Standard Number

5.EL.A.1

Text of Standard

Develop learning goals, select the technology tools to achieve them, and reflect on and revise the learning process as needed to achieve goals.

Focus Area

Empowered Learner (EL)

Focus Area Text

Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

Indicator

Articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes.

ELA Suggestion 1

ELA Standard(s)

RI.5.3, RI.5.9, W.5.2

Lesson Synopsis

Taking the perspective of a Native American or European colonist, students will develop scripts and produce multimedia explaining their experiences in the Jamestown or Plymouth colonies.

Integrated Technology

Early American Me:

Students will be asked to create a record of their experiences during the Jamestown or Plymouth colonies from the perspective of a Native American or colonist. Students might develop a daily blog, start a podcast, or create a documentary. Teacher may use daily writing time to develop scripts and then use tools like Adobe Spark (website/blog), Anchor (podcast), or WeVideo (documentary) to create their finished product.

ELA Suggestion 2

ELA Standard(s)

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Lesson Synopsis

Through research of the Original Thirteen colonies, students will redesign the flag of a given colony to reflect their understanding of the history of the colony.

Integrated Technology

Marketing Strategy:

Students will be asked to create an advertising campaign for the social media account of a given colony in order to encourage settlers to relocate there. They will create an audiogram that will be composed of a message of no longer than 60 seconds, a original logo, and an image that represents the colony. Teacher will utilize ELA time for scripting and audiogram creation. Student may use Adobe Spark (logo and image), 123apps (recording audio) and Headliner (audiogram creation) to complete the project.

Math Suggestion 1

Math Standard(s)

5.MD.C Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Lesson Synopsis

Using ideas from area and volume, students will redesign their teacher's classroom to better reflect their own aesthetic.

Integrated Technology

Learning by Design:

Students will be tasked with redesigning their current learning space so it reflects the learning space of the future. They will utilize their understanding of volume and area in order to keep their designs within the dimensions of their current classroom. They may use any digital tools they wish including Minecraft, CoSpacesEdu, and Tinkercad in order to accomplish the task.

Math Suggestion 2

Math Standard(s)

5.G.B Classify two-dimensional figures into categories based on their properties.

Lesson Synopsis

Using a device's camera, take a school walk or neighborhood walk in order to capture two dimensional shapes and then place them into categories.

Integrated Technology

The Shapes of Our Environments:

Students will create a photo essay depicting the two dimensional shapes they encounter in their lives. These images will be organized by property and students will be asked to describe how they categorized them. Photographs can be placed in to slide deck (Google Slides), a portfolio (Google Sites) or a one page digital magazine (Adobe Spark).

Science Suggestion 1

Science Standard(s)

5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Lesson Synopsis

Given an organism in a food chain or food web, create an original fable that demonstrates that organisms role in the transfer of energy.

Integrated Technology

Playing with Your Food:

Students will create a comic strip based on their knowledge of a food chain or web. This comic will reflect the transfer of energy from each trophic level. This can be drawn using a tool like Google Draw, drawn by hand and then scanned, or created using a comic book creation tool like Pixton.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.5.12 - Investigate what it meant to be an American for different groups of people in early American history.

Lesson Synopsis

From the perspective of a person or persons in early American History, compose a poem or group of poems that explains their idea of America.

Integrated Technology

17 Syllable American History:

Using haiku as a vehicle, students will create an original graphic that explains a concept from Early America. Reflecting on their studies, students will use the haiku starter to brainstorm and then create a the poem as a graphic using Adobe Spark.

Videos

Empowered Learner 1a: Learning Goals (ISTE Standards for Students) - https://youtu.be/OGGZ6ZtJdw0 - Students set personal learning goals, develop strategies leveraging edtech to achieve them and reflect on the learning process itself.” She gave her students a choice of goals for what they would like to know at the end of a lesson, whether that’s balancing an equation or just getting a correct answer.

Instructional Resources

Flipgrid Guide for Edcuators - https://static.flipgrid.com/docs/Flipgrid_eBook_2nd_edition.pdf

40 Ways to Inject Creativity into Your Classroom with Adobe Spark - Ben Forta and Monica Burns - Empower Students to Tell Their Stories with Adobe Spark!Adobe Spark is a fun, free content-creation tool that anyone can use. 40 fun and practical lesson plans suitable for a variety of ages and subjects as well as 15 graphic organizers to get you started in this book.

The Chromebook Infused Classroom - Holly Clark - This book offers a guide to making student thinking visible and amplifying student voice in the classroom. It helps educators understand how they can begin to construct a pedagogically driven classroom that understands how to infuse digital tools in truly meaningful ways.

Vocabulary

process—a series of actions or steps taken to achieve a particular outcome.

Standard Number

5.EL.D.1

Text of Standard

Demonstrate proficient touch (blind) typing with speed and accuracy.

Focus Area

Empowered Learner (EL)

Focus Area Text

Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

Indicator

Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Videos

Keyboarding Without Tears Presents The Home Row - https://youtu.be/C1MRVbAytMI - Models how your hands should be on the keyboard to type.

Instructional Resources

Common Sense Media - https://www.commonsense.org/education/top-picks/best-typing-games-for-students - Suggests and rates the different typing websites that are available to use and gives a breif summary of each.

Typing Club - https://www.typingclub.com/ - This site teachers your students how to put their hands on the their keyboard and type correctly. It is a fun way for students to learn the keyboard and how to type correctly.

Standard Number

5.DC.A.1

Text of Standard

Understand the notion of “digital footprint” and the permanence and traceability associated with online communication (e.g., email, social media).

Focus Area

Digital Citizen (DC)

Focus Area Text

Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical.

Indicator

Cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

Videos

What is a Digital Footprint?- https://youtu.be/CfICOt2uI80 - This video teaches what Digital Footprint is and why this is important.

Follow the Digital Trail - https://youtu.be/7bRZdUtmH8k - This video discusses what happens when we go online and what it means to leave a trail "footprint."

Digital Citizenship Playlist from ISTE - https://youtube.com/playlist?list=PL6aVN_9hcQEEvj0Jo1vPupd8QgoAYgkoB - Digital citizens recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

Instructional Resources

Common Sense Media - https://www.commonsense.org/education/digital-citizenship - Has digital citizenship lesson for K-12. There are activities, videos and even a family engagement letter you can send home after the lessons.

Vocabulary

digital citizenship - the norms of appropriate, responsible behavior with regard to the use of technology

Standard Number

5.KC.B.1

Text of Standard

Explain the importance of using more than one source and recognize possible bias in digital resources.

Focus Area

Knowledge Constructor (KC)

Focus Area Text

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

Indicator

Evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.

ELA Suggestion 1

ELA Standard(s)

RI.5.3, RI.5.6, RI.5.9, W.5.2

Lesson Synopsis

Students will research about Jamestown and/or Plymouth. They will find different articles from different perspectives during this time period. Students will use the different perspectives and articles to create an understand of what happened during this time period. Students will also be analyze the similarities and differences in the point of view that the articles represent. Students will create a Bibliography.

Integrated Technology

The Ken Burns Effect:

As an individual or collaboratively, students will create a documentary explaining an life in Jamestown or Plymouth. Teacher may use the resources from Ken Burns Collection on PBS Learning Media to expose students to documentary style movies. Films should be no longer than 5 minutes and feature a bibliography of resources and multimedia used. Easybib is a tool that can be utilized for the bibliographies. To create their videos, Adobe Spark, WeVideo, 123apps can be used.

ELA Suggestion 2

ELA Standard(s)

RI.5.6., W.5.2a, W.5.2

Lesson Synopsis

Students will analyze multiple accounts during the Civil Rights movement. Students will compare and contrast the historic struggle for equality in America. Students will create a short film about biases and will explain why they picked these biases to talk about and how these bias have impacted equal rights and discrimination.

Integrated Technology

Vialoguing:

Students will moderate a virtual conversation about some aspect of civil rights in America. This conversation can be about a particular person or event. Using Columbia University's Vialogue tool, students will upload an original documentary style video or find a video discussing the person or event on YouTube and then craft questions designed to spur conversation with classmates.

Math Suggestion 1

Math Standard(s)

5.MD.B.2

Lesson Synopsis

Students will review different line plots on the same same data to see how graphs have different biases. Students will have discourse about their findings of how data and the design of line plots can change our perception. Students will create their own line plot that they think will not be as biased and justify their graph.

Integrated Technology

Data Analysts are Us:

Students, individually or collaboratively, will construct a survey that will be measure their fellow classmates attitudes about a given subject. They will then graph, interpret, and present their data. Use of Google Docs, Adobe Spark, and Geogebra might be encouraged. In addition, students make use podcasting or video creation to present their data.

Math Suggestion 2

Math Standard(s)

5.G.A.1, 5.G.A.3

Lesson Synopsis

Students will review different coordinate planes on the same same data to see how graphs have different biases. Students will have discourse about their findings of how data and the design of coordinate planes can change our perception. Students will create their own coordinate plane that they think will not be as biased and justify their graph.

Integrated Technology

You sunk my Battleship:

Students will be asked to use Geogebra to play Battleship with a partner. Teacher might show students old commercial like this or this for background knowledge. Students will present their coordinate planes to classmates using screen recording software like Loom, Flipgrid, or Canvas Studio.

Science Suggestion 1

Science Standard(s)

5-PS2-1

Lesson Synopsis

Students will research different articles about the gravitational force exerted by Earth on objects and will will support an argument. The teacher will create a Wakelet with multiple resources of different perspectives from scientist for students to use so they can best support an argument based on that explain the gravitational force exerted by Earth towards its core. Students can write a short essay, create a video or a slideshow to justify their answers.

Integrated Technology

It's Going Down like Bill Nye:

Using scientific research and live demonstrations, students will construct a "Bill Nye style" explainer video of no longer than 5 minutes that demonstrates their understanding of gravitational force. This explainer video will feature a bibliography. Students should be prepared to answer questions about their process.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.5.3 SS.5.14

Lesson Synopsis

Students will research the ways in which Native Americans, European and African cultures were impacted by conflict and compromised in our nation's early history. The teacher will create a Wakelet of articles that their students can use that will represent multiple different perspectives of Native Americans, African Americans, Europeans. Students will have a discussion about their findings. Students can compare and contrast early history to current history.

Integrated Technology

Land Acknowledgements:

Students will be charged with researching a Native American tribe. They will describe tribal life preceding European colonization, during European colonization, and after European colonization. This can be done using video (Adobe Spark, WeVideo) , podcasting (Anchor, Synth), through blogging (Adobe Spark) or website creation (Google Sites). Bibliographies should be included.

Videos

How Does "Fake" News Become News? - https://youtu.be/qcRWkkSvfj0 - Explanation of how information online spreads quickly. Filter bubbles? Signal boosters? This short video explains how these phenomena can drive the news cycle away from the truth.

Media Literacy - https://youtu.be/oQMSKRrDjB4 - Students will learn how to separate fact from opinion from what they see online and on the news.

The Education Revolution: Unconscious Bias - https://www.pbs.org/video/ted-talks-education-revolution-unconscious-bias/ - In this animated, live-action film, a young boy of color navigates bias in the classroom and its impact on his future. The film also includes the voices of children sharing their experiences, at school and at home, as they grow older.

Instructional Resources

Detecting Bias in the News -https://www.remc.org/professionallearning/learn-at-your-own-pace/media-literacy/detecting-bias-in-the-news/ - This website has videos that you can use to teach and different resources you can use to teach your stduents.

Media Literacy - https://www.edutopia.org/topic/media-literacy - Shared resources that teachers can use to teach Media Literacy to their students.

How to Evaluate Information Sources: Identify Bias - https://researchguides.njit.edu/evaluate/bias - Explain why we should check bias of information on web pages and questions to ask yourself.

Standard Number

5.KC.D.1

Text of Standard

Propose solutions to real-world problems using collected data and digital tools.

Focus Area

Knowledge Constructor (KC)

Focus Area Text

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

Indicator

Build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.

ELA Suggestion 1

ELA Standard(s)

RL.5.7, RL.5.6, RL5.2

Lesson Synopsis

Students will analyze poems and/or song lyrics about something they are passionate about solving. Students will determine the theme of the poem and/or song. Students will also explain what could happen if this was told in a different point of view. They will produce at least one poem or song in that other point of view and explain the original point of view and how their artifact is a solution to their problem.

Integrated Technology

The Soundtrack:

Students will curate a soundtrack that reflects their understandings of a novel or essay about a topic that is relevant to them. They will justify the reasons for including each of the songs. This template might be used or students might create their own strategies using blogging (Adobe Spark), video creation (Adobe Spark, WeVideo), or podcasting (Anchor, Synth).

ELA Suggestion 2

ELA Standard(s)

RI.5.9

Lesson Synopsis

Students will be able to research about why our mental and emotional health is important. Students will be able to compare the causes, symptoms and triggers. Students will create a mental health advertisement for others to understand warning signs of their friends and family members.

Integrated Technology

Students will use the resources found on Calm and Headspace in order to create public service announcements about the importance of mental health. Using graphics (Adobe Spark, Crello, Canva), slide decks (Google Slides), websites (Adobe Spark, Google Sites), commercials (Flipgrid, Animoto, Adobe Spark, Synth) or Audiograms (Headliner), students will present their research to stakeholders.

Math Suggestion 1

Math Standard(s)

5.MD.C.4

Lesson Synopsis

Students will study how quickly Lake Mead's water is disappearing and make 3D model that models the volume of water that is being taken out of Lake Mead and if this trend continues, how much water will be in Lake Mead in 5 years? Students can also create a 3D model if the next few years we add above average rainfall and snowpack. What would the volume of Lake Mead be if this happened. Based on their findings, they will come up with a solution on how to slow down the use of water that we use from the lake.

Integrated Technology

Using the data from the Lake Mead Water Database , students will use tools like Tinkercad, CoSpaces, Minecraft, to create 3D models of the Lake Mead. Students will choose three different years and compare and contrast the volume of water in the lake. Students will then present their findings to stakeholders after coming up with solutions to improve water retention.

Math Suggestion 2

Math Standard(s)

5.NF.A1, 5NF.A.2

Lesson Synopsis

Students create a survey for each class at their school to see how many of their peers eat vegetables and fruit on a daily basis. Based off their finds, they will review their data to determine the fractional amount per class as well as their school's data. Students will create a solution to encourage their peers to eat additional vegetables and/or fruits based off their data.

Integrated Technology

The Workout Plan :

Students will craft a survey for students and stakeholders around their diets. Students will use their knowledge of mathematics to present their findings as both a fraction and a decimal in a presentation (Google Slides, Google Sites, Adobe Spark). Students will then analyze the data in search of ways to improve nutritional outcomes for stakeholders and ideate solutions for better ways for healthy eating in their community.

Science Suggestion 1

Science Standard(s)

3-4-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3

Lesson Synopsis

Students will determine a problem in their community, state, country or world. Students will research this problem and will create a design that will solve this problem. Students will use the Design Thinking process to model their understand as well as to create their artifact.

Integrated Technology

Students will review the 17 UN Sustainable Developmental Goals . As individuals or collaboratively, they will choose a goal, analyze it, and ideate possible solutions for helping achieve the goal. Students will present their ideas in any form they choose (slide deck, podcast, video, website) to stakeholders and email their products to the United Nations.

Social Studies Suggestion 1

Social Studies Standard(s)

SS5.36, SS.5.37

Lesson Synopsis

Students will learn about the importance of setting financial goals as well as interest rates regards to credit and savings. Students will interview a family member and/or create a plan for themselves to make sure that they are able to live a debt free life. Students will outline a plan of someone who is in debt or create a plan on how to stay debt free if they are debt free.

Integrated Technology

Economies of Scale:

Using a tool like Paygrade, students will create an local classroom economy. Every student will have roles and responsibilities, each with different salaries and expectations. Teacher will act in the role of the Federal Reserve and will control interest rates. At the conclusion of each day, students will blog about their experiences. After a week, students will be asked to present what they have learned about how economies work in a group conversation via Flipgrid, Parlay, Vialogues or in Canvas.

Videos

Knowledge Constructor 3d: Explore Real-World Issues (ISTE Standards for Students) - https://youtu.be/jw-FuSQsUKU - This video give an example on how to teach this particular standard with a student example.

Knowledge Constructor 3c: Curate Information (ISTE Standards for Students)- https://youtu.be/IZLb-n3BiHQ - Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful collections or conclusions.” Students did the research, created their books and shared their learning with a real audience.

Students Create Digital Solutions to Real-World Problems - https://youtu.be/OwHNmPXukWg - Students showcasing their final projects that solved real-world problems.

Instructional Resources

ISTE - https://www.iste.org/standards/for-students - This will give educators a better understanding of ISTE Student standards.

Plano City of Excellence - https://www.plano.gov/1775/Virtual-Field-Trips - Teachers can take their students on a virtual field trip to learn about cubic feet and how fast water can travel.

Wells Fargo - https://www.wellsfargo.com/about/corporate-responsibility/hands-on-banking/ - Resources to teach your students the Financial Literacy Standards.

Vocabulary

data - information that is collected and used for reference or analysis; digital or non digital information, including numbers, text, show of hands, images, sounds, or video

Standard Number

5.ID.B.1

Text of Standard

Plan and manage projects using digital planning tools.

Focus Area

Innovative Designer (ID)

Focus Area Text

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

Indicator

Select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

ELA Suggestion 1

ELA Standard(s)

SL.5.1,

Lesson Synopsis

Integrated Technology

A Shared Digital Dialogue:

Using a tool like Vialogues or Parlay, students will organize discussions around ideas that are personal significant. Using a brainstorming tool (Jamboard, Padlet), students will determine the subject of their discussions and collaborate on structuring the conversations. This can also be achieved using the discussion pages in Canvas or via tools like Flipgrid (video) or Synth (audio).

ELA Suggestion 2

ELA Standard(s)

RL.5.2, RL5.4, W3(1-3), W.5.4, SL5.5

Lesson Synopsis

Create a narrative story with a theme that you would like others to learn from. This story should have figure language that your peers will be able to determine the meaning from.

Integrated Technology

The Fable Haven :

Students will create their own interactive fable like those featured on the Library of Congress website. Students will use their fable to instruct other students about making proper decisions. They might use slide decks (Google Slides, Adobe Spark), websites (Google Sites), or use book creators (Storybird, Bookcreator, Issuu) in order present their products.

Math Suggestion 1

Math Standard(s)

5NF.B3-5NF.B6

Lesson Synopsis

Students will be redesigning their school playground and will need to find the perimeter of all the different play areas. This will allow the school to get the proper materials to rope off the perimeters of the different sections to start building their design. Students will have to add up the total amount of supplies that they will need to the nearest fraction.

Integrated Technology

The New Playground:

Students will use digital tools to propose a design for a play space for students given the perimeter of their current playground. Student may use tools like Co Spaces Edu or Tinkercad to create a space given creative constraints from the teacher.

Math Suggestion 2

Math Standard(s)

5.NBT.B.7 and 5.NBT.A.2

Lesson Synopsis

Students will create a spreadsheet that will assist them with their monthly finances. This spreadsheet should calculate their bills and subtract when that bill has been paid so they know how much money they have in their bank account. This spreadsheet should also save 10% of their monthly income as well. Student will be able to explain how much money they will have saved by the end of the school year based on their budget.

Integrated Technology

The Classroom Economy:

Teachers can utilize digital tools to create economies in their classroom. Tools like Paygrade (www.paygrade.io) in order to simulate how money works in real life. Students can then be asked to blog (Adobe Spark) or podcast (Synth) about their daily experiences and what they've learned. "

Science Suggestion 1

Science Standard(s)

3-4-ETS1-1, 3-5-ETS1-2, 3-5-ETS1-3

Lesson Synopsis

Students will define a problem that they are interested in solving. They will use the Design Thinking Process to assist them through this process. Students will create an artifact to solve the problem that they are trying to solve. Student can work individually or in a group.

Integrated Technology

Students will design the school of the future. They will be tasked with researching climate change, geography, and anthropology in order to create the best designs possible. Using Tinkercad, students will render (and 3D print if possible) their models, test them, and present their findings to a stakeholder group.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.5.38

Lesson Synopsis

Students will learn that it is critical to protect their identity from threats and what happens if someone has stolen his/her identity. Student will work together in groups to come up with a solution to prevent identity theft.

Integrated Technology

Expanding on Interland:

Students will use Interland and explore online safety. They will they be charged with studying one of the aspects of digital safety and present their finding to a group of stakeholders. They may use podcasting (Anchor, Synth), video (Flipgrid, WeVideo, 123apps), screenrecording (Loom, Canvas Studio), slide decks (Google Slides) or online discussion forums (Vialogues, Parlay) to share their research.

Videos

Innovative Designer 4b: Design Constraints (ISTE Standards for Students) - https://youtu.be/mA5xzdOtW1g - Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks

Instructional Resources

ISTE - https://www.iste.org/standards/for-students - This will give educators a better understanding of ISTE Student standards.

Wells Fargo - https://www.wellsfargo.com/about/corporate-responsibility/hands-on-banking/ - Resources to teach your students the Financial Literacy Standards. Use Toolkit Lesson 10: Be Safe Online (p. 86) Students learn about protecting personal information online, about the need for safe screen names and passwords, and to be aware of online “friends” they don't know.

Vocabulary

digital - a characteristic of electronic technology that uses discrete values, generally 0 and 1, to generate, store, and process data

Standard Number

5.CC.A.1

Text of Standard

Recognize and utilize appropriate media and formats for specific audiences.

Focus Area

Creative Communicator (CC)

Focus Area Text

Students communicate clearly and express themselves

creatively for a variety of purposes using the platforms,

tools, styles, formats, and digital media appropriate to

their goals.

Indicator

Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

ELA Suggestion 1

ELA Standard(s)

RL5.3

Lesson Synopsis

Students will be comparing and contrasting two or more characters, settings, or events in a story or drama. Teacher can pick the text for students or they can pick their own text. Students then can use Scratch to compare and contrast the characters, settings, mood, theme, etc. OR use Flipgrid to complete this task.

Integrated Technology

What they Really Said: Using a given text, student will create a text message conversation between two or more characters in a story. The conversations could include information about the major events, settings, or elements of fan fiction. Students can use word processing sites like Google Docs, a site like Fake Text Message will simulate the conversation more accurately. This can be applied to fiction and non-fiction texts.

ELA Suggestion 2

ELA Standard(s)

W5.1

Lesson Synopsis

Students will have to write an opinion piece. Students will have to support their opinion with facts and cite their information. Students can type their paper, create a commercial to get their point across.

Integrated Technology

The Daily News:

Students will create their own opinion column about a topic which interests them. They will then decide how to present their column. Students might use a Google Doc Template, Adobe Spark, or Google Site to type their columns. They might use tools like Synth or Anchor if they decide to podcast. Vodcasting can be done using FlipGrid, WeVideo, Vialogues, or 123apps.

Math Suggestion 1

Math Standard(s)

5.NBT.A.3, 5.BNT.7

Lesson Synopsis

Students need to be able to read and write decimals. Students will also have to be able to add. Students can create an object in Slides or Google Drawing using Place-value blocks. Students will have to add up their creation and then be able to read and write their number.

Integrated Technology

Ask an Expert: Student will be asked to teach others about decimals, including how to read, write, add, and subtract them. Using screen recording software (Loom, Flipgrid, Canvas Studio, Cloudapp), students will explain decimals to a greater audience. Students may use virtual manipulatives from a site like Toy Theater to help demonstrate their ideas.

Math Suggestion 2

Math Standard(s)

5MD.B.2

Lesson Synopsis

Students will be able to make a line plot. Students will create questions that they will have to use to collect data that will go into a line plot. Students can create a line plot using Excel or Sheets.

Integrated Technology

Data Analysts are Us:

Students, individually or collaboratively, will construct a survey that will be measure their fellow classmates attitudes about a given subject. They will then graph, interpret, and present their data. Use of Google Docs, Adobe Spark, and Geogebra might be encouraged. In addition, students make a podcast (Anchor, Synth) or video (Flipgrid, Canvas Studio, WeVideo) to present their data.

Science Suggestion 1

Science Standard(s)

5.3.1, 5.3.2

Lesson Synopsis

Students will learn about nutrition and physical activity. Students will learn how to read nutritional labels, plan healthy meals that meet our daily nutrition recommendations. Students will create a brochure, commercial and weekly meal plan and activity log that should be used by others.

Integrated Technology

The Workout Plan :

Using nutrition resources like those from the FDA, students will create a nutrition guide that examines foods that are available in their community. Students will use word processing tools like Google Docs to create their guides and export them as PDFs. PDFs can be collated using a tool like Issuu or FlipSnack. These guides will then be made available to community stakeholders to utilize when shopping.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.5.4

Lesson Synopsis

Students will gather primary and secondary sources and use them to construct responses to support compelling questions. Students will use different books and articles. Students can write their constructed responses in a presentation, create a video and/or write it out.

Integrated Technology

National History Day:

Use the resources found at the National History Day Project and have students create an entry. Student resources can be found here.Teacher resources can be found here. Students can generate video (Adobe Spark, WeVideo) , audio (Anchor, Synth), and websites (Google Sites) in order to present their projects.

Videos

Creative Communicator 6b: Original and Remixed Works (ISTE Standards for Students) - https://youtu.be/cQNj7Kf5_Ck - Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. Provides an example of how this teacher gave her students choice to show their understanding of concepts, such as characterization, setting, theme and the elements of a folktale.

Instructional Resources

ISTE - https://www.iste.org/standards/for-students - This will give educators a better understanding of ISTE Student standards.

40 Ways to Inject Creativity into Your Classroom with Adobe Spark - Ben Forta and Monica Burns - Empower Students to Tell Their Stories with Adobe Spark!Adobe Spark is a fun, free content-creation tool that anyone can use. 40 fun and practical lesson plans suitable for a variety of ages and subjects as well as 15 graphic organizers to get you started in this book.

The Chromebook Infused Classroom - Holly Clark - This book offers a guide to making student thinking visible and amplifying student voice in the classroom. It helps educators understand how they can begin to construct a pedagogically driven classroom that understands how to infuse digital tools in truly meaningful ways.

Vocabulary

audience - expected end users of a computational artifact or system

Standard Number

5.CC.B.1

Text of Standard

Create original works and learn strategies for responsibly remixing or repurposing to create new artifacts

Focus Area

Creative Communicator (CC)

Focus Area Text

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

Indicator

Create original works or responsibly repurpose or remix digital resources into new creations.

ELA Suggestion 1

ELA Standard(s)

RL5.3

Lesson Synopsis

Students will be comparing and contrasting two or more characters, settings, or events in a story or drama. Teacher can pick the text for students or they can pick their own text. Students then can use Scratch to compare and contrast the characters, settings, mood, theme, etc. OR use Flipgrid to complete this task.

Integrated Technology

Being N.K. Jemison:

Students will create a work of Fan Fiction using characters from stories they are reading. Student may collaboratively on a document by using tools like Google Docs or Adobe Spark .

ELA Suggestion 2

ELA Standard(s)

W5.1

Lesson Synopsis

Students will have to write an opinion piece. Students will have to support their opinion with facts and cite their information. Students can type their paper, create a commercial to get their point across.

Integrated Technology

The Daily News:

Students will create their own opinion column about a topic which interests them. They will then decide how to present their column. Students might use a Google Doc Template, Adobe Spark, or Google Site to type their columns. They might use tools like Synth or Anchor if they decide to podcast. Vodcasting can be done using FlipGrid, WeVideo, Vialogues, or 123apps.

Math Suggestion 1

Math Standard(s)

5.NBT.A.3, 5.BNT.7

Lesson Synopsis

Students need to be able to read and write decimals. Students will also have to be able to add. Students can create an object in Slides or Google Drawing using Place-value blocks. Students will have to add up their creation and then be able to read and write their number.

Integrated Technology

Ask an Expert:

Student will be asked to teach others about decimals, including how to read, write, add, and subtract them. Using screen recording software (Loom, Flipgrid, Canvas Studio, Cloudapp), students will explain decimals to a greater audience. Students may use virtual manipulatives from a site like Toy Theater to help demonstrate their ideas.

Math Suggestion 2

Math Standard(s)

5.NF.A.2

Lesson Synopsis

Students will be able to solve real world fraction word problems by using visuals. Students will be able to create their own fraction model to explain how they solved.

Integrated Technology

What's on the Menu?:

Using their knowledge of fractions, students will create a classroom cookbook. They will research family recipes, recipes from different cultures, or create an original recipes that will include precise measurements of included ingredients in fractions. If possible, students can record themselves demonstrating how to create their dish like Chef Aly does here. If your school has a garden, use of the vegetables from the garden might be ideal for recipe creation.

Science Suggestion 1

Science Standard(s)

5.3.1, 5.3.2

Lesson Synopsis

Students will learn about nutrition and physical activity. Students will learn how to read nutritional labels, plan healthy meals that meet our daily nutrition recommendations. Students will create a brochure, commercial and weekly meal plan and activity log that should be used by others.

Integrated Technology

The Workout Plan :

Using nutrition resources like those from the FDA, students will create a nutrition guide that examines foods that are available in their community. Students will use word processing tools like Google Docs to create their guides and export them as PDFs. PDFs can be collated using a tool like Issuu or FlipSnack. These guides will then be made available to community stakeholders to utilize when shopping.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.5.4

Lesson Synopsis

Students will gather primary and secondary sources and use them to construct responses to support compelling questions. Students will use different books and articles. Students can write their constructed responses in a presentation, create a video and/or write it out.

Integrated Technology

National History Day:

Use the resources found at the National History Day Project and have students create an entry. Student resources can be found here. Teacher resources can be found here. Students can generate video (Adobe Spark, WeVideo) , audio (Anchor, Synth), and websites (Google Sites) in order to present their projects.

Videos

Creative Communicator 6b: Original and Remixed Works (ISTE Standards for Students) - https://youtu.be/cQNj7Kf5_Ck - Students create original works or responsibly repurpose or remix digital resources into new creations. As they create their dolls, the students look at other kachina dolls to get inspiration

Instructional Resources

ISTE - https://www.iste.org/standards/for-students - This will give educators a better understanding of ISTE Student standards

Vocabulary

artifact - anything created by a human (see computational artifact)

remix - the process of creating something new from something old, originally a process that involved music; creating a new version of a program by recombining and modifying parts of existing programs, and often adding new pieces, to form new solutions

Standard Number

5.GC.B.1

Text of Standard

Use collaborative technologies to connect with others, including peers, experts, and community members, to explore different points of view on various topics.

Focus Area

Global Collaborator (GC)

Focus Area Text

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Indicator

Use collaborative technologies to work with others, including peers, experts, or community members, to examine issues and problems from multiple viewpoints.

ELA Suggestion 1

ELA Standard(s)

RL5.6

Lesson Synopsis

Students will be able to describe how a narrator's or speaker's point of view influences how events are described. Students will read different stories/Fairy Tales, for example - The 3 Little Pigs, The True Story of the 3 Little Pigs and The Big Bad Wolf. Students will work with other students to create another point of view story about the particular fairy tale. Students can work with students in their class, another class within the district and/or state. They can create a book and/or movie.

Integrated Technology

This is the Remix:

Students will collaborate on a digital magazine which focuses on original or remixed fairy tales. Students can create a Adobe Spark Page, Google Slides, Google Site or a more advanced version using InDesign, FlipSnack, or Issuu.

ELA Suggestion 2

ELA Standard(s)

RL5.7

Lesson Synopsis

Students will be able to analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text. Students will look at different types of literature and will analyze the different elements. Students can try and get the author and/or illustrator to come in and talk with their class.

Integrated Technology

The Interview

Students will partner to create a conversation with an author. One student will take the role of the interviewer and the other will take the persona of the author being studied. Students will draft a script and choose a means to present their work. Teacher can suggest using podcasting tools like Anchor or Synth or multimedia creation tools like Adobe Spark, WeVideo, Melon App in order to present their work.

Math Suggestion 1

Math Standard(s)

5NF.B3-5NF.B6, 5.NBT.7

Lesson Synopsis

Students will be design a playground for the CIty of Las Vegas. They will need to find the perimeter of all the different play areas. Students will create a list of the different materials they will need and present a total amount. Students will present their proposal to the City of Las Vegas.

Integrated Technology

The New Playground:

Students will use digital tools to propose a design for a play space for students given the perimeter of their current playground. Student may use tools like Co Spaces Edu or Tinkercad to create a space given creative constraints from the teacher.

Math Suggestion 2

Math Standard(s)

5.NBT.B.7 and 5.NBT.A.2

Lesson Synopsis

Students will create a spreadsheet that will assist them with their monthly finances. This spreadsheet should calculate their bills and subtract when that bill has been paid so they know how much money they have in their bank account. This spreadsheet should also save 10% of their monthly income as well. Student will be able to explain how much money they will have saved by the end of the school year based on their budget. The students can have Wells Fargo come in and speak to them and/or other financial planners.

Integrated Technology

PSA:

Utilizing their research, students will create a Public Service Announcement. Every student in the Clark County School District has access to the premium version of Adobe Spark. Through Spark, students can create graphics, slide shows, and/or websites that will allow them to stylishly present the information they have learned.

Science Suggestion 1

Science Standard(s)

5.4.1, 5.4.2

Lesson Synopsis

Students will be able to analyze the influence that family, peers, media and culture have on the use of helpful and harmful substances. Students will explain the short and long term effects of legal and illegal drugs and other substances on various body systems. Teacher can have experts come into the classroom to share their knowledge as well as have METRO come and share their knowledge.

Integrated Technology

PSA:

Utilizing their research, students will create a Public Service Announcement. Every student in the Clark County School District has access to the premium version of Adobe Spark. Through Spark, students can create graphics, slide shows, and/or websites that will allow them to stylishly present the information they have learned.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.5.10

Lesson Synopsis

Students will take action on an issue that they are passionate about to learn about the democratic procedures. Students can interview and/or invite local and/or state elected officials to learn about the process.

Integrated Technology

The Power of Podcasts:

Students will create podcasts that will tackle issues from their neighborhoods. Students will utilize Synth (www.gosynth.com) to begin experimenting with the idea of a recording audio to reply to a prompt. Teacher may use NPR's Podcasting materials in order to allow students to work their way through the nuance of podcasting. Podcasting can be as simple as using tools like 123apps to record a conversation between two students or use more advanced tools like Anchor to craft a podcast that can be heard beyond the classroom.

Videos

Global Collaborator 7b: Multiple Viewpoints (ISTE Standards for Students) - https://youtu.be/Fm8KA4UerWE - Naturalists lead the tours and answer students’ questions in real time. The safaris are examples of ISTE Global Collaborator Standard 7b: “Students use collaborative technologies to work with others to examine issues and problems from multiple viewpoints.

Instructional Resources

ISTE - https://www.iste.org/standards/for-students - This will give educators a better understanding of ISTE Student standards.