Day 1 Day 2 Day 3 Day 4 Day 5

Lesson Topic Math: Types/Parts Reading: The Science: The Scientific Writing: The Science: The
of Angles Underground Method // Factors Underground Railroad Scientific Method //
Railroad // Utilizing Affecting Energy // Applying Factors Affecting
Information and Information and Plant Growth
Strategies Writing Traits
Objectives --After engaging in --After this lesson, --After engaging in the --After this lesson, --After engaging in
the lesson and students will be able lesson and activities, students will be able the lesson and
activities, students to utilize a variety of students will be able to write a descriptive activities, students
will be able to label strategies and engage to apply and expand narrative essay that will be able to
and explain the four in appropriate their knowledge on highlights their determine which
main types of angles, activities that assist the factors affecting proficiency regarding combination of
rays and lines, and in gaining parts of potential and kinetic the writing traits of conditions and
endpoints. information about energy. organization and variables best help a
--After completing and within complete, --After engaging in the voice. plant grow.
the activities, separate texts. lesson and activities, --After engaging in
students will be able students will be able the lesson and
to provide to understand and activities, students
explanation for how utilize all steps of the will be able to
the different types of scientific method in understand and
angles worked order to solve a utilize all steps of the
together to create problem and answer scientific method in
their figures. an initial question. order to solve a
problem and answer
an initial question.

Standards 4.G.3 – Recognize 4.RN.2.3 — Explain 4.PS.2 – Investigate 4.W.3.3 – Write 4.LS.2 – Use evidence
angles as geometric the relationships the relationship of the narrative to support the
shapes that are between events, speed of an object to compositions in a explanation that a
formed wherever procedures, ideas, or the energy of that variety of forms that – change in the
two rays share a concepts in a object. --Establish an environment may
common endpoint. historical, scientific, 3-5.E.2 – Construct introduction, with a result in a plant or
4.G.4 – Identify, or technical text, and compare multiple context to allow the animal will survive
describe, and draw based on specific plausible solutions to reader to imagine the and reproduce, move
rays, angles (right, information in the a problem based on world of the event or to a new location, or
acute, obtuse), and text. how well each is likely experience. die.
perpendicular and 4.RN.4.2 — Combine to meet the criteria --Organize events that 3-5.E.2 – Construct
parallel lines using information from two and constraints of the unfold naturally, using and compare
appropriate tools texts on the same problem. meaningful multiple plausible
(e.g., ruler, topic in order to paragraphing and solutions to a
straightedge, and demonstrate transitional words and problem based on
technology). Identify knowledge about the phrases. how well each is
these in two- subject. --Use dialogue and likely to meet the
dimensional figures. descriptive details to criteria and
develop events and constraints of the
reveal characters’ problem.
personalities, feelings,
and responses to
situations.
--Employ vocabulary
with sufficient sensory
(sight, sound, smell,
touch, taste) details to
give clear pictures of
ideas and events.
--Provide an ending
that follows the
narrated experiences
or events.

Materials --Cut out puzzle --Letter cards/tape --Pre-made --Children’s books – --Pre-made chocolate
 pieces of pictures --Pre-printed articles PowerPoint Sweet Clara and the chip cookies (four
showcasing angles --Pre-printed --Projector/laptop (for Freedom Quilt and If I types explained in
--Projector/laptop directions for each video/PowerPoint) Just Had Two Wings Anticipatory Set)
(for playing a video) workstation --Anchor chart paper --Anchor chart --Completed anchor
--Pre-designed --Pre-printed escape --Writing utensils --Pre-printed chart from previous
anchor chart room materials --Pre-printed flipbook flipbooks model experiment
--Paper plates (in --Anchor chart packets (one per --Paper, writing --Anchor chart paper
two different colors, --Timer on screen for student) utensils, and --Writing utensils
~50 plates total switching rotations --Calculators (one per clipboards --Pre-printed
equaling 2 for each --Whiteboard group) --Individual iPads directions
student) --Paper/writing --Model experiment --Pre-printed
--2-3 boxes of utensils materials: flipbook packets (one
spaghetti noodles --Individual iPads -Apple slices (both per student)
--2-3 bags of mini- browned and fresh) --Previous materials
marshmallows -Cups already tested in
--Giant post-it notes -Lemon juice model experiment:
--Writing utensils -Milk -Apple slices (both
(pencils and dry -Water browned and fresh)
erase markers) --Experiment -Cups
--Washi tape materials: -Lemon juice
--Individual iPads -Wooden ramp with -Milk
(provided) beveled end and a -Water
channel down the --Experiment
center materials:
-Marbles -12 small terra
-Lengths of textured cotta pots (or plastic
fabric, cut to fit the cups as a cheaper
ramp (cloth towel, alternative)
paper towel, foil, -12 budding plants
sandpaper, wax paper, -Enough soil for 12
cling wrap, foam) plants
-Red, yellow, and -Small bag of
green masking tape fertilizer
-Permanent marker -Pitcher of water
-50’ measuring -Small cups for
tape(s) pouring water

Body/Activitie Anticipatory Set: Anticipatory Set: Anticipatory Set: Anticipatory Set: Anticipatory Set:
s Spread out in small Whole group on the Whole group on the Whole group on the Invite students to the
groups around the carpet – We will carpet - Show students carpet - Engage carpet. Pass out four
classroom - Students begin our lesson as a a PowerPoint of students in a game of different kinds of
will be divided into whole group on the pictures that are charades. Provide pre-made chocolate
four pre-assigned carpet. Each student extremely zoomed in. prompts such as chip cookies: one
groups. Each group will be given a card Have them discuss “snowman” or made according to a
will have a picture of with a letter on it. among one another “alligator.” After the regular recipe, one
a real-life object The activity will be what they think the students play a few made with
showcasing one of played in a similar full picture will reveal. rounds, lead into the applesauce instead of
the four main angles manner to hangman To their surprise, their lesson by saying, sugar, one made with
(ex: a picture of a or Wheel of Fortune. guesses will most “When you played Splenda instead of
clock with clock One student will be likely be incorrect. For charades, you were sugar, and one made
hands – obtuse the “guesser” while example, if you zoom limited on how you with no added sugar
angle, pizza slices – the other students in on a fly’s eye, it could communicate. at all. Pass these
acute angle, wait their turn to appears to be a You had to rely on cookies out in color-
checkerboard – right provide their letters. kickball. After elaborate motions to coded cupcake liners
angle, and a The “guesser” will discussing and communicate the idea. so that both you and
billboard – straight call out a letter one at revealing In writing, you are students can keep
angle). Each picture a time until all the approximately five relying on the words track of which is
will be cut up into letter cards have examples, transition on a page to reach out which. Ask students
puzzle pieces, and been revealed (taped into the lesson by and grab ahold of your to taste each cookie.
the students must on the board) or until saying, “Sometimes, readers. Your After all cookies have
work together to he/she can solve the we think we know the personalities must been tasted, have all
create the big puzzle. The puzzle whole picture when shine through.” students vote on
picture. will eventually reveal really we only their favorite cookie.
the topic: The understand a part of it. Lesson Presentation: Keep a tally on the
Lesson Underground If we do not have Whole group on the board of the votes for
Presentation: Railroad. certain context or carpet – Introduce the each cookie.
Whole group on the certain parts, then our writing trait of voice
carpet – Students Lesson Presentation: understanding of the by playing a video. Lesson Presentation:
watch a video about Three rotating whole will be skewed. Give students Whole group on the
the types of angles, groups at three When we see the flipbooks about the carpet – Review the
and we work workstations around whole picture, characteristics of voice scientific method and
through an anchor the classroom – however, it makes a for them to follow conclude the model
chart on the types of Guided Reading lot more sense!” along and take notes experiment. Move
angles. We utilize station – Students while the anchor chart onto an experiment
hand motions, work with the Lesson Presentation: is being presented. in which students
verbal devices, and teacher to work Guided Practice – Read two short will test 12 plants
plate manipulatives through a passage of Whole group on the excerpts from two with different
to reinforce the text, noting text carpet; Review example books. Now variables and
concept. structure and using concepts of kinetic and that the trait has been conditions. They will
Individual work at strategies of potential energy explained and fill out their flipbook
desks – Students comparing and through a video and examples have been packets along the
create their own summarizing. discussion. Present an shown, model with a way.
structures out of Escape Room Station anchor chart and a personal example.
spaghetti noodles – Students will use model experiment to Share your own piece Closure: As students
and marshmallows, the strategy above to practice using the of writing that details wrap up their
including the types complete an “escape scientific method. the time you thought experiments, instruct
of angles in their room.” Because of Independent practice you lost your little them to quickly clean
structures. students’ prior – Dismiss students to brother at a parade. up their areas and
knowledge due to a various parts of the Use a strong hook and materials. Call
Closure: Whole brief story we read room for them to work provide vivid detail, students back to the
group on the carpet about the on an experiment with emotion, and dialogue. carpet. Since the
– Students come underground marbles, textures, and After reading the groups cannot share
back to share their railroad on a friction. Students will example, ask students their findings with
structures. Some previous day, fill out scientific what aspects of voice the class yet due to
share with the students know that method flipbook they noticed the nature of the
whole group, but the slaves often packets as they throughout. Allow experiment, allow
every student has an escaped to freedom complete the students to practice students to share any
opportunity to share using secret codes experiment. with monitored additional thoughts
their own work with and songs. Students assistance before they relating to the
their shoulder will be tasked with Closure: As students venture out on their experiment or their
partner. We helping a slave wrap up their own for the main own questions. Ask
continue in a brief escape to freedom. experiments, instruct writing task. Ask students if any
discussion on the They will be given a them to quickly clean students to write one aspects influenced
carpet to debrief card that provides up their areas and paragraph about their initial thoughts
thoughts and background materials. Call eating and and hypotheses.
questions about the information on the students back to the experiencing their Allow students to
lesson. slave, such as where carpet. Since the favorite food. Remind compare and
they are from, what groups cannot share them to utilize the contrast their
they have been their findings with the same aspects thoughts and
through, and where class yet due to the including vivid detail, questions.
they want to escape nature of the emotion, and dialogue.
to. Students must experiment, allow Students will pair up
then decode a series students to share any and share their brief
of riddles and puzzles additional thoughts writings with one
in order to find clues relating to the another. Students will
along their journey in experiment or their write their own
helping a slave own questions. Ask descriptive narrative
escape through the students if any aspects essays. In these essays,
underground influenced their initial students will take on
railroad. thoughts and the persona of a
Children’s Literature hypotheses. character of their
- Students will access Allow students to making and describe
 a link on their iPads compare and contrast an episode in their
to read Henry’s their thoughts and journey to freedom on
Freedom Box. After questions. the underground
reading the book, railroad, similar to the
students will write a stories found in both
short paragraph to children’s literature
summarize the key texts. Conference with
details and facts. The no more than three
paragraphs must students. Students will
include at least five share in two ways: in
sentences. Students pairs and with the
will be given an whole group. Each
example on a printed student will have a
piece of paper of a chance to share at
structure that they least once and some
could choose to students will get to
follow to aid them in share twice.
writing their
paragraph since I will
be primarily present Closure: After
at the guided reading students have shared
station. We will in pairs and in whole
discuss our group, connect
summarized everything back to the
paragraphs in the big idea. Explain that
closure to compare just as we play
and contrast the two figurative yet active
texts. parts for the good of a
whole, the traits of
Closure: After all organization and voice
rotations conclude, are parts of writing
we will gather on the that form a coherent
carpet for closure. and quality whole
We will discuss our work of writing. Allow
summarized students time to
paragraphs to discuss this idea.
compare and Expand the discussion
contrast the two by asking questions
texts. We will also about what they found
have a discussion on most challenging
the various strategies about using their
we used at each voice, how they used
station and compare voice well, and how
and contrast the they plan to improve
elements of each their use of voice.
station as well. We
will also relate back
to the big idea.
Assessments Formative – Formative – Formative – Formative – Formative –
Monitoring student Monitoring student Monitoring student Monitoring student Monitoring student
progress throughout progress throughout progress throughout progress throughout progress throughout
Summative – Google Summative – Writing Summative – Flipbook Summative – Text Summative – Coming
classroom exit slips activity at individual packets (for creativity structure flipbooks back to model
and presentation of workstation and and accuracy) and the and sharing their experiment and
structures to the whole group success of the marble writings with peers discussing those
whole group/in discussion experiment results, flipbook
pairs packets (for
creativity and
accuracy), and the
success of the plant
experiment
Safety Students should be Students should
directed on how to utilize gloves when
appropriately manage managing fertilizer
science experiment and soil and be
materials, specifically directed to wash
the long wooden hands after using the
ramp. fertilizer and soil.
Students should be Students should be
directed not to put the directed on how to
marble anywhere appropriately handle
dangerous in, on, or the terra cotta pots to
around their body or avoid dropping
space. and/or breaking the
pots.