Unit 8: Using Tools to Measure Length, Weight, and Capacity

Students will be able to...

• Reason about the units of length, weight, and capacity.

• Apply their knowledge of size and weight for selecting units to use when estimating and measuring size and weight.

• Measure lengths in customary units to the 1/4, 1/2 and whole inch.

• Measure feet and yards to the whole unit.

• Measure capacity and weight to the whole number.

• Make reasonable estimates of length, weight, and capacity.

• Solve one-step word problems related to measurement.

​Unit 9: Understanding Time

Students will be able to...

• Tell and write time to the nearest minute, within the same hour.

• Determine the amount of time passed within the same hour.

• Solve problems involving elapsed time.

Big Ideas and Guiding Questions:

Where does our water come from?

What happens when people don’t have access to clean water?

How do writers use text-based evidence to strengthen their message?​

​Unit 1: Building Background Knowledge: Water Around the World

• Mid-Unit 1 Assessment: Answering Questions about a Literary Text: Students will listen to an excerpt read aloud and determine the main idea and supporting details. Students will also answer questions demonstrating their ability to explain the function of nouns and pronouns.

• End of Unit 1 Assessment: Comparing and Contrasting Informational Texts: Students will read a new informational text and compare the main ideas and key details to a previously read text. Students will also answer questions demonstrating their ability to explain the function of verbs, adjectives, and adverbs.

​Unit 2: Developing an Opinion: The Importance of Water Conservation

• Mid-Unit 2 Assessment: Examining Point of View: Students will read a new text and answer questions to demonstrate an ability to distinguish an author's point of view from their own and determine the literal and nonliteral meanings of words and phrases in context.

• End of Unit 2 Assessment: Writing an Opinion Essay: Students will use information gathered from multiple sources to write an opinion essay explaining why we should get involved in water conservation. Students will also answer multiple choice questions about forming and using regular and irregular plural nouns.

Unit 3: Call to Action: Solutions to Water Issues

• Mid-Unit 3 Assessment: Writing an Invitational Letter: Students will write a letter to guests inviting them to the live launch of their water issue video PSAs.

• End of Unit 3 Assessment: Water Issue Video PSA: Students will work collaboratively in groups to create their own PSA about a water issue using a script, props, and green screen.

Module Performance Task: Water PSA Live Launch Presentation

• Students will work in pairs to share their learning about the causes and effects and potential solutions for a water issue. Before playing the video PSA, students deliver a presentation outlining why this issue is important to them and the process they followed to create the PSA.​

Students will be able to...

• Explain that plants are living organisms that have needs, structures, and functions which are necessary for growth and survival.

• Describe how environmental conditions determine how well plants grow and survive. For example, drought conditions will impact the growth and survival of a plant.

• Plan and carry out an investigation to see if plants need water and light to grow.

• Identify that roots absorb water/nutrients, stem supports the plant, leaves synthesize food, and the flowers attract pollinators and produce seeds for reproduction.

• Label the names of major plant parts (roots, leaves, stems, flowers).

• Compare soil components (sand, clay, and humus).

• Identify how different types of soil (based on properties and components)  influence plant growth and survival.

• Summarize the life cycle of a seed plant.

• Illustrate the stages of a seed plant life cycle.

Students will be able to...

1. Explain historical events that occured in local community and regions

2. Analyze how historical figures and groups contributed to local communities and regions

3. Give examples of ideas that were significant to local community and region development 

4. Explain change over time using historical narratives and sources 

5. Explain how historical narratives portray multiple  perspectives (points of view

6. Compare language, food, and traditions of various groups in local and regional communities and how they impact economic development

7. Give examples of how various groups show artistic expression in local and regional communities. 

8. Read and analyze historical narratives (biographies, autobiographies, historical essays, diaries, letters, etc.) to explore how cultures borrow and share from each other (foods, languages, rules, traditions, and behavior).