Noblesville Schools
Unit Title:
Early Native Americans Q1A
Enduring Understandings:
Cultures vary and are influenced by their environment.
Essential Questions:
1.
How did Native Americans adapt to where they live?
2.
How did the environment impact certain groups to live differently?
3.
How did Native American groups interact and influence each other?
Indiana Academic Standards:
5.1.1 – Identify and describe early cultures and settlements that existed in North America
prior to contact with Europeans. (Individuals, Society, and Culture)
5.1.3 - Identify and compare historic Indian groups of the West, Southwest, Northwest,
Arctic and sub-Arctic, Great Plains, and Eastern Woodlands regions at the beginning of
European exploration in the late fifteenth and sixteenth centuries. (Individuals, Society,
and Culture)
5.4.1 - Describe the economic activities within and among Native American Indian
cultures prior to contact with Europeans. Examine the economic incentives that helped
motivate European exploration and colonization.
Embedded in each unit:
5.1.18 - Read fiction and nonfiction stories about conflicts among and between groups of
people at different stages in the formation of the United States; give examples of how
these conflicts were resolved and analyze the accuracy of the stories' historical details and
sequence of events. (Individuals, Society, and Culture)
5.1.19 - Using primary* and secondary* sources to examine an historical account about an
issue of the time, reconstruct the literal meaning of the passages by identifying who was
involved, what happened, where it happened, what events led to these developments and
what consequences or outcomes followed.
5.1.21 - Formulate historical questions from encounters with primary sources and identify
and describe the contributions of important early American artists and writers and
traditional arts and crafts to the new nation's cultural landscape. (Individuals, Society, and
Culture)
5.2.10 - Use a variety of information resources* to identify and evaluate contemporary
issues that involve civic responsibility, individual rights and the common good.
5.3.12 - Describe and analyze how specific physical features influenced historical events
and movements.
Core Texts/Source Materials:
Core Activities / Assessments:
S.S. Text Unit 1
S.S. Leveled Readers – People of the
Alaskan Rain Forrest
Journeys Lesson 22
Brainpop – American Indians, Inuit
Reading A to Z – The Haidas (Y), The
Inuit (U), Desert People (W), Native
Americans of the Great Plains (Z), The
Cherokee (Z), The Cheyenne (Z), Two
Kettles (multi-level)
Content-Specific Vocabulary:
culture
primary source
secondary source
agriculture
Common Core Literacy Standards:
Literature Standards:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic;
summarize the text.
3. Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text.
4. Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
5. Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
6. Describe how a narrator’s or speaker’s point of view influences
how events are described.
7. Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text.
8. (Not applicable to literature)
9. Compare and contrast stories in the same genre on their
approaches to similar themes and topics.
Informational Text Standards:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine two or more main ideas of a text and explain how they
are supported by key details; summarize the text.
3. Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
4. Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 5 topic or subject area.
5. Compare and contrast the overall structure of events, ideas,
concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they
represent.
7. Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently.
8. Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which point(s).
9. Integrate information from several texts on the same topic in order
to write or speak about the subject knowledgeably.
Writing, Language and Listening and Speaking Standards:
Writing Standards:
W3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear
event sequence.
W4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, audience.
W5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
W9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
W10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
day or two) for a range of discipline-specific tasks, purposes, and audiences.
Unit Title:
Ecosystems Q1b
Enduring Understandings:
Living things interact, change, and adapt to their environment.
Essential Questions:
How do living things relate to and interact with one another?
How do organisms impact their ecosystem?
Indiana Academic Standards:
Common Core Literacy Standards:
Literature Standards:
5.3.1 – Observe and classify common organisms as producers, consumers, decomposers,
predator, and prey based on their relationships and interactions with other organisms in
their ecosystem.
(Incorporate scientific method into introduction of unit)
Core Texts/Source Materials:
Science Text – chapters 1 and 6
Science Leveled Readers
Journeys Lessons 1, 6, and 26
A to Z – Meegor and the Master (Y), The
Amazing Undersea Food Web (X)
Brainpop – ecosystems, scientific method
Content-Specific Vocabulary:
Consumer
variable
Producer
hypothesis
Decomposer control group
Predator
Prey
Ecosystem
Core Activities / Assessments:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic;
summarize the text.
3. Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text.
4. Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
5. Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
6. Describe how a narrator’s or speaker’s point of view influences
how events are described.
7. Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text.
8. (Not applicable to literature)
9. Compare and contrast stories in the same genre on their
approaches to similar themes and topics.
Informational Text Standards:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine two or more main ideas of a text and explain how they
are supported by key details; summarize the text.
3. Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
4. Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 5 topic or subject area.
5. Compare and contrast the overall structure of events, ideas,
concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they
represent.
7. Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently.
8. Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which point(s).
9. Integrate information from several texts on the same topic in order
to write or speak about the subject knowledgeably.
Writing, Language and Listening and Speaking Standards:
Writing Standards:
W2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience.
W5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
W9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
W10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
day or two) for a range of discipline-specific tasks, purposes, and audiences.
Unit Title:
European Exploration Q1c and Q2a
Enduring Understandings:
There was both corporation and conflict when European cultures met Native American cultures.
European exploration to the Western Hemisphere was motivated by a variety of reasons (political, religious, and economic).
Essential Questions:
1.
2.
Content-Specific Vocabulary:
Longitude
Latitude
Conquistador
Navigation
expedition
What drives and motivates exploration?
Were the Americas discovered or conquered?
Indiana Academic Standards:
Common Core Literacy Standards:
Literature Standards:
5.1.2 – Examine accounts of early European explorations of North America including
major land and water routes, reasons for exploration and the impact the exploration had.
5.1.4 - Locate and compare the origins, physical structure and social structure of early
Spanish, French and British settlements. (Individuals, Society, and Culture)
5.1.5 - Explain the religious, political and economic reasons for movement of people from
Europe to the Americas. (Individuals, Society, and Culture)
5.1.6 - Identify and discuss instances of both cooperation and conflict between Native
American Indians and European settlers, such as agriculture, trade, cultural exchanges and
military alliances, as well as later broken treaties, massacres and conflicts over control of
the land. (Individuals, Society, and Culture)
5.3.1 - Demonstrate that lines of latitude and longitude are measured in degrees of a circle,
that places can be precisely located where these lines intersect, and that location can be
stated in terms of degrees north or south of the equator and east or west of the prime
meridian.
5.4.1 - Describe the economic activities within and among Native American Indian
cultures prior to contact with Europeans. Examine the economic incentives that helped
motivate European exploration and colonization.
5.4.7 - Predict the effect of changes in supply* and demand* on price.
5.4.8 - Analyze how the causes and effects of changes in price of certain goods* and
services* had significant influence on events in United States history.
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic;
summarize the text.
3. Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text.
4. Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
5. Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
6. Describe how a narrator’s or speaker’s point of view influences
how events are described.
7. Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text.
8. (Not applicable to literature)
9. Compare and contrast stories in the same genre on their
approaches to similar themes and topics.
Embedded in each unit:
5.1.18 - Read fiction and nonfiction stories about conflicts among and between groups of
people at different stages in the formation of the United States; give examples of how
these conflicts were resolved and analyze the accuracy of the stories' historical details and
sequence of events. (Individuals, Society, and Culture)
5.1.19 - Using primary* and secondary* sources to examine an historical account about an
issue of the time, reconstruct the literal meaning of the passages by identifying who was
involved, what happened, where it happened, what events led to these developments and
what consequences or outcomes followed.
5.1.21 - Formulate historical questions from encounters with primary sources and identify
and describe the contributions of important early American artists and writers and
traditional arts and crafts to the new nation's cultural landscape. (Individuals, Society, and
Culture)
5.2.10 - Use a variety of information resources* to identify and evaluate contemporary
issues that involve civic responsibility, individual rights and the common good.
5.3.12 - Describe and analyze how specific physical features influenced historical events
and movements.
Core Texts/Source Materials:
S.S. Text – Unit 2
S.S. Leveled Reader – The End of an
Empire
Core Activities / Assessments:
missionary
Columbian Exchange
barter
empire
Informational Text Standards:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine two or more main ideas of a text and explain how they
are supported by key details; summarize the text.
3. Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
4. Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 5 topic or subject area.
5. Compare and contrast the overall structure of events, ideas,
concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they
represent.
7. Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently.
8. Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which point(s).
9. Integrate information from several texts on the same topic in order
to write or speak about the subject knowledgeably.
Writing, Language and Listening and Speaking Standards:
Writing Standards:
W2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience.
Journeys Lesson 22
Brainpop – Christopher Columbus,
Columbian Exchange, Conquistadors, etc.
Reading A to Z – Christopher Columbus
(Z), Samuel de Champlain (Y)
W5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
W7 – Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a
topic.
W8 – Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources.
W9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
W10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
day or two) for a range of discipline-specific tasks, purposes, and audiences.
Unit Title:
Our Place in Space Q2b
Enduring Understandings:
Earth is part of a system that includes other planets and space objects.
The sun, moon and earth move in predictable, observable patterns.
Essential Questions:
What is Earth’s place in our solar system?
How does Earth’s physical characteristics and motion compare to other bodies in the solar system?
What predictable observable patterns occur as a result of the interaction of the Earth, Moon, and Sun?
Indiana Academic Standards:
Common Core Literacy Standards:
Literature Standards:
5.2.1 – Recognize that our earth is part of the solar system in which the sun, an average
star, is the central and largest body. Observe that our solar system includes the sun,
moon, seven other planets and their moons, and many other smaller objects like asteroids
and comets.
5.2.2 – Observe and use pictures to record how the sun appears to move across the sky in
the same general way every day but rises and sets in different places as the season change.
5.2.3 – In monthly intervals, observe and draw the length and direction of shadows cast by
the sun at several chosen times during the day. Using recorded data as evidence to
explain how those shadows were affected by the relative position of the earth and sun.
5.2.4 – Use a calendar to record observations of the shape of the moon and the rising and
setting times over the course of a month. Based on the observations, describe patterns in
the moon cycle.
Core Texts/Source Materials:
Science Text – chapter 5
Science Leveled Readers
Reading A to Z – The Sun (V), Eclipses
(V), Sun, Earth, Moon (W)
Brainpop – solar system, sun, moon
Content-Specific Vocabulary:
Rotation
Revolution
Orbit
Eclipse
Axis
Core Activities / Assessments:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic;
summarize the text.
3. Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text.
4. Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
5. Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
6. Describe how a narrator’s or speaker’s point of view influences
how events are described.
7. Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text.
8. (Not applicable to literature)
9. Compare and contrast stories in the same genre on their
approaches to similar themes and topics.
Informational Text Standards:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine two or more main ideas of a text and explain how they
are supported by key details; summarize the text.
3. Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
4. Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 5 topic or subject area.
5. Compare and contrast the overall structure of events, ideas,
concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they
represent.
7. Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently.
8. Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which point(s).
9. Integrate information from several texts on the same topic in order
to write or speak about the subject knowledgeably.
Writing, Language and Listening and Speaking Standards:
Writing Standards:
W2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience.
W5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
W9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
W10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
day or two) for a range of discipline-specific tasks, purposes, and audiences.
Unit Title:
Colonial Life Q2c
Enduring Understandings:
Religion, culture, economics, and environment led to European colonization of North America.
Essential Questions:
1.
2.
Why do people settle in new areas?
What causes variations in ways of life amongst the New England, Middle, and Southern colonies?
Indiana Academic Standards:
Common Core Literacy Standards:
Literature Standards:
5.1.4 - Locate and compare the origins, physical structure and social structure of early
Spanish, French and British settlements. (Individuals, Society, and Culture)
5.1.6 - Identify and discuss instances of both cooperation and conflict between Native
American Indians and European settlers, such as agriculture, trade, cultural exchanges and
military alliances, as well as later broken treaties, massacres and conflicts over control of
the land. (Individuals, Society, and Culture)
5.1.7 - Identify and locate the 13 British colonies that became the United States and
describe daily life (political, social, and economic organization and structure).
5.1.8 - Identify the early founders of colonial settlements and describe early colonial
resistance to British rule. (Individuals, Society, and Culture)
5.2.3 - Give examples of how the British colonies in America developed forms of
representative government, self-government and democratic practices.
5.4.7 - Predict the effect of changes in supply* and demand* on price.
5.4.8 - Analyze how the causes and effects of changes in price of certain goods* and
services* had significant influence on events in United States history.
Embedded in each unit:
5.1.18 - Read fiction and nonfiction stories about conflicts among and between groups of
people at different stages in the formation of the United States; give examples of how
these conflicts were resolved and analyze the accuracy of the stories' historical details and
sequence of events. (Individuals, Society, and Culture)
5.1.19 - Using primary* and secondary* sources to examine an historical account about an
issue of the time, reconstruct the literal meaning of the passages by identifying who was
involved, what happened, where it happened, what events led to these developments and
what consequences or outcomes followed.
5.1.21 - Formulate historical questions from encounters with primary sources and identify
and describe the contributions of important early American artists and writers and
traditional arts and crafts to the new nation's cultural landscape. (Individuals, Society, and
Culture)
5.2.10 - Use a variety of information resources* to identify and evaluate contemporary
issues that involve civic responsibility, individual rights and the common good.
5.3.12 - Describe and analyze how specific physical features influenced historical events
and movements.
Core Texts/Source Materials:
S.S. Text Unit 3
S.S. Leveled Reader – King Phillip’s War,
William Penn
Brainpop – Benjamin Franklin, Slavery,
Thirteen Colonies, etc.
Content-Specific Vocabulary:
Colony
compact
Plantation
indentured servant
triangular trade
debtor
Core Activities / Assessments:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic;
summarize the text.
3. Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text.
4. Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
5. Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
6. Describe how a narrator’s or speaker’s point of view influences
how events are described.
7. Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text.
8. (Not applicable to literature)
9. Compare and contrast stories in the same genre on their
approaches to similar themes and topics.
Informational Text Standards:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine two or more main ideas of a text and explain how they
are supported by key details; summarize the text.
3. Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
4. Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 5 topic or subject area.
5. Compare and contrast the overall structure of events, ideas,
concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they
represent.
7. Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently.
8. Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which point(s).
9. Integrate information from several texts on the same topic in order
to write or speak about the subject knowledgeably.
Writing, Language and Listening and Speaking Standards:
Writing Standards:
W3 – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear
event sequences.
W4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience.
W5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
W9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
W10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
day or two) for a range of discipline-specific tasks, purposes, and audiences.
Unit Title:
American Revolution Q3a
Enduring Understandings:
People often take action in response to unjust treatment.
Leaders emerge in times of conflict.
Conflict and change are the result of a movement toward independence.
Essential Questions:
1.
Why do people take risks?
2.
What are some ways in which people work for change?
3.
What makes a good leader?
4.
Was the Revolutionary War necessary?
Indiana Academic Standards:
Common Core Literacy Standards:
Literature Standards:
5.1.6 - Identify and discuss instances of both cooperation and conflict between Native
American Indians and European settlers, such as agriculture, trade, cultural exchanges and
military alliances, as well as later broken treaties, massacres and conflicts over control of
the land. (Individuals, Society, and Culture)
5.1.9 - Analyze the causes of the American Revolution as outlined in the Declaration of
Independence.
5.1.10 - Identify major British and American leaders and describe their roles in key events
of the war for independence.
5.1.11 - Describe foreign aid to the colonies during the American Revolution.
5.1.12 - Identify contributions of women and minorities during the American Revolution.
5.1.13 - Explain consequences of the American Revolution including the Articles of
Confederation, changes in trade relationships and the achievement of independence by the
United States.
5.1.17 - Create and interpret timelines showing major people, events and developments in
the early history of the United States from 1776-1801.
5.2.4 - Identify and explain key ideas about government as noted in the Declaration of
Independence, Articles of Confederation, Northwest Ordinance, United States Constitution
and the Bill of Rights.
Embedded in each unit:
5.1.18 - Read fiction and nonfiction stories about conflicts among and between groups of
people at different stages in the formation of the United States; give examples of how
these conflicts were resolved and analyze the accuracy of the stories' historical details and
sequence of events. (Individuals, Society, and Culture)
5.1.19 - Using primary* and secondary* sources to examine an historical account about an
issue of the time, reconstruct the literal meaning of the passages by identifying who was
involved, what happened, where it happened, what events led to these developments and
what consequences or outcomes followed.
5.1.21 - Formulate historical questions from encounters with primary sources and identify
and describe the contributions of important early American artists and writers and
traditional arts and crafts to the new nation's cultural landscape. (Individuals, Society, and
Culture)
5.2.10 - Use a variety of information resources* to identify and evaluate contemporary
issues that involve civic responsibility, individual rights and the common good.
5.3.12 - Describe and analyze how specific physical features influenced historical events
and movements.
Core Texts/Source Materials:
S. S. Text Unit 4
S.S. Leveled Readers Victory at Yorktown
Journeys Lessons 11, 12, 13, and 15
Content-Specific Vocabulary:
Independence
Treaty
Boycott
Repeal
Delegates
Militia
Core Activities / Assessments:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic;
summarize the text.
3. Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text.
4. Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
5. Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
6. Describe how a narrator’s or speaker’s point of view influences
how events are described.
7. Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text.
8. (Not applicable to literature)
9. Compare and contrast stories in the same genre on their
approaches to similar themes and topics.
representation
tax
revolution
mercenary
Loyalist
Patriot
Informational Text Standards:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine two or more main ideas of a text and explain how they
are supported by key details; summarize the text.
3. Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
4. Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 5 topic or subject area.
5. Compare and contrast the overall structure of events, ideas,
concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they
represent.
7. Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently.
8. Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which point(s).
9. Integrate information from several texts on the same topic in order
to write or speak about the subject knowledgeably.
Writing, Language and Listening and Speaking Standards:
Writing Standards:
W1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience.
W5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
Reading A to Z – Seeds of the Revolution
(X), Battling Independence (Y)
Brainpop – French and Indian War, Causes
of the American Revolution, American
Revolution, Declaration of Independence,
etc.
W6 – With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well
as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages
in a single sitting.
W7 – Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a
topic.
W8 – Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources.
W9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
W10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
day or two) for a range of discipline-specific tasks, purposes, and audiences.
Unit Title:
Constitution/Government Q3b
Enduring Understandings:
People organize governments to resolve conflicts, enforce laws, and defend and protect rights from the misuse of power.
Essential Questions:
1.
2.
3.
What are the differences between rights and responsibilities?
What does the constitution represent?
Does power need to be limited?
Indiana Academic Standards:
Common Core Literacy Standards:
Literature Standards:
5.1.14 - Explain why the United States Constitution was created in 1787 and how it
established a stronger union among the original 13 states by making it the supreme law of
the land. Identify people who were involved in its development.
5.1.15 - Describe the origins and drafting of the Bill of Rights, ratified in 1791.
5.1.16 - Explain the development of the first American political parties and describe early
presidential elections.
5.2.4 - Identify and explain key ideas about government as noted in the Declaration of
Independence, Articles of Confederation, Northwest Ordinance, United States Constitution
and the Bill of Rights.
5.2.5 - Describe and give examples of individual rights guaranteed by the Bill of Rights.
5.2.7 - Describe the three branches of the United States government, their functions and
their relationships.
5.2.9 - Examine ways by which citizens may effectively voice opinions, monitor
government, and bring about change in government including voting and participation in
the election process.
Embedded in each unit:
5.1.18 - Read fiction and nonfiction stories about conflicts among and between groups of
people at different stages in the formation of the United States; give examples of how
these conflicts were resolved and analyze the accuracy of the stories' historical details and
sequence of events. (Individuals, Society, and Culture)
5.1.19 - Using primary* and secondary* sources to examine an historical account about an
issue of the time, reconstruct the literal meaning of the passages by identifying who was
involved, what happened, where it happened, what events led to these developments and
what consequences or outcomes followed.
5.1.21 - Formulate historical questions from encounters with primary sources and identify
and describe the contributions of important early American artists and writers and
traditional arts and crafts to the new nation's cultural landscape. (Individuals, Society, and
Culture)
5.2.10 - Use a variety of information resources* to identify and evaluate contemporary
issues that involve civic responsibility, individual rights and the common good.
5.3.12 - Describe and analyze how specific physical features influenced historical events
and movements.
Core Texts/Source Materials:
Reading A to Z – Bill of Rights (U),
Building a Nation (Z)
S.S. Text Unit 5 Lesson 1 – 2, Unit 7
Lesson 7
S.S. Leveled Readers – Life of Alexander
Hamilton
Journeys Lesson 3, 9, 11
Content-Specific Vocabulary:
Ratify
Legislative
Executive
Judicial
Amendment
Federal
Core Activities / Assessments:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic;
summarize the text.
3. Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text.
4. Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
5. Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
6. Describe how a narrator’s or speaker’s point of view influences
how events are described.
7. Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text.
8. (Not applicable to literature)
9. Compare and contrast stories in the same genre on their
approaches to similar themes and topics.
republic
democracy
Bill of Rights
Constitution
checks and balances
electoral college
Informational Text Standards:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine two or more main ideas of a text and explain how they
are supported by key details; summarize the text.
3. Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
4. Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 5 topic or subject area.
5. Compare and contrast the overall structure of events, ideas,
concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they
represent.
7. Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently.
8. Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which point(s).
9. Integrate information from several texts on the same topic in order
to write or speak about the subject knowledgeably.
Writing, Language and Listening and Speaking Standards:
Writing Standards:
W1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience.
W5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
W6 – With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well
as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages
in a single sitting.
W7 – Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a
topic.
Brainpop – U.S. Constitution, Bill of
Rights, Political Party Origins, Branches
of Government, Voting, etc.
W8 – Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources.
W9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
W10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
day or two) for a range of discipline-specific tasks, purposes, and audiences.
Unit Title:
Properties of Matter Q4a
Enduring Understandings:
All things are made of matter and can be characterized by their properties.
Scientists use different measurements to describe matter.
Essential Questions:
How can matter be measured and characterized?
How can matter change but still remain the same?
Content-Specific Vocabulary:
Matter
Mass
Volume
Weight
Molecule
Atom
Indiana Academic Standards:
5.1.1 – Describe and measure the volume and weight of a sample of a given material
5.1.2 – Describe the difference between weight and mass. Understanding that weight is
dependent on gravity and mass is the amount of matter in a given substance or material.
5.1.3 – Demonstrate that regardless of how parts of an object are assembled the weight of
the whole object is identical to the sum of the weight of the parts; however volume can
differ from the sum of the volume.
5.1.4 Determine if matter has been added or lost by comparing weights when melting,
freezing or dissolving a sample of a substance.
Common Core Literacy Standards:
Literature Standards:
Core Texts/Source Materials:
Writing, Language and Listening and Speaking Standards:
Science Text – chapters 3 and 4
Science Leveled Readers
Brainpop - Properties of Matter,
Measuring Matter
Core Activities / Assessments:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic;
summarize the text.
3. Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text.
4. Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
5. Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
6. Describe how a narrator’s or speaker’s point of view influences
how events are described.
7. Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text.
8. (Not applicable to literature)
9. Compare and contrast stories in the same genre on their
approaches to similar themes and topics.
Informational Text Standards:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine two or more main ideas of a text and explain how they
are supported by key details; summarize the text.
3. Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
4. Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 5 topic or subject area.
5. Compare and contrast the overall structure of events, ideas,
concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they
represent.
7. Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently.
8. Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which point(s).
9. Integrate information from several texts on the same topic in order
to write or speak about the subject knowledgeably.
Writing Standards:
W2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience.
W5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
W6 – With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well
as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages
in a single sitting.
W7 – Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a
topic.
W8 – Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources.
W9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
W10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
day or two) for a range of discipline-specific tasks, purposes, and audiences.
Unit Title:
U.S. Regions Q4b
Enduring Understandings:
Land, economics, and culture are interconnected in geographic regions.
Essential Questions:
1.
2.
Content-Specific Vocabulary:
Region
supply and demand
Climate
natural resources
Economy
landform
How does geography and economics affect people’s lives?
What makes each region unique and different?
Indiana Academic Standards:
Common Core Literacy Standards:
Literature Standards:
5.3.3 - Name and locate states, regions, major cities and capitals, major rivers and
mountain ranges in the United States.
5.4.6 - Use economic reasoning to explain why certain careers are more common in one
region than in another and how specialization results in more interdependence.
5.3.1 - Demonstrate that lines of latitude and longitude are measured in degrees of a circle,
that places can be precisely located where these lines intersect, and that location can be
stated in terms of degrees north or south of the equator and east or west of the prime
meridian.
5.4.7 - Predict the effect of changes in supply* and demand* on price.
5.4.8 - Analyze how the causes and effects of changes in price of certain goods* and
services* had significant influence on events in United States history.
Embedded in each unit:
5.1.18 - Read fiction and nonfiction stories about conflicts among and between groups of
people at different stages in the formation of the United States; give examples of how
these conflicts were resolved and analyze the accuracy of the stories' historical details and
sequence of events. (Individuals, Society, and Culture)
5.1.19 - Using primary* and secondary* sources to examine an historical account about an
issue of the time, reconstruct the literal meaning of the passages by identifying who was
involved, what happened, where it happened, what events led to these developments and
what consequences or outcomes followed.
5.1.21 - Formulate historical questions from encounters with primary sources and identify
and describe the contributions of important early American artists and writers and
traditional arts and crafts to the new nation's cultural landscape. (Individuals, Society, and
Culture)
5.2.10 - Use a variety of information resources* to identify and evaluate contemporary
issues that involve civic responsibility, individual rights and the common good.
5.3.12 - Describe and analyze how specific physical features influenced historical events
and movements.
Core Texts/Source Materials:
S.S. Text Unit 7 Lessons 1-5
S.S. Leveled Reader – Protecting
America’s Wilderness
Journeys Lessons 8, 16
Brainpop – Latitude and Longitude
Core Activities / Assessments:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic;
summarize the text.
3. Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text.
4. Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
5. Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
6. Describe how a narrator’s or speaker’s point of view influences
how events are described.
7. Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text.
8. (Not applicable to literature)
9. Compare and contrast stories in the same genre on their
approaches to similar themes and topics.
Informational Text Standards:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine two or more main ideas of a text and explain how they
are supported by key details; summarize the text.
3. Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
4. Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 5 topic or subject area.
5. Compare and contrast the overall structure of events, ideas,
concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they
represent.
7. Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently.
8. Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which point(s).
9. Integrate information from several texts on the same topic in order
to write or speak about the subject knowledgeably.
Writing, Language and Listening and Speaking Standards:
Writing Standards:
W1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience.
W5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
W6 – With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well
as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages
in a single sitting.
W7 – Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a
topic.
W8 – Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources.
W9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
W10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
day or two) for a range of discipline-specific tasks, purposes, and audiences.
Unit Title:
Design and Function Q4c
Enduring Understandings:
Technology is developed to help solve problems.
Design processes incorporate prototypes and models to test hypotheses.
Essential Questions:
How does technology affect medical science?
Why do scientists create prototypes and models to test their hypotheses?
Indiana Academic Standards:
5.4.1 – Investigate technologies that mimic human or animal musculoskeletal systems in
order to meet a need.
5.4.2 – Investigate the purpose of prototypes and models when designing a solution to a
problem and how limitations in cost and design features might affect their construction.
5.4.3 – Design solutions to problems in the context of musculoskeletal body systems.
Using suitable tools, techniques and materials, draw or build a prototype or model of a
proposed design.
Core Texts/Source Materials:
Science Text – chapter 2
Science Leveled Readers
Journeys – Lesson 17
Brainpop – Robots
Reading A to Z – Adaptive Athletes (Z)
Core Activities / Assessments:
Content-Specific Vocabulary:
Prototype
Model
Prosthetic
Musculoskeletal
Joint
Design process
Common Core Literacy Standards:
Literature Standards:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic;
summarize the text.
3. Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text.
4. Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
5. Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
6. Describe how a narrator’s or speaker’s point of view influences
how events are described.
7. Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text.
8. (Not applicable to literature)
9. Compare and contrast stories in the same genre on their
approaches to similar themes and topics.
Informational Text Standards:
1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Determine two or more main ideas of a text and explain how they
are supported by key details; summarize the text.
3. Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
4. Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 5 topic or subject area.
5. Compare and contrast the overall structure of events, ideas,
concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they
represent.
7. Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently.
8. Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which point(s).
9. Integrate information from several texts on the same topic in order
to write or speak about the subject knowledgeably.
Writing, Language and Listening and Speaking Standards:
Writing Standards:
W2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience.
W5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
W6 – With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well
as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages
in a single sitting.
W7 – Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a
topic.
W8 – Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources.
W9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
W10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
day or two) for a range of discipline-specific tasks, purposes, and audiences.