C3 Framework. Dimension 2. Geography.1.3-5. Construct maps and other graphic representations of both familiar and unfamiliar places.
the most interesting creature Jackie met
Common Core. ELA-Literacy.RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Common Core. ELA-Literacy.RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
answer questions about the story
Common Core. ELA-Literacy.RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Common Core. ELA-Literacy.RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Common Core. ELA-Literacy.RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
write down three questions they have about forests
NGSS Science and Engineering Practices. 1 – Asking Questions and Defining Problems. 3-5. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.
Millipedes eat decaying leaves and other dead plant matter.
NGSS Disciplinary Core Ideas. 5LS2.B – Cycles of Matter and Energy Transfer in Ecosystems. Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die.
In order to live there, these organisms depend on each other for food energy and nutrients
NGSS Crosscutting Concepts. 5 – Energy & Matter: Flows, Cycles, & Conservation. 3-5. Energy can be transferred in various ways and between objects.
Identify your claim for why that happened, and then support it with evidence and reasoning from your investigation
NGSS Crosscutting Concepts. 2 – Cause and Effect. 3-5. Cause and effect relationships are routinely identified, tested, and used to explain change.
Have students measure themselves and then make a circle (using chalk or string) with a diameter equal to their height
NGSS Science and Engineering Practices. 5 – Using Mathematics and Computational Thinking. 3-5. Describe, measure, estimate, and/or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems.
model water absorption
NGSS Science and Engineering Practices. 2- Developing and Using Models. 3-5. Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.
based on the requirements they got
NGSS Crosscutting Concepts. 2 – Cause and Effect. 3-5. Cause and effect relationships are routinely identified, tested, and used to explain change.
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