Unit Details

​​​​​​​​​​​​​​​​​​​​​​​​Instructions: Rockwood unit details share the timeline, the enduring understanding and the essential questions for each unit.  Click on the standard title to be directed to the information on related standards for the unit.​

 Unit Details

  • Unit Title
    Team/Individual/Lifetime Sports
    Unit Number
    1
    Course
    Sixth Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will define, develop and demonstrate sport and activity skills in a variety of team, individual, and lifetime sports.
    Timeline
    1 Week(s)
    Enduring Understandings
    Efficient movement improves performance.
    Physical and cognitive skills are necessary to successfully participate in a variety of physical activities/sports.
    Participation in physical activities/sports can provide an opportunity for developing an understanding and respect for differences among people.
    Physical activity/sports can provide opportunities for personal enjoyment, challenge, self-expression and social interactions.




    Essential Questions
    How can physical activity/sports provide a wide range of lifelong benefits?
    How does physical education enhance total well-being—social, mental, emotional and physical?
    How do you move efficiently and safely within a physical setting?
    How does your movement affect performance?
    Why is the development of motor skills essential?
    Why are skills and game knowledge important to participate in physical activities/sports?






    Additional Unit Resources

  • Unit Title
    Team/Individual Sports and Lifetime Activities
    Unit Number
    1
    Course
    Seventh Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will focus on using the fundamental movement skills for a variety of sports and activities, allowing students to participate in and develop an appreciation for physical activity. Students will find opportunities to develop their character through collaboration with peers and general social interactions within the physical education setting. Lead up games will be utilized to help develop skills and define the strategies incorporated with each activity/sport.
    Timeline
    1 Week(s)
    Enduring Understandings
    Efficient movement improves performance.
    Physical and cognitive skills are necessary to successfully participate in a variety of physical activities/sports.
    Participation in physical activities/sports can provide an opportunity for developing an understanding and respect for differences among people.
    Physical activity/sports can provide opportunities for personal enjoyment, challenge, self-expression and social interactions.




    Essential Questions
    How can physical activity/sports provide a wide range of lifelong benefits?
    How does physical education enhance total well-being—social, mental, emotional and physical?
    How do you move efficiently and safely within a physical setting?
    How does your movement affect performance?
    Why is the development of motor skills essential?
    Why are skills and game knowledge important to participate in physical activities/sports?






    Additional Unit Resources

  • Unit Title
    Team/Individual Sports and Lifetime Activities
    Unit Number
    1
    Course
    Eighth Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will focus on using the fundamental movement skills for a variety of sports and activities, allowing students to participate in and develop an appreciation for physical activity. Students will find opportunities to develop their character through collaboration with peers and general social interactions within the physical education setting. Lead up game will be utilized to help develop skills and define the strategies incorporated with each activity/sport. 
    Timeline
    21 Week(s)
    Enduring Understandings
    Efficient movement improves performance.
    Physical and cognitive skills are necessary to successfully participate in a variety of physical activities/sports.
    Participation in physical activities/sports can provide an opportunity for developing an understanding and respect for differences among people.
    Physical activity/sports can provide opportunities for personal enjoyment, challenge, self-expression and social interactions.




    Essential Questions
    How can physical activity/sports provide a wide range of lifelong benefits?
    How does physical education enhance total well-being—social, mental, emotional and physical?
    How do you move efficiently and safely within a physical setting?
    How does your movement affect performance?
    Why is the development of motor skills essential?
    Why are skills and game knowledge important to participate in physical activities/sports?






    Additional Unit Resources

  • Unit Title
    Systems of Linear Equations and Matrices
    Unit Number
    1
    Course
    Finite Math
    Content Area
    Math
    Description
    Students will construct matrices, use them to perform operations and to solve a system of linear equations.
    Timeline
    2 Week(s)
    Enduring Understandings
    A matrix is an organizational system that sorts numbers and data into columns and rows.
    Quantitative relationships can be expressed numerically in multiple ways in order to make connections and simplify calculations using a variety of strategies, tools and technology.
    There are situations that require two or more equations to be satisfied simultaneously.
    A variety of representations of linear systems of equations, including matrices, are used to model and solve real-world problems.
    The number of solutions to a system of equations or inequalities can vary from no solution to an infinite number of solutions.





    Essential Questions
    What methods can be used to solve systems of equations?
    How are systems of linear equation useful?
    When are matrices applicable to solve systems of equations?
    How and when is technology appropriate in the problem solving process




    Additional Unit Resources

    ​Graphing Calculator

  • Unit Title
    Trigonometric Functions
    Unit Number
    1
    Course
    Trigonometry
    Content Area
    Math
    Description
    The student will analyze, apply and demonstrate the properties of the 6 trigonometric functions along with the special right triangles and pythagorean theorem. (degrees only)

    Timeline
    4 Week(s)
    Enduring Understandings
    The relationship between the sides and angles of right triangles leads to the exploration of trigonometric functions.
    Essential Questions
    How is trigonometry used to find unknown values?
    Why are certain values undefined for certain functions?
    How are the x and y coordinates of a point related to the angles and their trigonometric functions?



    Additional Unit Resources

  • Unit Title
    Sequences and Series
    Unit Number
    1
    Course
    CC Algebra 3
    Content Area
    Math
    Description
    Students will identify, analyze, and represent patterns. They will write explicit and recursive forms of sequences, find sums of sequences and apply the Binomial Theorem to expanding binomials. 

    Timeline
    2 Week(s)
    Enduring Understandings
    Recognizing patterns and relationships can be an efficient method of performing operations in upper-level mathematics.
    Arithmetic and geometric sequences and series are mathematical patterns that stem from real world situations.


    Essential Questions
    How do I express a pattern to show a relationship?
    What is the difference between sequences and series?
    How do we apply sequences and series to real-world scenarios?  



    Additional Unit Resources

  • Unit Title
    Creating: Improvisation
    Unit Number
    1
    Course
    Guitar 1
    Content Area
    Fine Arts
    Description
    This unit focuses on using the creation process.
    Students will use knowledge of music to create original solos.
    Timeline
    18 Week(s)
    Enduring Understandings
    Musicians purposefully compose and develop artistic ideas.
    Essential Questions
    What makes an interesting solo?
    How does soloing relate to spoken language?
    Additional Unit Resources

    ​N/A

  • Unit Title
    Creating: Improvisation
    Unit Number
    1
    Course
    Guitar 2
    Content Area
    Fine Arts
    Description
    This unit focuses on using the use of chords in guitar music.
    Students will learn shapes of chords and how to apply those to musical selections.


    Timeline
    18 Week(s)
    Enduring Understandings
    Musicians purposefully compose and develop artistic ideas.

    Expressive and proficient performances are a process of preparation and refinement.

    Musicians interpret and convey meaning of a composer’s intent through performances.





    Essential Questions
    Does a chord progression make a song?
    Do chords work when played in any order?
    How does the ability to play the same chord in multiple places effect playing style?



    Additional Unit Resources

    ​N/A

  • Unit Title
    Creating: Improvisation
    Unit Number
    1
    Course
    Guitar Ensemble
    Content Area
    Fine Arts
    Description
    This unit focuses on using the development of improvised musical ideas.
    Students will use knowledge of scales to create original improvised solos.


    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians purposefully compose and develop artistic ideas.
    Essential Questions
    Additional Unit Resources

    Recording interface to work with current technology

  • Unit Title
    Journalistic Practices Principles of Journalism
    Unit Number
    1
    Course
    Journalism Writing and Reporting
    Content Area
    Language Arts
    Description
    This unit focuses on learning legal precedent and ethical standards and how those affect student First Amendment rights.
    Timeline
    3 Week(s)
    Enduring Understandings
    • Student press rights of public forums are the same as professional press rights.
    • The First Amendment establishes five freedoms.
    • The Society of Professional Journalists Code of Ethics guides journalists’ behavior and helps them make responsible decisions.



    Essential Questions
    • How are protected and unprotected speech different?
    • What constitutes a public forum?
    • How does following the Code of Ethics affect the publication’s/journalists’ relationship with the public?

    Additional Unit Resources

  • Unit Title
    Journalistic Practices Principles of Journalism
    Unit Number
    1
    Course
    Yearbook Production
    Content Area
    Career and Technical Education
    Description
    This unit focuses on applying legal precedent and ethical standards and defending student First Amendment rights.
    Timeline
    1 Week(s)
    Enduring Understandings
    ● Dissention plays an integral part in society and can take on various forms depending on the environment and policies in place.
    ● Journalist must be accountable and transparent to the public by making responsible, informed, accurate, and fair statements/decisions.


    Essential Questions
    • How are protected and unprotected speech different?
    • How does a public forum function on a daily, weekly, monthly, semester basis?
    • How does following the Code of ethics affects the publication’s/journalists’ relationship with the public?



    Additional Unit Resources

  • Unit Title
    Journalistic Practices Principles of Journalism
    Unit Number
    1
    Course
    Visual Journalism
    Content Area
    Career and Technical Education
    Description
    This unit focuses on learning legal precedent and ethical standards and how those affect student First Amendment rights.
    Timeline
    2 Week(s)
    Enduring Understandings
    ● Student press rights of public forums are the same as professional press rights.
    ● The First Amendment establishes five freedoms.
    ● The Society of Professional Journalists Code of Ethics guides journalists’ behavior and helps them make responsible decisions.



    Essential Questions
    ● How are protected and unprotected speech different?
    ● What constitutes a public forum?
    ● How does following the Code of Ethics affects the publication’s/journalists’ relationship with the public?
    ● What is intellectual property and how do journalists respect it?




    Additional Unit Resources

  • Unit Title
    Journalistic Practices Principles of Journalism
    Unit Number
    1
    Course
    Radio Production
    Content Area
    Language Arts
    Description
    This unit focuses on learning legal precedent and ethical standards and how those affect student First Amendment rights.
    Timeline
    3 Week(s)
    Enduring Understandings
    ● Dissention plays an integral part in society and can take on various forms depending on the environment and policies in place.
    ● Journalist must be accountable and transparent to the public by making responsible, informed, accurate, and fair statements/decisions.


    Essential Questions
    ● How are protected and unprotected speech different?
    ● What constitutes a public forum?
    ● How does following the Code of ethics affects the publication’s/journalists’ relationship with the public?



    Additional Unit Resources

  • Unit Title
    Journalistic Practices Principles of Journalism
    Unit Number
    1
    Course
    News Production
    Content Area
    Career and Technical Education
    Description
    This unit focuses on learning legal precedent and ethical standards and how those affect student First Amendment rights.
    Timeline
    1 Week(s)
    Enduring Understandings
    ● Dissention plays an integral part in society and can take on various forms depending on the environment and policies in place.
    ● Journalist must be accountable and transparent to the public by making responsible, informed, accurate, and fair statements/decisions.


    Essential Questions
    • How are protected and unprotected speech different?
    • How does a public forum function on a daily, weekly, monthly, semester basis?
    • How does following the Code of ethics affects the publication’s/journalists’ relationship with the public?



    Additional Unit Resources

  • Unit Title
    Number Systems
    Unit Number
    1
    Course
    Math 6
    Content Area
    Math
    Description
    Students will find the prime factorization of a number and the GCF and LCM of two whole numbers.  They will perform operations involving rational numbers in mathematical problems and real world context.
    Timeline
    3 Week(s)
    Enduring Understandings
    Numbers can be represented in multiple ways.
    Being able to compute fluently means making smart choices about which tools to use and when to use them.  
    Knowing the reasonableness of an answer comes from using good number sense and estimation strategies.



    Essential Questions
    Without dividing, how can you tell when a number is divisible by another number?
    How can you find the greatest common factor of two numbers?
    How can you find the least common multiple of two numbers?
    How can you divide by a fraction?
    How can you model division by a mixed number?





    Additional Unit Resources

  • Unit Title
    Number Systems
    Unit Number
    1
    Course
    Math 7
    Content Area
    Math
    Description
    Students will solve problems involving the four operations with integers.

    Timeline
    4 Week(s)
    Enduring Understandings
    The same operations can be applied in problems situations that seem quite different from one another. 
    Computational fluency includes understanding the meaning and the appropriate use of numerical operations.
    The magnitude of numbers affects the outcome of operations on them.



    Essential Questions
    How can you use integers to represent real-life situations?
    Is the sum of two integers positive, negative, or zero?  How can you tell?
    How are adding integers and subtracting integers related?
    Is the product of two integers positive, negative, or zero?  How can you tell?
    Is the quotient of two integers positive, negative, or zero?  How can you tell?





    Additional Unit Resources

  • Unit Title
    Equations and Inequalities
    Unit Number
    1
    Course
    Math 8
    Content Area
    Math
    Description
    Students will solve multi-step linear equations and inequalities.  They will identify the solution set for an inequality and if an equation has one solution, infinitely-many solutions or no solution.
    Timeline
    3 Week(s)
    Enduring Understandings
    The symbolic language of algebra is used to communicate and generalize the patterns in mathematics.
    Algebraic representation can be used to generalize patterns and relationships.


    Essential Questions
    How can you solve a multi-step equation or inequality and check for reasonableness?
    How can you solve an equation that has variables on both sides?
    How can you identify the number of solutions an equation has?



    Additional Unit Resources

  • Unit Title
    Number Systems
    Unit Number
    1
    Course
    Integrated Math 6/7
    Content Area
    Math
    Description
    Students will find the prime factorization of a number and the GCF and LCM of two whole numbers.  They will perform operations involving rational numbers in mathematical problems and real world context.
    Timeline
    3 Week(s)
    Enduring Understandings
    Numbers can be represented in multiple ways.
    Being able to compute fluently means making smart choices about which tools to use and when to use them.  
    Knowing the reasonableness of an answer comes from using good number sense and estimation strategies.



    Essential Questions
    Without dividing, how can you tell when a number is divisible by another number?
    How can you find the greatest common factor of two numbers?
    How can you find the least common multiple of two numbers?
    How can you divide by a fraction?
    How can you model division by a mixed number?





    Additional Unit Resources

  • Unit Title
    Equations and Inequalities
    Unit Number
    1
    Course
    Integrated Math 7/8
    Content Area
    Math
    Description
    Students will solve multi-step linear equations and inequalities.  They will identify the solution set for an inequality and if an equation has one solution, infinitely-many solutions or no solution.
    Timeline
    3 Week(s)
    Enduring Understandings
    Algebraic representation can be used to generalize patterns and relationships.
    One representation may sometimes be more helpful than another; and, used together, multiple representations give a fuller understanding of a problem.


    Essential Questions
    How can you solve a multi-step equation or inequality and check for reasonableness?
    How can you solve an equation that has variables on both sides?
    How can you identify the number of solutions an equation has?
    How can you use a number line to represent solutions of an inequality?




    Additional Unit Resources

  • Unit Title
    Sample Proportions
    Unit Number
    1
    Course
    Statistics
    Content Area
    Math
    Description
    Students will construct, analyze and apply confidence intervals and significance test for sample proportions.
    Timeline
    6 Week(s)
    Enduring Understandings
    • Statistics is the process of collecting, organizing, analyzing, and interpreting data to make and evaluate inferences and predictions about our world.
    • Data analysis must take place within the context of the problem.
    • It is important to identify the nature of the normal distribution in real-life situations in order to draw conclusions.
    • Confidence intervals use the sample statistics to construct an interval of values that one can be reasonably certain contains the true (unknown) parameter.
    • Sample size and confidence level affects the margin of error.
    • Increasing the sample size decreases standard deviation.
    • Significance test are only valid when specific conditions are met.
    • Using the principles of variability and probability, sample data can be used to determine if there is enough evidence to support or reject a null hypothesis.
    • Tests for statistical significance indicate whether observed differences between assessment results occur because of sampling error or chance.



















    Essential Questions
    • How can we use statistics to analyze and interpret data?
    • To what extent can statistics help interpret data to make and evaluate inferences and predictions about our world?
    • How do you assess normality?
    • What happens to the margin of error as sample size increases/decreases?
    • What happens to the margin of error as the confidence level increases/decreases?
    • How are confidence intervals used to predict trends or patterns in real-life?
    • What is the primary purpose of a significance test and how is it used in real world situations?
    • How is a specific claim about a population parameter translated into appropriate null and alternate hypotheses?
    • What conditions must be met for the results of various significance tests to be valid?
    • How do decisions from two-tailed tests relate to confidence intervals based on corresponding alpha and confidence levels?





















    Additional Unit Resources

  • Unit Title
    Exponents and Scientific Notation
    Unit Number
    10
    Course
    Math 8
    Content Area
    Math
    Description
    Students will use properties of integer exponents to simplify numerical and algebraic expressions.  They will write very large or very small numbers in scientific notation and perform operations with numbers expressed in this form.
    Timeline
    4 Week(s)
    Enduring Understandings
    One representation may sometimes be more helpful than another; and, used together, multiple representations give a fuller understanding of a problem.
    A quantity can be represented numerically in various ways. Problem solving depends upon choosing wise ways.
    Numeric fluency includes both the understanding of and the ability to appropriately use numbers.



    Essential Questions
    How can you use exponents to write numbers?
    How can you use inductive reasoning to observe patterns and write general rules involving properties of exponents?
    How can you divide two powers that have the same base?
    How can you evaluate a nonzero number with an exponent of zero or with a negative integer exponent?
    How can you read and write numbers that are using scientific notation?
    How can you perform operations with numbers written in scientific notation?






    Additional Unit Resources

  • Unit Title
    Transformations, Similarity and Congruence
    Unit Number
    10
    Course
    Integrated Math 7/8
    Content Area
    Math
    Description
    Students will find missing side lengths and angle measures for congruent and similar polygons.  They will identify and perform transforms on polygons in the coordinate plane.
    Timeline
    3 Week(s)
    Enduring Understandings
    Geometric properties can be used to construct geometric figures.
    Geometric relationships provide a means to make sense of a variety of phenomena.


    Essential Questions
    How can you identify congruent triangles?
    How can you translate objects?
    How can you use reflections?
    What are the three basic ways to move an object in a plane?
    How can you use proportions to help make size decision in real-life?
    How can you enlarge or reduce a figure in the coordinate plane?






    Additional Unit Resources

  • Unit Title
    Exponents
    Unit Number
    11
    Course
    Integrated Math 7/8
    Content Area
    Math
    Description
    Students will use properties of integer exponents to simplify numerical and algebraic expressions. 

    Timeline
    2 Week(s)
    Enduring Understandings
    One representation may sometimes be more helpful than another; and, used together, multiple representations give a fuller understanding of a problem.
    A quantity can be represented numerically in various ways. Problem solving depends upon choosing wise ways.
    Numeric fluency includes both the understanding of and the ability to appropriately use numbers.



    Essential Questions
    How can you use exponents to write numbers?
    How can you use inductive reasoning to observe patterns and write general rules involving properties of exponents?
    How can you divide two powers that have the same base?
    How can you evaluate a nonzero number with an exponent of zero or with a negative integer exponent?




    Additional Unit Resources

  • Unit Title
    Numbers and Number Bonds to 10
    Unit Number
    1MA01
    Course
    First Grade Math
    Content Area
    Math
    Description
    Students will learn to read and write numbers to 10. Students are introduced to number bonds to show part-whole relationships.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematicians:
    -make sense of problems and persevere in solving them.
    -reason abstractly and quantitatively.
    -construct viable arguments and critique the reasoning of others.
    -model with mathematics.
    -use appropriate tools strategically.
    -attend to precision.
    -look for and make sense of structure.
    -make generalizations.






    Essential Questions
    How do students count from 0 to 10 objects?
    How do students read and write numbers (0-10) for a group of objectives?
    How do students compare two sets of objects using one to one correspondence?
    How do students identify a set that has more, fewer, or the same number of objects?
    How do students find different numbers bonds for numbers to 10? (may use connecting cubes or math balance)



    Additional Unit Resources

  • Unit Title
    Addition and Subtraction to 10
    Unit Number
    1MA02
    Course
    First Grade Math
    Content Area
    Math
    Description
    Students will learn strategies to solve addition and subtraction problems and use problem solving skills to solve simple real world problems.
    Timeline
    6 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students count on to add/subtract?
    How do students use number bonds to add in any order?
    How do students write addition/subtraction stories?
    How do students solve real-world problems?
    How do students recognize related addition and subtraction sentences?
    How do students write fact families?
    How do students use fact families to solve real-world problems?
    How do students determine if number sentences involving addition and subtraction are true or false?






    Additional Unit Resources

  • Unit Title
    Shapes and Patterns Ordinal Numbers and Positions
    Unit Number
    1MA03
    Course
    First Grade Math
    Content Area
    Math
    Description
    Students will compare how shapes are alike and different by describing their attributes and properties. They will be able to recognize them from different perspectives and orientations.
    Students will compose and decompose plane and solid shapes.
    Students will be able to create patterns. Students will use ordinal numbers to describe the positions of specific objects or persons in a row.

    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students identify, classify, and describe plane and solid shapes?
    How do students compose and decompose plane shapes?
    How do students divide shapes into two or four equal parts and describe the parts?
    How do students use plane/solid shapes to identify, extend, and create patterns?
    How do students identify position numbers and words?
    How do students use ordinal numbers?
    How do students use position words to name relative positions?





    Additional Unit Resources

  • Unit Title
    Numbers to 20, Addition/Subtraction Facts to 20
    Unit Number
    1MA04
    Course
    First Grade Math
    Content Area
    Math
    Description
    Students will learn to count, read, and write numbers within 20.
    Students will learn more strategies for addition and subtraction as they solve problems that include numbers between 10 and 20.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students count and compare to 10?
    How do students count on from 10 to 20?
    How do student read and write 11 to 20 in numbers and words?
    How do students use a place-value chart to show numbers up to 20?
    How do students show objects up to 20 as tens and ones?
    How so students compare numbers to 20?
    How do students order numbers by making number patterns?
    How do students use fact families to solve number sentences?
    How do students add and subtract 0?
    How do students use different strategies to add 1 and 2-digit numbers?
    How do students subtract a 1-digit number from a 2-digit number with and without regrouping?
    How do students solve real world problems using addition and subtraction facts to 20?










    Additional Unit Resources

  • Unit Title
    Length and Weight
    Unit Number
    1MA05
    Course
    First Grade Math
    Content Area
    Math
    Description
    Students will compare lengths of two objects directly and indirectly and they will order several objects according to length.
    Students will use non-standard units to measure length. Students will use a balance to compare the weight of objects. Students will use non-standard units to measure weight.
    Timeline
    4 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students compare two lengths, using the terms tall/taller, long/longer, and shorter/shorter?
    How do students order three or more objects by length?
    How do students compare two lengths by comparing each with a third length?
    How do students use a common starting point when comparing lengths?
    How do students measure lengths using non-standard units?
    How do students use the term “unit” to describe length?
    How do students compare the weight or two things using the terms heavy, heavier, light, lighter, and as heavy as?
    How do students compare the weights of more than two things using the terms lightest and heaviest?
    How do students use and compare the weight of objects using a non-standard as a unit of measurement?
    How do students arrange objects according to their weight?








    Additional Unit Resources

  • Unit Title
    Graphs
    Unit Number
    1MA06
    Course
    First Grade Math
    Content Area
    Math
    Description
    Students use counting skills to collect data. Students use the data to compile a variety of graphs. Students will interpret information from the graphs.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students collect and organize data to show it on a graph?
    How do students interpret data?
    Additional Unit Resources

  • Unit Title
    Numbers to 40, Addition and Subtraction to 40
    Unit Number
    1MA07
    Course
    First Grade Math
    Content Area
    Math
    Description
    Students will count, compare, and order numbers to 40. Students will learn more strategies for addition and subtraction as they solve problems that include numbers up to 40.
    Timeline
    4 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students count from 21-40?
    How do students read and write 21-40 in numbers and words?
    How do students use a place value chart to show numbers to 40?
    How do students show objects to 40 as tens and ones?
    How do students use strategies to compare numbers?
    How do students find the missing numbers in a number pattern?
    How do students order and compare numbers to 40?
    How do students add a 2-digit number and a 1-digit number with/without regrouping?
    How do students add 2-digit number with/without regrouping?
    How do students subtract a 1-digit number from a 2-digit number with/without regrouping?
    How do students subtract a 2-digit number from another 2-digit number with/without regrouping?
    How do students add three 1-digit numbers?
    How do students solve real world problems related to addition and subtraction?











    Additional Unit Resources

  • Unit Title
    Mental Math Strategies
    Unit Number
    1MA08
    Course
    First Grade Math
    Content Area
    Math
    Description
    Students will use mental math strategies to solve more complex computational and real world problems. Students will use estimation to check the validity of their calculations.
    Timeline
    1 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students mentally add/subtract 1-digit numbers?
    How do students mentally add/subtract a 1-digit number to / from a 2-digit number?
    How do students mentally add a 2-digit number to tens?
    How do students mentally subtract tens from a 2-digit number?


    Additional Unit Resources

  • Unit Title
    Numbers to 120, Addition and Subtraction to 100
    Unit Number
    1MA09
    Course
    First Grade Math
    Content Area
    Math
    Description
    Students will count on from 40 to 120.
    Students will add and subtract numbers to 100.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of
    others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.







    Essential Questions
    How do students count on from 41 to 120?
    How do students read and write 41-120 in numbers and words?
    How do students use a place-value chart to show numbers up to 100?
    How do students show objects up to 100 as tens and ones?
    How do students use strategies to compare numbers to 100?
    How do students compare and order numbers to 100?
    How do students find the missing numbers in a number pattern?
    How do students compare numbers to 100 using the symbols >, <, and =?
    How do students add a 2-digit number and a 1-digit number with/without regrouping?
    How do students add two 2-digit numbers with/without regrouping?
    How do students subtract a 1-digit number from a 2-digit number with/without regrouping?
    How do students subtract a 2-digit number from another 2-digit number with/without regrouping?










    Additional Unit Resources

  • Unit Title
    Calendar, Time, and Money
    Unit Number
    1MA10
    Course
    First Grade Math
    Content Area
    Math
    Description
    Students will learn how to read a calendar. Students will learn to tell the time to the hour and half hour. Student will learn to identify and count coins (pennies, nickels, dimes, and quarters).
    Students will use addition and subtraction in real world situations that involve money.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students use the term o’clock to tell the time to the hour?
    How do students read and show time to the hour/half hour on a clock?
    How do students read and show time to the hour/half hour on a digital clock?
    How do students use the term half past?
    How do students relate time to daily activities?
    How do students recognize, name, and count penny, nickel, dime, and quarters?
    How do students find the cost of items?
    How do students subtract to find the change?
    How do students solve real-world problems involving addition and subtraction of money?







    Additional Unit Resources

  • Unit Title
    Getting Ready for Multiplication and Division
    Unit Number
    1MA11
    Course
    First Grade Math
    Content Area
    Math
    Description
    Students will use addition concepts to begin forming an understanding of multiplication. Students will explore both
    meanings of division: finding the numbers of equal groups of a given size and finding the size of a given number of groups.
    Timeline
    1 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    Additional Unit Resources

  • Unit Title
    Health-related fitness
    Unit Number
    1PE01
    Course
    First Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    Throughout the school year, students will learn health-related fitness concepts and how it relates to their healthy bodies.



    Timeline
    1 Day(s)
    Enduring Understandings
    Positive decision making about fitness contributes to a healthy lifestyle
    Physical fitness improves the quality of one’s life


    Essential Questions
    How does exercise affect the body?
    Why is physical fitness important?
    How do you maintain physical fitness?
    How does heart rate affect physical fitness?
    Why is being safe important?





    Additional Unit Resources

  • Unit Title
    Health-Enhancing Fitness
    Unit Number
    1PE02
    Course
    First Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    In this unit, students will participate in a variety of activities that will increase and/or enhance their level of physical activity. Students will monitor heart rate.
    Timeline
    10 Week(s)
    Enduring Understandings
    Fit people engage in physical activity on a regular basis
    Essential Questions
    What effects can moderate to vigorous physical activity have on the body?
    Why monitor the heart rate?
    Why is physical education important?
    Why is being safe important?




    Additional Unit Resources

  • Unit Title
    Personal and Social Responsibilities
    Unit Number
    1PE03
    Course
    First Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    Throughout the school year, students will exhibit personal and social behavior that respects self and others in physical activity settings.
    Timeline
    18 Week(s)
    Enduring Understandings
    Physical activity often requires problem-solving skills and cooperation
    Rules and etiquette in physical activities/sports can make the experience both enjoyable and successful


    Essential Questions
    What are characteristics of good sportsmanship?
    Why is it important to follow the rules?
    Why is being safe important?



    Additional Unit Resources

  • Unit Title
    Locomotor and Non-Locomotor Skills
    Unit Number
    1PE04
    Course
    First Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    In this unit, students will participate in a variety of activities that will increase and/or enhance their level of physical activity. Students will monitor heart rate.
    Timeline
    20 Week(s)
    Enduring Understandings
    Movement skills will allow for students to gain confidence in a variety of active related activities
    Practice in movement will help students to stay safe during active play


    Essential Questions
    What does it mean to move safely?
    How can participation improve your skills?
    Why is personal space important?



    Additional Unit Resources

  • Unit Title
    Manipulative Skills
    Unit Number
    1PE05
    Course
    First Grade Physical Education
    Content Area
    Physical Education - Health
    Description
     In this unit, students will participate in a variety of activities that will increase and/or enhance their level of physical activity. Students will monitor heart rate.
    Timeline
    28 Week(s)
    Enduring Understandings
    Proficiency in manipulative skill can provide success in a wide range of developmentally appropriate activities
    Essential Questions
    Why is it important to practice?
    Why is good form important?
    Why is being safe important?



    Additional Unit Resources

  • Unit Title
    Rhythmic and Dance Activities
    Unit Number
    1PE06
    Course
    First Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    This unit will utilize timing, pacing and beat recognition with a variety of physical activities.
    Timeline
    37 Week(s)
    Enduring Understandings
    Performing movement skills in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical activity.
    Essential Questions
    How can rhythm and dance activities improve your fitness level?
    Additional Unit Resources

  • Unit Title
    Personal Health and Hygiene
    Unit Number
    1PE07
    Course
    First Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    This unit will introduce and reinforce proper hand washing techniques to help stop the spread of germs.  Proper dental health will also allow students to focus on personal care and health.
    Timeline
    1 Day(s)
    Enduring Understandings
    Current and future personal wellness is dependent upon applying health-related concepts and skills in everyday lifestyle behaviors
    Essential Questions
    Why is it important to have healthy habits?
    How do rest and exercise help me stay healthy?


    Additional Unit Resources

  • Unit Title
    Body Systems
    Unit Number
    1PE08
    Course
    First Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    During this unit, students will get a basic understanding of the functions of the bones, muscles, heart, lungs, brain and nerves.
    Timeline
    1 Day(s)
    Enduring Understandings
    Interactions between body systems are the reason our bodies stay healthy and function normally.
    Essential Questions
    How does the body move?
    How can you take care of your body?


    Additional Unit Resources

  • Unit Title
    Nutrition
    Unit Number
    1PE09
    Course
    First Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    The students during this unit will examine, apply and understand the current USDA food groups and the impact food advertising has on food choices.
    Timeline
    2 Day(s)
    Enduring Understandings
    Healthy eating behaviors and fitness skills promote lifelong wellness
    Essential Questions
    Why do we eat? 
    Why is eating healthy foods important?


    Additional Unit Resources

  • Unit Title
    Responding
    Unit Number
    1VMU01
    Course
    First Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
    An individual’s musical taste is influenced by previous experiences (culture, family, community, education, religion, etc.). Students will verbally identify and describe musical elements like tempo, dynamics, instruments, rhythm, and form when listening to music examples.  Students will distinguish between quality and non-quality performances and describe personal responses.

    Timeline
    34 Week(s)
    Enduring Understandings
    Individuals’ selection of musical works is influenced by their interests, experiences, understandings, and purposes.
    Response to music is informed by analyzing context and how creators and performers manipulate the elements of music.
    Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
    The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.




    Essential Questions
    How do individuals choose music to experience?
    How do we discern musical creators’ and performers’ expressive intent?
    How do we judge the quality of musical works and performances?



    Additional Unit Resources

  • Unit Title
    Performing
    Unit Number
    1VMU02
    Course
    First Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
     Performance experiences are critical to the development of musicians. Vocal and instrumental performance skills encompass the tools needed to master, interpret, and produce a musical work. Performance skills are acquired when students rehearse and study music in preparation for culminating performances.

    Timeline
    34 Week(s)
    Enduring Understandings
    Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influenced the selection of repertoire.
    Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
    Performers make interpretive decisions based on their understanding of context and expressive intent.
    To express their musical ideas, musicians analyze, evaluate, and refine their performance over time.
    Musicians judge performance based on varied criteria in order to influence audience response.





    Essential Questions
    How do performers select repertoire?
    How does understanding the structure and context of musical works inform performance?
    How do performers interpret personal works?
    How do musicians improve the quality of their performance?
    When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?





    Additional Unit Resources

  • Unit Title
    Creating
    Unit Number
    1VMU03
    Course
    First Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
    Music composition is not an elite skill, but rather it is an artistic process that all students can engage in with guidance and support. Musicians generate and conceptualize ideas and work often through improvisation. Artistic ideas must be organized and developed. Musicians’ presentation of creative work is the culmination of a process of creation and communication.
    Timeline
    34 Day(s)
    Enduring Understandings
    The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
    Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
    Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
    Musicians’ presentation of creative work is the culmination of a process of creation and communication.




    Essential Questions
    How do musicians generate creative ideas?
    How do musicians make creative decisions?
    How do musicians improve the quality of their creative work?
    When is creative work ready to share?




    Additional Unit Resources

  • Unit Title
    Connecting
    Unit Number
    1VMU04
    Course
    First Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
    Students will relate knowledge and personal experiences to make music. Musical ideas and works are studied in societal, cultural, and historical context to deepen understanding critical to growth as a young musician. The principles and subject matter of various disciplines outside the arts are interrelated with those of music to the processes of analysis, inquiry, and creativity used in mathematics, literature, and physical and/or social sciences. Moreover, the roles of creators, performers, and various vocations continually evolve in the production and presentation of the arts.

    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing and responding.
    Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.


    Essential Questions
    How do musicians make meaningful connections to creating, performing, and responding?
    How do the arts, other disciplines, and daily life inform creating, performing, and responding to music?


    Additional Unit Resources

  • Unit Title
    Fitness
    Unit Number
    2
    Course
    Sixth Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will acquire and apply the personal fitness and wellness skills associated with a healthy active lifestyle.
    Timeline
    22 Day(s)
    Enduring Understandings
    Efficient movement improves performance.
    Physical and cognitive skills are necessary to successfully participate in a variety of physical activities/sports.
    Participation in physical activities/sports can provide an opportunity for developing an understanding and respect for differences among people.
    Physical activity/sports can provide opportunities for personal enjoyment, challenge, self-expression and social interactions.
    Positive decision making about fitness contributes to a healthy lifestyle.





    Essential Questions
    How do you measure one’s physical fitness?
    How do you maintain physical fitness?
    Why is physical fitness important?



    Additional Unit Resources

  • Unit Title
    Fitness
    Unit Number
    2
    Course
    Seventh Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will focus on using the different components of fitness to improve overall wellness and promote a healthy lifestyle. Fitness will be explored through health and skill related activities, improving movement performance.
    Timeline
    22 Week(s)
    Enduring Understandings
    Efficient movement improves performance.
    Physical and cognitive skills are necessary to successfully participate in a variety of physical activities/sports.
    Participation in physical activities/sports can provide an opportunity for developing an understanding and respect for differences among people.
    Physical activity/sports can provide opportunities for personal enjoyment, challenge, self-expression and social interactions.
    Positive decision making about fitness contributes to a healthy lifestyle.





    Essential Questions
    How do you measure one’s physical fitness?
    How do you maintain physical fitness?
    Why is physical fitness important?



    Additional Unit Resources

  • Unit Title
    Fitness
    Unit Number
    2
    Course
    Eighth Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will focus on using the different components of fitness to improve overall wellness and promote a healthy lifestyle. Fitness will be explored through health and skill related activities, improving movement performance.
    Timeline
    22 Week(s)
    Enduring Understandings
    Efficient movement improves performance.
    Physical and cognitive skills are necessary to successfully participate in a variety of physical activities/sports.
    Participation in physical activities/sports can provide an opportunity for developing an understanding and respect for differences among people.
    Physical activity/sports can provide opportunities for personal enjoyment, challenge, self-expression and social interactions.
    Positive decision making about fitness contributes to a healthy lifestyle.





    Essential Questions
    How do you measure one’s physical fitness?
    How do you maintain physical fitness?
    Why is physical fitness important?



    Additional Unit Resources

  • Unit Title
    Linear Programming
    Unit Number
    2
    Course
    Finite Math
    Content Area
    Math
    Description
    The students will create and solve linear programming models to optimize the objective function.
    Timeline
    2 Week(s)
    Enduring Understandings
    Linear programming can be used to solve optimization problems.
    Essential Questions
    How is the solution of a linear programming problem interpreted with respect to the real world situation?
    How is information from a real world situation utilized to create an objective function and constraint inequalities of a linear programming problem?


    Additional Unit Resources

  • Unit Title
    Unit Circle
    Unit Number
    2
    Course
    Trigonometry
    Content Area
    Math
    Description
    The student will explore the unit circle to define the 6 trig functions and how it correlates to the special right triangles. They will understand the relationship between degree and radian measure, evaluate the 6 trig functions and find the angle for a given trig ratio.

    Timeline
    2 Week(s)
    Enduring Understandings
    An angle with a full circle of rotation measures 2π radians.
    The equation for the circumference of a circle makes the relationship between degrees and radians clear.








    Essential Questions
    How can symmetry and reflections be used to understand the common angles and ordered pairs for the unit circle?
    How can the unit circle be used to evaluate trig functions?
    How can the concept of coterminal angles be used to evaluate the six trig functions at any value?
    How are “odd” and “even” explained on the unit circle?




    Additional Unit Resources

  • Unit Title
    Principles of Polynomial and Rational Functions
    Unit Number
    2
    Course
    CC Algebra 3
    Content Area
    Math
    Description
    Students will solve polynomial and rational equations and inequalities.  They will simplify rational expressions and find composition of functions.
    Timeline
    3 Week(s)
    Enduring Understandings
    There exists a relationship between zeros, factors and graph of a polynomial function.
    The characteristics of polynomial and rational functions and their representations are useful in solving real world problems.
    There is a distinct relationship between a function and its inverse.
    The domain of a rational function has restrictions which can result in extraneous solutions.




    Essential Questions
    What does a restriction on the domain of a rational function represent?
    What is an extraneous solution to a rational equation?
    What does the degree of a polynomial tell you about its related function?
    How are the factors of a polynomial used to solve polynomial equations and inequalities?
    How do polynomial and rational functions model real world problems?





    Additional Unit Resources

  • Unit Title
    Performing: Parts of the Guitar/Tuning the Guitar
    Unit Number
    2
    Course
    Guitar 1
    Content Area
    Fine Arts
    Description
    This unit focuses on using the different parts of the guitar.
    Students will identify the parts of the guitar and use that knowledge to tune.


    Timeline
    1 Week(s)
    Enduring Understandings
    Expressive and proficient performances are a process of preparation and refinement.
    Essential Questions
    Why does a guitar work?
    Additional Unit Resources

    N/A

  • Unit Title
    Performing: Chords
    Unit Number
    2
    Course
    Guitar 2
    Content Area
    Fine Arts
    Description
    This unit focuses on using the use of chords in guitar music.
    Students will learn shapes of chords and how to apply those to musical selections.


    Timeline
    10 Week(s)
    Enduring Understandings
    Musicians purposefully compose and develop artistic ideas.

    Expressive and proficient performances are a process of preparation and refinement.

    Musicians interpret and convey meaning of a composer’s intent through performances.





    Essential Questions
    Does a chord progression make a song?
    Do chords work when played in any order?
    How does the ability to play the same chord in multiple places effect playing style?



    Additional Unit Resources

    ​N/A

  • Unit Title
    Creating: Composition
    Unit Number
    2
    Course
    Guitar Ensemble
    Content Area
    Fine Arts
    Description
    This unit focuses on using modern recording technology to create an original piece of music.
    Students will create an original song using modern recording technology.


    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians purposefully compose and develop artistic ideas.
    Essential Questions
    Additional Unit Resources

    Recording interface to work with current technology

    Students may use devices to download free software and purchase appropriate interfaces to work with that technology​

  • Unit Title
    Writing: Story Development
    Unit Number
    2
    Course
    Journalism Writing and Reporting
    Content Area
    Language Arts
    Description
    This unit focuses on the process of gathering information after determining story ideas for publication and presenting that information in the appropriate storytelling format.
    Timeline
    1 Week(s)
    Enduring Understandings
    • A publishable story requires an in-depth reporting process and engages the intended audience.
    Essential Questions
    • What is the definition of news?
    • What are the elements of news?
    • What makes news interesting to the reader?
    • How to differentiate between real news and fake news?
    • How to identify reliable sources?
    • What makes a successful interview?






    Additional Unit Resources

  • Unit Title
    Writing & Reporting Story Packages
    Unit Number
    2
    Course
    Yearbook Production
    Content Area
    Career and Technical Education
    Description
    This unit focuses on the process of gathering information after determining story ideas for publication and presenting that information in the appropriate storytelling format.
    Timeline
    1 Week(s)
    Enduring Understandings
    • A publishable story requires in-depth research and revision and often varies in structure.
    • Stories connect to the audience by showing rather than telling.








    Essential Questions
    • How do you tell a powerful story that connects to the audience?
    • What are the different ways to tell a story?
    • How does a write ensure accuracy in a story?
    • What makes for successful information gathering?




    Additional Unit Resources

  • Unit Title
    Production Photography
    Unit Number
    2
    Course
    Visual Journalism
    Content Area
    Career and Technical Education
    Description
    This unit focuses on how effective photography is the foundation of any production and a powerful storytelling.
    Timeline
    2 Week(s)
    Enduring Understandings
    ● Selection and treatment of photojournalism and art in publications maintains journalistic integrity, capturing events and reaction and not altering history.
    Essential Questions
    ● Why are strong photos vital to a publication?
    ● Why is a balanced variety of photo content and composition necessary to a publication?


    Additional Unit Resources

  • Unit Title
    Writing & Reporting Story Development
    Unit Number
    2
    Course
    Radio Production
    Content Area
    Language Arts
    Description
    This unit focuses on implementing the
    process of gathering information after determining story ideas for
    broadcast and presenting that information in the appropriate
    storytelling format.




    Timeline
    2 Week(s)
    Enduring Understandings
    ● A broadcast story requires in-depth research and revision.
    ● Stories connect to the audience by showing rather than telling.


    Essential Questions
    ● How do you tell a story that connects to the audience?
    ● What are the different ways to tell a story?
    ● How does an interview ensure accuracy in a story?
    ● What makes for successful information gathering?




    Additional Unit Resources

  • Unit Title
    Writing & Reporting Story Packages
    Unit Number
    2
    Course
    News Production
    Content Area
    Career and Technical Education
    Description
    This unit focuses on the process of gathering information after determining story ideas for publication and presenting that information in the appropriate storytelling format.
    Timeline
    1 Week(s)
    Enduring Understandings
    • A publishable story requires in-depth research and revision and often varies in structure.
    • Stories connect to the audience by showing rather than telling.


    Essential Questions
    • How do you tell a powerful story that connects to the audience?
    • What are the different ways to tell a story?
    • How does a write ensure accuracy in a story?
    • What makes for successful information gathering?




    Additional Unit Resources

  • Unit Title
    Expressions
    Unit Number
    2
    Course
    Math 7
    Content Area
    Math
    Description
    Students will use properties of operations to simplify and write equivalent algebraic expressions.
    Timeline
    3 Week(s)
    Enduring Understandings
    Algebra provides language through which we communicate the patterns in mathematics.
    Algebraic expressions and properties may be used to represent and generalize mathematical problems and real life situations.


    Essential Questions
    How can you simplify an algebraic expression?
    How can you use manipulatives to add or subtract algebraic expressions?


    Additional Unit Resources

  • Unit Title
    Transformations, Similarity and Congruence
    Unit Number
    2
    Course
    Math 8
    Content Area
    Math
    Description
    Students will find missing side lengths and angle measures for congruent and similar polygons.  They will identify and perform transforms on polygons in the coordinate plane.
    Timeline
    3 Week(s)
    Enduring Understandings
    Geometric properties can be used to construct geometric figures.
    Geometric relationships provide a means to make sense of a variety of phenomena.


    Essential Questions
    How can you identify congruent triangles?
    How can you translate objects?
    How can you use reflections?
    What are the three basic ways to move an object in a plane?
    How can you use proportions to help make size decision in real-life?
    How can you enlarge or reduce a figure in the coordinate plane?






    Additional Unit Resources

  • Unit Title
    Angle Relationships
    Unit Number
    2
    Course
    Integrated Math 7/8
    Content Area
    Math
    Description
    Students will classify and determine the measures of angles created when parallel lines that are cut by a transversal and set up and solve equations to find the measure of angles in diagrams and shapes.  They will use similar triangles to solve problems that include height and distance.
    Timeline
    2 Week(s)
    Enduring Understandings
    Geometric properties can be used to construct geometric figures.
    Geometric relationships provide a means to make sense of a variety of phenomena.


    Essential Questions
    How can you classify two angles as complementary or supplementary?
    How can you describe angles formed by parallel lines and transversals?
    How can you describe the relationship among the angles of a triangle?
    How can you find the sum of the interior angle measures and the sum of the exterior angle measure of a polygon?
    How can you use angles to tell whether triangles are similar?





    Additional Unit Resources

  • Unit Title
    Sample Means
    Unit Number
    2
    Course
    Statistics
    Content Area
    Math
    Description
    Students will construct, analyze and apply confidence intervals and significance test for sample means.

    Timeline
    3 Week(s)
    Enduring Understandings
    • Statistics is the process of collecting, organizing, analyzing, and interpreting data to make and evaluate inferences and predictions about our world.
    • You can describe and compare sets of data using various statistical measures.
    • Comparative data analysis can lead to meaningful conclusions about two or more populations. 
    • Analysis of the descriptive statistical information generated by a univariate data set should include the interplay between central tendency and dispersion as well as among specific measures.
    • Many common statistics gathered from samples in the natural world tend to have a normal distribution about their mean.
    • Confidence intervals use the sample statistics to construct an interval of values that one can be reasonably certain contains the true (unknown) parameter.
    • Sample size and confidence level affects the margin of error.
    • Increasing the sample size decreases standard deviation.
    • Significance test are only valid when specific conditions are met.
    • Using the principles of variability and probability, sample data can be used to determine if there is enough evidence to support or reject a null hypothesis.
    • Tests for statistical significance indicate whether observed differences between assessment results occur because of sampling error or chance.

    Essential Questions
    • How does the shape of the data help when determining the most appropriate measures of center and spread to report?
    • How can graphs be used to examine and compare data?
    • What are the similarities or differences between two or more populations when displayed graphically?
    • How can we use statistics to analyze and interpret data?
    • To what extent can statistics help interpret data to make and evaluate inferences and predictions about our world?
    • How do you assess normality?
    • What happens to the margin of error as sample size increases/decreases?
    • What happens to the margin of error as the confidence level increases/decreases?
    • How are confidence intervals used to predict trends or patterns in real-life?
    • What is the primary purpose of a significance test and how is it used in real world situations?
    • How is a specific claim about a population parameter translated into appropriate null and alternate hypotheses?
    • What conditions must be met for the results of various significance tests to be valid?
    • How is the p-value used to determine significance of the sample results?
    • How do decisions from two-tailed tests relate to confidence intervals based on corresponding alpha and confidence levels?

    Additional Unit Resources

  • Unit Title
    Visualizing
    Unit Number
    2.R.03
    Course
    Second Grade English Language Arts
    Content Area
    Language Arts
    Description
    Readers use text evidence to form mental images of how something looks, feels, sounds, smells or tastes while reading.
    Timeline
    2 Week(s)
    Enduring Understandings
    Readers make meaning from text.
    Readers understand that authors use literary elements and techniques to convey meaning.
    Readers evaluate and analyze text structures to make meaning.
    Readers make meaning from appropriately leveled text.
    Listeners make meaning from the spoken word.
    Speakers share information to a variety of audiences for specific purposes.






    Essential Questions
    How do readers form pictures in their minds to imagine what the author has written? How do readers use concepts about print, phonological awareness, phonics and word recognition knowledge to solve words?
    How do readers maintain fluency? How do listeners make meaning from the spoken word? How do speakers share information to a variety of audiences for specific purposes?


    Additional Unit Resources

    Benchmark Literacy-Unit 2: Visualize/Analyze Character

    Brain Pop Jr.

    Words Their Way

    Discovery Education

    Grammar & Punctuation-Smart Notebook resources on Insider

    Leveled Text

    Reading A-Z

    The Continuum of Literacy Learning​

  • Unit Title
    Numbers to 1,000
    Unit Number
    2MA01
    Course
    Second Grade Math
    Content Area
    Math
    Description
    Students will count and compare numbers to 1,000.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians:
    -make sense of problems and persevere in solving them.
    -reason abstractly and quantitatively.
    -construct viable arguments and critique the reasoning of others.
    -model with mathematics.
    -use appropriate tools strategically.
    -attend to precision.
    -look for and make sense of structure.
    -make generalizations.







    Essential Questions
    How do students identify a number and place it according to the value of its digits in terms of ones, tens, and hundreds?
    How do students read, recognize, and write numbers in both numerals and words?
    How do students compare numbers using greater than, less than, and equal symbols?
    How do students identify numbers by standard form, word form base 10 form, and expanded form?
    How do students count within 1,000 by 1’s, 10’s, and 100’s starting with any number?
    How do students use strategies to solve real world number problems?




    Additional Unit Resources

  • Unit Title
    Adding and Subtracting
    Unit Number
    2MA02
    Course
    Second Grade Math
    Content Area
    Math
    Description
    Students will apply place value in addition and subtraction with and without regrouping in numbers up to 1,000.
    Timeline
    5 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students use strategies to add and subtract?
    How do students justify their solutions to addition and subtraction problems?
    How do the students use a visual model to represent addition and subtraction?
    How do students use the relationship between addition and subtraction to solve problems?
    How do students use strategies to solve real world number problems?
    How do students represent sums and differences on a number line?




    Additional Unit Resources

  • Unit Title
    Mental Math/Estimation
    Unit Number
    2MA03
    Course
    Second Grade Math
    Content Area
    Math
    Description
    Students will develop mental math strategies using number bonds to add and subtract two- and three-digit numbers with and without regrouping. Students will round numbers to estimate sums and differences and check for reasonableness of answers.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students determine if the answer to a problem is reasonable?
    How do students understand that mental math can be used when an exact answer is needed?
    How do students understand that estimation can be used when an exact answer is not needed?
    How do students use strategies to solve real world number problems?


    Additional Unit Resources

  • Unit Title
    Multiplication and Division
    Unit Number
    2MA04
    Course
    Second Grade Math
    Content Area
    Math
    Description
    Students will understand the concept of multiplication as repeated addition and division as regrouping or
    sharing. Students will multiply and divide with tables 2, 5, and 10.
    Timeline
    4 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do the students show understanding of multiplication as repeated addition?
    How do the students show the total number of objects arranged in a rectangular array?
    How do students express even and odd numbers as pairings, groups, or equations?
    How do students use strategies to solve real world number problems?
    How do students represent sums and differences on a number line?



    Additional Unit Resources

  • Unit Title
    Measuring and Comparing Lengths
    Unit Number
    2MA05
    Course
    Second Grade Math
    Content Area
    Math
    Description
    Students will measure and compare lengths using meters and customary units and to add and subtract to 1,000 using bar models to solve real-world problems involving lengths in the same unit.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students estimate and measure the lengths of objects using a foot ruler and metric units?
    How do students use units of measurement to compare lengths?
    How do students draw lines to a specific length?
    How do students use strategies to solve real world number problems involving length?
    How do students choose appropriate measuring tools?



    Additional Unit Resources

  • Unit Title
    Money
    Unit Number
    2MA06
    Course
    Second Grade Math
    Content Area
    Math
    Description
    Students will show and count money amounts in bills and coins and solve real-world problems involving addition and subtraction of money amounts.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students recognize and know the value of pennies, nickels, dimes and quarters as well as $1 and $5 bills?
    How do students count the combination of coins and bills up to $5.00?
    How do students write the amount using correct monetary notation using bills and coins?
    How do students find combinations of coins that equal a given amount in multiple ways?
    How do students use strategies to solve real world number problems?



    Additional Unit Resources

  • Unit Title
    Time
    Unit Number
    2MA07
    Course
    Second Grade Math
    Content Area
    Math
    Description
    Students will read and write time to the nearest 5 minutes using the skip-counting by 5’s strategy.
    Students will read and write time using A.M. and P.M. Tell how much time has elapsed.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students use the skip counting by 5s strategy to read and write time to 5 minutes?
    How do students divide a 24 hour period into A.M. and P.M.?
    How do students determine time on analog and digital clocks?
    How do students relate a time shown on a digital clock to the same time on an analog clock?
    How do students use strategies to solve real world number problems?



    Additional Unit Resources

  • Unit Title
    Fractions
    Unit Number
    2MA08
    Course
    Second Grade Math
    Content Area
    Math
    Description
    Student will use halves, thirds, and fourths to describe equal parts of a whole and use models to compare, add, and subtract halves, thirds, and fourths.
    Timeline
    1 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students partition a rectangle into equal parts?
    How do students use halves, thirds, and fourths to describe equal parts of a whole for circles and rectangles?
    How do students understand that equal shares do not always have the same shape?
    How do students use strategies to solve real world number problems?


    Additional Unit Resources

  • Unit Title
    Graphs and Line Plots
    Unit Number
    2MA09
    Course
    Second Grade Math
    Content Area
    Math
    Description
    Students will read and make picture graphs with scales, bar graphs, and line plots to solve real-world problems.
    Timeline
    1 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students create a line plot, picture graph or bar graph to represent a given set of data?
    How do students generate measurement data to the nearest whole unit, and display the data in a line plot?
    How do students solve problems or draw conclusions from line plots, picture graphs, and bar graphs?
    How do students use strategies to solve real world number problems?


    Additional Unit Resources

  • Unit Title
    Lines and Surfaces
    Unit Number
    2MA10
    Course
    Second Grade Math
    Content Area
    Math
    Description
    Students will identify properties of lines and curves and plane shapes and flat and curved surfaces in solid shapes. Students will identify, classify, and combine plane and solid shapes and make and extend repeating patterns with plane shapes.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students identify triangles, quadrilaterals, pentagons, hexagons, circles and cubes based on their specific attributes?
    How do students identify the number and shape of faces for three-dimensional shapes?
    How do students use strategies to solve real world number problems?

    Additional Unit Resources

  • Unit Title
    Multiplication
    Unit Number
    2MA11
    Course
    Second Grade Math
    Content Area
    Math
    Description
    Students will multiply and divide the tables of 2, 3, 4, 5, and 10 using models and known multiplication facts. Students will use bar models to solve multiplication and division problems on measurement and money.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students use known multiplication facts and models to solve related facts?
    How do students use bar models to solve multiplication and division problems?
    How do students use strategies to solve real world number problems?
    How do students represent sums on a number line?


    Additional Unit Resources

  • Unit Title
    Mass and Volume
    Unit Number
    2MA12
    Course
    Second Grade Math
    Content Area
    Math
    Description
    Students will measure and compare masses in kilograms and grams. Students will add and subtract masses with the help of bar models. Students will measure and compare volume in liters using identical containers as well as measuring cups. Students will add and subtract volume with the help of bar models.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students estimate, measure, and compare the mass of objects using metric units of kilograms and grams?
    How do students correctly use measurement tools?
    How do students make a distinction between capacity of a container and volume of liquid?
    How do students measure and compare volume in liters using identical containers as well as measuring cups?
    How do students use strategies to solve real world number problems?



    Additional Unit Resources

  • Unit Title
    Health-related fitness
    Unit Number
    2PE01
    Course
    Second Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    Throughout the school year, students will learn health-related fitness concepts and how it relates to their healthy bodies.
    Timeline
    1 Week(s)
    Enduring Understandings
    Positive decision making about fitness contributes to a healthy lifestyle
    Physical fitness improves the quality of one’s life


    Essential Questions
    • How does exercise affect the body?
    • Why is physical fitness important?
    • How do you maintain physical fitness?
    • How does heart rate affect physical fitness?
    • Why is being safe important?





    Additional Unit Resources

  • Unit Title
    Health-enhancing fitness
    Unit Number
    2PE02
    Course
    Second Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    In this unit, students will participate in a variety of activities that will increase and/or enhance their level of physical activity. Students will monitor heart rate.
    Timeline
    10 Week(s)
    Enduring Understandings
    • Fit people engage in physical activity on a regular basis
    Essential Questions
    What effects can moderate to vigorous physical activity have on the body?
    Why monitor the heart rate?
    Why is physical education important?
    Why is being safe important?




    Additional Unit Resources

  • Unit Title
    Personal and Social Repsonsabilities
    Unit Number
    2PE03
    Course
    Second Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    Throughout the school year, students will exhibit personal and social behavior that respects self and others in physical activity settings.
    Timeline
    18 Week(s)
    Enduring Understandings
    • Physical activity often requires problem-solving skills and cooperation
    • Rules and etiquette in physical activities/sports can make the experience both enjoyable and successful


    Essential Questions
    What are characteristics of good sportsmanship?
    Why is it important to follow the rules?
    Why is being safe important?



    Additional Unit Resources

  • Unit Title
    Locomotor and Non-Locomotor Skills
    Unit Number
    2PE04
    Course
    Second Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    In this unit, students will participate in a variety of activities that will increase and/or enhance their level of physical activity. Students will monitor heart rate.
    Timeline
    20 Week(s)
    Enduring Understandings
    Movement skills will allow for students to gain confidence in a variety of active related activities
    Practice in movement will help students to stay safe during active play


    Essential Questions
    What does it mean to move safely?
    How can participation improve your skills?
    Why is personal space important?



    Additional Unit Resources

  • Unit Title
    Manipulative Skills
    Unit Number
    2PE05
    Course
    Second Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    In this unit, students will participate in a variety of activities that will increase and/or enhance their level of physical activity. Students will monitor heart rate.
    Timeline
    28 Week(s)
    Enduring Understandings
     Proficiency in manipulative skill can provide success in a wide range of developmentally appropriate activities
    Essential Questions
    • Why is it important to practice?
    • Why is good form important?
    • Why is being safe important?



    Additional Unit Resources

    SD equipment and resource check out

    RSD PE PLC

    RSD approved physical fitness test - FitnessGram

  • Unit Title
    Rhythmic and Dance Activities
    Unit Number
    2PE06
    Course
    Second Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    This unit will utilize timing, pacing and beat recognition with a variety of physical activities.
    Timeline
    37 Week(s)
    Enduring Understandings
    Performing movement skills in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical activity.
    Essential Questions
    How can rhythm and dance activities improve your fitness level?
    Additional Unit Resources

  • Unit Title
    Safety and First Aid
    Unit Number
    2PE07
    Course
    Second Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    This unit will focus on understanding and applying safety concepts in the areas of: home, fire, stranger, bicycle, motor and water.
    Timeline
    1 Day(s)
    Enduring Understandings
    • Using appropriate emergency response skills and injury avoidance skills promotes personal and community wellness.
    Essential Questions
    When do you call 911?
    How does safety influence the choices I make?
    Why do we practice drills at school?



    Additional Unit Resources

  • Unit Title
    Disease Prevention
    Unit Number
    2PE08
    Course
    Second Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    Students will understand how germs are spread, identify symptoms of illness and how to prevent the spread of germs.  Practices of staying healthy and medicine use will also be covered.
    Timeline
    3 Day(s)
    Enduring Understandings
    • Healthy lifestyle skills reduce the risks of disease and promote optimal lifelong wellness.
    Essential Questions
    Why is hand washing important?
    How do germs spread?
    How do you know if someone is sick?



    Additional Unit Resources

  • Unit Title
    Responding
    Unit Number
    2VMU01
    Course
    Second Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
    An individual’s musical taste is influenced by previous experiences (culture, family, community, education, religion, etc.). Students will verbally identify and describe musical elements like tempo, dynamics, instruments, rhythm, and form when listening to music examples.  Students will distinguish between quality and non-quality performances and describe personal responses.

    Timeline
    34 Week(s)
    Enduring Understandings
    Individuals’ selection of musical works is influenced by their interests, experiences, understandings, and purposes.
    Response to music is informed by analyzing context and how creators and performers manipulate the elements of music.
    Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
    The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.




    Essential Questions
    How do individuals choose music to experience?
    How do we discern musical creators’ and performers’ expressive intent?
    How do we judge the quality of musical works and performances?



    Additional Unit Resources

  • Unit Title
    Performing
    Unit Number
    2VMU02
    Course
    Second Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
    Performance experiences are critical to the development of musicians. Vocal and instrumental performance skills encompass the tools needed to master, interpret, and produce a musical work. Performance skills are acquired when students rehearse and study music in preparation for culminating performances.
    Timeline
    34 Week(s)
    Enduring Understandings
    Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influenced the selection of repertoire.
    Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
    Performers make interpretive decisions based on their understanding of context and expressive intent.
    To express their musical ideas, musicians analyze, evaluate, and refine their performance over time.
    Musicians judge performance based on varied criteria in order to influence audience response.





    Essential Questions
    How do performers select repertoire?
    How does understanding the structure and context of musical works inform performance?
    How do performers interpret personal works?
    How do musicians improve the quality of their performance?
    When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?





    Additional Unit Resources

  • Unit Title
    Creating
    Unit Number
    2VMU03
    Course
    Second Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
    Musicians generate and conceptualize ideas and work often through improvisation. Artistic ideas must be organized and developed. Musicians’ presentation of creative work is the culmination of a process of creation and communication. Creating an original musical work assists students in understanding the musical elements required to convey a mood or feeling.

    Timeline
    34 Week(s)
    Enduring Understandings
    The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
    Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
    Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
    Musicians’ presentation of creative work is the culmination of a process of creation and communication.




    Essential Questions
    How do musicians generate creative ideas?
    How do musicians make creative decisions?
    How do musicians improve the quality of their creative work?
    When is creative work ready to share?




    Additional Unit Resources

  • Unit Title
    Connecting
    Unit Number
    2VMU04
    Course
    Second Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
    Students will relate knowledge and personal experiences to make music. Musical ideas and works are studied in societal, cultural, and historical context to deepen understanding critical to growth as a young musician. The principles and subject matter of various disciplines outside the arts are interrelated with those of music to the processes of analysis, inquiry, and creativity used in mathematics, literature, and physical and/or social sciences. Moreover, the roles of creators, performers, and various vocations continually evolve in the production and presentation of the arts.

    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing and responding.
    Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.


    Essential Questions
    How do musicians make meaningful connections to creating, performing, and responding?
    How do the arts, other disciplines, and daily life inform creating, performing, and responding to music?


    Additional Unit Resources

  • Unit Title
    Etiquette/Sportsmanship
    Unit Number
    3
    Course
    Sixth Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will develop and demonstrate responsible safety and social skills while participating in a variety of physical activity settings.
    Timeline
    1 Day(s)
    Enduring Understandings
    Participation in physical activities/sports can provide an opportunity for developing an understanding and respect for differences among people.
    Rules and etiquette in physical activities/ sports can make the experience both enjoyable and successful.
    Physical activities require rules, etiquette, and cooperation amongst the players but also within the “society” of individuals on the field including coaches and officials
    Team and individuals activities are focused not only on the physical portion but on social interaction, competitiveness, and team building




    Essential Questions
    How can team and individual activities be focused not just only on the physical portion but on social interactions, competitiveness, and team building?
    Why physical activities require rules, etiquette, and cooperation amongst the players, but also within the “society” of individuals on the field including coaches and officials?
    What are characteristics of good sportsmanship?
    What role does cooperation play in physical activities/sports?




    Additional Unit Resources

  • Unit Title
    Etiquette/Sportsmanship
    Unit Number
    3
    Course
    Seventh Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will focus on their overall character development using the avenue of sports and activities in a variety of settings in physical education. Students will use all opportunities to develop and demonstrate responsible safety and social skills required during class time.
    Timeline
    1 Day(s)
    Enduring Understandings
    Participation in physical activities/sports can provide an opportunity for developing an understanding and respect for differences among people.
    Rules and etiquette in physical activities/ sports can make the experience both enjoyable and successful.
    Physical activities require rules, etiquette, and cooperation amongst the players but also within the “society” of individuals on the field including coaches and officials
    Team and individuals activities are focused not only on the physical portion but on social interaction, competitiveness, and team building




    Essential Questions
    How can team and individual activities be focused not just only on the physical portion but on social interactions, competitiveness, and team building?
    Why physical activities require rules, etiquette, and cooperation amongst the players, but also within the “society” of individuals on the field including coaches and officials?
    What are characteristics of good sportsmanship?
    What role does cooperation play in physical activities/sports?




    Additional Unit Resources

  • Unit Title
    Etiquette and Sportsmanship
    Unit Number
    3
    Course
    Eighth Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will focus on their overall character development using the avenue of sports and activities in a variety of settings in physical education. Students will use all opportunities to develop and demonstrate responsible safety and social skills required through cooperative play, respect, and knowledge of the sport/activity.
    Timeline
    1 Day(s)
    Enduring Understandings
    Participation in physical activities/sports can provide an opportunity for developing an understanding and respect for differences among people.
    Rules and etiquette in physical activities/ sports can make the experience both enjoyable and successful.
    Physical activities require rules, etiquette, and cooperation amongst the players but also within the “society” of individuals on the field including coaches and officials
    Team and individuals activities are focused not only on the physical portion but on social interaction, competitiveness, and team building










    Essential Questions
    How can team and individual activities be focused not just only on the physical portion but on social interactions, competitiveness, and team building?
    Why physical activities require rules, etiquette, and cooperation amongst the players, but also within the “society” of individuals on the field including coaches and officials?
    What are characteristics of good sportsmanship?
    What role does cooperation play in physical activities/sports?










    Additional Unit Resources

  • Unit Title
    Finance
    Unit Number
    3
    Course
    Finite Math
    Content Area
    Math
    Description
    The student will apply the principles of finance in real-world problems.

    Timeline
    3 Week(s)
    Enduring Understandings
    The world of finance is constructed around mathematical concepts and related formulas.

    Essential Questions
    What elements of real world financial applications determine the mathematical computation to be utilized?
    How can these mathematical computations be interpreted to make informed decisions?


    Additional Unit Resources

  • Unit Title
    Graphing Trigonometric Functions
    Unit Number
    3
    Course
    Trigonometry
    Content Area
    Math
    Description
    The student will graph the six trig functions, apply transformations to their graphs and write trig equations that model periodic phenomena.

    Timeline
    2 Week(s)
    Enduring Understandings
    Trigonometric functions are periodic.
    Periodic behavior is behavior that repeats over intervals of equal length.
    Trigonometric functions are used to model real-world periodic phenomena.
    You can transform periodic functions in the same way that you transform other functions.




    Essential Questions
    What kinds of information can be modeled using periodic graphs?
    How do the ratios that define the trig functions create the asymptotic behavior some trig functions have?
    How can you compare the graphs of the 6 trig functions?
    What real-world situations are modeled by trigonometric functions?




    Additional Unit Resources

  • Unit Title
    Graphing Polynomial and Rational Functions
    Unit Number
    3
    Course
    CC Algebra 3
    Content Area
    Math
    Description
    Students will graph polynomial and rational functions and identifying the critical information.

    Timeline
    2 Week(s)
    Enduring Understandings
    Polynomial and rational functions have distinguished “behaviors”.  The algebraic form of the equation indicates specific characteristics of its graph. The graph indicates specific features of its algebraic form.
    Polynomial and rational functions can be used to model many real-world situations.


    Essential Questions
    How can polynomial and rational functions be analyzed to determine specific characteristics of a graph?
    How can data from real life apply to polynomial or rational functions and their graphs?


    Additional Unit Resources

  • Unit Title
    Performing: Notes of First Position
    Unit Number
    3
    Course
    Guitar 1
    Content Area
    Fine Arts
    Description
    This unit focuses on using the decoding of musical symbols to create melodies.
    Students will perform musical selections using notes of 1st position of the guitar.


    Timeline
    18 Week(s)
    Enduring Understandings
    Musicians purposefully compose and develop artistic ideas.

    Expressive and proficient performances are a process of preparation and refinement.

    Musicians interpret and convey meaning of a composer’s intent through performances.





    Essential Questions
    How does written music relate to written language?
    How can we read and understand music?
    Additional Unit Resources

    N/A

  • Unit Title
    Performing: Notes of First Position
    Unit Number
    3
    Course
    Guitar 2
    Content Area
    Fine Arts
    Description
    This unit focuses on using the speed and recognition of notes in first position with more complex rhythms.
    Students will play melodies in 1st position using advanced rhythms.


    Timeline
    164 Week(s)
    Enduring Understandings
    Musicians purposefully compose and develop artistic ideas.

    Expressive and proficient performances are a process of preparation and refinement.

    Musicians interpret and convey meaning of a composer’s intent through performances.





    Essential Questions
    How does written music relate to written language?
    How can we read and understand music?


    Additional Unit Resources

    ​N/A

  • Unit Title
    Performing: Moveable Chord Shapes
    Unit Number
    3
    Course
    Guitar Ensemble
    Content Area
    Fine Arts
    Description
    This unit focuses on using the various chords shapes and how they relate to the guitar.
    Students will use these shapes to create chord progressions.
    Timeline
    34 Week(s)
    Enduring Understandings
    Essential Questions
    Additional Unit Resources

  • Unit Title
    Writing Traits
    Unit Number
    3
    Course
    Journalism Writing and Reporting
    Content Area
    Language Arts
    Description
    This unit is focused on grammatical structures and conventions specific to journalistic writing. 
    Timeline
    10 Day(s)
    Enduring Understandings
    • Journalistic productions must adhere to conventions accepted in standard English grammar and usage and Associated Press style.
    • Stories connect to the audience by showing rather than telling.
    Essential Questions
    • Why are standard conventions important in journalism?
    • What story elements work best for different purposes and audiences
    • What helps bring a story to life?
    • What elements help captivate an audience?




    Additional Unit Resources

  • Unit Title
    Production Design
    Unit Number
    3
    Course
    Yearbook Production
    Content Area
    Career and Technical Education
    Description
    This unit focuses on design and how effective design unifies a publication engages the audience by giving the publication identity and personality.
    Timeline
    1 Week(s)
    Enduring Understandings
    • Good design aids communication and attracts audience.
    • Design follows industry specific rules.


    Essential Questions
    • How do visual hierarchy, contrast, repetition, alignment and proximity make for effective visual storytelling?
    • How does the design guide the audience?
    • How do content and coverage dictate design?
    • How do you effectively carry a theme throughout the book to maintain consistency?




    Additional Unit Resources

  • Unit Title
    Production Design Foundations
    Unit Number
    3
    Course
    Visual Journalism
    Content Area
    Career and Technical Education
    Description
    This unit focuses on design and how effective design unifies a publication giving it identity and personality and engages the audience.
    Timeline
    1 Week(s)
    Enduring Understandings
    ● Good design aids communication and attracts audience.
    Essential Questions
    ● How do visual hierarchy, contrast, repetition, alignment and proximity make for effective visual storytelling?
    ● How does the design guide the audience?
    ● How do content and coverage dictate design?

    Additional Unit Resources

  • Unit Title
    Audio
    Unit Number
    3
    Course
    Radio Production
    Content Area
    Language Arts
    Description
    This unit focuses on developing high quality broadcast audio for on air use.
    Timeline
    4 Week(s)
    Enduring Understandings
    • Strong audio maintains proper recording levels without distortion or distraction that would otherwise take away from the final product.
    • Editing audio to ensure proper length of content, and or enhancing the audio quality of the final product.


    Essential Questions
    • How does the broadcast fit community standards?
    • How does the audio effectively demonstrate proper sound qualities?
    • How does the editing of the audio provide proper storytelling technique?



    Additional Unit Resources

  • Unit Title
    Production Design
    Unit Number
    3
    Course
    News Production
    Content Area
    Career and Technical Education
    Description
    This unit focuses on design and how effective design unifies a publication giving it identity and personality and engages the audience.
    Timeline
    1 Week(s)
    Enduring Understandings
    • Good design aids communication and attracts audience.
    • Audience and current trends play an important role in design.


    Essential Questions
    • How do visual hierarchy, contrast, repetition, alignment and proximity make for effective visual storytelling?
    • How does the design guide the audience?
    • How do content and coverage dictate design?
    • How do you effectively carry design elements throughout a publication to maintain consistency?




    Additional Unit Resources

  • Unit Title
    Equations
    Unit Number
    3
    Course
    Math 7
    Content Area
    Math
    Description
    Students will write and solve multi-step equations with variables on only one side of the equation.
    Timeline
    3 Week(s)
    Enduring Understandings
    Algebra provides language through which we communicate the patterns in mathematics.
    Algebraic equations may be used to represent and generalize mathematical problems and real life situations.


    Essential Questions
    How can you use manipulatives to solve addition or subtraction equations?
    How can you use multiplication or division to solve equations?
    How can you solve two-step equations?



    Additional Unit Resources

  • Unit Title
    Angles and Triangles
    Unit Number
    3
    Course
    Math 8
    Content Area
    Math
    Description
    Students will classify and determine the measures of angles created when parallel lines that are cut by a transversal and find the unknown measures of angles in diagrams involving triangles.  They will use similar triangles to solve problems that include height and distance.
    Timeline
    2 Week(s)
    Enduring Understandings
    Geometric properties can be used to construct geometric figures.
    Geometric relationships provide a means to make sense of a variety of phenomena.


    Essential Questions
    How can you describe angles formed by parallel lines and transversals?
    How can you describe the relationship among the angles of a triangle?
    How can you find the sum of the interior angle measures and the sum of the exterior angle measure of a polygon?
    How can you use angles to tell whether triangles are similar?




    Additional Unit Resources

  • Unit Title
    Categorical Data
    Unit Number
    3
    Course
    Statistics
    Content Area
    Math
    Description
    Students will construct, analyze and apply significance tests for categorical data.
    Timeline
    3 Week(s)
    Enduring Understandings
    • Statistics is the process of collecting, organizing, analyzing, and interpreting data to make and evaluate inferences and predictions about our world.
    • Significance test are only valid when specific conditions are met.
    • Using the principles of variability and probability, sample data can be used to determine if there is enough evidence to support or reject a null hypothesis.
    • Tests for statistical significance indicate whether observed differences between assessment results occur because of sampling error or chance.

    Essential Questions
    • How can we use statistics to analyze and interpret data?
    • To what extent can statistics help interpret data to make and evaluate inferences and predictions about our world?
    • What conditions must be met for the results of various significance tests to be valid?

    Additional Unit Resources

  • Unit Title
    Place Value to 100,000
    Unit Number
    3MA01
    Course
    Third Grade Math
    Content Area
    Math
    Description
    Students will learn how to count, read, and write numbers up to 100,000.

    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians:
    -make sense of problems and persevere in solving them.
    -reason abstractly and quantitatively.
    -construct viable arguments and critique the reasoning of others.
    -model with mathematics.
    -use appropriate tools strategically.
    -attend to precision.
    -look for and make sense of structure.
    -make generalizations.







    Essential Questions
    How do students use base ten blocks to count, read, and written numbers to 100,000?
    How do students use base ten blocks and a place value chart to read, write, and represent numbers to 100,000?
    How do students read and write numbers to 100,000 in standard form, expanded form, and word form?
    How do students use place value to compare and order numbers?
    How do students use thinking skills to deduce and identify patterns and relationships?

































    Additional Unit Resources

  • Unit Title
    Addition and Subtraction within 10,000
    Unit Number
    3MA02
    Course
    Third Grade Math
    Content Area
    Math
    Description
    Students will add and subtract within 10,000.
    Timeline
    4 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students add and subtract numbers within 10,000 with and without regrouping?
    How do students solve addition and subtraction word problems involving larger numbers?
    How do students model subtraction with place ten blocks to develop an understanding of borrowing and regrouping?
    How to students use bar models to solve two-step real world problems involving addition and subtraction?


    Additional Unit Resources

  • Unit Title
    Multiplication
    Unit Number
    3MA03
    Course
    Third Grade Math
    Content Area
    Math
    Description
    Students will be able to multiply by 6, 7, 8, and 9, and solve related division problems.
    Timeline
    4 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students use multiplication properties (Commutative Property, Associative Property, Multiplication Property of One, and Multiplication Property of Zero)?
    How do students use arrays, number lines, and area models to understand multiplication?
    How do students solve the 6, 7, 8, and 9 multiplication facts?
    How do students divide to find the number of items in a group?
    How do students use multiplication to solve related division facts?
    How do students multiply ones, tens, and hundreds with and without regrouping?




    Additional Unit Resources

  • Unit Title
    Geometry
    Unit Number
    3MA04
    Course
    Third Grade Math
    Content Area
    Math
    Description
    Students will understand shapes and their attributes, and be able to solve problems involving area and perimeter.
    Timeline
    3.5 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students classify polygons by the number of sides, corners, and angles?
    How do students classify different types of quadrilaterals?
    How do you see shapes, symmetry, and congruence being used in the real world?
    How do students use square units to find and compare the areas of plane figures?
    How do students find the perimeter of a figure?
    How do students find the area and perimeter of figures to solve real-world problems?




    Additional Unit Resources

  • Unit Title
    Metric Measurement and Graphing
    Unit Number
    3MA05
    Course
    Third Grade Math
    Content Area
    Math
    Description
    Students will be able to estimate and measure the length, liquid volume, and weight of objects, and use the four operations to solve problems involving measurement.
    Timeline
    5 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students use mathematical tools to measure length, capacity, mass, and weight?
    How do students use metric units (centimeters, meters, and kilometers) to measure the length of objects?
    How do students use metric units (grams and kilograms) to measure the mass of objects?
    How do students use metric units (milliliters and liters) to find the volume of liquids?
    How do students use customary units (inch, foot, yard, and mile) to measure of the length of objects?
    How do students use customary units (inch, pound, and ton) to measure the weight of objects.
    How do students use customary units (cup, pint, quart, and gallon) to find the capacity of a container.
    How do students measure length to the nearest inch, half-inch, and fourth-inch?
    How do students convert between units of measurement to solve real-world problems?







    Additional Unit Resources

  • Unit Title
    Fractions
    Unit Number
    3MA06
    Course
    Third Grade Math
    Content Area
    Math
    Description
    Students will use bar graphs to organize and compare data. They will also use line plots to show how data is grouped, compared, and spread.
    Timeline
    1 Day(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students determine the scale when constructing bar graphs?
    How do students read and interpret data from bar graphs?
    How do students read and interpret data from line plots?
    How do students construct line plots from given data?


    Additional Unit Resources

  • Unit Title
    Customary Measurement
    Unit Number
    3MA07
    Course
    Third Grade Math
    Content Area
    Math
    Description
    Students will be able to work with fractions of wholes that are divided into more than four equal parts.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students understand equivalent fractions?
    How do students identify fraction of a set?
    How do students read, write, and identify fractions from wholes with more than four parts?
    How do students identify numerator and denominator?
    How do students use models and a number line to identify equivalent fractions?
    How do students use multiplication and division to find equivalent fractions?
    How do students write fractions in simplest form?





    Additional Unit Resources

  • Unit Title
    Time and Temperature
    Unit Number
    3MA08
    Course
    Third Grade Math
    Content Area
    Math
    Description
    Students will be able to read and tell time to the minute, convert time units in hours and minutes,
    and add and subtract time. Students will be able to solve real-world problems by describing weather, using temperature and temperature referent.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students change minutes to hours and/or hours to minutes?
    How do students add and subtract time with and without regrouping?
    How do students find elapsed time?
    How do students solve two step word problems involving time?
    How do students read a Fahrenheit thermometer?
    How do students use a referent to estimate temperature?
    How do students choose appropriate tool to estimate temperature?
    How do students solve two step word problems involving temperature?






    Additional Unit Resources

  • Unit Title
    Division
    Unit Number
    3MA09
    Course
    Third Grade Math
    Content Area
    Math
    Description
    Students will be able to apply division strategies to 2 digit numbers.
    Timeline
    1 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students relate operation of multiplication to division?
    How do students use patterns to divide multiples of 10 and 100?
    How do students divide a 1 digit number or a 2 digit number by a 1 digit number with or without remainder?
    How do students use different strategies to identify odd and even numbers?
    How do students use base ten blocks and place value to divide 2 digit numbers without regrouping or remainders?



    Additional Unit Resources

  • Unit Title
    Relationship of Multiplication and Division
    Unit Number
    3MA10
    Course
    Third Grade Math
    Content Area
    Math
    Description
    Students will be able to use bar models to organize information needed to solve real world problems involving multiplication and division.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students use bar models to solve one-step multiplication word problems?
    How do students use bar models to solve two-step multiplication word problems?
    How do students choose the correct operations in two-step word problems?
    How do students represent unknown quantities with letters?


    Additional Unit Resources

  • Unit Title
    Angles and Lines
    Unit Number
    3MA11
    Course
    Third Grade Math
    Content Area
    Math
    Description
    Students will be able to recognize angles, perpendicular and parallel lines.
    Timeline
    1 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students find angles in plane shapes and real world objects?
    How do students compare the number of sides and angles of plane shapes?
    How do students make a right angle?
    How do students compare angles to a right angle?
    How do students identify right angles in plane shapes?
    How do students define and identify perpendicular lines?
    How do students define and identify parallel lines?
    How do students relate angles, perpendicular lines, and parallel lines to real-world objects in plane shapes as well as 3 dimensional objects?






    Additional Unit Resources

  • Unit Title
    Money
    Unit Number
    3MA12
    Course
    Third Grade Math
    Content Area
    Math
    Description
    Students will be able to add and subtract money.
    Timeline
    1 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students add money with and without regrouping?
    How do students subtract money with and without regrouping?
    How do students use addition and subtraction to solve two-step real-world problems involving money?

    Additional Unit Resources

  • Unit Title
    Health-Related Fitness
    Unit Number
    3PE01
    Course
    Third Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    Throughout the school year, students
    will learn health-related fitness concepts and how it relates to their healthy bodies.


    Timeline
    1 Week(s)
    Enduring Understandings
    • Positive decision making about fitness contributes to a healthy lifestyle
    • Physical fitness improves the quality of one’s life


    Essential Questions
    How does exercise affect the body?
    Why is physical fitness important?
    How do you maintain physical fitness?
    How does heart rate affect physical fitness?
    Why is being safe important?





    Additional Unit Resources

  • Unit Title
    Health-Enhancing Fitness
    Unit Number
    3PE02
    Course
    Third Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    In this unit, students will participate in a variety of activities that will increase and/or enhance their level of physical activity. Students will monitor heart rate.
    Timeline
    10 Week(s)
    Enduring Understandings
    • Fit people engage in physical activity on a regular basis
    Essential Questions
    What effects can moderate to vigorous physical activity have on the body?
    Why monitor the heart rate?
    Why is physical education important?
    Why is being safe important?




    Additional Unit Resources

  • Unit Title
    Personal and Social Responsibilities
    Unit Number
    3PE03
    Course
    Third Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    Throughout the school year, students will exhibit personal and social behavior that respects self and others in physical activity settings.
    Timeline
    18 Week(s)
    Enduring Understandings
    • Physical activity often requires problem-solving skills and cooperation
    • Rules and etiquette in physical activities/sports can make the experience both enjoyable and successful


    Essential Questions
    What are characteristics of good sportsmanship?
    Why is it important to follow the rules?
    Why is being safe important?



    Additional Unit Resources

  • Unit Title
    Locomotor and Non-locomotor Skills
    Unit Number
    3PE04
    Course
    Third Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    In this unit, students will participate in a variety of activities that will increase and/or enhance their level of physical activity. Students will monitor heart rate.
    Timeline
    20 Week(s)
    Enduring Understandings
    Movement skills will allow for students to gain confidence in a variety of active related activities
    Practice in movement will help students to stay safe during active play


    Essential Questions
    What does it mean to move safely?
    How can participation improve your skills?
    Why is personal space important?



    Additional Unit Resources

  • Unit Title
    Manipulative Skills
    Unit Number
    3PE05
    Course
    Third Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    In this unit, students will participate in a variety of activities that will increase and/or enhance their level of physical activity. Students will monitor heart rate.
    Timeline
    28 Day(s)
    Enduring Understandings
    Proficiency in manipulative skill can provide success in a wide range of developmentally appropriate activities
    Essential Questions
    Why is it important to practice?
    Why is good form important?
    Why is being safe important?



    Additional Unit Resources

  • Unit Title
    Rhythmic and Dance Activities
    Unit Number
    3PE06
    Course
    Third Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    This unit will utilize timing, pacing and beat recognition with a variety of physical activities.
    Timeline
    37 Week(s)
    Enduring Understandings
    Performing movement skills in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical activity.
    Essential Questions
    How can rhythm and dance activities improve your fitness level?
    Additional Unit Resources

  • Unit Title
    Body Systems
    Unit Number
    3PE07
    Course
    Third Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    Students will understand the basic structure and functions of the body systems. 
    Timeline
    2 Day(s)
    Enduring Understandings
    • Interactions between body systems are the reason our bodies stay healthy and function normally.
    Essential Questions
    How can you take care of your body?
    What are the functions/jobs of the body systems?
    How do your lifestyle choices impact your body systems?



    Additional Unit Resources

  • Unit Title
    Nutrition
    Unit Number
    3PE08
    Course
    Third Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    Using the latest USDA recommendations, students will analyze and identify the food groups, the six essential nutrients, and the factors that influence food choices
    Timeline
    3 Day(s)
    Enduring Understandings
    Healthy eating behaviors and fitness skills promote lifelong wellness
    Essential Questions
    Why is it important to make healthy food choices?
    What helps guide you to make healthy choices?
    What influences your food choices?



    Additional Unit Resources

  • Unit Title
    Responding
    Unit Number
    3VMU01
    Course
    Third Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
     An individual’s musical taste is influenced by previous experiences (culture, family, community, education, religion, etc.). Students will verbally identify and describe musical elements like tempo, dynamics, instruments, rhythm, and form when listening to music examples.  Students will distinguish between quality and non-quality performances and describe personal responses.

    Timeline
    34 Week(s)
    Enduring Understandings
    Individuals’ selection of musical works is influenced by their interests, experiences, understandings, and purposes.
    Response to music is informed by analyzing context and how creators and performers manipulate the elements of music.
    Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
    The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.




    Essential Questions
    How do individuals choose music to experience?
    How do we discern musical creators’ and performers’ expressive intent?
    How do we judge the quality of musical works and performances?



    Additional Unit Resources

  • Unit Title
    Performing
    Unit Number
    3VMU02
    Course
    Third Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
     Performance experiences are critical to the development of musicians. Vocal and instrumental performance skills encompass the tools needed to master, interpret, and produce a musical work. Performance skills are acquired when students rehearse and study music in preparation for culminating performances.

    Timeline
    34 Week(s)
    Enduring Understandings
    Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influenced the selection of repertoire.
    Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
    Performers make interpretive decisions based on their understanding of context and expressive intent.
    To express their musical ideas, musicians analyze, evaluate, and refine their performance over time.
    Musicians judge performance based on varied criteria in order to influence audience response.





    Essential Questions
    How do performers select repertoire?
    How does understanding the structure and context of musical works inform performance?
    How do performers interpret personal works?
    How do musicians improve the quality of their performance?
    When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?





    Additional Unit Resources

  • Unit Title
    Creating
    Unit Number
    3VMU03
    Course
    Third Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
    Musicians generate and conceptualize ideas and work often through improvisation. Artistic ideas must be organized and developed. Musicians’ presentation of creative work is the culmination of a process of creation and communication. Creating an original musical work assists students in understanding the musical elements required to convey a mood or feeling.

    Timeline
    34 Week(s)
    Enduring Understandings
    The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
    Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
    Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
    Musicians’ presentation of creative work is the culmination of a process of creation and communication.




    Essential Questions
    How do musicians generate creative ideas?
    How do musicians make creative decisions?
    How do musicians improve the quality of their creative work?
    When is creative work ready to share?




    Additional Unit Resources

  • Unit Title
    Connecting
    Unit Number
    3VMU04
    Course
    Third Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
    Students will relate knowledge and personal experiences to make music. Musical ideas and works are studied in societal, cultural, and historical context to deepen understanding critical to growth as a young musician. The principles and subject matter of various disciplines outside the arts are interrelated with those of music to the processes of analysis, inquiry, and creativity used in mathematics, literature, and physical and/or social sciences. Moreover, the roles of creators, performers, and various vocations continually evolve in the production and presentation of the arts.

    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing and responding.
    Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.


    Essential Questions
    How do musicians make meaningful connections to creating, performing, and responding?
    How do the arts, other disciplines, and daily life inform creating, performing, and responding to music?


    Additional Unit Resources

  • Unit Title
    Rhythm and Dance
    Unit Number
    4
    Course
    Sixth Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will demonstrate various dance forms and activities and understand the benefits as a lifetime activity.
    Timeline
    1 Day(s)
    Enduring Understandings
    Rhythm depends on beat, has speed and length, and is organized by sound and movements.
    Dance can help create movements which express ideas and emotions


    Essential Questions
    How do we recognize rhythmic patterns?
    How does our life reflect rhythm?
    How do the elements of dance help to create a meaningful piece?
    How do classroom experiences help to develop an understanding of the performances of others?




    Additional Unit Resources

  • Unit Title
    Rhythm and Dance
    Unit Number
    4
    Course
    Seventh Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will focus on demonstrating an understanding of rhythm using a variety of sounds and movements commonly found in various styles of dance. Students will demonstrate their understanding of dance using basic fundamental movements and skills.
    Timeline
    1 Day(s)
    Enduring Understandings
    Rhythm depends on beat, has speed and length, and is organized by sound and movements.
    Dance can help create movements which express ideas and emotions


    Essential Questions
    How do we recognize rhythmic patterns?
    How does our life reflect rhythm?
    How do the elements of dance help to create a meaningful piece?
    How do classroom experiences help to develop an understanding of the performances of others?




    Additional Unit Resources

  • Unit Title
    Rhythm and Dance
    Unit Number
    4
    Course
    Eighth Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will focus on demonstrating an understanding of rhythm using a variety of sounds and movements commonly found in various styles of dance. Students will demonstrate their understanding of dance using basic fundamental movements and skills.
    Timeline
    1 Day(s)
    Enduring Understandings
    Rhythm depends on beat, has speed and length, and is organized by sound and movements.
    Dance can help create movements which express ideas and emotions


    Essential Questions
    How do we recognize rhythmic patterns?
    How does our life reflect rhythm?
    How do classroom experiences help to develop an understanding of the performances of other cultures?



    Additional Unit Resources

  • Unit Title
    Logic
    Unit Number
    4
    Course
    Finite Math
    Content Area
    Math
    Description
    Students will be able to use logic to analyze and test the validity of arguments to develop a conclusion.

    Timeline
    3 Week(s)
    Enduring Understandings
    Valid inductive and deductive reasoning are used to develop and prove conjectures, and apply to real-world situations.

    Essential Questions
    How are the foundations of logical reasoning used to develop and prove arguments?
    How does the application of logical reasoning facilitate understanding of real-life situations?


    Additional Unit Resources

  • Unit Title
    Trigonometric Identities
    Unit Number
    4
    Course
    Trigonometry
    Content Area
    Math
    Description
    The student will be able to utilize, apply and prove trigonometric identities.

    Timeline
    3 Week(s)
    Enduring Understandings
    Identities are used to evaluate, simplify and solve trigonometric expressions and equations.
    The basis of trigonometric identities comes from both the unit circle and the Pythagorean Theorem.


    Essential Questions
    What approaches can be used to verify an identity?
    How can the Pythagorean, reciprocal, co-function, even/odd, and quotient trigonometric identities be developed from the unit circle?
    How can algebraic properties be used to simplify trigonometric expressions and verify identities?



    Additional Unit Resources

  • Unit Title
    Conic Sections and Nonlinear Systems
    Unit Number
    4
    Course
    CC Algebra 3
    Content Area
    Math
    Description
    Students will identify, analyze, and graph conic sections.  They will use critical information to write equations of conic sections  and solve real world conical applications including those involving a system of nonlinear equations.

    Timeline
    2 Week(s)
    Enduring Understandings
    There are four types of curves known as conic sections: parabolas, circles, ellipses, and hyperbolas.  Each curve has its own distinct shape and properties.
    Conic sections are formed when a plane intersects a double-napped cone.
    Conic sections have real world connections and applications.
    The solution to a system is the point(s) that satisfy all equations.




    Essential Questions
    How is each conic section related to a cone?
    How do we recognize, write, graph, and interpret the equations of conic sections?
    How are conic sections applied to the real world?  Give some examples.
    How does one decide which method to use for solving a system of equations?
    How does one determine the number of solutions for a system of nonlinear equations?





    Additional Unit Resources

  • Unit Title
    Performing: Open Chords in First Position
    Unit Number
    4
    Course
    Guitar 1
    Content Area
    Fine Arts
    Description
    This unit focuses on using the performance of open chords in 1st position.
    Students will perform chord progressions from lead sheets and memory.


    Timeline
    18 Week(s)
    Enduring Understandings
    Musicians purposefully compose and develop artistic ideas.

    Expressive and proficient performances are a process of preparation and refinement.

    Musicians interpret and convey meaning of a composer’s intent through performances.





    Essential Questions
    Does a chord progression make a song?
    Do chords work when played in any order?


    Additional Unit Resources

    N/A

  • Unit Title
    Performing: Fingerstyle
    Unit Number
    4
    Course
    Guitar 2
    Content Area
    Fine Arts
    Description
    This unit focuses on using nylon string guitars and exploring finger style playing
    Students will learn to use individual fingers to strum stings.


    Timeline
    6 Week(s)
    Enduring Understandings
    Musicians purposefully compose and develop artistic ideas.

    Expressive and proficient performances are a process of preparation and refinement.

    Musicians interpret and convey meaning of a composer’s intent through performances.





    Essential Questions
    Are certain styles of guitar technique better than others for creating a particular sound or idea?

    Additional Unit Resources

    ​N/A

  • Unit Title
    Performing: Jazz Lead Sheets/Chords
    Unit Number
    4
    Course
    Guitar Ensemble
    Content Area
    Fine Arts
    Description
    This unit focuses on the application of position playing and chord shapes to create music from lead sheet.
    Students will create melody, rhythm and bass lines from lead sheet.


    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians purposefully compose and develop artistic ideas.

    Expressive and proficient performances are a process of preparation and refinement.

    Musicians interpret and convey meaning of a composer’s intent through performances.





    Essential Questions
    Additional Unit Resources

  • Unit Title
    Management Organization
    Unit Number
    4
    Course
    Journalism Writing and Reporting
    Content Area
    Language Arts
    Description
    This unit focuses on responsibilities and how the a publications staff functions on a daily, weekly, monthly and semester basis.
    Timeline
    1 Week(s)
    Enduring Understandings
    • Routines and procedures are in place to ensure the publishing of a production in a timely fashion.
    Essential Questions
    • How are systems important to the production of a publication?
    • How does time management affect a staff member’s ability to meet their production goals?


    Additional Unit Resources

  • Unit Title
    Production Photography
    Unit Number
    4
    Course
    Yearbook Production
    Content Area
    Career and Technical Education
    Description
    This unit focuses on how effective photography is the foundation of the yearbook and can be a powerful storytelling technique.
    Timeline
    1 Week(s)
    Enduring Understandings
    • Selection and treatment of photojournalism and art in publications maintains journalistic integrity, capturing events and reaction and not altering history.
    • Photographs are powerful storytellers.
    • Photographs can be altered/manipulated to help tell a story.



    Essential Questions
    • Why are strong photos vital to the yearbook?
    • Why is a balanced variety of photo content and composition necessary to a yearbook?


    Additional Unit Resources

  • Unit Title
    Production Publishing Software
    Unit Number
    4
    Course
    Visual Journalism
    Content Area
    Career and Technical Education
    Description
    This unit focuses on the desktop publishing software used to create designs and publications.
    Timeline
    1 Week(s)
    Enduring Understandings
    ● Published materials are created using the software of professionals.
    Essential Questions
    ● What software features are essential for creating publications?
    ● How does a designer determine which software and which tool to use for a project?


    Additional Unit Resources

  • Unit Title
    Management Staff Positions
    Unit Number
    4
    Course
    Radio Production
    Content Area
    Language Arts
    Description
    This unit focuses on staff roles and responsibilities and how the staff functions on a daily, weekly, monthly and semester basis.
    Timeline
    1 Week(s)
    Enduring Understandings
    ● Everyone on the broadcast staff has a role essential to the production. Failure of one staff member to fulfill his/her duties negatively impacts the production as a whole.
    ● Staff members take initiative to step beyond defined duties for the sake of the publication.


    Essential Questions
    ● How is the staff only as strong as its weakest member?
    ● How are individual responsibilities important to the larger goal of radio production?
    ● How does time management affect a staff member’s ability to meet their production goals?



    Additional Unit Resources

  • Unit Title
    Production Photography
    Unit Number
    4
    Course
    News Production
    Content Area
    Career and Technical Education
    Description
    This unit focuses on how effective photography is the foundation of the production and can be a powerful storytelling technique.
    Timeline
    1 Week(s)
    Enduring Understandings
    • Selection and treatment of photojournalism and art in publications maintains journalistic integrity, capturing events and reaction and not altering history.
    • Photographs are powerful storytellers.
    • Photographs can be altered/manipulated to help tell a story.



    Essential Questions
    • Why are strong photos vital to the publication?
    • Why is a balanced variety of photo content and composition necessary to a publication?


    Additional Unit Resources

  • Unit Title
    Geometric Measurement and Angle Relationships
    Unit Number
    4
    Course
    Math 7
    Content Area
    Math
    Description
    Students will find the circumference and area of circles and solve problems involving surface area and volume of prisms, pyramids and cylinders.  They will set up and solve equations to find the measure of angles in diagrams and shapes.
    Timeline
    6 Week(s)
    Enduring Understandings
    Spatial sense and geometric relationships are a means to solve problems and make sense of a variety of phenomena.
    Measurement is a tool to quantify a variety of phenomena.
    Geometric relationships provide a means to make sense of a variety of phenomena.



    Essential Questions
    How is pi derived?
    How can you find the circumference of a circle?
    How can you find the area of a circle?
    How can you find the surface area and volume of a prism, pyramid and cylinder?
    What can you conclude about the angles formed by two intersecting lines?
    How can you classify two angles as complementary or supplementary?






    Additional Unit Resources

  • Unit Title
    Bivariate Data
    Unit Number
    4
    Course
    Statistics
    Content Area
    Math
    Description
    Students will construct, analyze and apply significance tests for bivariate data.
    Timeline
    3 Week(s)
    Enduring Understandings
    • Statistics is the process of collecting, organizing, analyzing, and interpreting data to make and evaluate inferences and predictions about our world.
    • Least squares linear regression is a method for predicting the value of a dependent variable Y, based on the value of an independent variable X.
    • Bivariate data can be used to make predictions about future events.
    • Significance test are only valid when specific conditions are met.
    • Using the principles of variability and probability, sample data can be used to determine if there is enough evidence to support or reject a null hypothesis.
    • Tests for statistical significance indicate whether observed differences between assessment results occur because of sampling error or chance.

    Essential Questions
    • How can graphs be used to examine data?
    • What is the strength of an association between two variables?
    • How do you know if the linear model is appropriate for the data?
    • How can the least squares regression line be used to make predictions?
    • What is the primary purpose of a significance test and how is it used in real world situations?
    • How is a specific claim about a population parameter translated into appropriate null and alternate hypotheses?
    • What conditions must be met for the results of various significance tests to be valid?
    • How is the p-value used to determine significance of the sample results?

    Additional Unit Resources

  • Unit Title
    Working with Whole Numbers
    Unit Number
    4MA01
    Course
    Fourth Grade Math
    Content Area
    Math
    Description
    Students will understand place value of whole numbers up to 100,000. Students will also review the algorithm for addition and subtraction of multi-digit whole numbers and compare numbers to 100,000.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians:
    -make sense of problems and persevere in solving them.
    -reason abstractly and quantitatively.
    -construct viable arguments and critique the reasoning of others.
    -model with mathematics.
    -use appropriate tools strategically.
    -attend to precision.
    -look for and make sense of structure.
    -make generalizations.






    Essential Questions
    How can numbers be expressed, ordered, and compared?
    How does the position of a digit in a number affect its value?
    What are efficient methods of finding sums and differences?

    Additional Unit Resources

  • Unit Title
    Estimation and Number Theory
    Unit Number
    4MA02
    Course
    Fourth Grade Math
    Content Area
    Math
    Description
    Students will find factors and multiples of numbers and use them to estimate products and quotients using models.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    What are strategies to make a reasonable estimate?
    What are different models of and models for multiplication?
    What are properties of whole numbers?

    Additional Unit Resources

  • Unit Title
    Whole Number Multiplication and Division
    Unit Number
    4MA03
    Course
    Fourth Grade Math
    Content Area
    Math
    Description
    Students will use place value to multiply and divide multi-digit numbers.
    Timeline
    5 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    What are different models of and models for multiplication and division?
    What are efficient methods for finding products and quotients?
    What are strategies for making a reasonable estimate?
    How are multiplication and division relevant to the real world?


    Additional Unit Resources

  • Unit Title
    Fractions and Mixed Numbers
    Unit Number
    4MA04
    Course
    Fourth Grade Math
    Content Area
    Math
    Description
    Students will name wholes and parts of a whole using fractions and mixed numbers. Students will add and subtract fractions and find the fraction of a set.
    Timeline
    4 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    What is the relationship between mixed numbers and improper fractions?
    What are efficient methods for finding sums and differences of fractions?
    How are fractions relevant to the real world?
    How can a line plot be used to show fractional data?


    Additional Unit Resources

  • Unit Title
    Understanding Decimals
    Unit Number
    4MA05
    Course
    Fourth Grade Math
    Content Area
    Math
    Description
    Students will understand decimals (to the hundredth place) as an extension of place value notation and be able to round and compare decimals.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How does the position of a digit in a number affect its value?
    How are fractions and decimals related?
    How can decimals be modeled, compared, ordered, and rounded?
    How are decimals relevant to the real world?


    Additional Unit Resources

  • Unit Title
    Adding and Subtracting Decimals
    Unit Number
    4MA06
    Course
    Fourth Grade Math
    Content Area
    Math
    Description
    Students will add and subtract decimals as they solve real world problems.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    What are efficient methods for adding and subtracting decimals?
    How are decimals relevant to the real world?
    Additional Unit Resources

  • Unit Title
    Understanding Geometry
    Unit Number
    4MA07
    Course
    Fourth Grade Math
    Content Area
    Math
    Description
    Students will measure angles , draw perpendicular and parallel line segments, and understand the properties of squares and rectangles.
    Timeline
    4 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How are geometric properties used to solve real-world problems?
    How are geometric figures described and constructed?
    What strategies can be used to solve for unknowns?

    Additional Unit Resources

  • Unit Title
    Conversion of Measurements
    Unit Number
    4MA08
    Course
    Fourth Grade Math
    Content Area
    Math
    Description
    Students will measure length, weight, volume, distance, and time and be able to convert measurements.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do units within a system relate to each other?
    Additional Unit Resources

  • Unit Title
    Area and Perimeter
    Unit Number
    4MA09
    Course
    Fourth Grade Math
    Content Area
    Math
    Description
    Students will be able to find the area and perimeter of a figure by counting squares and using the appropriate formulas.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    What are efficient methods for finding the area and perimeter of geometric shapes?
    Additional Unit Resources

  • Unit Title
    Symmetry
    Unit Number
    4MA10
    Course
    Fourth Grade Math
    Content Area
    Math
    Description
    Students will understand line symmetry and rotational symmetry and be able to make symmetric shapes.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    What are efficient strategies for finding, verifying, and constructing symmetry?
    How will a shape look when rotated, reflected, and/or translated?
    Additional Unit Resources

  • Unit Title
    Tables, Line Graphs, Data, and Probability
    Unit Number
    4MA11
    Course
    Fourth Grade Math
    Content Area
    Math
    Description
    Students will show and analyze data in graphs and tables using various tools. Students will solve real-world problems and apply their understanding of data and probability.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How can information be gathered, recorded, organized, and analyzed?
    What aspects of a graph help people understand and interpret the data easily?
    How is the probability of an event determined and described?

    Additional Unit Resources

  • Unit Title
    Tessellations
    Unit Number
    4MA12
    Course
    Fourth Grade Math
    Content Area
    Math
    Description
    Students will be able to identify tessellations.
    Timeline
    Day(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How are tessellations identified?
    How can shapes be rotated, reflected, and/or translated to create a tessellation?
    Additional Unit Resources

  • Unit Title
    Health-Realted Fitness
    Unit Number
    4PE01
    Course
    Fourth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    Throughout the school year, students will learn health-related fitness concepts and how it relates to their healthy bodies.
    Timeline
    1 Week(s)
    Enduring Understandings
    Positive decision making about fitness contributes to a healthy lifestyle
    Physical fitness improves the quality of one’s life


    Essential Questions
    • How does exercise affect the body?
    • Why is physical fitness important?
    • How do you maintain physical fitness?
    • How does heart rate affect physical fitness?
    • Why is being safe important?





    Additional Unit Resources

  • Unit Title
    Health-Enhancing Fitness
    Unit Number
    4PE02
    Course
    Fourth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
     In this unit, students will participate in a variety of activities that will increase and/or enhance their level of physical activity. Students will monitor heart rate.
    Timeline
    10 Week(s)
    Enduring Understandings
    Fit people engage in physical activity on a regular basis
    Essential Questions
    What effects can moderate to vigorous physical activity have on the body?
    Why monitor the heart rate?
    Why is physical education important?
    Why is being safe important?




    Additional Unit Resources

  • Unit Title
    Personal and Social Responsibilities
    Unit Number
    4PE03
    Course
    Fourth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    Throughout the school year, students will exhibit personal and social behavior that respects self and others in physical activity settings.
    Timeline
    18 Week(s)
    Enduring Understandings
    Physical activity often requires problem-solving skills and cooperation
    Rules and etiquette in physical activities/sports can make the experience both enjoyable and successful

    Essential Questions
    What are characteristics of good sportsmanship?
    Why is it important to follow the rules?
    Why is being safe important?



    Additional Unit Resources

  • Unit Title
    Locomotor and NON-Locomotor skills
    Unit Number
    4PE04
    Course
    Fourth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
     In this unit, students will participate in a variety of activities that will increase and/or enhance their level of physical activity. Students will monitor heart rate.
    Timeline
    20 Week(s)
    Enduring Understandings
    Movement skills will allow for students to gain confidence in a variety of active related activities
    Practice in movement will help students to stay safe during active play


    Essential Questions
    What does it mean to move safely?
    How can participation improve your skills?
    Why is personal space important?



    Additional Unit Resources

  • Unit Title
    Manipulative Skills
    Unit Number
    4PE05
    Course
    Fourth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    In this unit, students will participate in a variety of activities that will increase and/or enhance their level of physical activity. Students will monitor heart rate
    Timeline
    28 Day(s)
    Enduring Understandings
    Proficiency in manipulative skill can provide success in a wide range of developmentally appropriate activities
    Essential Questions
    Why is it important to practice?
    Why is good form important?
    Why is being safe important?



    Additional Unit Resources

  • Unit Title
    Rhythmic and Dance Activities
    Unit Number
    4PE06
    Course
    Fourth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    This unit will utilize timing, pacing and beat recognition with a variety of physical activities.
    Timeline
    37 Day(s)
    Enduring Understandings
    Performing movement skills in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical activity.
    Essential Questions
    How can rhythm and dance activities improve your fitness level?
    Additional Unit Resources

  • Unit Title
    First Aid and Safety
    Unit Number
    4PE07
    Course
    Fourth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    During this unit, students will demonstrate and understand basic first aid for minor injuries and recognize and how to respond to emergencies.  Weather emergencies will include home, school and the outdoors. 
    Timeline
    2 Day(s)
    Enduring Understandings
    Using appropriate emergency response skills and injury avoidance skills promotes personal and community wellness.
    Essential Questions
    Why do you call 911?
    How does safety influence the choices I make?
    Why do we practice drills at school?
    How can first aid help you in everyday life?




    Additional Unit Resources

  • Unit Title
    Disease Prevention
    Unit Number
    4PE08
    Course
    Fourth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    Students will identify types of disease, risk factors, and prevention of illness/diseases. 
    Timeline
    2 Day(s)
    Enduring Understandings
    Healthy lifestyle skills reduce the risks of disease and promote optimal lifelong wellness.
    Essential Questions
    How does the body defend itself against disease?
    How does heredity impact health?
    How does the environment impact health?
    How do lifestyle choices impact health?




    Additional Unit Resources

  • Unit Title
    Growth and Development
    Unit Number
    4PE09
    Course
    Fourth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    During the unit, students will watch a RSD approved growth and development video to help understand the maturation process.
    Timeline
    1 Day(s)
    Enduring Understandings
    Current and future personal wellness is dependent upon applying health-related concepts and skills in everyday lifestyle behaviors
    Essential Questions
    What is hygiene?
    Additional Unit Resources

  • Unit Title
    Responding
    Unit Number
    4VMU01
    Course
    Fourth Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
    An individual’s musical taste is influenced by previous experiences (culture, family, community, education, religion, etc.). Students will verbally identify and describe musical elements like tempo, dynamics, instruments, rhythm, and form when listening to music examples.  Students will distinguish between quality and non-quality performances and describe personal responses.



    Timeline
    34 Week(s)
    Enduring Understandings
    Individuals’ selection of musical works is influenced by their interests, experiences, understandings, and purposes.
    Response to music is informed by analyzing context and how creators and performers manipulate the elements of music.
    Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
    The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.










    Essential Questions
    How do individuals choose music to experience?
    How do we discern musical creators’ and performers’ expressive intent?
    How do we judge the quality of musical works and performances?













    Additional Unit Resources

  • Unit Title
    Performing
    Unit Number
    4VMU02
    Course
    Fourth Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
    Performance experiences are critical to the development of musicians. Vocal and instrumental performance skills encompass the tools needed to master, interpret, and produce a musical work. Performance skills are acquired when students rehearse and study music in preparation for culminating performances.

    Timeline
    34 Day(s)
    Enduring Understandings
    Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influenced the selection of repertoire.
    Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
    Performers make interpretive decisions based on their understanding of context and expressive intent.
    To express their musical ideas, musicians analyze, evaluate, and refine their performance over time.
    Musicians judge performance based on varied criteria in order to influence audience response.





    Essential Questions
    How do performers select repertoire?
    How does understanding the structure and context of musical works inform performance?
    How do performers interpret personal works?
    How do musicians improve the quality of their performance?
    When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?





    Additional Unit Resources

  • Unit Title
    Creating
    Unit Number
    4VMU03
    Course
    Fourth Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
     Musicians generate and conceptualize ideas and work often through improvisation. Artistic ideas must be organized and developed. Musicians’ presentation of creative work is the culmination of a process of creation and communication. Creating an original musical work assists students in understanding the musical elements required to convey a mood or feeling.

    Timeline
    34 Week(s)
    Enduring Understandings
    The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
    Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
    Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
    Musicians’ presentation of creative work is the culmination of a process of creation and communication.




    Essential Questions
    How do musicians generate creative ideas?
    How do musicians make creative decisions?
    How do musicians improve the quality of their creative work?
    When is creative work ready to share?




    Additional Unit Resources

  • Unit Title
    Connecting
    Unit Number
    4VMU04
    Course
    Fourth Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
    Students will relate knowledge and personal experiences to make music. Musical ideas and works are studied in societal, cultural, and historical context to deepen understanding critical to growth as a young musician. The principles and subject matter of various disciplines outside the arts are interrelated with those of music to the processes of analysis, inquiry, and creativity used in mathematics, literature, and physical and/or social sciences. Moreover, the roles of creators, performers, and various vocations continually evolve in the production and presentation of the arts.

    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing and responding.
    Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.


    Essential Questions
    How do musicians make meaningful connections to creating, performing, and responding?
    How do the arts, other disciplines, and daily life inform creating, performing, and responding to music?


    Additional Unit Resources

  • Unit Title
    Personal Health and Wellness
    Unit Number
    5
    Course
    Sixth Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will acquire and apply wellness skills associated with a healthy active lifestyle.
    Timeline
    4 Week(s)
    Enduring Understandings
    Personal choices impact current and long term outcomes on individuals, family and society.
    Mental and emotional health effects a person’s physical health and overall well-being.
    Assertive communication skills enhance health by avoiding and/or reducing health risks.
    Accessing and evaluating health information, products and services will improve a person’s ability to make healthy decisions and ones quality of life.
    Recognizing risk factors and applying risk reducing strategies can prevent health consequences.





    Essential Questions
    What can I do to avoid or reduce health risks?
    What influences my behaviors and decisions?
    How can assertive communication skills help me to develop a healthy
    lifestyle?
    What do I need to know to make good decisions and stay healthy?
    How can I make good decisions and stay healthy?
    How can goal setting enhance and improve my health?
    How can I promote accurate health information and behavior for myself
    and others?









    Additional Unit Resources

  • Unit Title
    Personal Health and Wellness
    Unit Number
    5
    Course
    Seventh Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will focus on the importance of and how to maintain their overall personal health and wellness and how their decision making impacts their lifestyle. The areas of focus  will be stress management, peer relationships and healthy communication, human reproduction, frist aid/CPR, and proper exercise habits.
    Timeline
    5 Week(s)
    Enduring Understandings
    Personal choices impact current and long term outcomes on individuals, family and society.
    Mental and emotional health effects a person’s physical health and overall well-being.
    Assertive communication skills enhance health by avoiding and/or reducing health risks.
    Accessing and evaluating health information, products and services will improve a person’s ability to make healthy decisions and ones quality of life.
    Recognizing risk factors and applying risk reducing strategies can prevent health consequences.





    Essential Questions
    What can I do to avoid or reduce health risks?
    What influences my behaviors and decisions?
    How can assertive communication skills help me to develop a healthy
    lifestyle?
    What do I need to know to make good decisions and stay healthy?
    How can I make good decisions and stay healthy?
    How can goal setting enhance and improve my health?
    How can I promote accurate health information and behavior for myself
    and others?









    Additional Unit Resources

  • Unit Title
    Personal Health and Wellness
    Unit Number
    5
    Course
    Eighth Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
     Students will focus on the importance of how to maintain their overall personal health and wellness and how their decision making impacts their lifestyle through social, mental, emotional health, consumer health and safety, life management skills, disease prevention and control, and substance control content.
    Timeline
    34 Day(s)
    Enduring Understandings
    Personal choices impact current and long term outcomes on individuals, family and society.
    Mental and emotional health effects a person’s physical health and overall well-being.
    Assertive communication skills enhance health by avoiding and/or reducing health risks.
    Accessing and evaluating health information, products and services will improve a person’s ability to make healthy decisions and ones quality of life.
    Recognizing risk factors and applying risk reducing strategies can prevent health consequences.





    Essential Questions
    What can I do to avoid or reduce health risks?
    What influences my behaviors and decisions?
    How can assertive communication skills help me to develop a healthy
    lifestyle?
    What do I need to know to make good decisions and stay healthy?
    How can I make good decisions and stay healthy?
    How can goal setting enhance and improve my health?
    How can I promote accurate health information and behavior for myself
    and others?









    Additional Unit Resources

  • Unit Title
    Sets and Probability
    Unit Number
    5
    Course
    Finite Math
    Content Area
    Math
    Description
    Students will evaluate probabilities and analyze data to make inferences and predictions for real world situations. 
    Timeline
    3 Week(s)
    Enduring Understandings
    Probability is used to make inferences and predictions.

    Essential Questions
    How are probabilities computed?
    Why is the computation of probabilities useful?
    How can we analyze data to make inferences and/or predictions, based on surveys, experiments, probability and observational studies?



    Additional Unit Resources

  • Unit Title
    Solving Trigonometric Equations
    Unit Number
    5
    Course
    Trigonometry
    Content Area
    Math
    Description
    The student will utilize trigonometric properties and formulas to solve equations involving trig functions.
    Timeline
    2 Week(s)
    Enduring Understandings
    The process for solving trigonometric equations is similar to solving an algebraic equation.
    Trigonometric equations are solved using the understanding of inverse trigonometric functions in conjunction with the unit circle.


    Essential Questions
    How does prior knowledge of algebraic techniques aid in solving trigonometric equations?
    How do the graphs of inverse functions lead to range restrictions?
    How do the number of solutions to an algebraic equation compare to the number of solutions to a trigonometric equation?
    How can we represent and solve real-world problems with trigonometric equations?




    Additional Unit Resources

  • Unit Title
    Exponential and Logarithmic Functions
    Unit Number
    5
    Course
    CC Algebra 3
    Content Area
    Math
    Description
    Students will evaluate, solve, and graph exponential and logarithmic functions.  They will create and solve logarithmic and exponential functions from real world situations.

    Timeline
    2 Week(s)
    Enduring Understandings
    Population growth can be estimated using exponentials and logarithms.
    Logarithmic and exponential functions are inverses of one another algebraically and graphically.
    Logarithmic and exponential functions are used to measure, model, and calculate change.
    Many equations with variables in the exponent can only be solved by using logarithms.




    Essential Questions
    How do logarithmic and exponential functions relate to one another?
    How are logarithms and exponentials used to model scientific phenomena?
    How can exponential functions be used to model the effect of compound interest?
    How can logarithms and exponentials be used to interpret data and make predictions?




    Additional Unit Resources

  • Unit Title
    Performing: Music Notation
    Unit Number
    5
    Course
    Guitar 1
    Content Area
    Fine Arts
    Description
    This unit focuses on using the written language of music.
    Students will demonstrate knowledge of the written language of music through performance and written assessments.


    Timeline
    18 Week(s)
    Enduring Understandings
    Musicians purposefully compose and develop artistic ideas.

    Expressive and proficient performances are a process of preparation and refinement.

    Musicians interpret and convey meaning of a composer’s intent through performances.





    Essential Questions
    How does written music relate to written language?
    How can we read and understand music?




    Additional Unit Resources

    N/A

  • Unit Title
    Performing: Introduction to Position Playing
    Unit Number
    5
    Course
    Guitar 2
    Content Area
    Fine Arts
    Description
    This unit focuses on using the ability to play melodies in multiple locations on the guitar neck.
    Students will perform scale patterns and melodies in alternate places in the guitar neck.


    Timeline
    2 Week(s)
    Enduring Understandings
    Musicians purposefully compose and develop artistic ideas.

    Expressive and proficient performances are a process of preparation and refinement.

    Musicians interpret and convey meaning of a composer’s intent through performances.





    Essential Questions
    How does playing the same notes in different positions change the way you approach playing the guitar?

    Additional Unit Resources

    ​N/A

  • Unit Title
    Performing: Position Playing
    Unit Number
    5
    Course
    Guitar Ensemble
    Content Area
    Fine Arts
    Description
    This unit focuses on using the unique availability of the guitar to play melodies in many different places.
    Students will perform intermediate to advanced literature in various positions on the neck of the guitar.


    Timeline
    34 Day(s)
    Enduring Understandings
    Musicians purposefully compose and develop artistic ideas.

    Expressive and proficient performances are a process of preparation and refinement.

    Musicians interpret and convey meaning of a composer’s intent through performances.





    Essential Questions




    Additional Unit Resources

    Various classroom method books.​

  • Unit Title
    Production Theme
    Unit Number
    5
    Course
    Yearbook Production
    Content Area
    Career and Technical Education
    Description
    This unit focuses on the development and execution of an effective theme/concept that includes both verbal and visual connections.
    Timeline
    1 Week(s)
    Enduring Understandings
    • An effective theme/concept organizes the entire book and drives coverage.
    Essential Questions
    • What makes for an effective theme?
    • How does the theme guide the staff?
    • What makes a theme ineffective?
    • How do you effectively carry a theme throughout the book?




    Additional Unit Resources

  • Unit Title
    Management Organization
    Unit Number
    5
    Course
    Visual Journalism
    Content Area
    Career and Technical Education
    Description
    This unit focuses on staff roles and responsibilities and how the staff functions on a daily, weekly, monthly and semester basis.
    Timeline
    1 Week(s)
    Enduring Understandings
    ● Routines and procedures are in place to ensure the publishing of a production in a timely fashion.
    Essential Questions
    ● How are systems important to the production of a publication?
    ● How does time management affect a staff member’s ability to meet their production goals?


    Additional Unit Resources

  • Unit Title
    Management Organization
    Unit Number
    5
    Course
    Radio Production
    Content Area
    Language Arts
    Description
    This unit focuses on development of a creative marketing plan for branding the organization and creating an ongoing program schedule.
    Timeline
    1 Week(s)
    Enduring Understandings
    ● Procedures are in place to ensure the scheduling of programs air in a timely manner.
    ● A leader leads by example.
    ● A leader takes initiative to step beyond defined duties for the sake of the publication and takes ultimate responsibility for the publication.



    Essential Questions
    ● How to promote various programs?
    ● How to generate a higher listening audience?


    Additional Unit Resources

  • Unit Title
    Management Marketing
    Unit Number
    5
    Course
    News Production
    Content Area
    Career and Technical Education
    Description
    This unit focuses on program and production promotion and ad sales as essential aspects of a strong publication.
    Timeline
    1 Week(s)
    Enduring Understandings
    • A publication can be produced when revenue covers costs.
    • The objective of a production is to build audience.


    Essential Questions
    • Why is promotion of a program and production important to that program’s success?
    • How does a program’s revenue affect the production?
    • What are the qualities of an effective ad campaign?



    Additional Unit Resources

  • Unit Title
    Ratios and Proportional Relationships
    Unit Number
    5
    Course
    Math 7
    Content Area
    Math
    Description
    Students will find and interpret the constant of proportionality in tables, graphs, and equations; use proportional relationships to solve ratio problems and use scale drawings to compute actual lengths and areas.
    Timeline
    4 Week(s)
    Enduring Understandings
    Proportional relationships can be used to solve various real-world problems.
    A quantity can be represented numerically in various ways. Problem solving depends upon choosing wise ways.
    The measurement on a drawing or model are proportional to the measurements on the actual objects.



    Essential Questions
    How do rates help you describe real-life problems?
    How can you write a proportion that solves a problem in real life?
    How can you use ratio tables and cross products to solve proportions?
    How can you compare two rates graphically?
    How can you use a graph to show the relationship between two quantities that vary directly?  How can you use an equation?
    How can you enlarge or reduce a drawing proportionally?






    Additional Unit Resources

  • Unit Title
    Whole Numbers
    Unit Number
    5MA01
    Course
    Fifth Grade Math
    Content Area
    Math
    Description
    Students will understand that whole numbers can be written in different ways and numbers can be compared and rounded, according to their place value.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians:
    -make sense of problems and persevere in solving them.
    -reason abstractly and quantitatively.
    -construct viable arguments and critique the reasoning of others.
    -model with mathematics.
    -use appropriate tools strategically.
    -attend to precision.
    -look for and make sense of structure.
    -make generalizations.







    Essential Questions
    How do students express whole numbers in standard, word, and expanded form?
    How do students compare and round numbers according to place value?
    How does understanding the structure of the number system help you solve problems?

    Additional Unit Resources

  • Unit Title
    Whole Numbers Multiplication and Division
    Unit Number
    5MA02
    Course
    Fifth Grade Math
    Content Area
    Math
    Description
    Students will learn to use the basic functions of a calculator, multiply and divide using patterns and conventional algorithms, simplify numeric expressions using the order of operations, and solve real world problems using multiplication and division.
    Timeline
    4 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians attend to precision.

    Essential Questions
    How do students use patterns to multiply and divide numbers by 10, 100, or 1,000?
    How do students round numbers to estimate products and check reasonableness of their answers?
    How do students use rules and strategies to multiply and divide multi-digit numbers?
    How do students use the order of operations to evaluate numeric expressions?
    How do students use multiplication and division to solve real world problems?



    Additional Unit Resources

  • Unit Title
    Fractions and Mixed Numbers
    Unit Number
    5MA03
    Course
    Fifth Grade Math
    Content Area
    Math
    Description
    Students will learn to add and subtract unlike fractions and mixed numbers. Students also learn about the relationships between, fractions, mixed numbers, division expressions, and decimals. Students express division expressions as fractions and mixed numbers, as well as express fractions, division expressions, and mixed numbers as decimals.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.




    Essential Questions
    How do students add and subtract unlike fractions and mixed numbers by rewriting them with like denominators using the concept of least common denominators and equivalent fractions?
    How do students explore the relationships and equivalences among fractions, mixed numbers, division expressions, and decimals before adding and subtracting fractions?
    Additional Unit Resources

  • Unit Title
    Multiplying and Dividing Fractions and Mixed Numbers
    Unit Number
    5MA04
    Course
    Fifth Grade Math
    Content Area
    Math
    Description
    Students will understand that whole numbers, fractions, and mixed numbers can be multiplied or divided in any combination.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.





    Essential Questions
    How do students multiply proper fractions using models and then apply what they have learned to solve real-world problems?
    How do students multiply and divide proper fractions, improper fractions, and mixed numbers by fractions or whole numbers and apply what they have learned to solve real-word problems?
    Additional Unit Resources

  • Unit Title
    Algebra
    Unit Number
    5MA05
    Course
    Fifth Grade Math
    Content Area
    Math
    Description
    Students will use algebraic expressions to describe situations and solve real-world problems.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.





    Essential Questions
    How do students use algebraic expressions, equations and inequalities to describe real-world problems?
    How do students solve real-world problems with expressions including one variable?
    Additional Unit Resources

  • Unit Title
    Decimals
    Unit Number
    5MA06
    Course
    Fifth Grade Math
    Content Area
    Math
    Description
    Student will understand that thousandths can be represented with three decimal places or as fractions.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians attend to precision.
    Mathematicians make generalizations.

    Essential Questions
    How do students recognize, compare, and round decimals in thousandths?
    How do students express fractions or mixed numbers with denominators of 1,000 as decimals?
    How do students express decimals as fractions and mixed numbers in simplest terms?

    Additional Unit Resources

  • Unit Title
    Multiplying and Dividing Decimals
    Unit Number
    5MA07
    Course
    Fifth Grade Math
    Content Area
    Math
    Description
    Students will understand that decimals can be multiplied and divided in the same way as whole numbers.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.






    Essential Questions
    How do students multiply and divide decimals by 1-digit whole numbers and by tens, hundreds, or thousands with and without regrouping?
    How do students estimate sums, differences, products, and quotients involving decimals and use estimates to check the reasonableness of answers?
    How do students solve one- and two-step real-world problems involving multiplication and division of decimals?
    How do students convert metric units?


    Additional Unit Resources

  • Unit Title
    Graphing and Probability
    Unit Number
    5MA08
    Course
    Fifth Grade Math
    Content Area
    Math
    Description
    Students will learn to make and interpret double bar graphs and line plots with fractional units on the number line, read and plot points on a coordinate grid, list all possible combinations for two events, and find and compare experimental and theoretical probabilities.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.




    Essential Questions
    How do students make and analyze line plots that show fractional units on the number line?
    How do students read and plot the points on a coordinate grid?
    Additional Unit Resources

  • Unit Title
    Describing and Classifying Polygons
    Unit Number
    5MA09
    Course
    Fifth Grade Math
    Content Area
    Math
    Description
    Students will learn two-dimensional figures are classified by their properties, and two-dimensional figures can fit into more than one category. Students will be able to identify and describe properties of two-dimensional figures more precisely.
    Timeline
    1.5 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.
    Mathematicians look for and make use of structure
    Mathematicians look for and express regularity in repeated reasoning.






    Essential Questions
    How do students describe properties of polygons?
    How do students classify figures in a hierarchy based on their properties?
    Additional Unit Resources

  • Unit Title
    Surface Area and Volume
    Unit Number
    5MA10
    Course
    Fifth Grade Math
    Content Area
    Math
    Description
    Students will find the surface area of prisms and find the volume of rectangular prisms and liquids in rectangular containers.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians attend to precision.
    Mathematicians look for and express regularity in repeated reasoning.



    Essential Questions
    How do students find the surface area of a prism?
    How do students find the volume of rectangular prisms and liquid in a rectangular containers?
    Additional Unit Resources

  • Unit Title
    Angles and Properties of Triangles and Quadrilaterals
    Unit Number
    5MA11
    Course
    Fifth Grade Math
    Content Area
    Math
    Description
    Students will understand that the sum of angle measures on a line is 180 o , the sum of angle measures at a point is 360 o , and vertical angles have equal measures. Also that properties of geometric figures state relationships among angles or sides of the figures and that triangles and four-sided figures have their own special properties.
    Timeline
    4 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians use appropriate tools strategically.
    Mathematicians attend to precision.




    Essential Questions
    How do students understand and apply the properties of angles on a line, angles at a point, and vertical angles?
    How do students identify properties and relationships among angles or sides of triangles and four-sided figures?
    Additional Unit Resources

  • Unit Title
    Area
    Unit Number
    5MA12
    Course
    Fifth Grade Math
    Content Area
    Math
    Description
    Students will understand that base and height are measurements that are used to find the area of a triangle.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians attend to precision.
    Mathematicians look for and make sense of structure.
    Mathematicians make generalizations.





    Essential Questions
    How do students find the area of a triangle by counting squares or using a formula?
    How do students identify a base and corresponding perpendicular height of a given triangle?
    Additional Unit Resources

  • Unit Title
    Ratio
    Unit Number
    5MA13
    Course
    Fifth Grade Math
    Content Area
    Math
    Description
    Students will compare two numbers or quantities by division and express the comparison as a ratio.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians reason abstractly and quantitatively.
    Mathematicians construct viable arguments and critique the reasoning of others.
    Mathematicians model with mathematics.
    Mathematicians attend to precision.



    Essential Questions
    How do students compare two numbers or quantities by division and express the comparison as a ratio?
    How do students use equivalent ratios to find the simplest form of a ratio and missing terms in a ratio?
    How do students express ratios in fraction form?
    How do students extend their understanding of ratios to compare three quantities?


    Additional Unit Resources

  • Unit Title
    Percent
    Unit Number
    5MA14
    Course
    Fifth Grade Math
    Content Area
    Math
    Description
    Students will understand percent is another way of expressing a part of a whole and percent means ‘out of 100’.
    Timeline
    2 Week(s)
    Enduring Understandings
    Mathematicians make sense of problems and persevere in solving them.
    Mathematicians model with mathematics.
    Mathematicians attend to precision.

    Essential Questions
    How do students connect fractions, decimals, and percents?
    How do students use percents to express parts of a whole and find apercent of a number?
    Additional Unit Resources

  • Unit Title
    Health-Related Fitness
    Unit Number
    5PE01
    Course
    Fifth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    Throughout the school year, students will learn health-related fitness concepts and how it relates to their healthy bodies.
    Timeline
    1 Week(s)
    Enduring Understandings
    Positive decision making about fitness contributes to a healthy lifestyle
    Physical fitness improves the quality of one’s life


    Essential Questions
    • How does exercise affect the body?
    Why is physical fitness important?
    How do you maintain physical fitness?

     How does heart rate affect physical fitness?
    Why is being safe important?


    Additional Unit Resources

  • Unit Title
    Health-Enhancing Fitness
    Unit Number
    5PE02
    Course
    Fifth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    In this unit, students will participate in a variety of activities that will increase and/or enhance their level of physical activity. Students will monitor heart rate.
    Timeline
    10 Week(s)
    Enduring Understandings
    Fit people engage in physical activity on a regular basis
    Essential Questions
    What effects can moderate to vigorous physical activity have on the body?
    Why monitor the heart rate?
    Why is physical education important?

     Why is being safe important?

    Additional Unit Resources

  • Unit Title
    Personal and Social Responsibilities
    Unit Number
    5PE03
    Course
    Fifth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    Throughout the school year, students will exhibit personal and social behavior that respects self and others in physical activity settings.
    Timeline
    18 Week(s)
    Enduring Understandings
    Physical activity often requires problem-solving skills and cooperation
    Rules and etiquette in physical activities/sports can make the experience both enjoyable and successful


    Essential Questions
    What are characteristics of good sportsmanship?
    Why is it important to follow the rules?
    Why is being safe important?



    Additional Unit Resources

  • Unit Title
    Locomotor and NON-Locomotor Skills
    Unit Number
    5PE04
    Course
    Fifth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    In this unit, students will participate in a variety of activities that will increase and/or enhance their level of physical activity. Students will monitor heart rate.
    Timeline
    20 Week(s)
    Enduring Understandings
    Movement skills will allow for students to gain confidence in a variety of active related activities
    Practice in movement will help students to stay safe during activity play


    Essential Questions
    What does it mean to move safely?
    How can participation improve your skills?
    Why is personal space important?



    Additional Unit Resources

  • Unit Title
    Manipulative Skills
    Unit Number
    5PE05
    Course
    Fifth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    In this unit, students will participate in a variety of activities that will increase and/or enhance their level of physical activity. Students will monitor heart rate.
    Timeline
    28 Week(s)
    Enduring Understandings
    Proficiency in manipulative skill can provide success in a wide range of developmentally appropriate activities
    Essential Questions
    Why is it important to practice?
    Why is good form important?
    Why is being safe important?



    Additional Unit Resources

  • Unit Title
    Rhythmic and Dance Activities
    Unit Number
    5PE06
    Course
    Fifth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    This unit will utilize timing, pacing and beat recognition with a variety of physical activities.
    Timeline
    37 Week(s)
    Enduring Understandings
    Performing movement skills in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical activity.
    Essential Questions
    How can rhythm and dance activities improve your fitness level?
    Additional Unit Resources

  • Unit Title
    Growth and Development
    Unit Number
    5PE07
    Course
    Fifth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    During the lesson, students will watch a RSD approved growth and development video to help understand the maturation process.
    Timeline
    1 Day(s)
    Enduring Understandings
    Understanding puberty helps to facilitate the emotional transition from childhood to adolescence.
    Essential Questions
    What is puberty?
    How does my body change
    What is personal Hygiene?



    Additional Unit Resources

  • Unit Title
    Body Systems
    Unit Number
    5PE08
    Course
    Fifth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    Students will understand the structure and functions of the body systems and how they work together.
    Timeline
    2 Day(s)
    Enduring Understandings
    Interactions between body systems are the reason our bodies stay healthy and function normally.
    Essential Questions
    How do your lifestyle/choices impact your body systems?
    How do body systems work together?


    Additional Unit Resources

    ​Growth and Development videos (checked out from PE Dept)

  • Unit Title
    Nutrition
    Unit Number
    5PE09
    Course
    Fifth Grade Physical Education
    Content Area
    Physical Education - Health
    Description
    Using the latest USDA recommendations, students will analyze and identify the food groups, food labels, the six essential nutrients, and the factors that influence food choices. 
    Timeline
    2 Day(s)
    Enduring Understandings
    Healthy eating behaviors and fitness skills promote lifelong wellness
    Essential Questions
    Why is it important to make healthy food choices?
    What helps guide you to make healthy choices?
    What influences your food choices?



    Additional Unit Resources

  • Unit Title
    Responding
    Unit Number
    5VMU01
    Course
    Fifth Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
    An individual’s musical taste is influenced by previous experiences (culture, family, community, education, religion, etc.). Students will verbally identify and describe musical elements like tempo, dynamics, instruments, rhythm, and form when listening to music examples.  Students will distinguish between quality and non-quality performances and describe personal responses.

    Timeline
    34 Week(s)
    Enduring Understandings
    Individuals’ selection of musical works is influenced by their interests, experiences, understandings, and purposes.
    Response to music is informed by analyzing context and how creators and performers manipulate the elements of music.
    Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
    The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.




    Essential Questions
    How do individuals choose music to experience?
    How do we discern musical creators’ and performers’ expressive intent?
    How do we judge the quality of musical works and performances?



    Additional Unit Resources

  • Unit Title
    Performing
    Unit Number
    5VMU02
    Course
    Fifth Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
    Performance experiences are critical to the development of musicians. Vocal and instrumental performance skills encompass the tools needed to master, interpret, and produce a musical work. Performance skills are acquired when students rehearse and study music in preparation for culminating performances.

    Timeline
    34 Week(s)
    Enduring Understandings
    Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influenced the selection of repertoire.
    Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
    Performers make interpretive decisions based on their understanding of context and expressive intent.
    To express their musical ideas, musicians analyze, evaluate, and refine their performance over time.
    Musicians judge performance based on varied criteria in order to influence audience response.

    The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.















    Essential Questions
    How do performers select repertoire?
    How does understanding the structure and context of musical works inform performance?
    How do performers interpret personal works?
    How do musicians improve the quality of their performance?
    When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?











    Additional Unit Resources

  • Unit Title
    Creating
    Unit Number
    5VMU03
    Course
    Fifth Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
    Musicians generate and conceptualize ideas and work often through improvisation. Artistic ideas must be organized and developed. Musicians’ presentation of creative work is the culmination of a process of creation and communication. Creating an original musical work assists students in understanding the musical elements required to convey a mood or feeling.

    Timeline
    34 Week(s)
    Enduring Understandings
    The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
    Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
    Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
    Musicians’ presentation of creative work is the culmination of a process of creation and communication.




    Essential Questions
    How do musicians generate creative ideas?
    How do musicians make creative decisions?
    How do musicians improve the quality of their creative work?
    When is creative work ready to share?




    Additional Unit Resources

  • Unit Title
    Connecting
    Unit Number
    5VMU04
    Course
    Fifth Grade Vocal/General Music
    Content Area
    Fine Arts
    Description
    Students will relate knowledge and personal experiences to make music. Musical ideas and works are studied in societal, cultural, and historical context to deepen understanding critical to growth as a young musician. The principles and subject matter of various disciplines outside the arts are interrelated with those of music to the processes of analysis, inquiry, and creativity used in mathematics, literature, and physical and/or social sciences. Moreover, the roles of creators, performers, and various vocations continually evolve in the production and presentation of the arts.
    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing and responding.
    Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.


    Essential Questions
    How do musicians make meaningful connections to creating, performing, and responding?
    How do the arts, other disciplines, and daily life inform creating, performing, and responding to music?


    Additional Unit Resources

  • Unit Title
    Nutrition
    Unit Number
    6
    Course
    Sixth Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will understand the six essential nutrients, identify parts of a food label and interpret how the media affects body image.
    Timeline
    1 Week(s)
    Enduring Understandings
    Making healthy eating choices is an important part of achieving and sustaining wellness.
    There are many short and long term health benefits and risks associated with nutritional choices.
    Proper nutrition is necessary for healthy living.



    Essential Questions
    What role does family, peers, and the media have on food choices now and throughout life?
    What makes a food healthy?
    How do you determine appropriate portion sizes?
    Why is nutrition health essential for proper development?




    Additional Unit Resources

  • Unit Title
    Nutrition
    Unit Number
    6
    Course
    Seventh Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will focus on proper nutrition and how to make healthy food choices and the impact these choices have on overall health and wellbeing.
    Timeline
    1 Day(s)
    Enduring Understandings
    Making healthy eating choices is an important part of achieving and sustaining wellness.
    There are many short and long term health benefits and risks associated with nutritional choices.
    Proper nutrition is necessary for healthy living.



    Essential Questions
    What role does family, peers, and the media have on food choices now and throughout life?
    What makes a food healthy?
    How do you determine appropriate portion sizes?
    Why is nutrition health essential for proper development?




    Additional Unit Resources

  • Unit Title
    Nutrition
    Unit Number
    6
    Course
    Eighth Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will focus on proper nutrition and how to make healthy food choices and the impact these choices have on overall health and wellbeing.
    Timeline
    1 Day(s)
    Enduring Understandings
    Making healthy eating choices is an important part of achieving and sustaining wellness.
    There are many short and long term health benefits and risks associated with nutritional choices.
    Proper nutrition is necessary for healthy living.



    Essential Questions
    What role does family, peers, and the media have on food choices now and throughout life?
    What makes a food healthy?
    Why is nutrition health essential for proper development?
    What are the signs and symptoms of various eating disorders and proper referral sources?




    Additional Unit Resources

  • Unit Title
    Counting Principles
    Unit Number
    6
    Course
    Finite Math
    Content Area
    Math
    Description
    Students will use counting principles (combinations and permutations) to determine the number of possible outcomes and the probability of an event occurring.
    Timeline
    2 Week(s)
    Enduring Understandings
    Counting principles are used to evaluate the outcome of decisions.
    Probability is used to make inferences and predictions.


    Essential Questions
    How do you calculate the number of possibilities in a given situation?
    How do you determine the difference between permutations and combinations and how do evaluate each?
    How is the outcome of  a given situation affected based on whether repetition ( replacement vs. non-replacement) is allowed? 



    Additional Unit Resources

  • Unit Title
    Applications for Trigonometry
    Unit Number
    6
    Course
    Trigonometry
    Content Area
    Math
    Description
    Students will find the area and missing sides and angles of oblique triangles for real-world and mathematical problems.
    Timeline
    1.5 Week(s)
    Enduring Understandings
    Trigonometry expands beyond right triangles.
    The sides and angles of ALL triangles can be found, providing solutions to real-world problems.


    Essential Questions
    In real-world situations, such as navigation, surveying, etc., how can the Law of Sines and the Law of Cosines be used?
    How can you determine if a triangle has no solutions, one solution or two solutions (ambiguous case)?


    Additional Unit Resources

  • Unit Title
    Responding/Connecting: Music and Me
    Unit Number
    6
    Course
    Guitar 1
    Content Area
    Fine Arts
    Description
    This unit focuses on using the context of music to describe form and function.
    Students will recognize and write about form and context as it relates to music.


    Timeline
    2 Week(s)
    Enduring Understandings
    Responses to music are personal and judgments need to be made with knowledge and discrimination.

    Music is an aesthetic part of all humanity.

    Music is created and performed in the context of society, history and culture.





    Essential Questions
    Why do you like music?
    What makes good music?
    How does music relate to what is happening in the world?



    Additional Unit Resources

    N/A

  • Unit Title
    Responding/Connecting: Music and Me
    Unit Number
    6
    Course
    Guitar 2
    Content Area
    Fine Arts
    Description
    This unit focuses on using the context of music to describe form and function.
    Students will recognize and write about form and context as it relates to music.


    Timeline
    2 Week(s)
    Enduring Understandings
    Responses to music are personal and judgments need to be made with knowledge and discrimination.

    Music is an aesthetic part of all humanity.

    Music is created and performed in the context of society, history and culture.





    Essential Questions
    Why do you like music?
    What makes good music?
    How does music relate to what is happening in the world?



    Additional Unit Resources

    ​N/A

  • Unit Title
    Responding/Connecting: Music and Me
    Unit Number
    6
    Course
    Guitar Ensemble
    Content Area
    Fine Arts
    Description
    This unit focuses on using the context of music to describe form and function.
    Students will recognize and write about form and context as it relates to music.


    Timeline
    34 Day(s)
    Enduring Understandings
    Responses to music are personal and judgments need to be made with knowledge and discrimination.

    Music is an aesthetic part of all humanity.

    Music is created and performed in the context of society, history and culture.





    Essential Questions
    Why do you like music?
    What makes good music?
    How does music relate to what is happening in the world?

    Additional Unit Resources

  • Unit Title
    Management Marketing
    Unit Number
    6
    Course
    Yearbook Production
    Content Area
    Career and Technical Education
    Description
    This unit focuses on program promotion  and book and ad sales as essential aspects of a strong publication.
    Timeline
    1 Week(s)
    Enduring Understandings
    • A publication can be produced when revenue covers costs.
    • The objective of a production is to build audience.


    Essential Questions
    • Why is promotion of book and program important to that program’s success?
    • How does a program’s revenue affect the yearbook?
    • What are the qualities of an effective ad campaign?



    Additional Unit Resources

  • Unit Title
    Management Staff Positions and Organization
    Unit Number
    6
    Course
    News Production
    Content Area
    Career and Technical Education
    Description
    This unit focuses on staff roles and responsibilities and how the staff functions on a daily, weekly, monthly and semester basis.
    Timeline
    1 Week(s)
    Enduring Understandings
    • Everyone on the publications staff has a role essential to the production. Failure of one staff member to fulfill his/her duties negatively impacts the production as a whole.
    • Staff members take initiative to step beyond defined duties for the sake of the publication.
    • Routines and procedures are in place to ensure the publishing of a production in a timely fashion.
    • A leader leads by example.




    Essential Questions
    • How does effective training build a strong team?
    • How is the staff only as strong as its weakest member?
    • How are individual responsibilities important to the larger goal of program production?
    • How does time management affect a staff member’s ability to meet their production goals?




    Additional Unit Resources

  • Unit Title
    Percents
    Unit Number
    6
    Course
    Math 7
    Content Area
    Math
    Description
    Students will solve percent problems including those involving percent of change, discounts, markups, sales tax, tip and original, sale or retail price.
    Timeline
    4 Week(s)
    Enduring Understandings
    Percents can be applied to problems in different ways.
    Students will understand that proportional reasoning can be useful in solving real life situations.


    Essential Questions
    How can you use models to estimate percent questions?
    How can you use proportions to solve a percent problem?
    What is a percent of decrease or increase?
    How can you find discounts and selling prices?




    Additional Unit Resources

  • Unit Title
    Creating
    Unit Number
    6BB1
    Course
    Sixth Grade Beginning Band
    Content Area
    Fine Arts
    Description
    Creating an original musical work assists students in understanding the musical elements required to convey a mood or feeling. By learning and incorporating common practices in composition technique, students gain a greater depth of knowledge for the execution and performance of other works on their instrument.
    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians purposefully conceive and develop artistic ideas.
    Essential Questions
    Where do composers get their ideas?
    Why do composers create music?
    How are feelings and emotions conveyed in society?
    How do composers convey feelings and emotions in their music?
    Additional Unit Resources

  • Unit Title
    Performing
    Unit Number
    6BB2
    Course
    Sixth Grade Beginning Band
    Content Area
    Fine Arts
    Description
    Instrumental performance skills encompass the technical and musical proficiency tools needed to master, interpret, and produce a musical work. Interpreting symbols of expression contributes to the process of mastering an instrumental skill-set at high achievement levels. Ensemble performance skills are acquired when students study, rehearse, and perform music in preparation for culminating performances. These performance experiences are critical to the development of musicians.
    Timeline
    34 Week(s)
    Enduring Understandings
    Expressive and proficient performances are a process of preparation and refinement.
    Musicians convey meaning and interpret a composer's intent through performance.
    Essential Questions
    Why do people make music?
    What attributes make a musician successful?
    Where do composers get their ideas?
    Why is expression important to a musician?
    How does a performer communicate the feeling or mood of the composer's intent?
    How do ensemble performances change my musicianship?
    What can the symbols of expression tell us about the cultural context of a piece of music?
    Why do ensembles perform?
    How is the ensemble affected by the listener's response?
    What internal and external circumstances may alter the fiinal produce of a performance? How do musicians respond given those circumstances?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?
    Why is audiation important to musicians?
    Why should musicians internalize pitch?
    How can aural skills influence aesthetic perception?
    Additional Unit Resources

  • Unit Title
    Responding
    Unit Number
    6BB3
    Course
    Sixth Grade Beginning Band
    Content Area
    Fine Arts
    Description
    Composers organize music into units of structure, or musical forms, which have evolved over hundreds of years. Students will visually and aurally analyze method book excerpts to identify musical forms, and then discern and defend forms found within prepared supplemental repertoire. Interpreting the elements of music and the composer’s intent contributes to the process of mastering an instrumental skill-set as well as the performance of music literature; thus, influencing the emotional response from the listener.
    Timeline
    34 Week(s)
    Enduring Understandings
    Responses to music are personal and made with knowledge and discrimination.
    Essential Questions
    Where do composers get their ideas?
    Why is musical analysis important to a musician?
    What can the musical analysis tell us about the cultural context of a piece of music?
    Why do ensembles perform?
    How does an ensemble communicate a unique response to listeners?
    How is the ensemble affected by the listener's response?
    What internal and external circumstances may alter the final product of a performance? How do musicians respond given those circumstances?
    How do ensemble performances change my musicianship?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?
    How do the elements of music indicate various form structures?
    How do the elements of music affect a listener's response?
    How do composers express their feelings or emotions through various forms?
    Additional Unit Resources

  • Unit Title
    Connecting
    Unit Number
    6BB4
    Course
    Sixth Grade Beginning Band
    Content Area
    Fine Arts
    Description
    Students synthesize and relate knowledge and personal experiences to make music, relating musical ideas and works to societal, cultural, and historical context to deepen understanding critical to their growth as young musicians. The principles and subject matter of various disciplines outside the arts are interrelated with those of music to the processes of analysis, inquiry, and creativity used in mathematics, literature, and physical and/or social sciences. Moreover, the roles of creators, performers, and various vocations continually evolve in the production and presentation in the arts.
    Timeline
    34 Week(s)
    Enduring Understandings
    Music is created and performed in the contexts of society, culture, and history.
    Essential Questions
    What role has music played throughout history?
    How has music influenced culture? How has culture influenced music?
    What can the instrumentation of an ensemble tell us about the cultural context of a piece of music?
    What can the historical context tell us about the composer's intent when performing a piece of music?
    How do the principles and processes used to create music connect to the arts and non-arts related disciplines?
    How have roles of creators, performers, and vocations evolved in the production and presentation of the arts?
    How should performers and listeners behave at various concerts?
    Additional Unit Resources

  • Unit Title
    Interdependent Relationships in Ecosystems
    Unit Number
    6CHLS01
    Course
    Sixth Grade Challenge Life Science
    Content Area
    Science
    Description
    Students will formulate an answer to the question "How do organisms interact with other organisms in the physical environment to obtain matter and energy?”  Students will construct explanations for the interactions in ecosystems and the scientific, economic, political, and social justifications used in making decisions about maintaining biodiversity in ecosystems.  Students will use models, construct evidence-based explanations, and use argumentation from evidence.
    Timeline
    6 Week(s)
    Enduring Understandings
    Crosscutting Concept--Patterns:  Students will understand that patterns can be used to identify cause-and-effect relationships.
    Crosscutting Concept--Stability and Change: Students will understand that small changes in one part of a system might cause large changes in another part.
    Crosscutting Concept--Energy and Matter: Students will understand that the transfer of energy can be tracked as energy flows through a natural system.
    Students will understand that organisms and populations of organisms are dependent on their environmental interactions both with other organisms and with nonliving factors.
    Students will also understand that the limits of resources influence the growth of organisms and populations, which may result in competition for those limited resources.
    Essential Questions
    How do organisms interact with the living and nonliving environments to obtain matter and energy?
    What happens to ecosystems when the environment changes?
    What is biodiversity, how do humans affect it, and how does it affect humans?
    What is the process for developing potential design solutions?
    Additional Unit Resources

  • Unit Title
    Matter and Energy in Organisms and Ecosystems
    Unit Number
    6CHLS02
    Course
    Sixth Grade Challenge Life Science
    Content Area
    Science
    Description
    Students will use the practice of modeling to develop a deeper understanding of energy transfer and how matter cycles through an ecosystem.  Students will use modeling to explain how organisms obtain and use matter and energy.  Students will construct scientific explanations about the role of photosynthesis in the transfer of energy and cycling of matter and how these processes relate to growth and survival of organisms as well as their interactions with other living and nonliving parts of the ecosystem.
    Timeline
    6 Week(s)
    Enduring Understandings
    Crosscutting Concept--Cause and Effect:  The students will understand that cause and effect relationships may be used to predict phenomena in natural or designed systems. 
    Crosscutting Concept--Energy and Matter:
    Students will understand that matter is conserved because atoms are conserved in physical and chemical process.
    Students will understand that within a natural system, the transfer of energy drives the motion and/or cycling of matter.
    Students will understand the transfer of energy can be tracked as energy flows through a natural system.
    Crosscutting Concept--Stability and Change:
    Students will understand that small changes in one part of a system might cause large changes in another part.
    Nature of Science:
    Scientific Knowledge is based upon logical connections between evidence and explanations.
    Science disciplines share common rules of obtaining and evaluating empirical evidence.
    Essential Questions
    How do food and fuel provide energy? If energy is conserved, why do people say it is produced or used?
    How and why do organisms interact with their environment and what are the effects of these interactions?
    How do organisms obtain and use the matter and energy they need to live and grow?
    How do organisms interact with the living and nonliving environments to obtain matter and energy?
    How is matter cycled and energy transferred through an ecosystem?
    How can identifying causal relationships help scientists make logical connections between evidence and explanations?  How can these relationships help us to better understand scientific knowledge?
    How can empirical evidence be used to support an argument?
    In what ways do scientists obtain and evaluate empirical evidence?
    Additional Unit Resources

  • Unit Title
    Structure, Function and Information Processing
    Unit Number
    6CHLS03
    Course
    Sixth Grade Challenge Life Science
    Content Area
    Science
    Description
    Students will formulate an answer to the question, "How do the structures of organisms contribute to life’s functions?"  Students will plan and carry out investigations to develop evidence that living organisms are made of cells and to determine the relationship of organisms to the environment. Students will use an understanding of the cell theory to develop physical and conceptual models of cells. They will construct explanations for the interactions of systems in unicellular and multicellular  organisms and for how organisms gather and use information from the environment. By the end of their studies, students will understand that all organisms are unicellular or multicellular, and that special structures are responsible for particular life processes in cells and organisms, and that organisms are comprised of interdependent systems.
    Timeline
    6 Week(s)
    Enduring Understandings
    Crosscutting Concept--Cause and Effect:  Students will understand that cause and effect relationships may be used to predict phenomena in natural systems.
    Crosscutting Concept--Scale, Proportion, and Quantity:  Students will understand that phenomena that can be observed at one scale may not be observable at another scale.
    Crosscutting Concept--Systems and System Models:  Students will understand that systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.
    Crosscutting Concept--Structure and Function:  Students will understand that complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.


    Essential Questions
    How do the structures of organisms enable life’s functions?
    How do organisms’ structures carry out life processes from the cellular through the organismal level?
    How do organisms detect, process, and use information about the environment?

    Additional Unit Resources

  • Unit Title
    Growth, Development, and Reproduction of Organisms
    Unit Number
    6CHLS04
    Course
    Sixth Grade Challenge Life Science
    Content Area
    Science
    Description
    By engaging in the science and engineering practices, students will explore how select structures, functions, and behaviors of organisms change in predictable ways as they progress from birth to old age in order to explain development.  They will obtain and evaluate information from their own investigations and other sources to construct explanations for how genetic and environmental factors could potentially affect growth and development.  They will use models and investigations to explore various adaptations and to explain their impact on reproductive success.  They will begin to develop an understanding of inheritance and variation of traits.
    Timeline
    6 Week(s)
    Enduring Understandings
    Crosscutting Concept -- Cause and Effect:
    Cause and effect relationships may be used to predict phenomena in natural systems.
    Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
    Crosscutting Concept -- Structure and Function:
    Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.


    Essential Questions
    How do organisms grow and develop?
    How are the characteristics of one generation related to the previous generation?
    Why do individuals of the same species vary in how they look, function, and behave?
    What is the causal relationship between environmental or genetic factors and growth?
    How do environmental and genetic factors affect the growth of individual organisms throughout their life cycles?
    How do certain structures and their functions affect reproductive success?




    Why is variation important and what causes those differences?
    Additional Unit Resources

  • Unit Title
    Natural Selection and Adaptations
    Unit Number
    6CHLS05
    Course
    Sixth Grade Challenge Life Science
    Content Area
    Science
    Description
    Students will formulate answers to the questions: "How does genetic variation among organisms in a species affect survival and reproduction? How does the environment influence genetic traits in populations over multiple generations?"  Students will analyze data from the fossil record to describe evidence of the history of life on Earth and can construct explanations for similarities in organisms. They will begin to understand the role of variation in natural selection and how this leads to speciation. They will use the practices of analyzing graphical displays; using mathematical models; and gathering, reading, and communicating information.
    Timeline
    6 Day(s)
    Enduring Understandings
    Crosscutting Concepts--Patterns:
    Students will understand that Graphs, charts, and images can be used to identify patterns in data.
    Students will understand that patterns can be used to identify cause-and-effect relationships.
    Crosscutting Concepts--Cause and Effect:
    Students will understand that phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
    Essential Questions
    What evidence shows that different species are related?
    How does genetic variation among organisms affect survival and reproduction?
    How does the environment influence populations of organisms over multiple generations?

    Additional Unit Resources

  • Unit Title
    Pre-History
    Unit Number
    6CWH1
    Course
    Sixth Grade Challenge World History
    Content Area
    Social Studies
    Description
    This unit focuses on early human interaction with the environment, including the development of agriculture and early settlement patterns. This unit introduces students to thinking like a social scientist.
    Timeline
    2 Week(s)
    Enduring Understandings
    Understand that social scientists use a variety of sources and skills to interpret the past.
    Understand that human-environmental interactions impact society.
    Understand that some common characteristics of people are shared across time and some change.

    Essential Questions
    How/why did humans progress from hunters-gatherers to farmers?
    How did the development of agriculture change the lives of early humans?
    How do changes in technology affect humans?

    Additional Unit Resources

  • Unit Title
    River Valley Civilizations
    Unit Number
    6CWH2
    Course
    Sixth Grade Challenge World History
    Content Area
    Social Studies
    Description
    This unit explores the characteristics of the River Valley Civilizations of Mesopotamia, Egypt, India (Harappan Civilization) and China, including the influence of geography on the development of civilizations, how governments met the needs of society, and the impact of economic decisions on society.
    Timeline
    12 Week(s)
    Enduring Understandings
    Understand that ancient people solved their problems so we can learn from their ideas.
    Understand that geography and climate play important roles in the decisions made by individuals and governments.
    Understand that people create and change governments.
    Understand that some of our modern culture is directly from ancient civilizations.
    Understand that different groups were treated differently in early civilizations.
    Understand that there are many ways for civilizations to meet their wants and needs.
    Understand that some ideas created by humans in the past remain the same, and others have changed.
    Understand that economic decisions have consequences.






    Essential Questions
    How does geography/environment affect human settlement?
    How do primary and secondary sources help us to become better social scientists?
    How are regions defined by physical characteristics?
    What are the characteristics of a civilization?
    How do changes in technology affect a civilization?
    Why is there a need for government/laws in society?
    Why did social classes develop and how did they influence civilization?
    How did the changes in the use and distribution of resources affect peoples’ lives?
    How do beliefs influence other aspects of a culture?
    How did environmental forces affect the economy of early civilizations?








    Additional Unit Resources

  • Unit Title
    Classical Age
    Unit Number
    6CWH3
    Course
    Sixth Grade Challenge World History
    Content Area
    Social Studies
    Description
    This unit focuses on the classical civilizations of ancient Greece and Rome. Students will evaluate the legacy of the classical age on the development of modern society including the connection to our system of government.
    Timeline
    7 Week(s)
    Enduring Understandings
    Understand that human/environment interactions impacted societies.
    Understand that the legacies of Greece and Rome impacted modern society.
    Understand that societies progress and decline over time.
    Understand that our government is based on the democracy frame work from Greece and Rome.
    Understand that culture develops and changes in ways that allow human societies to address their needs and concerns.
    Understand that individuals, institutions, and key events contribute to the shaping of history.




    Essential Questions
    How does geography effect the settlement and development of a civilization?
    How do governments effect the development of a civilization?
    How and why are governments created, structured, maintained and changed?
    What are the rights and responsibilities of a citizen?
    How did key individuals and events impact history?
    How do some things change and some remain the same? (continuity and change)




    Additional Unit Resources

  • Unit Title
    Medieval Times
    Unit Number
    6CWH4
    Course
    Sixth Grade Challenge World History
    Content Area
    Social Studies
    Description
    This unit focuses on the medieval time period in Europe, Sub-Saharan Africa and the Americas. The study of this time following the classical period focuses on the expanding interconnected exchange among regions. Students will explore, and have an understanding of, the impact this time period has on the world today.
    Timeline
    7 Week(s)
    Enduring Understandings
    Understand that cultural diffusion impacts the development of other societies.
    Understand that empires were established in both hemispheres and were expanded through trade and military conquest.
    Understand that the development of new empires impacts regional interactions.
    Understand that new governmental, social and religious institutions developed during this period.
    Understand that governments and institutions rise to meet the needs of the people.
    Understand that societies progress and decline over time and the impact that has on the world.




    Essential Questions
    How did feudalism meet the needs of medieval society?
    How did manorialism shape the lives of people in Medieval Europe?
    What role did Christianity play in Medieval Europe?
    In what ways did governments change from unlimited to limited?
    What impact did the Crusades have on world history?
    How did the beliefs and practices of Islam shape the lives of Muslims?
    How and why did the first empires develop in sub-Saharan Africa?
    How did the salt to gold trade facilitate cultural diffusion in sub-Saharan Africa, including the spread of Muslim rule?
    What were the distinguishing characteristics of the Mayan, Aztec, and Inca Empires?







    Additional Unit Resources

  • Unit Title
    Introductions and Greetings
    Unit Number
    6FR01
    Course
    Sixth Grade Introduction to French
    Content Area
    World Language
    Description
    In this unit, students will learn to introduce themselves, ask and answer how they are, and exchange information about name, age, and favorite color, and say good bye in the target language.
    Timeline
    1 Week(s)
    Enduring Understandings
    People greet each other differently in different parts of the world.
    Essential Questions
    How do I greet people?
    Additional Unit Resources

  • Unit Title
    Food
    Unit Number
    6FR02
    Course
    Sixth Grade Introduction to French
    Content Area
    World Language
    Description
    In this unit, students will learn about popular foods and culinary traditions in the target culture(s).
    Timeline
    2 Week(s)
    Enduring Understandings
    Practices and perspectives centered around food differ around the world.
    Essential Questions
    How does where I live influence what, when, and how I eat?
    Additional Unit Resources

  • Unit Title
    Holidays and Celebrations
    Unit Number
    6FR03
    Course
    Sixth Grade Introduction to French
    Content Area
    World Language
    Description
    In this unit, students will learn about popular holidays and traditions in the target culture(s). Students will compare their own traditions to those of the target culture(s).
    Timeline
    2 Week(s)
    Enduring Understandings
    Practices and perspectives about festivals and holidays differ throughout the world.
    Essential Questions
    How, what, when, and why do people celebrate?
    Additional Unit Resources

  • Unit Title
    French in our region
    Unit Number
    6FR04
    Course
    Sixth Grade Introduction to French
    Content Area
    World Language
    Description
    In this unit, students will learn about the influences of the target culture(s) has and continues to have on the St. Louis region.
    Timeline
    2 Week(s)
    Enduring Understandings
    Many cultures have influenced and continue to influence the St. Louis region.
    Essential Questions
    What role does French play in the history of St. Louis?
    Additional Unit Resources

  • Unit Title
    Animals
    Unit Number
    6FR05
    Course
    Sixth Grade Introduction to French
    Content Area
    World Language
    Description
    In this unit, students will learn to identify and describe animals. Students will exchange simple descriptions about animals with a peer.
    Timeline
    2 Week(s)
    Enduring Understandings
    Using what you already know about language may help you learn a new one.
    Essential Questions
    How can I use my language(s) to understand other languages.
    Additional Unit Resources

  • Unit Title
    Get Movin'
    Unit Number
    6FR06
    Course
    Sixth Grade Introduction to French
    Content Area
    World Language
    Description
    In this unit, students will learn to present basic information about themselves including simple descriptions and favorite activities.
    Timeline
    2 Week(s)
    Enduring Understandings
    Using what you already know about language may help you learn a new one.

    Essential Questions
    How can I use my language(s) to understand other languages?
    Additional Unit Resources

  • Unit Title
    Introduction and Greetings
    Unit Number
    6GR01
    Course
    Sixth Grade Introduction to German
    Content Area
    World Language
    Description
    In this unit, students will learn to introduce themselves, ask and answer how they are, and exchange information about name, age, and favorite color, and say good bye in the target language.
    Timeline
    1 Week(s)
    Enduring Understandings
    People greet each other differently in different parts of the world.
    Essential Questions
    How do I greet people?
    Additional Unit Resources

  • Unit Title
    Food
    Unit Number
    6GR02
    Course
    Sixth Grade Introduction to German
    Content Area
    World Language
    Description
    In this unit, students will learn about popular foods and culinary traditions in the target culture(s).
    Timeline
    2 Week(s)
    Enduring Understandings
    Practices and perspectives centered around food differ around the world.
    Essential Questions
    How does where I live influence what, when, and how I eat?
    Additional Unit Resources

  • Unit Title
    Holidays and Celebrations
    Unit Number
    6GR03
    Course
    Sixth Grade Introduction to German
    Content Area
    World Language
    Description
    In this unit, students will learn about popular holidays and traditions in the target culture(s).  Students will compare their own traditions to those of the target culture(s).
    Timeline
    2 Week(s)
    Enduring Understandings
    Practices and perspectives about festivals and holidays differ throughout the world.
    Essential Questions
    How, what, when, and why do people celebrate?
    Additional Unit Resources

  • Unit Title
    German in our region
    Unit Number
    6GR04
    Course
    Sixth Grade Introduction to German
    Content Area
    World Language
    Description
    In this unit, students will learn about the influences of the target culture(s) has and continues to have on the St. Louis region.
    Timeline
    2 Week(s)
    Enduring Understandings
    Many cultures have influenced and continue to influence the St. Louis region.
    Essential Questions
    What role does German play in the history of St. Louis?
    Additional Unit Resources

  • Unit Title
    Animals
    Unit Number
    6GR05
    Course
    Sixth Grade Introduction to German
    Content Area
    World Language
    Description
    In this unit, students will learn to identify and describe animals. Students will exchange simple descriptions about animals with a peer.
    Timeline
    2 Week(s)
    Enduring Understandings
    Using what you already know about language may help you learn a new one.
    Essential Questions
    How can I use my language(s) to understand other languages?
    Additional Unit Resources

  • Unit Title
    Get Movin'
    Unit Number
    6GR06
    Course
    Sixth Grade Introduction to German
    Content Area
    World Language
    Description
    In this unit, students will learn to present basic information about themselves including simple descriptions and favorite activities.
    Timeline
    2 Week(s)
    Enduring Understandings
    Using what you already know about language may help you learn a new one.
    Essential Questions
    How can I use my language(s) to understand other languages?
    Additional Unit Resources

  • Unit Title
    Interdependent Relationships in Ecosystems
    Unit Number
    6LS01
    Course
    Sixth Grade Life Science
    Content Area
    Science
    Description
    Students will formulate an answer to the question "How do organisms interact with other organisms in the physical environment to obtain matter and energy?”  Students will construct explanations for the interactions in ecosystems and the scientific, economic, political, and social justifications used in making decisions about maintaining biodiversity in ecosystems.  Students will use models, construct evidence-based explanations, and argue from evidence to made sense of the world around them.
    Timeline
    6 Week(s)
    Enduring Understandings
    Crosscutting Concept--Patterns:   Students will understand that patterns can be used to identify cause-and-effect relationships.
    Crosscutting Concept--Stability and Change:  Students will understand that small changes in one part of a system might cause large changes in another part.
    Crosscutting Concept--Energy and Matter:  Students will understand that the transfer of energy can be tracked as energy flows through a natural system.
    Students will understand that organisms and populations of organisms are dependent on their environmental interactions both with other organisms and with nonliving factors.
    Students will also understand that the limits of resources influence the growth of organisms and populations, which may result in competition for those limited resources.



    Essential Questions
    How do organisms interact with the living and nonliving environments to obtain matter and energy?
    What happens to ecosystems when the environment changes?
    What is biodiversity, how do humans affect it, and how does it affect humans?
    What is the process for developing potential design solutions?

    Additional Unit Resources

  • Unit Title
    Matter and Energy in Organisms and Ecosystems
    Unit Number
    6LS02
    Course
    Sixth Grade Life Science
    Content Area
    Science
    Description
    Students will use the practice of modeling to develop a deeper understanding of energy transfer and how matter cycles through an ecosystem.  Students will use modeling to explain how organisms obtain and use matter and energy.  Students will construct scientific explanations about the role of photosynthesis in the transfer of energy and cycling of matter and how these processes relate to growth and survival of organisms as well as their interactions with other living and nonliving parts of the ecosystem.
    Timeline
    6 Week(s)
    Enduring Understandings
    Crosscutting Concept--Cause and Effect: The students will understand that cause and effect relationships may be used to predict phenomena in natural or designed systems.  
    Crosscutting Concept--Energy and Matter:
    Students will understand that matter is conserved because atoms are conserved in physical and chemical processes.
    Students will understand that within a natural system, the transfer of energy drives the motion and/or cycling of matter.
    Students will understand the transfer of energy can be tracked as energy flows through a natural system.
    Crosscutting Concept--Stability and Change:
    Students will understand that small changes in one part of a system might cause large changes in another part.
    Nature of Science:
    Scientific Knowledge is based upon logical connections between evidence and explanations.
    Science disciplines share common rules of obtaining and evaluating empirical evidence.
    Essential Questions
    How do food and fuel provide energy?
    If energy is conserved, why do people say it is produced or used?
    How and why do organisms interact with their environment and what are the effects of these interactions?
    How do organisms obtain and use the matter and energy they need to live and grow?
    How do organisms interact with the living and nonliving environments to obtain matter and energy?
    How is matter cycled and energy transferred through an ecosystem?
    How can identifying causal relationships help scientists make logical connections between evidence and explanations?  How can these relationships help us to better understand scientific knowledge?
    How can empirical evidence be used to support an argument?
    In what ways do scientists obtain and evaluate empirical evidence?






    Additional Unit Resources

  • Unit Title
    Structure, Function and Information Processing
    Unit Number
    6LS03
    Course
    Sixth Grade Life Science
    Content Area
    Science
    Description
    Students will formulate an answer to the question, "How do the structures of organisms contribute to life’s functions?"  Students will plan and carry out investigations to develop evidence that living organisms are made of cells and to determine the relationship of organisms to the environment. Students will use an understanding of the cell theory to develop physical and conceptual models of cells. They will construct explanations for the interactions of systems in unicellular and multicellular  organisms and for how organisms gather and use information from the environment. By the end of their studies, students will understand that all organisms are unicellular or multicellular, and that special structures are responsible for particular life processes in cells and organisms, and that organisms are comprised of interdependent systems.
    Timeline
    6 Week(s)
    Enduring Understandings
    Crosscutting Concept--Cause and Effect:  Students will understand that cause and effect relationships may be used to predict phenomena in natural systems.
    Crosscutting Concept--Scale, Proportion, and Quantity:  Students will understand that phenomena that can be observed at one scale may not be observable at another scale.
    Crosscutting Concept--Systems and System Models:  Students will understand that systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.
    Crosscutting Concept--Structure and Function:  Students will understand that complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.
    Essential Questions
    How do the structures of organisms enable life’s functions?
    How do organisms’ structures carry out life processes from the cellular through the organismal level?
    How do organisms detect, process, and use information about the environment?

    Additional Unit Resources

  • Unit Title
    Growth, Development, and Reproduction of Organisms
    Unit Number
    6LS04
    Course
    Sixth Grade Life Science
    Content Area
    Science
    Description
    By engaging in the science and engineering practices, students will explore how select structures, functions, and behaviors of organisms change in predictable ways as they progress from birth to old age in order to explain development.  They will obtain and evaluate information from their own investigations and other sources to construct explanations for how genetic and environmental factors could potentially affect growth and development.  They will use models and investigations to explore various adaptations and to explain their impact on reproductive success.  They will begin to develop an understanding of inheritance and variation of traits.
    Timeline
    6 Week(s)
    Enduring Understandings
    Crosscutting Concept -- Cause and Effect:
    Cause and effect relationships may be used to predict phenomena in natural systems.
    Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
    Crosscutting Concept -- Structure and Function:
    Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.
    Essential Questions
    How do organisms grow and develop?
    How are the characteristics of one generation related to the previous generation?
    Why do individuals of the same species vary in how they look, function, and behave?
    What is the causal relationship between environmental or genetic factors and growth?
    How do environmental and genetic factors affect the growth of individual organisms throughout their life cycles?
    How do certain structures and their functions affect reproductive success?
    Why is variation important and what causes those differences?



    Additional Unit Resources

  • Unit Title
    Natural Selection and Adaptations
    Unit Number
    6LS05
    Course
    Sixth Grade Life Science
    Content Area
    Science
    Description
    Students will formulate answers to the questions: "How does genetic variation among organisms in a species affect survival and reproduction?" and "How does the environment influence genetic traits in populations over multiple generations?"  Students will analyze data from the fossil record to describe evidence of the history of life on Earth and can construct explanations for similarities in organisms. They will begin to understand the role of variation in natural selection and how this leads to speciation. They will use the practices of analyzing graphical displays; using mathematical models; and gathering, reading, and communicating information.
    Timeline
    6 Week(s)
    Enduring Understandings
    Crosscutting Concepts--Patterns:
    Students will understand that Graphs, charts, and images can be used to identify patterns in data.
    Students will understand that patterns can be used to identify cause-and-effect relationships.
    Crosscutting Concepts--Cause and Effect:
    Students will understand that phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.

    Essential Questions
    What evidence shows that different species are related?
    How does genetic variation among organisms affect survival and reproduction?
    How does the environment influence populations of organisms over multiple generations? 
    Additional Unit Resources

  • Unit Title
    Performing
    Unit Number
    6MC01
    Course
    Sixth Grade Mixed Choir
    Content Area
    Fine Arts
    Description
    Performance experiences are critical to the development of musicians. Vocal performance skills encompass the tools needed to master, interpret, and produce a musical work. Ensemble performance skills are acquired when students rehearse and study music in preparation for culminating performances.
    Timeline
    34 Week(s)
    Enduring Understandings
    Understanding and appreciation of a variety of repertoire.
    Respect the process and performance.
    Everyone can participate in the creation of music. Creating music is not an elite art form.



    Essential Questions
    Why do people make music?
    What attributes make a musician successful?
    Where do composers get their ideas?
    Why is expression important to a musician?
    How do ensemble performances change my musicianship?
    How is the ensemble affected by the listener’s response?
    What internal and external circumstances may alter the final product of a performance? How do musicians respond given those circumstances?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?









    Additional Unit Resources
    • Unison and 2-Part Octavos of Varied Repertoire

    • Alfred’s Essentials of Music Theory Web
    • Sight Reading Factory Teacher and Student Editions

    • Music Notation Software

    • Smart Music

  • Unit Title
    Responding
    Unit Number
    6MC02
    Course
    Sixth Grade Mixed Choir
    Content Area
    Fine Arts
    Description
    Interpreting the elements of music and the composer’s intent contributes to the process of mastering a skill, and influences the emotional response from the performer and the listener.

    Timeline
    34 Week(s)
    Enduring Understandings
    Responses to music are personal and made with knowledge and understanding.
    Essential Questions
    Where do composers get their ideas?
    Why is musical analysis important to a musician?
    What can the musical analysis tell us about the cultural context of a piece of music?
    How does an ensemble communicate a unique response to listeners?
    How do ensemble performances change my musicianship?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?
    How do the elements of music affect a listener’s response?








    Additional Unit Resources
    • Unison and 2-Part Octavos of Varied Repertoire

    • Alfred’s Essentials of Music Theory Web

    • Sight Reading Factory Teacher and Student Editions

    • Music Notation Software

    • Smart Music

  • Unit Title
    Creating
    Unit Number
    6MC03
    Course
    Sixth Grade Mixed Choir
    Content Area
    Fine Arts
    Description
    Creating an original musical work assists students in understanding the musical elements required to convey a mood or feeling. By learning and incorporating common practices in composition technique, students gain a greater depth of knowledge for the execution and performance of other works on their instrument.
    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians purposefully conceive and develop artistic ideas.
    Essential Questions
    Where do composers get their ideas?
    Why do composers create music?
    How are feelings and emotions conveyed in society?
    How do composers convey feelings and emotions in their music?


    Additional Unit Resources
    • Unison and 2-Part Octavos of Varied Repertoire

    • Alfred’s Essentials of Music Theory Web

    • Sight Reading Factory Teacher and Student Editions

    • Music Notation Software

    • Smart Music

  • Unit Title
    Connecting
    Unit Number
    6MC04
    Course
    Sixth Grade Mixed Choir
    Content Area
    Fine Arts
    Description
    Students will relate knowledge and personal experiences to make music. Musical ideas and works are studied in societal, cultural, and historical context to deepen understanding critical to growth as a young musician. The principles and subject matter of various disciplines outside the arts are interrelated with those of music to the processes of analysis, inquiry, and creativity used in mathematics, literature, and physical and/or social sciences.
    Timeline
    34 Week(s)
    Enduring Understandings
    Music is created and performed in the contexts of society, culture, and history.
    Essential Questions
    What role has music played throughout history?
    How has music influenced culture? How has culture influenced music?
    What can the historical context tell us about the composer’s intent when performing a piece of music?
    How do the principles and processes used to create music connect to the arts and non-arts related disciplines?
    How have roles of creators, performers, and vocations evolved in the production and presentation of the arts?
    How should performers and listeners behave at various concerts?






    Additional Unit Resources
    • Unison and 2-Part Octavos of Varied Repertoire

    • Alfred’s Essentials of Music Theory Web

    • Sight Reading Factory Teacher and Student Editions

    • Music Notation Software

    • Smart Music

  • Unit Title
    Introductions and Greetings
    Unit Number
    6SP01
    Course
    Sixth Grade Introduction to Spanish
    Content Area
    World Language
    Description
    In this unit, students will learn to introduce themselves, ask and answer how they are, and exchange information about name, age, and favorite color, and say good bye in the target language.
    Timeline
    1 Week(s)
    Enduring Understandings
    People greet each other differently in different parts of the world.
    Essential Questions
    How do I greet people?
    Additional Unit Resources

  • Unit Title
    Food
    Unit Number
    6SP02
    Course
    Sixth Grade Introduction to Spanish
    Content Area
    World Language
    Description
    In this unit, students will learn about popular foods and culinary traditions in the target culture(s).
    Timeline
    2 Week(s)
    Enduring Understandings
    Practices and perspectives centered around food differ around the world.
    Essential Questions
    How does where I live influence what, when, and how I eat?
    Additional Unit Resources

  • Unit Title
    Holidays and Celebrations
    Unit Number
    6SP03
    Course
    Sixth Grade Introduction to Spanish
    Content Area
    World Language
    Description
    In this unit, students will learn about popular holidays and traditions in the target culture(s). Students will compare their own traditions to those of the target culture(s).
    Timeline
    2 Week(s)
    Enduring Understandings
    Practices and perspectives about festivals and holidays differ throughout the world.
    Essential Questions
    How, what, when, and why do people celebrate?
    Additional Unit Resources

  • Unit Title
    Spanish in our region
    Unit Number
    6SP04
    Course
    Sixth Grade Introduction to Spanish
    Content Area
    World Language
    Description
    In this unit, students will learn about the influences of the target culture(s) has and continues to have on the St. Louis region.
    Timeline
    2 Week(s)
    Enduring Understandings
    Many cultures have influenced and continue to influence the St. Louis region.
    Essential Questions
    What role does Spanish play in the history of St. Louis?
    Additional Unit Resources

  • Unit Title
    Animals
    Unit Number
    6SP05
    Course
    Sixth Grade Introduction to Spanish
    Content Area
    World Language
    Description
    In this unit, students will learn to identify and describe animals. Students will exchange simple descriptions about animals with a peer.
    Timeline
    2 Week(s)
    Enduring Understandings
    Using what you already know about language may help you learn a new one.
    Essential Questions
    How can I use my language(s) to understand other languages?
    Additional Unit Resources

  • Unit Title
    Get Movin'
    Unit Number
    6SP06
    Course
    Sixth Grade Introduction to Spanish
    Content Area
    World Language
    Description
    In this unit, students will learn to present basic information about themselves including simple descriptions and favorite activities.
    Timeline
    2 Week(s)
    Enduring Understandings
    Using what you already know about language may help you learn a new one.

    Essential Questions
    How can I use my language(s) to understand other languages?
    Additional Unit Resources

  • Unit Title
    Performing
    Unit Number
    6TCH01
    Course
    Sixth Grade Treble Choir
    Content Area
    Fine Arts
    Description
    Performance experiences are critical to the development of musicians. Vocal performance skills encompass the tools needed to master, interpret, and produce a musical work. Ensemble performance skills are acquired when students rehearse and study music in preparation for culminating performances.

    Timeline
    34 Week(s)
    Enduring Understandings
    Understanding and appreciation of a variety of repertoire.
    Respect the process and performance.
    Everyone can participate in the creation of music.  Creating music is not an elite art form.



    Essential Questions
    Why do people make music?
    What attributes make a musician successful?
    Where do composers get their ideas?
    Why is expression important to a musician?
    How do ensemble performances change my musicianship?
    How is the ensemble affected by the listener’s response?
    What internal and external circumstances may alter the final product of a performance? How do musicians respond given those circumstances?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?









    Additional Unit Resources

  • Unit Title
    Responding
    Unit Number
    6TCH02
    Course
    Sixth Grade Treble Choir
    Content Area
    Fine Arts
    Description
    Interpreting the elements of music and the composer’s intent contributes to the process of mastering a skill, and influences the emotional response from the  performer and the listener.

    Timeline
    34 Week(s)
    Enduring Understandings
    Responses to music are personal and made with knowledge and understanding.

    Essential Questions
    Where do composers get their ideas?
    Why is musical analysis important to a musician?
    What can the musical analysis tell us about the cultural context of a piece of music?
    How does an ensemble communicate a unique response to listeners?
    How do ensemble performances change my musicianship?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?
    How do the elements of music affect a listener’s response?








    Additional Unit Resources

  • Unit Title
    Creating
    Unit Number
    6TCH03
    Course
    Sixth Grade Treble Choir
    Content Area
    Fine Arts
    Description
    Creating an original musical work assists students in understanding the musical elements required to convey a mood or feeling. By learning and incorporating common practices in composition technique, students gain a greater depth of knowledge for the execution and performance of other works on their instrument.
    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians purposefully conceive and develop artistic ideas.
    Essential Questions
    Where do composers get their ideas?
    Why do composers create music?
    How are feelings and emotions conveyed in society?
    How do composers convey feelings and emotions in their music?




    Additional Unit Resources

  • Unit Title
    Connecting
    Unit Number
    6TCH04
    Course
    Sixth Grade Treble Choir
    Content Area
    Fine Arts
    Description
    Students will relate knowledge and personal experiences to make music. Musical ideas and works are studied in societal, cultural, and historical context to deepen understanding critical to growth as a young musician. The principles and subject matter of various disciplines outside the arts are interrelated with those of music to the processes of analysis, inquiry, and creativity used in mathematics, literature, and physical and/or social sciences.
    Timeline
    34 Week(s)
    Enduring Understandings
    Music is created and performed in the contexts of society, culture, and history.
    Essential Questions
    What role has music played throughout history?
    How has music influenced culture?  How has culture influenced music?
    What can the historical context tell us about the composer’s intent when performing a piece of music?
    How do the principles and processes used to create music connect to the arts and non-arts related disciplines?
    How have roles of creators, performers, and vocations evolved in the production and presentation of the arts?
    How should performers and listeners behave at various concerts?






    Additional Unit Resources

  • Unit Title
    Pre-History
    Unit Number
    6WH1
    Course
    Sixth Grade World History
    Content Area
    Social Studies
    Description
    This unit focuses on early human interaction with the environment, including the development of agriculture and early settlement patterns. This unit introduces students to thinking like a social scientist.
    Timeline
    2 Week(s)
    Enduring Understandings
    Understand that social scientists use a variety of sources and skills to interpret the past.
    Understand that human-environmental interactions impact society.
    Understand that some common characteristics of people are shared across time and some change.





    Essential Questions
    How/why did humans progress from hunters-gatherers to farmers?
    How did the development of agriculture change the lives of early humans?
    How do changes in technology affect humans?





    Additional Unit Resources

  • Unit Title
    River Valley Civilizations
    Unit Number
    6WH2
    Course
    Sixth Grade World History
    Content Area
    Social Studies
    Description
    This unit explores the characteristics of the River Valley Civilizations of Mesopotamia, Egypt, India (Harappan Civilization) and China, including the influence of geography on the development of civilizations, how governments met the needs of society, and the impact of economic decisions on society.
    Timeline
    12 Week(s)
    Enduring Understandings
    Understand that ancient people solved their problems so we can learn from their ideas.
    Understand that geography and climate play important roles in the decisions made by individuals and governments.
    Understand that people create and change governments.
    Understand that some of our modern culture is directly from ancient civilizations.
    Understand that different groups were treated differently in early civilizations.
    Understand that there are many ways for civilizations to meet their wants and needs.
    Understand that some ideas created by humans in the past remain the same, and others have changed.
    Understand that economic decisions have consequences.






    Essential Questions
    How does geography/environment affect human settlement?
    How do primary and secondary sources help us to become better social scientists?
    How are regions defined by physical characteristics?
    What are the characteristics of a civilization?
    How do changes in technology affect a civilization?
    Why is there a need for government/laws in society?
    Why did social classes develop and how did they influence civilization?
    How did the changes in the use and distribution of resources affect peoples’ lives?
    How do beliefs influence other aspects of a culture?
    How did environmental forces affect the economy of early civilizations?








    Additional Unit Resources

  • Unit Title
    Classical Age
    Unit Number
    6WH3
    Course
    Sixth Grade World History
    Content Area
    Social Studies
    Description
    This unit focuses on the classical civilizations of ancient Greece and Rome. Students will evaluate the legacy of the classical age on the development of modern society, including the connection to our system of government.
    Timeline
    7 Week(s)
    Enduring Understandings
    Understand that human/environment interactions impacted societies.
    Understand that the legacies of Greece and Rome impacted modern society.
    Understand that societies progress and decline over time.
    Understand that our government is based on the democracy frame work from Greece and Rome.
    Understand that culture develops and changes in ways that allow human societies to address their needs and concerns.
    Understand that individuals, institutions, and key events contribute to the shaping of history.




    Essential Questions
    How does geography effect the settlement and development of a civilization?
    How do governments effect the development of a civilization?
    How and why are governments created, structured, maintained and changed?
    What are the rights and responsibilities of a citizen?
    How did key individuals and events impact history?
    How do some things change and some remain the same? (continuity and change)




    Additional Unit Resources

  • Unit Title
    Medieval Times
    Unit Number
    6WH4
    Course
    Sixth Grade World History
    Content Area
    Social Studies
    Description
    This unit focuses on the medieval time period in Europe, Sub-Saharan Africa and the Americas. The study of this time following the classical period focuses on the expanding interconnected exchange among regions. Students will explore, and have an understanding of, the impact this time period has on the world today.
    Timeline
    7 Week(s)
    Enduring Understandings
    Understand that cultural diffusion impacts the development of other societies.
    Understand that empires were established in both hemispheres and were expanded through trade and military conquest.
    Understand that the development of new empires impacts regional interactions.
    Understand that new governmental, social and religious institutions developed during this period.
    Understand that governments and institutions rise to meet the needs of the people.
    Understand that societies progress and decline over time and the impact that has on the world.


    Essential Questions
    How did feudalism meet the needs of medieval society?
    How did manorialism shape the lives of people in Medieval Europe?
    What role did Christianity play in Medieval Europe?
    In what ways did governments change from unlimited to limited?
    What impact did the Crusades have on world history?
    How did the beliefs and practices of Islam shape the lives of Muslims?
    How and why did the first empires develop in sub-Saharan Africa?
    How did the salt to gold trade facilitate cultural diffusion in sub-Saharan Africa, including the spread of Muslim rule?
    What were the distinguishing characteristics of the Mayan, Aztec, and Inca Empires?







    Additional Unit Resources

  • Unit Title
    Substance Abuse
    Unit Number
    7
    Course
    Sixth Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will examine and analyze the effects of risk behaviors on a healthy lifestyle.
    Timeline
    1 Day(s)
    Enduring Understandings
    Tobacco and other drugs have a variety of harmful effects on the human body.
    There are common indicators, stages and influencing factors of chemical dependency.
    Substance use/abuse affects the decision making process.
    Substance use/abuse affects all dimensions of wellness (physical,
    mental/emotional, social).





    Essential Questions
    Why do people choose to use alcohol, tobacco and other drugs when they are aware of the detrimental effects?
    What are the factors that influence a teen’s decision about substance abuse? (e.g., family, friends, society, media) What are the harmful effects of alcohol, tobacco, and other drugs
    (such as physical, mental, social, and legal consequences)?



    Additional Unit Resources

  • Unit Title
    Substance Abuse
    Unit Number
    7
    Course
    Seventh Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will focus on understanding the negative effects different substances have on their overall health and wellness. They will learn the risk factors associated with substance abuse and the necessary refusal skills needed to avoid such behavior.
    Timeline
    1 Day(s)
    Enduring Understandings
    Alcohol, tobacco and other drugs have a variety of harmful effects on the human body.
    There are common indicators, stages and influencing factors of chemical dependency.
    Substance use/abuse affects the decision making process.
    Substance use/abuse affects all dimensions of wellness (physical,
    mental/emotional, social).





    Essential Questions
    Why do people choose to use alcohol, tobacco and other drugs when they are aware of the detrimental effects?
    What are the factors that influence a teen’s decision about substance abuse? (e.g., family, friends, society, media) What are the harmful effects of alcohol, tobacco, and other drugs
    (such as physical, mental, social, and legal consequences)?



    Additional Unit Resources

  • Unit Title
    Substance Abuse
    Unit Number
    7
    Course
    Eighth Grade Physical Education/Health
    Content Area
    Physical Education - Health
    Description
    Students will focus on understanding the negative effects different substances have on their overall health and wellness. They will learn the risk factors associated with substance abuse and the necessary refusal skills needed to avoid such behavior.
    Timeline
    1 Day(s)
    Enduring Understandings
    Illegal drugs and performance enhancing drugs that have a variety of harmful effects on the human body.
    There are common indicators, stages and influencing factors of chemical dependency.
    Substance use/abuse affects the decision making process.
    Substance use/abuse affects all dimensions of wellness (physical,
    mental/emotional, social).





    Essential Questions
    Why do people choose to use illegal drugs and performance enhancing drugs when they are aware of the detrimental effects?
    What are the factors that influence a teen’s decision about substance abuse? (e.g., family, friends, society, media) What are the harmful effects of  illegal and performance enhancing drugs
    (such as physical, mental, social, and legal consequences)?



    Additional Unit Resources

  • Unit Title
    Management Staff Positions and Organizations
    Unit Number
    7
    Course
    Yearbook Production
    Content Area
    Career and Technical Education
    Description
    This unit focuses on staff roles and responsibilities and how the staff functions on a daily, weekly, monthly and semester basis.
    Timeline
    1 Week(s)
    Enduring Understandings
    • Everyone on the publications staff has a role essential to the production. Failure of one staff member to fulfill his/her duties negatively impacts the production as a whole.
    • Staff members take initiative to step beyond defined duties for the sake of the publication.
    • Routines and procedures are in place to ensure the publishing of a production in a timely fashion.
    • A leader leads by example.




    Essential Questions
    • How does effective training build a strong yearbook team?
    • How is the staff only as strong as its weakest member?
    • How are individual responsibilities important to the larger goal of yearbook production?
    • How does time management affect a staff member’s ability to meet their production goals?




    Additional Unit Resources

  • Unit Title
    Inequalities
    Unit Number
    7
    Course
    Math 7
    Content Area
    Math
    Description
    Students will solve one- & two-step inequalities involving integers and rational numbers.
    Timeline
    2 Week(s)
    Enduring Understandings
    One representation may sometimes be more helpful than another; and, used together, multiple representations give a fuller understanding of a problem.
    A quantity can be represented numerically in various ways. Problem solving depends upon choosing wise ways.
    The symbolic language of algebra is used to communicate and generalize the patterns in mathematics.



    Essential Questions
    How can you use a number line to represent solutions of an inequality?
    How can you use addition or subtraction to solve an inequality?
    How can you use multiplication or division to solve an inequality?
    How can you use an inequality to describe the dimensions of a figure?




    Additional Unit Resources

  • Unit Title
    Functions
    Unit Number
    7
    Course
    Math 8
    Content Area
    Math
    Description
    Students will identify if a relation is a function and if a function is linear or not.  They will graph linear functions and compare and write functions represented in different ways.  They will analyze and sketch graphs of functions that represent given situations.
    Timeline
    3 Week(s)
    Enduring Understandings
    Mathematical models can be used to describe and quantify physical relationships.
    Physical models can be used to clarify mathematical relationships.


    Essential Questions
    How can you use a mapping diagram to show the relationship between two data sets?
    How can you represent a function in different ways?
    How can you use a function to describe a linear pattern?
    How can you recognize when a pattern in real life is linear or nonlinear?
    How can you use a graph to represent relationships between quantities without using numbers?





    Additional Unit Resources

  • Unit Title
    Creating
    Unit Number
    7CB1
    Course
    Seventh Grade Cadet Band
    Content Area
    Fine Arts
    Description
    Creating an original musical work assists students in understanding the musical elements required to convey a mood or feeling. By learning and incorporating common practices in composition technique, students gain a greater depth of knowledge for the execution and performance of other works on their instrument.
    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians purposefully conceive and develop artistic ideas.
    Essential Questions
    Where do composers get their ideas?
    Why do composers create music?
    How are feelings and emotions conveyed in society?
    How do composers convey feelings and emotions in their music?
    Additional Unit Resources

  • Unit Title
    Performing
    Unit Number
    7CB2
    Course
    Seventh Grade Cadet Band
    Content Area
    Fine Arts
    Description
    Instrumental performance skills encompass the technical and musical proficiency tools needed to master, interpret, and produce a musical work. Interpreting symbols of expression contributes to the process of mastering an instrumental skillset at high achievement levels. Ensemble performance skills are acquired when students study, rehearse, and perform music in preparation for culminating performances. These performance experiences are critical to the development of musicians.
    Timeline
    34 Week(s)
    Enduring Understandings
    Expressive and proficient performances are a process of preparation and refinement.
    Musicians convey meaning and interpret a composer's intent through performance.
    Essential Questions
    Why do people make music?
    What attributes make a musician successful?
    Where do composers get their ideas?
    Why is expression important to a musician?
    How does a performer communicate the feeling or mood of the composer's intent?
    How do ensemble performances change my musicianship?
    What can the symbols of expression tell us about the cultural context of a piece of music?
    Why do ensembles perform?
    How is the ensemble affected by the listener's response?
    What internal and external circumstances may alter the final product of a performance? How do musicians respond given those circumstances?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?
    Why is audiation important to musicians?
    Why should musicians internalize pitch?
    How can aural skills influence aesthetic perception?
    Additional Unit Resources

  • Unit Title
    Responding
    Unit Number
    7CB3
    Course
    Seventh Grade Cadet Band
    Content Area
    Fine Arts
    Description
    Composers organize music into units of structure, or musical forms, which have evolved over hundreds of years. Students will visually and aurally analyze method book excerpts to identify musical forms, and then discern and defend forms found within prepared supplemental repertoire. Interpreting the elements of music and the composer’s intent contributes to the process of mastering an instrumental skillset as well as the performance of music literature; thus, influencing the emotional response from the listener.
    Timeline
    34 Week(s)
    Enduring Understandings
    Responses to music are personal and made with knowledge and discrimination.
    Essential Questions
    Where do composers get their ideas?
    Why is musical analysis important to a musician?
    What can the musical analysis tell us about the cultural context of a piece of music?
    Why do ensembles perform?
    How does an ensemble communicate a unique response to listeners?
    How is the ensemble affected by the listener's response?
    What internal and external circumstances may alter the final product of a performance? How do musicians respond given those circumstances?
    How do ensemble performances change my musicianship?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?
    How do the elements of music indicate various form structures?
    How do the elements of music affect a listener's response?
    How do composers express their feelings or emotions through various forms?
    Additional Unit Resources

  • Unit Title
    Connecting
    Unit Number
    7CB4
    Course
    Seventh Grade Cadet Band
    Content Area
    Fine Arts
    Description
    Students synthesize and relate knowledge and personal experiences to make music, relating musical ideas and works to societal, cultural, and historical context to deepen understanding critical to their growth as young musicians. The principles and subject matter of various disciplines outside the arts are interrelated with those of music to the processes of analysis, inquiry, and creativity used in mathematics, literature, and physical and/or social sciences. Moreover, the roles of creators, performers, and various vocations continually evolve in the production and presentation in the arts.
    Timeline
    34 Week(s)
    Enduring Understandings
    Music is created and performed in the contexts of society, culture, and history.
    Essential Questions
    What role has music played throughout history?
    How has music influenced culture? How has culture influenced music?
    What can the instrumentation of an ensemble tell us about the cultural context of a piece of music?
    What can the historical context tell us about the composer's intent when performing a piece of music?
    How do the principles and processes used to create music connect to the arts and non-arts related disciplines?
    How have roles of creators, performers, and vocations evolved in the production and presentation of the arts?
    How should performers and listeners behave at various concerts?
    Additional Unit Resources

  • Unit Title
    Weather and Climate
    Unit Number
    7CHES01
    Course
    Seventh Grade Challenge Earth and Space Science
    Content Area
    Science
    Description
    Students will construct and use models to develop an understanding of the factors that control weather and climate.  A systems approach is also important here, examining the feedbacks between systems as energy from the sun is transferred between systems and circulates through the oceans and atmosphere. Students are expected to demonstrate proficiency in asking questions, developing and using models, and planning and carrying out investigations and to use these practices to demonstrate understanding of the core ideas.

    Timeline
    10 Week(s)
    Enduring Understandings
    Crosscutting Concept--Cause and Effect:
    Students will understand that cause and effect relationships may be used to predict phenomena in natural or designed systems.
    Crosscutting Concept: System and System Models:
    Students will understand that models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
    Crosscutting Concept--Stability and Change:
    Students will understand that stability might be disturbed either by sudden events or gradual changes that accumulate over time.
    Essential Questions
    What factors interact and influence weather and climate (cause and effect)?
    How can analysis of complex patterns in systems and changes in those patterns help people to predict weather with probability?
    How does water, in its different states, continuously cycle through land, ocean, and atmosphere?
    How do sunlight and gravity propel global movements of water?
    How do differences in temperature and density drive global patterns of movements in the oceans and atmosphere?
    What regulates weather and climate?  How does instability in a system contribute to weather and climate?
    How do people model and predict the effects of human activities on Earth’s climate?



    Additional Unit Resources

  • Unit Title
    Earth Systems
    Unit Number
    7CHES02
    Course
    Seventh Grade Challenge Earth and Space Science
    Content Area
    Science
    Description
    Students will understand how Earth’s geosystems operate by modeling the flow of energy and cycling of matter within and among different systems. Students can investigate the controlling properties of important materials and construct explanations based on the analysis of real geoscience data. Of special importance in both topics are the ways that geoscience processes provide resources needed by society but also cause natural hazards that present risks to society; both involve technological challenges for the identification and development of resources and for the mitigation of hazards. Students are expected to demonstrate proficiency in developing and using models and constructing explanations and to use these practices to demonstrate understanding of the core ideas.

    Timeline
    5 Week(s)
    Enduring Understandings
    Crosscutting Concepts-Stability and Change:
    Students will understand that natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.
    Crosscutting Concepts- Matter and Energy:
    Students will understand that within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.
    Crosscutting Concept--Cause and Effect:  Students will understand that cause and effect relationships may be used to predict phenomena in natural or designed systems.
    Connections to Engineering, Technology on Society, and Applications of Science--Influence of Science, Engineering, and Technology on Society and the Natural World:  Students will understand that all human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment.

    Essential Questions
    How do the materials in and on Earth’s crust change over time?
    How do Earth’s geosystems model the flow of energy and cycling of matter within and among different systems?
    How do Earth’s processes act together to form minerals and rocks through the cycling of Earth’s materials?
    How do the properties and movements of water shape Earth’s surface and affect its systems?
    What geologic processes cause the uneven distribution of resources?
    How do humans depend on Earth’s resources? What impact does human removal of nonrenewable resources have on the environment?
















    Additional Unit Resources

  • Unit Title
    History of the Earth
    Unit Number
    7CHES03
    Course
    Seventh Grade Challenge Earth and Space Science
    Content Area
    Science
    Description
    Students will analyze and interpret geoscience data in order to understand the processes and events in Earth’s history.  They will explore scale proportion, and quantity as well as stability and change, as those crosscutting concepts relate to the different ways geological processes operate over the long expanse of geologic time.  Students will construct explanations to demonstrate their understanding that geologic events and conditions have affected the evolution of life, but different life forms have also played important roles in altering Earth’s systems.

    Timeline
    5 Week(s)
    Enduring Understandings
    Crosscutting Concept--Scale, Proportion, and Quantity:  Students will understand that time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
    Crosscutting Concepts- Patterns:  Students will understand that patterns in rates of change and other numerical relationships can provide information about natural systems.
    Nature of Science- Scientific Knowledge Is Open To Revision In Light Of New Evidence:  Students will understand that science findings are frequently revised and/or reinterpreted based on new evidence.



    Essential Questions
    How do people figure out that Earth and life on Earth have changed over time?
    How do people reconstruct and date events in Earth’s planetary history?
    How has the movement of tectonic plates impacted the surface of Earth over time ?
    How do Earth’s major systems interact based upon time and scale and also energy transferred in the interaction?
    How do the properties and movements of water shape Earth’s surface and affect its systems?
    How do the geologic processes create the observable patterns that provide evidence of continental movement over time?
    How can mapping historic geologic events help us to predict the likelihood and locations of future events?











    Additional Unit Resources

  • Unit Title
    Space Systems
    Unit Number
    7CHES04
    Course
    Seventh Grade Challenge Earth and Space Science
    Content Area
    Science
    Description
    Students will formulate answers to the questions: “What is Earth’s Place in the Universe?” and “What makes up the solar system and how can the motions of Earth explain seasons and eclipses?”  Students will examine Earth’s place in relation to the solar system, Milky Way galaxy, and universe. There is a strong emphasis on a systems approach, using models of the solar system to explain astronomical and other observations of the cyclical patterns of eclipses and seasons. There is a strong connection to engineering through the instruments and technologies that have allowed us to explore the objects in our solar system and obtain data that support theories that explain the formation and evolution of the universe.  The crosscutting concepts of patterns; scale, proportion, and quantity; systems and system models; and interdependence of science, engineering, and technology are called out as organizing concepts for these disciplinary core ideas.  Students are expected to demonstrate proficiency in developing and using models and analyzing and interpreting data and to use these practices to demonstrate understanding of the core ideas.
    Timeline
    10 Week(s)
    Enduring Understandings
    Crosscutting Concept--Patterns:  Students will understand that patterns can be used to identify cause-and-effect relationships.
    Crosscutting Concept--Scale, Proportion, and Quantity:  Students will understand that time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
    Crosscutting Concept--Systems and System Models:  Students will understand that models can be used to represent systems and their interactions.
    Engineering, Technology, and Applications of Science--Interdependence of Science, Engineering, and Technology:  Students will understand that Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.
    Nature of Science--Scientific Knowledge Assumes an Order and Consistency in Natural Systems:  Students will understand that science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.



    Essential Questions
    What is Earth’s Place in the Universe?
    How is Earth’s place in the universe determined by consistent patterns that can be observed and measured?
    What makes up the solar system and how can the motions of Earth explain seasons and eclipse?
    How can models demonstrate our understanding of Earth’s place in the Universe and the universe as a system?
    What are the predictable patterns caused by Earth’s movement in the solar system?
    How can an scale and proportion help us better understand our place in the Universe?
    How can models be used to develop student understanding of Earth’s place in the Universe?
    What role does gravity play in the motion within galaxies and the solar system?






    What engineering advances have led to important discoveries in space science?
    Additional Unit Resources

  • Unit Title
    North America
    Unit Number
    7CWG1
    Course
    Seventh Grade Challenge World Geography
    Content Area
    Social Studies
    Description
    This unit focuses on acquiring the skills associated with geographic concepts, North American geography, and the structure and role of government.
    Students will evaluate the levels of government by analyzing the various forms of limited governments.
    Timeline
    8 Week(s)
    Enduring Understandings
    Understand that human-environmental interaction affects where and how people live.
    Understand that citizens shape government and public policy.
    Understand that the powers and limits of limited government affect the relationship between citizens and their government.
    Understand that the earth/sun relationship affects climate.
    Understand that geographical representations are used to explain cultural and environmental characteristics.
    Challenge:
    Understand that sources will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.
    Understand the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government civil society.






    Essential Questions
    What are the roles of citizens in government and how do those roles affect public policy?
    How do the powers and limits of the three branches of government of the US affect the relationship between citizens and their government?
    How do geographers use representations to explain relationships between environmental and cultural characteristics?
    How do various arguments show point of view?
    Challenge:
    What kind of sources will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources?
    What is the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government civil society?





    Additional Unit Resources

  • Unit Title
    South America/Latin America
    Unit Number
    7CWG2
    Course
    Seventh Grade Challenge World Geography
    Content Area
    Social Studies
    Description
    This unit uses South/Latin America to focus on economic decision making, economic concepts and systems, types of economies, and trade barriers.
    Students will use economic concepts and decision making to determine world trade patterns and understand how human-environment interaction affects where people live.
    Timeline
    6 Week(s)
    Enduring Understandings
    Understand that human-environmental interaction affects where and how people live.
    Understand that different economic systems determine productivity and distribution.
    Understand that individuals affect innovation and entrepreneurship in a market economy.
    Understand that trade barriers influence the global economy.
    Understand that production affects supply, demand, and consumption patterns.
    Challenge:
    Understand the origins, purposes, and impact of constitutions, laws, treaties, and international agreement.
    Understand the role of innovation and entrepreneurship in a market economy.






    Essential Questions
    How does the economic system of a nation affect products available to consumers?
    What are trade barriers and how do they affect global economics?
    How does supply and demand affect consumption?
    How do environmental factors affect the culture in South and Latin America?
    Challenge:
    What are the origins, purposes, and impact of constitutions, laws, treaties, and international agreement?
    What is the role of innovation and entrepreneurship in a market economy?





    Additional Unit Resources

  • Unit Title
    Africa
    Unit Number
    7CWG3
    Course
    Seventh Grade Challenge World Geography
    Content Area
    Social Studies
    Description
    This unit focuses on Africa and human environmental interactions, standards of living and the factors that affect standards of living.
    Students will analyze human environmental interactions and the effect on cultures.
    Timeline
    3 Week(s)
    Enduring Understandings
    Understand that inflation, deflation, and unemployment affect different groups.
    Understand that characteristics of place influence human-environmental interaction.
    Understand that the value of a source is determined by the origin, authority, structure, context and corroborative value of the source.
    Understand that arguments use claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.
    Challenge:
    Understand that the influences of long-term human-induced environmental change on spatial patterns of conflict and cooperation
    Understand the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.





    Essential Questions
    How does inflation, deflation, and unemployment affect different groups?
    How is culture shaped by characteristics of place?
    How do the physical characteristics of a region influence human environment interaction?
    How do we determine the value of sources in preparing an argument?
    How do you determine the strength of an argument?
    Challenge:
    What are the influences of long-term human-induced environmental change on spatial patterns of conflict and cooperation?
    What are the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources?






    Additional Unit Resources

  • Unit Title
    Southwest Asia
    Unit Number
    7CWG4
    Course
    Seventh Grade Challenge World Geography
    Content Area
    Social Studies
    Description
    This unit focuses on Southwest Asia, including the historical, environmental, and cultural changes over time.
    Students will analyze relationships between different cultures of Southwest Asia and how they changed over time.
    Timeline
    3 Week(s)
    Enduring Understandings
    Understand that perspectives of people change overtime.
    Understand that long-term human-induced environmental change influences conflict and cooperation.
    Understand that presentations of arguments and information are adapted to meet the needs of the audience and the venue.
    Challenge:
    Understand that the roles of political, civil, and economic organizations shape people’s lives.



    Essential Questions
    How do perspectives of people change over time?
    How do humans influence environmental change?
    How does the environment influence the culture of a region?
    How does environmental change influence conflict and cooperation?
    How can presentations be adapted to the audience and venue?
    Challenge:
    How do the roles of political, civil, and economic organizations shape people’s lives?





    Additional Unit Resources

  • Unit Title
    Asia
    Unit Number
    7CWG5
    Course
    Seventh Grade Challenge World Geography
    Content Area
    Social Studies
    Description
    This unit focuses on Asia, with an emphasis on systems of government, and spatial organization of people.
    Students will compare different types of government structures while analyzing how people are spatially organized. Students will also analyze the relationship between human-induced environmental changes and spatial patterns of conflict and cooperation.
    Timeline
    2 Week(s)
    Enduring Understandings
    Understand that presentations of arguments and information are adapted to meet the needs of the audience and the venue.
    Understand that government systems have different origins, functions and structures.
    Understand that different groups, and society as a whole, use alternative approaches in attempts to solve economic issues.
    Understand the means of changing societies, and providing for the common good changes over time.
    Understand that origin, authority, structure, context, and corroborative value of a source should guide the selection and use of a source.
    Challenge:
    Understand that long-term human-induced environmental change impacts spatial patterns of conflict and cooperation.





    Essential Questions
    How can presentations be adapted to the audience and venue?
    How are government systems created, structured and changed?
    What costs and benefits are considered when making economic decisions?
    How have societies promoted the common good, both in the past and today?
    What elements should be considered when choosing sources to gather information?
    How do we best determine the sources to use in preparing evidence for an argument?
    Challenge:
    How does long-term human-induced environmental change impact spatial patterns of conflict and cooperation?
    How do solutions to economic problems impact different members within a society?







    Additional Unit Resources

  • Unit Title
    Europe
    Unit Number
    7CWG6
    Course
    Seventh Grade Challenge World Geography
    Content Area
    Social Studies
    Description
    This unit focuses on Europe and the application of enduring understandings of world geography through an inquiry-based process.
    Students will engage in inquiry including the evaluation of sources, application of concepts, and presentation of arguments, including adapting arguments to meet the needs of an audience or venue.
    Timeline
    2 Week(s)
    Enduring Understandings
    Understand that human-environmental interaction affects where and how people live.
    Understand that the value of a source is determined by the origin, authority, structure, context and corroborative value of the source.
    Understand that arguments use claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.
    Understand that perspectives of people change overtime.
    Understand that long-term human-induced environmental change influences conflict and cooperation.
    Challenge:
    Understand that presentations of arguments and information are adapted to meet the needs of the audience and the venue.





    Essential Questions
    How do human and environment relationships affect movement and settlement patterns?
    What roles do political, civil, and economic organizations play in shaping people’s lives?
    What are alternative solutions to economic benefits and costs for different groups and society?
    Challenge:
    What are strengths and limitations of arguments based off claims and evidence?
    How are presentations adapted to meet the needs of the audience and venue.




    Additional Unit Resources

  • Unit Title
    Space Systems
    Unit Number
    7ES01
    Course
    Seventh Grade Earth and Space Science
    Content Area
    Science
    Description
    Students will formulate answers to the questions: “What is Earth’s Place in the Universe?” and “What makes up the solar system and how can the motions of Earth explain seasons and eclipses?”  Students will examine Earth’s place in relation to the solar system, Milky Way galaxy, and universe. There is a strong emphasis on a systems approach, using models of the solar system to explain astronomical and other observations of the cyclical patterns of eclipses and seasons. There is a strong connection to engineering through the instruments and technologies that have allowed us to explore the objects in our solar system and obtain data that support theories that explain the formation and evolution of the universe.  The crosscutting concepts of patterns; scale, proportion, and quantity; systems and system models; and interdependence of science, engineering, and technology are called out as organizing concepts for these disciplinary core ideas.  Students are expected to demonstrate proficiency in developing and using models and analyzing and interpreting data and to use these practices to demonstrate understanding of the core ideas.
    Timeline
    10 Week(s)
    Enduring Understandings
    Crosscutting Concept--Patterns:  Students will understand that patterns can be used to identify cause-and-effect relationships.
    Crosscutting Concept--Scale, Proportion, and Quantity:  Students will understand that time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
    Crosscutting Concept--Systems and System Models:  Students will understand that models can be used to represent systems and their interactions.
    Engineering, Technology, and Applications of Science--Interdependence of Science, Engineering, and Technology:  Students will understand that Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.
    Nature of Science--Scientific Knowledge Assumes an Order and Consistency in Natural Systems:  Students will understand that science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.



    Essential Questions
    What is Earth’s Place in the Universe?
    How is Earth’s place the universe determined by consistent patterns that can be observed and measured?
    What makes up solar system and how can the motions of Earth explain seasons and eclipse?
    How can models demonstrate our understanding of Earth’s place in the Universe and the universe as a system?
    What are the predictable patterns caused by Earth’s movement in the solar system?
    How can an scale and proportion help us better understand our place in the Universe?
    How can models be used to develop student understanding of Earth’s place in the Universe?
    What role does gravity play in the motion within galaxies and the solar system?
    What engineering advances have led to important discoveries in space science?

    Additional Unit Resources

  • Unit Title
    Earth Systems
    Unit Number
    7ES02
    Course
    Seventh Grade Earth and Space Science
    Content Area
    Science
    Description
    Students will understand how Earth’s geosystems operate by modeling the flow of energy and cycling of matter within and among different systems. Students can investigate the controlling properties of important materials and construct explanations based on the analysis of real geoscience data. Of special importance in both topics are the ways that geoscience processes provide resources needed by society but also cause natural hazards that present risks to society; both involve technological challenges for the identification and development of resources and for the mitigation of hazards. Students are expected to demonstrate proficiency in developing and using models and constructing explanations and to use these practices to demonstrate understanding of the core ideas.
    Timeline
    5 Week(s)
    Enduring Understandings
    Crosscutting Concepts -- Stability and Change: 
    Students will understand that natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.
    Crosscutting Concepts -- Matter and Energy:
    Students will understand that within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.
    Essential Questions
    How do the materials in and on Earth’s crust change over time?
    How do Earth’s geosystems model the flow of energy and cycling of matter within and among different systems?
    How do Earth’s processes act together to form minerals and rocks through the cycling of Earth’s materials?
    How do the properties and movements of water shape Earth’s surface and affect its systems?
    What geologic processes cause the uneven distribution of resources?



    Additional Unit Resources

  • Unit Title
    History of the Earth
    Unit Number
    7ES03
    Course
    Seventh Grade Earth and Space Science
    Content Area
    Science
    Description
    Students will analyze and interpret geoscience data in order to understand the processes and events in Earth’s history.  They will explore scale proportion, and quantity as well as stability and change, as those crosscutting concepts relate to the different ways geological processes operate over the long expanse of geologic time.  Students will construct explanations to demonstrate their understanding that geologic events and conditions have affected the evolution of life, but different life forms have also played important roles in altering Earth’s systems.
    Timeline
    5 Week(s)
    Enduring Understandings
    Crosscutting Concept -- Scale, Proportion, and Quantity:  Students will understand that time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
    Crosscutting Concepts -- Patterns:  Students will understand that patterns in rates of change and other numerical relationships can provide information about natural systems.
    Nature of Science- Scientific Knowledge Is Open To Revision In Light Of New Evidence:  Students will understand that science findings are frequently revised and/or reinterpreted based on new evidence.
    Essential Questions
    How do people figure out that Earth and life on Earth have changed over time?
    How do people reconstruct and date events in Earth’s planetary history?
    How has the movement of tectonic plates impacted the surface of Earth over time ?
    How do Earth’s major systems interact based upon time and scale and also energy transferred in the interaction?
    How do the properties and movements of water shape Earth’s surface and affect its systems?
    How do the geologic processes create the observable patterns that provide evidence of continental movement over time?
    How can mapping historic geologic events help us to predict the likelihood and locations of future events?




    Additional Unit Resources

  • Unit Title
    Weather and Climate
    Unit Number
    7ES04
    Course
    Seventh Grade Earth and Space Science
    Content Area
    Science
    Description
    Students will construct and use models to develop an understanding of the factors that control weather and climate.  A systems approach is also important here, examining the feedbacks between systems as energy from the sun is transferred between systems and circulates through the oceans and atmosphere. Students are expected to demonstrate proficiency in asking questions, developing and using models, and planning and carrying out investigations and to use these practices to demonstrate understanding of the core ideas.
    Timeline
    10 Week(s)
    Enduring Understandings
    Crosscutting Concept--Cause and Effect:
    Students will understand that cause and effect relationships may be used to predict phenomena in natural or designed systems.
    Crosscutting Concept: System and System Models:
    Students will understand that models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
    Crosscutting Concept--Stability and Change:
    Students will understand that stability might be disturbed either by sudden events or gradual changes that accumulate over time.

    Essential Questions
    What factors interact and influence weather and climate (cause and effect)?
    How can analysis of complex patterns in systems and changes in those patterns help people to predict weather with probability?
    How does water, in its different states, continuously cycle through land, ocean, and atmosphere?
    How do sunlight and gravity propel global movements of water?
    How do differences in temperature and density drive global patterns of movements in the oceans and atmosphere?
    What regulates weather and climate?  How does instability in a system contribute to weather and climate?
    How do people model and predict the effects of human activities on Earth’s climate?





    Additional Unit Resources

  • Unit Title
    First Impressions
    Unit Number
    7FR01
    Course
    Seventh Grade French 1
    Content Area
    World Language
    Description
    In this unit, students will learn to introduce themselves, describe themselves and others, and participate in basic introductory conversations in the target language. Students will begin to compare and contrast greetings and customs of the target culture with their own.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture affects how we see ourselves and how others perceive us.
    Essential Questions
    How do we get to know each other?
    Additional Unit Resources

  • Unit Title
    Daily Life
    Unit Number
    7FR02
    Course
    Seventh Grade French 1
    Content Area
    World Language
    Description
    In this unit, students will discuss their daily lives (including free time, school day, likes and dislikes) and explore how their lives are similar to and different from the daily lives of those around them and of people from other cultures.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture affects how we spend our days
    Essential Questions
    How does what I do define who I am?
    Additional Unit Resources

  • Unit Title
    Food
    Unit Number
    7FR03
    Course
    Seventh Grade French 1
    Content Area
    World Language
    Description
    In this unit, students will talk about their daily eating habits and how they compare with common practices in other countries. Students will also learn how to interact in a culturally appropriate way with others at a restaurant setting in the target culture.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture influences when, where, what, and how we eat.
    Culture influences the role that food plays in our lives.


    Essential Questions
    How does my culture influence my food preferences and eating habits?
    Additional Unit Resources

  • Unit Title
    Family and Friends
    Unit Number
    7FR04
    Course
    Seventh Grade French 1
    Content Area
    World Language
    Description
    In this unit, students will explore the roles of family and friends. Students will inquire how family and friends influence one’s identity, what role one plays in a family, how families are similar and different across cultures, and how culture influences family life.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture influences family roles and responsibilities.
    Essential Questions
    How do family and friends influence who I am?
    What role do I play in my family?
    How are families similar and different across cultures?

    Additional Unit Resources

  • Unit Title
    Let's Go Out
    Unit Number
    7FR05
    Course
    Seventh Grade French 1
    Content Area
    World Language
    Description
    In this unit, students will explore how community and where people live impact lifestyle as well as how culture can influence plans and activities. Students will learn to navigate around a town, make plans through invitations, analyze schedules and describe events. They will also examine how social gatherings differ from culture to culture.
    Timeline
    9 Week(s)
    Enduring Understandings
    My community and my culture influence my lifestyle.
    Social etiquette differs across cultures.
    Essential Questions
    How does my community and where I live impact my lifestyle?
    How does culture influence our plans and activities?
    Additional Unit Resources

  • Unit Title
    Let's Travel
    Unit Number
    7FR06
    Course
    Seventh Grade French 1
    Content Area
    World Language
    Description
    In this unit, students will explore how their travel destinations influence their preparations. Students will examine the climate, locale, and activities associated with popular tourist destinations within target language countries. As a result, they will gain an understanding of how traveling can broaden their cultural awareness.
    Timeline
    9 Week(s)
    Enduring Understandings
    Travel increases my awareness of other cultures and my own.
    Travel influences my perspectives of myself and others.
    Essential Questions
    What can we learn about ourselves and others when we travel?
    How can we best prepare to travel?
    Additional Unit Resources

  • Unit Title
    First Impressions
    Unit Number
    7GR01
    Course
    Seventh Grade German 1
    Content Area
    World Language
    Description
    In this unit, students will learn to introduce themselves, describe themselves and others, and participate in basic introductory conversations in the target language. Students will begin to compare and contrast greetings and customs of the target culture with their own.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture affects how we see ourselves and how others perceive us.
    Essential Questions
    How do we get to know each other?
    Additional Unit Resources

  • Unit Title
    Daily Life
    Unit Number
    7GR02
    Course
    Seventh Grade German 1
    Content Area
    World Language
    Description
    In this unit, students will discuss their daily lives (including free time, school day, likes and dislikes) and explore how their lives are similar to and different from the daily lives of those around them and of people from other cultures.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture affects how we spend our days
    Essential Questions
    How does what I do define who I am?
    Additional Unit Resources

  • Unit Title
    Food
    Unit Number
    7GR03
    Course
    Seventh Grade German 1
    Content Area
    World Language
    Description
    In this unit, students will talk about their daily eating habits and how they compare with common practices in other countries. Students will also learn how to interact in a culturally appropriate way with others at a restaurant setting in the target culture.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture influences when, where, what, and how we eat.
    Culture influences the role that food plays in our lives.
    Essential Questions
    How does my culture influence my food preferences and eating habits?
    Additional Unit Resources

  • Unit Title
    Family and Friends
    Unit Number
    7GR04
    Course
    Seventh Grade German 1
    Content Area
    World Language
    Description
    In this unit, students will explore the roles of family and friends. Students will inquire how family and friends influence one's identity, what role one plays in a family, how families are similar and different across cultures, and how culture influences family life.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture influences family roles and responsibilities.
    Essential Questions
    How do family and friends influence who I am?
    What role do I play in my family?
    How are families similar and different across cultures?
    Additional Unit Resources

  • Unit Title
    Let's Go Out
    Unit Number
    7GR05
    Course
    Seventh Grade German 1
    Content Area
    World Language
    Description
    In this unit, students will explore how community and where people live impact lifestyle as well as how culture can influence plans and activities. Students will learn to navigate around a town, make plans through invitations, analyze schedules and describe events. They will also examine how social gatherings differ from culture to culture.
    Timeline
    9 Week(s)
    Enduring Understandings
    My community and my culture influence my lifestyle.
    Social etiquette differs across cultures.
    Essential Questions
    How does my community and where I live impact my lifestyle?
    How does culture influence our plans and activities?
    Additional Unit Resources

  • Unit Title
    Let's Travel
    Unit Number
    7GR06
    Course
    Seventh Grade German 1
    Content Area
    World Language
    Description
    In this unit, students will explore how their travel destinations influence their preparations. Students will examine the climate, locale, and activities associated with popular tourist destinations within target language countries. As a result, they will gain an understanding of how traveling can broaden their cultural awareness.
    Timeline
    9 Week(s)
    Enduring Understandings
    Travel increases my awareness of other cultures and my own.
    Travel influences my perspectives of myself and others.
    Essential Questions
    What can we learn about ourselves and others when we travel?
    How can we best prepare to travel?
    Additional Unit Resources

  • Unit Title
    Performing
    Unit Number
    7MC01
    Course
    Seventh Grade Mixed Choir
    Content Area
    Fine Arts
    Description
    Performance experiences are critical to the development of musicians. Vocal performance skills encompass the tools needed to master, interpret, and produce a musical work. Ensemble performance skills are acquired when students rehearse and study music in preparation for culminating performances.
    Timeline
    34 Week(s)
    Enduring Understandings
    Understanding and appreciation of a variety of repertoire.
    Respect the process and performance.
    Everyone can participate in the creation of music. Creating music is not an elite art form.



    Essential Questions
    Why do people make music?
    What attributes make a musician successful?
    Where do composers get their ideas?
    Why is expression important to a musician?
    How do ensemble performances change my musicianship?
    How is the ensemble affected by the listener’s response?
    What internal and external circumstances may alter the final product of a performance? How do musicians respond given those circumstances?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?









    Additional Unit Resources
    • 2-Part and 3-Part Octavos of Varied Repertoire

    • Alfred’s Essentials of Music Theory Web

    • Sight Reading Factory Teacher and Student Editions

    • Music Notation Software

    • Smart Music

  • Unit Title
    Responding
    Unit Number
    7MC02
    Course
    Seventh Grade Mixed Choir
    Content Area
    Fine Arts
    Description
    Interpreting the elements of music and the composer’s intent contributes to the process of mastering a skill, and influences the emotional response from the performer and the listener.
    Timeline
    34 Week(s)
    Enduring Understandings
    Responses to music are personal and made with knowledge and understanding.
    Essential Questions
    Where do composers get their ideas?
    Why is musical analysis important to a musician?
    What can the musical analysis tell us about the cultural context of a piece of music?
    How does an ensemble communicate a unique response to listeners?
    How do ensemble performances change my musicianship?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?
    How do the elements of music affect a listener’s response?








    Additional Unit Resources
    • 2-Part and 3-Part Octavos of Varied Repertoire

    • Alfred’s Essentials of Music Theory Web

    • Sight Reading Factory Teacher and Student Editions

    • Music Notation Software

    • Smart Music

  • Unit Title
    Creating
    Unit Number
    7MC03
    Course
    Seventh Grade Mixed Choir
    Content Area
    Fine Arts
    Description
    Creating an original musical work assists students in understanding the musical elements required to convey a mood or feeling. By learning and incorporating common practices in composition technique, students gain a greater depth of knowledge for the execution and performance of other works on their instrument.
    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians purposefully conceive and develop artistic ideas.
    Essential Questions
    Where do composers get their ideas?
    Why do composers create music?
    How are feelings and emotions conveyed in society?
    How do composers convey feelings and emotions in their music?


    Additional Unit Resources
    • 2-Part and 3-Part Octavos of Varied Repertoire

    • Alfred’s Essentials of Music Theory Web

    • Sight Reading Factory Teacher and Student Editions

    • Music Notation Software

    • Smart Music

  • Unit Title
    Connecting
    Unit Number
    7MC04
    Course
    Seventh Grade Mixed Choir
    Content Area
    Fine Arts
    Description
    Students will relate knowledge and personal experiences to make music. Musical ideas and works are studied in societal, cultural, and historical context to deepen understanding critical to growth as a young musician. The principles and subject matter of various disciplines outside the arts are interrelated with those of music to the processes of analysis, inquiry, and creativity used in mathematics, literature, and physical and/or social sciences.
    Timeline
    34 Week(s)
    Enduring Understandings
    Music is created and performed in the contexts of society, culture, and history.
    Essential Questions
    What role has music played throughout history?
    How has music influenced culture? How has culture influenced music?
    What can the historical context tell us about the composer’s intent when performing a piece of music?
    How do the principles and processes used to create music connect to the arts and non-arts related disciplines?
    How have roles of creators, performers, and vocations evolved in the production and presentation of the arts?
    How should performers and listeners behave at various concerts?






    Additional Unit Resources
    • 2-Part and 3-Part Octavos of Varied Repertoire

    • Alfred’s Essentials of Music Theory Web

    • Sight Reading Factory Teacher and Student Editions

    • Music Notation Software

    • Smart Music

  • Unit Title
    First Impressions
    Unit Number
    7SP01
    Course
    Seventh Grade Spanish 1
    Content Area
    World Language
    Description
    In this unit, students will learn to introduce themselves, describe themselves and others, and participate in basic introductory conversations in the target language. Students will begin to compare and contrast greetings and customs of the target culture with their own.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture affects how we see ourselves and how others perceive us.
    Essential Questions
    How do we get to know each other?
    Additional Unit Resources

  • Unit Title
    Daily Life
    Unit Number
    7SP02
    Course
    Seventh Grade Spanish 1
    Content Area
    World Language
    Description
    In this unit, students will discuss their daily lives (including free time, school day, likes and dislikes) and explore how their lives are similar to and different from the daily lives of those around them and of people from other cultures.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture affects how we spend our days.
    Essential Questions
    How does what I do define who I am?
    Additional Unit Resources

  • Unit Title
    Food
    Unit Number
    7SP03
    Course
    Seventh Grade Spanish 1
    Content Area
    World Language
    Description
    In this unit, students will talk about their daily eating habits and how they compare with common practices in other countries. Students will also learn how to interact in a culturally appropriate way with others at a restaurant setting in the target culture.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture influences when, where, what, and how we eat.
    Culture influences the role that food plays in our lives.
    Essential Questions
    How does my culture influence my food preferences and eating habits?
    Additional Unit Resources

  • Unit Title
    Family and Friends
    Unit Number
    7SP04
    Course
    Seventh Grade Spanish 1
    Content Area
    World Language
    Description
    In this unit, students will explore the roles of family and friends. Students will inquire how family and friends influence one's identity, what role one plays in a family, how families are similar and different across cultures, and how culture influences family life.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture influences family roles and responsibilities.
    Essential Questions
    How do family and friends influence who I am?
    What role do I play in my family?
    How are families similar and different across cultures?
    Additional Unit Resources

  • Unit Title
    Let's Go Out
    Unit Number
    7SP05
    Course
    Seventh Grade Spanish 1
    Content Area
    World Language
    Description
    In this unit, students will explore how community and where people live impact lifestyle as well as how culture can influence plans and activities. Students will learn to navigate around a town, make plans through invitations, analyze schedules and describe events. They will also examine how social gatherings differ from culture to culture.
    Timeline
    9 Week(s)
    Enduring Understandings
    My community and my culture influence my lifestyle.
    Social etiquette differs across cultures.
    Essential Questions
    How does my community and where I live impact my lifestyle?
    How does culture influence our plans and activities?
    Additional Unit Resources

  • Unit Title
    Let's Travel
    Unit Number
    7SP06
    Course
    Seventh Grade Spanish 1
    Content Area
    World Language
    Description
    In this unit, students will explore how their travel destinations influence their preparations. Students will examine the climate, locale, and activities associated with popular tourist destinations within target language countries. As a result, they will gain an understanding of how traveling can broaden their cultural awareness.
    Timeline
    9 Week(s)
    Enduring Understandings
    Travel increases my awareness of other cultures and my own.
    Travel influences my perspectives of myself and others.
    Essential Questions
    What can we learn about ourselves and others when we travel?
    How can we best prepare to travel?
    Additional Unit Resources

  • Unit Title
    Performing
    Unit Number
    7TCH01
    Course
    Seventh Grade Treble Choir
    Content Area
    Fine Arts
    Description
    Performance experiences are critical to the development of musicians. Vocal performance skills encompass the tools needed to master, interpret, and produce a musical work. Ensemble performance skills are acquired when students rehearse and study music in preparation for culminating performances.
    Timeline
    34 Week(s)
    Enduring Understandings
    Understanding and appreciation of a variety of repertoire.
    Respect the process and performance.
    Everyone can participate in the creation of music.  Creating music is not an elite art form.



    Essential Questions
    Why do people make music?
    What attributes make a musician successful?
    Where do composers get their ideas?
    Why is expression important to a musician?
    How do ensemble performances change my musicianship?
    How is the ensemble affected by the listener’s response?
    What internal and external circumstances may alter the final product of a performance? How do musicians respond given those circumstances?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?









    Additional Unit Resources

  • Unit Title
    Responding
    Unit Number
    7TCH02
    Course
    Seventh Grade Treble Choir
    Content Area
    Fine Arts
    Description
    Interpreting the elements of music and the composer’s intent contributes to the process of mastering a skill, and influences the emotional response from the  performer and the listener.

    Timeline
    34 Day(s)
    Enduring Understandings
    Responses to music are personal and made with knowledge and understanding.

    Essential Questions
    Where do composers get their ideas?
    Why is musical analysis important to a musician?
    What can the musical analysis tell us about the cultural context of a piece of music?
    How does an ensemble communicate a unique response to listeners?
    How do ensemble performances change my musicianship?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?
    How do the elements of music affect a listener’s response?








    Additional Unit Resources

  • Unit Title
    Creating
    Unit Number
    7TCH03
    Course
    Seventh Grade Treble Choir
    Content Area
    Fine Arts
    Description
    Creating an original musical work assists students in understanding the musical elements required to convey a mood or feeling. By learning and incorporating common practices in composition technique, students gain a greater depth of knowledge for the execution and performance of other works on their instrument.

    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians purposefully conceive and develop artistic ideas.

    Essential Questions
    Where do composers get their ideas?
    Why do composers create music?
    How are feelings and emotions conveyed in society?
    How do composers convey feelings and emotions in their music?




    Additional Unit Resources

  • Unit Title
    Connecting
    Unit Number
    7TCH04
    Course
    Seventh Grade Treble Choir
    Content Area
    Fine Arts
    Description
    Students will relate knowledge and personal experiences to make music. Musical ideas and works are studied in societal, cultural, and historical context to deepen understanding critical to growth as a young musician. The principles and subject matter of various disciplines outside the arts are interrelated with those of music to the processes of analysis, inquiry, and creativity used in mathematics, literature, and physical and/or social sciences.

    Timeline
    34 Week(s)
    Enduring Understandings
    Music is created and performed in the contexts of society, culture, and history.
    Essential Questions
    What role has music played throughout history?
    How has music influenced culture?  How has culture influenced music?
    What can the historical context tell us about the composer’s intent when performing a piece of music?
    How do the principles and processes used to create music connect to the arts and non-arts related disciplines?
    How have roles of creators, performers, and vocations evolved in the production and presentation of the arts?
    How should performers and listeners behave at various concerts?






    Additional Unit Resources

  • Unit Title
    North America
    Unit Number
    7WG1
    Course
    Seventh Grade World Geography
    Content Area
    Social Studies
    Description
    This unit focuses on acquiring the skills associated with geographic concepts, North American geography, and the structure and role of government.
    Students will evaluate the levels of government by analyzing the various forms of limited governments.
    Timeline
    8 Day(s)
    Enduring Understandings
    Understand that human-environmental interaction affects where and how people live.
    Understand that citizens shape government and public policy.
    Understand that the powers and limits of limited government affect the relationship between citizens and their government.
    Understand that the earth/sun relationship affects climate.
    Understand that geographical representations are used to explain cultural and environmental characteristics.



    Essential Questions
    What are the roles of citizens in government and how do those roles affect public policy?
    How do the powers and limits of the three branches of government of the US affect the relationship between citizens and their government?
    How do geographers use representations to explain relationships between environmental and cultural characteristics?
    How do various arguments show point of view?


    Additional Unit Resources

  • Unit Title
    South American/Latin America
    Unit Number
    7WG2
    Course
    Seventh Grade World Geography
    Content Area
    Social Studies
    Description
    This unit uses South/Latin America to focus on economic decision making, economic concepts and systems, types of economies, and trade barriers.
    Students will use economic concepts and decision making to determine world trade patterns and understand how human-environment interaction affects where people live.
    Timeline
    6 Week(s)
    Enduring Understandings
    Understand that human-environmental interaction affects where and how people live.
    Understand that different economic systems determine productivity and distribution.
    Understand that individuals affect innovation and entrepreneurship in a market economy.
    Understand that trade barriers influence the global economy.
    Understand that production affects supply, demand, and consumption patterns.



    Essential Questions
    How does the economic system of a nation affect products available to consumers?
    What are trade barriers and how do they affect global economics?
    How does supply and demand affect consumption?
    How do environmental factors affect the culture in South and Latin America?


    Additional Unit Resources

  • Unit Title
    Africa
    Unit Number
    7WG3
    Course
    Seventh Grade World Geography
    Content Area
    Social Studies
    Description
    This unit focuses on Africa and human environmental interactions, standard of living and the factors that affect standard of living.
    Students will analyze human environmental interactions and the effect on cultures.
    Timeline
    3 Week(s)
    Enduring Understandings
    Understand that inflation, deflation, and unemployment affect different groups.
    Understand that characteristics of place influence human-environmental interaction.
    Understand that the value of a source is determined by the origin, authority, structure, context and corroborative value of the source.
    Understand that arguments use claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.
    Essential Questions
    How does inflation, deflation, and unemployment affect different groups?
    How is culture shaped by characteristics of place?
    How do the physical characteristics of a region influence human-environment interaction?
    How do we determine the value of sources in preparing an argument?
    How do you determine the strength of an argument?



    Additional Unit Resources

  • Unit Title
    Southwest Asia
    Unit Number
    7WG4
    Course
    Seventh Grade World Geography
    Content Area
    Social Studies
    Description
    This unit focuses on Southwest Asia, including the historical, environmental, and cultural changes over time.
    Students will analyze relationships between different cultures of Southwest Asia and how they changed over time.
    Timeline
    3 Week(s)
    Enduring Understandings
    Understand that perspectives of people change over time.
    Understand that long-term human-induced environmental change influences conflict and cooperation.
    Understand that presentations of arguments and information are adapted to meet the needs of the audience and the venue.

    Essential Questions
    How do perspectives of people change over time?
    How do humans influence environmental change?
    How does the environment influence the culture of a region?
    How does environmental change influence conflict and cooperation?
    How can presentations be adapted to the audience and venue?



    Additional Unit Resources

  • Unit Title
    Asia
    Unit Number
    7WG5
    Course
    Seventh Grade World Geography
    Content Area
    Social Studies
    Description
    This unit focuses on Asia, with an emphasis on systems of government, and spatial organization of people.
    Students will compare different types of government structures while analyzing how people are spatially organized.
    Timeline
    2 Week(s)
    Enduring Understandings
    Understand that presentations of arguments and information are adapted to meet the needs of the audience and the venue.
    Understand that government systems have different origins, functions and structures.
    Understand that different groups, and society as a whole, use alternative approaches in attempts to solve economic issues.
    Understand the means of changing societies, and providing for the common good changes over time.
    Understand that origin, authority, structure, context, and corroborative value of a source should guide the selection and use of a source.



    Essential Questions
    How can presentations be adapted to the audience and venue?
    How are government systems created, structured and changed?
    What costs and benefits are considered when making economic decisions?
    How have societies promoted the common good, both in the past and today?
    What elements should be considered when choosing sources to gather information?
    How do we best determine the sources to use in preparing evidence for an argument?




    Additional Unit Resources

  • Unit Title
    Europe
    Unit Number
    7WG6
    Course
    Seventh Grade World Geography
    Content Area
    Social Studies
    Description
    This unit focuses on Europe and the application of enduring understandings of world geography through an inquiry-based process.
    Students will engage in inquiry including the evaluation of sources, application of concepts, and presentation of arguments.
    Timeline
    2 Day(s)
    Enduring Understandings
    Understand that human-environmental interaction affects where and how people live.
    Understand that the value of a source is determined by the origin, authority, structure, context and corroborative value of the source.
    Understand that arguments use claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.
    Understand that perspectives of people change overtime.
    Understand that long-term human-induced environmental change influences conflict and cooperation.



    Essential Questions
    How do human and environmental relationships affect movement and settlement patterns?
    What roles do political, civil, and economic organizations play in shaping people’s lives?
    What are alternative solutions to economic benefits and costs for different groups and society?

    Additional Unit Resources

  • Unit Title
    Displaying and Analyzing Data
    Unit Number
    8
    Course
    Math 6
    Content Area
    Math
    Description
    The students will find the measures of center (mean, median) and spread (range, IQR, mean absolute value of deviation) for a set of data and use it to answer questions about the data.  They will display and interpret data on a number line and choose appropriate measures of center and variation based on its shape
    Timeline
    5 Week(s)
    Enduring Understandings
    Reading, understanding, interpreting, and communicating data are critical in modeling a variety of real-world situations, drawing appropriate inferences, making informed decisions, and justifying those decisions.
    Essential Questions
    How can you tell whether a question is a statistical question?
    How can you find an average value (mean) of a data set?
    In what other ways can you describe an average of a data set?
    How can you describe the spread of a set of data?
    How can you use intervals, tables, and graphs to organize data?
    How can you describe the shape of the distribution of a data set?
    How can you use quartiles to represent data graphically?







    Additional Unit Resources

  • Unit Title
    Statistics - Comparing Distributions
    Unit Number
    8
    Course
    Math 7
    Content Area
    Math
    Description
    Students will use samples to draw inferences about populations and compare two populations using measures of center and variability.
    Timeline
    3 Week(s)
    Enduring Understandings
    Reading, understanding, interpreting, and communicating data are critical in modeling a variety of real-world situations, drawing appropriate inferences, making informed decisions, and justifying those decisions.
    Essential Questions
    How can you determine whether a sample accurately represents a population?
    How can you compare data sets that represent two populations?


    Additional Unit Resources

  • Unit Title
    Systems of Linear Equations
    Unit Number
    8
    Course
    Math 8
    Content Area
    Math
    Description
    Students will solve systems of two linear equations.  When given a system of equations in slope-intercept form, students will find the solution by graphing or using substitution.  When given a system equations in standard form, students will use elimination by manipulating only one equation. When given a system with one equation in slope-intercept form and one in standard form, they will find the solution using substitution.
    Timeline
    4 Week(s)
    Enduring Understandings
    Algebraic and numeric procedures are interconnected and build on one another to produce a coherent whole.
    Essential Questions
    How can you solve a system of linear equations?
    How can you use substitution to solve a system of linear equations?
    How can you use elimination to solve a system of linear equations?
    When can a system of linear equations have no solution, or many solutions?




    Additional Unit Resources

  • Unit Title
    Displaying and Analyzing Data
    Unit Number
    8
    Course
    Integrated Math 6/7
    Content Area
    Math
    Description
    The students will find the measures of center (mean, median) and spread (range, IQR, mean absolute value of deviation) for a set of data and use it to answer questions about the data.  They will display and interpret data on a number line and choose appropriate measures of center and variation based on its shape.

    Timeline
    3 Week(s)
    Enduring Understandings
    Reading, understanding, interpreting, and communicating data are critical in modeling a variety of real-world situations, drawing appropriate inferences, making informed decisions, and justifying those decisions.
    Essential Questions
    How can you tell whether a question is a statistical question?
    How can you find an average value (mean) of a data set?
    In what other ways can you describe an average of a data set?
    How can you describe the spread of a set of data?
    How can you use intervals, tables, and graphs to organize data?
    How can you describe the shape of the distribution of a data set?
    How can you use quartiles to represent data graphically?







    Additional Unit Resources

  • Unit Title
    Creating
    Unit Number
    8CB1
    Course
    Eighth Grade Concert Band
    Content Area
    Fine Arts
    Description
    Creating an original musical work assists students in understanding the musical elements required to convey a mood or feeling. By learning and incorporating common practices in composition technique, students gain a greater depth of knowledge for the execution and performance of other works on their instrument.
    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians purposefully conceive and develop artistic ideas.
    Essential Questions
    Where do composers get their ideas?
    Why do composers create music?
    How are feelings and emotions conveyed in society?
    How do composers convey feelings and emotions in their music?
    Additional Unit Resources

  • Unit Title
    Performing
    Unit Number
    8CB2
    Course
    Eighth Grade Concert Band
    Content Area
    Fine Arts
    Description
    Instrumental performance skills encompass the technical and musical proficiency tools needed to master, interpret, and produce a musical work. Interpreting symbols of expression contributes to the process of mastering an instrumental skillset at high achievement levels. Ensemble performance skills are acquired when students study, rehearse, and perform music in preparation for culminating performances. These performance experiences are critical to the development of musicians.
    Timeline
    34 Week(s)
    Enduring Understandings
    Essential Questions
    Why do people make music?
    What attributes make a musician successful?
    Where do composers get their ideas?
    Why is expression important to a musician?
    How does a performer communicate the feeling or mood of the composer's intent?
    How do ensemble performances change my musicianship?
    What can the symbols of expression tell us about the cultural context of a piece of music?
    Why do ensembles perform?
    How is the ensemble affected by the listener's response?
    What internal and external circumstances may alter the final product of a performance? How do musicians respond given those circumstances?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?
    Why is audiation important to musicians?
    Why should musicians internalize pitch?
    How can aural skills influence aesthetic perception?
    Additional Unit Resources

  • Unit Title
    Responding
    Unit Number
    8CB3
    Course
    Eighth Grade Concert Band
    Content Area
    Fine Arts
    Description
    Composers organize music into units of structure, or musical forms, which have evolved over hundreds of years. Students will visually and aurally analyze method book excerpts to identify musical forms, and then discern and defend forms found within prepared supplemental repertoire. Interpreting the elements of music and the composer’s intent contributes to the process of mastering an instrumental skillset as well as the performance of music literature; thus, influencing the emotional response from the listener.
    Timeline
    34 Day(s)
    Enduring Understandings
    Responses to music are personal and made with knowledge and discrimination.
    Essential Questions
    Where do composers get their ideas?
    Why is musical analysis important to a musician?
    What can the musical analysis tell us about the cultural context of a piece of music?
    Why do ensembles perform?
    How does an ensemble communicate a unique response to listeners?
    How is the ensemble affected by the listener's response?
    What internal and external circumstances may alter the final product of a performance? How do musicians respond given those circumstances?
    How do ensemble performances change my musicianship?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?
    How do the elements of music indicate various form structures?
    How do the elements of music affect a listener's response?
    How do composers express their feelings or emotions through various forms?
    Additional Unit Resources

  • Unit Title
    Connecting
    Unit Number
    8CB4
    Course
    Eighth Grade Concert Band
    Content Area
    Fine Arts
    Description
    Students synthesize and relate knowledge and personal experiences to make music, relating musical ideas and works to societal, cultural, and historical context to deepen understanding critical to their growth as young musicians. The principles and subject matter of various disciplines outside the arts are interrelated with those of music to the processes of analysis, inquiry, and creativity used in mathematics, literature, and physical and/or social sciences. Moreover, the roles of creators, performers, and various vocations continually evolve in the production and presentation in the arts.
    Timeline
    34 Day(s)
    Enduring Understandings
    Music is created and performed in the contexts of society, culture, and history.
    Essential Questions
    What role has music played throughout history?
    How has music influenced culture? How has culture influenced music?
    What can the instrumentation of an ensemble tell us about the cultural context of a piece of music?
    What can the historical context tell us about the composer's intent when performing a piece of music?
    How do the principles and processes used to create music connect to the arts and non-arts-related disciplines?
    How have roles of creators, performers, and vocations evolved in the production and presentation of the arts?
    How should performers and listeners behave at various concerts?
    Additional Unit Resources

  • Unit Title
    Forces and Interactions
    Unit Number
    8CHPS01
    Course
    Eighth Grade Challenge Physical Science
    Content Area
    Science
    Description
    Students will engage in the science and engineering practices to understand ideas related to why some objects will keep moving, why objects fall to the ground and why some materials are attracted to each other while others are not.  Students will be able to apply Newton’s Laws of Motion to relate forces and explain the motion of objects.  Students will apply ideas about gravitational, electrical, and magnetic forces to explain a variety of phenomena. Students will develop ideas that objects can exert forces on each other even though the objects are not in contact, through fields. Students should apply an engineering practice and concept to solve a problem caused when objects collide.

    Timeline
    8 Week(s)
    Enduring Understandings
    Crosscutting Concept--Cause and Effect:  Students will understand that cause and effect relationships may be used to predict phenomena in natural or designed systems. 
    Crosscutting Concept--Systems and System Models:  Students will understand that models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.
    Crosscutting Concept--Stability and Change:  Students will understand that explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales.
    Connections to Engineering, Technology, and Applications of Science--Influence of Science, Engineering, and Technology on Society and the Natural World:  Students will understand that the uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.
    Essential Questions
    How can one explain and predict interactions between objects and within systems of objects?
    How can one predict an object’s continued motion, changes in motion, or stability?
    What underlying forces explain the variety of interactions observed?


    Additional Unit Resources

  • Unit Title
    Energy
    Unit Number
    8CHPS02
    Course
    Eighth Grade Challenge Physical Science
    Content Area
    Science
    Description
    Students will explore four sub-core ideas: Definitions of Energy, Conservation of Energy and Energy Transfer, the Relationship between Energy and Forces, and Energy in Chemical Process and Everyday Life. Students will develop their understanding of important qualitative ideas about energy, including that the interactions of objects can be explained and predicted using the concept of transfer of energy from one object or system of objects to another and that that the total change of energy in any system is always equal to the total energy transferred into or out of the system. Students understand that moving objects have kinetic energy and that objects may also contain stored (potential) energy, depending on their relative positions. Students will also come to know the difference between energy and temperature and begin to develop an understanding of the relationship between force and energy. Students are also able to apply an understanding of design to the process of energy transfer. These performance expectations expect students to demonstrate proficiency in developing and using models, planning investigations, analyzing and interpreting data, designing solutions, and engaging in argument from evidence and to use these practices to demonstrate understanding of the core ideas in PS3.

    Timeline
    5 Week(s)
    Enduring Understandings
    Crosscutting Concept--Scale, Proportion, and Quantity:  Students will understand that proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.
    Crosscutting Concept--Systems and System Models:  Students will understand that models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.
    Crosscutting Concept--Energy and Matter:  Students will understand that the transfer of energy can be tracked as energy flows through a designed or natural system.
    Crosscutting Concept--Energy and Matter:  Students will understand that energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
    Essential Questions
    How is energy transferred and conserved?
    What is energy?
    What is meant by conservation of energy? How is energy transferred between objects and systems?
    How are forces related to energy?
    How can models be used to demonstrate proportional relationships in a system of energy transformations?
    How do engineers solve problems?
    What is design for? What are the criteria and constraints of a successful solution?
    What is the process for developing potential design solutions?  How can a model be used to test a design?


















    Additional Unit Resources

  • Unit Title
    Waves and Electromagnetic Radiation
    Unit Number
    8CHPS03
    Course
    Eighth Grade Challenge Physical Science
    Content Area
    Science
    Description
    Students will gain a better understanding of Wave Properties, Electromagnetic Radiation, and Information Technologies and Instrumentation. Students are able to describe and predict characteristic properties and behaviors of waves when waves interact with matter. Students can apply an understanding of waves as a means to send digital information. These performance expectations focus on students demonstrating proficiency in developing and using models, using mathematical thinking, and obtaining, evaluating and communicating information and using these practices to demonstrate understanding of the core ideas.
    Timeline
    3 Week(s)
    Enduring Understandings
    Crosscutting Concept--Patterns:  Students will understand that graphs and charts can be used to identify patterns in data.
    Crosscutting Concept--Structure and Function:  Students will understand that structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
    Crosscutting Concept--Structure and Function: Structures can be designed to serve particular functions.
    Connections to Engineering, Technology, and Applications of Science--Influence of Science, Engineering, and Technology on Society and the Natural World:  Students will understand that technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations.
    Connections to Nature of Science--Science Is a Human Endeavor:  Students will understand that advances in technology influence the progress of science and science has influenced advances in technology.
    Essential Questions
    How are waves used to transfer energy and information?
    What are the characteristic properties and behaviors of waves?
    What is light?  How can one explain the varied effects that involve light? 
    How does the structure of the material a beam of light interacts with affect its path?
    How does an object’s material and the frequency (color of light) affect the pattern of light’s path?
    How are engineering, technology, science, and society interconnected?
    What are the relationships among science, engineering, and technology?


    Additional Unit Resources

  • Unit Title
    Structure and Properties of Matter
    Unit Number
    8CHPS04
    Course
    Eighth Grade Challenge Physical Science
    Content Area
    Science
    Description
    Students will be able to apply an understanding that pure substances have characteristic properties and are made from a single type of atom or molecule. They will be able to provide molecular-level accounts to explain states of matters and changes between states. In these performance expectations, students are expected to demonstrate proficiency in developing and using models and in obtaining, evaluating, and communicating information.

    Timeline
    6 Week(s)
    Enduring Understandings
    Crosscutting Concept--Scale, Proportion, and Quantity:  Students will understand that time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
    Crosscutting Concept--Structure and Function:  Students will understand that Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
    Crosscutting Concept--Cause and Effect:  Students will understand that cause and effect relationships may be used to predict phenomena in natural or designed systems.
    Engineering, Technology, and Applications of Science--Influence of Science, Engineering, and Technology on Society and the Natural World:  Students will understand that the uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.
    Engineering, Technology, and Applications of Science--Interdependence of Science, Engineering, and Technology:  Students will understand that engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.







    Essential Questions
    How do particles combine to form the variety of matter one observes?
    How do substances combine or change (react) to make new substances?
    How can scale be used to make sense of the size of atoms and how those particles form a substance?
    How does a molecule’s structure contribute to its functions through its chemical and physical properties?
    What is energy?
    What cause and effect relationship can be identified between thermal energy and the different states of matter?
    How are the practices of scientists and engineers similar and different?
    How does innovation, engineering and invention result in technology?
    What impact does science, engineering and technology have on society?
    How does engineering help to advance scientific discoveries?






















    Additional Unit Resources

  • Unit Title
    Chemical Reactions
    Unit Number
    8CHPS05
    Course
    Eighth Grade Challenge Physical Science
    Content Area
    Science
    Description
    Students will be able to provide molecular-level accounts to explain that chemical reactions involve regrouping of atoms to form new substances, and that atoms rearrange during chemical reactions. Students are able to apply an understanding of design and process of optimization in engineering to chemical reaction systems. In these performance expectations, students are expected to demonstrate proficiency in developing and using models, analyzing and interpreting data, and designing solutions. Students use these science and engineering practices to demonstrate understanding of the core ideas.

    Timeline
    3 Week(s)
    Enduring Understandings
    Crosscutting Concept--Patterns:  Students will understand that macroscopic patterns are related to the nature of microscopic and atomic-level structure.
    Crosscutting Concept--Energy and Matter:  Students will understand that matter is conserved because atoms are conserved in physical and chemical processes.
    Crosscutting Concept--Energy and Matter:  Students will understand that the transfer of energy can be tracked as energy flows through a natural system.
    Essential Questions
    What do observable patterns reveal about the microscopic and molecular structures of matter?
    How do particles combine to form the variety of matter one observes?
    How do substances combine or change (react) to make new substances?
    How does one characterize and explain these reactions and make predictions about them?
    What can patterns reveal about the conservation of matter?
    What is the process for developing potential design solutions?
    How can the various proposed design solutions be compared and improved?

























    Additional Unit Resources

  • Unit Title
    Pre-Colonial to Colonization
    Unit Number
    8CUSH1
    Course
    Eighth Grade Challenge United States History
    Content Area
    Social Studies
    Description
    This unit focuses on Pre-Colonial America and the development of North American colonies. Students will understand the reasons behind colonization and the factors that shaped the early development of our nation.
    Timeline
    4 Week(s)
    Enduring Understandings
    Understand that exploration is driven by a variety of different factors such as economics, politics, and geography.
    Understand that Europeans had multiple reasons for immigrating to America.
    Understand that location influences how people live.
    Understand that various geographic and economic factors shaped the development of America.


    Essential Questions
    What factors led European explorers to the Americas?
    Why did some Europeans choose to leave home and settle in colonial America?
    In what ways did location affect daily life in the colonies?
    In what ways did geographic and economic factors shape the early development of America?


    Additional Unit Resources

  • Unit Title
    Revolutionary War Unit
    Unit Number
    8CUSH2
    Course
    Eighth Grade Challenge United States History
    Content Area
    Social Studies
    Description
    This unit focuses on the causes, course of events, and effects of the interaction between the colonies and England which led to the Declaration of Independence and the American Revolution.
    Timeline
    5 Week(s)
    Enduring Understandings
    Understand that historical knowledge of significant groups, individuals, documents, ideas, events and developments led to the formation of America.
    Understand that accessing and evaluating a wide range of primary and secondary sources leads to a better understanding of history.
    Understand that the use of evidence from the disciplinary lens of a historian, economist and citizen helps develop varied perspectives about our nation’s founding.

    Essential Questions
    What were the causes and consequences of America’s movement for independence?
    Were the colonists justified in declaring and fighting for their independence?
    How does the Declaration of Independence reflect the colonists’ ideas about government?
    What factors contributed to the colonists winning the Revolutionary War?
    In what ways did the American Revolution reshape America?



    Additional Unit Resources

  • Unit Title
    Constitution
    Unit Number
    8CUSH3
    Course
    Eighth Grade Challenge United States History
    Content Area
    Social Studies
    Description
    This unit focuses on the creation of a framework to govern the new nation, including early government under the Articles of Confederation, and the conflicts and compromises that led to a new federal framework under the Constitution.
    Timeline
    4 Week(s)
    Enduring Understandings
    Understand that the ideas, conflicts, and compromises of our nation influenced the framework of the US Constitution.
    Understand that the principles, documents, and historical events on which the Constitution was formed are the foundation of our government today.
    Essential Questions
    How were the weaknesses of the Articles of Confederation resolved through compromises in the writing and ratification of the Constitution?
    How does the Constitution reflect major principles and ideals of American democracy?
    How does the Bill of Rights help government balance rights and order in the U.S. political system?

    Additional Unit Resources

  • Unit Title
    New Nation
    Unit Number
    8CUSH4
    Course
    Eighth Grade Challenge United States History
    Content Area
    Social Studies
    Description
    This unit focuses on the challenges facing our new nation from 1789-1837. Students will examine the development of political parties, Jacksonian Democracy, and the growth of the new nation as they contribute to an emerging American identity.
    Timeline
    4 Week(s)
    Enduring Understandings
    Understand that significant groups, individuals, documents, ideas, events and developments led to the growth of the new nation.
    Understand that the use of evidence from the disciplinary lens of a historian, economist and citizen helps develop varied perspectives about the development of our nation.
    Essential Questions
    How did the nation’s early problems reveal different philosophies about government?
    What effect did the events between 1789 to 1837 have on shaping the emerging identity of the United States?
    Additional Unit Resources

  • Unit Title
    Expansion of the United States
    Unit Number
    8CUSH5
    Course
    Eighth Grade Challenge United States History
    Content Area
    Social Studies
    Description
    This unit focuses on the political, social and economic changes that occurred as the new nation continued to grow. These changes include the growth of industry, sectionalism, and expansion of the United States, including the impact on Native American tribes and the effects of immigration.
    Timeline
    3 Week(s)
    Enduring Understandings
    Understand that historical knowledge of significant groups, individuals, documents, ideas, and developments led to the formation of America.
    Understand that economic decision making at the personal, national and international level impacted the development of the country.
    Essential Questions
    What opportunities and conflicts emerged as Americans moved westward?
    How was America transformed by industrialization and urbanization?
    What impact did Manifest Destiny have on the growth and development of the United States?
    How did reform movements of the 1840s begin to change American society?


    Additional Unit Resources

  • Unit Title
    Civil War and Reconstruction
    Unit Number
    8CUSH6
    Course
    Eighth Grade Challenge United States History
    Content Area
    Social Studies
    Description
    This unit focuses on the years preceding the Civil War, including the causes of the war. Students will examine the course of the war and analyze the short-term and long-term effects of the war. Students will analyze the social, political and economic impact of the war as they examine the period of Reconstruction after the war.
    Timeline
    5 Week(s)
    Enduring Understandings
    Understand that historical knowledge of significant groups, individuals, documents, ideas, events and developments shaped the United States.
    Understand that accessing and evaluating a wide range of primary and secondary sources leads to a better understanding of history.
    Understand that the use of evidence from the disciplinary lens of a historian, economist and citizen helps develop varied perspectives.

    Essential Questions
    How did events of the mid-1800s contribute to divisions in our nation?
    Were the southern states justified in seceding from the Union?
    What factors and events led to the outcome of the Civil War?
    In what ways did the Civil War and Reconstruction reshape America?


    Additional Unit Resources

  • Unit Title
    First Impressions
    Unit Number
    8FR01
    Course
    Eighth Grade French 1
    Content Area
    World Language
    Description
    In this unit, students will learn to introduce themselves, describe themselves and others, and participate in basic introductory conversations in the target language. Students will begin to compare and contrast greetings and customs of the target culture with their own.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture affects how we see ourselves and how others perceive us.
    Essential Questions
    How do we get to know each other?
    Additional Unit Resources

  • Unit Title
    Daily Life
    Unit Number
    8FR02
    Course
    Eighth Grade French 1
    Content Area
    World Language
    Description
    In this unit, students will discuss their daily lives (including free time, school day, likes and dislikes) and explore how their lives are similar to and different from the daily lives of those around them and of people from other cultures.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture affects how we spend our days.
    Essential Questions
    How does what I do define who I am?
    Additional Unit Resources

  • Unit Title
    Food
    Unit Number
    8FR03
    Course
    Eighth Grade French 1
    Content Area
    World Language
    Description
    In this unit, students will talk about their daily eating habits and how they compare with common practices in other countries. Students will also learn how to interact in a culturally appropriate way with others at a restaurant setting in the target culture.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture influences when, where, what, and how we eat.
    Culture influences the role that food plays in our lives.
    Essential Questions
    How does my culture influence my food preferences and eating habits?
    Additional Unit Resources

  • Unit Title
    Family and Friends
    Unit Number
    8FR04
    Course
    Eighth Grade French 1
    Content Area
    World Language
    Description
    In this unit, students will explore the roles of family and friends. Students will inquire how family and friends influence one's identity, what role one plays in a family, how families are similar and different across cultures, and how culture influences family life.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture influences family roles and responsibilities.
    Essential Questions
    How do family and friends influence who I am?
    What role do I play in my family?
    How are families similar and different across cultures?
    Additional Unit Resources

  • Unit Title
    Let's Go Out
    Unit Number
    8FR05
    Course
    Eighth Grade French 1
    Content Area
    World Language
    Description
    In this unit, students will explore how community and where people live impact lifestyle as well as how culture can influence plans and activities. Students will learn to navigate around a town, make plans through invitations, analyze schedules and describe events. They will also examine how social gatherings differ from culture to culture.
    Timeline
    9 Week(s)
    Enduring Understandings
    My community and my culture influence my lifestyle.
    Social etiquette differs across cultures.
    Essential Questions
    How does my community and where I live impact my lifestyle?
    How does culture influence our plans and activities?
    Additional Unit Resources

  • Unit Title
    Let's Travel
    Unit Number
    8FR06
    Course
    Eighth Grade French 1
    Content Area
    World Language
    Description
    In this unit, students will explore how their travel destinations influence their preparations. Students will examine the climate, locale, and activities associated with popular tourist destinations  within target language countries. As a result, they will gain an understanding of how traveling can broaden their cultural awareness.
    Timeline
    9 Week(s)
    Enduring Understandings
    Travel increases my awareness of other cultures and my own.
    Travel influences my perspectives of myself and others.
    Essential Questions
    What can we learn about ourselves and others when we travel?
    How can we best prepare to travel?
    Additional Unit Resources

  • Unit Title
    First Impressions
    Unit Number
    8GR01
    Course
    Eighth Grade German 1
    Content Area
    World Language
    Description
    In this unit, students will learn to introduce themselves, describe themselves and others, and participate in basic introductory conversations in the target language. Students will begin to compare and contrast greetings and customs of the target culture with their own.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture affects how we see ourselves and how others perceive us.
    Essential Questions
    How do we get to know each other?
    Additional Unit Resources

  • Unit Title
    Daily Life
    Unit Number
    8GR02
    Course
    Eighth Grade German 1
    Content Area
    World Language
    Description
    In this unit, students will discuss their daily lives (including free time, school day, likes and dislikes) and explore how their lives are similar to and different from the daily lives of those around them and of people from other cultures.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture affects how we spend our days.
    Essential Questions
    How does what I do define who I am?
    Additional Unit Resources

  • Unit Title
    Food
    Unit Number
    8GR03
    Course
    Eighth Grade German 1
    Content Area
    World Language
    Description
    In this unit, students will talk about their daily eating habits and how they compare with common practices in other countries. Students will also learn how to interact in a culturally appropriate way with others at a restaurant setting in the target culture.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture influences when, where, what, and how we eat.
    Culture influences the role that food plays in our lives.
    Essential Questions
    How does my culture influence my food preferences and eating habits?
    Additional Unit Resources

  • Unit Title
    Family and Friends
    Unit Number
    8GR04
    Course
    Eighth Grade German 1
    Content Area
    World Language
    Description
    In this unit, students will explore the roles of family and friends. Students will inquire how family and friends influence one's identity, what role one plays in a family, how families are similar and different across cultures, and how culture influences family life.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture influences family roles and responsibilities.
    Essential Questions
    How do family and friends influence who I am?
    What role do I play in my family?
    How are families similar and different across cultures?
    Additional Unit Resources

  • Unit Title
    Let's Go Out
    Unit Number
    8GR05
    Course
    Eighth Grade German 1
    Content Area
    World Language
    Description
    In this unit, students will explore how community and where people live impact lifestyle as well as how culture can influence plans and activities. Students will learn to navigate around a town, make plans through invitations, analyze schedules and describe events. They will also examine how social gatherings differ from culture to culture.
    Timeline
    9 Week(s)
    Enduring Understandings
    My community and my culture influence my lifestyle.
    Social etiquette differs across cultures.
    Essential Questions
    How does my community and where I live impact my lifestyle?
    How does culture influence our plans and activities?
    Additional Unit Resources

  • Unit Title
    Let's Travel
    Unit Number
    8GR06
    Course
    Eighth Grade German 1
    Content Area
    World Language
    Description
    In this unit, students will explore how their travel destinations influence their preparations. Students will examine the climate, locale, and activities associated with popular tourist destinations within target language countries. As a result, they will gain an understanding of how traveling can broaden their cultural awareness.
    Timeline
    9 Week(s)
    Enduring Understandings
    Travel increases my awareness of other cultures and my own.
    Travel influences my perspectives of myself and others.
    Essential Questions
    What can we learn about ourselves and others when we travel?
    How can we best prepare to travel?
    Additional Unit Resources

  • Unit Title
    Performing
    Unit Number
    8MC01
    Course
    Eighth Grade Mixed Choir
    Content Area
    Fine Arts
    Description
    Performance experiences are critical to the development of musicians. Vocal performance skills encompass the tools needed to master, interpret, and produce a musical work. Ensemble performance skills are acquired when students rehearse and study music in preparation for culminating performances.
    Timeline
    34 Week(s)
    Enduring Understandings
    Understanding and appreciation of a variety of repertoire.
    Respect the process and performance.
    Everyone can participate in the creation of music. Creating music is not an elite art form.



    Essential Questions
    Why do people make music?
    What attributes make a musician successful?
    Where do composers get their ideas?
    Why is expression important to a musician?
    How do ensemble performances change my musicianship?
    How is the ensemble affected by the listener’s response?
    What internal and external circumstances may alter the final product of a performance? How do musicians respond given those circumstances?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?









    Additional Unit Resources
    • 3-Part and 4-Part Octavos of Varied Repertoire

    • Alfred’s Essentials of Music Theory Web

    • Sight Reading Factory Teacher and Student Editions

    • Music Notation Software

    • Smart Music

  • Unit Title
    Responding
    Unit Number
    8MC02
    Course
    Eighth Grade Mixed Choir
    Content Area
    Fine Arts
    Description
    Interpreting the elements of music and the composer’s intent contributes to the process of mastering a skill, and influences the emotional response from the performer and the listener.
    Timeline
    34 Week(s)
    Enduring Understandings
    Responses to music are personal and made with knowledge and understanding.
    Essential Questions
    Where do composers get their ideas?
    Why is musical analysis important to a musician?
    What can the musical analysis tell us about the cultural context of a piece of music?
    How does an ensemble communicate a unique response to listeners?
    How do ensemble performances change my musicianship?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?
    How do the elements of music affect a listener’s response?








    Additional Unit Resources
    • 3-Part and 4-Part Octavos of Varied Repertoire

    • Alfred’s Essentials of Music Theory Web

    • Sight Reading Factory Teacher and Student Editions

    • Music Notation Software

    • Smart Music

  • Unit Title
    Creating
    Unit Number
    8MC03
    Course
    Eighth Grade Mixed Choir
    Content Area
    Fine Arts
    Description
    Creating an original musical work assists students in understanding the musical elements required to convey a mood or feeling. By learning and incorporating common practices in composition technique, students gain a greater depth of knowledge for the execution and performance of other works on their instrument.
    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians purposefully conceive and develop artistic ideas.
    Essential Questions
    Where do composers get their ideas?
    Why do composers create music?
    How are feelings and emotions conveyed in society?
    How do composers convey feelings and emotions in their music?




    Additional Unit Resources
    • 3-Part and 4-Part Octavos of Varied Repertoire

    • Alfred’s Essentials of Music Theory Web

    • Sight Reading Factory Teacher and Student Editions

    • Music Notation Software

    • Smart Music

  • Unit Title
    Connecting
    Unit Number
    8MC04
    Course
    Eighth Grade Mixed Choir
    Content Area
    Fine Arts
    Description
    Students will relate knowledge and personal experiences to make music. Musical ideas and works are studied in societal, cultural, and historical context to deepen understanding critical to growth as a young musician. The principles and subject matter of various disciplines outside the arts are interrelated with those of music to the processes of analysis, inquiry, and creativity used in mathematics, literature, and physical and/or social sciences.
    Timeline
    34 Week(s)
    Enduring Understandings
    Music is created and performed in the contexts of society, culture, and history.
    Essential Questions
    What role has music played throughout history?
    How has music influenced culture? How has culture influenced music?
    What can the historical context tell us about the composer’s intent when performing a piece of music?
    How do the principles and processes used to create music connect to the arts and non-arts related disciplines?
    How have roles of creators, performers, and vocations evolved in the production and presentation of the arts?
    How should performers and listeners behave at various concerts?






    Additional Unit Resources
    • 3-Part and 4-Part Octavos of Varied Repertoire

    • Alfred’s Essentials of Music Theory Web

    • Sight Reading Factory Teacher and Student Editions

    • Music Notation Software

    • Smart Music

  • Unit Title
    Forces and Interactions
    Unit Number
    8PS01
    Course
    Eighth Grade Physical Science
    Content Area
    Science
    Description
    Students will engage in the science and engineering practices to understand ideas related to why some objects will keep moving, why objects fall to the ground and why some materials are attracted to each other while others are not.  Students will be able to apply Newton’s Laws of Motion to relate forces and explain the motion of objects.  Students will apply ideas about gravitational, electrical, and magnetic forces to explain a variety of phenomena. Students will develop ideas that objects can exert forces on each other even though the objects are not in contact, through fields. Students should apply an engineering practice and concept to solve a problem caused when objects collide.

    Timeline
    8 Week(s)
    Enduring Understandings
    Crosscutting Concept--Cause and Effect:  Students will understand that cause and effect relationships may be used to predict phenomena in natural or designed systems. 
    Crosscutting Concept--Systems and System Models:  Students will understand that models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.
    Crosscutting Concept--Stability and Change:  Students will understand that explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales.
    Connections to Engineering, Technology, and Applications of Science--Influence of Science, Engineering, and Technology on Society and the Natural World:  Students will understand that the uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.
    Essential Questions
    How can one explain and predict interactions between objects and within systems of objects?
    How can one predict an object’s continued motion, changes in motion, or stability?
    What underlying forces explain the variety of interactions observed?

    Additional Unit Resources

  • Unit Title
    Energy
    Unit Number
    8PS02
    Course
    Eighth Grade Physical Science
    Content Area
    Science
    Description
    Students will explore four sub-core ideas: Definitions of Energy, Conservation of Energy and Energy Transfer, the Relationship between Energy and Forces, and Energy in Chemical Process and Everyday Life. Students will develop their understanding of important qualitative ideas about energy, including that the interactions of objects can be explained and predicted using the concept of transfer of energy from one object or system of objects to another and that that the total change of energy in any system is always equal to the total energy transferred into or out of the system. Students understand that moving objects have kinetic energy and that objects may also contain stored (potential) energy, depending on their relative positions. Students will also come to know the difference between energy and temperature and begin to develop an understanding of the relationship between force and energy. Students are also able to apply an understanding of design to the process of energy transfer. These performance expectations expect students to demonstrate proficiency in developing and using models, planning investigations, analyzing and interpreting data, designing solutions, and engaging in argument from evidence, and to use these practices to demonstrate understanding of the core ideas in PS3.

    Timeline
    5 Week(s)
    Enduring Understandings
    Crosscutting Concept--Scale, Proportion, and Quantity:  Students will understand that proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.
    Crosscutting Concept--Systems and System Models:  Students will understand that models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.
    Crosscutting Concept--Energy and Matter:  Students will understand that the transfer of energy can be tracked as energy flows through a designed or natural system.
    Crosscutting Concept--Energy and Matter:  Students will understand that energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
    Essential Questions
    How is energy transferred and conserved?
    What is energy?
    What is meant by conservation of energy? How is energy transferred between objects and systems?
    How are forces related to energy?
    How can models be used to demonstrate proportional relationships in a system of energy transformations?
    How do engineers solve problems?
    What is design for? What are the criteria and constraints of a successful solution?
    What is the process for developing potential design solutions?  How can a model be used to test a design?










    Additional Unit Resources

  • Unit Title
    Waves and Electromagnetic Radiation
    Unit Number
    8PS03
    Course
    Eighth Grade Physical Science
    Content Area
    Science
    Description
    Students will gain a better understanding of Wave Properties, Electromagnetic Radiation, and Information Technologies and Instrumentation. Students are able to describe and predict characteristic properties and behaviors of waves when waves interact with matter. Students can apply an understanding of waves as a means to send digital information. These performance expectations focus on students demonstrating proficiency in developing and using models, using mathematical thinking, and obtaining, evaluating and communicating information and using these practices to demonstrate understanding of the core ideas.

    Timeline
    3 Week(s)
    Enduring Understandings
    Crosscutting Concept--Patterns:  Students will understand that graphs and charts can be used to identify patterns in data.
    Crosscutting Concept--Structure and Function:  Students will understand that structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
    Crosscutting Concept--Structure and Function: Structures can be designed to serve particular functions.
    Connections to Engineering, Technology, and Applications of Science--Influence of Science, Engineering, and Technology on Society and the Natural World:  Students will understand that technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations.
    Connections to Nature of Science--Science Is a Human Endeavor:  Students will understand that advances in technology influence the progress of science and science has influenced advances in technology.
    Essential Questions
    How are waves used to transfer energy and information?
    What are the characteristic properties and behaviors of waves?
    What is light?  How can one explain the varied effects that involve light? 
    How does the structure of the material a beam of light interacts with affect its path?
    How does an object’s material and the frequency (color of light) affect the pattern of light’s path?
    How are engineering, technology, science, and society interconnected?







    What are the relationships among science, engineering, and technology?
    Additional Unit Resources

  • Unit Title
    Structure and Properties of Matter
    Unit Number
    8PS04
    Course
    Eighth Grade Physical Science
    Content Area
    Science
    Description
    Students will be able to apply an understanding that pure substances have characteristic properties and are made from a single type of atom or molecule. They will be able to provide molecular-level accounts to explain states of matters and changes between states. In these performance expectations, students are expected to demonstrate proficiency in developing and using models and in obtaining, evaluating, and communicating information.

    Timeline
    6 Week(s)
    Enduring Understandings
    Crosscutting Concept--Scale, Proportion, and Quantity:  Students will understand that time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
    Crosscutting Concept--Structure and Function:  Students will understand that Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
    Crosscutting Concept--Cause and Effect:  Students will understand that cause and effect relationships may be used to predict phenomena in natural or designed systems.
    Engineering, Technology, and Applications of Science--Influence of Science, Engineering, and Technology on Society and the Natural World:  Students will understand that the uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.
    Engineering, Technology, and Applications of Science--Interdependence of Science, Engineering, and Technology:  Students will understand that engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.






    Essential Questions
    How do particles combine to form the variety of matter one observes?
    How do substances combine or change (react) to make new substances?
    How can scale be used to make sense of the size of atoms and how those particles form a substance?
    How does a molecule’s structure contribute to its functions through its chemical and physical properties?
    What is energy?
    What cause and effect relationship can be identified between thermal energy and the different states of matter?
    How are the practices of scientists and engineers similar and different?
    How does innovation, engineering and invention result in technology?
    What impact does science, engineering and technology have on society?
    How does engineering help to advance scientific discoveries?














     
    Additional Unit Resources

  • Unit Title
    Chemical Reactions
    Unit Number
    8PS05
    Course
    Eighth Grade Physical Science
    Content Area
    Science
    Description
    Students will be able to provide molecular-level accounts to explain that chemical reactions involve regrouping of atoms to form new substances, and that atoms rearrange during chemical reactions. Students are able to apply an understanding of design and process of optimization in engineering to chemical reaction systems. In these performance expectations, students are expected to demonstrate proficiency in developing and using models, analyzing and interpreting data, and designing solutions. Students use these science and engineering practices to demonstrate understanding of the core ideas.

    Timeline
    3 Week(s)
    Enduring Understandings
    Crosscutting Concept--Patterns:  Students will understand that macroscopic patterns are related to the nature of microscopic and atomic-level structure.
    Crosscutting Concept--Energy and Matter:  Students will understand that matter is conserved because atoms are conserved in physical and chemical processes.
    Crosscutting Concept--Energy and Matter:  Students will understand that the transfer of energy can be tracked as energy flows through a natural system.



    Essential Questions
    What do observable patterns reveal about the microscopic and molecular structures of matter?
    How do particles combine to form the variety of matter one observes?
    How do substances combine or change (react) to make new substances?
    How does one characterize and explain these reactions and make predictions about them?
    What can patterns reveal about the conservation of matter?
    What is the process for developing potential design solutions?
    How can the various proposed design solutions be compared and improved?





    Additional Unit Resources

  • Unit Title
    First Impressions
    Unit Number
    8SP01
    Course
    Eighth Grade Spanish 1
    Content Area
    World Language
    Description
    In this unit, students will learn to introduce themselves, describe themselves and others, and participate in basic introductory conversations in the target language. Students will begin to compare and contrast greetings and customs of the target culture with their own.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture affects how we see ourselves and how others perceive us.
    Essential Questions
    How do we get to know each other?
    Additional Unit Resources

  • Unit Title
    Daily Life
    Unit Number
    8SP02
    Course
    Eighth Grade Spanish 1
    Content Area
    World Language
    Description
    In this unit, students will discuss their daily lives (including free time, school day, likes and dislikes) and explore how their lives are similar to and different from the daily lives of those around them and of people from other cultures.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture affects how we spend our days.
    Essential Questions
    How does what I do define who I am?
    Additional Unit Resources

  • Unit Title
    Food
    Unit Number
    8SP03
    Course
    Eighth Grade Spanish 1
    Content Area
    World Language
    Description
    In this unit, students will talk about their daily eating habits and how they compare with common practices in other countries. Students will also learn how to interact in a culturally appropriate way with others at a restaurant setting in the target culture.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture influences when, where, what, and how we eat.
    Culture influences the role that food plays in our lives.
    Essential Questions
    How does my culture influence my food preferences and eating habits?
    Additional Unit Resources

  • Unit Title
    Family and Friends
    Unit Number
    8SP04
    Course
    Eighth Grade Spanish 1
    Content Area
    World Language
    Description
    In this unit, students will explore the roles of family and friends. Students will inquire how family and friends influence one's identity, what role one plays in a family, how families are similar and different across cultures, and how culture influences family life.
    Timeline
    9 Week(s)
    Enduring Understandings
    Culture influences family roles and responsibilities.
    Essential Questions
    How do family and friends influence who I am?
    What role do I play in my family?
    How are families similar and different across cultures?
    Additional Unit Resources

  • Unit Title
    Let's Go Out
    Unit Number
    8SP05
    Course
    Eighth Grade Spanish 1
    Content Area
    World Language
    Description
    In this unit, students will explore how community and where people live impact lifestyle as well as how culture can influence plans and activities. Students will learn to navigate around a town, make plans through invitations, analyze schedules and describe events. They will also examine how social gatherings differ from culture to culture.
    Timeline
    9 Week(s)
    Enduring Understandings
    My community and my culture influence my lifestyle.
    Social etiquette differs across cultures.
    Essential Questions
    How does my community and where I live impact my lifestyle?
    How does culture influence our plans and activities?
    Additional Unit Resources

  • Unit Title
    Let's Travel
    Unit Number
    8SP06
    Course
    Eighth Grade Spanish 1
    Content Area
    World Language
    Description
    In this unit, students will explore how their travel destinations influence their preparations. Students will examine the climate, locale, and activities associated with popular tourist destinations within target language countries. As a result, they will gain an understanding of how traveling can broaden their cultural awareness.
    Timeline
    9 Week(s)
    Enduring Understandings
    Travel increases my awareness of other cultures and my own.
    Travel influences my perspectives of myself and others.
    Essential Questions
    What can we learn about ourselves and others when we travel?
    How can we best prepare to travel?
    Additional Unit Resources

  • Unit Title
    Performing
    Unit Number
    8TCH01
    Course
    Eighth Grade Treble Choir
    Content Area
    Fine Arts
    Description
    Performance experiences are critical to the development of musicians. Vocal performance skills encompass the tools needed to master, interpret, and produce a musical work. Ensemble performance skills are acquired when students rehearse and study music in preparation for culminating performances.

    Timeline
    34 Week(s)
    Enduring Understandings
    Understanding and appreciation of a variety of repertoire.
    Respect the process and performance.
    Everyone can participate in the creation of music.  Creating music is not an elite art form.



    Essential Questions
    Why do people make music?
    What attributes make a musician successful?
    Where do composers get their ideas?
    Why is expression important to a musician?
    How do ensemble performances change my musicianship?
    How is the ensemble affected by the listener’s response?
    What internal and external circumstances may alter the final product of a performance? How do musicians respond given those circumstances?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?









    Additional Unit Resources

  • Unit Title
    Responding
    Unit Number
    8TCH02
    Course
    Eighth Grade Treble Choir
    Content Area
    Fine Arts
    Description
    Interpreting the elements of music and the composer’s intent contributes to the process of mastering a skill, and influences the emotional response from the  performer and the listener.

    Timeline
    34 Week(s)
    Enduring Understandings
    Responses to music are personal and made with knowledge and understanding.

    Essential Questions
    Where do composers get their ideas?
    Why is musical analysis important to a musician?
    What can the musical analysis tell us about the cultural context of a piece of music?
    How does an ensemble communicate a unique response to listeners?
    How do ensemble performances change my musicianship?
    How do we know we are improving as an ensemble?
    How does an accomplished ensemble sound?
    How do the elements of music affect a listener’s response?








    Additional Unit Resources

  • Unit Title
    Creating
    Unit Number
    8TCH03
    Course
    Eighth Grade Treble Choir
    Content Area
    Fine Arts
    Description
    Creating an original musical work assists students in understanding the musical elements required to convey a mood or feeling. By learning and incorporating common practices in composition technique, students gain a greater depth of knowledge for the execution and performance of other works on their instrument.

    Timeline
    34 Week(s)
    Enduring Understandings
    Musicians purposefully conceive and develop artistic ideas.

    Essential Questions
    Where do composers get their ideas?
    Why do composers create music?
    How are feelings and emotions conveyed in society?
    How do composers convey feelings and emotions in their music?




    Additional Unit Resources

  • Unit Title
    Connecting
    Unit Number
    8TCH04
    Course
    Eighth Grade Treble Choir
    Content Area
    Fine Arts
    Description
    Students will relate knowledge and personal experiences to make music. Musical ideas and works are studied in societal, cultural, and historical context to deepen understanding critical to growth as a young musician. The principles and subject matter of various disciplines outside the arts are interrelated with those of music to the processes of analysis, inquiry, and creativity used in mathematics, literature, and physical and/or social sciences.

    Timeline
    34 Week(s)
    Enduring Understandings
    Music is created and performed in the contexts of society, culture, and history.

    Essential Questions
    What role has music played throughout history?
    How has music influenced culture?  How has culture influenced music?
    What can the historical context tell us about the composer’s intent when performing a piece of music?
    How do the principles and processes used to create music connect to the arts and non-arts related disciplines?
    How have roles of creators, performers, and vocations evolved in the production and presentation of the arts?
    How should performers and listeners behave at various concerts?






    Additional Unit Resources

  • Unit Title
    Pre-Colonial to Colonization
    Unit Number
    8USH1
    Course
    Eighth Grade United States History
    Content Area
    Social Studies
    Description
    This unit focuses on Pre-Colonial America and the development of North American colonies. Students will understand the reasons behind colonization and the factors that shaped the early development of our nation.
    Timeline
    4 Week(s)
    Enduring Understandings
    Understand that exploration is driven by a variety of different factors such as economics, politics, and geography.
    Understand that Europeans had multiple reasons for immigrating to America.
    Understand that location influences how people live.
    Understand that various geographic and economic factors shaped the development of America.


    Essential Questions
    What factors led European explorers to the Americas?
    Why did some Europeans choose to leave home and settle in colonial America?
    In what ways did location affect daily life in the colonies?
    In what ways did geographic and economic factors shape the early development of America?


    Additional Unit Resources

  • Unit Title
    Revolutionary War Unit
    Unit Number
    8USH2
    Course
    Eighth Grade United States History
    Content Area
    Social Studies
    Description
    This unit focuses on the causes, course of events, and effects of the interaction between the colonies and England which led to the Declaration of Independence and the American Revolution.
    Timeline
    5 Week(s)
    Enduring Understandings
    Understand that historical knowledge of significant groups, individuals, documents, ideas, events and developments led to the formation of America.
    Understand that accessing and evaluating a wide range of primary and secondary sources leads to a better understanding of history.
    Understand that the use of evidence from the disciplinary lens of a historian, economist and citizen helps develop varied perspectives about our nation’s founding.

    Essential Questions
    What were the causes and consequences of America’s movement for independence?
    Were the colonists justified in declaring and fighting for their independence?
    How does the Declaration of Independence reflect the colonists’ ideas about government?
    What factors contributed to the colonists winning the Revolutionary War?
    In what ways did the American Revolution reshape America?



    Additional Unit Resources

  • Unit Title
    Constitution
    Unit Number
    8USH3
    Course
    Eighth Grade United States History
    Content Area
    Social Studies
    Description
    This unit focuses on the creation of a framework to govern the new nation including early government under the Articles of Confederation, and the conflicts and compromises that led to a new federal framework under the Constitution.
    Timeline
    4 Week(s)
    Enduring Understandings
    Understand that the ideas, conflicts, and compromises of our nation influenced the framework of the US Constitution.
    Understand that the principles, documents, and historical events on which the Constitution was formed are the foundation of our government today.
    Essential Questions
    How were the weaknesses of the Articles of Confederation resolved through compromises in the writing and ratification of the Constitution?
    How does the Constitution reflect major principles and ideals of American democracy?
    How does the Bill of Rights help government balance rights and order in the U.S. political system?
    Additional Unit Resources

  • Unit Title
    New Nation
    Unit Number
    8USH4
    Course
    Eighth Grade United States History
    Content Area
    Social Studies
    Description
    This unit focuses on the challenges facing our new nation from 1789 - 1837. Students will examine the development of political parties, Jacksonian Democracy, and the growth of the new nation as they contribute to an emerging American identity.
    Timeline
    4 Week(s)
    Enduring Understandings
    Understand that significant groups, individuals, documents, ideas, events and developments led to the growth of the new nation.
    Understand that the use of evidence from the disciplinary lens of a historian, economist and citizen helps develop varied perspectives about the development of our nation.
    Essential Questions
    How did the nation’s early problems reveal different philosophies about government?
    What effect did the events between 1789 to 1837 have on shaping the emerging identity of the United States?
    Additional Unit Resources

  • Unit Title
    Expansion of the United States
    Unit Number
    8USH5
    Course
    Eighth Grade United States History
    Content Area
    Social Studies
    Description
    This unit focuses on the political, social and economic changes that occurred as the new nation continued to grow. These changes include the growth of industry, sectionalism, and expansion of the United States including the impact on Native American tribes and the effects of immigration.
    Timeline
    3 Week(s)
    Enduring Understandings
    Understand that historical knowledge of significant groups, individuals, documents, ideas, events led to the formation of America.
    Understand that economic decision making at the personal, national and international level impacted the development of the country.
    Essential Questions
    What opportunities and conflicts emerged as Americans moved westward?
    How was America transformed by industrialization and urbanization?
    What impact did Manifest Destiny have on the growth and development of the United States?
    How did reform movements of the 1840s begin to change American society?


    Additional Unit Resources

  • Unit Title
    Civil War and Reconstruction
    Unit Number
    8USH6
    Course
    Eighth Grade United States History
    Content Area
    Social Studies
    Description
    This unit focuses on the years preceding the Civil War, including the causes of the war. Students will examine the course of the war and analyze the short-term and long-term effects of the war. Students will analyze the social, political and economic impact of the war as they examine the period of Reconstruction after the war.
    Timeline
    5 Week(s)
    Enduring Understandings
    Understand that historical knowledge of significant groups, individuals, documents, ideas, events and developments shaped the United States.
    Understand that accessing and evaluating a wide range of primary and secondary sources leads to a better understanding of history.
    Understand that the use of evidence from the disciplinary lens of a historian, economist and citizen helps develop varied perspectives.

    Essential Questions
    How did events of the mid-1800’s contribute to divisions in our nation?
    Were the southern states justified in seceding from the Union?
    What factors and events led to the outcome of the Civil War?
    In what ways did the Civil War and Reconstruction reshape America?


    Additional Unit Resources

  • Unit Title
    Probability
    Unit Number
    9
    Course
    Math 7
    Content Area
    Math
    Description
    Students will develop probability models and use them to find them to find theoretical probabilities of an event (including compound events).
    Timeline
    2 Week(s)
    Enduring Understandings
    Probability quantifies the likelihood that something will happen and enables us to make predictions and informed decisions.
    Essential Questions
    In an experiment, how can you determine the number of possible results?
    How can you describe the likelihood of an event?
    How can you use relative frequencies to find probabilities?
    How can you find the number of possible outcomes of one or more events?
    What is the difference between dependent and independent events?





    Additional Unit Resources

  • Unit Title
    Data Analysis and Displays
    Unit Number
    9
    Course
    Math 8
    Content Area
    Math
    Description
    Students will construct scatter plots, find the lines of best fit and use these equations to solve problems - interpreting the slope and y-intercept in context.  They will use two-way tables and choose appropriate data displays.
    Timeline
    2 Week(s)
    Enduring Und