Students investigate three-dimensional objects. They compare what constellations look like when seen from different angles. They make a model of a constellation and look at it from different sides to discover that the relative position of the stars changes depending on our perspective. They understand that stars are not located on the same plane and or the same distance.

Lonnie Johnson tried to create a new cooling system for refrigerators and air conditioners, but instead created the mechanics for one of the top twenty toys of all time, the Super Soaker. From childhood to adulthood, Lonnie had a love for rockets, robots, inventions, and a mind for creativity. He was driven toward innovation through his persistence and passion for problem solving, tinkering, and building. These traits served him well as we went on to work for NASA as an engineer. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Students will use materials on hand to invent and design a new toy or game.

A document is included in the resources folder that lists the complete standards-alignment for this book activity.

Emma Lilian Todd was a self-taught engineer who tackled one of the greatest challenges of the early 1900s: designing an airplane. As an adult, typing up patents at the U.S. Patent Office, Lilian built inventions in her mind, including many designs for flying machines. However, they all seemed too impractical. Lilian knew she could design one that worked. She took inspiration from both nature and her many failures, driving herself to perfect the design that would eventually successfully fly. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Design a new mode of transportation (air, sea, or ground) or select a current mode of transportation and improve it then use household items to create a prototype of your new or updated invention.

A document is included in the resources folder that lists the complete standards-alignment for this book activity.

Zaha Hadid grew up in Baghdad, Iraq, and dreamed of designing her own cities. After studying architecture in London, she opened her own studio and started designing buildings. But as a Muslim woman, Hadid faced many obstacles. Determined to succeed, she worked hard for many years, and achieved her goals—and now you can see the buildings Hadid has designed all over the world. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Identify an area in your school that is very traditional. Redesign it to better fit the needs of the end-users. Then sketch out a new design, and then create a physical prototype of the new design to scale.

A document is included in the resources folder that lists the complete standards-alignment for this book activity.

In this unit, students continue the reading routines from Unit 1 to finish reading Peter Pan. At the same time, they read chapters of Peter Pan in Kensington Gardens, another story about Peter Pan written by J.M. Barrie, to compare and contrast the stories. Once they have finished Peter Pan, students recount the story and analyze it to identify the central message. For the mid-unit assessment, students closely read the final chapter of Peter Pan in Kensington Gardens to compare it to Peter Pan and also to analyze it for the central message.
In the second half of the unit, students are guided through writing a book review of Peter Pan in which they state an opinion with reasons about whether they would recommend Peter Pan to a friend. For the end of unit assessment, students revise their book reviews for linking words and phrases and to correct spelling errors. They also participate in a text-based discussion in which they share their opinion of Peter Pan and listen to the opinions of others.
RL.3.1, RL.3.2c, RL.3.4, RL.3.9, RL.3.10, W.3.1c, W.3.5, SL.3.1, L.3.1f, L.3.2e, L.3.2f, L.3.2g, L.3.3b, L.3.4.