Ms. Hammond’sMath & Science Lesson Plans

Week of: December 8-12, 2014

Domain: Natural Processes (Human Impact)Numbers/Operations (Metric Conversions)

Habit: Begin with the End in Mind

Science:Earth’s oceans and landforms can be affected by natural processes in various ways. Humans cannot eliminate natural hazards caused by these processes but can take steps to reduce their impacts. Human activities can affect the land and oceans in positive and negative ways.

Dates / Monday 12-8 / Tuesday 12-9 / Wednesday 12-10 / Thursday 12-11 / Friday 12-12
Focus Question:
(turned into I CAN statement) / I can research ways humans can conserve our resources. / I can create a blue print for an info-graphic that will convey information about a pollutant, as well as ways to solve the pollution problem. / I can create an info-graphic that will convey information about a pollutant, as well as ways to solve the pollution problem. / I can create an info-graphic that will convey information about a pollutant, as well as ways to solve the pollution problem. / I can create an info-graphic that will convey information about a pollutant, as well as ways to solve the pollution problem. I can record my persuasive writing piece to be published online.
Recap: / Research for PBL / Blue print for info-graphic / Creation of infographic / Creation of infographic / Creation of infographic
Standard: / 5-2.1 / 5-2.1 / 5-2.1 / 5-2.1 / 5-2.1
Objectives: / TSW research ways humans can conserve our resources. / TSW create a blue print for an info-graphic that will convey information about a pollutant, as well as ways to solve the pollution problem. / TSW create an info-graphic that will convey information about a pollutant, as well as ways to solve the pollution problem. / TSW create an info-graphic that will convey information about a pollutant, as well as ways to solve the pollution problem. / TSW create an info-graphic that will convey information about a pollutant, as well as ways to solve the pollution problem. TSW will record their persuasive writing piece to be published online.
Procedures: / PBL Activity: Students will choose a type of pollutant and identify conservation efforts their audience can use to solve the pollution problem. Students will collect research on the following two parts: 1) the pollutant and 2) conservation efforts for that pollutant. Students should use rubric (attached) to ensure all data and information is collected so it can be represented accurately in their poster on Wednesday and Thursday.
*Students may use any research collected in their field guides or article summaries written in Ms. Williamson’s class to complete the activity. / PBL Activity:Students will create a blue print on their chosen type of pollutant and the conservation efforts their audience can use to solve the pollution problem. Students should use rubric (attached) to ensure all data and information is collected so it can be represented accurately in their poster on Wednesday and Thursday.
*Students may use any research collected in their field guides or article summaries written in Ms. Williamson’s class to complete the activity. / PBL Activity: Students will create an info-graphic using .
Students should use rubric (attached) to ensure all data and information is represented accurately in their poster.
*Students may use any research collected in their field guides or article summaries written in Ms. Williamson’s class to complete the activity. / PBL Activity: Students will create an info-graphic using .
Students should use rubric (attached) to ensure all data and information is represented accurately in their poster.
*Students may use any research collected in their field guides or article summaries written in Ms. Williamson’s class to complete the activity.
Hour of Code: Students will use code to create graphics for Frozen.(30 minutes) / PBL Activity: Students will finish info-graphic.
As students finish info-graphic, they will *record their persuasive writing piece to be published online.
*Hammond’s homeroom will finish writing in Science class and record during ELA time, while Williamson’s homeroom will finish writing in ELA and record during Science time.
Formative
Assessment: / Teacher Observation
Are students narrowing their research to just ONE pollutant? / Teacher Observation
Are students including pertinent information to the pollutant source, as well as information that will help their target audience solve the problem? / Teacher Observation
Do students understand how to properly display their research in an info-graphic? / Teacher Observation
Are students managing their time wisely? Do they have a feasible plan as to how they will get their targeted audience to see their poster? / Teacher Observation
Does student writing convey factual information that is persuasive enough to call for change?
Materials: / i-pads, chart for collecting research, rubric
/ Research, blue print, rubric
/ i-pads, blue print, rubric
/ i-pads, blue print, rubric
/ Recording device

MathNumbers can be used for different purposes, and numbers can be classified and represented in different ways.

Dates: / Monday 12-8 / Tuesday 12-9 / Wednesday 12-10 / Thursday 12-11 / Friday 12-12
Focus Question: (turned into I CAN statement) / I can convert measurements within the metric system using the base ten systems. / Can I use critical thinking skills to create a computer code? / I can convert measurements within the metric system using the base ten systems. / I can convert measurements within the metric system using the base ten systems. / I can convert measurements within the metric system using the base ten systems.
CCSS: / 5.NBT.A.3 / State Mandate / 5.NBT.A.3 / 5.NBT.2, A.3 and 5 / 5.NBT.2 and 5
Objectives: / TSW usesnap cubes to develop understanding of metric conversions of length. TSW use a pictorial representation to convert metric units of length. / TSWBAT use problem solving skills to create a computer code. / TSW snap cubes to develop understanding of metric conversions of mass. TSW use a pictorial representation to convert metric units of mass. / TSW snap cubes to develop understanding of metric conversions of volume. TSW use a pictorial representation to convert metric units of volume. / TSW apply all strategies learned this week to convert metric units including mass, length, and volume.
Mathematical Practice: / 1, 4, 5, 6 / 4, 5, 6, 7 / 1, 3, 4, 5, 6, 7 / 1, 3, 4, 5, 6, 7
DOK: / 1, 2 / 1, 2 / 1, 2 / 1, 2 / 1, 2
CCSS Jump Start: / None—Leader in Me / None—Hour of Code / Daily Review Math / Daily Review Math / Daily Review Math
Procedures: / Engage: View Study Jam: Units of Measure
Concrete:
1) Students will take a “metric” walk. We will walk around the school and label the metric system in the hallway by measuring the length of distances walked.
2) Students will connect snap cubes, and measure in centimeters. Next, ask students to measure in millimeters. Finally, ask them to record measurement in meters. Students will record information in chart.
Pictorial:
Students will draw a chart to show the relationship among metric units (Emphasize every metric unit is 10 times as much as the next smaller unit.)
(mp 4, 5)
Conceptual:
1) Students will make metric conversions of length.
(mp 1, 4, 5, 6)
2) Additional Practice (workbook 13-4).
*Guided Math: In order to establish multiplication fluency, students will work on multiplication skills according to their tested level using app on i-pad.
*Only 12 out of 48 students scored a 90 or above on multiplication fast facts quiz. In order to address time issue on End-of-year test, we are focusing on this fluency skill for next two weeks.
Homework: Math Practice Problems / Students will complete an “hour of code” which focuses on computer coding.
or / Engage: Class discussion: What are some things that might have a mass of one gram?
Concrete:
1) Students will connect snap cubes, and measure in grams. Next, ask students to make metric conversions of mass for centigrams and milligrams. Students will record information in chart.
2) Students will use number cards and a ball to make metric conversions. (Call each team to come to the front and demonstrate.)
(mp 4, 5, 6, 7)
Pictorial:
Students will draw a chart to show the relationship among metric units (Emphasize every metric unit is 10 times as much as the next smaller unit.)
(mp 4, 5)
Conceptual:
1) Students will make metric conversions of mass.
(mp 1, 4, 5, 6)
2) Additional Practice (workbook 13-6).
Guided Math: In order to establish multiplication fluency, students will work on multiplication skills according to their tested level using app on i-pad.
Homework: Math Practice Problems / Engage: Class discussion: When have you used mL or L? (recipe, soda, etc.)
Concrete:
Students will use a dropper to record the number of mL it takes to fill-up an empty bottle of soda.
Pictorial:
Students will draw a picture of four 1-liter milk jugs. Ask students to represent the number of mL these milk jugs will hold.(mp 4, 5)
Students will draw a chart to show the relationship among metric units (Emphasize every metric unit is 10 times as much as the next smaller unit.)(mp 4, 5)
Conceptual:
1) Students will make metric conversions of mass.
(mp 1, 4, 5, 6)
2) Additional Practice (workbook 13-5).
Guided Math: In order to establish multiplication fluency, students will work on multiplication skills according to their tested level using app on i-pad.
Homework: Math Pre-test / Engage: Review correct answers to math pre-test
*Test*
The teacher will use conference grading to provide feedback to students.
(mp 1, 3, 4, 5, 6, 7)
Early Finishers:
Students who finish early may work on their Science PBL.
Guided Math: None—math test
Formative Assessment: / Do students demonstrate a conceptual understanding of metric conversions using base 10? Are students accurately converting length measurements within the metric system? / Can students apply their knowledge of the metric system from yesterday’s lesson to converting mass and volume? Do students demonstrate an understanding of powers of 10 and moving the decimal within the metric chart? / Are students accurately converting within the metric system? Do students understand the difference between mass, volume, and length when it comes to the metric system? / Can students demonstrate their knowledge of the metric system on a summative assessment? When students rework the questions they answered incorrectly, are they understanding the mistakes they made and demonstrating a true understanding of the concept?