Students will build upon knowledge of hardware and software used in a computer system to determine what is used for input, output and both.

This lesson aims to teach students how to use computing devices and networks responsibly and ethically and to develop critical thinking skills to identify social and ethical issues rEnglishted to technology.

The students will practice making algorithms emphasizing beginning, middle, and end while investigating the life cycle of a bean plant. They will begin by watching a video of a bean plant growing and listening to a read aloud about a plant growing. After this, they will discuss the beginning, middle, and end of the bean plant’s life cycle. At the end of the lesson, the students will each create an algorithm of how the bean plant grows by drawing the beginning, middle, and end of the bean plant’s life cycle.

Recognizing and describing part-whole relationships for numbers up to 10Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 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.

Composing and Decomposing Numbers to 10 .Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 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.

In this unit, students begin a year-long exploration of the seasons and how weather, plants, and animals are different depending on the season by studying the beauties of fall and fall harvests. Students launch the unit by setting up an ongoing weather experiment in order to understand the patterns of fall and how weather changes during fall. While gathering on-going data about the changing weather in fall, students will learn and observe what happens to leaves in the fall and notice the difference between various types of leaves. In the second half of the unit, students explore the different harvests of fall, particularly apples and pumpkins, and discuss the basic life cycles of both. This unit is a chance for students to stop and think about the changes that are happening in the natural world around them and why the changes happen. It is our hope that by the end of the year, after studying winter and spring in subsequent units, students will have a deeper understanding of the unique features of each season.

In reading, this is students' first introduction to informational texts and reading to learn information. Students will continue to develop their inquisitive side by being challenged to ask and answer questions about the content and text they are interacting with. This unit exposes students to a subject matter that is present in their day-to-day lives; therefore, they should be challenged to ask questions and make connections between what they are reading and learning and what they are seeing outside. Additionally, while listening to stories, students will learn how to use the text and illustrations to determine the key details of a text and then use those details to retell what the text was mostly about. Students will also continue to understand the author's and illustrator's roles in writing texts and should be able to identify and explain both by the end of the unit. In this unit, students will also begin to explore the content in-depth by participating in labs and projects. These teacher-created projects will allow students to interact with and synthesize the material they are learning at an even deeper level.

In writing, students will continue to write daily in response to the text. As with units 1 and 2, students are focusing on using correct details from the text to answer the question. Students should be using a combination of words and pictures, depending on the student's development as a writer. Daily teaching points, based on student data, should be included to ensure that students are progressing as writers.

In this unit, students explore the beauties of winter. In the first part of the unit students pretend to be meteorologists as they learn about different weather forecasts and the words that meteorologists use to describe the weather in winter. Students start by exploring generic weather words and then transition into winter-specific words. In the second part of the unit, students explore how animals survive in the winter and the ways in which animals meet their basic needs, even when the ground is covered with ice and snow. In the last part of the unit, students read a variety of Jan Brett texts and use what they have learned about snow and animals to make inferences about what is happening with the different winter animals in the text. By the end of the unit, students should have a strong grasp of what makes winter unique and the different ways plants and animals survive in the winter. Due to the timing of this unit, it is our hope that students will have plenty of opportunities to interact with the vocabulary and content in the natural world around them. When outside for recess or anytime that it snows, students should be pushed to use the vocabulary and content they are learning in the unit so that the content can fully come to life.

In reading, this unit is predominately a collection of informational texts and builds on skills and strategies from earlier units. At this point it is assumed that students are inquisitive consumers of text and are able to ask and answer questions about a text in order to deepen understanding of the content. In this unit, students will continue to be challenged to identify the main topic of a text, retell the key details that connect to the main topic, describe the connection between ideas in a text, and use the illustrations and words to describe and retell what is happening in a text with varying levels of teacher support. Students will also begin to use strategies to ask and answer questions about unknown words in a text, specifically those connected to weather and snow. As part of daily text introductions, students will also continue to explore the purpose behind text features, specifically the front cover, back cover, and title page of a book, and how each feature supports understanding of the text. Many of the skills and strategies in this unit are spiraled from earlier units or will be spiraled through upcoming units; therefore, it is up to the teacher to decide what level of support students need with the particular strategy and scaffold accordingly.

In writing, students will continue to write daily in response to the text. At this point in the year, students should be using a combination of drawing and words to correctly answer the question. Pick focus teaching points based on data from previous units and individual student needs.

The students will describe the process of becoming a United States citizen and the reason for the writing of the 14th Amendment to the Constitution of the United States. They will understand how American society has become diverse through immigration and naturalization.

The students will describe the process of becoming a United States citizen and the reason for the writing of the 14th Amendment to the Constitution of the United States. They will understand how American society has become diverse through immigration and naturalization.

Third-grade students will use Bee-Bots to learn about budgeting and economic choices in this two-day activity. On Day 1, students will review their Bee-Bot coding skills and navigate an obstacle course while identifying the activity's input, processor, and output components. On Day 2, students will work in groups to program their Bee-Bots to collect objects with different values while staying within a budget of $10. Students will learn about economic choices, opportunity costs, and computing system components. At the end of the lesson, students will reflect on their choices and challenges and use recording sheets to track their progress. This lesson plan helps students learn essential skills such as opportunity costs, computing systems, problem-solving, critical thinking, and coding in a fun and engaging way.

The purpose of this podcast is for students to listen and identify words that have the same beginning sound while doing physical activity.

Students will understand the importance of telling stories in order both verbally and with a graphic organizer.

This module is designed to guide students in better understanding light. The students will also understand how light travels and interacts with other materials.  The teacher will facilitate students' explorations as they generate a summary of their experiences.  Throughout this unit, students will be guided in using practical materials such everyday items found in their classroom and light energy produced by flashlightThe goal of this module is for students to explore light and to better understand how it behaves.  This module has been designed for 5th grade students or students who are developmentally ready to explore light.  This module could also be used as a review for students in upper grades who need to build their fundamental understanding.  

The teacher will review the following concepts from preceding lessons : Digital Safety (1.9) and Personal Information (1.10) . The teacher will introduce Digital Citizenship.

At the beginning of the lesson, students will have the opportunity for physical movement during the activator while reviewing the meaning of being a good citizen. Students will engage in collaborative conversations at multiple times to explore and analyze ways they should and should not use technology while at school. These collaborative conversations will allow students to have a stronger understanding of how they should use technology to support their learning before they share what they think is the most important way to be a good citizen while using technology through an independent activity of drawing and labeling.

"This is an assembly-style personal safety
presentation for children in grades 3|4|5
featuring the NetSmartzKids characters.
Kids will learn about the four NetSmartz
rules with a live presenter who engages
them through discussion, quizzes and
animated videos."

The Digital Citizenship+ (Plus) Resource Platform (DCPR) (previously called the Digital Literacy Resource Platform (DLRP)) is an evolving collection of learning experiences, visualizations, and other educational resources (collectively referred to as “tools”) designed and maintained by the Youth and Media team at the Berkman Klein Center for Internet & Society at Harvard University. You can you use the DCRP to learn about different areas of youth’s (ages 11-18) digitally connected life, including:

(1) Artificial Intelligence (AI), (2) Civic and Political Engagement, (3) Computational Thinking, (4) Content Production, (5) Context, (6) Data, (7) Digital Access, (8) Digital Economy, (9) Digital (Literacy), (10) Identity Exploration and Formation, (11) Information Quality, (12) Law, (13) Media (Literacy), (14) Positive/Respectful Behavior, (15) Privacy and Reputation, (16) Safety and Well-being, and (17) Security.

These tools aim to empower you with knowledge about connected learning environments and other parts of the digital world so you can make the choices that are right for you. If you are responsible for educating others, these tools can also support you as you teach, parent, or fill other valuable guidance roles. Our goal is to promote the co-creation of trustworthy and supportive digital spaces for all of us.