Documente Academic
Documente Profesional
Documente Cultură
Goals
Standard - 3.4.5.E4 Informal Color is a Making How is color a product of Students will play
How can we Describe how the use of assessment observations light? a game
symbols, measurements, property of
become keen and and drawings promotes during class light, not an elaborating on
acute observers? clear communication object itself. Compare and How do we communicate and adding details
How can we by providing a common Assessment of Contrast subtle differences upon to each other’s
language to express
develop habits of ideas. observation change? observations.
Objects have
noticing and during color Analyzing
questioning the lab no color of change Ideas relating to culture and Students will
Standard - 3.2.5.A6
world around us? Use appropriate tools their own, but perspective are not really interpret how
and technologies to Assessment of merely an Broadened observations, but rather light affects color
gather, analyze, and
interpret data and
quality ability to stamina for claims or opinions which in
understand that it observation reflect certain information observation-based
arise from observations.
enhances accuracy and during art rays of white intake lab.
allows scientists to Whenever possible, all
analysis light, which
analyze and quantify opinions should be
results of investigations.
contains all supported.
Develop descriptions,
explanations, and the colors.
models using evidence
and understand that
these emphasize
evidence, have logically
consistent arguments,
and are based on
scientific principles,
models, and theories.
Understanding Goals Standards Assessment Facts Skills Problems to Pose Activities
Standard - Review and In fifth grade, How to avoid Model how close
How can we write and CC.1.5.5.D assess opinion the opinion Writing a redundancies while observations of
speak our opinions Report on a essay reading essay follows a persuasive essay restating your Guernica coupled
convincingly and topic or assignments five paragraph opinion throughout. with data and
articulately? How do present an where students structure. Citing textual
opinion, research can be
we write an opinion sequencing
highlight essay Paragraph 1: evidence
How to introduce turned into a
essay? ideas logically structure state your
and using opinion and Report on a new vocabulary. well-supported
appropriate Review and briefly topic or present opinion essay on
facts and an opinion,
relevant, assess a string of mention your How to write about a what a piece conveys.
descriptive detailed three reasons sequencing ideas visual subject.
details to outlines for why. P2-4: logically and Analysis of songs and
support main using
ideas or
writing as we Support each How to interpret poetry: How can our
themes; speak go along. claim with an appropriate facts
multiple methods of opinions and cited
clearly with evidence and relevant,
adequate descriptive art through evidence be turned
Analysis of supported
volume, details to metaphor. into an essay
appropriate final essay paragraph. P5:
pacing, and Restate your support main
clear opinion, ideas or themes Guided Research on
pronunciation. art object.
reasoning and
leave the Write routinely
Standard -
reader with an over extended Writing and editing
CC.1.4.5.X
interesting time frames final essays over a
Write routinely thought.
over extended
course of days.
time frames Conduct short
(time for
research,
research projects
reflection, and that use several
revision) and sources to build
shorter time knowledge
frames (a single
sitting or a day through
or two) for a investigation of
range of different aspects
discipline-speci
fic tasks,
of a topic.
purposes and
audiences.