EDC274 5E Lesson Plan Template

Name: Kristin Ingram Pima Course: EDC274 Instructor: Dr. Eagleton

Subjects: ELA & Science Topic: Global Warming Grade Level: 5 Duration: 60

List of Materials, Handouts, Rubrics, and other Documents:

Photo Galleries for Five Different Stations
Graphic Organizer
Self-Assessment Rubric

Essential Question: How does global warming affect our world?

Components Description of Plan

Content Standards
Choose ONE science or social studies
standard and ONE AZCCRS ELA
standard (RI, W, or SL).
Learning Objectives
Write ONE content objective that is
ONE simple sentence with ONE
carefully chosen verb.
Write ONE ELA objective that is
ONE simple sentence with ONE
carefully chosen verb.
Est ENGAGEMENT
# of Describe how the teacher
Min
will captivate students
s
5 interest.
What questions should
students ask themselves
after the engagement?
CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Science Strand 3: Science in Personal and Social Perspectives//Concept 1:
Changes in Environments//PO 1. Explain the impacts of natural hazards on habitats
(e.g., global warming, floods, asteroid or large meteor impacts).
Content Objective: SWBAT explain how global warming affects our world.
ELA Objective: SWBAT draw evidence from multiple informational sources.
Teacher will: Students will:
1. TW play this video for students 1. SW partner-pair share,
to review the concept of global discussing the video and
warming that they began discussing questions they have
learning about yesterday and about global warming and
to start to get them thinking questions that the teacher
about the effects of global poses.
warming :
https://www.youtube.com/watc
h?v=E6zW43U7yqM&t=117s

2. TW ask students to discuss the

video with a partner. What
questions do they have? Do
you think global warming is a
big deal why? What kinds of
effects do you think global
warming has on our planet?
Est EXPLORATION Teacher will: Students will:
# of Describe the hands- 1. TW provide students with a 1. SW rotate through five different
Min
on/minds-on activities graphic organizer. stations that each focus on a
s
students will be doing. 2. TW set up five different different aspect of global
35 List big idea conceptual stations around the room that warming effects.
questions the teacher will have a collection of pictures 2. SW complete their graphic
use to encourage and/or (printed from the galleries organizer as they rotate

focus students exploration
This is the heart of the
lesson and should have the
most minutes assigned to it.
Est
# of
Min
EXPLANATION
s with each of the 5 categories
Student explanations must
7 precede teacher
explanations.
List higher order thinking
questions to solicit student
explanations and help them
to justify their explanations.
Check for understanding
Students MUST engage with
the OBJECTIVES.
EDC274 5E Lesson Plan Template
below) with captions describing through the five stations.
effects of global warming on
five different aspects of our
planet:
Air: http://climatekids.nasa.gov/air-
gallery/
Fresh water:
http://climatekids.nasa.gov/freshwater-
gallery/
Plants and Animals:
http://climatekids.nasa.gov/plants-and-
animals-gallery/
Oceans:
http://climatekids.nasa.gov/ocean-
gallery/
Weather and Climate:
http://climatekids.nasa.gov/weather-
and-climate-gallery/
3. TW ask students to examine
the pictures and the
accompanied captions and
think about the different effects
that global warming has on our
world. What would our world
be like without global warming?
4. TW ask students to think about
how else they think global
warming affects our world that
they may not have learned at
their stations.
Teacher will: Students will:
1. TW create a chart on the board 1. SW discuss with their tables
how global warming affects our
listed: oceans, fresh water, air, planet by sharing the evidence
plants and animals, and weather they found in each of the five
and climate. stations.
2. TW have students return to their 2. SW work together to write one
tables and give each of the effect of global warming for
tables 5 post it notes. each category on their post it
3. TW ask students to think about notes.
all of the different ways that 3. SW place their post its on the
global warming affects our board in the appropriate
world. What are some of the category and discuss this with
effects that stood out the most the class when their table is
to you? How did you draw these called.
conclusions? What evidence did 4. SW engage with the objectives
you use? Do you think these by discussing at their tables
effects are permanent or how these objectives will make
reversible? Based on what you them better scientists.
learned about global warming
yesterday and the effects you
learned today, how important of
an issue do you think this is?
 EDC274 5E Lesson Plan Template

What do you think is the most

destructive consequence of
global warming?
4. TW call one group up at a time
to put their post it notes in the
appropriate columns they will
share with the class their
thoughts and also pose any
questions they may have about
the topic.

Est ELABORATION Teacher will: Students will:

# of Describe how students will
Min
develop a deeper
s
10 understanding of the
concept.
What vocabulary will be
introduced and how will it
connect to students
observations?
How is this knowledge
applied in our daily lives?
Check for understanding.
Est EVALUATION & Closure
# of How will the teacher know
Min
that ALL students have
s
3 achieved the lesson
objectives?
How will all students self-
assess their mastery of the
objectives?
Students MUST re-engage
with the OBJECTIVES.
Differentiation Options
Describe how you will reach diverse
learners (ability & learning style) by
varying the:
Content
Process
Product
21st Century Learning
Describe how you will incorporate
technology and/or the 4 Cs:
Critical Thinking
Creativity
Collaboration
1. TW give students a rubric for 1. SW do a quick write explaining
self assessment and ask that global warming and its effects.
they do a quick write as an exit 2. Once they finish their letter,
ticket explaining to someone they will use their self
the effects of global warming. assessment rubric to assess
2. TW help students begin to their understanding of global
think about this by asking warming (science objective)
questions: How does this affect and the level of evidence that
our day to day lives? If they discovered in their
someone didnt realize that stations (ELA objective)
global warming affected so
many different parts of a world,
how would you best explain it
to them? What questions do
you have about global
warming?
Students will:
1. SW chorally state the ELA and science objectives.
2. SW discuss with their tables what they think the most important impact of
global warming and what they would do to find out more information about
this topic.
Content: All learners can draw evidence from the different stations, but their level of
analysis will be able to differ.
Process: TW help the student with sentence starters at each station if they are
having difficulties.
Product: TW modify the length of the letters based on students ability levels. Lower
level students may only write a few sentences, while higher level students may be
able to write a couple of paragraphs.
Technology: All of the stations for this activity are based on galleries from NASAs
online global warming site for kids.
Critical Thinking: Students must use critical thinking to draw conclusions and
evidence at each of the stations.
 EDC274 5E Lesson Plan Template

Communication Creativity: Students must be creative in their analysis of the pictures and text.

Collaboration: Students must collaborate with each other at the stations, as well as
collaborate with their tables and partners during discussions.

Communication: Students must be able to communicate their analysis through their

graphic organizer, letter, and discussions with neighbors.

Appendices/Additional Information:

Self-Assessment Rubric:

Score 1 2 3 4

SWBAT explain how Im still not really sure I would be able to tell I could tell someone I could tell someone
global warming affects how global warming someone one or two three or four ways that five or more ways that
our world. affects our world. ways that global global warming affects global warming affects
warming affects our our world. our world.
world.
SWBAT draw evidence I wasnt able to draw I was able to draw one I was able to draw I was able to draw five
from multiple conclusions from the or two conclusions three or four or more conclusions
informational sources. different stations from the different conclusions from the from the different
about global warming. stations. different stations. stations.

How responsible and I wasnt staying on I stayed on task and I mostly stayed on I was on task the
on task was I at the task or I wasnt followed directions task and followed whole time and
stations? following instructions. some of the time, but almost all of the followed instructions
not all of the time. directions. without any questions.

Graphic Organizer:

Global Warming What evidence did you find?

Affects Our I noticed ___________ happens with global warming.
______________ is affected by global warming because ____________.
In the picture, I noticed ___________________.
In the caption, I noticed ___________________.

Air
 EDC274 5E Lesson Plan Template

Fresh Water

Plants and
Animals

Weather and
Climate

Oceans