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Time

Student
Activities

Teacher
Procedures/Questions

Assessment

5-10
GNBNAN
minute
s

What news and using the
window closing technique

N/A

5
Turn to your
minute partner and
s
discuss how
community might
be defined. Write
down your best
definition, some
qualities, and
examples of a
community on
given sticky
notes. Afterward,
place sticky notes
on the board.

Write the following
Formative:
categories as headings on
Listen for prior
the board: Definition,
knowledge.
Qualities, Examples. Pass out
sticky notes, and walk
around to monitor
discussions.

15
Create class
minute definition of
s
community and
alter it using the
“official”
definition. Discuss
as a group what
communities we
are a part of and
how we
communicate
with those
communities.

Read the definition of
community. Facilitate whole
class discussion about the
definition of community, and
take notes on the visualizer.
What does this have to do
with our biome? How does
the community affect our
biome/environment?

5
Paying attention,
minute and raising their
s
hand to
contribute to
either saying a
formula, or
answering
questions along
the way of finding

Quick Review of finding area
of triangles and rectangles.
Ask students what the
formulas are for both
shapes. Write them both on
the board. Then draw
different triangles and
rectangles on the board. As
a class incorporating the

Sticky notes
show prior
knowledge of
community.
Discussion
helps gauge
students’
connections
between
community and
biomes.

the areas of the
shapes.

students we are going to find
the area of these shapes.

10
Students will pick
minute what area or how
s
far they want to
measure. Then
with their
shoulder partners
they will
participate in rally
coach to find the
area of different
shapes that have
just been created

Pull up Map of the town of
Mt. Pleasant.Use a string and
marker to measure out
different distances using the
legend. Then have the
students find the area of the
shape just created.

5
Students stand
minute up, close their
s
eyes, raise their
hand, then open
their eyes. They
first person they
make eye contact
with is their
partner

Explain how Stand up, Hand
up, Pair up works, and
facilitate breakup.

10
With their partner
minute they will
s
collaborate on the
best way to break
the town into
shapes. Then
they will find the
area of each
shape they just
created and add
the all the areas
together.

Explain to break the town of
Mt. Pleasant up into triangles
or rectangles to find the area
of the town. Hand out the
map with the town of Mt.
Pleasant on it to each group.
Walk around while they work
on this with their stand up
hand up pair up partner.

5
Students will read
minute their total out
s
loud. The pair
with the closest
area to the real
area of Mt.
Pleasant will

Ask for students to say their
total area out loud, then
write them on a piece of
paper with their names next
to it. This way you can go
back and see which students
are struggling with finding

Listen to see if
students know
the different
ways to solve
for area
depending on
the shape. Look
to see if they
are breaking
the area in a
spatially
conscious way.

come up to the
front of class and
explain how they
broke it apart,
and how they
solved the
different areas.
10
Brain break!
minute Evolution rock,
s
paper, scissors

area. Then announce the
real area for Mt. Pleasant.
Invite the closest pair up to
the front of the room to
share their process.

Give directions: žStart as an
Egg. Find a partner and play
rock-paper-scissors (one
time).Winner becomes a
Chicken and the other
person stays as an Egg. žIf a
Chicken wins, they become a
Monster. žIf a Monster wins
they become Omnipotent. As
a team, the whole group
wins when EVERYONE has
become Omnipotent.

5
Brainstorm in
minute table groups:
s
What is the best
way to
communicate
information to our
community? Pick
one mode that
you feel most
comfortable
working with.

Facilitate discussion and give N/A
ideas when necessary.
Examples: Poster, Paper,
Speech, Flier, Brochure,
Website, Song, Play, Art etc.

30
Using that mode,
minute create a product
s
that includes the
following
information about
your assigned
biome as a table
group.
-Name
-Weather
-Animals and

Explain that students will be
creating a product to
communicate an important
environmental issue to the
community (service
learning). In order to
practice, students will create
an example product now.
Assign a biome to each
group. Put out materials for
table groups to use

Plants
-Location
-Other noteworthy
descriptions
Self-designate as
A, B, C, or D.
Complete roles in
the group
accordingly.

10
Rotate clockwise
minute around to each
s
table to see the
product that the
other table
groups have
created.

(computers, paper, poster
board, markers, tape,
crayons, etc.). Ask students
to self designate as A, B, C,
or D in their table groups.
Check to make sure that
groups have done so by a
raise of hands. Tell A that he
or she is the project
manager, B is the task
master, C is the time keeper,
and D is the materials
gatherer. All students
together will combine their
efforts to create the
product.Walk around to
monitor.
Tell students when to rotate.

Collect
products, and
give credit if
students
fulfilled the
requirements in
a quality
format.
Otherwise, give
them back to
re-do on their
own time.

Link for the map of Mt. Pleasant:
https://www.google.com/maps/place/Mt+Pleasant,+MI/@43.5972074,84.7703345,13z/data=!3m1!4b1!4m2!3m1!
1s0x8822031d4662f9ad:0x79d6ac19cc22d5db
Link to area of Mt. Pleasant:
https://www.google.com/?gws_rd=ssl#q=area+of+mount+pleasant+mi