Big Idea: Life is a team sport: the individual matters to the group.
Emily Gerycz
DAY #1- Math
Lesson Title …the individual matters to
the team.
Objective As a small group, students
will correctly solve a
sequence of two to four
calculations that require
multiplication and division
of decimal numbers.
Standards IAS- 5.C.8- Add, subtract,
multiply, and divide
decimals to hundredths,
using models or drawings
and strategies based on
place value or the
properties of operations.
Describe the strategy and
explain the reasoning.
Materials Envelope for AS,
envelopes of first clues,
baggies with clues, task
cards, recording sheers,
whiteboards and markers
Body Activities - Mini lesson
-Find first clue and split
into teams
-Teams work on tasks,
move around the room to
find clues, and complete
challenges
- Move back to desk for
whole class discussion and
closure
Assessment  Thumbs-up,
down, in the
middle for during
whole group
time.
 Problems
completed on
recording sheet.
 Anecdotal notes.
 Higher level
thinking
questions.
Safety -Choose a location where
students have enough
room at their team
headquarters
-Only choose one student
to move for clues to avoid
all students running
around
-Make sure items are
picked up and out of isles
DAY #2- Reading
…the individual matters to
the classroom.
-Guided Reading- After
reading The Three Pigs by
David Wiesner and
discussing in a small group,
students will correctly
identify the theme of the
book.
-Station One- Given a
theme and a list of
folktales, students will
match each folktale with
the correct theme.
-Station Two- Given a Study
Island assessment, students
will complete the
assignment with at least
70% accuracy.
IAS 5.RL.2.2- Determine a
theme of a story or play, or
poem from details in the
text, including how
characters respond to
challenges or how the
speaker in the poem
reflects upon a topic;
summarize the text.
Picture for AS, The Three
Pigs, common folktale
books, keys with themes on
them, answer key for
station, Chromebooks
- Mini lesson
- Centers
 Guided reading
 Theme game
 Study Island
-Move back to desks for
closure
 Hold up number
on how students
feel about theme.
 Higher level
thinking and QAR
questions.
 Anecdotal notes.
 Theme matching
activity.
- Students will move around
and as a group for the
theme game; provide a
place where there is plenty
of space and items are
picked up off the floor
DAY #3- Science 1 DAY #4- Writing Day #5- Science 2
…the individual matters …the individual matters to …the individual matters to
to the ecosystem. your circle. the environment.
-After the lesson, -Using the form of a letter, -After students complete a
students will be able to newspaper article, or speech, graphic organizer, they will
identify parts of the food students will use descriptive describe at least two ways
web and how they word choice to write to that water pollution is
interact. encourage someone in close harmful.
-After the class relation to them. -After the lesson, students
discussion, students will will identify one positive
complete an exit slip to action step to personally
describe how organisms fight against water
within an ecosystem rely pollution.
on each other.
IAS 5.LS.1- Develop a IAS 5.W.4 Apply the writing IAS 5.ESS.3- Investigate
model to describe the process to generate a draft by ways individual
movement of matter developing, selecting and communities within the
among plants, animals, organizing ideas relevant to United States protect the
decomposers, and the topic, purpose, and genre; Earth’s resources and
environment; 5.LS.2- revise to improve writing, using environment.
Observe and classify appropriate reference
common Indiana materials (e.g., quality of ideas,
organisms as producers, organization, sentence fluency,
consumers, and word choice); and edit writing
decomposers, or for format and standard English
predator and prey based conventions.
on their relationships
and interaction with
other organisms in their
ecosystem.
Pictures for AS, picture Crayons for AS, Come on Rain Picture of Lake Erie for AS,
sort cards, recording book, sample writing, writing pitcher, egg carton, glitter,
sheet/graphic organizer, journals green food coloring
QR codes for research,
Chromebooks
-Pose question -Whole group mini lesson -Pollution demonstration
-Picture sort  Word choice (students gather around
-Partner research  Read Come on Rain table)
-Whole class discussion -Find spot in room to write - Class discussion/mini
 Create food  Writing conferences lesson/fill out graphic
web without -Sharing organizer
the term -Watch video
 Introduce term -Take action sticky note
“food web”
-Revisit hypothesis
-Exit slip
 Picture sort  Anecdotal notes  Graphic organizer
 Graphic during mini lesson and  Anecdotal notes
organizer and conferences  Lab conclusion
recording sheet  Writing piece  Higher level
 Higher level (assessed with word thinking questions
thinking choice rubric)  Take action post-
questions it-note
 Anecdotal notes
 Revisiting
hypothesis
 Exit slip
-Provide resources for -Ensure that students choose a -During the demonstration,
students to use for safe place to work that is not a students will not be
research instead of safety hazard or near someone allowed to cross a
letting them search the that will keep them off task boundary that I set. I will
internet on their own pour the water into the
carton to prevent spilling
and spilling. The egg carton
will also be in a tray with
sides, so that if some of the
water does spill, it spills in
the tray and not on the
floor.