In this lesson students continue their study of the important natural (physical) characteristics of Michigan by exploring vegetation and climate. They begin by analyzing special purpose maps of forests and orchards. Next they are introduced to the concept of climate, connecting to science topics of weather and seasons from previous grades. In addition, they briefly explore the impact of the Great Lakes on climate. The lesson also includes a chart reading activity dealing with Michigan state symbols.

The Roadmap is a remix of the Michigan Open Book, MC3 and GIANTS all in one place. In this lesson students continue their study of the geographic theme of ‘place’ by exploring significant human characteristics of Michigan including bridges, cities, highways and lighthouses. In addition, students explore how people interact with natural (physical) characteristics by creating human characteristics (e.g. bridges are built over rivers, towns are built along bays.)

The Roadmap is a remix of the Michigan Open Book, MC3 and GIANTS all in one place. This lesson expands upon the concept of region by having students invent ways to divide Michigan into regions. Students compare the Lower Peninsula and Upper Peninsula of Michigan and then explore other ways in which Michigan can be divided into regions based on common characteristics (e.g., the Thumb, the Fruit Belt). Finally students examine regions to which Michigan belongs. (e.g., Great Lakes Region, Midwest).

In this lesson, students expand their understanding of solid waste management to include the idea of 3RC (reduce, reuse, recycle and compost). They will look at the effects of packaging decisions (reducing) and learn about engineering advancements in packaging materials and solid waste management. Also, they will observe biodegradation in a model landfill (composting).

This unit on American Indians: By studying the regions of the United States and the cultures that live in each region, students are able to compare/contrast within regions and across regions how tribes used their environments, and their cultural and other contributions to American life.

Note that the emphasis here is on broader groups of tribes for each region with some instruction on specific tribes representing each region. In no way is this case study approach to learning about one tribe meant to be generalized to all tribes of that region. We understand that each tribe was and continues to be unique in its culture, practices, lifeways, and traditions.

In this unit, students read the core texts The Hundred Dresses and Garvey’s Choice as a way of exploring what it means to be accepting and tolerant of themselves and others. The Hundred Dresses challenges students to think about the different roles associated with bullying through the eyes of the narrator, who struggles with her own involvement with a classmate who is bullied. Garvey’s Choice illustrates the way others influence the way we see ourselves, both positively and negatively, and the power of accepting ourselves by tracing Garvey’s path to self-discovery and acceptance. Both texts are full of moments and messages that are easily relatable for students at this grade level. Therefore, it is our hope that the experiences of the characters in both texts will serve as a neutral launching point for deeper discussions about bullying, tolerance, acceptance, and forgiveness.

In reading, the main focus of the unit is on identifying and tracing the central message across a longer text. Over the course of the text, students will develop a deep understanding of each character’s thoughts, feelings, and motivations, which will help them identify and explain how the central message is developed and conveyed through the characters. Students will also begin to understand how successive parts of a text build on each other to push the plot forward. Particularly with Garvey’s Choice, students will analyze the genre features of novels written in verse and how each part helps build and develop the central message. This unit also focused on point of view. Students will begin to notice the point of view in which a story is told and compare that with their own point of view.

The true tale of the Recycled Orchestra of Paraguay, an orchestra made up of children playing instruments built from recycled trash. The resources 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 create their own musical instruments with recyclable materials.

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

Groups of students read and discuss American folklore stories, each group reading a different story. Using a jigsaw strategy, the groups compare character traits and main plot points of the stories. A diverse selection of American folk tales is used for this lesson, which is adaptable to any text set.

In this unit students explore the rise and fall of the ancient Roman Empire. Over the course of the unit, students learn about different characteristics of the Roman Empire, what lead to the Empire’s growth and success, and what eventually lead to the Empire’s demise. Through learning about the daily routines, structures, and rituals of the Roman Empire, students will be challenged to draw conclusions about what the civilization valued and how those values compare to societal values today. This unit builds onto the 2nd grade nonfiction unit on ancient Greece, in which students began to think about how the daily routines, structures, and rituals of a civilization show what they value. This unit, in conjunction with the second grade unit on ancient Greece, will help students understand early influences in the world and the first republics.

The mentor texts for this unit, Ancient Rome and Pompeii: A Nonfiction Companion to Magic Tree House and Eye Wonder: Ancient Rome, allow students to practice multiple informational reading strategies in two very different text structures. In both texts, but predominately in Eye Wonder, students will practice using a multitude of text features and illustrations as a way of learning new information about a topic. Over the course of this unit, students will constantly be thinking about how the information from one text builds on and connects to the information in the other text. Then at the end of the unit, students will be asked to critically analyze the similarities and differences between the two texts.

Learn about the structure and function of living organisms by drawing an imaginary animal in the Take the Stage game show, ANIMAL SURVIVAL! Viewers become contestants on a game show and are challenged to draw an imaginary animal that could live and survive in either the desert, ocean, or the arctic tundra. When drawing the imaginary animal, the contestants write out two distinct structures and a function for each of the structures that help it survive. Learning Objective: Compare the structures and functions of different species that help them live and survive in a specific environment.

Students will work with a partner to write, solve, check, and animate a division story problem based on a division expression using a sharing model.

Tony Sarg was a puppeteer and marionette master who invented the first, larger than life, helium balloons for the annual Macy’s Thanksgiving Day Parade. 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 Challenges include: (1) Dash/Sphero: Develop a Macy’s Day Parade route using tape on the ground with a partner. Then, switch routes with another group and program the robot of your choice to navigate the parade route using code. (2) Ozobot: Develop a synchronized dance routine for both Ozobots for the stage of the Macy’s day parade using https://ozoblockly.com/editor (3) Create a moveable puppet that will be featured in the Macy’s Day Parade.

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

The true, inspiring story of Beauty, the bald eagle, who was shot, rescued, and received a 3D-printed prosthetic beak. 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 Challenges: (1) Use paper and pencil to design a prosthetic body part for a human or animal. Then use tinkercad.com to create a prototype. Finally, use a 3D printer to print the prosthetic. (2) Have students research animals who use prosthetics. Then, improve the design in Tinkercad and 3D Print.

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

Bloxels is an innovative video game development platform that allows you to create your own video games. It’s a free app that helps you and your students create games. It’s also plastic board that fits a collection of plastic pegs of multiple colors.

Using scrap metal and spare parts, William Kamkwamba created a windmill to harness the wind and bring electricity and running water to his Malawian village. 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: Develop a way to harness the wind by designing with Strawbees.

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

Ralph Baer’s family fled Nazi Germany for the US when he was a child. Using wartime technology, Baer thought outside the box and transformed the television into a vehicle for gaming. His invention was the birth of the first home console, the Odyssey, a precursor to the Atari gaming system. 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 Challenges: (1) Think outside the box. What’s something you use everyday, but not for its “intended” purpose? Examples: A broom to clean the snow off your car windshield, a trash bag as a sled. Now, think of a problem you might have at school, home, et al. Invent an item that would solve this problem. (2) Let’s think outside the box! Design the latest and greatest technology for kids to hit the market! Make it the *most* fun anyone has ever had. You may NOT use anything on the market - any technology currently on the market is off limits. Use your imagination, do not put limitations on it, and be as creative as you can. (3) Use household items to create a prototype of your new invention.

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

This lesson serves as a bridge between Unit 1 and Unit 2. Students work with texts and images leading to the idea that we must act now to protect our water supply. In the Opening, students activate their background knowledge around issues related to water by discussing a quote using the Say Something protocol (SL.3.1). They then read a new page from One Well for the gist and think about why we need to conserve water (RI.3.4, L.3.4). Students build on this understanding through the Poster Walk protocol in Work Time B, discussing the challenges related to clean water represented in the images on the posters (RI.3.1, SL.3.1). Finally, they connect their thinking to the module guiding questions and are introduced to the writing prompt that they will work toward throughout the unit.
Students practice their fluency by following along and reading silently as the teacher reads One Well aloud during Work Time A.
In this lesson, students focus on working to become effective learners by collaborating as they work in groups to discuss the images on the Poster Walk posters.
The research reading that students complete for homework helps build both their vocabulary and knowledge pertaining to water. By participating in this volume of reading over time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

Students animate an ocean wave, then tell a story that takes place on the high seas.

Adventure on the High Seas is a one-hour activity designed to be completed within 45-75 minutes. Students will watch a series of videos and create one coding project with opportunities to personalize their work using “Add-Ons,” which are mini-coding challenges that build on top of the core project.

Students program a conversation between two characters to explore the role of dialogue in storytelling.

In collaboration with Common Sense Media, this lesson helps students learn that many websites ask for information that is private and discusses how to responsibly handle such requests. Students also find out that they can go to exciting places online, but they need to follow certain rules to remain safe.