Unit#1 Place Value of Whole Numbers and Order of Operations Standards:
OA.1 Use Parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm (or
other strategies demonstrating understanding of multiplication) up to a 3 digit by 2 digit divisor.
NBT.6 Fluently divide up to 4-digit dividends and 2-digit divisors.
Unit #2 Decimals
NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
NBT.3 Read, write, and compare decimals to the thousandths.
NBT.4 Use place value understanding to round decimals up to the hundredths place.
NBT.7 Add and subtract decimals to the hundredths place.
Unit #3 Multiplying and Dividing with Decimals
NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
NBT.7 All operations with decimals. (Add, subtract, multiply, and divide)
English Language Arts: The goals of our reading launch unit are: · Describe what Reader’s Workshops look and sound like and their responsibilities in each. · Set up a Reader’s Notebook and articulate the purpose of each “tool” included and how to use them independently. · Choose just right books as well as books in the grade 4-5 text complexity band. · Compare and contrast literary and informational texts and explain why a text is a specific genre. · Use the standards board to improve their learning as well as to measure progress toward learning targets. · Perform a close reading of an independent text. · Compare and contrast paraphrasing, summarizing, and retelling. · Read with sufficient fluency to support comprehension. · Follow agreed-upon rules for discussions; carry out assigned group roles.
The goals of our writing launch unit are: · Develop a Writer’s Notebook, understand the purpose of this tool as well as how to use it independently. · Use the standards board to improve their learning as well as to measure progress toward learning targets. · Depict seven purposes for writing and produce an example of each. · Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. · Draw on all writers know of previous work with narrative writing. · Assess their work, review their options, and make decisions about what needs to be done. · Tackle stories of personal significance and dramatize those stories. · Step inside the shoes of the character (themselves at a different time and place).
Narrative Writing.
Science: Constructive & Destructive ForcesS5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes. a. Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms). b. Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes. c. Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes. (Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)
constructive forces
destructive forces
Collect data on surface features
Asking ?’s about technology
Social Studies
Setting the stage for Inquiry
Classroom procedures
Social Studies Launch Unit- introducing connecting themes and protocols
When is change worth conflict?The student will explain the causes, major events, and consequences of the Civil War. a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry, and explain how each of these events was related to the Civil War. b. Discuss how the issues of states’ rights and slavery increased tensions between the North and South. c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House. d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall” Jackson. e. Describe the effects of war on the North and South.
Introduce Document Based Questioning (DBQ)
Start Civil War DBQ What Caused the Civil War?
Events of the Civil War (Geography Standards on major battle locations)
Consequences of the Civil War
How did Reconstruction affect life in the North and South?The student will analyze the effects of Reconstruction on American life. a. Describe the purpose of the 13th, 14th, and 15th Amendments. b. Explain the work of the Freedmen’s Bureau. c. Explain how slavery was replaced by sharecropping and how African-Americans were prevented from exercising their newly won rights; include a discussion of Jim Crow laws and customs.
13th, 14th & 15th Amendments
Freedmen’s Bureau
Sharecropping
Emphasize SS5G2 Explain the reasons for the spatial patterns of economic activities. a. Locate primary agricultural and industrial locations between the end of the Civil War and 1900 and explain how factors such as population, transportation, and resources have influenced these areas (e.g., Pittsburgh’s rapid growth in the late nineteenth century). b. Locate primary agricultural and industrial locations since the turn of the 20th century and explain how factors such as population, transportation, and resources have influenced these areas (e.g., Chicago’s rapid growth at the turn of the century).