5Th Grade Unit 1: Building Background Knowledge: How Scientists Communicate About The
5th Grade Unit 1: Building Background Knowledge: How Scientists Communicate about the Living Things of the Rainforest
Unit 1 Description: In this first unit, students will explore the question: “What is unique about living things in the rainforest?” Students will begin by building background knowledge about unique living things in the rainforests and the scientists who study them. Students will also explore various forms of informational text as ways to communicate about rainforest scientists’ research. Students examine two types of informational texts, an interview and an article, for specific elements and how those elements inform the reader. During those close reads, students will also build their background knowledge about rainforests of the Western Hemisphere through a focus on vocabulary and finding the main idea. The mid-unit assessment will gauge students’ mastery of comprehending an interview as an informational text by answering text-dependent questions for a given new and unfamiliar interview of a scientist doing work in the rainforest. Students will continue to gain knowledge about living things in the rainforest and apply the skills learned to explore one more type of informational text, a video, in order to continue to develop an understanding of the biodiversity of the rainforest. Through further close reads, an introduction to note-taking, synthesis, and comparisons of these informational texts, students will begin to formulate an opinion on what types of informational texts, based on their specific features, made it easiest for them to learn about rainforests and why. Finally, the on-demand End of Unit 1 Assessment will measure students’ ability to comprehend unfamiliar selections from the interview they read during the Mid-Unit 1 Assessment. Students will also write an opinion paragraph that states which text they consider most helpful based on its features, and why.
The teacher’s guide is written to explicitly model what good instruction and best practices look like. It is not intended to be a script for teachers to read each day. Teachers do not need to rely on the “script” when delivering instruction.
Central Texts:
- “Sloth Canopy Researcher: Bryson Voirin,” from the Biomes of the World Web site, copyright © 2002–2012 by Explore Biodiversity and the Wild Classroom:
- “Hawaii’s Endangered Happy Face Spider,” Expeditionary Learning, 2012.
- “Live Online Interview with Eve Nilson,” Special Issues: Inside the Rainforest:
- “Great Bear Rainforest Remote Camera Project”
Pre-Requisite Skills, Knowledge & Attitudes:
Many of the skills required for student success in Module 1, are presented and studied in Unit 1. The purpose of Unit 1 is to build background knowledge for Units 2 and 3, in addition to preparing students with the skills, knowledge, and attitudes specific to the Module topic.
In order for students to be prepared for the final performance task, it is assumed that students have an understanding of the following:
- Students need to be able to paraphrase text
- Students need to understand and apply the skills of summary paragraph writing
- Students need to be able to read closely with a group
- Student need inferencing strategies
Module 2ATopic/Focus: / Suggested Duration: / Standards Overview:
Unit 1: Building Background Knowledge: How Scientists Communicate about the Living Things of the Rainforest / 10 Lessons
11 Days
October 16th – October 31st / Standards Taught, Unit 1: 5.RI.1, 5.RI.2, 5.RI.3, 5.RI.4, 5.RI.5, 5.RI.8, 5.W.1, 5.W.2, 5.W.3, 5.W.4, 5.W.8, 5.W.10, 5.SL.1, 5.SL.2, 5.SL.4, 5.SL.6, 5.L.4
Unit 2: Case Study: The Most Beautiful Roof in the World: The Work of Rainforest Scientist Meg Lowman / 15 Lessons
15 Days
November 1st – November 22nd / Standards Taught, Unit 2: 5.RL.2, 5.RL.4, 5.RL.6, 5.RI.1, 5.RI.2, 5.RI.3 5.RI.4, 5.RI.5 5.RI.6, 5.RI.8, 5.W.1, 5.W.3, 5.W.4, 5.SL.1, 5.SL.2, 5.SL.4, 5.SL.6, 5.L.4
Unit 3: Reading and Writing Like a Scientist: Observing Nature, Conducting Research, and Creating Field Notes / 15 Lessons
18 Days
November 27th – December 22nd / Standards Taught, Unit 3: 5.RL.7, 5.RI.1, 5.RI.2, 5.RI.5, 5.RI.6, 5.RI.7, 5.RI.9, 5.W.2, 5.W.3, 5.W.4, 5.W.5, 5.W.6, 5.W.7, 5.W.8, 5.W.9, 5.W.10, 5.SL.1, 5.L.2
Performance Task: 5.RI.7, 5.RI.9, 5.W.2, 5.W.3, 5.W.4, 5.W.5, 5.W.7, 4.W.8, 5.W.9
Standards assessed (entire module):5.RI.1, 5.RI.2, 5.RI.3, 5.RI.4, 5.RI.5, 5.RI.7, 5.RI.9, 5.W.1, 5.W.2, 5.W.3, 5.W.4, 5.W.5, 5.W.7, 5.W.8, 5.W.9, 5.L.4
Stage 1 Desired Results
Essential Questions / Enduring Understandings
• What is unique about living things in the Amazon?
• How do scientists learn about the natural world and communicate what they learn? / • Scientists observe closely and record those observations in various ways.
• Authors organize informational text in specific ways to convey scientific ideas and concepts.
Standards assessed in the unit
5.RI.1 / Quote accurately from a text when explaining what the text says explicitly and when drawing on inferences from the text.
5.RI.2 / Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RI.3 / Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
5.RI.4 / Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5.RI.5 / Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts.
5.RI.9 / Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
5.W.1 / Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
5.L.4 / Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
Embedded Standards
5.W.8, 5.W.10, 5.SL.1, 5.SL.2
Learning Goal and Scale (Module 2A: Unit 1)
Students will be able to read closely to analyze and evaluate text features and the main idea of informational texts to compare and contrast texts and images about the rainforest. (5.RI.2, 5.RI.5, 5.RI.9, 5.SL.2)
4 / 3 / 2 / 1 / 0
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught
Examples Include:
- Quote relevant and effective evidence to support thorough analysis, reflection, and research.
- Develop new hypothesis about the rainforest.
- Make connections between the rainforest and other habitats.
- Compare and contrast multiple texts and images about rainforests and other natural habitats.
- Close read multiple texts about the rainforest and refer to details and examples in the texts for analysis and evaluation.
- Combine information from multiple texts about the rainforest when writing or speaking about the subject.
- Determine the main idea and identify details that support it.
- Analyze and evaluate text features.
- Compare and contrast texts and images about the rainforest.
analyze, evaluate, text features, main idea, supporting details, examples, close read, explicit, compare and contrast, images, texts
Students will perform basic processes, such as:
- Close read informational texts
- Refer to details in texts to support analysis and evaluation
- Identify text features
Stage 2: Evidence of Learning
End of unit assessment
Analyzing an Interview with a Rainforest Scientists Part 2 and Comparing and Contrasting Texts About Rainforest Biodiversity
Students will read new sections of the Eve Nilson interview. (Note that they read excerpts from Part 1 of the interview during the Mid-Unit Assessment. For the End of Unit Assessment, they read excerpts from Part 2 of that same interview, which they have not read before). They will then answer text-dependent short-answer questions. They will also use information from informational texts read in previous lessons. Then students will write a paragraph in which they state a clear opinion about which text they consider more helpful (based on their text features) in terms of informing them about the rainforest. Students will use details from all text to support their opinion about how structural features of informational text can help them as a reader. (5.RI.1, 5.RI.2, 5.RI.4, 5.RI.4, 5.RI.5, 5.RI.9, 5.W.1)
Mid unit assessment
Analyzing of an Interview with a Rainforest Scientists Part 1
Students will read and analyze excerpts from the first half in interview with rainforest scientists Eve Nilson, and then complete short-answer text-dependent questions. (Note that students will read excerpts from other parts of this interview as a part of their End of Unit 1 Assessment; therefore, do not distribute the full interview). (5. RI.1, 5.RI.2, 5.RI.3, 5.L.4)
Formative Assessment(see Stage 3)
The assessments listed in Stage 3 are formative assessments that support student learning during the learning process.The evidence collected is meant to assess students’ understanding of the Learning Targets listed for each lesson. They are the critical application and knowledge skills that students need to acquire in order to demonstrate their understanding and progress towards standard mastery. The bulleted Evidence of Learning (Formative Assessments) serve as practice and an opportunity to check for understanding. They do not need to be collected and graded. Students will use the dailyEvidence of Learning (Formative Assessments) to reflect on how they can improve their performance and gain a better understanding of what success looks like. Teachers will use the student evidence to drive future instruction and provide differentiation.
When lesson planning it is recommended to focus instructional minutes on teaching the Learning Targets, and to monitor student understanding of these Targets through the listed Evidence of Learning (Formative Assessments). This can be accomplished by identifying the activities found in your teachers’ manual that correlate with each Learning Target and concentrating instructional minutes there. Remember, these are formative assessments and reflect where students are in the learning process. The teacher is responsible for using this evidence to make decisions on the pacing and delivery of future instruction.
Stage 3: Plan for Learning, Daily Lesson Components
Lesson / Learning Targets / Evidence of Learning
(Formative Assessment) / Vocabulary / Discussion Protocols & Anchor Charts / Materials
Lesson 1
Building Background Knowledge: Examining the Unique Living Things of the Rainforests and the Scientists Who Study Them / •I can listen effectively to my partner when sharing. (5.SL.1)
•I can record what I notice and wonder about during a Gallery Walk. (5.W.10)
•I can compare and contrast texts and images about rainforests.(5.RI.5, 5.SL.2)
•I can describe in writing a unique living thing from the rainforest. (5.W.10)
•I can explain how scientists communicate their research about the rainforest. (5.RI.3)
•I can explain the general purpose of an informational text. (5.RI.3, 5.RI.5) / •Journal (KWL, Notices and Wonders paragraph) / •explain, purpose, compare, contrast, notice, wonder, effectively, discovered, biologist, ecologist, subterranean, amazed, prey, amphibians, interact, species, intensely, competitive, trek, reptiles, binoculars, tape recorder, headlight, strapped, solution, preserves, findings / •Rainforest KWL anchor chart
•Informational Text anchor chart / •Journals (one per student)
•Major Rainforests
•Images and texts for Gallery Walk
Lesson / Learning Targets / Evidence of Learning
(Formative Assessment) / Vocabulary / Discussion Protocols & Anchor Charts / Materials
Lesson 2
Reading and Interview: “Sloth Canopy Researcher: Bryson Voirin” / •I can describe the features of an interview as an informational text. (5.RI.5)
•I can determine the gist of an interview with scientist Bryson Voirin. (5.RI.2, 5.SL.1)
•I can determine the meaning of new words from context in an interview with scientist Bryson Voirin. (5.RI.4, 5.L.4) / •Journal (Informational Text chart, glossary)
•Annotated text
•Exit ticket / •describe/description, features, interview, determine, gist, context, glossary, biologist, ecology, sloths, radio-collars, track, algae, occur, mammals, benefits / •Informational Text anchor chart
•Features of Informational Text anchor chart
•Close Readers Do These Things anchor chart
•Rainforest KWL anchor chart / •Political Map of the World
•Map of North and South America
•“Interview with Sloth Canopy Researcher: Bryson Voirin” (one per student)
•Sticky notes or index cards (one per student)
•Journal Response Question
Lesson 3
Continued Close Read of “Sloth Canopy Researcher: Bryson Voirin” / •I can actively listen to my partner while discussing our ideas. (5.SL.1)
•I can determine the main idea of an interview with scientist Bryson Voirin. (5.RI.2)
•I can determine the meaning of new words from context in an interview with scientists Bryson Voirin. (5.RI.4)
•I can read the interview with scientist Bryson Voirin with fluency. (5.RF.4) / •Text-dependent questions
•Journal (Rainforest KWL, chart, glossary)
•Exit ticket / •task, identify, style, determine, fluency, greenish, titled, inspired, fascinated, issue, unknown, typical binoculars, gear, move about, advice, explore / •Rainforest KWL anchor chart / •“Interview with Sloth Canopy Researcher: Bryson Voirin” (from Lesson 2)
•Text-Dependent Questions for “Interview with Sloth Canopy Researcher: Bryson Voirin” (one per student & answers)
Lesson / Learning Targets / Evidence of Learning
(Formative Assessment) / Vocabulary / Discussion Protocols & Anchor Charts / Materials
Lesson 4
Summarizing Informational Text: “Hawaii’s Endangered Happy Face Spider” / •I can explain the gist of the article “Hawaii’s Endangered Happy Face Spider.” (5.RI.2, 5.SL.2)
•I can determine the meaning of new words from context in the article “Hawaii’s Endangered Happy Face Spider.” (5.L.4)
•I can listen actively to my group members while discussing ideas. (5.SL.1)
•I can use my group’s ideas to help me determine the gist of an article. (5.W.10, 5.SL.1) / •Student writing and signed Voirin article (from homework)
•Journal (Informational Text chart, glossary, Getting the Gist protocol) / •article, determine the gist, discussing: (chunk 1) Theridiongrallator, arachnid, Hawaiian, quite, millimeters, length: (chunk 2) unique, pattern, resemble, curved, similar: (chunk 3) scientists, developed, strange, markings, predators, agree, theory, features, avoid, enemies: (chunk 4) generally, limelight, undersides, difficult, locate, study: (chunk 5) nearly, interview, due to, danger, extinction, stated, species, under threat, non-native, brought: (chunk 6) endangered, statues, symbol, threatened, wildlife, conservationist, images, attention, loss, various, fauna, throughout, Hawaii / •Informational Text anchor chart (lesson 2)
•Close Readers Do These Things anchor chart (from Module 1)
•Rainforest KWL anchor chart (Lesson 1) / •Map of Western Hemisphere including Hawaii (Google Maps)
•“Hawaii’s Endangered Happy Face spider” (one per student)
•“Hawaii’s Endangered Happy Face spider” Note-catcher (one per student)
•Index card (one per student)
Lesson / Learning Targets / Evidence of Learning
(Formative Assessment) / Vocabulary / Discussion Protocols & Anchor Charts / Materials
Lesson 5
Informational Text Features: Analyzing “Hawaii’s Endangered Happy Face Spider” / •I can share my ideas with my partners quickly. (5.SL.1)
•I can determine the main idea of the article “Hawaii’s Endangered Happy Face Spider.” (5.RI.2)
•I can determine the meaning of new words from context in the article “Hawaii’s Endangered Happy Face Spider.” (5.L.4)
•I can compare and contrast the rainforest research in Panama and Hawaii. (5.RI.3, 5.RI.5) / •Paragraph from homework
•Journal (Informational Text chart, Features chart, Venn diagram) / •unique, pattern, curved, scientists, strange, markings, predators, theory, limelight, undersides, locate, endangered, symbol, threatened, wildlife, conservationist, attention, fauna / •Rainforest KWL anchor chart (Lesson 1)
•Close Readers Do These Things anchor chart (Module 1)
•Features of Informational Text anchor chart (Lesson 3) / •“Hawaii’s Endangered Happy Face spider”
•“Hawaii’s Endangered Happy Face spider” Note-catcher
•Text-Dependent Questions: “Hawaii’s Endangered Happy Face spider” (one per student & answers)
•Interview and Articles Venn Diagram
•Highlighters (one color)
•Text Features Venn Diagram
Lesson 6
Mid-Unit Assessment: Analyzing an Interview with a Rainforest Scientists Part I / •I can identify the main idea of an interview. (5.RI.2)
•I can determine the meaning of new words from context in an interview about research in the rainforest. (5.L.4)
•I can analyze the features of an interview and how they help readers. (5.RI.5)
•I can reflect on my learning about the rainforest and about the features of informational texts. (5.RI.1, 5.RI.3) / •Venn diagram (from Lesson 5 homework)
•Mid-Unit 1 Assessment: Analyzing an Interview with a Rainforest Scientist Part I
•Tracking My Progress, Mid-Unit 1 recording form / •identify, main idea, meaning, context, analyze, reflect / •Rainforest KWL anchor chart (Lesson 1 – one per student)
•Features of Informational Text anchor chart (Lesson 3 – one per student) / •Mid-Unit 1 Assessment: Analyzing an Interview with a Rainforest Scientist, Part 1 (one per student & answers)
•Assessment Text: “Live Online Interview with Eve Nilson” (one per student)
•Tracking My Progress, Mid-Unit 1 recording form
•2-Point Rubric: Writing from Sources/Short Response
Lesson / Learning Targets / Evidence of Learning
(Formative Assessment) / Vocabulary / Discussion Protocols & Anchor Charts / Materials
Lesson 7
Analyzing Documentary Videos: “Great Bear Rainforest Remote Camera Project: British Columbia, Canada / •I can explain the main idea of a documentary video on researching in the rainforest. ( 5.SL.2)
•I can determine the meaning of new words from context in a documentary video about researching in the rainforest. (5.RI.4)
•I can analyze the features of a documentary video as informational text. (5.RI.5)
•I can compare and contrast the features of an interview, an article, and a documentary video. (5.RI.5) / •Journal (page for video, Informational Text charts, glossary)
•Exit ticket / •documentary, main idea, analyze, compare, contrast, temperate, terrestrial/marine ecosystems, field of view, track, behavior, remote, species, indicates, range, monitor, nocturnal, presence, threat, talon, insight, carnivores, behavior, conversationalists, traditional, methods, habituating, disadvantage, noninvasive, documented, preying, inaccessible / •Informational Text anchor chart (Lesson 2)
•Rainforest KWL anchor chart (Lesson 1)
•Features of Informational Text anchor chart (Lesson 3) / •Political Map of the World (Lesson 2)
•Map of North and South America (Lesson 2)
•Transcript: “Great Bear Rainforest Remote Camera Project”
•Video: “Great Bear Rainforest Remote Camera Project” (see link in supporting materials)
•Sticky notes
•Venn Diagram Comparing the Features of Two Types of Informational Text (homework)
Lesson 8
Synthesizing Information: Living Things in the Rainforest / •I can read a map to help inform me as a reader. (5.SL.2)
•I can take notes on key details from multiple texts about rainforests. (5.W.8)
•I can use quotes to create a gist statement from notes about rainforests.(5.W.8, 5.W.10) / •Venn diagram (from homework)
•Journal (Informational Text charts, Rainforests informative page)
•Synthesis Note-catcher / •inform, key, quotes, create gist / •Features of Informational Text anchor chart (Lesson 3)
•Rainforest KWL anchor chart (Lesson 1) / •Major Rainforests (Lesson 1)
•Note-taking Note-catcher (one per student)
•“Live Online Interview with Eve Nilson” (Lesson 6)
•Interview with Sloth Canopy Researcher: Bryson Voirin (Lesson 2)
•“Hawaii’s Endangered Happy Face Spider” (Lesson 4)
•“Great Bear Rainforest Remote Camera Project” video transcript (Lesson 7)
•Sticky notes or index cards
Lesson / Learning Targets / Evidence of Learning
(Formative Assessment) / Vocabulary / Discussion Protocols & Anchor Charts / Materials
Lesson 9
End-of-Unit 1 Assessment: Interview with a Rainforest Scientist Part II and Comparing and Contrasting Texts About Rainforest Biodiversity / •I can determine the main ideas in informational texts about rainforests of the Western Hemisphere. (5.RI.2)
•I can compare and contrast the features of different informational texts about rainforests. (5.RI.5, 5.RI.9)
•I can express my opinion about types of informational texts in writing. (5.W.1)
•I can use details to support my opinion. (5.W.1)
•I can reflect on my learning about informational texts and rainforest. / •End of Unit 1 Assessment: Interview with a Rainforest Scientist, Part 2
•Tracking My Progress, End of Unit 1 recording form / •biodiversity, express, opinion, details, support / •Rainforest KWL anchor chart (Lesson 1) / •Assessment Text: “Live Online Interview with Eve Nilson” (one per student)
•End of Unit 1 Assessment: Analyzing an Interview with a Rainforest Scientist Part 2 (one per student & answers)
•Tracking My Progress, End of Unit 1 recording form
•Sticky notes or index cards
•2-Point Rubric: Writing from Sources/Short Responses
Lesson / Learning Targets / Evidence of Learning
(Formative Assessment) / Vocabulary / Discussion Protocols & Anchor Charts / Materials
Lesson 10
Science Talk / •I can ask questions that are relevant to rainforest research. (5.SL.1)
•I can share my ideas with my peers during a Science Talk about rainforests. (5.SL.1)
•I can use the ideas of my peers to help inform my ideas about the rainforests. (5.SL.1)
•I can gather quotes from informational texts as evidence to prepare for a Science Talk about rainforests. (5.RI.1)
•I can synthesize my ideas about rainforest after the Science Talk. (5.SL.1) / •Science Talk (Observations/Notes)
•Journal: Synthesis Statement / •relevant, quotes, my ideas, ideas of peers, inform, synthesize, details / •Science Talk Norms anchor chart
•Rainforest KWL anchor chart (Lesson 1) / •Science Talk Note-catcher (one per student)
•Sticky notes
Texts for Guided/Independent Reading & Centers
See recommended texts in Module 2A: Unit 1: Recommended Texts
Ideas for ELE:
5th Grade Science Kit: Biomes
Meeting the Needs of All Students
Resources for Enrichment
- Research presentations on specific rain forests (e.g., Panama, Costa Rica, Amazon) or on specific rain forest creatures or plants
- Create rain forest books with drawings and descriptions of flora and fauna
- See Unit 1 Ancillary Materials Folder
1