, SIS 2A, LA 2A; INV B, SIS 2B; INV C, SIS 2C; SAQ 3, 5, 12, 13, 14 Literacy: SR: pgs. 16–21 Digital: SIM: Formation of Rock Types; Rock Cycle

RL.4.5; RI.4.5; W.4.1–4; SL.4.4; L.4.1, 3

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2. Understanding cohesion

Student teams design, build, and test an experiment showing energy. Students describe how their improved eye models work and are better than a normal eye. Teams write detailed descriptions for their three solutions to the erosion problem.

Energy Works TG: L4 pgs. 131-140 INV A, SIS 4A, TMM p. 132; INV B, SIS 4B.1, 4B.2, TMM p. 135; INV C, SIS 4C, TMM p. 137; INV D, SIS 4D, TMM p. 140, Plant and Animal Structures TG: L3 pgs. 88–96 INV A, SIS 3A; INV B, LA 3B: Surviving in the Desert; INV C, SIS 3C, Literacy: SR, ISR, GBSR: pgs. 10-13 Digital: IWB: Surviving in the Desert Changing Earth TG: L1 pgs. 37-43 INV A, TMM p. 39; INV B, SIS 1B TMM p. 41; INV C, SIS 1C, Teacher Sheet 1C: Plate Boundary Map, TMM p. 43 Literacy: SR, ISR, BGSR: pgs. 2-9 Digital: SIM: Earth’s Layers; Magma Convection

RL.4.5; RI.4.5; W.4.1–5; SL.4.4

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Student teams design, build, and test a water wheel, then use verbs and verb phrases to discuss how they work. Students write what they know about light and how the eye works while focusing on the use of verbs and verb phrases in their explanations. Students explain how the Rock Cycle works, using verbs and verb phrases, which explain the process rocks undergo when changing.

Energy Works TG: L6 pgs.211-119 INV A, SIS 6A; INV B, SIS 6B; INV C, Presentation Teacher Rubric 6C Literacy: SR, ISR, BGSR: pgs.14-15 Digital: SIM: Soil Erosion Plant and Animal Structures TG: L6 pgs.179-180 INV A, SIS 6A.2 Changing Earth TG: L6 pgs. 115-116 INV A, SIS 6A Literacy: SR, ISR, BGSR: pgs. 14-15 Digital: SIM: Soil Erosion

RL.4.5; RI.4.5; W.4.1–4; SL.4.4; L.4.1, 3

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4. Using nouns and noun phrases

Teams use investigation data to discuss and write the pros and cons for wind energy as an energy source, focusing on the use of nouns and noun phases. Students write why they think Senses are Important and what is the most important sense, while focusing on the relevant nouns and noun phrases. Students research a rock and make a flyer focusing on correct use of noun and noun phrases.

Energy Works TG: L5 pgs. 177-179 INV C, SIS C, TMM p. 179 Literacy: SR, ISR, BGSR: pgs. 12-13 Digital: SIM: Waterwheel Plant and Animal Structures TG: L5 pgs.157-160 INV A, SIS 5A Digital: IWB: Why Eye Know; SIM: Pupil Size Changing Earth TG: L2 pgs. 53-56 INV B, SIS 2B, TMM p.56 Literacy: SR, ISR, BGSR: pgs. 20-21 Digital: SIM: Formation of Rock types; Rock Cycle

W.4.5; SL.4.6; L.4.1, 3, 6

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5. Modifying to add details Teams analyze their experiment data and refine their experiments that demonstrate energy transfer. Text information helps improve eye design model. Students compile detailed descriptions for each rock in the Rock Kit.

Energy Works TG: L5 pgs. 175-176 INV B; SIS 5C, TMM p. 176 Literacy: SR, ISR, BGSR: pgs. 10-11 Digital: SIM: Wind Turbine Plant and Animal Structures TG: L4 pgs. 122-125 INV A, SIS 4A.1, TMM p. 123 Literacy: SR, ISR, BGSR: pgs. 6-7 Digital: IWB: Information Processing Changing Earth TG: L2 pgs. 57-58 INV C, SIS 2C Literacy: SR, ISR, BGSR: p.16-21 Digital: SIM: Formation of Rock types; Rock Cycle

W.4.5; SL.4.6; L.4.1, 3, 6

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6. Connecting ideas

Teams analyze their data from testing the 3 sources of energy to determine that energy was transferred. Students collect test data and text information to see how senses and the brain work together.

Students collect data while testing each of their erosion solution models.

Energy Works TG: L6 pgs.211-215 INV A, SIS 6A; INV B; INV C Plant and Animal Structures TG: L6 pgs. 179-180 INV A, SIS 6A.1, 6A.2 Changing Earth TG: L2 pgs. 51-53 INV A, SIS 2A, LA 2A: Cool Rocks Literacy: SR, ISR, BGSR: p.16-21 Digital: SIM: Formation of Rock types; Rock Cycle

W.4.5; SL.4.4, 6; L.4.1, 3, 6

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7. Condensing ideas Teams analyze and condense their experimental data to write a conclusion that answers their energy question. Students analyze data and ideas and draw conclusions about processing information.

Students analyze data, modify design and select best solution for the erosion problem.

Energy Works TG: L3 pgs.92-100 INV A, SIS 3A, LA 3A: What Do A Wind-up Toy, a Cell Phone, and a Doorbell Have in Common? TMM p. 93; INV B, TMM p. 96; INV C, SIS 3C.1, SIS 3C.2, TMM p. 98; INV D, TMM p. 100 Literacy: SR, ISR, BGSR: pgs. 3-9 Digital: IWB: Where Do You Get Your Energy? Energy Transfers and Transformations; SIM: Building a Circuit; Solar Cells Plant and Animal Structures TG: L4 pgs. 127-130 INV C, SIS 4C, TMM p. 130 Digital: SIM: Reaction Time Changing Earth TG: L6 pgs. 117-118 INV B, SIS 6B Literacy: SR, ISR, BGSR: pgs. 14-15 Digital: SIM: Soil Erosion

W.4.1–3, 5; SL.4.4, 6; L.4.1, 3, 6

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Part III: Using Foundational Literacy Skills Building Blocks of Science™ 3D Corresponding CA CCSS

for ELA/Literacy Meeting the Critical Principles Example









• Unit Phenomena videos • Student Interactive Readers

(text-to-speech feature) • Student Literacy Readers (print

and digital with text-to-speech feature)




• Literacy Articles • Summative Assessments • Tell Me More Science Notebook

prompts • Teacher Sheets • Science in the News • Family letters • Student Safety Contract

RF.K–1.1–4; RF.2–4.3–4 (as appropriate)

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Students share what they know about matter and categorize different objects based on the type of matter. Students are asked to define an ecosystem and make a list of abiotic and biotic factors around their school and discuss how they are interdependent. Students share what they know about systems, Earth and other objects in the universe.

Structure and Properties of Matter TG: L1 pgs.38-41 INV A, TMM p.41 Literary: SR, ISR, BGSR: p.2 Digital: IWB: Our Ideas and Questions About Matter Matter and Energy in Ecosystems TG: L1 pgs. 38-39 INV A, TMM p. 39 Digital: IWB: Biotic and Abiotic Factors Earth and Space Systems TG: L1 pgs. 36-37 INV A, TMM p. 37 Literacy: SR, ISR, BGSR: pgs. 2-3 Digital: IWB: Ideas and Questions About Earth and Space Systems

SL.5.1, 6; L.5.1, 3, 6

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Student teams explore the properties of various liquids, then draw conclusions and answer questions on investigation sheet. Students draw, label and explain a selected habitat, showing the interdependence of living things. Students work in pairs to research the planets and make a poster to share their information with the class.

Structure and Properties of Matter TG: L3 pgs. 98-100 INV B, SIS 3B.1, SIS 3B.2, TMM p.100 Literacy: SR, ISR, BGSR: pgs. 11-13 Digital: SIM: Layering By Density; Viscosity Racetrack Matter and Energy in Ecosystems TG: L2 pgs. 43-45 INV C, SIS C, TMM p. 45 Literacy: SR, ISR, BGSR: p. 6-9 Digital: SIM: Factors of Plant Growth, Part 2 Earth and Space Systems TG: L1 pgs. 37-40 INV B, SIS 1B.1, SIS 1B.2, TMM p. 40 Literacy: SR, ISR, BGSR: pgs. 2-3

W.5.6; L.5.1, 3, 6

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Student teams present their designs for water filtration systems, then evaluate their own, as well as others’ projects. Students draw images showing the flow of pollution and describe the impact the area they are studying. Students are asked to challenge other groups by asking questions on their findings. Students collaborate to create a poster that describes how Earth’s four systems are interconnected.

Structure and Properties of Matter TG: L6 pgs.175-176 INV B, SIS 6A; INV C, SIS 6A Literacy: SR, ISR, BGSR: pg. 21 Matter and Energy in Ecosystems TG: L5 pgs. 139-141 INV B, SIS 5B, Teacher Sheet 5B: Pollution Images, TMM p. 141 Earth and Space Systems TG: L4 pgs. 144-146 INV A, SIS 4A, TMM p. 146 Literacy: SR, ISR, BGSR: pgs. 10-15

SL.5.1, 6; L.5.1, 3, 6

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Teams of students design, build, test, and evaluate the efficacy of their water filtration systems, then all teams analyze how to optimize each design. Students build an eco-column, make observations and share their conclusions about the interdependence of the biotic and abiotic factors in their eco-columns. Student groups will research a given planet and then prepare a poster to share what they learned with the class. The students will summarize what they have learned in their science notebooks.

Structure and Properties of Matter TG: L6 pgs. 173-176 INV A, SIS 6A, TMM p. 174; INV B, SIS 6A; INV C, SIS 6A, Literacy: SR, ISR, BGSR: p.21 Matter and Energy in Ecosystems TG: L4 pgs. 113-114 INV C, SIS 4C, TMM p. 114 Earth and Space Systems TG: L1 pgs. 37-40 INV B, SIS 1B.1, 1B.2, TMM p. 40 Literacy: SR, ISR, BGSR: pgs. 2-3

W.5.4–5; SL.5.1, 6; L.5.1, 3, 6

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Students observe teacher demonstrations to understand particles of matter and how they relate to state changes. Students examine and construct food webs to explain the flow of energy in different habitats, and make predictions about the effects of removing a biotic factor from an ecosystem. Students share their claims, evidence and reasoning on why planets are spherical and travel in orbits. They are encouraged to listen quietly and answer and ask appropriate questions.

Structure and Properties of Matter TG: L2 pgs. 38-41 INV A, TMM p. 41 Literacy: SR, ISR, BGSR: pgs.2-5 Digital: IWB: Our Ideas and Questions About Matter; Phenomenon Video Matter and Energy in Ecosystems TG: L3 pgs. 81-86, INV A, SIS 3A, TMM p. 83; INV B, SIS 3B, LA 3B: The Recyclers of the Natural World, THS: Growing Decomposers, TMM p. 86 Literacy: SR, ISR, BGSR: pgs. 12-17 Digital: SIM: Energy Cycles; Competition; Phenomenon Video Earth and Space Systems TG: L1 pgs. 40-42, INV C, SIS 1C, Teacher Sheet 1C: Sun-Earth-Moon System, TMM p. 42 Literacy: SR, ISR, BGSR: p. 8-9 Digital: SIM: Sun, Earth, Moon; Phenomenon Video

SL.51–3; L.5.3

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Students view multimedia, digital simulations, and the phenomena video, as well as closely read their student readers, to deepen their understanding of the structure and properties of matter. Students will use a survey and literacy articles to discover ways in which humans impact ecosystems and disrupt energy cycles. Students read text and view simulations to model the distribution of water on Earth by creating a graph and analyzing data to explain the pattern of the movement of water on Earth.

Structure and Properties of Matter TG: L1 pgs.38-47, INV A, TMM p. 41; INV B, SIS 1B, TMM p. 44; INV C, SIS 1C, TMM p. 46 Literacy: SR, ISR, BGSR: pgs. 2-9, 11-20 Digital: IWB: Our Ideas and Questions About Matter, SIM: Balloon Properties; Displacement; Volume and Mass; Phenomenon Video Matter and Energy in Ecosystems TG: L5 pgs. 136-138, INV A, SIS 5A, Literacy and Science 5A: Human Impact: Agriculture, Factories, Fossil Fuels, Technology, LA 5A: The Amazing Potato, TMM p. 141 Literacy: SR, ISR, BGSR: pgs. 18-21 Digital: IWB: Pollution; Phenomenon Video Earth and Space Systems TG: L4 147-149, INV B, SIS 4B, LA 4B: California’s Water Shortage, Teacher Sheet 4B: Can I Model and Graph the Distribution of Earth’s Water?, TMM p. 149 Literacy: SR, ISR, BGSR: pgs. 16-21, 23 Digital: IWB: Water Cycle; SIM: Water Cycle

RL.5.1–7, 9–10; RI.5.1–7, 9–10; SL.5.2–3; L.5.3, 4, 6

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Students create and present a poster that illustrates their results and how they would improve their water filtration system. Students will read an article on how humans impact an ecosystem and identify and record positive and negative effects of human activity on a group chart. The students will share and discuss their charts with the class. Students summarize their research findings and make a poster to describes all four of Earth’s systems and how they interconnect. Students use the Earth’s Systems Poster Rubric to evaluate the posters and presentations.

Structure and Properties of Matter TG: L6 p. 176 INV C, SIS 6C Literacy: SR, ISR, BGSR: p, 21 Matter and Energy in Ecosystems TG: L5 pgs. 136-138 INV A, SIS 5A, LA 5A: The Amazing Potato, TMM p. 138 Literacy: SR, ISR, BGSR: pgs. 12-17 Digital: SIM: Competition Earth and Space Systems TG: L4 pgs. 144-146 INV A, SIS 4A, Teacher Sheet 4A: Earth’s Systems Poster Rubric, TMM p. 146 Literacy: SR, ISR, BGSR: pgs. 10-15

RL.5.3–4, 6; RI.5.2, 6, 8; SL.5.3; L.5.3–6

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Students create and present a poster that illustrates their results and how they would improve their water filtration system. Students examine and construct food webs to explain the flow of energy in different habitats and make predictions about the effects of removing a biotic factor from an ecosystem. Students focus on the correct names for the different moon phases and putting them in the correct order on the lunar moon chart.

Structure and Properties of Matter TG: L6 p.176 INV C, SIS 6C Literacy: SR, ISR, BGSR: p. 21 Matter and Energy in Ecosystems TG: L3 pgs. 81-86 INV A, SIS 3A, TMM p. 83; INV B, SIS 3B, LA 3B: The Recyclers of the Natural World, THS: Growing Decomposers, TMM p. 86 Literacy: SR, ISR, BGSR: pgs. 12-17 Digital: SIM: Energy Cycles; Competition Earth and Space Systems TG: L3 pgs. 97-99 INV B, SIS 3B, THS: Observing Patterns in Day and Night, TMM p. 99 Literacy: SR, ISR, BGSR: 8-9 Digital: SIM: Phases of the Moon

RL.5.4—5; RI.5.4–5; SL.5.3; L.5.3–6

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Groups of students conduct investigations, then share their conclusions regarding condensation and evaporation with the class. Student groups present and evaluate their solutions on how to decrease human impact on an ecosystem. Students use a Presentation Design Rubric, 6A, to evaluate the presentations. Students orally share their research findings and their posters on how the four Earth systems are interconnected.

Structure and Properties of Matter TG: L2 pgs.70-71 INV B, SIS 2B, LA 2B: The Life of a Snowman, TMM p.71 Literacy: SR, ISR, BGSR: p.7 Digital: SIM: States of Water Matter and Energy in Ecosystems TG: L6 pgs. 172-173 INV B, SIS 6A, Teacher Design Presentation Rubric 6A Earth and Space Systems TG: L4 pgs. 144-146 INV A, SIS 4A, TMM p. 146 Literacy: SR, ISR, BGSR: pgs. 10-15

SL.5.4–6; L.5.1, 3, 6

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Groups of students design, build, test, and orally present to the class their water filtration devices. Student groups present, evaluate and make a poster illustrating their solutions on how to decrease human impact on an ecosystem. Students use a Presentation Design Rubric, 6A, to evaluate the presentations Students will prepare a public service announcement, a poster, brochure, video or podcast about how science has been used to protect Earth’s resources.

Structure and Properties of Matter TG: L6 pgs.173-176 INV A, SIS 1A, TMM p.174; INV B; INV C Literacy: SR, ISR, BGSR: p.21 Matter and Energy in Ecosystems TG: L6 pgs. 171-173 INV A, SIS 6A, Teacher Sheet 6A: Human Impact Scenarios; INV B, SIS 6A, Teacher Design Presentation Rubric, 6A Earth and Space Systems TG: L6 pgs. 180-182 INV A, SIS 5A Digital: IWB: Human Impacts on Earth’s Systems

W.5.1–10; L.5.1–3, 6

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Students evaluate their own filtration designs by using SIS 6A and presenting their results to the class on a poster. Then teams evaluate other teams using the Filtration Design Rubric. Student groups present and evaluate and make a poster illustrating their solutions on how to decrease human impact on an ecosystem. Students use a Presentation Design Rubric, 6A, to evaluate the presentations. Students prepare a public service announcement, a poster, brochure, video or podcast about how science has been used to protect Earth’s resources. Students may use the Presentation Rubric, 5B to evaluate the presentations.

Structure and Properties of Matter TG: L6 pgs.173-176 INV A, SIS 6A, TMM P. 174; INV B; INV C Literacy: SR, ISR, BGSR: p.21 Matter and Energy in Ecosystems TG: L6 pgs. 171-173 INV A, SIS 6A, Teacher Sheet 6a: Human Impact Scenarios; INV B, SIS 6A, Teacher Design Presentation Rubric, 6A Earth and Space Systems TG: L6 pgs. 180-182 INV A, SIS 5A Digital: IWB: Human Impacts on Earth’s Systems

W.5.1, 4, 9–10; SL.5.4, 6; L.5.1–3, 6

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After learning the precise terms for the five steps of water purification (i.e. coagulation/flocculation, sedimentation, filtration, disinfection, and storage), students will apply this vocabulary to the presentation of their filtration systems. Students examine the four spheres of Earth and make a chart that states the biotic and abiotic factors that occur in each sphere. Students prepare a public service announcement, a poster, brochure, video or podcast about how science has been used to protect Earth’s resources.

Structure and Properties of Matter TG: L6 pgs. 172-176 INV A, SIS 6A, TMM p. 174; INV B; INV C Literacy: SR, ISR, BGSR: p.21 Matter and Energy in Ecosystems TG: L4 pgs. 107-110 INV A, SIS 4A, LA 4A: Every Member Counts, TMM p. 110 Digital: IWB: The Four Spheres of Earth Earth and Space Systems TG: L6 pgs. 180-182 INV A, SIS 5A Digital: IWB: Human Impacts on Earth’s Systems

W.5.4–5; SL.5.4, 6; L.5.1, 3, 5–6

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1. Understanding text structure Student groups will follow very specific steps at stations to test the buoyancy, hardness, and magnetism of several objects. Students read an article on how humans impact an ecosystem and identify and record positive and negative effects of human activity on a group chart. The students will share and discuss their charts with the class. Students follow teacher’s step-by-step questions to guide them through the investigation sheet to see how the Sun, Earth and Moon Interact as the Earth rotates and revolves around the Sun.

Structure and Properties of Matter TG: L3 pgs. 95-97 INV A, SIS 3A, LA 3A: Crime Scene Forensics, TMM p.97 Literacy: SR, ISR, BGSR: pgs.8-10 Digital: SIM: Hardness, Buoyancy, Magnetism Matter and Energy in Ecosystems TG: L5 pgs. 136-138 INV A, SIS 5A, LA 5A: The Amazing Potato, TMM p. 138 Literacy: SR, ISR, BGSR: pgs. 12-17 Digital: IWB: Pollution Earth and Space Systems TG: L3 pgs. 93-96 INV A, SIS 3A.1, 3A.2, LA 3A: Land of the Midnight Sun, TMM p. 96 Literacy: SR, ISR, BGSR: pgs. 4-7 Digital: SIM: Earth’s Revolution

RL.5.5; RI.5.5; W.5.1–5; SL.5.4

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2. Understanding cohesion Students re-view the Phenomena Video and develop two quiz questions for the unit. Working in groups, students draw images showing the flow of pollution and describe the impact on a picture of the area they have chosen to study. Students will prepare a public service announcement, a poster, brochure, video or podcast about how science has been used to protect Earth’s resources.

Structure and Properties of Matter TG: L6 pgs. 177-178 INV D Literacy: SR, ISR, BGSR: p.21 Digital: Phenomenon Video Matter and Energy in Ecosystems TG: L5 pgs. 139-141 INV B, SIS 5B, Teacher Sheet 5B: Pollution Images, TMM p. 141 Earth and Space Systems TG: L6 pgs. 180-182 INV A, SIS 5A Digital: IWB: Human Impacts on Earth’s Systems

RL.5.5; RI.5.5; W.5.1–4; SL.5.4; L.5.1, 3

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While investigating mixtures and solutions, students accurately use such verbs and verb phrases as dissolve, separate, and sublimate. Students discuss and define each step of the water cycle and how it affects each sphere of the Earth. Focus on the use of verbs and verbs phrases when describing the movement of the water throughout the water cycle. Students follow teacher’s step-by-step questions to guide them through the investigation sheet to see how the Sun, Earth and Moon Interact as the Earth rotates and revolves around the Sun. Focus on the use of verbs when explaining rotation and revolution.

Structure and Properties of Matter TG: L4 pgs. 119-120 INV A, SIS 4A, TMM p. 120 Literacy: SR, ISR, BGSR: pgs. 14-15 Matter and Energy in Ecosystems TG: L4 pgs. 110-112 INV B, SIS 4A, Teacher Sheet 4B: The Water Cycle, TMM p.112 Literacy: SR, ISR, BGSR: pgs. 2-5 Digital: SIM: Water Cycle Earth and Space Systems TG: L3 pgs. 93-96 INV A, SIS 3A.1, 3A.2, LA 3A: Land of the Midnight Sun, TMM p. 96 Literacy: SR, ISR, BGSR: 4-7 Digital: SIM: Earth’s Revolution

W.5.5; SL.5.6; L.5.1, 3, 6

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4. Using nouns and noun phrases Teacher distinguishes between the physical properties of matter, with emphasis on the nouns or noun phrases used to describe matter. Students will be introduced to the concept of the Food Pyramid and use of nouns that identify the different levels in the food pyramid. Students learn the names of the different moon phases, which are all nouns.

Structure and Properties of Matter TG: L3 pgs. 95-97 INV A, SIS 3A, LA 3A: Crime Scene Forensics, TMM p.97 Literacy: SR, ISR, BGSR: pgs. 8-10 Digital: SIM: Hardness, Buoyancy, Magnetism Matter and Energy in Ecosystems TG: L2 pgs. 62-64 INV A, SIS 2A, TMM p. 64 Literacy: SR, ISR, BGSR: 12-13 Digital: IWB: Food Chain Earth and Space Systems TG: L3 pgs. 97-99 INV B, SIS 3B, THS: Observing Patterns in Day and Night, TMM p. 99 Digital: SIM: Phases of the Moon

W.5.5; SL.5.6; L.5.1, 3, 6

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5. Modifying to add details After student teams engineer their water filtration systems, they define problems and solutions, in order to improve their devices. After student groups have completed their food webs, they are asked to create and add a list of the biotic and abiotic factors in their habitat. Students share their posters on how the Earth’s systems interact and may add details after feedback from class.

Structure and Properties of Matter TG: L6 pgs. 173-176 INV A, SIS 6A, TMM p.174; INV B; INV C Literacy: SR, ISR, BGSR: p.21 Matter and Energy in Ecosystems TG: L3 pgs. 81-83 INV A, SIS 3A, TMM p. 83 Literacy: SR, ISR, BGSR: pgs. 12-17 Digital: SIM: Energy Cycles Earth and Space Systems TG: L4 pgs. 114-115 INV A, SIS 4A, TMM p. 115 Literacy: SR, ISR, BGSR: pgs. 10-15

W.5.5; SL.5.4, 6; L.5.1, 3, 6

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6. Connecting ideas After developing and evaluating their own water filtration systems, students make connections to how they can personally and positively affect their environment. Students read an article on how humans impact an ecosystem and identify and record positive and negative effects of human activity on a group chart. The students will share and discuss their charts with the class. Students summarize their research findings and make a poster to describe all four of Earth’s systems and describe how they interact with one another. Students use the Earth’s Systems Poster Rubric to evaluate the poster and presentation.

Structure and Properties of Matter TG: L6 pgs.173-176, 179 INV A, SIS 6A, TMM p.174; INV B, INV C Literacy: SR, ISR, BGSR: p.21 Matter and Energy in Ecosystems TG: L5 pgs. 136-138 INV A, SIS 5A, LA 5A: The Amazing Potato, TMM p. 138 Literacy: SR, ISR, BGSR: pgs. 12-17 Digital: IWB: Pollution Earth and Space Systems TG: L4 pgs. 144-146 INV A, SIS 4A, Teacher Sheet 4A: Earth’s Systems Poster Rubric, TMM p. 146 Literacy: SR, ISR, BGSR: pgs. 10-15

W.5.1–3, 5; SL.5.4, 6; L.5.1, 3, 6

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7. Condensing ideas After re-viewing the Phenomena Video, students write a summary of the concepts and ideas discussed in the video, citing evidence from the unit investigations. Students analyze their assigned scenario and make a poster showing how they would decrease their negative impact and how their solution would have a positive effect on the ecosystem. Students prepare a public service announcement, a poster, brochure, video or podcast about how science has been used to protect Earth’s resources.

Structure and Properties of Matter TG: L6 pgs. 177-179 INV D Literacy: SR, ISR, BGSR: p.21 Digital: Phenomenon Video Matter and Energy in Ecosystems TG: L6 pgs. 171-172 INV A, SIS 6A, Teacher Sheet 6A: Human Impact Scenarios Earth and Space Systems TG: L6 pgs. 180-182 INV A, SIS 5A Digital: IWB: Human Impacts on Earth’s Systems

W.5.1–3, 5; SL.5.4, 6; L.5.1, 3, 6

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Building Blocks of Science™ 3D Corresponding CA CCSS for ELA/Literacy*

Meeting the Critical Principles Example Building Blocks of Science 3D provides the tools teachers need for each lesson, in both English and Spanish, to support reading, writing, and speaking development. Teachers will be able to customize their lessons to help students focus on the organization and basic features of print, increase their understanding of spoken words, use phonics and word recognition to decode words in both isolation and text, increasing their reading fluency and basic Reading Foundational Skills. Additionally, Building Blocks of Science units support EL students and their teachers by providing:
















RF.K–1.1–4; RF.2–5.3–4 (as appropriate)

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Smithsonian’s STCMS™ Correlation to the California English Language Development Standards, Grade 6

Carolina Biological Supply Company Key: TE – Teacher Edition, SE – Student Edition, L – Lesson


Part 1: Interacting in Meaningful Ways

A. Collaborative Smithsonian’s STCMS Corresponding CA

CCSS for ELA/Literacy Meeting the Critical Principles Example 1. Exchanging information and

ideas with others through oral collaborative conversations on a range of social and academic topics

Students will review data and collaboratively describe what the data represents as it relates to Krakatau. Students will study and discuss satellites images of clouds over the earth. Students brainstorm and discuss what they want to learn about the sun-Earth-Mon system and our solar system.

Earth’s Dynamic Systems TE: L1 pgs. 1a–13 Weather and Climate Patterns TE: L6 pgs. 81a–101 Space Systems Exploration TE: L1 pgs. 1a-17

SL.6.1, 6; L.6.3, 6


Students will work collaboratively to design, modify and evaluate an earth-quake resistant structure. Students will learn about design techniques to minimize damage. Students plan and carry out an investigation to model lunar phases.

Earth’s Dynamic Systems TE: L2 pgs. 13c–39a Weather and Climate Patterns TE: L8 pgs. 117c–139 Space Systems Exploration TE: L4 pgs. 57a–77

W.6.6; WHST.6.6; SL.6.2; L.6.3, 6


Students recognize the presence of bias in articles about copper. Students will examine research and discuss questions about climate projections. Students explore the relationship between engineering and science.

Earth’s Dynamic Systems TE: L10 pgs. 275c–295a Weather and Climate Patterns TE: L 11 pgs. 175c–199 Space Systems Exploration TE: L6 pgs. 95a–127

W.6.1; WHST.6.1; SL.6.1, 4, 6; L.6.3, 6

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A. Collaborative Smithsonian’s STCMS Corresponding CA

CCSS for ELA/Literacy Meeting the Critical Principles Example 4. Adapting language choices to

various contexts (based on task, purpose, audience, and text type)

Students will create a summary based on a reading passage. Students will examine and interpret regional climate projections based on data. Students use data as evidence and provide reasoning to support claims about the effects of mass and radius on gravitational attraction.

Earth’s Dynamic Systems TE: L10 pgs. 275c–295a Weather and Climate Patterns TE: L11 pgs. 175c–199 Space Systems Exploration TE: L7 pgs. 127a–147

W.6.4–5; WHST.6.4–5; SL.6.6; L.6.1, 3, 6

B. Interpretive


Students will actively listen online to an article on Mining Trash Piles and answer questions. Students will actively listen online to the article El Nino Stirs up the World’s Weather and answer questions. Students actively listen online to Mission: Venus and Mission: Jupiter and answer questions.

Earth’s Dynamic Systems SE: L10 pg. 293-295 Weather and Climate Patterns TE: L5 pgs. 63c–81 Space Systems Exploration TE: L7 pgs. 127a–147

SL.6.1, 3, 6; L.6.1, 3, 6


Students read Why Do Volcanoes Have Stories? Use Google Maps to find the locations of Krakatoa, New Zealand and the Burgess Shale. Students read How Scientists Study the Earth to find out different methods used.

Earth’s Dynamic Systems SE: L1 pgs. 7-8 Weather and Climate Patterns TE: L2 pgs. 9a–23

RL.6.1–7, 9–10; RI.6.1–10; RH.6.1–10; RST.6.1–10; SL.6.2; L.6.1, 3, 6

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https://www.google.com/maps/place/Burgess+Shale+Geoscience+Foundation/@51.396869,-116.489179,17z/data=!3m1!4b1!4m5!3m4!1s0x5379dfc6a4dc1359:0xcdaf5a72313fc2bd!8m2!3d51.396869!4d-116.486985



Students read Dragons or Demons; Solar Eclipses Through the Centuries to determine historical interpretations of eclipse events.

Space Systems Exploration TE: L5 pgs. 77a–95



B. Interpretive

Smithsonian’s STCMS Corresponding CA CCSS for ELA/Literacy Meeting the Critical Principles Example


Students will prepare written and oral presentations to the class on Geodynamic Event Preparedness. Students evaluate oral presentations from other classmates on Climate Research. Students evaluate design solutions for the Habitation of Mars.

Earth’s Dynamic Systems TE: L12 pgs. 319c–329 Weather and Climate Patterns TE: L10 pgs. pgs. 153a–175b Space Systems Exploration TE: L9 pgs. 167a–187

RL.6.4–5; RI.6.4, 6, 8; RH.6.4–6, 8; RST.6.4–6, 8; SL.6.3; L.6.3, 5–6


Students will analyze oral presentations of others. Students evaluate oral presentations from other classmates on Climate Research. Students evaluate design solutions for the Habitation of Mars.

Earth’s Dynamic Systems TE: Lesson 12 pgs. 319c–329 Weather and Climate Patterns TE: L10 pgs. pgs. 153a–175b Space Systems Exploration TE: L9 pgs. 167a–187

RL.6.4–5; RI.6.4–5; RH.6.4–5; RST.6.4–5; SL.6.3; L.6.3, 5–6

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C. Productive Smithsonian’s STCMS Corresponding CA

CCSS for ELA/Literacy Meeting the Critical Principles Example 9. Expressing information and

ideas in formal oral presentations on academic topics

Students will prepare written and oral presentations to the class on Geodynamic Event Preparedness. Students will plan, organize and present their Climate Research findings to the class. Students present design solutions for Habitation on Mars.

Earth’s Dynamic Systems TE: L12 pgs. 319c–329 Weather and Climate Patterns TE: L10 pgs. pgs. 153a–175b Space Systems Exploration TE: L10 pgs. 187a-192

SL.6.4–6; L.6.1, 3



Earth’s Dynamic Systems TE: L12 pgs. 319c–329 Weather and Climate Patterns TE: L10 pgs. 153a–175b Space Systems Exploration TE: L10 pgs. 187a-192

W.6.1–10; WHST.6.1–2, 4–10; L.6.1–6


Students will analyze oral presentations of others on Geodynamic Event Preparedness. Students will plan, organize and present their Climate Research findings to the class. Students present design solutions for Habitation on Mars.

Earth’s Dynamic Systems TE: L12 pgs. 319c–329 Weather and Climate Patterns TE: L10 pgs. 153a–175b Space Systems Exploration TE: L10 pgs. 153a–175b

W.6.1, 8–9; WHST.6.1, 8–9; L.6.13, 6

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C. Productive Smithsonian’s STCMS Corresponding CA

CCSS for ELA/Literacy Meeting the Critical Principles Example 12. Selecting and applying varied

and precise vocabulary and language structures to effectively convey ideas


Earth’s Dynamic Systems TE: L12 pgs. 319c–329 Weather and Climate Patterns TE: L10 pgs. 153a–175b Space Systems Exploration TE: L10 pgs. 187a-192

W.6.4–5; WHST.6.4–5; SL.6.4, 6; L.6.1, 3, 5–6



A. Structuring Cohesive Texts Smithsonian’s STCMS Corresponding CA

CCSS for ELA/Literacy Meeting the Critical Principles Example 1. Understanding text structure Students will read for understanding: Designing

Earthquake Buildings and answer questions. Students will read for understanding: Prehistoric Climate Changes and answer questions. Students will read for understanding: Heavy Thoughts and answer questions.

Earth’s Dynamic Systems SE: L1 pgs. 32-35 Weather and Climate Patterns TE: L10 pgs. 153a–175b Space Systems Exploration TE: L8 pgs. 147a-167

RL.6.5; RI.6.5; RH.6.5; RST.6.5; W.6.1–5, 10; WHST.6.1–2, 4–5, 10; SL.6.4

2. Understanding cohesion Students will read for understanding: Designing Earthquake Buildings

Earth’s Dynamic Systems SE: L1 pgs. 32-35

RI.6.5; RH.6.5; RST.6.5; W.6.1–5, 10; WHST.6.1–2, 4–5, 10; L.6.1, 3–6

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Students will read for understanding: Prehistoric Climate Changes. Students will read for understanding: Heavy Thoughts

Weather and Climate Patterns TE: L10 pgs. 153a–175b Space Systems Exploration TE: L8 pgs. 147a-167



B. Expanding and Enriching Ideas Smithsonian’s STCMS Corresponding CA

CCSS for ELA/Literacy Meeting the Critical Principles Example 3. Using verbs and verb phrases

Students will prepare written and oral presentations to the class on Geodynamic Event Preparedness. Students will plan, organize and present their Climate Research findings to the class. Students use claims, evidence and reasoning to construct scientific explanations for how gravity affects planets and their moons.

Earth’s Dynamic Systems TE: L12 pgs. 319c–329 Weather and Climate Patterns TE: 10 pgs. 153a–175b Space Systems Exploration TE: L8 pgs. 147a-167

W.6.5; WHST.6.5; SL.6.6; L.6.1, 3–6

4. Using nouns and noun phrases Students will prepare written and oral presentations to the class on Geodynamic Event Preparedness. Students will plan, organize and present their Climate Research findings to the class. Students use claims, evidence and reasoning to construct scientific explanations for how gravity affects planets and their moons.


W.6.5; WHST.6.5; SL.6.6; L.6.1, 3–6

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B. Expanding and Enriching Ideas Smithsonian’s STCMS Corresponding CA

CCSS for ELA/Literacy Meeting the Critical Principles Example 5. Modifying to add details Students will prepare written and oral presentations to

the class on Geodynamic Event Preparedness. Students will plan, organize and present their Climate Research findings to the class. Students use claims, evidence and reasoning to construct scientific explanations for how gravity affects planets and their moons.


W.6.4–5; WHST.6.4–5; SL.6.6; L.6.1, 3–6


6. Connecting ideas Students will read the different data sets to determine what happened to Krakatau. Students will analyze data from five different cities to determine the climate zone where each city is found. Students use claims, evidence and reasoning to construct scientific explanations for how gravity affects planets and their moons.

Earth’s Dynamic Systems TE: L1 pgs. 1a–13a Weather and Climate Patterns TE: L9 pgs. pgs. 139a–153 Space Systems Exploration TE: L9 pgs. 167a–187

W.6.1–5; WHST.6.1–2, 4–5; SL.6.4, 6; L.6.1, 3–6

7. Condensing ideas Students will read about the Burgess Shale and condense ideas to determine how scientists use rock samples as evidence. Students will read Predicting the Path and Intensity of a Hurricane and plot the path of a severe hurricane.

Earth’s Dynamic Systems SE: L1 pgs. 9-11 Weather and Climate Patterns TE: L8 pgs. 117c–139

W.6.1–5; WHST.6.1–2, 4-5; SL.6.4, 6; L.6.1, 3–6

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Students use claims, evidence and reasoning to construct scientific explanations for how gravity affects planets and their moons.

Space Systems Exploration TE: L9 pgs. 167a–187



Smithsonian’s STCMS Corresponding CA CCSS for ELA/Literacy

Meeting the Critical Principles Example RF.K–1.1–4; RF.2–5.3–4 (as appropriate) Smithsonian’s STCMS provides the tools teachers need for each

lesson, in both English and Spanish, to support reading, writing, and speaking development. Teachers will be able to customize their lessons to help students focus on the organization and basic features of print, increase their understanding of spoken words, use phonics and word recognition to decode words in both isolation and text, increasing their reading fluency and basic Reading Foundational Skills. Additionally, STCMS modules support EL students and their teachers by providing:

• lesson investigations that provide opportunities to gain understanding of new vocabulary through experiential learning

• collaborative group interactions that demonstrates that how language is used varies depending on the purpose for communicating. Additionally, these group interactions develop content-specific vocabulary

• active use of science notebooks, topic-related reading selections, digital resources, and informational texts, that link science to reading, writing, and math applications, throughout all lessons

• student sheets that support ELL students with graphic organizers (Venn diagrams, concept maps, etc.), blank data-table set up, and procedures

Examples of Student and Teacher Resources in Spanish for all Grade 6 module titles:

• Student Editions (print and digital with text-to-speech feature)

• Student Sheets (print and digital)

• Building Your Knowledge reading selections (digital versions with text-to-speech feature)

• Extending Your Knowledge reading selections (digital versions with text-to-speech feature)

• Student Safety Contract

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