Students will create a timeline outlining various groups' struggles for equal opportunity and create a 30-second radio or video public service announcement (PSA).

Students will analyze shapes and patterns in a photograph, hear stories about people who were forced to move to internment camps because of their ethnicity, and create drawings that tell a story about a young girl's life in an internment camp.

Students will read primary source documents about the U.S. internment of Japanese Americans following the bombing of Pearl Harbor and will examine various versions of a photograph by Dorothea Lange and explore how cropping can evoke different effects.

In computer science flowcharts are used to address complex problems, however in this assignment they will help analyze elements on the Periodic Table. Students will review the provided flowcharts and then apply their knowledge of the periodic table. The following concepts are included: How the periodic table is divided into metals, nonmetals and metalloids and their descriptive vocabulary, the difference between groups and periods, group names and the number of valence electrons they have. Lastly students will demonstrate their understanding of flowcharts by creating and sharing a flowchart explaining a previously learned physical science topic.

A plot is a series of events that flow from one point to another. In programming, a computer must utilize a set of instructions (sequence of events) to create an outcome. In a story, the plot is a sequence of events (basically a set of instructions) to get from the inciting incident to the resolution. It is a series (loosely) of IF/THEN situations that help the character determine the next set of events. If you are following the unit, then students have their character and are ready to create their plot. Students will plot the main events on a plot diagram to show the FLOW OF CONTROL in the story.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom. This lesson includes the WIDA English Language Development Standards for ELs and differentiation through additional supports for both ELs and other students. 

Drawing representations of points, line segments, rays, angles, and lines --Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This unit continues the yearlong theme of what it means to be a good person in a community by pushing students to think about how the lessons and morals from traditional stories and folktales connect to their own lives and communities. The unit launches by listening to the book A Story, A Story, in which students see the power of storytelling not only for entertainment, but also for learning valuable life lessons. Over the course of the unit, students will explore lessons and morals about hard work, happiness, friendship, honesty, and humility. Through discussion and writing, students will be challenged to connect their own lives with the sometimes-abstract lessons and stories in order to build character and a strong community. It is our hope that this unit, in connection with other units in the sequence, will help students internalize the idea that we not only learn from our own experiences, but we also learn and grow by hearing the experiences of others.

In reading, this unit builds on the foundation set in unit 1. Students will continue to practice asking and answering questions about key details in partners, individually, and in discussion, although questions will require a deeper and more nuanced understanding of the text than in unit 1. Students will learn to use the text and illustrations to both identify the setting of a story and think about why the setting is important to the story. Students will also be pushed to deeply analyze characters traits, actions, and feelings and how those change and evolve over the course of the story. Once students have a deep understanding of the setting and character motivation, students will grapple with figuring out the lessons the characters learn and how they learn them. Finally, in this unit students will begin to notice the nuanced vocabulary authors use to help a reader visualize how a character is feeling or acting.

In writing, students will continue to write daily in response to the text. The focus of this unit is on ensuring that students are answering the question correctly and using correct details from the illustrations and text to support their answer.

The students will learn how to create a visual model (unplugged and plugged) to represent the process of a food chain: who eats who! They will learn that all food chains start with an “event,” the sun, which is the main source of energy behind food chains. Students will explore many various examples of food chains from all different types of ecosystems. They will use their new knowledge to create a visual model of a food chain using either hands-on, real objects or create a model using Google Slides.

This minds-on analysis and discussion activity helps students to understand the relationships between food molecules as a source of energy, cellular respiration, physical activity, and changes in body weight.

The Food Science, Dietetics, and Nutrition Pathway focuses on three specializations centered on the science of food in food prepartation and development and its relationship to the health and well-being of individuals. Students pursuing this career pathway learn observational and analytical skills in food safety and sanitation; the chemistry of food; chemical and biological processes; functional and nutritional components of food; sensory evaluation; guidelines for a healthy diet; the psychology of food and eating; specialized diet planning; food production and processing; and packaging and product development.

Objectives
*Present to students alternative uses for older fruits and vegetables that have gone unused
*Teach students how vegetable scraps can be used for other purposes

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

Students will create a program using Sphero Bolts to demonstrate how energy moves through a food web. They will explain the interactions between different organisms and how energy is transferred in a biological community.

Students will learn about direct force and how pushes and pulls are forces.

The purpose of this Podcast is to demonstrate the different ways that objects can move while incorporating non-locomotor and locomotor physical activity.

This podcast will focus on combining PE objectives on movement with 2nd Grade Content objectives found in the Force & Motion unit.  Specifically we will introduce pushes and pulls using use movements to give listeners a chance to solidify the scientific concepts taught.

HyperDocs are GoogleDocs that provide an interactive experience for students to explore linked resources about a topic.  This HyperDoc, created by Angela Wilson, provides students YouTube videos, interactive simulations, StudyJams, and games all about force, motion, and gravity.  **Please be sure to make a copy of the Doc before using.**