These handouts accompany the 5th Grade Rain Garden Design Challenge Lesson Plan. ...
These handouts accompany the 5th Grade Rain Garden Design Challenge Lesson Plan. The handouts give criteria for identifying areas of erosion and non-point source pollution entering waterways on school property, slope and soil suitability criteria for situating the rain garden, and data collection procedures for phosphate testing. The handouts also include guidelines and criteria for the final poster presentation design and Claim-Evidence-Reasoning, as well as rubrics for scoring and guidelines for peer feedback.
This lesson engages 5th grade students in identifying areas of erosion and ...
This lesson engages 5th grade students in identifying areas of erosion and non-point source pollution entering waterways on school property, making a claim on the most suitable site to locate a rain garden by conducting field tests on slope and soil type, and testing for the presence of phosphates in waterways on school forest property. Students then compete in a rain garden design challenge using their data to create a poster presentation, including a map and claim evidence reasoning, for the best rain garden design plan, scored using a rubric.
Students rotate through a circuit of ABC posters every 3-8 minutes, generating ...
Students rotate through a circuit of ABC posters every 3-8 minutes, generating words or phrases for each letter of the alphabet related to the topic provided.
This teaching strategy/activity can be used as an introduction to a lesson or as an evaluation/assessment.
This selection is an informational narrative in the form of a play ...
This selection is an informational narrative in the form of a play or Readers' Theater. The play is about a group of boys and girls who are summertime campers at the National Sea Base camp in the Florida Keys. Their adventure includes camping, snorkeling, and sailing aboard the ship. This is a new adventure for the characters in this story.
Through a close reading of "Amelia Bedelia", students reread the material to ...
Through a close reading of "Amelia Bedelia", students reread the material to discuss text-dependent questions, promoting deep thinking about the text and its characters.
In this lesson students use the Informational Text Analysis Tool to deconstruct ...
In this lesson students use the Informational Text Analysis Tool to deconstruct the essential elements of informational text. Informational text is more important to teachers than ever before, especially with the rise of the new Core standards. The Library of Congress is an excellent resource for finding and using texts to build students' reading skills.Through a diverse array of classic and contemporary literature as well as challenging informational and primary source texts, students build knowledge, gain insights, explore possibilities, and broaden their perspective.
In this lesson Students individually consider a visual text and draw conclusions ...
In this lesson Students individually consider a visual text and draw conclusions based on what they see. They write about their conclusions and explain the evidence used to make that determination. Students will be able to analyze a visual text. Students will be able to develop and support a claim about the visual text based on evidence found in the text.
Students explore and analyze the techniques that political (or editorial) cartoonists use ...
Students explore and analyze the techniques that political (or editorial) cartoonists use and draw conclusions about why the cartoonists choose those techniques to communicate their messages.
What drives changes to classic myths and fables? In this lesson students ...
What drives changes to classic myths and fables? In this lesson students evaluate the changes Disney made to the myth of "Hercules" in order to achieve their audience and purpose.
The Book Interest Survey is a great resource to use in the ...
The Book Interest Survey is a great resource to use in the beginning of the year to get to know your readers. This is also a way for students to self reflect about their own interests to be engaged in their reading.
As a culminating activity for "Slaughterhouse-Five", students make a compilation album (a ...
As a culminating activity for "Slaughterhouse-Five", students make a compilation album (a CD with 6-8 tracks) that reflects their analysis, understanding, and reaction to the ideas in the novel "Slaughterhouse-Five".
Students work as a class to explore a character in a book ...
Students work as a class to explore a character in a book they have read by identifying traits and finding textual references to support their choices.
This unit uses the topic of animal cognition to teach the students ...
This unit uses the topic of animal cognition to teach the students to analyze informational texts and to understand the author's point of view. Students demonstrate their mastery of content and ability to synthesize information by writing an informative/explanatory text.
Task Description: This task is embedded in a 3-4 week unit that ...
Task Description: This task is embedded in a 3-4 week unit that uses the topic of animal cognition as a means to teach students how to analyze and navigate informational texts, as well as study the purposeful decisions an author makes to best convey his/her point of view in writing. This unit contains a series of 3 tasks that build in complexity. This task asks students to read an informational text and write an essay in which they use textual evidence to explain how the author develops his/her point of view on the question, "Can animals think?" Responses must adhere to standard English grammar and usage convention, focusing on standard capitalization.
Task Description: This task asks students to write an information/explanatory report demonstrating ...
Task Description: This task asks students to write an information/explanatory report demonstrating what they learned from an informational text. Students will demonstrate their understanding of the main idea of the text - not all bugs are bad - by retelling key details. This task is embedded in a unit that introduces students to informational texts as sources of information, or ŇteachersÓ that we can learn from. After spending time exploring nonfiction texts, through read alouds as well as collaborative and independent research, students will demonstrate their understanding by writing a book about what theyŐve learned from a nonfiction read aloud. The unit length is approximately 3 weeks, depending on studentsŐ incoming familiarity with nonfiction, and can be extended with enrichment activities.
Task Description: This task asks students to write an opinion on an ...
Task Description: This task asks students to write an opinion on an informational text reading. Students must be able to use reasons and facts to support their opinions based on information provided in the informational text. This 2-3 week unit extends student understanding of informational texts, through having students use these texts as the basis for their writing.
This packet contains pre-reading, pre-teaching vocabulary and background knowledge supports for English ...
This packet contains pre-reading, pre-teaching vocabulary and background knowledge supports for English Language Learners for the John Muir: Conservationist on the Quarter task.
Common Core Task Description: This task asks students to write an informative ...
Common Core Task Description: This task asks students to write an informative text and use information/facts to write a report about what was learned. This 3-4 week unit leads students in an exploration of informational texts. Read alouds and structured conversations are used to guide students in the process of using an informational text as a learning tool (i.e., gathering facts from what an author has written). Students then use what they have learned from a mentor text to create their own teaching text. Extensions for continued learning around frogs are included.
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