Embedded Files
Social Studies: 6.2.8.GeoPP.3.a: Use geographic models to describe how the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion., 6.2.8.GeoPP.3.b: Explain how geography and the availability of natural resources led to both the development of classical civilizations and to their decline, 6.2.8.GeoHE.4.a: Explain how geography influenced the development of the political, economic, and cultural centers of each empire as well as the empires’ relationships with other parts of the world.
Language Arts:
Progress Indicators for Writing and Production and Distribution of Writing
-(W.6.4.) Produce clear and coherent writing in which the development,
organization, voice and style are appropriate to task, purpose, and audience.
-(NJSLSA.W4.) Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
Anchor Standards: Writing, Text Types and Purposes
-(NJSLSA.W1.) Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence
-RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
-NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation.
-NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
-NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Math:
6.G.A- Solve real-world and mathematical problems involving area, surface area, and volume.
6.G.A.4- Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
6.NS.C.5- Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
Science: MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions, MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem, MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success, MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Research to Build and Present Knowledge
(W.2.8.) Recall information from experiences or gather information from provided sources to answer a question.
(NJSLSA.W8.) Gather relevant information from multiple prints and digital sources, assess the credibility and accuracy of each source, and integrate
Production and Distribution of Writing
(W.2.5.) With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising, and editing.
(NJSLSA.W4.) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
the information while avoiding plagiarism.
Anchor Standards: Writing
Production and Distribution of Writing
(NJSLSA.W5.) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Anchor Standards: Language
Vocabulary Acquisition and Use
(NJSLSA.L6.) Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
LIFE SCIENCE
Ecosystems: Interactions, Energy, and Dynamics - Students who demonstrate understanding can:
Disciplinary Core Ideas
Interdependent Relationships in Ecosystems
(LS2.A:1.) Plants depend on water and light to grow. (2-LS2-1)
(LS2.A:2.) Plants depend on animals for pollination or to move their seeds around. (2-LS2-2)
Biodiversity and Humans
(LS4.D:1.) There are many different kinds of living things in any area, and they exist in different places on land and in water. (2-LS4-1)
Biological Evolution: Unity and Diversity - Students who demonstrate understanding can:
(2-LS4-1.) Make observations of plants and animals to compare the diversity of life in different habitats[Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]
Progress Indicators for Language
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
(L.2.1.F.) Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
Vocabulary Acquisition and Use
(L.2.6.) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Anchor Standards: Writing
Production and Distribution of Writing
(NJSLSA.W4.) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Range of Writing
(NJSLSA.W10.) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Anchor Standards: Speaking and Listening
Comprehension and Collaboration
(NJSLSA.SL2.) Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Technology
Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.
Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
Select and use applications effectively and productively.
(8.1.2.A.5.) Enter information into a spreadsheet and sort the information.
(8.1.2.A.6.) Identify the structure and components of a database.
(8.1.2.A.7.) Enter information into a database or spreadsheet and filter the information.
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