Science Lesson Plans
Mrs. Perry’s 5th Grade Class, Park Avenue Elementary
Teacher: Lacey McCarty
I can statement for the week: I can describe the world’s biomes and identify what are the characteristics of each biome including location, climate, included animals and plants. I can talk about how energy flows through and ecosystem.
Activities
Monday: Students answer Science Starters question of the day. Go over the question and answer as a class. Ask for volunteers to share what they wrote. Discuss any new ideas and misconceptions.
Ask students to explain what they do when they get hungry. Where does their food come from? How can they get more food when they run out? What would keep them from having food to eat? Have the students work on the Attention Grabber Activity. When the students have completed the activity use it as a learning tool and go over the correct answers as a class.
Introduce the word wall (or key terms) for this week. Ask students what they think the words mean and let them know they will find out the real definitions this week! Create a chart on the board to record the word wall activities for the week.
Tuesday: Students answer Science Starters question of the day. Go over the question and answer as a class. Ask for volunteers to share what they wrote. Discuss any new ideas and misconceptions.
Hand out the reading with a graphic organizer. Ask students to read the passage and use context clues to define the key terms. After they have read the passage, they will complete the graphic organizer. After the students have completed the graphic organizer, lead a discussion about the facts they gathered from the reading.
Complete the second column of the word wall builder as a class. Ask students to give their new definitions of the word wall words based on what they read today.
Wednesday: Students answer Science Starters question of the day. Go over the question and answer as a class. Ask for volunteers to share what they wrote. Discuss any new ideas and misconceptions.
Hand out the summary writing with key terms. After they have written a complete summary, ask for a few volunteers to share what they wrote. You can also let the kids “pair and share” their summary with a partner.
Complete the last columns of the word wall builder as a class. Write the actual definitions of the word wall words and a have the students help you illustrate each word.
Thursday: Students answer Science Starters question of the day. Go over the question and answer as a class. Ask for volunteers to share what they wrote. Discuss any new ideas and misconceptions.
Set up and guide the students through the lab activity for the day.
Have students record the word wall chart for the week into their word wall journal. They can record this on notebook paper, in their science notebook, or you can print the Word Wall Chart handout for them.
Friday: Students answer Science Starters question of the day. Go over the question and answer as a class. Ask for volunteers to share what they wrote. Discuss any new ideas and misconceptions.
The students will complete the Extension Writing Activity to show what they learned this week.
Use today to guide the students through your interactive science notebook activities. (I have an Interactive Science Notebook with Science Vocabulary Activities available in my store: Elementary Ali)
I also like to create a routine of science review stations for Fridays to help the students remember science topics they have learned in the past and will learn in the future
CCSS:
CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
NGSS
5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
AMSD Lesson Plan Template
Subject(s): Writing, Science Grade: 5th
McCarty
Park Ave
Teacher(s): School: Park Avenue Elementary, Aztec NM
LESSON ELEMENT : Endangered Animal Research Unit
STUDENT-FRIENDLY TRANSLATION
1. 1. Common Core Learning Standards Addressed:
2. CCSS.ELA-LITERACY.W.5.7 : I can conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
3. CCSS.ELA-LITERACY.W.5.8 : I can recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work and provide a list of sources.
4. NGSS : 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1) Disciplinary Core Ideas ESS3.C: Human Impacts on Earth Systems. Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)
5. ELA/Literacy – RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS3-1) RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.(5-ESS3-1) RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS3-1) W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work and provide a list of sources. (5-ESS3-1) W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1) Mathematics – MP.2 Reason abstractly and quantitatively. (5-ESS3-1) MP.4 Model with mathematics. (5-ESS3-1)
6. Learning Target(s) (What will student know and be able to do as a result of the lesson?)
Writing: Students will develop research skills, produce a 5-8 paragraph research essay on an endangered animal, learn to use transition words, write a hook, and site evidence.
Science: Students will learn more about endangered animal species and how to protect them, conservation efforts, animal adaptations and habitats.
Reading: Students will learn how to read and interpret non-fiction science texts to gather information.
Students will present their chosen animal to their peers in a variety of formats including posters, commercials, PowerPoints, Prezi presentations, and more.
Students will learn about endangered animals, write a research paper on a chosen animal, learn about why animals become endangered and how to protect them, and be able to present their information to other classmates.
7. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?)
Reading: It is important for students to be able to read nonfiction texts to gather information. They also will benefit from being able to search reliable sources and site their evidence and sources.
Writing: Students will benefit from being able to incorporate their research into an essay, making their information meaningful and shareable.
Science: Students will learn more about why and how animals become endangered, animal conservation, and how they can be part of the solution.
All these outcomes are essential for future learning because they will serve as the foundation for continued writing and research in addition to introducing students to the animal kingdom and the problems animals face as a result of pollution, habitat loss, poaching, etc.
Learning these things are important tools to use in 6th grade and to be able to continue writing nonfiction and informational essays.
8. Formative Assessment Criteria for Success: (how will you and your students know if they have successfully met the outcomes? What specific criteria will be met in a successful produce/process? What does success on this lesson’s outcome look like?
Students will align their endangered animal research project with the given rubric. A successful outcome will include a 5-8 research report using proper mechanics, spelling, paragraph development, and the necessary information. Students will also have to present their animal’s information to the class in the form of a presentation that can include but not be limited to commercials, children’s books, posters, speeches, or Digital presentations (i.e. Prezi).
The given rubric has guidelines for what information should be included in their projects.
The research report will follow the given rubric.
9. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?)
Students will engage in research opportunities that consist of online sources, books, and journals. Students will also get to learn about endangered honeybees, view a live presentation about honeybees and conservation efforts to save them. Students will engage in the writing process and present their findings in a variety of ways so that students can learn and share with one another. One form of formative assessment will be to share their findings with other students not involved in the project; possibly in the lower grades. A second form of assessment will be a rubric that is utilized for all elements of the project.
10. Resources/Materials: (What texts, digital resources, and materials will be used in this lesson?)
A selection of books will be acquired from several libraries for the students’ use as well as Zoo Books, Scholastic News, and preselected National Geographic magazines. Students will use student-friendly search engines to research their animals online from pre-approved sites like the World Wildlife Federation. A variety of supplies like computers, cameras, printers, art supplies, and more will be available to students to assist them in preparing their presentations.
11. Access for ALL: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.)
As a class we will go through the writing process piece-by-piece and I will be doing individual conferencing to help students with hooks, transitions, outlines, research, etc. All students will have ample computer and library time. Some group work will take place as they help each other with editing techniques. I will conference with each student at least twice a week during the project. Students who need help reading scientific texts will partner with stronger readers. Additionally, some students may work together on their presentations especially if their endangered animals are the same or are from similar habitats.
12. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodation will make for Students with disabilities in your class? Be as specific as possible.)
Some texts that are on students’ reading levels will be provided and some research will be provided to students who have difficulty maneuvering the web and then they can choose which sources they want to use. Students will have use of two laptops and a tablet in addition to the 3 computers that are in the class. Flexible seating will be allowed for much of the project.