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.

In this lesson, students begin to focus on the character reactions to events/situations in Esperanza Rising. They begin by considering individual reactions and, as the unit progresses, they will begin to compare character reactions in writing. In this lesson, the event they consider is moving into the cabin in the camp. (RL.5.1, RL.5.3).
At the end of the lesson, students listen to a read-aloud of new pages of A Life Like Mine and make connections between that text and Esperanza in Esperanza Rising. The purpose of this text in this lesson is to help students understand children's rights in regards to work.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads pages 74-77 of A Life Like Mine aloud during Closing and Assessment A.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students read the next chapter of Esperanza Rising, "Las Ciruelas," and analyze how the chapter fits into the overall structure of the text (RL.5.1, RL.5.5). They then make connections between this chapter and the UDHR, looking for evidence of threats to human rights, before analyzing character reactions to the situation of Mama being ill (RL.5.1, RL.5.3).
Although the lesson is written for "Las Ciruelas" to be a teacher read-aloud, this can be organized in different ways to meet the needs of your students. For example, students could read this in pairs or triads, taking turns to read, with a teacher-led smaller group of students who need additional support.
Many of the articles of the UDHR could be applied to each chapter. Students may make other suggestions than those recorded on How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (example, for teacher reference).
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice is respect as volunteers share out personal reflections on what happened in Esperanza Rising.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads aloud "Las Ciruelas" during Opening A.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students read the next chapter of Esperanza Rising, "Los Duraznos," and they analyze how the chapter fits into the overall structure (RL.5.1, RL.5.5). They then make connections between this chapter and the UDHR, looking for evidence of threats to human rights, before analyzing character reactions to the event of the strike (RL.5.1, RL.5.3).
Although the lesson is written for "Los Duraznos" to be a teacher read-aloud, this can be organized in different ways to meet the needs of your students. For example, students could read this in pairs or triads, taking turns to read, with a teacher-led smaller group of students who need additional support.
Many of the articles of the UDHR could be applied to each chapter. Students may make other suggestions than those recorded on the How Were the Human Rights of the Characters in Esperanza Rising threatened? anchor chart (example, for teacher reference).
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice is respect as volunteers share out personal reflections on what happened in Esperanza Rising.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads aloud "Los Duraznos" during Opening B.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students read the next chapter of Esperanza Rising, "Los Esparragos," and they analyze how the chapter fits into the overall structure (RL.5.1, RL.5.5). They then make connections between this chapter and the UDHR, looking for evidence of threats to human rights, before analyzing character reactions to the event of the strike (RL.5.1, RL.5.3).
Although the lesson is written for "Los Esparragos" to be a teacher read-aloud, this can be organized in different ways to meet the needs of your students. For example, students could read this in pairs or triads, taking turns to read, with a teacher-led smaller group of students who need additional support.
Many of the articles of the UDHR could be applied to each chapter. Students may make other suggestions than those recorded on How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (example, for teacher reference).
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice is respect as volunteers share out personal reflections on what happened in Esperanza Rising.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads aloud "Los Esparragos" during Opening B.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

An activity combining language and science to encourage students to think about the night sky to help them write a poem related to astronomy.

In this lesson, students find their location on a map using Latitude and Longitudinal coordinates. They determine where they should go to be rescued and how best to get there.

The curriculum map is the single-best source to understand the year’s work in the module lessons for each grade level: a detailed view of the scope and sequence of the modules showing module titles, topics, targets, and standards explicitly taught and formally assessed in each module.

Taking students into the schoolyard to conduct a survey of biodiversity helps student get firsthand experience with how scientists may conduct studies in the field.

In these two lessons, students complete the End of Unit 2 Assessment, Parts I and II. In Part I, students read aloud a new excerpt from The Most Beautiful Roof in the World (RF.5.4). In Part II, they write a literary analysis essay to answer the question: "What does the use of concrete language and sensory detail help you understand about the rainforest?" (RL.5.1, W.5.2, W.5.9a).
The assessment is spread over two lessons to provide students the time to plan and write their literary analysis essay (Part II) and to provide the time to assess each student individually as they read aloud the excerpt of text (Part I).
Since the assessment is spread over two lessons, students should complete the Tracking Progress: Informative Writing recording form during the Closing and Assessment A at the end of Lesson 13. At the end of Lesson 12, students should use this time to reflect on their work in Lesson 12 using the Tracking Progress: Informative Writing form to see how they can improve in the next lesson. Completing the tracking progress recording form is meant to provide students with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning.
The research reading that students complete for homework helps build both their vocabulary and knowledge pertaining to the rainforest, specifically rainforest species and research. 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. Inviting students to share what they have been learning through independent reading holds them accountable.
In this lesson, the habit of character focus is working to become an effective learner. The characteristic students are reminded of specifically is perseverance, as they will be working independently on their assessments, which may be challenging for some of them.

In these two lessons, students complete the End of Unit 2 Assessment, Parts I and II. In Part I, students read aloud a new excerpt from The Most Beautiful Roof in the World (RF.5.4). In Part II, they write a literary analysis essay to answer the question: "What does the use of concrete language and sensory detail help you understand about the rainforest?" (RL.5.1, W.5.2, W.5.9a).
The assessment is spread over two lessons to provide students the time to plan and write their literary analysis essay (Part II) and to provide the time to assess each student individually as they read aloud the excerpt of text (Part I).
Since the assessment is spread over two lessons, students should complete the Tracking Progress: Informative Writing recording form during the Closing and Assessment A at the end of Lesson 13. At the end of Lesson 12, students should use this time to reflect on their work in Lesson 12 using the Tracking Progress: Informative Writing form to see how they can improve in the next lesson. Completing the tracking progress recording form is meant to provide students with time to formally keep track of and reflect on their own learning. This self-reflection supports metacognition and pride in work and learning.
The research reading that students complete for homework helps build both their vocabulary and knowledge pertaining to the rainforest, specifically rainforest species and research. 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. Inviting students to share what they have been learning through independent reading holds them accountable.
In this lesson, the habit of character focus is working to become an effective learner. The characteristic students are reminded of specifically is perseverance, as they will be working independently on their assessments, which may be challenging for some of them.

Students are introduced to sound energy concepts and how engineers use sound energy. Through hands-on activities and demonstrations, students examine how we know sound exists by listening to and seeing sound waves. They learn to describe sound in terms of its pitch, volume and frequency. They explore how sound waves move through liquids, solids and gases. They also identify the different pitches and frequencies, and create high- and low-pitch sound waves.

In this unit, students study the rovers Spirit and Opportunity and their remarkable missions to Mars. Through a combination of reading, analyzing images and photographs, and participating in engineering and design labs, students will begin to understand the complexity, preparation, and diligence involved in space missions. Students will grapple with why the engineering and design process, particularly continually planning, trying, and evaluating, is a crucial part of a successful mission. This unit also allows students to make connections between content learned in math and content learned in previous science units, solidifying the importance and value of STEM. It is our hope that this unit inspires students to explore engineering and STEM not only in space but in the world around them.

In this unit, students build their skills in consuming scientific and technical texts. Students will practice explaining the connection between two or more scientific ideas or concepts in a text. Additionally, students will be challenged to draw on and integrate information from two or more texts in order to describe a scientific idea, concept, or process in depth. This unit also continues the study of point of view and analyzing how the point of view influences what and how information is presented to a reader. The Mighty Mars Rover is written to captivate and engage a reader, while the NASA press releases are written to inform the public of the progress and findings of the Mars rover missions. Students will be challenged to compare and contrast the point of view of each text and the strategies each author uses based on the point of view and desired audience. Since this is the culminating unit of the course, all other informational standards will be spiraled throughout the unit.

Infographics are graphic visual representations of information, data or knowledge intended to present information quickly and clearly. They are fun to create and students will be engaged in the creative process of presenting their information in an interactive visual form.

In this unit students study the Civil Rights Movement through the eyes of the youth and children who experienced the struggles, hardships, victories, defeats, and possibilities firsthand. Students will be challenged to analyze the key characteristics shared by children who participated in the Civil Rights Movement, particularly their courage, commitment, bravery, and unending commitment to fighting for the cause. Over the course of the unit students will realize that through community organizing and a strong desire for justice, regular people, especially youth, were able to come together to use a variety of nonviolent tactics to fight for change, even when faced with resistance, oppression, and violence on a daily basis. The stories and experiences in the unit will highlight that the Civil Rights Movement was driven by the heroism of regular people and that anyone can participate in the fight against injustice. It is our hope that this unit, in conjunction with other units from the sequence, will empower students to notice and challenge the injustices, relying on their knowledge of history and the lessons they’ve learned from those who have fought before them.

In this unit students refine their skills as critical consumers of texts by analyzing the point of view from which a text is written and noticing how the point of view influences what and how information is presented to a reader. Students will read multiple accounts of the same topic or event and be challenged to notice the similarities and differences in the points of view they represent and how the author uses evidence and reasons to support a particular point of view. Photographs are an important part of the texts in the unit. Students will be pushed to analyze photographs as a source of information to support an author’s point. Students will also continue to practice determining one or more main ideas of a text and explaining how they are supported by key details, summarizing a text, and explaining the relationship between one or more events or individuals in a historical text. Over the course of the unit students will also be required to access information from multiple sources in order to integrate information and draw conclusions about an event or topic.

research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary integration can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons. Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for current science curriculum.

This is the story of how Les Paul created the world's first solid-body electric guitar, countless other inventions that changed modern music, and one truly epic career in rock and roll. How to make a microphone? A broomstick, a cinderblock, a telephone, a radio. How to make an electric guitar? A record player's arm, a speaker, some tape. How to make a legendary inventor? A few tools, a lot of curiosity, and an endless faith in what is possible, this unforgettable biography will resonate with inventive readers young and old.

Amy Guglielmo, Jacqueline Tourville, and Giselle Potter tell the story of autism advocate Dr. Temple Grandin’s childhood and her quest to experience the sensation of a hug. 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 work to develop an assistive technology solution for people with autism. Alternatively, students may develop assistive technology solutions for students with differing abilities. Students are encouraged to work with peers in a local special education classroom to combine their love of technology and engineering to help positively influence their peers’ lives.

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

This lesson focuses on the importance of airplanes in today's society. Airplanes of all shapes and sizes are used for hundreds of different reasons, including recreation, commercial business, public transportation, and delivery of goods, among many others. From transporting people to crop-dusting, our society and our economy have come to depend on airplanes. Students will discuss their own experiences with airplanes and learn more about the role of airplanes in our world.

In this unit students study the California migrant farm workers’ fight for justice. Lead by Cesar Chavez and Dolores Huerta, this time period is often referred to as the start of the Latino civil rights movement. Over the course of the unit students will explore what life was like for migrant farm workers in the 1960s and the barriers that prevented them from obtaining better wages and equitable working conditions. Students will then learn about how the farm workers were able to band together under the leadership of Larry Itliong, Cesar Chavez, and Dolores Huerta to launch a multi-year movement focused on using nonviolent tactics as a way of making meaningful, long-lasting change. In particular, students will analyze how different types of nonviolent protests (boycotts, pickets, marches, strikes, and fasting) helped educate the public and influence change. Understanding the history of migrant farm workers and their struggle for justice is important for helping students understand the world around them. It is important to note that this unit is based in history. Many of the ideas and concepts in this unit are connected to current events; however, the focus of the unit is on this period in history.

In reading, this unit helps students continue to build their informational reading skills. Over the course of the unit students will be pushed to think about the connection between two or more historical events and people. Unlike previous units, this unit contains a variety of primary sources and videos that require students to use different reading and speaking and listening strategies in order to synthesize and summarize key ideas.