Curriculum Guide Grade 5 & 6 - American International School ...

Curriculum Guide

Grade 5 & 6

The American International School of Freetown “Preparing student for success in an ever-changing world”

2019/2020

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All curriculum is rooted in the Mission and Beliefs of our school

Mission Statement AISF develops students' love of learning in an internationally recognized, safe, student-centered and interactive learning environment. Students develop a global perspective that fosters empathy and prepares them for success in an ever-changing world.

Beliefs We believe that:

Respect for everyone’s progress, and care for their safety and wellbeing, are essential for a successful and interactive learning environment.

The diversity of our community enriches our learning experience, and develops global perspectives.

Each member of our community is both a teacher and a learner, participating in an ongoing process of self-realization.

Collaboration and teamwork are vital for progress in an ever-changing, interconnected world.

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Preface from the Director

All AISF curriculum is designed and written by the AISF faculty specifically for our student population from Pre-Kindergarten through Grade 8. AISF curriculum references educational standards from the United States. Currently the standards referenced include Common Core in English and Math, Next Generation Science, and McREL Standards for Social Studies. Both Social Studies and Science use TCI blended learning to seamlessly combine technology with traditional classroom learning. Faculty base their curriculum design on three core principles.

1. Know your students, including every student in every class. 2. Plan backwards. Start with the goals. The first step is to create the intended learning outcomes for

every unit planned. 3. Teach for mastery. Teachers offer continuous feedback and coaching ensuring that students master

each new set of new skills and knowledge before moving on to subsequent learning.

The templates used for AISF curriculum writing are grounded in Understanding by Design (UbD).Every Unit Plan opens with the Intended Learning Outcomes (ILO) for the students. The ILOs describe what the students will understand at the end of the unit, whether the unit topic is fractions, the basic anatomy of green plants, or the novel Charlotte’s Web. The Learning Outcomes are taken from the US Standards noted above. After writing the learning outcomes, teachers create the learning activities, the educational resources, and the assessments to reach those outcomes (planning backwards).

Assessment is integrated into teaching and learning from the beginning of every unit to the end. Teachers assess students’ prior knowledge, student progress toward the learning outcomes, and student mastery of the intended learning outcome. Report cards at our school follow this emphasis on assessment according to intended learning outcomes (standards). Your child is rated on the report card according to how she performs relative to the standard (learning outcome): does not meet, meets with assistance, meets, or exceeds the standard.

Our aim is student mastery. AISF is dedicated to making certain that every student can move on to build successfully on their learning at AISF whether that means at the next grade level or in their new school elsewhere. Your child’s growth and success motivate all curriculum development.

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Academic Scope and Sequence Overview

AISF’s multi-grade classes from PreKindergarten to Grade 8 follow curriculum based on standards and

benchmarks which correspond to each grade level. Differentiation is integral to the learning in each class

from Pre-K to Grade 8. For more details about unit progression, and which standards are covered when

please refer to the AISF Curriculum Guides also available at this link.

Math

Pre-Kindergarten follows an Early Years program of play-based activities to develop early math skills. This

includes exploring patterns, solving puzzles, playing games, counting and sequencing songs and rhymes,

Numberjacks, and Numberblocks, using a range of materials and manipulatives. Students in Kindergarten

through Grade 6 follow the program of Eureka Math, which is based on the Singapore Math paradigm.

Grades 7 and 8 use Holt McDougal textbooks for Pre-Algebra (Grade 7) and Algebra (Grade 8). AISF uses

the US Common Core Math standards and benchmarks to inform all math instruction.

English Language Arts

Pre-Kindergarten are taught phonics and early writing through the Jolly Phonics and Letterland schema,

and through a wide variety of play-based activities. The curriculum in Kindergarten to Grade 8 English

Language Arts is tied to the US Common Core English Language Arts standards and benchmarks. Students

all follow the 6+1 traits of writing model and assessment rubrics for writing. From Kindergarten to Grade 2

phonics, leveled readers, and guided reading are taught. Grades 3 through 8 learn reading through novel

studies, supplemented with informational texts.

Science

Pre-Kindergarten and Kindergarten develop their knowledge and understanding of the world through

topic-based learning through play, enhanced by Discovery kit resources. Assessment for Kindergarten

through Grade 8 is based on Next Generation Science Standards. Grades 1 to 8 follow the TCI science

program.

Social Studies

McREL standards and benchmarks are used to inform instruction for Kindergarten through Grade 8. Pre-

Kindergarten and Kindergarten follow a bespoke child-led curriculum created by our in-house Early Years

specialist teachers. Topics include the history of toys/transport; important people and people who help us

in our community, ourselves, our families, our environment and celebrations. These topics flow smoothly

into the TCI program, which delves more deeply into the topics of family and community. Social Studies

from Grade 1 through 8 follow the full TCI program.

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Grade 5&6

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English Language Arts

Trimester 1

Subject: English Language Arts Grade Level: 5 & 6 Unit Topic: Perseverance (Grade 5) / Courage (Grade 6) Unit Length: 12 Weeks

Stage 1 – Desired Results

Common Core Domains ▪ Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific

textual evidence when writing or speaking to support conclusions drawn from the text (R1) ▪ Determine central ideas or themes of a text and analyze their development; summarize the key supporting

details and ideas (R2) ▪ Analyze how and why individuals, events, and ideas develop and interact over the course of a text (R3) ▪ Interpret words and phrases as they are used in a text, including determining technical, connotative, and

figurative meanings, and analyze how specific word choices shape meaning or tone (R4) ▪ Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text

(e.g. a section, chapter, scene, or stanza) relate to each other and the whole (R5) ▪ Assess how point of view or purpose shapes the content and style of a text (R6) ▪ Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the

approaches the authors take (R9) ▪ Write informative/explanatory texts to examine and convey complex ideas and information clearly and

accurately through the effective selection, organization, and analysis of content (W2) ▪ Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience (W4) ▪ Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

(W5) ▪ Use technology, including the Internet, to produce and publish writing and to interact and collaborate with

others (W6) ▪ Draw evidence from literary or informational texts to support analysis, reflection, and research (W9) ▪ Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,

building on others’ ideas and expressing their own clearly and persuasively (SL1) ▪ Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,

and orally (SL2) ▪ Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and

the organization, development, and style are appropriate to task, purpose, and audience (SL4) ▪ Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English

when indicated or appropriate (SL6) ▪ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

(L1) ▪ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing (L2) ▪ Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,

analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate (L4)

▪ Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression (L6)

Student Outcomes (the numbers refer to Common Core Standards)

Grade 5 Students should be able to:


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▪ Demonstrate understanding of fiction and nonfiction writing using evidence from the text (RL5.1) (RL5.2) (RL5.3) (RL5.4) (RL5.5) (RL5.6)

▪ Compare themes, settings, and plots of different stories (RL5.9) (RI5.4)

▪ Write an organized, clear piece of informative writing using evidence and appropriate vocabulary (W5.2)

▪ Use technology to publish writing, and for research, and demonstrate keyboarding skills (W5.6) (W5.10)

▪ Contribute to a group discussion and present an idea verbally (SL5.1) (SL5.4) (SL5.6)

▪ Use standard English grammar such as correct spelling, capitalization and punctuation in all writing (L5.2) (L5.4)

▪ Analyze and compare fiction and nonfiction pieces of writing (RL6.1)(RL6.2) (RL6.3) (RL6.4) (RI6.1) (RI6.4)

▪ Produce clear, organized and reasoned informative writing(W6.2)

▪ Use technology for research and to publish writing and for research, and demonstrate keyboarding skills (W6.6) (W6.9)

▪ Prepare for, and participate in, discussions and oral presentations, and incorporate visual aids (SL6.1) (SL6.2) (SL6.4) (SL6.5)

▪ Demonstrate a command of formal English in writing and speaking (L6.1) (L6.2) (L6.4) (L6.6)

Essential Questions ▪ How are inferences and interpretation of a text supported by evidence? ▪ How can the theme of a novel be identified and analyzed through the course of the story? ▪ How can a piece of writing convey ideas and/or analysis? ▪ How can the writing process improve my writing? ▪ How do conventions in writing improve communication? ▪ How do discussions help develop in the understanding of a text, theme or character? ▪ How do context clues, peer discussion and a dictionary help in understanding a word and using it appropriately

in speaking and writing?

Stage 2 – Assessment Evidence

Assessment Tasks

Grade 5 ▪ Compare the structure of two novels and

describe their differences and similarities ▪ Compare how main characters from two

different novels face problems and conflict in a 3-5 paragraph essay with a basic lead and conclusion.

▪ Publish all major writing pieces, after editing them

▪ Create and deliver a presentation about a novel in a logically organized format that uses details to support the main ideas

▪ Use new vocabulary in writing and speaking

▪ Additional tests/quizzes as needed ▪ Self-assessment on completion of unit

Grade 6 ▪ Read and analyze two novels determining the themes and

using contextual evidence to support conclusions ▪ Produce a piece of informative writing comparing how

main characters from two different novels change throughout the novel in a well-supported five paragraph essay with a lead and conclusion that are well-connected.

▪ Create a presentation explaining the theme of adventure and comparing the two novels, present using appropriate voice, eye contact and pronunciation

▪ Publish all major writing pieces, after editing them ▪ Understand and use grade appropriate vocabulary ▪ Additional tests/quizzes as needed ▪ Self-assessment on completion of unit

Stage 3 – Learning Plan

Learning Activities ▪ Understand learning objectives for the unit and each lesson ▪ Research the authors of our novels ▪ After looking at the novel cover, blurb and author make predictions about the novel ▪ Read, discuss and analyze the class novels as we read them ▪ - Grade 5: 90 Miles to Havana & A Long Walk to Water ▪ - Grade 6: The Heritage Keeper & The Breadwinner ▪ Practice speaking in formal English during discussions

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▪ Create diagrams, drawings and concept maps, as well as written answers to analysis and comprehension questions

▪ Make predictions as we read about what you think will happen and why ▪ Summarize the novel after we have finished and identify conflict in the story ▪ Group work to discuss themes, explore characters and their interactions, and to create a character analysis ▪ Create a plot diagram and continue to add to it as the story develops ▪ Identify new vocabulary, discover the meaning of new words and use them repeatedly in speaking and writing ▪ Play vocabulary games and spelling games ▪ Explore 6+1 traits of writing through activities covering each trait ▪ Use Microsoft word or Google Drive to publish assessed writing pieces ▪ Use storyboard to create scenes from the novel ▪ Act of parts of the novel using skits ▪ Read informational text about the novel’s subject matter and discuss ▪ Read nonfiction texts to explore the rough historical inspiration for the class novels ▪ Practice grammar and conventions using IXL and workbooks ▪ Go over expectations and practice giving presentations ▪ Read independently using the class and school libraries ▪ Watch short videos explaining the context of the novels ▪ Watch the movie of the novel, where available

Resources ▪ 90 Miles to Havana, Enrique Flores-Galbis(2011) ▪ A Long Walk to Water, Linda Sue Park (2010) ▪ The Breadwinner, Deborah Ellis (2000) ▪ The Heritage Keeper, Jacqueline Leigh (2016) ▪ Courts and Cruisers, Jacqueline Leigh (unpublished) ▪ The Laws of the Taliban, SlideShare: https://www.slideshare.net/Halligan/the-laws-of-the-taliban ▪ The Taliban, Encyclopedia Britannica, https://www.britannica.com/topic/Taliban ▪ Newsela.com ▪ IXL.com ▪ Grade 5 Writing Skills, Harcourt (2006) ▪ Grade 6 Writing Skills, Harcourt (2006) ▪ Daily Language Review (Grades 5 and 6), Evan-Moor (2010) ▪ Traits of Writing, Ruth Culham (2003) ▪ 730 Journal Prompts, The Education Center (1999) ▪ Thinking Critically About…, New Path Learning Graphic Organizers (2009) ▪ Dictionary and Thesaurus for Students, Webster’s Second Edition (2011) ▪ Selected other resources from the classroom and school libraries as needed

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Trimester 2 Subject: English Language Arts Grade Level: 5 & 6 Unit Topic: Overcoming Adversity (Grade 5) / Freedom (Grade 6) Unit Length: 12 Weeks


Common Core Domains

▪ Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific

textual evidence when writing or speaking to support conclusions drawn from the text (R1)

▪ Determine central ideas or themes of a text and analyze their development; summarize the key supporting

details and ideas (R2)

▪ Analyze how and why individuals, events, and ideas develop and interact over the course of a text (R3)

▪ Interpret words and phrases as they are used in a text, including determining technical, connotative, and

figurative meanings, and analyze how specific word choices shape meaning or tone (R4)

▪ Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text

(e.g. a section, chapter, scene, or stanza) relate to each other and the whole (R5)

▪ Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by

reasons and evidence from claims that are not. (RI6.8)

▪ Assess how point of view or purpose shapes the content and style of a text (R6)

▪ Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the

approaches the authors take (R9)

▪ Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence (W1)

▪ Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience (W4)

▪ Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

(W5)

▪ Use technology, including the Internet, to produce and publish writing and to interact and collaborate with

others (W6)

▪ Draw evidence from literary or informational texts to support analysis, reflection, and research (W9)

▪ Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,

building on others’ ideas and expressing their own clearly and persuasively (SL1)

▪ Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,

and orally (SL2)

▪ Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and

the organization, development, and style are appropriate to task, purpose, and audience (SL4)

▪ Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and

evidence from claims that are not. (Sl6.3)

▪ Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English

when indicated or appropriate (SL6)

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▪ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

(L1)

▪ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing (L2)

▪ Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,

analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate

(L4)

▪ Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for

reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence

in gathering vocabulary knowledge when considering a word or phrase important to comprehension or

expression (L6)


Grade 5

Students should be able to:

▪ Demonstrate understanding of fiction and

nonfiction writing using evidence from the

text (RL5.1) (RL5.2) (RL5.3) (RL5.4) (RL5.5)

(RL5.6)

▪ Compare themes, settings, and plots of

different stories (RL5.9) (RI5.4)

▪ Write opinion pieces on topics or texts,

supporting a point of view with reasons

and information.(W5.1)

▪ Use technology to publish writing, and for

research, and demonstrate keyboarding

skills (W5.6) (W5.10)

▪ Contribute to a group discussion and

present an idea verbally (SL5.1) (SL5.4)

(SL5.6)

▪ Use standard English grammar such as

correct spelling, capitalization and

punctuation in all writing (L5.2) (L5.4)

Grade 6


▪ Analyze and compare fiction and nonfiction pieces of

writing (RL6.1)(RL6.2) (RL6.3) (RL6.4) (RI6.1) (RI6.4)

▪ Identify what makes a solid argument and a fallacious

one. (SL6.3)

▪ Write arguments to support claims with clear reasons and

relevant evidence (W6.1)

▪ Use technology for research and to publish writing and

for research, and demonstrate keyboarding skills (W6.6)

(W6.9)

▪ Prepare for, and participate in, debates and oral

presentations, and incorporate visual aids (SL6.1) (SL6.2)

(SL6.4) (SL6.5)

▪ Demonstrate a command of formal English in writing and

speaking (L6.1) (L6.2) (L6.4) (L6.6)

Essential Questions

▪ How are inferences and interpretation of a text supported by evidence?

▪ How can the theme of a novel be identified and analyzed through the course of the story?

▪ How can a piece of writing convey ideas and/or analysis?

▪ How can the writing process improve my writing?

▪ How do conventions in writing improve communication?

▪ How do discussions help develop in the understanding of a text, theme or character?

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▪ How do context clues, peer discussion and a dictionary help in understanding a word and using it appropriately



Assessment Tasks

Grade 5

▪ Compare the structure of two novels and

describe their differences and similarities

in a formal piece of writing

▪ Write an opinion piece on a topic related

to the novels read in class.(5 paragraphs)

o Clearly states opinion and

introduces topic.

o Provide logically ordered reasons

that are supported by facts and

details.

o Provide a concluding statement or

section related to the opinion

presented.

▪ Publish all major writing pieces, after

editing them

▪ Create and deliver an opinion on a topic

related to the novels read in class,

sequencing ideas logically and using

appropriate facts and relevant, descriptive

details to support main ideas or themes;

speak clearly at an understandable pace.

▪ Use new vocabulary in writing and

speaking

▪ Additional tests/quizzes as needed

▪ Self-assessment on completion of unit

Grade 6

▪ Read and analyze two novels determining the themes and

using contextual evidence to support conclusions

▪ Produce a piece of argumentative writing responding to a

prompt related to the main theme of both novels.(5

paragraphs)

o Introduce claim(s) and organize the reasons and

evidence clearly.

o Support claim(s) with clear reasons and relevant

evidence, using credible sources and

demonstrating an understanding of the topic or

text.

o Use transitional words and phrases that clarify

the relationship between sentences and

paragraphs.

o Provide a concluding paragraph that wraps up

the argument presented.

▪ Prepare for and participate in a class debate on a topic

related to the two novels.

o Uses appropriate eye contact, adequate volume,

and clear pronunciation.

o Avoids common fallacious arguments (Ad

hominem, slippery slope, and circular argument)

o Recognizes and identifies common fallacious

arguments.


▪ Understand and use grade appropriate vocabulary




Learning Activities

▪ Understand learning objectives for the unit and each lesson

▪ Research the authors of our novels

▪ After looking at the novel cover, blurb and author make predictions about the novel

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▪ Read, discuss and analyze the class novels as we read them

▪ - Grade 5: Holes & Esperanza Rising

▪ - Grade 6: Crispin: The Cross of Lead & The Bronze Bow

▪ Practice speaking in formal English during discussions

▪ Create diagrams, drawings and concept maps, as well as written answers to analysis and comprehension

questions

▪ Make predictions as we read about what you think will happen and why

▪ Summarize the novel after we have finished and identify conflict in the story

▪ Group work to discuss themes, explore characters and their interactions, and to create a character analysis

▪ As a group create a plot diagram and continue to add to it as the story develops

▪ Identify new vocabulary, discover the meaning of new words and use them repeatedly in speaking and writing

▪ Play vocabulary games and spelling games

▪ Explore 6+1 traits of writing through activities covering each trait

▪ Use Microsoft word to publish assessed writing pieces

▪ Act of parts of the novel using skits

▪ Read informational text about the novel’s subject matter and discuss

▪ Read nonfiction texts to explore the rough historical inspiration for the class novels

▪ Practice grammar and conventions using IXL and workbooks

▪ Go over expectations and practice giving presentations

▪ Read independently using the class and school libraries

▪ Watch short videos explaining the context of the novels

▪ Watch short videos explaining logical fallacies such as ad hominem, slippery slope, and circular argument.

▪ Watch the movie of the novel, where available

Resources

▪ Holes, Louis Sachar (1998)

▪ Esperanza Rising, Pam Manoz Ryan (2000)

▪ The Bronze Bow, Elizabeth George Speare (1961)

▪ Crispin: The Cross of Lead, Avi (2002)

▪ Medieval Times, Civilizations of the Past (2012)

▪ You wouldn’t want to be a Medieval Knight, Fiona McDonald (2004)

▪ You wouldn’t want to live in a Medieval Castle, Fiona McDonald (2009)

▪ Ancient Rome, Cultural Atlas for Young People (2007)

▪ Ancient Rome, Miles Kelly Publishing (2007)

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▪ Newsela.com

▪ IXL.com

▪ Grade 5 Writing Skills, Harcourt (2006)


▪ Daily Language Review (Grades 5 and 6), Evan-Moor (2010)

▪ Traits of Writing, Ruth Culham (2003)

▪ 730 Journal Prompts, The Education Center (1999)

▪ Thinking Critically About…, New Path Learning Graphic Organizers (2009)

▪ Dictionary and Thesaurus for Students, Webster’s Second Edition (2011)

▪ Selected other resources from the classroom and school libraries as needed

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Trimester 3 Subject: English Language Arts Grade Level: 5 & 6 Unit Topic: Discrimination (Grade 5) / Fantasy (Grade 6) Unit Length: 12 Weeks


Common Core Domains

▪ Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific

textual evidence when writing or speaking to support conclusions drawn from the text (R1)

▪ Determine central ideas or themes of a text and analyze their development; summarize the key supporting

details and ideas (R2)

▪ Analyze how and why individuals, events, and ideas develop and interact over the course of a text (R3)

▪ Interpret words and phrases as they are used in a text, including determining technical, connotative, and

figurative meanings, and analyze how specific word choices shape meaning or tone (R4)

▪ Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text

(e.g. a section, chapter, scene, or stanza) relate to each other and the whole (R5)

▪ Assess how point of view or purpose shapes the content and style of a text (R6)

▪ Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the

approaches the authors take (R9)

▪ Write narratives to develop real or imagined experiences or events using effective technique, well-chosen

details, and well-structured event sequences (W3)

▪ Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience (W4)

▪ Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

(W5)

▪ Use technology, including the Internet, to produce and publish writing and to interact and collaborate with

others (W6)

▪ Draw evidence from literary or informational texts to support analysis, reflection, and research (W9)

▪ Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,

building on others’ ideas and expressing their own clearly and persuasively (SL1)

▪ Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,

and orally (SL2)

▪ Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and

the organization, development, and style are appropriate to task, purpose, and audience (SL4)

▪ Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English

when indicated or appropriate (SL6)

▪ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

(L1)

▪ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing (L2)

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▪ Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,

analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate

(L4)

▪ Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for

reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence

in gathering vocabulary knowledge when considering a word or phrase important to comprehension or

expression (L6)


Grade 5


▪ Demonstrate understanding of fiction and

nonfiction writing using evidence from the

text (RL5.1) (RL5.2) (RL5.3) (RL5.4) (RL5.5)

(RL5.6)

▪ Compare themes, settings, and plots of

different stories (RL5.9) (RI5.4)

▪ Write an organized, clear story (W5.3)

▪ Use technology to publish writing, and for

research, and demonstrate keyboarding

skills (W5.6) (W5.10)

▪ Contribute to a group discussion and

present an idea verbally (SL5.1) (SL5.4)

(SL5.6)

▪ Use standard English grammar such as

correct spelling, capitalization and

punctuation in all writing (L5.2) (L5.4)

Grade 6


▪ Analyze and compare fiction and nonfiction pieces of

writing (RL6.1)(RL6.2) (RL6.3) (RL6.4) (RI6.1) (RI6.4)

(RL6.7)

▪ Produce clear, organized and reasoned fictional writing

(W6.3)

▪ Use technology for research and to publish writing and

for research, and demonstrate keyboarding skills (W6.6)

(W6.9)

▪ Prepare for, and participate in, discussions and oral

presentations, and incorporate visual aids (SL6.1) (SL6.2)

(SL6.4) (SL6.5)

▪ Demonstrate a command of formal English in writing and

speaking (L6.1) (L6.2) (L6.4) (L6.6)

Essential Questions

▪ How are inferences and interpretation of a text supported by evidence?

▪ How can the theme of a novel be identified and analyzed through the course of the story?

▪ How can a piece of writing convey ideas and/or analysis?

▪ How can the writing process improve my writing?

▪ How do conventions in writing improve communication?

▪ How do discussions help develop in the understanding of a text, theme or character?

▪ How do context clues, peer discussion and a dictionary help in understanding a word and using it appropriately


▪ How do cinematic techniques bring a literary work to life?


Assessment Tasks

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Grade 5

▪ Compare the structure of two novels and

describe their differences and similarities

in a formal piece of writing

▪ Compare how themes and topics are

explored in at least two different novels in

an informative piece of writing

▪ Write a narrative using narrative

techniques and with a conclusion that

follows the story’s events

o Use narrative techniques, such as

dialogue, description, and pacing,

to show the responses of

characters to situations.

o Use a variety of transitional

words, phrases, and clauses in

order to sequence events in the

story.

o Use concrete words and phrases

and sensory details to convey

experiences and events precisely.

▪ Publish all major writing pieces, after

editing them

▪ Create and deliver a presentation about a

novel in a logically organized format that

uses details to support the main ideas

▪ Use new vocabulary in writing and

speaking



Grade 6

▪ Read and analyze a major novel determining the themes

and using contextual evidence to support conclusions

▪ Watch the movie and discuss how the lighting, sound,

colors, camera focus and angles affect the viewer’s

understanding of the story

▪ Create a piece of fantasy writing that engages the reader

and uses narrative techniques

o Use narrative techniques, such as dialogue,

pacing, and description, to develop experiences,

events, and/or characters.

o Use a variety of transition words, phrases, and

clauses to convey sequence and signal shifts from

one time frame or setting to another.

o Use precise words and phrases, relevant

descriptive details, and sensory language to

convey experiences and events.


▪ Understand and use grade appropriate vocabulary




Learning Activities

▪ Understand learning objectives for the unit and each lesson

▪ Research the authors of our novels

▪ After looking at the novel cover, blurb and author make predictions about the novel

▪ Read, discuss and analyze the class novels as we read them

▪ - Grade 5: Number the Stars & Journey to Jo’Burg

▪ - Grade 6: The Hobbit

▪ Practice speaking in formal English during discussions

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▪ Create diagrams, drawings and concept maps, as well as written answers to analysis and comprehension

questions

▪ Make predictions as we read about what you think will happen and why

▪ Summarize the novel after we have finished and identify conflict in the story

▪ Group work to discuss themes, explore characters and their interactions, and to create a character analysis

▪ As a group create a plot diagram and continue to add to it as the story develops

▪ Identify new vocabulary, discover the meaning of new words and use them repeatedly in speaking and writing

▪ Play vocabulary games and spelling games

▪ Explore 6+1 traits of writing through activities covering each trait

▪ Write “Friday Letters” to parents about the week

▪ Use Microsoft word to publish assessed writing pieces

▪ Use storyboard to create scenes from the novel

▪ Act of parts of the novel using skits

▪ Read informational text about the novel’s subject matter and discuss

▪ Read nonfiction texts to explore the rough historical inspiration for the class novels

▪ Practice grammar and conventions using IXL and workbooks

▪ Go over expectations and practice giving presentations

▪ Read independently using the class and school libraries

▪ Read as write poetry as part of the celebration of poetry month

▪ Watch short videos explaining the context of the novels

▪ Watch the movie of the novel, where available

▪ Grade 6 will watch the three Hobbit movies by Peter Jackson, discuss the cinematic techniques and compare the

movie to the novel

Resources

▪ Journey to Jo’Burg, Beverley Naidoo (1986)

▪ Number the Stars, Lois Lowry (1989)

▪ The Hobbit, JRR Tolkien (1937)

▪ The Hobbit – Motion Picture Trilogy, Directed by Peter Jackson (2014)

▪ Newsela.com

▪ IXL.com



▪ Daily Language Review (Grades 5 and 6), Evan-Moor (2010)

18

▪ Traits of Writing, Ruth Culham (2003)

▪ 730 Journal Prompts, The Education Center (1999)

▪ Thinking Critically About…, New Path Learning Graphic Organizers (2009)

▪ Dictionary and Thesaurus for Students, Webster’s Second Edition (2011)

▪ Selected other resources from the classroom and school libraries as needed

19

Trimester 1

Subject: Social Studies

Grade Level: Grades 5 & 6

Unit Topic: Our Community and Beyond (Grade 5) / Introduction to History & Geography (Grade 6)

Unit Length: 12 Weeks


MCREL Domains History (H) Geography (G) Civics (C) Economics (E)

Student Outcomes (numbers refer to MCREL Standards)


Understand the interactions between societies in the Americas, Europe, and Africa and their impacts on each other (H29.1, H29.3, H29.4)

Understand the concept of regions, and the impact of human migration on regions (G5.1, G5.2, G5.3, G9.3, G9.4)

Understand how humans can protect the environment through the use of clean energy (G14.1, G14.3)

Understand the central ideas of constitutional government, and how different countries interact with one another (C8.1, C8.2, C8.3, C22.1)

Understand basic features of market structures and exchanges (E4.3, E4.4, E4.5, E4.6)


Identify patterns of change and continuity in history (H1.4, H2.1)

Understand how major empires arose and were transformed by global trade (H9.5, H9.6, H28.1, H28.2, H34.5)

Understand major global trends from 1000 BC to the present day (H11.1, H11.2, H18.2, H25.1, H37.1)

Demonstrate a knowledge of geographic tools and how to use them, and understands patterns of land use (G1.1, G1.2, G1.4, G3.1, G3.2, G3.3, G3.4)

Understand the idea of nation-states and the characteristics of different types of governments (C1.1, C1.2, C22.2, C.22.3)

Understand different economic systems, and the basis of international trade (E2.2, E2.3, E10.3)

Essential Questions What are regions, and how do they

change? How does geography affect the way we

live? How does global trade affect our

economy? How are governments set up and run?

Essential Questions Why do we study history and geography? How has geography influenced the course of human

history? What were the major factors leading to the creation of

civilizations? How has migration influenced the course of human

history?


Assessment Tasks

Grade 5 Create a storyboard explaining the role of

explorers in opening up the world to interactions between societies

Create a travel brochure for a city in West Africa

Create a case study of migration examining push and pull factors

Create a project explaining diversity and giving examples from different regions

Chapter tests and quizzes Self-assessment at end of unit

Grade 6 Create accurate maps to show physical and political

geography, and other relevant data Demonstrate an understanding of different types of

sources in a presentation Create a detailed storyboard to explain a major event in

early human history Create a presentation outlining how geography influenced

the settlement of early of humans Chapter tests and quizzes Self-assessment at end of unit

20


Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Practice making maps and identify the importance of tools such as title, key and compass rose Use the tools of geography to draw conclusions about the relationship between geography and history Read information and discuss together, explain to one another what we understood by the information Present homework research to the group in an informal manner and answer/ask questions Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc. Create visual representations of material including flow diagrams, Venn diagrams and concept maps Interview a relevant person about diversity (Grade 5) Use a storyboard to show a dialogue representative of an event in history (Grade 6) Research using the library, classroom resources, interviews and the internet Present and compare information in written, spoken and visual projects Use IXL to learn about relevant geography, economics, civics and history Watch relevant video clips and interviews Use TCI interactive website to explore further reading and knowledge check assignments

o Grade 5 TCI Lessons 1 – 6 o Grade 6 TCI Lessons:

Ancient World Lessons 1 – 3 Geography Lessons 1 – 2

Resources www.teachtci.com – students all have their own log in information Teacher led TCI presentations Our Community and Beyond, TCI (2011) Our Community and Beyond Interactive Notebook, TCI (2011) Geography Alive: Regions and People, TCI (2008) Geography Alive: Regions and People Interactive Notebook, TCI (2008) History Alive: The Ancient World, TCI (2016) History Alive: The Ancient World Interactive Notebook, TCI (2016) History Alive: The Medieval World, TCI (2017) History Alive: The Medieval World Interactive Notebook, TCI (2017) Newsela.com IXL.com First Atlas for Sierra Leone Schools, MacMillan (1993) Social Studies and the Environment, Conservation Society of Sierra Leone Geography Grade 5, Spectrum (2007) Storyboards, www.storyboardthat.com Selected other resources from the internet, classroom and school libraries as needed

http://www.teachtci.com/

http://www.storyboardthat.com/

21

Trimester 2



Unit Topic: Our Community and Beyond (Grade 5) / Middle East & Central Asia (Grade 6)





Grade 5 Understands the interactions between

societies in the Americas, Europe, and Africa and their impacts on each other (H29.1, H29.3, H29.4)

Understands the concept of regions, and the impact of human migration on regions (G5.1, G5.2, G5.3, G9.3, G9.4)

Understands how humans can protect the environment through the use of clean energy (G14.1, G14.3)

Understands the central ideas of constitutional government, and how different countries interact with one another (C8.1, C8.2, C8.3, C22.1)

Understands basic features of market structures and exchanges (E4.3, E4.4, E4.5, E4.6)

Grade 6 Can identify patterns of change and continuity in history

(H1.4, H2.1) Understands how major empires arose and were

transformed by global trade (H9.5, H9.6, H28.1, H28.2, H34.5)

Understands major global trends from 1000 BC to the present day (H11.1, H11.2, H18.2, H25.1, H37.1)

Demonstrates a knowledge of geographic tools and how to use them, and understands patterns of land use (G1.1, G1.2, G1.4, G3.1, G3.2, G3.3, G3.4)

Understands the idea of nation-states and the characteristics of different types of governments (C1.1, C1.2, C22.2, C.22.3)

Understands different economic systems, and the basis of international trade (E2.2, E2.3, E10.3)





Essential Questions How did geography influence the rise of the first city-

states in Mesopotamia? How did Judaism and Islam originate and develop? What innovations did medieval Muslims make? How can having valuable natural resources affect a region?


Assessment Tasks

Grade 5 Participate in a discussion about the

three different cultures learned about from interviews, and their differences and similarities

Create a prezi explaining how and why goods are bought and sold, include pictures from field trip

Create a storyboard about using money wisely

Create a project explaining global trade, what, who, why, where and how?

Chapter tests and quizzes

Grade 6 Create a physical map of Southwest and Central Asia Create a project explaining the beliefs of either Judaism or

Islam Create a detailed storyboard to explain an advancement in

science, medicine or astronomy made by Muslim scholars Create a presentation outlining how the discovery of oil

has changed one country in the Middle East in the past 100 years

Chapter tests and quizzes Self-assessment at end of unit

22

Self-assessment at end of unit


Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Examine maps and practice map reading skills Practice making maps and identify the importance of tools such as title, key and compass rose Read information and discuss together, explain to one another what we understood by the information Present homework research to the group in an informal manner and answer/ask questions Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc. Create visual representations of material including storyboards, flow diagrams, Venn diagrams and concept

maps Interview three people from different countries, preferably from different continents to understand their

culture (Grade 5) Field Trip to Freetown Mall to better understand how and why goods are bought and sold, and how to be a

smart consumer (Grade 5) Use a storyboard to show a dialogue representative of an event in history (Grade 6) Use IXL to learn about relevant geography, economics, civics and history Research using the library, classroom resources, interviews and the internet Present and compare information in written, spoken and visual projects Watch relevant video clips and interviews Use TCI interactive website to explore further reading and knowledge check assignments

o Grade 5 TCI Lessons 7 – 11 o Grade 6 TCI Lessons

Ancient World Lessons 4 – 6, 11, 12 Medieval World Lessons 7 – 10 Geography Lessons 24 – 26, Mapping Lab Southwest & Central Asia

Resources www.teachtci.com – students all have their own log in information Teacher led TCI presentations Our Community and Beyond, TCI (2011) Our Community and Beyond Interactive Notebook, TCI (2011) Geography Alive: Regions and People, TCI (2008) Geography Alive: Regions and People Interactive Notebook, TCI (2008) History Alive: The Ancient World, TCI (2016) History Alive: The Ancient World Interactive Notebook, TCI (2016) History Alive: The Medieval World, TCI (2017) History Alive: The Medieval World Interactive Notebook, TCI (2017) Newsela.com IXL.com Prezi.com First Atlas for Sierra Leone Schools, MacMillan (1993) Social Studies and the Environment, Conservation Society of Sierra Leone Geography Grade 5, Spectrum (2007) Storyboards, www.storyboardthat.com Selected other resources from the internet, classroom and school libraries as needed



23

Trimester 3



Unit Topic: Our Community and Beyond (Grade 5) / South Asia (Grade 6)





Grade 5 Understands the interactions between

societies in the Americas, Europe, and Africa and their impacts on each other (H29.1, H29.3, H29.4)

Understands the concept of regions, and the impact of human migration on regions (G5.1, G5.2, G5.3, G9.3, G9.4)

Understands how humans can protect the environment through the use of clean energy (G14.1, G14.3)

Understands the central ideas of constitutional government, and how different countries interact with one another (C8.1, C8.2, C8.3, C22.1)

Understands basic features of market structures and exchanges (E4.3, E4.4, E4.5, E4.6)

Grade 6 Can identify patterns of change and continuity in history (H1.4,

H2.1) Understands how major empires arose and were transformed

by global trade (H9.5, H9.6, H28.1, H28.2, H34.5) Understands major global trends from 1000 BC to the present

day (H11.1, H11.2, H18.2, H25.1, H37.1) Demonstrates a knowledge of geographic tools and how to use

them, and understands patterns of land use (G1.1, G1.2, G1.4, G3.1, G3.2, G3.3, G3.4)

Understands the idea of nation-states and the characteristics of different types of governments (C1.1, C1.2, C22.2, C.22.3)

Understands different economic systems, and the basis of international trade (E2.2, E2.3, E10.3)





Essential Questions How did geography affect early human settlement in

South Asia? What are the origins and beliefs of Hinduism and

Buddhism? What were the significant achievements of the Gupta

Empire? How can people both experience and protect natural

places?


Assessment Tasks

Grade 5 Write a letter to a government official

highlighting a problem in our community and how it could be solved

Role play participating in a public meeting, holding a peaceful demonstration, campaigning for a candidate and voting

Create a case study of an environmental problem and how it is affecting the community

Grade 6 Create physical and political maps of South Asia Create a poster about the main beliefs of either Buddhism

or Hinduism Create a PowerPoint or storyboard about the significant

achievements of the Gupta Empire Write a newspaper article about the effects if the IT

revolution on India Create a project about climbing Mount Everest and some

of the challenges you would face Chapter tests and quizzes Self-assessment at end of unit

24

Create a project addressing a global environmental issue

Chapter tests and quizzes Self-assessment at end of trimester


Learning Activities Understand learning objectives for the unit and each lesson Complete a KWL chart at relevant stages throughout the unit Examine maps and practice map reading skills Practice making maps and identify the importance of tools such as title, key and compass rose Read information and discuss together, explain to one another what we understood by the information Present homework research to the group in an informal manner and answer/ask questions Discussion of the differences between primary and secondary sources, and what purposes might sources be

produced for; to inform, persuade etc. Create visual representations of material including storyboards, flow diagrams, Venn diagrams and concept

maps Study an environmental problem and brainstorm how to solve it (Grade 5) Use a storyboard to show a dialogue representative of an event in history (Grade 6) Use IXL to learn about relevant geography, economics, civics and history Research using the library, classroom resources, interviews and the internet Present and compare information in written, spoken and visual projects Watch relevant video clips and interviews Use TCI interactive website to explore further reading and knowledge check assignments

o Grade 5 TCI Lessons 12 – 16 o Grade 6 TCI Lessons

Ancient World Lessons 13 – 18 Geography Lessons 27 – 29

Resources www.teachtci.com – students all have their own log in information Teacher led TCI presentations Our Community and Beyond, TCI (2011) Our Community and Beyond Interactive Notebook, TCI (2011) Geography Alive: Regions and People, TCI (2008) Geography Alive: Regions and People Interactive Notebook, TCI (2008) History Alive: The Ancient World, TCI (2016) History Alive: The Ancient World Interactive Notebook, TCI (2016) History Alive: The Medieval World, TCI (2017) History Alive: The Medieval World Interactive Notebook, TCI (2017) Newsela.com IXL.com Prezi.com First Atlas for Sierra Leone Schools, MacMillan (1993) Social Studies and the Environment, Conservation Society of Sierra Leone Geography Grade 5, Spectrum (2007) Storyboards, www.storyboardthat.com Selected other resources from the internet, classroom and school libraries as needed



25

Trimester 1

Mathematics

Grade 5 Subject: Mathematics Trimester 1 Units: Module 1: Place Value and Decimal Fractions Module 2: Multi-Digit Whole Number Decimal Fraction Operations. Module Lengths: Module 1 – 20 days, Module 2 – 35 days

Grade 6 Subject: Mathematics Trimester 1 Units: Module 1: Ratios and Unit Rates Module 2: Arithmetic Operations Including Dividing by a Fraction Module Lengths: Module 1 – 35 days, Module 2 – 25 days

Stage 1 – Learning Outcomes

Grade 5 Module 1 Common Core Domains

Understand the place value system. 5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. 5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. 5.NBT.3 Read, write, and compare decimals to thousandths. a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 5.NBT.4 Use place value understanding to round decimals to any place. Perform operations with multi-digit whole numbers and with decimals to hundredths. 5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Grade 6 Module 1 Common Core Domains

Understand ratio concepts and use ratio reasoning to solve problems. 6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” 6.RP.A.2 Understand the concept of a unit rate ��/�� associated with a ratio ��:�� with ��≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” 6.RP. A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

26

Convert like measurement units within a given measurement system. 5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Module 2 Common Core Domains Write and interpret numerical expressions. 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Understand the place value system. 5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. 5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote power of 10. Perform operations with multi-digit whole numbers and with decimals to hundredths. 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. 5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship

c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Module 2 Common Core Domains Apply and extend previous understandings of multiplication and division to divide fractions by fractions. 6.NS.A.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (�/�) ÷ (�/�) = ��/��.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Compute fluently with multi-digit numbers and find common factors and multiples. 6.NS.B.2 Fluently divide multi-digit numbers using the standard algorithm. 6.NS.B.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. 6.NS.B.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).

27

between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Convert like measurement units within a given measurement system. 5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Essential Questions Module 1: How can Place Value and Decimal Fractions be used to solve numeric expressions? Module 2: How do Decimal Fractions affect expressions involving multi-digit whole numbers?

Essential Questions Module 1: How are ratios and unit rates used in real world applications? Module 2: How do ratios and rates change with multiplication and division?


Assessment Tasks

▪ Mid and End of Module Assessments –

Modules 1-2

▪ Daily Mental Math quizzes

▪ Oral questioning in daily classes

▪ Daily lesson marking

▪ IXL weekly Analytics

Assessment Tasks


Modules 1-2






Learning Activities Module 1 whole number patterns with number disks on the place value chart are easily generalized to decimal numbers. As Students work word problems with measurements in the metric system, where the same patterns occur, they begin to appreciate the value and the meaning of decimals. students apply their work with place value to adding, subtracting, multiplying, and dividing decimal numbers with tenths and hundredths. Module 2 begins by using place value patterns and the distributive and associative properties to multiply multi-digit numbers by multiples of 10 and leads to fluency with multi-digit whole number multiplication. For multiplication, students must grapple with and fully understand the distributive property (one of the key reasons for teaching the multi-digit algorithm). While the multi-digit multiplication algorithm is a straightforward

Learning Activities Module 1 students build on their prior work in measurement and in multiplication and division as they study the concepts and language of ratios and unit rates. They use proportional reasoning to solve problems. In particular, students solve ratio and rate using tape diagrams, tables of equivalent ratios, double number line diagrams, and equations. They plot pairs of values generated from a ratio or rate on the first quadrant of the coordinate plane. Module 2 Students expand their understanding of the number system and build their fluency in arithmetic operations in Module 2. Students learned in Grade 5 to divide whole numbers by unit fractions and unit fractions by whole numbers. Now, they apply and extend their understanding of multiplication and division to divide fractions by fractions. The meaning of this operation is connected to real-world problems as students are

28

generalization of the one-digit multiplication algorithm, the division algorithm with two-digit divisors requires far more care to teach because students have to also learn estimation strategies, error correction strategies, and the idea of successive approximation (all of which are central concepts in math, science, and engineering).

asked to create and solve fraction division word problems. Students continue (from Fifth Grade) to build fluency with adding, subtracting, multiplying, and dividing multi digit decimal numbers using the standard algorithms.

Resources

▪ Eureka Math teacher guides, student

workbooks.

▪ Digi Blocks

▪ Fractional Manipulatives

Resources


workbooks.

▪ Digi Blocks


29

Trimester 2

Mathematics

Grade 5 Subject: Mathematics Trimester 2 Units: Module 3: Addition and Subtraction of Fractions Module 4: Multiplication and Division of Fractions and Decimal Fractions Module Lengths: Module 3 – 22 days, Module 4 – 38 days

Grade 6 Subject: Mathematics Trimester 2 Units: Module 3: Rational Numbers Module 4: Arithmetic Operations Including Dividing by a Fraction Module Lengths: Module 3 – 25 days, Module 4 – 45 days

Stage 1 – Learning Outcomes

Module 3 Common Core Domains Use equivalent fractions as a strategy to add and subtract fractions. 5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) 5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

Module 4 Common Core Domains

Write and interpret numerical expressions. 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 +7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

Module 3 Common Core Domains Apply and extend previous understandings of numbers to the system of rational numbers. 6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 6.NS .C.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., −(−3)=3, and that 0 is its own opposite. b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. 6.NS.C.7 Understand ordering and absolute value of rational numbers.

30

Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product of (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) 5.NF.5 Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1. 5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students capable of multiplying fractions can

a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret −3>−7 as a statement that −3 is located to the right of −7 on a number line oriented from left to right. b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write −3°C>−7°C to express the fact that −3°C is warmer than −7°C. c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of −30 dollars, write |−30|=30 to describe the size of the debt in dollars. d. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than −30 dollars represents a debt greater than 30 dollars. 6.NS .C.8 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

Module 4 Common Core Domains Apply and extend previous understandings of arithmetic to algebraic expressions. 2 6.EE.A.1 Write and evaluate numerical expressions involving whole-number exponents. 6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers. a. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract � from 5” as 5−�. b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8+7) as a product of two factors; view (8+7) as both a single entity and a sum of two terms. c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of

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generally develop strategies to divide fractions by reasoning about the relationship between multiplication and division. However, division of a fraction by a fraction is not a requirement at this grade level.) a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3. b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? Represent and interpret data. 5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

Operations). For example, use the formulas ��=��3 and ��=6��2 to find the volume and surface area of a cube with sides of length ��=1/2. 6.EE. A.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2+�) to produce the equivalent expression 6+ 3�; apply the distributive property to the expression 24�+18� to produce the equivalent expression 6(4�+3�); apply properties of operations to �+�+� to produce the equivalent expression 3�. 6.EE.A.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions +�+� and 3� are equivalent because they name the same number regardless of which number � stands for. Reason about and solve one-variable equations and inequalities. 6.EE.B.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 6.EE.B.7 Solve real-world and mathematical problems by writing and solving equations of the form �+ �=� and ��=� for cases in which �, �, and � are all nonnegative rational numbers. 6 .EE.B.8 Write an inequality of the form �>� or �<� to represent a constraint or condition in a real world mathematical problem. Recognize that inequalities of the form �>� or �<� have infinitely many solutions; represent solutions of such inequalities on number line diagrams. Represent and analyze quantitative relationships between dependent and independent variables. 6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the

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equation �=65� to represent the relationship between distance and time.

Essential Questions Module 3: What strategies can be used to find the sum or difference of fractions? Module 4: How can we use mathematical models to multiply and divide fractions and decimals?

Essential Questions Module 3: How are rational numbers used in conjunction with the coordinate plane to solve real world problems. Module 4: How can expressions and equations used to solve problems with unknown amounts?


Assessment Tasks


Modules 3-4





Assessment Tasks


Modules 3-4






Learning Activities Module 3 Work with place value units paves the path toward fraction arithmetic in Module 3 as elementary math’s place value emphasis shifts to the larger set of fractional units for algebra. Like units are added to and subtracted from like units: 1.5 + 0.8 = 1 5 10 + 8 10 = 15 tenths + 8 tenths = 23 tenths = 2 and 3 tenths = 2 3 10 = 2.3 1 5 9 + 8 9 = 14 ninths + 8 ninths = 22 ninths = 2 and 4 ninths = 2 4 9 The new complexity is that when units are not equivalent, they must be changed for smaller equal units so that they can be added or subtracted. Probably the best model for showing this is the rectangular fraction model pictured below. The equivalence is then represented symbolically as students engage in active meaning-making rather than obeying the perhaps mysterious command to “multiply the top and bottom by the same number.” 2 boys + 1 girl = 2 children + 1 child = 3 children 2 thirds + 1 fourth = 8 twelfths + 3 twelfths = 11 twelfths Relating different fractional units to one another requires extensive work with area and number line diagrams. Tape diagrams are used often in word problems. Tape diagrams, which students began using in the early grades and which become increasingly useful as students applied them to a greater variety of word problems, hit their full

Learning Activities Module 3 Major themes of Module 3 are to understand rational numbers as points on the number line and to extend previous understandings of numbers to the system of rational numbers, which now include negative numbers. Students extend coordinate axes to represent points in the plane with negative number coordinates and, as part of doing so, see that negative numbers can represent quantities in real-world contexts. They use the number line to order numbers and to understand the absolute value of a number. They begin to solve real-world and mathematical problems by graphing points in all four quadrants, a concept that continues throughout to be used into high school and beyond. Module 4 With their sense of number expanded to include negative numbers, in Module 4 students begin formal study of algebraic expressions and equations. Students learn equivalent expressions by continuously relating algebraic expressions back to arithmetic and the properties of arithmetic (commutative, associative, and distributive). They write, interpret, and use expressions and equations as they reason about and solve one-variable equations and inequalities and analyze quantitative relationships between two variables.

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strength as a model when applied to fraction word problems. At the heart of a tape diagram is the now familiar idea of forming units. In fact, forming units to solve word problems is one of the most powerful examples of the unit theme and is particularly helpful for understanding fraction arithmetic, as in the following example: Jill had $32. She gave 1 4 of her money to charity and 3 8 of her money to her brother. How much did she give altogether? Module 4 Near the end of Module 4 students know enough about fractions and whole number operations to begin to explore multi-digit decimal multiplication and division. In multiplying 2.1 × 3.8, for example, students now have multiple skills and strategies that they can use to locate the decimal point in the final answer, including: • Unit awareness: 2.1 × 3.8 = 21 tenths × 38 tenths = 798 hundredths • Estimation (through rounding): 2.1 × 3.8 ≈ 2 × 4 = 8, so 2.1 × 3.8 = 7.98 • Fraction multiplication: 21/10 × 38/10 = (21 × 38)/(10 × 10) Similar strategies enrich students’ understanding of division and help them to see multi-digit decimal division as whole number division in a different unit. For example, we divide to find, “How many groups of 3 apples are there in 45 apples?” and write 45 apples ÷ 3 apples = 15. Similarly, 4.5 ÷ 0.3 can be written as “45 tenths ÷ 3 tenths” with the same answer: There are 15 groups of 0.3 in 4.5. This idea was used to introduce fraction division earlier in the module, thus gluing division to whole numbers, fractions and decimals together through an understanding of units.

Resources


workbooks.

▪ Digi Blocks


Resources


workbooks.

▪ Digi Blocks


34

Trimester 3

Mathematics

Grade 5 Subject: Mathematics Trimester 3 Units: Module 5: Addition and Multiplication with Volume and Area Module 6: Problem Solving with the Coordinate Plane Module Lengths: Module 5 – 25 days, Module 6 – 40 days

Grade 6 Subject: Mathematics Trimester 3 Units: Module 5: Area, Surface Area, and Volume Problems Module 6: Statistics Module Lengths: Module 5 – 25 days, Module 6 – 25 days

Stage 1 – Learning Outcomes Stage 1 – Learning Outcomes

Module 5 Common Core Domains Apply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. 5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. 5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

Module 5 Common Core Domains Apply and extend previous understandings of arithmetic to algebraic expressions. 6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2. Reason about and solve one-variable equations and inequalities. 6.EE.5 Understand solving an equation or inequality as a process of answering a question: Which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. 6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the

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5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. Classify two-dimensional figures into categories based on their properties. 5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. 5.G.4 Classify two-dimensional figures in a hierarchy based on properties.


Write and interpret numerical expressions. 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. Analyze patterns and relationships. 5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs

form x + p = q and px = q for cases in which p, q, and x are all nonnegative rational numbers. Solve real-world and mathematical problems involving area, surface area, and volume. 6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. 6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. 6.G.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. 6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.


Develop understanding of statistical variability. 6.SP.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages. 6.SP.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. 6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

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consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so. Graph points on the coordinate plane to solve real-world and mathematical problems. 5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., ��-axis and ��-coordinate, ��-axis and ��-coordinate). 5.G .2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Summarize and describe distributions. 6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 6.SP.5 Summarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

Essential Questions Module 5: How are the area and volume of shapes derived? Module 6: How is a coordinate plane used to solve problems?

Essential Questions Module 5: How are area, surface area, and volume related? Module 6: How can data sets be interpreted?

Stage 2 – Assessment Evidence Stage 2 – Assessment Evidence

Assessment Tasks


Modules 5-6





Assessment Tasks


Modules 5-6





Stage 3 – Learning Plan Stage 3 – Learning Plan

Learning Activities Module 5 Frequent use of the area model in Modules 3 and 4 prepares students for an in-depth

Learning Activities Module 5 is an opportunity to practice the material learned in Module 4 in the context of

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discussion of area and volume in Module 5. But the module on area and volume also reinforces work done in the fraction module: Now, questions about how the area changes when a rectangle is scaled by a whole or fractional scale factor may be asked and missing fractional sides may be found. Measuring volume once again highlights the unit theme, as a unit cube is chosen to represent a volume unit and used to measure the volume of simple shapes composed out of rectangular prisms. Module 6 Scaling is revisited in the last module on the coordinate plane. Since Kindergarten where growth and shrinking patterns were first introduced, students have been using bar graphs to display data and patterns. Extensive bar-graph work has set the stage for line plots, which are both the natural extension of bar graphs and the precursor to linear functions. It is in this final module of K-5 that a simple line plot of a straight line is presented on a coordinate plane and students are asked about the scaling relationship between the increase in the units of the vertical axis for 1 unit of increase in the horizontal axis. This is the first hint of slope and marks the beginning of the major theme of middle school: ratios and proportions.

geometry; students apply their newly acquired capabilities with expressions and equations to solve for unknowns in area, surface area, and volume problems. They find the area of triangles and other two dimensional figures and use the formulas to find the volumes of right rectangular prisms with fractional edge lengths. Students use negative numbers in coordinates as they draw lines and polygons in the coordinate plane. They also find the lengths of sides of figures, joining points with the same first coordinate or the same second coordinate and apply these techniques to solve real-world and mathematical problems. Module 6 students develop an understanding of statistical variability and apply that understanding as they summarize, describe, and display distributions. In particular, careful attention is given to measures of center and variability.

Resources


workbooks.

▪ Digi Blocks

▪ Fractional manipulatives

▪ 3-D shapes manipulatives

Resources


workbooks.

▪ Digi Blocks


38

Grade Level: 5-6

Year A

Subject: Science Trimester: 1

Theme: Matter

Stage 1 – General Learning Outcomes (Next Generation Science Standards)

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

Essential Questions What are the smallest particles of matter? How are atoms combined to form different molecules and extended structures? How can you tell one substance from another? How do atoms and molecules move in solids, liquids, and gases? How do you know when a new substance forms? What happens to atoms during chemical reactions?

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Assessment Tasks Performance Assessment: Determining the Best Material for a Makeup Pen Base Performance Assessment: Writing to Your Alien Pen Pal Performance Assessment: Modifying and Explaining Survival Gear


Learning Activities Explore how everything is made of matter. Then, use your understanding of how the periodic table was developed to create your own periodic table of an object. Use different tools to model simple molecules and more complex extended structures. Learn about different properties that can be used to identify a substance. Then, perform experiments to identify an unknown substance from other ones that look similar but have different properties. Develop a model that shows the relationship between particle motion and states of matter. Then, learn about the effect of pressure and temperature on particle motion and predict state changes as a result of pressure and temperature changes. Deepen your understanding of how state changes occur by first comparing the difference between heat, temperature, and thermal energy. Then, explore six different types of state changes with videos and hands-on experiments to apply your understanding of how thermal energy affects state changes. Test the properties of reactants and products to determine whether or not a chemical reaction has occurred. Model the atoms before and after a chemical reaction to observe the changes to substances. Investigate exothermic and endothermic reactions that can be used for a chemical hand warmer or a cold pack. Research and investigate different substances that have had profound impacts on society. Engineering Challenge: Designing a Hot Pack

Resources ▪ TCI Science textbooks and student interactive notebooks

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Grade Level: 5-6

Year A


Theme: Ecosystems


MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

Essential Questions How do living things get the resources they need to grow and survive? How do organisms interact in ecosystems? How do ecosystems change over time? How do producers capture energy and matter?

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How do organisms use energy and matter? How do energy and matter move through ecosystems?


Assessment Tasks Performance Assessment: People and Ecosystems

Description: Using what you know about human impact on populations, you and your investigative team will research a local story of population growth impacting resources. You’ll present your investigative report to the class.

Performance Assessment: Animating Global Pathways

Description: Use science animator skills to visualize the invisible global pathways of matter and energy by creating claymation videos. Understand how matter and energy can move between nonliving and living things, causing changes like forest growth in a local park.

Engineering Challenge: Preserving Frog-Bat Interactions

Description: Build a sound shield to protect acoustic interactions from highway noise.

Engineering Challenge: Designing a Fishing Net

Description: Design a fishing net that will help preserve biodiversity by targeting certain species rather than all species.


Learning Activities Learn how resource availability impacts living things by analyzing data from case studies and playing a game of matching species with biomes and ecosystems to understand competition and species distributions. Finally, construct a model ecosystem and track resources needed by the living things within it. Explore the impact of interactions between living things. Focus on the relationship between predators and their prey, and then learn to classify interactions by their positive and negative impacts. Study how the many interactions of an ecosystem cause even small changes to lead to other large changes. Observe this in your own model ecosystems, and then study the impact of biological and physical changes that can occur in some specific natural ecosystems. Explore the process of photosynthesis and experiment to test whether plants in the sun truly remove carbon dioxide from their environment. Model the interactions of atoms, molecules, and cell structures to craft an explanation of the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Learn how organisms use food and oxygen to get energy through cellular respiration. Use a color indicator to show that both plants and animals use cellular respiration. Track matter and energy moving through a food web and model energy transfer through trophic pyramids. Learn how three types of matter cycle on a global scale: water, carbon, and nitrogen. Apply these concepts to the aquarium, and play a game to determine what steps could be taken by an atom or molecule along the path of its global cycle. Calculate the biodiversity of different ecosystems and examine the impacts of changes to biodiversity over time. Calculate the value of a variety of ecosystem services, then develop solutions to compromise on the use of ecosystem services in a variety of situations.

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Play a game that models impacts to ecosystems as populations change at different rates. Then, create solutions to ecological problems based on economic, social, and scientific factors.


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Grade Level: 5-6

Year A


Theme: Waves


MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.

Essential Questions What are waves? How are the repeating patterns in waves described? How can we measure the energy carried by waves? What happens when waves move from one medium to another? What evidence is there that light is a wave?


Assessment Tasks Engineering Challenge: Preventing Coastal Erosion

Description: Help the residents of Beach Town by researching, designing, testing, and optimizing a structure to prevent erosion of the coast and save the local highway from suffering major damage.

Performance Assessment: Saving the Las Olas Hermosas Restaurant

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Description: Write a proposal for an engineering solution to prevent the erosion of the cliffs near Las Olas Hermosas restaurant. Use your understanding of wave properties to explain why your proposed design will be effective.

Performance Assessment: Designing a Light Art Piece

Description: Design a light art piece, and write the script for an audio tour explaining each part of the piece. Then, present your piece to the class, explaining a variety of the properties of light.

Engineering Challenge: Designing a Multi-frequency Communication System

Description: Design a communication system that encodes letters, numbers, and symbols using multiple different frequencies of light. Evaluate your system by using it to send a variety of messages, and make improvements to the system based on your results.

Performance Assessment: Selling Digital

Description: Design a TV commercial, radio ad, or billboard which explains to consumers why the digital version of a product is more reliable than the analog version of the product. Your advertisement should include an explanation of the differences between the digital and analog products, as well as information from reliable scientific sources supporting your claims.


Learning Activities Make waves with a variety of materials and collaboratively develop a scientific definition of waves, which will serve as the beginning of your model of waves. Then, apply your definition to a variety of phenomena, and use it to determine whether or not those phenomena are waves.

Measure the amplitude, wavelength, frequency, and wave speed of a variety of waves. Graph your measurements, and use the graphs to determine the relationships between different properties of waves.

Build and optimize simple wave power generators. Then, analyze data about the energy carried by waves around the Las Olas Hermosas restaurant, and determine how the energy in the wave is related to the amplitude and frequency of the waves approaching the shore.

Use a variety of models to investigate the way that waves behave when they reach the boundary between two different media.

Write a proposal for an engineering solution to prevent the erosion of the cliffs near Las Olas Hermosas restaurant. Use your understanding of wave properties to explain why your proposed design will be effective.

Develop a model that shows the relationship between light and vision. Then, visit a series of stations, where you will identify evidence of the wave-like nature of light.

Identify and explain examples of reflection, absorption, transmission, and refraction of light.Deepen your understanding of the wave model of light by applying the properties of mechanical waves to light.

Explore frequency and amplitude of light waves by visiting stations focused on color and brightness. Then, determine how the structure of a prism allows it to create a rainbow, using both physical prisms and a simulation of a prism.

Learn to use Morse code to use wave pulses to encode messages. Then participate in the Great Message Race to compare the effectiveness, speed, and reliability of different methods of sending messages over a distance. Compare a variety of analog and digital technologies with similar functions.

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Evaluate the reliability of recording measurements with the technologies, the reliability of retrieving stored information, and the reliability of messages sent over long distances. Then, explore methods that engineers have developed for encoding information digitally, including simple methods to encode text, sound, and images.


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Grade Level: 5-6

Year B


Theme: Cells and Genetics


MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

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MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

Essential Questions How do organisms meet their needs and respond to threats in their environment? What physical and behavioral traits help organisms reproduce? How do your body systems work together? How do organs, tissues, and cells work together to make up your body systems? How does your body sense and respond to a constantly changing environment? What do living things have in common? How do the parts of a cell function to keep the cell alive?


Assessment Tasks Engineering Challenge: Designing a Seed Dispersal Device Description: Design, build, test, and modify a structure for dispersing seeds that mimic the traits that plants have to disperse seeds in nature. Performance Assessment: Planning a Trait Trek to Madagascar Description: Plan a Trait Trek to Madagascar and create a brochure describing what travelers will see on the trip. The brochure will explain how each organism’s unique traits help it survive and reproduce. Engineering Challenge: Designing a Prosthetic Hand Description: Design, build, test, and modify a prosthetic hand to serve a specific function. Performance Assessment: Diagnosing JJ Description: Use your knowledge of body systems and information processing to argue for a diagnosis of your fourth patient, JJ. Performance Assessment: Modeling Synthetic Cells Description: Make a model of a plant or animal cell to be used as a prototype for the development of a synthetic cell. Plan an investigation that can be used to determine if a synthetic cell is a living thing. Performance Assessment: Conserving Coral Reefs Using Genetics Description: Use your knowledge of coral reproduction, allele combinations, and genetic inheritance to design a management plan to save coral reefs in a marine park. Engineering Challenge: Designing a Dog Breeding Process Description: Design criteria for how to breed a new type of dog using artificial selection techniques. Performance Assessment: Investigating Genetic Engineering Description: Research story leads and present a news story on genetic engineering techniques and their potential consequences.


Learning Activities Gather evidence from a variety of sources (videos, placards, independent research) about specialized plant and animal traits and explain how the traits increase the chances that the organisms will survive.

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Gather information about traits that increase the chances that an organism will reproduce and its offspring will survive. Then use evidence and reasoning to compare arguments explaining why one species (the elephant bird) did not survive.

Dissect a frog (or watch a series of videos demonstrating a dissection) to learn about body systems and how they interact. Then, create a lifesize model of the human body to post in your doctor’s office. You will also diagnose your first patient, Mr. T.

Learn about microscopes and look at tissues to identify structure and function relationships. Then, interpret tissue samples to help diagnose another patient, Ms. B.

Learn about and add the nervous system to your lifesize human body models. Then, act out a play on how information is processed in the body. Use your knowledge of the nervous system and how it functions to diagnose Ms. K.

Analyze pictures and microscope slides to discover that all living things are made of cells. Learn about the unicellular organisms living in your environment.

Play a series of games to discover and remember the parts of different kinds of cells. Act out the different mechanisms that allow cells to take in nutrients and get rid of waste.

Model the relationship between DNA, genes, and chromosomes and learn how to visualize these materials. By modeling the gene to protein to trait relationship, you will understand how genes actually lead to traits.

Predict how asexual and sexual reproduction lead to different inherited trait combinations, and model how alleles and traits are inherited with Punnett Squares.

Design experiments to test the roles of genes and the environment in determining plant growth, and analyze several factors that influence human height.

Model how mutations can change the structure and thus function of a protein. Explore examples of mutations and how each affects the organism's survival.

Learn about genetically modified organisms and gene therapy. Then, engage in a debate about the pros and cons of different genetic engineering techniques.


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Grade Level: 5-6

Year B


Theme: Adaptations


MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

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MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time

Essential Questions How do scientists learn about Earth’s history, and what have they learned? What do fossils reveal about the history of life on Earth? How can the traits of a population of living things change over time? Where can scientists see natural selection happening? Where does the variation needed for evolution through natural selection come from?


Assessment Tasks Engineering Challenge: Designing a Fossil Extraction Toolset Advanced preparation icon Description: Design a tool set based on criteria and constraints, then use it to extract a plaster model of a fossil. Performance Assessment: Analyzing a Fossil Dig Site Description: Students act as paleontologists. They obtain and organize information from a fossil dig site. They present their findings and then compare the patterns they found at their dig site to patterns found at other dig sites. Performance Assessment: Evolutionary History of Whales Description: You are an evolutionary biologist. You will explore real fossil data, the embryological data on whales, the physical structures of whales and other organisms, and genetic data on whales to support an argument about which organism alive today is most like a whale. Engineering Challenge: Redesigning "Trash" to Reduce Environmental Impact Description: Design a solution for a local environmental problem using second hand materials. Performance Assessment: Bioethics Debate Description: As part of a bioethics committee your job is to research and debate ideas using evidence. In this committee session you will debate if and how humans should deal with problems around a changing environment.


Learning Activities Students will learn about rock strata and how fossils are formed and found within the rock strata. They will analyze data and construct explanations for patterns found in the fossil record. Explore the skeletons of modern organisms along with fossils found in different strata to identify similarities and differences across organisms and make arguments based on evidence. Students act as paleontologists. They obtain and organize information from a fossil dig site. They present their findings and then compare the patterns they found at their dig site to patterns found at other dig sites.

Explore how trait variation relates to survival by acting as birds to find food and competing for resources in different conditions.

Model natural selection by "hunting" for beans in different environments, then explore how species have adapted to changes in their environments.

Model genes, proteins, and genetic mutations that affect proteins by making paper airplanes. Then, explore how mutations impact antibiotic resistance.

Match fossils with their closest modern day organisms and explore multiple ways to tell that two organisms may have common ancestry. Then, use data to produce an argument to support a theory of evolution.

Play a game comparing natural selection and artificial selection on a population of aurochs. Then, research and present information on organisms bred using artificial selection.

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Groups discuss the ideas behind transferring one organism's genes to another and then research and present on a GMO.

lay a game to model how humans impact their environment and how populations are affected by resource competition. Then, use case studies on strange animal occurrences related to human impacts to develop an argument.

Resources ▪ TCI Science textbooks and student interactive notebooks ▪ Petri dishes and agar

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Grade Level: 5-6

Year B


Theme: Space


MS-ESS1-1. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system. MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Essential Questions Why do the stars and sun appear and move across the sky? Why are there different seasons? Why does the moon seem to change shape? What are the characteristics of the terrestrial planets? What are the characteristics of the gas planets?


Assessment Tasks Performance Assessment: Presenting a Model of the Earth-Sun-Moon System Description: Create your own video models of cyclic patterns in the Earth-sun-moon system. Engineering Challenge: Landing on Mars Description: Work in groups to design a vehicle that can land on Mars. Performance Assessment: Classifying Planets Description: Prepare a memo recommending a planet classification system and present it to your mentor at the International Astronomical Union. Engineering Challenge: Engineering a Damping Device Description: Design and test a "space capsule" that will protect a camera from being smashed upon its return from space. Performance Assessment: Writing a Gravity Adventure Scene

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Description: Write a script for a movie’s climax using a gravitationally correct scenario. The script will present an exciting drama that results from gravity’s force on celestial objects, and then you’ll explain exactly how gravity is responsible for the event.


Learning Activities Build a classroom planetarium and model the patterns that are caused by Earth’s rotation and revolution. Use a classroom planetarium to model how the Earth’s tilted axis leads to seasonal patterns.

Use a classroom planetarium to model how the moon goes through phases.

Use a classroom planetarium to model how the orientation of Earth, the sun, and the moon causes eclipses.

Build scale models of the Earth-sun-moon system and the solar system, then ‘visit’ the planets.

Research Pluto's classification and then gather data comparing the features of the planets.

Organize and analyze data about the planets and present arguments about planet classification.

Model gravity’s role in the formation of the solar system and evaluate videos of solar system formation for pattern consistency.

Produce scale maps of the distances between celestial objects and design models of stars in the Milky Way galaxy.


Curriculum Guide Grade 5 & 6 - American International School ...

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