This lesson will allow students to select and share what details are important on a topic.  Groups of students will research a topic and then discuss and determine the top 25 important things someone should know about the topic.

Our mission is to inspire the next generation of environmental stewards while protecting our planet's most precious pollinators. The resources we have provided are designed to engage students through observation-based and hands-on learning with a little help from our tiny friends -- the bees! This unit of study has ample resources including teacher guides, video links, material lists, background information, standards mapping, and engaging work for students. 

The City X Project is an international educational workshop for 8-12 year-old students that teaches creative problem solving using 3D printing technologies and the design process. This 6-10 hour workshop is designed for 3rd-6th grade classrooms but can be adapted to fit a variety of environments. Read a full overview of the experience here: http://www.cityxproject.com/workshop/

D3: DYNAMIC DETROIT DATA@ BUNCHE ACADEMY IS A RESOURCE FOR STUDENTS, PARENTS AND TEACHERS TO USE TO FIND CURRICULUM RELATED WEBSITES. THIS IS A USEFUL ONE STOP LOCATION TO START YOUR SEARCH TO RELATED AGE APPROPRIATE CONTENT MATERIAL FOR STUDENT WORK.

Growing up in Maryland, Will Allen hated farming! After a career in professional basketball and working in a “white shirt job,” Will turned his attention to helping a Milwaukee community learn to grow their own food when he rediscovered a passion for working in the dirt. This book will inspire children and teachers to look at every pot or plot of dirt as a place to grow something.Grade Level: 3rd-5thLexile Level: AD630LGuided Reading Level: TGenre: Nonfiction

The Fifth Grade Elementary Framework for Science and Integrated Subjects,Earth and Space: Patterns in the Sky, uses the phenomena of perceived sun and moon movements that seem to move around the Earth to explore stars, Earth orbit and rotation and moon orbit around Earth.  It is part of Elementary Framework for Science and Integrated Subjects project, a statewide Clime Time collaboration among ESD 123, ESD 105, North Central ESD, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary Science and Integrated Subjects  can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons.  Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for  current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) pnenomena based, focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.

This Fifth Grade Elementary Framework for Science and Integrated Subjects - Local Ecosystem Restoration,   includes detailed lesson plans, materials, and activities for students to understand the big ideas of:What impact do invasive species have on an ecosystem?How can humans create riparian areas within an ecosystem in order to return the ecosystem to healthier state?It is part of Elementary Framework for Science and Integrated Subjects project, a statewide Clime Time collaboration among Washington Educational Service Districts ESD 123, ESD 105, North Central ESD, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. 

This inquiry by Amy Johnson, Longview Public Schools, is based on the C3 Framework inquiry arc. The students will highlight the two primary sources then reflect. They will then do the Open Mind activity illustrating both points of view they learned from the primary sources, develop a three-event timeline and create a newspaper front page describing “What really happened March 5, 1770.”

Unit OverviewThis unit focuses on the various modes of local, national and world news. Students will read, evaluate and integrate multiple sources of information to gain perspective and understanding of a variety of news events. Through a structured instructional sequence, students will gain knowledge about current news, discuss the events, analyze news sources, identify bias and write brief news articles or reports based on research. The unifying theme, What’s News? will guide students as they discuss the essential question, How does the news influence us?A variety of focus texts and resources are suggested. Depending on your class and available resources, other texts may easily be substituted. Teachers may develop a customized instructional sequence with alternate news articles appropriate to the needs and make-up of the community/school population.It is important teachers prepare fully by reading all resources and consider their students when planning to implement this unit. Time frames may vary depending on the daily amount of instructional time allotted, the student group and the degree of teacher support required for students to meet with success.Teacher Note: The news of today can be very graphic and disturbing. It is important you intentionally select articles and news that do not deal with violence of any kind but that does engage 5th graders. Remember to consciously be aware of this aspect of the news for the general public. Included in this plan are a variety of “kid friendly” news sites to access. You could write a letter to the parents of your class informing them of the unit’s intent and your plan for implementing it. For guidance, watch the TVO video about TKN and Media Literacy video at the bottom of the home page www.teachingkidsnews.com.The lesson models in this unit feature best practices using informational texts to address Common Core State Standards. Included are examples of text dependent questions and sample responses to guide instruction. Students will engage with technology and practice effective listening and speaking skills in collaborative groups to identify key ideas and concepts and to build deeper understanding.Additional Planning and Preparation:Read the entire unit model, associated texts, and resources.Note vocabulary, phrases, concepts, and terminology that may be challenging.Organize the class in groups or pairs for cooperative work and discussion.Access and bookmark web resources your students will use.You many choose to infuse ‘bigger’ questions into discussion such as:What does it take to overcome challenges?How do we face challenges?What kinds of challenges do we face?Are life always challenges necessary to succeed?Universal Design Principles and strategies for English Learners:Organize the class in groups and pairs for discussion and cooperative work.Use multiple modes of presentation to allow acquisition and integration of knowledge and to increase interest and motivation.Offer students choice of tasks and modes of response.Considering using a word processing program or template for students to keep notes such as Google note taking tools.IMPORTANT NOTE: No text model or website referenced in this unit has undergone a formal review. Before using any of these materials, local school systems should conduct a formal approval review to determine their appropriateness. Teachers should always adhere to Acceptable Use Policy enforced by their local school system.Text Models For Lessons and Lesson Seedshttp://teachingkidsnews.comhttps://theconnectedclassroom.wikispaces.com/NewsInterdisciplinary ConnectionsSocial Studies/Geography/Science/Health/Current EventsAdditional ResourcesTeacher ResourcesDaily News at http://www.nwf.orgWashington Post: http://www.washingtonpost.com/local/ecologists-track-dc-ospreys-long-journey-home--from-south-america-to-the-anacostia/2014/04/18/78a5dd18-c3fc-11e3-b195-dd0c1174052c_story.htmlPair these three articles – take down nest, bird rebuilds, rebuild, take down, build platform:http://www.washingtonpost.com/local/osprey-nest-blocking-md-traffic-camera-removed/2014/04/19/64623da8-c7fb-11e3-b708-471bae3cb10c_story.htmlhttp://www.washingtonpost.com/local/md-installs-nesting-platform-for-osprey/2014/04/24/c4c49eda-cbd8-11e3-b81a-6fff56bc591e_story.htmlhttp://www.washingtonpost.com/local/md-considers-nesting-platform-for-ospreys/2014/04/23/b82cf0f0-cb10-11e3-b81a-6fff56bc591e_story.htmlREADWORKShttps://www.readworks.org/passages/new-letter-alphabethttps://www.readworks.org/node/2219 batshttps://www.readworks.org/passages/classical-music-wolfgang-amadeus-mozarthttps://www.readworks.org/passages/cool-be-kind-0https://www.readworks.org/passages/endangered-animals-glancehttps://www.readworks.org/passages/finger-foodhttps://www.readworks.org/passages/homemadehttps://www.readworks.org/passages/meet-soldierScience Fridayhttp://auburnpub.com/science-friday-return-of-the-condor/article_54c3335a-cc67-11e3-acda-001a4bcf887a.htmlTime for Kids           https://www.timeforkids.com/NIEhttp://www.washingtonpost.com/lifestyle/kidspost/http://helenair.com/news/local/th-graders-keep-abreast-of-current-events-school-issues/article_8dad9ea4-cc39-11e3-8e63-001a4bcf887a.htmlhttp://www.nwf.org

This inquiry by Amy Johnson, Longview Public Schools, is based on the C3 Framework inquiry arc. Students will look at multiple points of view on an assigned Intolerable Act. After researching primary sources, student will create a newspaper using BEST evidence from their sources that answers the question, "Why would this event the colonists to revolt?"

This activity was produced in conjunction with The Library of Congress and the TPS at Metropolitan State University of Denver. This activity allows learners to examine and look at migrant workers who first came to California during the Bracero Program using primary resources to develop an understanding of why and how they came to California to work. Students will also study the timeline from the Bracero Program's beginning to its end and the appearance of the United Farm Workers Union. This study will lead students to a realization of why the UFW was necessary and what Cesar Chavez's impact was.This activity will allow learners to analyze and understand:* The hopes and dreams of those migrant workers from Mexico who came and continue coming to California to work.* The opposite of hope is fear – and how fear can destroy hope.* The ways that hope can overcome fear. 

What do plants eat? This unit explores plants and how they make food.

The Washington Office of Superintendent of Public Instruction is releasing this model tool for screening for biased content to Washington districts in the hope that it will provide suggestions and examples for review teams during the instructional materials selection and adoption process. 

What if there were no bees? How would it affect our grassland animals? How would it affect humans? This book offers insight into the problems that countless animals and plants face with the potential loss of the bees. Discover just how important this tiny species is to the food web of this ecosystem.Grade Level: 3rd-5thLexile Level: 890LGuided Reading Level: NGenre: Nonfiction

This book will take you on an amazing adventure with the bees! Section by section, learn all about the history of bees, the language of bees, and the science of bees. From honey products to honey eaters, this title will help students get excited about the world of bees!Grade Level: 2nd-6thLexile Level: Not availableGuided Reading Level: Not availableGenre: Nonfiction