Curriculum
Objectives

Materials and
Resources

Pre-Activity

Investigations
and Other
Activities

Assessment

Reflections

Tech-Know-Build

Language Arts

Word recognition

1.1 Read aloud grade-level-appropriate poems, narrative text (stories) and expository text (information) fluently and accurately and with appropriate timing, changes in voice, and expression.
Vocabulary Concept and Development

1.2.3 Understand unknown words in informational texts by using word sentence, and paragraph clues to determine meaning.

Structural Features of Informational and Technical Materials

2.1.1 Identify the structural features of popular nedia9newspapers, magazines, online information) and use the features to obtain information.

2.2.2 Clarify an understanding of texts by creating an outlines, notes, diagrams, summaries, or reports.

Narrative Analysis of Grade-Level-Appropriate Text

3.2.3 Define how tone and meaning are conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, alliteration, (repetition of sounds, such as wild and woolly or threatening throngs) and rhyme.

Organization and Focus

4.1.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.

4.1.2 Choose the form of writing that best suits the intended purpose.

4.1.3 Write informational pieces of several paragraphs that engage the interest of the reader, state a clear purpose, develop the topic with supporting details and precise language, and conclude with a detailed summary linked to the purpose of the composition.

Research and Technology

4.2.1 Use note-taking skills.

4.2.2 Use organizational features of electronic text (on computers), such as bulletin boards, databases, keyword searches, and e-mail addresses, to locate information.

4.2.3 Use a computer to copse documents with appropriate formatting by using word-processing skills and principles of design, including margins, tabs, spacing, columns, page orientation.

Evaluation and Revision

4.3.1 Review, evaluate, and revise writing for meaning and clarity.

4.3.2 Edit and proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.

4.3.3 Revise writing to improve the organization and consistency of ideas within and between paragraphs.

Writing Research Reports 

5.3.1 Pose relevant questions that can be answered in the report. 

5.3.2 Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources, such as speakers, newspapers and magazines, reference books, and online information searches. 

5.3.3 Include a bibliography.

Writing Responses to Literature

5.4.1 Develop an interpretation that shows careful reading, understanding, and insight. 

5.4.2 Organize the interpretation around several clear ideas. 

5.4.3 Develop and justify the interpretation through the use of examples and evidence from the text.

5.6 Use varied word choices to make writing interesting.

Sentence Structure 

6.1 Use simple sentences, compound sentences, and complex sentences; use effective coordination and subordination of ideas, including both main ideas and supporting ideas in single sentences, to express complete thoughts.

Grammar

6.2 Identify and properly use indefinite pronouns (all, another, both, each, either, few, many, none, one, other, several, some), present perfect (have been, has been), past perfect (had been), and future perfect verb tenses (shall have been); ensure that verbs agree with compound subjects.

Punctuation

6.3 Use colons after the salutation (greeting) in business letters (Dear Sir:), semicolons to connect main clauses (The girl went to school; her brother stayed home.), and commas before the conjunction in compound sentences (We worked all day, but we didn’t complete the project.)

Capitalization

6.4 Use correct capitalization. 

Spelling 

6.5 Spell correctly frequently misspelled words (their/they’re/there, loose/lose/loss, choose/chose, through/threw).

Organization and Delivery of Oral Communication

7.2.3 Support opinions with researched, documented evidence and with visual or media displays that use appropriate technology.

7.2.4 Use effective timing, volume, tone, and alignment of hand and body gestures to sustain audience interest and attention.

Speaking Applications

7.4.2.1 Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered. 

7.4.2.2 Develop the topic with facts, details, examples, and explanations from multiple authoritative sources, including speakers, periodicals, and online information. 

7.4.3.1 Develop an interpretation that shows careful reading, understanding, and insight. 

7.4.3.2 Organize the presentation around several clear ideas, premises, or images. 

Science

Standard 3 - The Physical Setting

6.3.15  Explain that although weathered rock is the basic component of soil, the composition and texture of soil and its fertility and resistance to erosion are greatly influences by plant roots and debris, bacteria, fungi, worms, insects, and other organisms. 

6.3.16 Explain that human activities, such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and intensive farming, have changed the capacity of the environment to support some life forms.

Standard 4 - The Living Environment

6.4.1 Explain that one of the most general distinctions among organisms is between green plants, which use sunlight to make their own food, and animals, which consume energy ? rich foods.

6.4.2 Give examples of organisms that cannot be neatly classified as either plants or animals, such as fungi and bacteria.

6.4.3 Describe some of the great variety of body plans and internal structures animals and plants have that contribute to their being able to make or find food and reproduce. 

6.4.4 Recognize and describe that a species comprises all organisms that can mate with one another to produce fertile offspring.

6.4.5 Investigate and explain that all living things are composed of cells whose details are usually visible only through a microscope.

6.4.6 Distinguish the main differences between plant and animal cells, such as the presence of chlorophyll and cell walls in plant cells and their absence in animal cells.
 

6.4.7 Explain that about two thirds of the mass of a cell is accounted for by water.  Water gives cells many of their properties.

6.4.8 Explain that in all environments, such as freshwater, marine, forest, desert, grassland, mountain, and others, organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter.  In any environment, the growth and survival of organisms depend on the physical conditions. 

6.4.9 Recognize and explain that two types of organisms may interact in a competitive or cooperative relationship, such as producer/consumer, predator/prey, or parasite/host.

6.4.10 Describe how life on Earth depends on energy from the sun.

Math

6.11 Use oral and written communication to explain problem solving.

6.21 Identify strategies for problem solving.

6.21 Identify missing information.

6.2.1 Utilize diagrams to aid in problem-saving.

6.31 Recognize relationship in other disciplines.

6.3.1 Use math to describe the physical world.

6.3.1 Relationship utilizes technology to enhance understanding.

4.1 Verifying and interpret results using logical reasoning.

5.1 Analyze a number line.

6.61 Using manipulatives to explore percents.

7.71 Using the four basic operations to solve a problem within the set of rational numbers.

7.71 Determine reasonableness of an answer.

7.71 Estimate problems involving rational numbers.

8.81 Compute periameter, area, and volume.

8.81 Identify and use appropriate unit of measurement.

9.91 Measure capacity, temperature, size, quantity, and passage of time.

9.91 Use appropriate measuring instrument.

6.10.1 Collect, organize, and present a set of numerical data.

6.10.1 Interpret and analyze data.

6.10.1 Determine central tendency.

6.10.1 Present data in a variety of forms. 

6.12.1 Algebraic thinking leads to recognizing patterns and relationships and expressing those with use symbols.

Social Studies

Standard 3 - Human Systems

6.3.1  Compare different map types (topographical, thematic, etc) and different map projections and explain the appropriate use for each.

6.3.6  Describe major cultural characteristics of regions in Europe and the Western Hemisphere* 
* Cultural characteristics: human features, such as population, communication, transportation, religion and how people make a living or build homes and other structures.

6.3.15 Compare and contrast cultural patterns, such as language, religion, and ethnicity, in various parts of Europe, North, South and Central America

Standard 5 - Individuals, Society, Culture

Students will examine the role of individuals and groups in societies of Europe and the Americas, identify connections among cultures and trace the influence of cultures of the past on present societies.  They will also analyze patterns of change, including the impact of scientific and technological innovations, and examine the role of artistic expression in selected cultures of Europe and the Americas.

6.5.2 Give examples of how certain institutions, such as families, schools, government and businesses, are basic to all societies, but also vary in different cultures. 

6.5.4 Give examples of acceptable and unacceptable behavior in social groups that may vary from one culture to another.

6.5.7 Give examples of how aspects of material culture have spread from one culture to another among societies of Europe and the Americas.

6.5.8 Give examples of how religious beliefs and philosophical ideas have spread from one culture to another among societies of Europe and the Americas.

Technology

1. Basic operations and concepts 
* Students demonstrate a sound understanding of the nature and operation of technology systems. 
* Students are proficient in the use of technology. 

2. Social, ethical, and human issues 
* Students understand the ethical, cultural, and societal issues related to technology. 
* Students practice responsible use of technology systems, information, and software. 
* Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. 

3. Technology productivity tools
* Students use technology tools to enhance learning, increase productivity, and promote creativity. 
* Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. 

4. Technology communications tools 
* Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. 
* Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 

5. Technology research tools 
* Students use technology to locate, evaluate, and collect information from a variety of sources. 
* Students use technology tools to process data and report results. 
* Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. 

6. Technology problem-solving and decision-making tools 
* Students use technology resources for solving problems and making informed decisions. 
* Students employ technology in the development of strategies for solving problems in the real world. 

Music

3. Understanding relationships between music, the other arts,and disciplines outside the arts.

4. Understanding music in relation to history and culture.

Learner Objectives

Science
1.)   Students will be able to collect and identify different types of leaves.  Then students will be able to do leaf rubbings and create a notebook. 
2.)   Students will be able to use the internet as a tool for research.
3.)   Students will be able to create a Power Point Presentation.
4.)   Students will be able to work as a team to reach a common goal.
5.)   Students will be able to research a science question based in biology.

Math
6.)   Students will be able to gather and complete accurate measurements such as area, circumference, perimeter, and life span. 
7.)   Students will learn to explain problem-solving process in writing journals.
8.)   Students will identify one or more strategies for interpreting data through the use of different styles of graphs.
9.)   Students will learn to use the calculator on their computer to check subtraction of dates from tombstones.
10.)  Students will identify the mathematical operation (s) called for in a word problem.
11.)  Students will learn to apply problem-solving techniques to compute perimeter and area.
12.)  Students will use measuring instruments to collect data for classifying information.
13.)  Students will analyze data and construct an appropriate graph to display data.
14.)  Students will plot on a coordinate plane the sections of the cemetery.

Language Arts
15.)  Students will interpret the symbols and information on a gravestone in order to write a biographical description of the deceased.
16.)  Students will construct a Crown Hill taxonomy that can be used as a word bank.
17.)  Students will identify the parts of speech in an epitaph.
18.)  Students will research a well-known person who is buried in Crown hill cemetery.
19.)  Students will create a biography about that well-known person.
20.)  Students will examine the Internet to research epitaphs.
21.)  Students will edit work.
22.)  Students will use note-taking skills to gather information.
23.)  Students will give an example of folklore.
24.)  Students will evaluate James Whitcomb Riley’s poetry.
25.)  Students will create a poem. 

Social Studies
26.)  Students will be able to follow a map to arrive at a specific destination, and gather information that will be used in later activities. 
27.)  Students will be able to read and locate specific areas on a map.
28.)  Students will be able to compare and contrast burial techniques from the past through the present.
29.)  Students will be able to recognize and understand an epitaph.
30.)  Students will be able to recognize the difference between an epitaph and an obituary.
31.)  Students will be able to address the cultural need for the epitaph and or the obituary.
32.)  Students will be able to recognize and acknowledge the wealth of information contained in a cemetery and on a tombstone.
33.)  Students will demonstrate their understanding of the epitaph and obituary by:
        ->  Writing a complete obituary or epitaph for one of the tombstones visited in the cemetery
        ->  Writing a complete character profile for the person, inclusive of Full name, Plausible address, Date of birth/ date of death, Plausible life style i.e. what did they do for a living, Description of the time in which they lived
        ->  Sharing obituary profile to Mr. Burn’s Spanish class.  His class will translate information into Spanish and write from a Spanish culture perspective.