Author:
Richard Schmidt, MSDE Admin, Nancy Schmitt
Subject:
English Language Arts
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
5
Tags:
  • MSDE
  • MSDE ELA
  • Maryland State Department of Education
  • msde-ela
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    ELA Grade 5 Earth A Fine Balance

    Overview

    Lesson Overview

    This lesson introduces students to the theme, Earth-A Fine Balance, by exploring the multiple meanings of the word “balance” in an effort to develop an understanding of the unit title and the essential question.  Students will set up a Field Journal for their routine writing experiences, including but not limited to, learned information and reflections of how the readings relate to the unit theme.  Students will participate in learning centers once they have set up their field journals.  Students will participate in reading an adapted article from The National Geographic Almanac, 2013.  Students will participate in a vocabulary learning center as well as have an opportunity to explore the natural environment outside.

    Teacher Planning, Examples of Response Methods and Materials

    See Full Lesson Plan Attached

    Essential Question and NCSC Essential Understanding

    When nature interacts, what happens to the harmony, or balance, among animals, plants, and people?

     

    Lesson Introduction and Procedure

    Lesson Procedure

    The lesson will start out as a whole group activity.  Once the unit has been introduced and the lesson objectives have been reviewed the students will learn about and create their own field journal.  Once the field journals have been created the students will break out into groups and participate in center-based learning.

    Introduction

    ·         Explain that scientists often use Field Journals to record important information, to keep their notes, observations, and research, as well as write down their thoughts and reflections.  Tell students that they will need a similar resource to help them keep track of their thinking as we explore and investigate concepts related to our theme.

    ·         Show students a sample field journal and tips on creating a Field Journal. Assist students in setting up their own Field Journals.  Materials will vary based on student level.  Two levels of field journal will be produced depending on the level of the student. 

    Pre-Assessment

    Introduce the theme by posting the following visually: Earth: A Fine Balance.  Ask the students concrete questions about the main concept and provide them with choices.  Examples: “What do you think we will be learning about?” Sample response choices: Earth, Moon, Sun.  Provide a visual representation of a scale in and out of balance and have the students identify which displays balance and imbalance.

    .

    Learning Center 1

    Learning Center 1:

     Literacy Application 

    Explain that as the theme is explored, students will identify how animals, plants, and people interact with each other.  These interactions can be both beneficial and harmful.  Introduce “Mystery of the Disappearing Frogs”.  Classroom staff will read the adapted article aloud.  Revisit the text and ask the students, “What caused scientists to be worried?”  Students should be directed to the bold face print to find their answer.  Ask the students, “Does the author believe the frogs' environment is in balance or out of balance?”  Complete a cause and effect graphic organizer (2) (pollution > less frogs)

    *Utilize picture symbols, object symbols, tactile adaptations, switch access and voice output devices as needed or as required in a student's IEP.

    .

    Learning Center 2

    Learning Center 2:

    Vocabulary

    Target Vocabulary: Earth, balance, nature, animals, plants, people, and pollution.

    ·         Provide students with their own graphic organizer and have them label the headings (Earth, Nature, Animals, People, Plants, Balance).  Once they have labeled them, have students cut apart rectangles.  Students should sort on the master / classroom copy of graphic organizer (on interactive whiteboard, felt board, etc.) as well as their own.

    *Utilize picture symbols, object symbols, tactile adaptations, switch access and voice output devices as needed or as required in a student's IEP.

    ·         Students complete a cloze sentence or write their own sentence depending on student ability.  “_________ is making the frogs sick.”  “________ is hurting the frogs.”

    .

    Learning Center 3

    Learning Center 3:

    Real World Application Skills Application

    Teacher will guide students on a nature walk outside of the building.  Teacher will have taken a walk and identified 2-3 areas where students will sit and record an organism in their journals.  Teacher will remind students of what the naturalist stated on the video, “I wonder…” and “I notice…”  Students will express their answers as dictated by the level of journal that they created (drawing / sketching vs. pre-printed pictures to choose from).

    * Utilize picture symbols, object symbols, tactile adaptations, switch access and voice output devices as needed or as required in a student's IEP.

    .

    Closing

    Closure

    ·         Review how the article, “Mystery of the Disappearing Frogs” and the graphic organizer (1) that was created related to our theme and adds to our understanding of the balance that exists between people, animals, and plants. 

    ·         The teacher will use manipulatives and a scale / balance and/or smartboard to demonstrate imbalance by adding a physical/graphic representation of pollution to one side of it. 

    ·         Explain that people sometimes create unbalance not only through pollution, but also by building where animals and plants live. 

    ·         Show students red panda video.

    ·         Red Panda You Tube Video

    ·         Ask students what animal they think we will be talking about next class.

    Post Assessment

    ·         Ask students to provide examples of how to put their new knowledge into practice.

    ·         Have students complete a short quiz on selected vocabulary definitions.

    .