|Theme||How We Express Ourselves||Who We Are- CO History||How We Organize Ourselves||Sharing The Planet||How The World Works||Where We are in Place and Time|
|An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values.||an inquiry into beliefs and values, human relationships including families, friends, communities, and cultures.||an inquiry into Interconnectedness of human-made systems; structure and function of organizations; societal decision-making.||An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things.||an inquiry into the natural world and its laws; how humans use their understanding of scientific principles||an inquiry into the discovery, explorations of humankind; orientation in place and time|
|Title||Power of Stories||Colorado History||Govt/Economics||Energy||Solar System and Patterns||Fossils/Ecosystems|
|Central Idea||Narrative can shape our understandings of the world and ourselves.||Needs and wants can motivate movement.||Governments can establish order in society.||Energy use impacts human life.||Predictable patterns exist in the natural world.||Discoveries can change our understanding of the world.|
|Lines of Inquiry||Why people express themselves through narrative writing|
How feedback can improve our work
Elements of narrative writing
Interactions among groups (hardships & challenges)
|Origins, structures and |
function of government.
Rights and responsibilities
|Sources of energy.|
How we use different forms of energy.
Economic and environmental influences.
|The discovery of predictable patterns.|
How we use patterns.
Interpretation of evidence.
|Learner Profile||Communicator, Caring, Reflective||Inquirer, Open minded, Knowledgeable||Balanced, Principled||Thinker, Principled||Inquirer, Reflective||Risk-taker|
|Attitudes||Appreciation, Respect, Enthusiasm||Integrity, Cooperation, Respect||Curiosity, Creativity, Commitment|
|Reading||Narrative Fiction||Historical Fiction Picture Books||Reading Grps: The Giver, etc (final- response to literature)||Non-fiction reading on energy (self selected energy source groups)||Myths: illusions (poetry)|
|Writing||Narrative||Persuasive Essay |
Essay Boot Camp
|Opinion||Persuasive||Informational Essay||Non-fiction paragraph writing with evidence|
|Social Studies||Geography 1: Use several types of geographic tools to answer questions about the geography of Colorado.|
Geography 2: Connections within and across human and physical systems are developed.
|History 1: Organize a sequence of events to understand the concepts of chronology and cause and effect in the history of Colorado. |
History 2: The historical eras, individuals, groups, ideas, and themes in Colorado history and their relationships to key events in the United States.
Connections within and across human and physical systems are developed.
|Civics 1: Analyze and debate multiple perspectives on an issue. Civics 2: |
The origins, structure, and functions of the Colorado government.
|Economics 1: People respond to positive and negative incentives.|
Economics 2. The relationship between choice and opportunity cost..
|Science||Physical Science 1:Energy comes in many forms such as light, heat, sound, magnetic, chemical, and electrical.||Earth Science 1: Earth is part of the solar system, which includes the Sun, Moon, and other bodies that orbit the Sun in predictable patterns that lead to observable paths of objects in the sky as seen from Earth.||Life Science 1:. All living things share similar characteristics, but they also have differences that can be described and classified.|
Life Science 2: Comparing fossils to each other or to living organisms reveals features of prehistoric environments and provides information about organisms today.
Life Science 3:There is interaction and interdependence between and among living and nonliving components of systems
|Other: integration with spec.;fieldwork, etc.||class expectations, lit circles, rubrics, self reflections, nametag/critique activity; classroom norms||Finish unit with History Museum field trip||State Capitol; JA in a day||Earth Day|