Resources & Documents

Resource Overview Category Updated
State Your Claim: How Do We Gather and Use Evidence to Support a Decision? - Grade 3 Social Studies - Unit 4

Enhanced and Updated - March 31, 2014 - This updated instructional unit includes learning experiences, teacher and student resources, assessment ideas, and differentiation options. The storyboard document provides a roadmap of teaching activities and a possible performance assessment for the unit.

This unit is referenced in this integrated (Social Studies/Visual Arts) unit: State Your Claim with an Architectural Twist.

Inquiry Questions (Engaging- Debatable):

  • What would a community be like if individuals from various groups did not respect the rights and views of others? (SS09-GR.3-S.4-GLE.1-N.2)
  • Why do people choose to participate in the community? (SS09-GR.3-S.4-GLE.1-IQ.1)
  • How do historical fact, opinion and fiction influence what you understand about history? (SS09-GR.3-S.1-GLE.1-IQ.1)
  • What incentives lead people to give away their money? (SS09-GR.3-S.3-GLE.2-IQ.2)
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Creative Expression for Healthy Problem Solving - Integrated - Grade 1 (Comp Health & Drama/TA) - Intstructional Unit

New Integrated Instructional Unit - June 30, 2015 - This integrated unit references Express Myself and Create and Perform an Environment, Comprehensive Health and Drama/Theatre Arts instructional unit samples respectively. It includes learning experiences, teacher and student resources, assessment ideas, and differentiation options while maintaining the integrity of both disciplines. The storyboard document provides a roadmap with teaching activities and a possible performance assessment for the unit.

All of the unit files are available below.

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Shape Detectives - Integrated - Grade Kindergarten (Math/Visual Arts) - Instructional Unit

New Integrated Instructional Unit - September 2016 - This integrated instructional unit references What Do I See? and Shapes All Around Us, Visual Arts instructional unit and Math curriculum overview samples respectively.  It includes learning experiences, teacher and student resources, assessment ideas, and differentiation options while maintaining the integrity of both disciplines. The storyboard document provides a roadmap with teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging - Debatable):

  • Why do things look different out the window of your house at night vs. during the day? When it rains? When it snows? In the fall? In the spring? (VA09-GR.K-S.1-GLE.1), (VA09-GR.K-S.3-GLE.1-EO.a,b,c,d) and (VA09-GR.K-S.4-GLE.1-EO. a, d)
  • Can artists create under, over, beneath, around, inside? (MA10-GR.K-S.4-GLE.1.EO.a.i.)
  • Why do some people see things differently than other people? (VA09-GR K-S1. GLE.2-EO.c)
  • What things are round? Square? Triangular? Conical? (MA10-GR.K-S.4-GLE.1-IQ.2)
  • What do things that are the same shape have in common? (MA10-GR.K-S.4-GLE.1-IQ.2)
  • How can you express your feelings without words? (VA09-GR.K-S.1-GLE.1- EO. a, b, c)

All of the unit files are available below.

 

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Imagining Musical Stories - Integrated Grade 2 (RWC/Music) - Instructional Unit

New Integrated Instructional Unit - September 6, 2016 - This integrated instructional unit references Stories Through Music and Imagination, Music instructional unit and Read Write, Communicate curriculum overview samples respectively. It includes learning experiences, teacher and student resources, assessment ideas, and differentiation options while maintaining the integrity of both disciplines. The storyboard document provides a roadmap with teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging - Debatable):

  • What are the characteristics of “traditions”? / What makes something a “tradition”? (RWC10-GR.2-S.2-GLE.1-EO.a.i.iii) and (RWC10-GR.2-S.2-GLE.1-EO.b.iv) and (RWC10-GR.2-S.2-GLE.1-N.1; 2)
  • How does music set the scene in a story? (MU09-GR.2-S.2-GLE.1,2)
  • What do folk tales, fairy tales, fables reveal about a culture’s perspectives/values/traditions? (RWC10-GR.2-S.2-GLE.1) and (RWC10-GR.2-S.2-GLE.1.N.1; 2) and (RWC10-GR.2-S.3-GLE.1-RA.2)
  • In what ways do songs and music reveal a culture’s traditions, perspectives, values and relationships?
  • Is there more than one way to tell a story in music? (MU09-GR.2-S.2-GLE.1,2)

All of the unit files are available below.

 

  • Units
Character Counts! - Integrated - Grade 5 (Comp Health/PE) - Instructional Unit

New Integrated Instructional Unit - September 2016 - This integrated unit references My Emotions are My Own and Responsible Behavior and Decision Making, Comprehensive Health and Physical Education curriculum overview samples respectively. It includes learning experiences, teacher and student resources, assessment ideas, and differentiation options while maintaining the integrity of all disciplines. The storyboard document provides a roadmap with teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging - Debatable):

  • What are the influences that affect your emotions? (CH09-GR.5-S.3-GLE.1)
  • Why is conflict and resolution important in text? (CH09-GR.5-S.3-GLE.1)
  • How can internal conflict impact external conflicts? (PE09-GR.5-S.3-GLE.2-EO.a,c; IQ.1,2,4; RA.1; N.1,2)

All of the unit files are available below.

 

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Conflicts and Resolutions - Integrated - Grade 5 (RWC/Comp Health) - Instructional Unit

New Integrated Instructional Unit - September 2016 - This integrated unit references  My Emotions are My Own and Can't We Just Get Along? Comprehensive Health curriculum overview and Reading, Writing & Communicating instructional unit samples respectively. It includes learning experiences, teacher and student resources, assessment ideas, and differentiation options while while maintaining the integrity of both disciplines. The storyboard document provides a roadmap with teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging - Debatable):

  • What are the influences that affect your emotions? (CH09-GR.5-S.3-GLE.1)
  • Why is conflict and resolution important in text? (RWC10-GR.5-S.2.GLE.1-EO.a-e)
  • How can internal conflict impact external conflicts? (RWC10-GR.5-S2.GLE.1-EO.a-e) (RWC10-GR.5-S.2.GLE.1-EO.a-e)

All of the unit files are available below.

 

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Building Diverse Relationships - Integrated - Grade 5 (Comp Health/RWC) - Instructional Unit

New Integrated Instructional Unit - September 2016 - This integrated unit references Bullies Are Not OK, Comprehensive Health, and Living in a Complex World, Reading, Writing & Communicating, curriculum overview samples. It includes learning experiences, teacher and student resources, assessment ideas, and differentiation options while maintaining the integrity of both disciplines. The storyboard document provides a roadmap with teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging - Debatable):

  • What are the consequences of bullying? (CH09-GR.5-S.4-GLE.2-EO.b)
  • How do people become prejudiced? (CH09-GR.5-S.4-GLE.2-IQ.7)

All of the unit files are available below.

 

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Nutrition Castaways - Integrated - Grade 4 (Comp Health/PE) - Instructional Unit

New Integrated Instructional Unit - September 2016 - This integrated unit referemces Healthy Eating and Health Related Components of Fitness Comprehensive Health and Physical Education curriculum overview samples respectively. It includes learning experiences, teacher and student resources, assessment ideas, and differentiation options while maintaining the integrity of both disciplines. The storyboard document provides a roadmap with teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging - Debatable):

  • How do food choices affect the brain? (CH09-GR.4-S.2-GLE.2-EO.a;IQ.4) (CH09-GR.4-S.2-GLE.3-EO.a,b)
  • Why do we sometimes eat even when we’re not hungry? (CH09-GR.4-S.2-GLE.2-EO.b;IQ.2)
  • How would you go about improving your physical fitness? (PE09-GR.4-S.2-GLE.3-EO.a,b; IQ.4; RA.1; N.2)
  • What's the difference between the overload principle and "no pain, no gain?" (PE09-GR.4-S.2-GLE.1-EO.a,d; IQ.1; RA.5; N.1,3)
  • Do different types of physical activities produce different results? (PE09-GR.4-S.2-GLE.1-EO.b,d; IQ.2; RA.4,5)

All of the unit files are available below.

 

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Relationships Matter! - Integrated - Grade 4 (Comp Health/RWC) - Instructional Unit

New Integrated Instructional Unit - September 2016 - This integrated unit referemces Healthy Relationships and Understanding Characters Comprehensive Health and Reading, Writing and Communication curriculum overview samples respectively. It includes learning experiences, teacher and student resources, assessment ideas, and differentiation options while maintaining the integrity of both disciplines. The storyboard document provides a roadmap with teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging - Debatable):

  • How do family and friends help you in tough times? (CH09-GR.4-S.3-GLE.1-EO.a,c,d;IQ.1)
  • How are you similar or different from the character in the text? (RWC10-GR.4-S.2-GLE.1-IQ.3)
  • Do understanding character traits ever help to support/inform relationships? (RWC10-GR.4-S.2-GLE.1-RA.2)
  • What are the differences between fiction and nonfiction? (RWC10-GR.4-S.2-GLE.1-EO.b.iii; c.ii)

All of the unit files are available below.

 

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Let’s All Get Along - Integrated - Grade 3 (Comp Health/PE) - Integrated Unit

New Integrated Insand tructional Unit - September 2016 - This integrated unit references Injury Prevention and Personal & Social Wellness, Comprehensive Health and Physical Education curriculum overview samples. It includes learning experiences, teacher and student resources, assessment ideas, and differentiation options while maintaining the integrity of both disciplines. The storyboard document provides a roadmap with teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging - Debatable):

  • How should you congratulate someone when he or she wins, and you lose? (PE09-GR.3-S.3-GLE.1-EO.a,b,e,g; IQ.1,6; RA.1,3; N.1,3,4)
  • How can you give advice to a friend about how to improve at a physical activity? (PE09-GR.3-S.3-GLE.1-EO.c,e,g; IQ.3; RA.1,2; N.1,2)

All of the unit files are available below.

 

  • Units
How About We All Communicate? - Integrated - Grade 3 (Comp Health/RWC) - Instructional Unit

New Integrated Instructional Unit - September 2016 - This integrated unit references Communication Works for Everyone and In My Opinion, Comprehensive Health instructional unit and Reading, Writing & Communicating curriculum overview samples respectively. It includes learning experiences, teacher and student resources, assessment ideas, and differentiation options while maintaining the integrity of both disciplines. The storyboard document provides a roadmap with teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging - Debatable):

  • How should a person compare (and evaluate) one point of view to others?
  • Where do we get our opinions?
  • What causes disagreements with others?
  • How should I communicate to someone who teases me or hurts my feelings?
  • What if no one respected your space or possessions?
  • How do you show respect to your family and friends?

All of the unit files are available below.

 

  • Units
Plants and Animals in Habitats/ Lifelong Healthy Eating - Integrated - Grade 2 (Comp Health/Science) - Instructional Unit

New Integrated Instructional Unit - September 2016 - This integrated unit references Lifelong Healthy Eating and Plants and Animals in Habitats, Comprehensive Health and Life Science currculum overview samples. It includes learning experiences, teacher and student resources, assessment ideas, and differentiation options while maintaining the integrity of both disciplines. The storyboard document provides a roadmap with teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging - Debatable):

  • Why is the interaction between organisms and their environment important? (SC09-GR.2-S.2-GLE.1; N.1)
  • What would happen to organisms or the environment if either one suddenly and/or drastically changed? (SC09-GR.2-S.2)
  • How would your body feel if you made the choice to eat ice cream and cookies for a meal every day? (CH09-GR.2-S.2-GLE.1-EO. d)
  • Why do many people claim that breakfast is the most important meal of the day? (CH09-GR.2-S.2-GLE.1-EO.a,c;IQ-2)
  • Why is it important to pay attention to your body when it feels hungry or full? (CH09-GR.2-S.2-GLE.1-EO. c)

All of the unit files are available below.

 

  • Units
Communication At Its Best! - Integrated Grade 2 (Comp Health/RWC) - Instructional Unit

New Integrated Instructional Unit - September 2016 - This integrated unit references Be a "Buddy" not a "Bully" and Friendship, Comprehensive Health instructional unit and Reading, Writing & Communicating curriculum overview samples respectively. It includes learning experiences, teacher and student resources, assessment ideas, and differentiation options while maintaining the integrity of both disciplines. The storyboard document provides a roadmap with teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging - Debatable):

  • How do people respond to things they feel are unfair?
  • How do our relationships and background influence our interactions with others?
  • What does it mean to be fair-minded?
  • From your perspective, what is the difference between teasing and bullying?
  • How does the saying, “walk-a-mile in the other person’s shoes” apply to teasing and bullying?
  • If it’s just making fun then how can it be harmful?

All of the unit files are available below.

  • Units
Project Healthy Transformation - Integrated - Grade 2 (Comp Health/PE) - Instructional Uni

New Integrated Instructional Unit - September 2016 - This integrated unit references Lifelong Healthy Eating, Comprehensive Health, and Cause and Effect & Making Healthy Choices, Physical Education, curriculum overview samples respectively. It includes learning experiences, teacher and student resources, assessment ideas, and differentiation options while maintaining the integrity of both disciplines. The storyboard document provides a roadmap with teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging - Debatable):

  • How would your body feel if you made the choice to eat ice cream and cookies for a meal every day? (CH09-GR.2-S.2-GLE.1-EO. d)
  • Why do many people claim that breakfast is the most important meal of the day? (CH09-GR.2-S.2-GLE.1-EO.a,c;IQ-2)
  • Why is it important to pay attention to your body when it feels hungry or full? (CH09-GR.2-S.2-GLE.1-EO. c)
  • Why is sleep important to the brain? (PE09-GR.2-S.2-GLE.2-EO.c; IQ.3; N.2)

All of the unit files are available below.

 

  • Units
Remarkable Relationships - Integrated - Grade 2 (Comp Health/PE) - Instructional Unit

New Integrated Instructional Unit - September 2016 - This integrated unit references Be a "Buddy" not a "Bully", Comprehensive Health instructional unit, and Identify Your Feelings, Physical Education curriculum overview sample. It includes learning experiences, teacher and student resources, assessment ideas, and differentiation options while maintaining the integrity of both disciplines. The storyboard document provides a roadmap with teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging - Debatable):

  • From your perspective, what is the difference between teasing and bullying? (CH09-GR.2-S.4-GLE.3-EO.c)
  • How does the saying, “walk a mile” in the other person’s shoes” apply to teasing and bullying? (CH09-GR.2-S.4-GLE.3-EO.a,b;IQ.1)
  • How does a positive comment to others boost a team atmosphere? (PE09-GR.2-S.3-GLE.1-EO.a,c; IQ. 1,4; RA.1 ; N.1,2)
  • How can you encourage someone who is shy to participate in a physical activity? (PE09-GR.2-S.3-GLE.1-EO.a,c; IQ. 1,4; RA.1 ; N.1,2)

All of the unit files are available below.

 

  • Units