Despite their painful and long-lasting impact, American Indian boarding schools are an often neglected topic of study. In Module 3, students are introduced to this topic, with the goal of amplifying long unheard voices and better understanding this critical time in North American history. Students read Two Roads, the story of a thoughtful and independent boy named Cal and his father “Pop,” who live as traveling “knights of the road” after losing their farm during the Great Depression. Cal faces a critical question of identity when he learns from Pop that, after a lifetime of identifying as white, he is, in fact, part Creek Indian. Cal’s father shares this revelation days before enrolling Cal at the Challagi Indian Industrial School while he travels to Washington, DC alone. Cal challenges the expectations of the school’s administration, develops close friendships with other students, and questions, explores, evaluates, and affirms his varying identities. To deepen their understanding of American Indian boarding schools beyond a literary context, students also read a variety of supplemental texts, including informational reports and first-person accounts of life at American Indian boarding schools. Together, these texts further contextualize the anchor text and illustrate a wider range of experiences.

In Unit 1, students read excerpts of the initial chapters of the anchor text, which serves as a “hook,” inciting student interest in the history of American Indian boarding schools. Students then develop their knowledge of the historical context of the topic by reading related informational and narrative supplemental texts. Students consider the purported objectives of American Indian boarding schools and compare these against the often far darker experiences reported by the students who attended these schools. Students then return to the anchor text at chapter 9, better equipped to contextualize the experiences of Cal, Pop, and Cal’s friends. Unit 1 assessments gauge students’ abilities to read critically and independently for the author’s point of view and for background information on the topic.

In Unit 2, students finish reading the anchor text. They demonstrate continued development of reading skills, tracking character growth and central ideas and themes in the Mid-Unit 2 Assessment using a new excerpt from the text. An additional supplemental text is included in Unit 2 to support connections across the anchor text and the historical context. At the end of the novel, Cal faces the decision of returning to Challagi school or staying with his father in Washington, DC. Students convey Cal’s vacillating perspective toward this challenging question through a narrative letter to Possum, focusing on just one of the possible outcomes. This narrative assignment, which has the option of being assessed for its appropriate and accurate use of pronouns and sentence variety (a second assessment targeting these skills is also available), helps prepare students for the argument essay of Unit 3. Some of the evidence and reasoning incorporated into these student narratives will be repurposed and strengthened in an argument essay for the Mid-Unit 3 Assessment.

In Unit 3, students revisit the Painted Essay® structure as they construct their own argument essays. In those essays, they grapple with the question of whether Cal should return to the boarding school or remain with his father, whom he has run away to find. Students first collaboratively produce an argument piece using a similar prompt to further prepare for their independent argument essays. Module 3’s performance task presents the culmination of students’ learning about and reflections on the American Indian boarding schools through the production of an audio museum exhibit. Students select an excerpt from a text written by a survivor of American Indian boarding schools; they then write a preface to situate their text within a historical context and a reflection to convey the personal impact felt by their chosen text. Students record their preface, text, and reflection independently, and then use an audio recording application program to produce a product that will be featured at a listening station as part of the audio museum and can be widely shared to uplift the voices of American Indian boarding schools.

Why does a lot of hail, rain, or snow fall at some times and not others? This 6th grade science unit on weather, climate, and water cycling is broken into four separate lesson sets. In the first two lesson sets, students explain small-scale storms. In the third and fourth lesson sets, students explain mesoscale weather systems and climate-level patterns of precipitation. Each of these two parts of the unit is grounded in a different anchoring phenomenon.

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

This module is designed to highlight the many contributors to the advancements in space science—those who most often receive recognition and those who are often overlooked. To set up this juxtaposition for students, Unit 1 is designed to provide background information about the Space Race of the 1960s, featuring popular accounts of this historic course of events. Students generate excitement about the topic by watching videos, viewing images, and reading primary sources about the Space Race, a competition between the United States and the Soviet Union to be the first country to land an astronaut on the moon. Students learn how the Space Race supported advancements in math and science and notice which figures are highlighted in these sources.

As students build their background knowledge, they practice citing text evidence, identifying central idea(s), and determining the points of view expressed in the different texts. Critical to their understanding of this time period is the exposure to varying perspectives, including those who believed the funds used to send humans to the moon could be better spent improving the lives of the destitute and depressed at home. Students learn to trace the arguments in these claims by identifying the evidence and reasoning that supports these views. Once students begin their reading of the anchor text, Hidden Figures (Young Readers’ Edition) by Margot Lee Shetterly, in Unit 2, they will have the necessary background to better appreciate the contributions of the black women of NASA and how they impacted scientific and social progress in the face of both racial and gender discrimination.

In Unit 1, students built background knowledge about the historical context of the Space Race and the Apollo 11 mission featured in the anchor text. As students segue into Unit 2, they begin to recognize that many others contributed to the success of the missions beyond those most commonly recognized in history. This is made clear by reading selections from the anchor text, Hidden Figures (Young Readers’ Edition).

In the first half of Unit 2, students read the first nine chapters of Hidden Figures, which provide context for the contributions of the West Computers, the segregated pool of female African American mathematicians, and highlight the specific story of one hidden figure, Dorothy Vaughan. The Mid-Unit 2 Assessment, focused on passages from chapter 9, will evaluate students’ abilities to effectively determine the central idea(s) and the author’s point of view and purpose in a text, as well as discern figurative, connotative, and technical meanings of words as they are used in a text.

In the second half of Unit 2, students switch to a Jigsaw protocol, for which the chapters about hidden figure Mary Jackson are divided between Groups A and B. This protocol makes reading the text more manageable and allows students to co-construct knowledge about the topic by sharing what they have learned about Mary Jackson from their assigned chapters and listen to the knowledge shared by their peers studying the other chapters. Building on students’ learning from reading multiple texts and text types on the same topic, the End of Unit 2 Assessment will evaluate students’ ability to compare and contrast portrayals of the same individuals and events across texts.

In Unit 2, students selected and began conducting research about their focus figures: other important individuals in space science whose contributions have gone unrecognized. In Unit 3, they continue this research and prepare to write argument essays. First, they revisit the Painted Essay® to develop a deeper understanding of argument essay structure. As in previous modules, students deconstruct a model argument essay (about Dorothy Vaughan) and then complete a collaborative essay (about Mary Jackson or Katherine Johnson) that addresses a similar prompt. In each lesson, students examine aspects of the argument essay model and practice using it in their own writing. Using textual evidence about their focus figure (W.6.9), students generate sound argument essays (W.6.1, W.6.10) to answer the prompt: Why are my focus figure’s accomplishments remarkable?

After writing their independent essays for the mid-unit assessment, students move toward the culmination of the module: the development of a class picture book that highlights the key achievements of students’ chosen focus figures. In triads with their “crewmates,” students use narrative nonfiction writing techniques to produce three pages about their focus figures, complete with creative illustrations. Students then develop and deliver presentations, which serve as Part 1 of the End of Unit 3 Assessment. Students present their claims about why their focus figure’s accomplishments are remarkable, demonstrating appropriate presentation skills (SL.6.4) and a command of formal language (SL.6.6) and using their picture book illustrations as visual support (SL.6.5). As students listen to one another’s presentations, they practice delineating the arguments put forth by their classmates (SL.6.3). Part 2 of the assessment centers around a culminating discussion, during which students summarize and reflect upon key learning across the module (SL.6.1).

What causes Earth's surface to change? Mountains move! And there are ocean fossils on top of Mt. Everest! In this plate tectonics and rock cycling unit, students come to see that the Earth is much more active and alive than they have thought before. The unit launches with documentation of a 2015 Himalayan earthquake that shifted Mt. Everest suddenly to the southwest direction. Students also discover that Mt. Everest is steadily moving to the northeast every year and getting taller as well. Students wonder what could cause an entire mountain to move during an earthquake.

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

In Module 4, students learn about remarkable accomplishments in space science, paying special attention to accomplishments and people that may have been overlooked until recently. After reading supplemental texts to learn about key events and well-known figures of the Space Race, students begin their anchor text, Hidden Figures (Young Readers’ Edition) by Margot Lee Shetterly. This tells the story of the “West Computers,” the first black women hired by the National Advisory Committee for Aeronautics (NACA, later NASA), which had previously enforced discriminatory hiring policies. The work of these tremendously talented mathematicians, like Dorothy Vaughan, Mary Jackson, and Katherine Johnson, led to major advances in space science and helped land human beings on the moon. Major tasks in the module provide opportunities for students to uncover and uplift the stories of these and other hidden figures who have typically not been centered in popular accounts of space science.

Across the eight lessons of Unit 1, students read engaging informational texts about important events in the Space Race of the mid-twentieth century, leading up to the Apollo 11 moon landing. In the first half of Unit 1, much of the work around these texts is related to point of view (e.g., John F. Kennedy’s point of view toward space travel). In the mid-unit assessment, students apply this work to a new text, analyzing the author’s point of view toward the Apollo 11 astronauts and mission and toward the future of humans in space. The informational texts of the second half of Unit 2 add deeper complexity to students’ understanding of the Space Race. Students read arguments that challenge the United States’ decision to invest in space exploration, especially when civil rights abuses were taking place at home. In preparation for the end of unit assessment, which features similar tasks, students practice tracing the arguments posed in these texts, identifying the authors’ main claims and identifying the evidence and reasoning that the authors use to support their claims. This unit helps students build critical context needed to frame and understand the content and focus of Units 2 and 3.

In Unit 2, when students begin reading Hidden Figures, they quickly discover that popular accounts of the Space Race have generally overlooked the contributions of the West Computers. In the first half of Unit 2, students analyze the way that Shetterly introduces and illustrates Dorothy, Mary, and Katherine in the text. Students also practice identifying claims about the West Computers that can be supported using evidence from the text. Students apply this learning and complete similar tasks during the mid-unit assessment. In the second half of Unit 2, and on the end of unit assessment, students read supplemental texts about the West Computers and compare and contrast the authors’ presentations of events with Shetterly’s presentation of the same events in Hidden Figures.

In Unit 3, students revisit the Painted Essay® structure to analyze a model argument essay that addresses the prompt: What makes Dorothy Vaughan’s accomplishments remarkable? Using a similar prompt about Mary Jackson or Katherine Johnson, students write collaborative argument essays that prepare them to produce independent arguments later in the unit. Informed by research conducted across Units 2 and 3, students’ independent essays present arguments about the remarkable accomplishments of their focus figure: a major contributor to space science, outside of the anchor text, whose important work is also comparatively unknown. The performance task of Module 4 invites students to create illustrated pages for a narrative nonfiction picture book about the accomplishments of focus figures. These picture books provide engaging visual support to students’ presentations of their focus figure arguments during the end of unit assessment. During this assessment, students also delineate the arguments of their classmates and reflect on their learning across the module as a whole.

Where do natural hazards happen and how do we prepare for them? This unit begins with students experiencing, through text and video, a devastating natural event that caused major flooding in coastal towns of Japan. This event was the 2011 Great Sendai or Tōhoku earthquake and subsequent tsunami that caused major loss of life and property in Japan. Through this anchoring phenomenon, students think about ways to detect tsunamis, warn people, and reduce damage from the wave. As students design solutions to solve this problem, they begin to wonder about the natural hazard itself: what causes it, where it happens, and how it causes damage.

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

How do living things heal? This unit launches with students hearing about an injury that happened to a middle school student that caused him to need stitches, pins, and a cast. They analyze doctor reports and develop an initial model for what is going on in our body when it heals. Students investigate what the different parts of our body are made of, from the macro scale to the micro scale. They figure out parts of our body are made of cells and that these cells work together for our body to function.

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Take a square with area 1. Divide it into 9 equal-sized squares. Remove the middle one. What is the area of the figure now? Take the remaining 8 square...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: A penny is about $\frac{1}{16}$ of an inch thick. In 2011 there were approximately 5 billion pennies minted. If all of these pennies were placed in a s...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Anna enjoys dinner at a restaurant in Washington, D.C., where the sales tax on meals is 10%. She leaves a 15% tip on the price of her meal before the s...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: What is the last digit of $7^{2011}$? Explain. What are the last two digits of $7^{2011}$? Explain....

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The vertices of eight polygons are given below. For each polygon: * Plot the points in the coordinate plane connect the points in the order that they a...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Some points are shown in the coordinate plane below. What is the distance between points B & C? What is the distance between points D & B? What is the ...