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Kelly Connor Professor Rickey Moroney

EDU 5230.02 April 23. 2019


Grade 5 Natural Disasters Science

INSTRUCTIONAL OBJECTIVES (s)

The students will understand how wildfires affect climate change and what they can do to help

combat this.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

5-ESS3-1. Obtain and combine information about ways individual communities use

science ideas to study the effects of climate change.

 Indicator: This will be evident when student a complete the graphic organizer.

CCSS.ELA-LITERACY.RI.5.9 Integrate information from several texts on the same topic

in order to write or speak about the subject knowledgeably.

 Indicator: Students will read and use information from at least three different

resources in order to create a Powerpoint or Prezi presentations.

ISTE 3d. Build Knowledge by actively exploring real-world issues and problems,

developing ideas and theories and pursuing answers and solutions.

 Indicator: This will be evident when the students complete their presentations

based on their research.

INSTRUCTIONAL RESOURCES

 SmartBoard

 SmartNotebook

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
 GoogleDoc

 GoogleClassroom

 GoogleSlides

 Powerpoint

 Prezi

 Science notebooks

 Pencils

 iPads

MOTIVATION

Students will watch National Geographic’s video, “Wildfires 101” on the SmartBoard.

DEVELOPMENTAL PROCEDURES

1. The teacher will ask the students to clear their desks except for their iPads, homework

agendas, and science notebooks.

2. Teacher will ask students to bring up the slideshow on their iPads and students will be

expected to follow along during the lesson.

3. Next the teacher will display the homework and “Do Now”.

4. Students will copy down the homework assignment in their agendas.

5. The teacher will instruct students to open the link to the class Padlet.

6. The teacher will ask students to post what they have heard about forest fires or wildfires.

7. Instead of headlining the post with their names, the students will use their student

identification numbers to remain anonymous

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
8. The teacher will then ask students to Think-Pair-Share to determine different facts about

forest fires. What is a forest fire/ wildfire? What causes a forest fire/ wildfire?

9. The teacher will then ask students to use their prior knowledge of greenhouse gases to

think about how forest fires affect the climate and their impact on long-term climate

change.

10. Using their iPads, students will Formulate-Share-Listen-Create a list of sensory details

a. Students will have 5 minutes to create their own list

i. Students will be given more time if necessary.

ii. English Language Learners will have access to online translators and

language dictionaries to translate their thoughts if necessary.

b. Students will share with their “pairing partner” which was assigned earlier in the

year and will share their lists with each other to determine similarities and

differences among their lists.

c. Students will then create a new list of commonalties found in both lists.

11. Each pair will have the opportunity to present one of their findings to the class as the

teacher writes them on the SmartBoard in the appropriate category. Do any of our

findings seem similar to other natural disasters? As a class, we will read the essay,

“Learn More About Wildfires”.

a. English Language Learners will have a translated copy as well as access to an

online copy that will translate the English into their first language as it is read.

12. Each student will receive a differentiated graphic organizer which will help them record

information from the articles which is accessible as a Google Doc on Google Classroom.

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
13. The teacher will ask students to determine which sentences give information about the

topic. What are the causes of wildfires, important facts, short-term effect on climate

change, long-term effects on climate change, and ways to combat climate change?

14. With help from the students, the teacher will model writing the fact in the corresponding

category.

15. Students will then be given time to work with their pre-selected student groups to

continue researching their wildfires/ forest fires from teacher-selected articles and

websites, fill out their graphic organizers as a guide, and work on their PowerPoint or

Prezi presentations.

16. In a small group rotation, the teacher will work with students to go over and discuss

important details from the articles and give guidance to students as they work on their

presentations.

17. Students will hand in their graphic organizers to be used as an exit ticket.

18. Student groups will have the opportunity to present their slideshows in front of the class.

INSTRUCTIONAL STRATEGIES

 Whole-group discussion

 Teacher demonstration/ modeling

 Think-Pair-Share

 Formulate-Share-Listen-Create

 Small-group discussion

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
ADAPTATIONS

 During direct instruction, students will use the SmartBoard as a visual aide to support

their understanding of descriptive language.

 Students with disabilities and English Language Learners will receive a hard copy and

digital copy of the class presentation.

 English Language Learners will have access to a bilingual dictionary and online language

translator tools.

 English Language Learners will have a translated copy as well as access to an online

copy that will translate the English into their first language as it is read.

 Teacher will facilitate the discussion and refocus and redirect students on task when

needed.

 Wait time will be provide students with learning disabilities and ELLs.

DIFFERENTIATION OF INSTRUCTION

 Tier 1: Differentiated graphic organizers will be assigned to each student via

GoogleClassroom to help assist students during their planning. The student will be

grouped with higher-level students.

 Tier 2: Tier 2 students will be grouped together to help support each other

 Tier 3: Tier 3 students will work with Tier 1 students when completing research and

making and navigating a presentation.

ASSESSMENT

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
The teacher will formally assess the students on their group presentations which will be

completed at the end of the lesson according to a teacher-created rubric. During small-group

rotations the teacher will informally assess the students’ knowledge through guiding questions to

check progress and understanding.

INDEPENDENT PRACTICE

Students will complete a KWL chart of what they learned from their own presentations and their

classmates’ presentations.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention: Under direct intervention with the teacher, students who did not

meet the objective will review the assigned resources and highlight important details from the

text. With some assistance, students will attempt to complete the graphic organizer.

Academic Enrichment: Students will be able to research another natural disaster that affects

climate change.

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
REFERENCES

Common Core State Standards Initiative. (2019). English Language Arts Standards » Reading:

Informational Text » Grade 5 » 9. Retrieved from http://www.corestandards.org/ELA-

Literacy/RI/5/9/

5-ESS3 Earth and Human Activity. (2019). Retrieved from https://www.nextgenscience.org/dci-

arrangement/5-ess3-earth-and-human-activity

Create Your Rubric. (n.d.). Retrieved from http://rubistar.4teachers.org/

International Society for Technology in Education (ISTE). (2019). ISTE Standards for Students.

Retrieved from https://www.iste.org/standards/for-students

Thiessen, M. (2018, January 18). Wildfires Information and Facts. Retrieved from

https://www.nationalgeographic.com/environment/natural-disasters/wildfires/

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language