Grade+5

Put self-esteem in the search bar. Read 3 articles relating to the topic to build knowledge. ||  ||   ||   || Use the four categories of the self to create an image of oneself that shows a sense of self by identifying how much influence each part has had in two different phases of one's life, past and present. ||  ||   || http://www.nytimes.com/2013/06/17/us/an-arid-arizona-city-manages-its-thirst.html?src=rechp&_r=0 || Use the student guidelines to plan out research for the week that will be used to strengthen background knowledge before making the CI and LOI. ||  ||   || understanding the relationship between the earth and the solar system enables us to make technological changes. || consistently in discussion and written work. 2. Conduct an experiment to see if a hypothesis is true. 3. Follow the scientific method on at least one occasion. || **Propose a new technology that will solve a problem on the earth whose existence relies on our knowledge of the relationship between the earth and the solar system.** ||  || http://fluency21.com/blog/2013/06/24/the-worlds-last-telegram-will-be-sent-next-month/?utm_source=Committed+Sardines&utm_campaign=5358d25f36-RSS_EMAIL_CAMPAIGN&utm_medium=email&utm_term=0_f244ccc9d2-5358d25f36-189021782 ||  || **Change** a **form** of media to evoke a desired result. ||  ||
 * Grade 5 || Analytic || Practical || Creative || Understanding Goal / Central Idea ||
 * **Who We Are** ||  ||   ||   || Changes people experience at different stages of their lives can affect an evolving sense of self. ||
 * Knowledge || Type in http://kidshealth.org/kid/
 * Concepts ||  || http://en.wikipedia.org/wiki/File:The_Self.jpg
 * TD Skills || **Analyze** survey results. ||  ||   ||   ||
 * Attitudes ||  ||   ||   ||   ||
 * Action ||  ||   ||   ||   ||
 * **Sharing the Planet** ||  ||   ||   || . ||
 * Knowledge || Read the article and comprehend the issues with regards to the conflict over water use.
 * Concepts ||  ||   || Frame the initial problem as a super hero against a villain. For example, Taxes vs. Underfunded Education. i.e. **Responsibility** vs. **Form** ||   ||
 * TD Skills ||  || Library lesson on advanced OPAC searching to improve our **research skills** for both fiction books and non-fictions books that complement the unit. || Students will **formulate questions** that will drive the investigation phase. ||   ||
 * Attitudes || Analyze the essential elements to figure which ones will help us to develop **independence.** ||  ||   ||   ||
 * Action ||  ||   ||   ||   ||
 * **How the World Works** ||  ||   ||   || The student will understand that
 * Knowledge || Sort variables into qualitative and quantitative categories. || 1. Use key vocabulary from the scientific method
 * Concepts || Determine how the variable in your experiment is **changing** . || Make a **change** to your experiment that will produce a different outcome. ||  ||   ||
 * TD Skills ||  ||   ||   ||   ||
 * Attitudes ||  || Make a guide book for future scientists explaining how commitment is a major aspect of scientific work. ||   ||   ||
 * Action || Analyze the data collected about children wearing sunscreen. || Promote the use of sun screen in school during the summer months. || Create a campaign that will get children to commit to wearing sunscreen regularly and determine a way to measure it. ||  ||
 * **How We Express Ourselves** ||  ||   ||   || The student will understand that media is a powerful tool that influences the decisions people make. ||
 * Knowledge ||  || Use your knowledge of characters to make an iMovie. ||   ||   ||
 * Concepts || What is **causing** the telegraph to die?
 * TD Skills || **Analyze** forms of media using text overlays and thinking routines. ||  ||   ||   ||
 * Attitudes ||  ||   ||   ||   ||
 * Action ||  || Create a class newsletter. ||   ||   ||
 * **Where We Are in Place and Time** ||  ||   ||   || The student will understand that people move for many reasons, and its impact changes the world. ||
 * Knowledge || http://www.nytimes.com/2013/06/16/world/asia/chinas-great-uprooting-moving-250-million-into-cities.html?nl=todaysheadlines&emc=edit_th_20130616

Build knowledge about **internal, forced, rural to urban migration** by reading the articles and watching the video. || http://blogs.smithsonianmag.com/smartnews/2013/06/there-are-45-2-million-refugees-globally-the-highest-in-nearly-two-decades/?utm_source=facebook.com&utm_medium=socialmedia&utm_campaign=20130619&utm_content=smartnewsrefugees

If FDR were the globe, calculate how many students would be moved out of their class each day. || **Develop criteria to determine when someone should no longer be considered an immigrant**. Identify some of the **change** occurring in Peru with regards to rural to urban migration. http://www.peruthisweek.com/news-more-women-than-men-migrate-to-cities-100213 || Use what you know about migration to write a script that will be produced. The script should entertain the audience and teach it about a migratory event showing at least two **perspectives.** || http://www.nytimes.com/2013/06/16/world/asia/chinas-great-uprooting-moving-250-million-into-cities.html?nl=todaysheadlines&emc=edit_th_20130616
 * Develop criteria for who should and should not be allowed into a country.** ||  ||
 * Concepts || Write a **reflection** about whether people should be //tolerant// of a group of people or not.

Brainstorm 10 problems that will occur and solutions for 2 of them to show **change**. ||  ||
 * TD Skills || Write an **analysis** of the impact on people that a tsunami had.

Use **dialectical thought** to show what is good about a country that someone moved to and what is bad about the country they went to. ||  ||   ||   ||
 * Attitudes ||  || Develop the targeted attitudes by having the children move closer and closer together over the course of a week so that they experience urbanization in the classroom. ||   ||   ||
 * Action ||  ||   ||   ||   ||
 * **How We Organize Ourselves** ||  ||   ||   || The student will understand that government systems influence the lives of citizens ||
 * Knowledge ||  ||   || Students will work in groups to **​plan** how they will create laws for an artificial island that they occupy and govern. ||   ||
 * Concepts || Students read and evaluate different political **perspectives**. Then they will locate themselves on a political spectrum. ||  ||   ||   ||
 * TD Skills || Read a book about US history to show **comprehension** of a law that turned out to be inferior. i.e. Women's Right to Vote, The Boston Tea Party, The Declaration of Independence. ||  ||   ||   ||
 * Attitudes ||  || Students will organize their tables into semi-autonomous areas with a table captain. They will have to demonstrate **cooperation** both in setting it up and consistently maintaining it during the unit. ||   ||   ||
 * Action ||  ||   ||   ||   ||

Determine how the variable in your experiment is **changing**.