Course Repository

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.

In this unit, students will review syllable types: closed, open, and magic "e" (CVCe). Students will review graphemes for long "a"--"ai" and "ay"--and open and closed syllables. Lastly, students will continue to work and reflect on their growing ability to fluently read Grade 2 texts.

In this module, students will work to build their skills as researchers, readers, writers, and scientists as they study the world of plants and pollinators. In Unit 1, students will read books, create scientific drawings and participate in a science talk to learn and teach each other about how plants grow and survive. In Unit 2, students will grow as researchers by studying the role of insect pollinators in helping plants grow and survive. Students will learn research skills to write informative pieces about a specific insect pollinator. In Unit 3, students will present their learning to their families and other members of the school and community about the secret for how we get the fruits, flowers, and vegetables we enjoy.

The labs module allows students to apply content-based, literacy lessons, and foundational reading and writing skills across curricular areas. In this module, students will learn about dinosaurs as they create, explore, research and imagine. In the Create Lab, students will use a variety of materials and skills to create a model of a dinosaur. In the Explore Lab, students will practice their kindness skills as they work together to learn about the tools of a Paleontologist. In the Research Lab, students will learn how to ask questions like a researcher and find answers using different types of resources. In the Imagine Lab, students will reenact stories about dinosaurs by themselves and with others.

In this unit, Students will research an animal and its defense mechanisms. Students will practice close listening and reading skills using recordings, informational text, and the web pages. Students will cite evidence, determine the main idea, and organize and summarize their research findings using their Animal Defenses Research Notebook. Using their research, students will write a choose-your-own-adventure type narrative as part of their end-of-unit performance task.

This Module is designed to give students additional practice, 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 4: Module 2 Researching to Build Knowledge and Teach Others - Animal Defense Mechanisms.

In this module, students will continue to build on their knowledge of birds from Module 3 deepening their literacy skills and build citizenship. Students will explore the module guiding question: “Why should you care about birds?” In Unit 1, Students will begin to think about the module guiding question by reading a variety of literature with characters who care for birds. These texts include: The Lion and the Bird by Marianne Dubuc, Pierre the Penguin by Jean Marzollo, and Maggie the One-Eyed Peregrine Falcon by Christie Gove-Berg. In Unit 2, students will learn about writing opinions as they investigate a specific bird, Pale Male, who built his nest in the heart of New York City. Students will read about people’s differing opinions about this nest and then write their own opinions in response to the evidence they gather. The two texts that anchor student learning are City Hawk: The Story of Pale Male by Meghan McCarthy and “What’s Best? The Debate about Pale Male’s Nest” by EL Education. In Unit 3, students will learn about some of the problems birds face more generally and what humans can do to help them live and grow through the text, A Place for Birds by Melissa Stewart. Students will learn about all ways birds are helpful to plants, other animals, and people. To demonstrate their knowledge, students will create a scientific drawing of a local bird and complete an informational writing task to teach about birds.

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 be introduced to letters (t, a) and (p, h). Students will be introduced to the sight word (I). Students will focus on letter formation, syllables and rhyme.

In this unit, students are introduced to /i/, /ch/, /k/, /y/, /sh/, /z/, /d/, /l/, /f/. “qu,” and “u” as well as the following high frequency words: at,” “and,” “in,” “look,” “like,” “his,” “with”, “did,” “on,” “she,” “her,” “has,” and “are”.

In this unit, students will answer the essential question “How does location affect weather patterns?”. Students will create, read and interpret data in tables and graphical displays to describe typical weather conditions expected during a particular season. Students will obtain and combine information to describe climates in different regions of the world. Students will make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

In this unit, students will answer the essential question “How do living things increase their chances of survival in their environment?”. Students will explore the variety of features living things have and the benefit these features provide these living things. As part of this investigation, students will learn how animals and plants have different life cycles, but all life cycles have similar patterns. Students will explore how animals get their features from their parents and then discover how the features of these living things can change based on their environment. To summarize their learning, students will investigate the beneficial traits of an animal and predict how these traits may change if its environment changes.

In this module, students will learn more about trees by exploring how important trees are to people and their communities. Students will learn how different people, both real and imaginary, enjoy and appreciate trees. Students will think about how real and imaginary characters have used trees to fill a need in their community.

In this module, students will build their reading and science skills through the study of weather. Students will read both informational texts and narratives about weather, and create a weather journal and meteorologist’s notebook. Students will think about how weather affects people in different places around the world, and how weather affects the choices we make about what to wear and what to do each day. Finally, students will plan and write an imaginary narrative featuring a character affected by the weather.

In this module, students will explore the big ideas that all living things in the natural world have needs in order to survive and grow. Students will study trees and the living things that depend on them by making observations of the natural world. Students will find patterns to explain how living things grow. Students will explore what makes something living or nonliving and the common needs of all living things. Students will research a tree, its needs, and how it supports other living things. Based on what they have learned, students will make an informational tree collage, which includes a collage, informational writing, and an animal puppet.