How can our school community conserve resources to prevent misuse of water and waste to ensure a sustainable future? Students will learn how the water cycle is an important role in conserving freshwater. Students will describe how the temperature and precipitation in our region are connected to the water cycle. Students will collect data from student lunches to determine the amount of food waste from a grade level over a week. They will then determine the mean, mode, median and range of food waste for each grade level and the entire school. Students will collaborate to develop a plan for conserving water and waste within our school. Students will learn about conserving water and waste. Students will use their knowledge of the water cycle and weather to develop a plan to conserve freshwater. Students will also investigate the amount of food waste from school lunches and develop a plan to reduce and possibly reuse the food waste in other areas around the school. Science SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another. SC.5.E.7.2 Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation processes. SC.5.E.7.4 Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time. SC.5.E.7.6 Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water. English Language Arts ELA.5.R.2.2 Explain how relevant details support the central idea(s), implied or explicit. ELA.5.R.2.4 Track the development of an argument, identifying the specific claims(s), evidence, and reasoning. Math MA.5.DP.1.1 Collect and represent numerical data, including fractional and decimal values, using tables, line graphs or line plots. MA.5.DP.1.2 Interpret numerical data, with whole-number values, represented with tables or line plots by determining the mean, mode, median or range. Social Studies SS.5.G.4.2 Use geography concepts and skills such as recognizing patterns, mapping, graphing to find solutions for local, state, or national problems.

fair housing

You are a group of new entrepreneurs who will pitch your business idea and plan to a group of investors that are seeking to invest in innovative ideas for Socially Responsible Businesses. In the next couple of weeks you and your team will be creating a business plan that will be pitched where investors will select the top 3 business plans to invest in. This business plan competition will be Shark Tank model, where you present to investors and answer their question(s). The The team that receives the highest investment to start their business will get a prize!

WWII, world leaders in WWII. Students need to learn about the motivations and challenges did each encounter?

Probability

Implement a weather station project, where students build instruments to measure and record weather patterns, analyzing data as part of their science and math curriculum.

trig ratios, circle unit including: 7.1: Center of Rotation - G-C.2, G-CO.9 7.2: Circle Dilations - G-C.1, G-SRT.2 7.3: Cyclic Polygons - G-C.2, G-C.3 7.4: Perimeter & Area of Regular Polygons – G-GMD.1 7.5: Circumference & Area of Circles – G-GMD.1 7.6: Theorems of Circle Geometry - G-C.2, G-SRT.8, N-Q.3 **Quick Quiz** 7.7: Arc Length & Area of Sectors – G-C.5 7.8: Radians – G-C.5 7.9: Degree to Radian Measures – G-C.5 7.10: Scale Factor – G-GMD.1, G-GMD.3 7.11: Volume of Prisms, Pyramids, and Cylinders – G-GMD.1, G-GMD.3 7.12: Cavelier’s Principle – G-GMD.2

Implement a weather station project, where students build instruments to measure and record weather patterns, analyzing data as part of their science and math curriculum.