Conflict Resolution and Teamwork in

Language Arts, Science, and Math

FA 5th grade integrated unit on Conflict Resolution. This Unit uses
common core curriculum standards for language arts, science, social
studies, and math. This unit includes the 6 E learning model, the
backwards design model, and a gizmo, or educational device.

Treise McCarthy
EDU 300
December 12, 2017
Fall 2017

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 Table of Contents
Title Page……………..……………………………....………………….…Page 1

Table of Content.………………………………………………………..…..Page 2

Rationale..………....……...…………………………………………….…..Page 3

Concept Map………………………………………………………….….....Page 4

Content Outline……………………………………………………….…….Page 5

Language Arts Lesson………………………………………………...…Pages 6-8

Science Lesson……………………………………………………....…Pages 9-11

Math Lesson……………………………………………………….….Pages 12-14

Appendix……………………………………………………………...Pages 15-16

Resources……………………………………………………….……...….Page 17

Glossary……………………………………………………………………Page 18

Rationale

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 An important part of existing in society is learning to recognize and deal with conflicts when
working within a group. That is why conflict resolution is part of the common core standards for social
studies. It is important to be able to use strategies such as active listening, compromising, asking for help,
“I feel” language, and others to work through conflicts. This unit looks at conflict resolution as it relates
to academics. This theme is integrated with language arts, science, and math lesson to allow for effective
collaboration within the lessons.

The language arts lesson focuses on conflict resolution in literature and using specific information
from the text to explain relationships between characters. The standard chosen for this lesson comes from
the common core and states: [students will] explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a text based on specific information in the text. This lesson uses
the 6E Model. In this lesson, the students will work in small groups, take turns reading, discuss and
summarize the plot of a story, pick out types of conflict from a story (Man vs. Man conflict, Man vs.
Society/nature conflict, Man vs. Himself/herself conflict), create a topic tree electronically, and resolve
the conflicts in a story through rewriting.

The science lesson in this integrated unit focuses on the topic of buoyancy. It includes a standard
from the common core curriculum for science, an experiment, an educational video, group discussions,
and a gizmo. The standard chosen for this lesson is “3.1.5.A9
Describe relationships using inference and prediction.” The students with use inference and prediction in
the experiment testing if an egg will float in regular water and salt water. The video will act as a resource
to introduce the topic to the students before the experiment.

The mathematics lesson uses the Backwards Design Model and focuses on number theory,
common factors, and common multiples. The standard chosen for this lesson comes from the common
core curriculum and states: [Students will] develop and/or apply number theory concepts to find common
factors and multiples. In this lesson, students will work in groups, review past material, complete new
problems, learn about factor rainbows, and take a short quiz.

Through this unit, I hope to successfully integrate conflict resolution schools into language arts, science,
and math lessons to help students build skills in working with a group.

Concept Map

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 CONFLICT RESOLUTION

↙ ↓ ↘
Language Arts: 6E Model Science: Gizmo Mathematics: Backwards
Design Model

↙ ↓ ↘
Text clues: explain the Buoyancy: Items are buoyant, Number theory:
relationships or interactions that is they will float, if they are Students use number
between two or more less dense than the water. If you theory to find common
individuals based on specific change the water to make it more factors and multiples
information in the text. dense, for example by adding salt between two or more
to it, then more items will be able numbers.
to float on it than without the
salt.

↘ ↓ ↙
Conflict Resolution: There are several types of conflict including man vs.
man, man vs. nature, or man vs. himself or herself. There are also several
ways to resolve conflict such as “I feel” language, active listening, or
asking for help. All of these schools should be used throughout students’
educational careers.

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 Content Outline

Rationale
a. The Rationale explains the purpose of this unit. It connects the overlapping social studies standard with
each of the lessons.

Concept Map
a. The Concept Map is a visual guide of the subject areas that the unit will focus on.
b. It also highlights the important role that the social studies standards will play in the student's
education.

Language arts Lesson Plan

a. This lesson plan is based on the common core language arts standard for 5th grade: “explain the
relationships or interactions between two or more individuals, events, ideas, or concepts in a text based on
specific information in the text.”
b. This lesson uses the 6E model and allows for creativity

Science Lesson Plan

a.This lesson plan is based on the common core science standards for 5th grade: “3.1.5.A9
Describe relationships using inference and prediction.”
b.This lesson uses a gizmo to demonstrate an experiment

Mathematics Lesson Plan

a. This lesson plan is based on the common core mathematics standard for 5th grade: “develop and/or
apply number theory concepts to find common factors and multiples.”
b. This lesson uses the backward design model to plan instruction with the end goal as the focus

Conclusion of Unit
a.Teacher will use observation, written assignments and quizzes to evaluate students’ understanding.

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 Language Arts Lesson Plan
Lesson Title:___Conflict Resolution________________ Grade:__5_____

Learning Target: The student will be able to read and comprehend a story, and pick it apart for
details. Students will also be able to describe the conflict between two characters using specifics
from the text and verbalize a creative and effective way to resolve the conflict in the story.

Grade Level Guide: Content Standards, Pa, 5th grade, Social Studies, Language Arts

Content Curriculum Focal Points Common Core State Interdisciplinary Connections

(ie: NCTM, IRA,…)
These standards were taken from
the common core curriculum
Standards
5.3.5.F Social Studies, language arts
Examine different ways This lesson uses a social studies
conflicts can be resolved. standard and a language arts
CC.1.2.5.C standard to connect conflict
Explain the relationships or resolution with finding specific
interactions between two or details in a text.
more individuals, events,
ideas, or concepts in a text
based on specific
information in the text.

Academic Language: Topic Tree, Conflict, Resolution, "I feel.." language, Compromise, and
Active listening, Man vs. Man conflict, Man vs. Society/nature conflict, Man vs. Himself/herself
conflict
I will introduce these words when I have students brainstorm types of conflict/ ways to resolve
conflicts. I will introduce the Topic Tree as a way to organize their thoughts while reading the
story. The topic being conflict resolution, and the branches being different ways they see in the
story or remember from our brainstorming to solve conflicts.

Students’ Needs: Most teachers introduce conflict resolution skills in their classrooms. Students
should already know these types of conflict (Man vs. Man conflict, Man vs. Society/nature
conflict, Man vs. Himself/herself conflict) from social studies lessons. Students may not have
learned how to explain the interactions between characters using specific examples from the text.
Students might also see interactions between characters in a distorted way based on how teachers
or people in their lives to solve conflicts. Students should be able to read and comprehend what
they have read in order to achieve the goals of the lesson. I will connect this lesson to the
students' previous knowledge by asking them to participate in the brainstorming before the
lesson starts.

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 English Language Learners Special Needs

● ODD: During group

● Give students work, out this
storybooks that are student in a group
in their native with students who
language model good
teamwork for him
● Dyslexia: Give this
student an audio
version of his/her
book
● ADHD/ADD:
Provide this student
with a graphic
organizer

Materials: loose leaf paper, a children's book involving a conflict for each group i.e. Cinderella,
the Lorax, The Tale of Peter Rabbit etc.

Language Function: By asking the students to create a new ending to their stories, they will put
conflict resolution into practice rather than just thinking about it.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan (step by step sequence of the lesson)

Before: Engage Tell the students a quick story to interest them...for example "Alice and Tom are
fighting with each other because Alice asked Tom if he liked her painting and Tom said it was ugly.
What are Tom and Alice experiencing? (Conflict) How can Tom and Alice resolve their conflict?"
Have students brainstorm ways to solve conflicts and write them on the board (ask for help, apologize,
speak calmly, compromise, use “I feel” language etc.) Explain.

During: Break students into small groups, based on personality. This will ensure that each group can
work effectively. Next I will give each group a short story book demonstrating a types of conflict.
(Man vs. Man conflict, Man vs. Society/nature conflict, Man vs. Himself/herself conflict). I will have
students read their books within their groups using the “popcorn” style. Explore. The “popcorn styles
is when students read two pages of the story and then say “popcorn” followed by another student in
the group's name. This way each student will have the opportunity to read. Next I will have students
discuss and summarize the main point of the story; and use specific information from the text point
out the type of conflict and the actual conflict between two characters. The students will record all of
this information on a piece of loose leaf paper. Elaborate. Next I will have the students individually
create a topic tree on the computer. Elearning. The topic tree will focus on possible ways to solve the
conflict in the story. Next I will have students share their solutions with their group and then write

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 down a main/common solution to rewrite the end of the story (ex. Cinderella’s step-mother ripped
apart her dress, Cinderella used "I feel" language to explain to her stepmother how Cinderella felt
unloved when she ripped her dress, Her step-mother realized how her actions hurt Cinderella. The
stepmother apologized to Cinderella, and helped her to make a new dress.)
Have students present their conflict and their new ending to the other groups. Students may illustrate
their new ending if they want to, but it is not required.

After: The students will hand in their written work including their topic tree. Evaluate.
Assessment: I will collect the written work and topic trees; and I will look at them to see if each
student could comprehend the story, and if he or she can verbalize effective ways to solve
conflicts. It is an informal assessment. If students have trouble writing down their thoughts, then
I can help have that student verbally tell me what would be in his or her topic tree while the other
students are typing independently. Student must be able to recognize the characters and their
disagreement. Students must be able to use specific information to determine the type of conflict.
Student must also be able to remember at least two methods of conflict resolution such as “I
feel” language, or using a compromise.

Type of Description of Modifications to Evaluation Criteria- How good is

assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
Informal Create a topic tree, Verbal Students must be able to use specific
create a new ending assessment if information to determine the type of
to the story, students necessary conflict. Student must also be able to
will engage in group remember at least two methods of
discussion/ group conflict resolution such as “I feel”
work language, or using a compromise.

Science Lesson Plan

Lesson Title:___Buoyancy___________________ Grade:___5____

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Learning Target: The student will be able to explain buoyancy, and write a reflection of this
lesson. The students will be able to work as a group to form a hypothesis, and effectively resolve
any conflicts or disagreements that may arise. Students will be able to utilize their understanding
of the Scientific Method to guide them in determining how the amount of salt affects how high
an egg will float.

Grade Level Guide: Content Standards Pennsylvania, 5th grade, social studies, science

Content Curriculum Focal Points Common Core State Interdisciplinary Connections

These standards were taken from
the common core.
Standards
5.3.5.F
Examine different ways
conflicts can be resolved.
3.1.5.A9
Describe relationships using
inference and prediction.
Science and Social Studies
I will use a social studies standard
and a science standard to connect
the skills of effective
communication and resolving
conflicts to scientific skills such as
inference and prediction. By
connecting these skills I hope to
help students learn how to
hypothesize and experiment with
group members.

Academic Language: Buoyancy, conflict resolution, hypothesis, experiment

Students’ Needs: Students have to be able to effectively work in groups to hypothesize and
discuss the given topic (buoyancy). Students need to have an understanding of the scientific
method. Students must understand what a hypothesis is.

English Language Special Needs (can be a group such

Learners as “struggling readers” or
individuals)
● ODD: Provide a clearly step
● Steps of the by step instruction sheet of
experiment written what the class will be
in his/her native working on during each part
language of the lesson, so that this
student does not need to be
redirected

● Dyslexia: Front row seating

to see everything that is
written in the video more
clearly

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 ● Set a timer for each part of
the lesson for students with
ADHD to help him/her stay
on task. For example tell the
class that they have 15
minutes to form a hypothesis
with their group mates and
put a visible timer up so that
students with ADHD can use
a visual to stay on task.

Materials: Gizmo, salt, water, egg, pencils, paper

Language Function: How will you move your students beyond lower level thinking to engage
them in your content area (ie: “thinking like an Historian”)? Which of the following are
appropriate for providing evidence of learning these objectives? Describe how you and/or your
students will incorporate these terms (from the Academic Language section) into the lessons by
identifying a key learning task from your plans that provides students with opportunities to
practice using the language function.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan (step by step sequence of the lesson)

Before: Before the lesson, I will introduce buoyancy to the students by showing them a video
explaining it. Next, I will then have them, as groups, write a definition in their own words. Then I will
write the definition on the board for the students to make sure they understood correctly. If there is
any confusion with the definition at this time I will explain further. Next I will introduce the
experiment/gizmo. If we put an egg in salt water, will it float?

During: I will them ask each group to discuss the question and then write two group hypotheses.
Firstly, will an egg float in regular water? Secondly, will an egg float in saltwater? The students will
discuss what they think will happen and why. Students will have about 15 minutes to discuss and
hypothesize because it is an important time for them to bring their ideas together and communicate
effectively. After the students have their hypothesis, I will gather them around the gizmo and we will
complete the experiment. First I will drop the egg into plain water. I will ask the students if their
hypothesis was correct and to think about why or why not. Then I will drop the egg into salt water. I
will then ask the students again if their hypothesis was correct and why or why not. Next the students
will engage in a discussion with me about why the egg only floated in salt water. The students should
know from our earlier discussion that something sinks if it is more dense than the water). This should
mean that the egg is more dense the water, so I will prompt the students by saying “if the density of
the egg never changed why does the egg float in saltwater? What changes in the water?”
After: After we finish discussing how the salt changes the water to make it more dense, and therefore
allow the egg to float, the experiment is complete. After the experiment, I will have the students

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 reflect on the results and then write a brief reflection of what happened in the experiment, why it
happened, and if their hypothesis was correct.

Assessment: I will observe students while they are having group discussions to see how they
communicate and resolve conflicts. Then I will collect their papers with their hypothesis and
reflection to evaluate their participation and understanding.

Type of Description of Modifications to Evaluation Criteria- How good is

assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
Informal/ formal observation of verbal assessment As this lesson is meant to introduce the
conflict resolution; rather than topic of buoyancy, the students work
written reflection handing in written simply has to show participation and
work for students understanding of the concept
who struggle with
writing legibly.

Resources: https://www.youtube.com/watch?v=nMlXU97E-uQ This is a video explaining

buoyancy. I will show it at the beginning of the lesson. It was helpful because students love
videos during class even if they are educational videos. This video has very good content and
uses language students can understand.

Math Lesson Plan

Lesson Title:Number theory:Factor and Multiples using snacks___ Grade:_5____

Learning Target: The students will be able to solve math problems in which they find common
factors and multiples between two or more numbers using the set intersection method. Students

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will be able to work on math problems in groups and will be able to resolve any conflicts using
previously discussed skills.
Grade Level Guide: Content Standards: Pa, grade 5, Math, Social Studies

Content Curriculum Focal Points Common Core State Interdisciplinary Connections

NSES
These standards were taken from
the common core curriculum
Standards
Social Studies standard-
5.3.5.F
Examine different ways
conflicts can be resolved.
I will use a social studies standard
and a math standard to encourage
effective group work and conflict
resolutions in math.

Math Standard -
CC.2.1.6.E.3
Develop and/or apply
number theory concepts to
find common factors and
multiples.

Academic Language: factors, method, set intersection, multiples, number theory

Students’ Needs: Students will need to know how to multiply and divide numbers. Students
must be able to work collaboratively with their group members. I will connect previously learned
material by doing a few problems on the board and reminding them of the number theory they
have experienced in the past.

English Language Learners Special Needs

● ODD: Provide a
● Find video quiet space for
resources that students’ with ODD
introduce the topic where he/she can go
in that students if their are frustrated
native language or overwhelmed.
● ADHD: Minimize
classroom
distractions for this
student. For
example putting this
student in a group
of students who
usually display on
task behavior.

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 ● Dyslexia: Write the
problems that the
groups will be
completing in large,
double spaced print
on a piece of paper
for the student so
he/she does not
have to look at the
board.

Materials: Pencils, paper, M&Ms, calculators

Language Function: Students will use these skills to help them understand a basic level of
factors, multiples, division, and multiplication in order to help them later in their math classes.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan (step by step sequence of the lesson)

Backwards Design: Before I teach the lesson, I will use the backwards design model to plan the
instruction. In order to identify the desired result, I will look at the common core standard which is to
develop and/or apply number theory concepts to find common factors and multiples. My goal is for
each student to understand how to find common factors and multiples by the end of this lesson. The
next step of the backwards design model is to determine evidence that the students have met the
objective of the lesson. To obtain evidence on the students’ understanding, I will give them a short
quiz after the lesson. The final step of the BDM is to plan the lesson and instruction. The lesson
procedures are listed below.

Before: I will introduce the lesson by asking the students to give me at least two factors and multiples
of a single digit number. Next I will remind them that 1 and the numbers are always automatic factors.
I will demonstrate that by doing an example on the board. Next I will describe what it means for two
or more numbers to have common factors. And I will demonstrate it on the board with the set
intersection method. I will use a calculator or mental math to find the factors and multiples, but the
students will find the factors and multiples with M&Ms.

During: I will break the students up into groups that I have chosen beforehand based on which
students work well together in order to achieve a positive classroom climate. I will give each group
M&Ms. I will tell the students to find the factors of 18, 24, and 9 by separating the candy into
different groups. I will then ask the students to find the first six multiples of 2, 6, and 5 using the
candy. The students will work together and discuss their findings. Then the students will write the
factors and multiples of each in set form. The students will look at the sets to pick out common
multiples and factors among the three numbers.

After: I will ask the students to share their answers with the class. I will answer any questions the
students have. I will give the students the analogy of a factor rainbow to help them remember and

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 make sure they have all factors listed. After the lesson I will give the students a short quiz with two
factor problems and two multiple problems to test their understanding and show me what I need to go
over in more detail.

Assessment: I will observe students' participation in the group work. I will look at the student's
written problems. I will give the students a short quiz to test their knowledge and understanding.

Type of Description of Modifications to Evaluation Criteria- How good is

assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
Informal, formal Observation of group I will allow The students will show their
work; written students to understanding meets the common core
problems; quiz verbally show me standards through the informal and
that they formal assessments (observation, quiz).
understand the
lesson if they
have trouble
writing.

Appendix

Gizmo Instructions: Sink or Float

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Sink or Float is a gizmo that was constructed mainly out of PVC piping, Tupperware containers, and
wood blocks forming an egg slide and a salt boat that drops salt into water. This gizmo is used to make
the science experiment of testing buoyancy using salt and an egg more interesting and interactive for the
children learning the subject. The students will be able to put the egg in the slide and make the salt fall
into the water.

Purpose
The purpose of this gizmo is to help teach children about buoyancy in a more fun way while also getting
them interested in engineering and building. The design of this gizmo makes it more interesting to put an
egg and some salt into water, therefore giving the kids more enjoyment and more willingness to learn the
subject. Also, the fact that it’s fun will hopefully get the kids to want to build something more, increasing
their interest in engineering.

Materials
PVC (at Lowes):
● One - 5ft long ¾ in diameter pipe -$2.63
● One - 5ft long ½ in diameter pipe -$1.84
● Two - ¾ in tee connectors -$1.00
● Two - ¾ in elbow connectors -$1.28
● Two - ¾ inside out elbow connectors -$3.20
● One - 2 in 90o elbow connector -$1.08
● One - 2 in combo tee / 90o elbow connector -$5.28
● 8 pack - ¾ in screws -1.24
Kroger:
● Three GladWare® Tupperware container -$2.99
● Three Kroger salt -$1.47
● Kroger medium sized grade A eggs -$0.89
Estimated Price: $22.90
Other materials needed for assembly:
● Screwdriver
● One 4x4x12in block of wood
● One 4x4x4in block of wood
● Four plastic weigh boats
● Paper
● Duct tape
Building Instructions
Salt Apparatus:
1. Saw five, 8 1⁄2in long pieces of 3⁄4in PVC pipe, one 9in long piece of 1⁄2in pipe, and four 4in
pieces of 3⁄4in pipe
2. Stack the weigh boats on top of each other and connect with duct tape.
3. Drill a screw through the weigh boats and through the 1⁄2in pipe piece
4. Connect the PVC pipe pieces as shown below
5. Drill a 1⁄4in in the bottom of one of the Tupperware containers about 1 in off center
6. Drill two holes, one on each long side, in the middle of the container to fit a 3⁄4in pipe piece

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 7. Cut a 3in piece off one of the Tupperware container lids and place it in the axis with the 1⁄2in
pipe. This will keep the bar from rotating.
8. Cut out two 3inx1in flat plastic pieces from one of the Tupperware lids. Duct tape the edges as
shown below. Cut out a piece of paper to fit in the grooves made by the plastic. This will allow
control over the salt falling through the hole.
9. Fill the top container with salt
Egg Slide:
1. Take the 2in combo tee / 90o elbow connector and the 2in 90o elbow connector and connect them
with duct tape as shown.
2. Lay the inside of the tube with duct tape to prevent the egg from cracking on the way down.
3. Take the 4x4x12 block of wood and lay it upright. Drill the pipe in at the mouth of the pipe as
shown.
4. Rest on the 4x4x4in block of wood as shown

Resources

1). Language Arts Lesson:

a. https://www.pdesas.org/Standard/Search

b. This website is where I found the common core standards

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2). Science Lesson:

a. https://www.youtube.com/watch?v=nMlXU97E-uQ

b. This is a video explaining buoyancy. This video has very good content and uses language

students can understand.

c. https://www.pdesas.org/Standard/Search

d. This website is where I found the common core standards

3). Math Lesson:

a. https://www.pdesas.org/Standard/Search

b. This website is where I found the common core standards

Glossary

Active Listening: is a communication technique that requires the listener to fully concentrate, and
understand what the other is saying.
Buoyancy: the ability or tendency to float in water or air or some other fluid
Compromise: an agreement or a settlement of a dispute that is reached by each side making concessions
Conflict: a disagreement or argument

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Experiment: a scientific procedure undertaken to make a discovery, test a hypothesis, or demonstrate a
known fact.
Factors: A number that divides another number
Factor Rainbow: A technique used to find factors. A number is in the middle and either end of the
rainbow are factors of that number. You continue making layers of the rainbow until there are no more
factors.
Gizmo: An educational device
Hypothesis: proposed explanation made on the basis of limited evidence as a starting point for further
investigation.
“I feel” language: A way of communicating with others to explain how each person feels in a situation.
Man vs. Man Conflict: A conflict involving two people
Man vs. Himself/Herself conflict: A conflict that one person has with himself/herself
Man vs. Society/Nature conflict: A conflict a person has with society or nature
Number Theory: the branch of mathematics that deals with the properties and relationships of numbers,
especially the positive integers.
Resolution: The solution to a problem
Scientific Method: A procedure that involves observation, measurement, and experiment, and the
formulation, testing, and modification of hypotheses.
Topic Tree: A type of graphic organizer in which the main idea is the tree and the details are branches

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