Collaborative Lesson

Title of Unit Changes Over Time: 5th Grade

Constructive Destructive Grade Level
Earth Processes
Curriculum Area ELA/Reading 3 segments
Science Initial hooking segment
Time Frame discussion
breakout activity

Developed By Kelsey Prentice

Stage 1: Identify Desired Results
Content Standards
Georgia Standards of Excellence:
S5E1. Obtain, evaluate, and communicate information to identify surface features on the
Earth caused by constructive and/or destructive processes.
a. Construct an argument supported by scientific evidence to identify surface features
(examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or
destructive processes (examples could include deposition, weathering, erosion, and impact of organisms).
b. Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused
by constructive and/or destructive processes.
c. Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive
and destructive processes.

CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.RI.5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of
view they represent.
CCSS.ELA-LITERACY.W.5.7
Conduct short research projects that use several sources to build knowledge through investigation of different
aspects of a topic.
CCSS.ELA-LITERACY.W.5.8
Recall relevant information from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a list of sources.
CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Transfer
Students will be able to independently use their learning to…
-Select important details from a variety of sources on a topic and then synthesize the information in order to report
learning to others
Meaning
Understandings
Overarching Understanding Essential Questions

-Research to build knowledge through investigation of Overarching Questions:

different aspects of a topic.
- Determine two or more main ideas of a text and
explain how they are supported by key details;
summarize the text.
- Draw on information from multiple print or digital
sources, demonstrating the ability to locate an answer
to a question quickly or to solve a problem efficiently.
-Where can I find information on a topic?
- How can you analyze multiple accounts of the same or
topic?
-How can you recall relevant information from experiences
or gather relevant information from print and digital
sources?
-How can you determine two or more main ideas of a text
and explain how they are supported by key details?

Related Misconceptions
-The Earth has always looked exactly the way it looks
now and it always will.
-Glaciers are huge sheets of ice that are permanent.
-Volcanoes are found only in Hawaii.
-Earthquakes only happen in California.
-The ocean floor is completely flat.
Topic Questions:
-Can you identify surface features on the Earth caused by
constructive and/or destructive processes?
- What scientific evidence can you identify to explain the
surface features as being caused by constructive and/or
destructive processes?
-Can you illustrate how changes in surface features
are/were caused by constructive and/or destructive
processes?

Acquisition

Knowledge Skills
Students will know… Students will be able to…

Explain the significance of supporting details Conduct short research projects that use several sources
how to recognize main idea to build knowledge through investigation of different
summarize the text aspects of a topic Use context clues to solve problems
Draw on information from multiple print or digital sources

Stage 2: Assessment Evidence

Performance Task Description
Students will show understanding of knowledge from their reading by determine two or
Goal more main ideas of a text and explain how they are supported by key details; summarize
the text
Role Students are the investigators, producers
Audience 5th grade students
Students will work in the Media Center with the computers in the Media Center as well as
Situation
the when finished early with classroom activity.
Students will create a written informational text related to one Earth feature that is
Product/
caused by constructive or destructive. Additionally, students will create a GIF or
Performance
illustration of how their Earth feature changes over time.
AASL Standards for the 21st-Century Learner
Standard 1: Teaching for Learning
1.1 Knowledge of learners and learning
1.2 Effective and knowledgeable teacher
1.4 Integration of twenty-first century skills and learning standards
Standards
Standard 2: Literacy and Reading
2.1 Literature
2.2 Reading promotion
Standard 3: Information and Knowledge
3.1 Efficient and ethical information-seeking behavior
 3.2 Access to information
3.3 Information technology
3.4 Research and knowledge creation
Standard 4: Advocacy and Leadership
4.1. Networking with the library community
4.3 Leadership
4.4 Advocacy
Stage 3: Learning Plan

Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big
idea and questions in the unit?
How will you equip them with
needed skills and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the
unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals of
the unit?
Students will read the book Earth Changes. This book was part of Science
Georgia Trade books used for guided reading. Reading for main idea and
supporting details is something should come fluently with 5th graders. Short
research projects occur often in this school. I would like for the students to
understand the Earth is constantly changing and landforms were created
through constructive processes, destructive processes, or a combination of
both. Further understanding that human interaction can harness some of
Earth’s natural processes, even if only temporarily.
Students are given the presentation traior of “A Curious World: Changing
Earth”. https://www.youtube.com/watch?v=3MY81AK4EvM
This will intrigue the students to read and recall relevant information from
gather relevant information from print sources.
Students will be given the opportunity to read the book and check for
understanding with by answering questions at the end of the book. Using this
text, and additional related books from the library, students will look for main
ideas of passages, as well as supporting details. Using two books for notes is a
requirement for students. Additionally, students will conduct research digital
on Galileio, BrainPop, PebbleGo, Epic, and Achieve 3000. The media specialist
has made it available for the books to be checked out in the classroom
teacher’s name.
Students will reflect on the main book when they answer the questions after
reading. Additionally, students will reflect on their performance on their related
Achieve 3000 article. They will also use information from the book and Achieve
3000 article as information to include in their research project.
Students will show their skills, knowledge and understanding throughout the
unit by reading and answering questions on the guided reading book, as well
as identifying main idea and supporting details from an additional book.
Students will exhibit self-evaluation by working diligently on their Achieve 3000
poll, article, comprehension quiz, and thought question.
The unit is a designed with student choice in mind when it comes to choosing
their Earth feature as well as, ½ of their resources for research. Participation
and creative is encouraged by the materials to grab interest of the students.
Students will be allowed to pick a partner or work alone. Engagement is their
choice. There is extrinsic incentive to participate because of the presentation
day. The media specialist and teachers throughout the building encourage
students to participate.

How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
Both the guided reading book, and Achieve 3000 article are tailored to each
students BAS/DRA and Lexile Level. Key words and new vocabulary are
highlighted and defined in the back of the book/ side of the article.
Sequence will start with the initial video trailer at the beginning of the unit.
Students will then read book read and answer the comprehension questions at
the end of the book. Students will then get questions checked and discuss
Earth feature’s interests with details from the book with the media specialist.
This will allow for feedback and to check for student engaged and
understanding. Next, students will select a text based on the Earth feature
they are interested in. Students will read the book and take notes on main
 idea and details. Now students are able to read digital resources on Achieve
3000 searching for an article. Once students read their related article and take
notes, they will answer the comprehension questions. If they receive a passing
score they will be able to go on and find another digital resource of their
choice. If they do not receive a passing score they need to complete the
thought question using vocabulary from the text. Then they will be able to
have a digital choice after their Achieve article is completed with efficient.

Using all four sources, and notes, students will compile an informational text
on chosen Earth feature. They will then use “Paint” to create slides/ images to
create an illustration of the Earth feature over time.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development.