Course Repository

In this unit, students answer the compelling question “Are all schools the same?” Students will use the inquiry standards to ask and answer questions, analyze primary and secondary sources, and evaluate those sources to make a claim using evidence.

Module 1 focuses on "getting to know letters" (letter names, formations, and sounds). In these modules, students focus on the separate, individual sounds in words (the phonemes). In this unit, students will identify, be introduced to the sound of, and learn to write the letters "n," "c," "m," and "r." Students will work with high-frequency words "in" and "the". Students will distinguish the beat of words and count syllabus in words.

In this unit, students will focus on the decoding and encoding of single syllable words with short vowel sounds. Decoding words with "ing," "ang," "ung," and "ong" orthographic chunks is introduced. Students will encode and decode single syllable words that include digraphs such as "th" and "sh." Students will spend time reading decodable texts that include closed syllable words with short vowel sounds as well as high-frequency words learned thus far. Students are introduced to “y” as the long “i” sound at the end of single syllable words.

In this unit, students will build on their understanding of animal behavior while learning about how bald eagles use their excellent sense of sight to survive in the wild. This focus on the sense of sight allows some additional exploration into the physical science concept of light. Students will gain an understanding of the basic properties of light and how light enables living things to see. Students will learn about the elements that make a good scientific mode by creating models to show how animals use their senses to gather information about their surroundings which makes them act in certain ways. Students will practice obtaining evidence from a variety of sources and use that evidence to defend a claim about whether or not humans can change an animal's behavior to make it tame.

In this unit, students will learn about ecosystems by discovering their own local ecosystem, and identifying plants and animals locally. Students will conduct an experiment in which they will observe plants growing, and learn about what is required in order for plants to grow. Students will explore the relationship between plants and animals, and how animals help move seeds around, which helps plants grow. At the end, students will put it all together and engineer a "Super Insect" that can help solve the world's problems.

This module is about how tools and habits of character are used around the world to solve problems and bring about positive change. Unit 1 is all about tools. In this unit, students will learn about different kinds of hand tools and how they help people work all around the world. Students will listen to an informational book about different tools and how they are used. Students will use tools with small groups to complete challenges, and create a writing that describes how a tool works. Unit 2 is all about habits of character. In this unit, students will learn about four different habits of character and how these habits help us do work. Students will be completing a focused read aloud of different literary stories. Students will examine how characters show their feelings with words and how they use habits of character to complete hard tasks. Students will write about a habit of character. Unit 3 is all about putting what they have learned together to create something new. In this unit, students will apply all that they have learned about tools and habits of character to create Magnificent Things with a small group. Students will then complete a writing process to write about their Magnificent Things independently.

In this unit, students answer the compelling question “How is everyone unique?” Students will explore what the word unique means and how everyone has different characteristics while working to understand what makes them unique.

This course focuses on contemporary global issues. Students will build knowledge about these issues to cultivate diplomacy, effective citizenship, and global competitiveness.

In this unit, students will be provided instruction and skills practice in cardiopulmonary resuscitation (CPR), automated external defibrillator (AED), foreign body airway obstruction (FBAO) and First Aid. Students will learn about infection control and the proper use of personal protective equipment (PPE) in emergency and first aid situations. Students will learn how to deal with emergency situations and learn about the traits that are needed when dealing with high-pressure situations, as well as some careers related to medical emergencies.

In this unit, students will recognize and interpret communication in verbal, non-verbal and written forms. Students will explore appropriate use of electronic communications including: email, text and social media. Students will explore principles and values within various situations and communications within the healthcare setting. Students will be introduced to the Health Insurance Portability and Accountability Act (HIPAA) and its importance as a healthcare provider. Emphasis will be placed on evaluating the validity of web-based resources.

In this unit, students will start the academic foundation required of healthcare professionals including the basic structure and function of the human body (tissue, organ, and system). Students will be introduced to the science of safety in the healthcare setting: infection control and the use of personal protective equipment (PPE). Emphasis will be placed on the behaviors that support health and wellness.

This unit will provide an in-depth look into the five career pathways in the healthcare field. There will be emphasis on exploring the variety of careers and the professional behaviors that a person would need to possess to work in that career. The HIPPA act will also be introduced.

The ILC MS Computer Science course materials utilize content from Code.org with enhancements for students to access the curriculum in a fully online setting. The teacher and students will need to set up Code Studio accounts, which are free.

In this module, students will focus on the importance of clean freshwater around the world. In Unit 1, students will build background knowledge about water around the world. Students will begin researching while reading and rereading the texts for solutions to freshwater issues. In Unit 2, students will discover three main issues related to fresh water around the world: access to clean water, demands on water, and water pollution. Students will read, and compare two texts about the issues, and compare and contrast the point of view of the authors regarding these issues. Then, students will compile their research they started in Unit 1, and write an opinion essay about the importance of water conservation. Students will use "Painted Essay" to help structure their essay. In Unit 3, students will create a public service announcement to educate people on a water issue of their choice. This writing will include a personal reflection on why this issue is important and how they created their public service announcement.

This module uses literature and informational texts to introduce students to gender and racial inequality issues in the United States in the first half of the 1900s. Students will explore what the process of ratifying the 19th Amendment can teach us about how people responded to gender and racial inequality at that time. In Unit 1, students will begin reading The Hope Chest by Karen Schwabach. As we read about events in The Hope Chest, we will also read informational firsthand and secondhand accounts of real-life responses to inequality, and compare and contrast the information in both. In Unit 2, students will continue to read The Hope Chest, identifying themes in each chapter and summarizing events that show evidence of a theme. Students will also analyze the meaning of similes, metaphors, idioms, adages, and proverbs. In Unit 3, students will connect their learning about the process of ratifying the 19th Amendment to their own life. Students will focus on how students can make a difference and contribute to a better world. Students will research how students around the world have made a difference, before taking action as a class on an issue in their community. At the end of the unit, students will write Public Service Announcements (PSAs) encouraging other students to make a difference, and write a press release sharing with the local media what the class did to take action and the impact of their work.

In this unit, students will answer the essential question “What causes changes to the Earth overtime?”. By the end of the unit, students will be able to explain how the Earth changes over time. Students will recognize patterns created by rocks and fossils and how they can be observed and analyzed over time. Students will generate and compare solution ideas to reduce the effect of these natural events of the Earth.

In this unit, students will answer the essential questions “Where are the best places for living things to survive?” and “How do animals survive in harsh places?”. Students will analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. Students will use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students will construct arguments with evidence about how animals survive or don’t survive in a given habitat. Students will construct claims on the merit of a solution to a problem caused when the environment changes causing the plants and animals that live in that environment to change.

In this unit, students will answer the essential questions “What patterns can we predict in the sky?” and “How does daylight change during the year?”. The unit the Earth and its patterns. Students will investigate, make observations, collect data, create questions and state claims supported by evidence about patterns: the sun (sunrise and sunset), the seasons, and their shadow.

In this unit, students answer the compelling question “Why do we have money?” Students will distinguish appropriate spending choices, learn about needs and wants, and determine how to show responsibility with money.

In this unit, students answer the compelling question “Why do rules matter to our lives?” Students will explore what it means to be responsible in a variety of settings. Students will focus on how to be responsible at home, in school, in the community and in the world. Students also will work together to establish classroom/school rules and determine how to be a responsible citizen to improve their community.

This 1st semester of Physics focuses on forces in relation to charged particles, gravity, and momentum.

In this unit, students will answer two essential questions: “How might offspring look like and be different from their parents?” and "What behaviors do animals use to survive?”. Students will be able to make and record observations about plants and their offspring and animals and their offspring. Students will develop claims evidence and reasoning statements based on their big idea generation, supporting question generation, and concept maps.

In this unit, students will answer the essential question “How does energy move and do work?”. Students will be able to explain how the speed of an object affects energy. Students will be able to recognize the transformation of energy from one form to another. Students will be able to explain what happens to energy when one object strikes another.

This Module is designed to give students additional practice and build knowledge and vocabulary while allowing students greater independence in their learning and an opportunity to gain mastery of the concepts taught in ILC ELA 5: Module 1 Stories of Human Rights.

In this unit, students answer the compelling question “Why aren’t all rules good rules?” Throughout this unit, students will be engaged in learning about key founding documents (The Declaration of Independence, the U.S. Constitution, and the Bill of Rights), how laws are created and how laws are changed to guarantee personal freedoms.