This Roadmap is an Informational Text Writing Unit. The unit begins with explaining what non fiction text is, the features of it, and how to write each section within it. Once the student has their first draft they begin with revision. They must prove the existence of certain features within their writing. The writing partner will also have the opportunity to evaluate their work. The partners for organization and ideas, sentence level revision, and editing for capitalization and spelling.

In this unit, second graders learn about insects and the impact insects have on the natural world. Building on what students learned in Unit 1 about habitats, they will explore how different insects rely on the environment, or habitat in which they live, for survival. Through this exploration, students will learn the unique characteristics of insects, how insects can be both beneficial and destructive, and the stages of an insect’s life cycle. By the end of the unit, students will have a deeper understanding of and appreciation for the beauty of the insect world.

This unit is comprised of predominantly shared reading experiences to help students practice different reading strategies and skills. Building on unit one, students will continue to be inquisitive, active consumers of texts by asking and answering questions, and they will continue to deepen their understanding of the role text features and illustrations play in helping a reader better understand the content of a text. Students will also begin to explore the connections between scientific ideas and concepts using cause-and-effect language and will continue to strengthen their habits of discussion as they debate and analyze key ideas of the unit.

International Day for Monuments discussion with Former Senator Myron Jackson about the bust of King Christian the IX being removed from the Emancipation Gardens public space as a result of public outcry.

The measure appropriates $20,000 from the St. Thomas Capital Improvement Fund to cover the cost of removing and replacing the sculpture. Additionally, the program promotes new discourses, alternative and nuanced approaches to established historical narratives, and promotes inclusive and diverse points of view.

Students take poetic license when they interpret William Carlos William's poem "The Red Wheelbarrow" to help create a poem of their own.

Students use their communication and writing skills as they interview a partner, write an article about them, and create a multimodal presentation to introduce their partner to the class.

Inspired by their curiosity about animals, students work together to research an animal of their choice and present the information they gather to an authentic audience.

Students explore a variety of resources as they learn about the Holocaust. Working collaboratively, they investigate the materials, prepare oral responses, and produce a topic-based newspaper to complete their research.

Students will engage in viewing and researching videos and artifacts about thriving black communities that developed in the early 20th century amidst the violence of Jim Crow. The dominant narrative about US History from the end of Reconstruction to the mid-20th century has often portrayed Black people as hopeless and destitute. In reality, many Black people left the south, moved north or Midwest to establish flourishing communities. Black communities in Tulsa, Knoxville and Chicago were making great progress in the first two decades of the 20th century. But during the Red Summer of 1919, the aforementioned communities and others were burned down by white mobs and never rebuilt. One community was burned down and filled in with water, later becoming a lake. These mobs murdered blacks, decimated their townships, and then attempted to conceal this history, often erasing it entirely from history books.

Students’ culminating project is research, documentation, and presentation of their findings through a student-led Community Action Event.

Students express themselves verbally, visually, and musically by creating multimodal autobiographies, exchanging ideas with other students and sharing important events in their lives through PowerPoint presentations.

Students learn about complex networks and how to use graphs to represent them. They also learn that graph theory is a useful part of mathematics for studying complex networks in diverse applications of science and engineering, including neural networks in the brain, biochemical reaction networks in cells, communication networks, such as the internet, and social networks. Students are also introduced to random processes on networks. An illustrative example shows how a random process can be used to represent the spread of an infectious disease, such as the flu, on a social network of students, and demonstrates how scientists and engineers use mathematics and computers to model and simulate random processes on complex networks for the purposes of learning more about our world and creating solutions to improve our health, happiness and safety.

Students will be singing the blues in this lesson in which they identify themes from "The Gift of the Magi" and write and present blues poetry based on those themes.

During writing workshop, students research, write, revise, and share their own comprehensive biographies of African American jazz musicians.

Students will learn about the federal and state courts and what they do. They will explore the courts’ role in fairly settling disputes and administering justice, and the unique role of the U.S. Supreme Court in interpreting the U.S. Constitution.

Like Junie B. Jones, students will be saying "Wait till you hear this" after listening to a Junie B. story and creating mystery boxes to help retell the story.

Through two lessons and five activities, students explore the structure and function of cell membranes. Specific transport functions, including active and passive transport, are presented. In the legacy cycle tradition, students are motivated with a Grand Challenge question. As they study the ingress and egress of particles through membranes, students learn about quantum dots and biotechnology through the concept of intracellular engineering.

In this blended unit students will review the parts of a story including characters, setting, beginning, middle, and end. Students will analyze a character based on their words, actions and thoughts. Students will describe complex characters, and identify character motivation giving supporting details from the text. They will explain how a character changes over the course of a narrative. Students will describe a setting and the events of a story using details from the text. Students will make inferences related to the details given in the story.

In this unit, students explore the beauties of winter. In the first part of the unit, students learn about how snow forms and the different types of snow that fall in the winter. In the second part of the unit, students explore how animals survive in the winter and the ways in which animals meet their basic needs, even when the ground is covered with ice and snow. In the last part of the unit, students read a variety of Jan Brett texts and use what they have learned about snow and animals to make inferences about what is happening with the different winter animals in the text. By the end of the unit, students should have a strong grasp of what makes winter unique and the different ways animals survive in the winter. Due to the timing of this unit, it is our hope that students will have plenty of opportunities to interact with the vocabulary and content in the natural world around them.

In this culminating unit, students learn about how to save the earth by reducing, reusing, and recycling. Over the course of the year, students studied the different seasons, learned about how animals and plants change and survive in different seasons, and explored some of the life cycles found in nature. Now, in this unit, students think about what they can do to make sure human waste does not hurt the environment. In the first part of the unit, students learn about waste, and why waste is a problem, especially plastic waste. Students then learn about options for limiting waste, including recycling, reducing, and reusing resources. In the second half of the unit, students read stories about different people from around the world who have found ways to reduce, reuse, and recycle waste. Using what they have learned in the unit, students will then make a plan for what they can do to create a healthy community and environment.

The federal Appeals Court agreed with the government. Korematsu appealed to the U.S. Supreme Court. The Court agreed with government and stated that the need to protect the country was a greater priority than the individual rights of the people of Japanese descent forced into internment camps. This resource includes teacher materials, guides, and activities for teaching about this Supreme Court case.