Lesson Plans for the Week of: 6 – 10 Oct
Teacher Name: J. Helton
MONDAY Date: 10/6
Class:
TUESDAY Date: 10/7
NCES
NC State - Wolfpack
WEDNESDAY Date: 10/9
THURSDAY Date: 10/2
FRIDAY Date: 1010
Morning Work
Dictionary and Thesaurus Word Search
Math and ELA problems
Social Studies Problems
Math and ELA problems
Science Problems
Read Aloud/Shared Reading
Book Title: : “The Birchbark
House” Unit 5 – T96, Student
#563
Author: Louise Edrich
Genre: Historical Fiction
Reading Mini Lesson (10-15 min)
Standard/Objective: RL.5.9 Compare
and contrast stories in the same genre
on their approaches to similar themes
and topics
Read Aloud/Shared Reading
Book Title: : “The Birchbark
House” Unit 5 – T96, Student
#563
Author: Louise Edrich
Genre: Historical Fiction
Reading Mini Lesson (10-15 min)
Standard/Objective: RL.5.9
Compare and contrast stories in the
same genre on their approaches to
similar themes and topics
Key Questions: How can we
compare and contrast the themes of
stories?
Key Questions: How do we assess
what we have learned this week?
Reading Workshop 7:45-9:15
Read Aloud/Shared Reading
Book Title: : “The Birchbark House”
Unit 5 – T96, Student #563
Author: Louise Edrich
Genre: Historical Fiction
Read Aloud/Shared Reading
Book Title: : “The Birchbark House”
Unit 5 – T96, Student #563
Author: Louise Edrich
Genre: Historical Fiction
Read Aloud/Shared Reading
Book Title: : “The Birchbark House”
Unit 5 – T96, Student #563
Author: Louise Edrich
Genre: Historical Fiction
Reading Mini Lesson (10-15 min)
Standard/Objective: RL.5.9 Compare and
contrast stories in the same genre on their
approaches to similar themes and topics
Reading Mini Lesson (10-15 min)
Standard/Objective: RL.5.9 Compare and
contrast stories in the same genre on their
approaches to similar themes and topics
Reading Mini Lesson (10-15 min)
Standard/Objective: RL.5.9 Compare and
contrast stories in the same genre on their
approaches to similar themes and topics
Key Questions: How can we compare and
contrast the themes of stories?
Key Questions: How can we compare and
contrast the themes of stories?
Key Questions: How can we compare
and contrast the themes of stories?
Skill/Strategy Development: comparing and
contrasting stories with similar themes,
predicting and inferring.
Skill/Strategy Development: comparing and
contrasting stories with similar themes,
predicting and inferring.
Skill/Strategy Development: comparing and
contrasting stories with similar themes,
predicting and inferring.
Inference:
Watch Video https://www.youtube.com/watch?v=JWSqxItd9
SU
Inference: - Watched Pigeon Impossible.
Ask: What is the man's profession? What is
the setting? What might happen?
https://www.youtube.com/watch?v=jEjUAnPc2
VA
Inference: Crime Scene - students came
in they took a few minutes to just look at
everything. Then they create two columns
on their paper, Clues and Meaning. They
then wrote down everything that was out of
the ordinary for the area of the crime and
what it might mean. Remind students to
use their background knowledge of the
room and the clues given to understand
what happened and why. Talk about the
scene of the crime and what they can infer
we then look closer at each clue.
Take in suitcase with items to go to African
vacation. Show the class 2 or 3 items and then
let them discuss with their group.
Guided Practice: Teacher and students work
together to read and compare and contrast
themes, predicting events in the story.
Making Predictions:
http://www.brainpopjr.com/readingandwriting/
comprehension/makepredictions/preview.we
ml
Pass out Prediction Sheets to predict what will
happen in this story
Closure: class discussion
Materials: Journey’s textbook, post-its, smart
lesson, chart paper, reading notebooks
Vocabulary: astonished, nerve, bared,
banished, reasoned, envy, spared, margins,
deserted, upright
Guided Practice: Teacher and students work
together to read and compare and contrast
themes, predicting events in the story
Closure: class discussion
Materials: Journey’s textbook, post-its, smart
lesson, chart paper, reading notebooks
Have them look closer - magazine was a
gaming magazine and that the receipt was
from Game Stop. Talk about the missing
chair.
Crime Scene:
- remove one of the reading chairs and
bean bag chair
- chair turned over
- snack and drink left on table (empty
Pringles can and a half empty soda)
Skill/Strategy Development: comparing
and contrasting stories with similar
themes, predicting and inferring.
Teacher will finish reading text and
give weekly assessment.
Weekly Spelling Words
Assessment:
Comparison and Contrast:
Make Venn diagram comparing this
story and Tucket’s Travels.
Vocabulary: astonished, nerve,
bared, banished, reasoned, envy,
spared, margins, deserted, upright
Guided Practice: Teacher and
students work together to read and
compare and contrast themes,
predicting events in the story
Closure: Assessments and class
discussion.
Closure: class discussion
Materials: Journey’s textbook, post-its,
smart lesson, chart paper, reading
notebooks
Vocabulary: astonished, nerve, bared,
banished, reasoned, envy, spared,
margins, deserted, upright
Vocabulary: astonished, nerve, bared,
banished, reasoned, envy, spared, margins,
deserted, upright
- open gaming magazine
- crumpled up receipt from Game Stop on
floor
- Target bag with extra snack and drink left
on another chair
What happened?
Students will figure out that someone came
into the room and ate a snack while reading
their gaming magazine. They stole the chair
and left behind their extra snacks and the
receipt was from Game Stop. Students to
infer that the person had bought snacks to
have while playing games and stole our
comfy chair to sit in while playing games.
Guided Practice: Teacher and students
work together to read and compare and
contrast themes, predicting events in the
story
Closure: class discussion
Materials: Journey’s textbook, post-its,
smart lesson, chart paper, reading
notebooks
Vocabulary: astonished, nerve, bared,
banished, reasoned, envy, spared, margins,
deserted, upright
Differentiated
Reading Groups (30 min)
Differentiated
Reading Groups (30 min)
Differentiated
Reading Groups (30 min)
Differentiated
Reading Groups (30 min)
Differentiated
Reading Groups (30 min)
Standard/Objective: Monitor and Clarify
RL.5.10: Read and comprehend literature
independently and proficiently.
Standard/Objective: Monitor and Clarify
RL.5.10: Read and comprehend literature
independently and proficiently.
Standard/Objective: Monitor and Clarify
RL.5.10: Read and comprehend literature
independently and proficiently.
Teacher Guided Group: City in the Cliffs,
Buffalo Hunt, Old Barks Cure
Teacher Guided Group: City in the Cliffs,
Buffalo Hunt, Old Barks Cure
Teacher Guided Group: City in the Cliffs,
Buffalo Hunt, Old Barks Cure
Standard/Objective: Monitor and
Clarify
RL.5.10: Read and comprehend
literature independently and
proficiently.
Standard/Objective: Monitor and
Clarify
RL.5.10: Read and comprehend
literature independently and
proficiently.
Work Centers: Computer – Study Island, 6
minute solutions, Game Center (Inference
Cards/Spelling), Independent reading/S.S. or
SCI readers, Meet w/teacher.
Work Centers: Computer – Study Island, 6
minute solutions, Game Center (Inference
Cards/Spelling), Independent reading/S.S. or
SCI readers, Meet w/teacher.
Work Centers: Computer – Study Island, 6
minute solutions, Game Center (Inference
Cards/Spelling), Independent reading/S.S.
or SCI readers, Meet w/teacher.
Teacher Guided Group: City in the
Cliffs, Buffalo Hunt, Old Barks Cure
Teacher Guided Group: City in the
Cliffs, Buffalo Hunt, Old Barks Cure
Work Centers: Computer – Study
Island, 6 minute solutions, Game
Center (Inference Cards/Spelling),
Independent reading/S.S. or SCI
readers, Meet w/teacher.
Work Centers: Computer – Study
Island, 6 minute solutions, Game
Center (Inference Cards/Spelling),
Independent reading/S.S. or SCI
readers, Meet w/teacher.
Writing Workshop 9:15-9:45
Lucy Calkins Writing
Lucy Calkins Writing
Lucy Calkins Writing
Lucy Calkins Writing
Lucy Calkins Writing
Grammar Lesson
Standard/Objective: L.5.2a Use punctuation
to separate items in a series.* L.5.2b Use a
comma to separate an introductory element
from the rest of the sentence. .L.5.2c Use a
comma to set off the words yes and no (e.g.,
Yes, thank you), to set off a tag question from
the rest of the sentence (e.g., It’s true, isn’t it?),
and to indicate direct address (e.g., Is that you,
Steve?).
Writing Lesson
Standard/Objective: W.5.2 Write informative/
explanatory texts to examine a topic and
convey ideas and information clearly.
W5.5 With guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, editing,
rewriting or typing a new approach.
W5.7 Conduct short research projects that
use several sources to build knowledge
through investigation of different aspects of a
topic.
Grammar Lesson
Standard/Objective: L.5.2a Use
punctuation to separate items in a series.*
L.5.2b Use a comma to separate an
introductory element from the rest of the
sentence. .L.5.2c Use a comma to set off
the words yes and no (e.g., Yes, thank
you), to set off a tag question from the
rest of the sentence (e.g., It’s true, isn’t
it?), and to indicate direct address (e.g., Is
that you, Steve?).
Key Questions: How do I use commas
appropriately?
Writing Lesson
Standard/Objective: W.5.2 Write
informative/ explanatory texts to
examine a topic and convey ideas and
information clearly. W5.5 With
guidance and support from peers and
adults, develop and strengthen writing
as needed by planning, revising,
editing, rewriting or typing a new
approach. W5.7 Conduct short
research projects that use several
sources to build knowledge through
investigation of different aspects of a
topic.
Writing Lesson
Standard/Objective:W.5.2 Write
informative/ explanatory texts to
examine a topic and convey ideas and
information clearly.W5.5 With guidance
and support from peers and adults,
develop and strengthen writing as
needed by planning, revising, editing,
rewriting or typing a new approach.
W5.7 Conduct short research projects
that use several sources to build
knowledge through investigation of
different aspects of a topic.
Writing Skill/ Technique: Using
Commas
Key Questions: How do I write a
research paper?
Mini Lesson: The teacher will review
commas using a SMART board lesson.
The student will participate by placing
commas correctly within sentences and
passages on the SMART board. The
student will add commas in a series and
use commas to set off the words yes and
no in a question and statement.
Homework: The student will complete a
skill sheet on commas in a series.
Writing Skill/ Technique: Research
Papers
Key Questions: How do I use commas
appropriately?
Writing Skill/ Technique: Using Commas
Mini Lesson: The Teacher will introduce
commas using a SMART board lesson. The
student will participate by placing commas
correctly within sentences and passages on the
SMART board. The student will add commas
in a series and use commas to set off the
words yes and no in a question and statement.
Homework: The student will complete a skill
sheet on commas in a series.
Key Questions: How do I write a research
paper?
Writing Skill/ Technique: Research Papers
Mini Lesson: The teacher will use a power
point to review how to write research papers.
The teacher will create a class anchor chart.
The student will take notes in language
notebooks.
Materials: notebooks, anchor chart,
Independent Practice: The student will
begin to search topics in encyclopedias and
on the internet.
Vocabulary: commas, series, statement
Materials: writer’s notebook, smart lesson,
Writing Lesson
Standard/Objective: W.5.2 Write informative/
explanatory texts to examine a topic and
convey ideas and information clearly.
W5.5 With guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting
or typing a new approach.
W5.7 Conduct short research projects that use
several sources to build knowledge through
investigation of different aspects of a topic.
Key Questions: How do I write a research
paper?
Vocabulary: research.
Materials: notebooks, anchor chart,
Vocabulary: commas, series, statement
Independent Practice: TSW
continue to research idea for research
paper.
Materials: writer’s notebook, smart
lesson,
Writing Skill/ Technique: Research
Papers
Mini Lesson: The teacher will use a
power point to review how to write
research papers. The teacher will
create a class anchor chart. The
student will take notes in language
notebooks.
Independent Practice: The student
will continue to research idea for
research paper.
Materials: writer’s notebook, smart
lesson,
Vocabulary: research.
Writing Lesson
Standard/Objective: W.5.2 Write
informative/ explanatory texts to examine
a topic and convey ideas and information
clearly. W5.5 With guidance and support
from peers and adults, develop and
strengthen writing as needed by planning,
revising, editing, rewriting or typing a new
approach. W5.7 Conduct short research
projects that use several sources to build
knowledge through investigation of
different aspects of a topic.
Writing Skill/ Technique: Research Papers
Mini Lesson: The teacher will use a power
point to introduce how to write research papers.
The teacher will create a class anchor chart.
Mini Lesson: TTW use a powerpoint
to review how to write research
papers. TTW create a class anchor
chart. TSW take notes in language
notebooks.
Key Questions: How do I write a
research paper?
Key Questions: How do I write a
research paper?
Vocabulary: research.
The student will take notes in language
notebooks. The student will determine a topic
to write a research paper.
Writing Skill/ Technique: Research
Papers
Mini Lesson: The teacher will use a
power point to introduce how to write
research papers. The teacher will create a
class anchor chart. The student will take
notes in language notebooks. The
student will determine a topic to write a
research paper.
Independent Practice: The student will create
an idea web.
Materials: writer’s notebook, smart lesson,
Vocabulary: research.
Independent Practice: The student will
create an idea web.
Materials: writer’s notebook, smart
lesson,
Vocabulary: research.
Math 9:45-11:15
Standard: 5.MD.3
Standard: 5.MD.3
Standard: 5.MD.3
Standard: 5.MD.3
Standard: 5.MD.3
Key Question: What is volume and how is it
used in real life?
Key Question: What is volume and how is
it used in real life?
Key Question: What is volume and how
is it used in real life?
Key Question: What is volume
and how is it used in real life?
Key Question: What is volume and
how is it used in real life?
I can statement: I can define volume as the
measurement of the space inside a solid 3-D
figure.
I can statement: I can identify and describe
unit cubes as representing 1 cubic unit of
volume, and how they are used to measure
volume of 3-D shapes.
I can statement: I can identify and
describe unit cubes as representing 1
cubic unit of volume, and how they are
used to measure volume of 3-D shapes.
I can statement: I can identify and
describe unit cubes as representing
1 cubic unit of volume, and how
they are used to measure volume of
3-D shapes.
I can statement: I can identify and
describe unit cubes as representing 1
cubic unit of volume, and how they are
used to measure volume of 3-D shapes.
Vocabulary: volume, cubic unit, gap, overlap,
solid figure, attribute, edge lengths, right
rectangular prism
Vocabulary: volume, cubic unit, gap,
overlap, solid figure, attribute, edge
lengths, right rectangular prism
Vocabulary: volume, cubic unit, gap, overlap,
solid figure, attribute, edge lengths, right
rectangular prism
Vocabulary: volume, cubic unit,
gap, overlap, solid figure, attribute,
edge lengths, right rectangular
prism
Vocabulary: volume, cubic unit, gap,
overlap, solid figure, attribute, edge
lengths, right rectangular prism
Materials: Presentation, Workbooks, center
materials, computers,
Materials: Presentation, Workbooks, center
materials, computers,
Materials: Presentation, Workbooks,
center materials, computers,
Materials: Presentation,
Workbooks, center materials,
computers,
Materials: Presentation, Workbooks,
center materials, computers,
Warm-up: Common Core Quick Check
Warm-up: Common Core Quick Check
Warm-up: Common Core Quick Check
Warm-up: Common Core Quick
Check
Review and Assessment: Complete
assessment on volume.
Lesson Set: “I can statement”
Lesson Set: “I can statement”
Lesson Set: “I can statement”
Mini Lesson: teacher guides students through
proving that The volume of a solid figure is the
measure of how many unit cubes fit inside.
Mini Lesson: Teacher will review the
definition of volume, then students will be
guided to understand volume by using unit
cubes to fill objects…”How can we use the
unit cubes to measure the volume of the
objects?”
Mini Lesson: Teacher will review the
definition of volume, then students will be
guided to understand volume by using
unit cubes to fill objects…”How can we
use the unit cubes to measure the volume
of the objects?”
Khan Academy – Measuring volume with unit
cubes and comparing volume with unit cubes
https://www.khanacademy.org/math/cc-fifthgrade-math/cc-5th-measurement-topic/cc-5thvolume/e/volume_with_unit_cubes
Chp. 12 Lessons 12
Lesson Set: “I can statement”
Chp. 12 Lessons 8
Khan Academy – How to measure it and
Comparing Volumes with Unit Cubes
https://www.khanacademy.org/math/cc-fifthgrade-math/cc-5th-measurement-topic/cc-5thvolume/v/how-we-measure-volume.
https://www.khanacademy.org/math/cc-fifthgrade-math/cc-5th-measurement-topic/cc-5thvolume/e/volumes-with-unit-cubes
https://www.khanacademy.org/math/cc-fifthgrade-math/cc-5th-measurement-topic/cc-5thvolume/e/volume_with_unit_cubes
Closure: video quiz
Closure: video quiz
Guided/Small Group: students will work with
various levels/sizes of cubes
Guided/Small Group: multiplication of 3
numbers (differentiate by the size of numbers
Independent Work: see centers below
Khan Academy – Volume as Unit Cubes 1
and comparing volume with unit cubes
https://www.khanacademy.org/math/ccfifth-grade-math/cc-5th-measurementtopic/cc-5thvolume/e/volume_with_unit_cubes
https://www.khanacademy.org/math/ccfifth-grade-math/cc-5th-measurementtopic/cc-5th-volume/e/volumes-with-unitcubes
Closure: video quiz
Independent Work: see centers below
Guided/Small Group: multiplication of 3
numbers (differentiate by the size of
numbers
Mini Lesson: Teacher will review
the definition of volume, then
students will be guided to
understand volume by using unit
cubes to fill objects…”How can we
use the unit cubes to measure the
volume of the objects?”
Khan Academy - Measuring
volume as area times length and
Volume of a rectangular prism or
box
https://www.khanacademy.org/math
/cc-fifth-grade-math/cc-5thmeasurement-topic/cc-5thvolume/v/measuring-volume-asarea-times-length
https://www.khanacademy.org/math
/cc-fifth-grade-math/cc-5thmeasurement-topic/cc-5thvolume/v/volume-of-a-rectangularprism-or-box-examples
Closure: video quiz
Independent Work: see centers below
Guided/Small Group: multiplication
of 3 numbers (differentiate by the
size of numbers
Independent Work: see centers
below
While students are independently working
teacher will pull students to :
-
Computer (Study Island)
Working with teacher on diagrams
and numerical expressions, Fact
Dash, Robo Works
While students are independently working
teacher will pull students to :
-
Computer (Study Island)
Working with teacher on order of
operations, Fact Dash, Robo
Works
While students are independently
working teacher will pull students to :
-
Computer (Study Island)
Working with teacher on
working problems backward,
Fact Dash, Robo Works
While students are independently
working teacher will pull students
to :
-
Computer (Study Island)
Working with teacher on
writing numerical
expressions, Fact Dash,
Robo Works
While students are independently
working teacher will pull students to :
-
Computer (Study Island)
Working with teacher to review
areas needing remediation,
Fact Dash, Robo Works
Social Studies 11:15-12:00
Standard/Objective: 5-2.3 Identify
examples of conflict and cooperation
between occupational and ethnic groups in
the West, including miners, farmers,
ranchers, cowboys, Mexican and African
Americans, and European and Asian
immigrants.
Standard/Objective: 5-2.3 Identify
examples of conflict and cooperation
between occupational and ethnic groups
in the West, including miners, farmers,
ranchers, cowboys, Mexican and African
Americans, and European and Asian
immigrants
Standard/Objective: 5-2.3 Identify
examples of conflict and cooperation
between occupational and ethnic
groups in the West, including miners,
farmers, ranchers, cowboys, Mexican
and African Americans, and
European and Asian immigrants
Key Questions: What were the effects of
Westward Expansion on different
groups of people?
Key Questions: What were the effects
of Westward Expansion on different
groups of people?
Key Questions: What were the
effects of Westward Expansion on
different groups of people?
Lesson Set: quick question review
Skill Development: Explaining how
different ethnic groups in the West were
affected by Westward Expansion
Guided Practice: class discussion and
SMART lesson 5-2.4, (on U drive)
discussing effects on ranchers & cowboys,
Mexican Americans, African Americans,
Native Americans, European Americans,
and Asian Americans
Lesson Set: video clip
Skill Development: Explaining how
different ethnic groups in the West were
affected by Westward Expansion
Guided Practice: class discussion and
SMART lesson 5-2.4, discussing effects
on ranchers & cowboys, Mexican
Americans, African Americans, Native
Americans, European Americans, and
Asian Americans
Lesson Set: quick question review
Skill Development: Explaining how
different ethnic groups in the West
were affected by Westward
Expansion
Independent Practice: students start to
create a dramatic scene on a diorama of
railroad workers using the information
gained in class. Students will write short
paper describing the workers and their
interpersonal relations.
Independent Practice: students start to
create a dramatic scene on a diorama of
railroad workers using the information
gained in class. Students will write short
paper describing the workers and their
interpersonal relations.
Differentiation: teacher will circulate,
assisting those who need help
Closure/ Assessment: class discussion
Differentiation: teacher will circulate,
assisting those who need help
Closure/ Assessment: 4 question quiz
Materials: students notebooks, SMART
lesson
Vocabulary: cowboys, prospectors,
mining, Boom towns, ranchers, cattle
industry, barbed wire, Mexican
Americans, European immigrants, African
Materials: students notebooks, SMART
lesson
Vocabulary: cowboys, prospectors,
mining, Boom towns, ranchers, cattle
industry, barbed wire, Mexican
Americans, European immigrants,
Independent Practice: students start to
create a dramatic scene on a diorama
of railroad workers using the
information gained in class. Students
will write short paper describing the
workers and their interpersonal
relations.
Differentiation: teacher will circulate,
assisting those who need help
Closure: class discussion
Materials: students notebooks, poster
paper, crayons, markers
Vocabulary: cowboys, prospectors,
mining, Boom towns, ranchers, cattle
industry, barbed wire, Mexican
Americans, European immigrants,
African Americans, exodusters,
nativism, Asian immigrants,
discrimination
Standard/Objective: 5-2.3
Identify examples of conflict and
cooperation between
occupational and ethnic groups
in the West, including miners,
farmers, ranchers, cowboys,
Mexican and African
Americans, and European and
Asian immigrants
Key Questions: What were the
effects of Westward Expansion
on different groups of people?
Lesson Set: quick question
review
Skill Development: Explaining
how different ethnic groups in
the West were affected by
Westward Expansion
Independent Practice: students
start to create a dramatic scene
on a diorama of railroad workers
using the information gained in
class. Students will write short
paper describing the workers and
their interpersonal relations.
Differentiation: teacher will
circulate, assisting those who
need help
Closure: class discussion
Materials: students notebooks,
poster paper, crayons, markers
Vocabulary: cowboys,
prospectors, mining, Boom
towns, ranchers, cattle industry,
barbed wire, Mexican
Americans, European
Standard/Objective: 5-2.3 Identify
examples of conflict and cooperation
between occupational and ethnic
groups in the West, including miners,
farmers, ranchers, cowboys, Mexican
and African Americans, and
European and Asian immigrants
Key Questions: What were the
effects of Westward Expansion on
different groups of people?
Lesson Set: quick question review
Skill Development: Explaining how
different ethnic groups in the West
were affected by Westward
Expansion
Independent Practice: Students will
present their dioramas to the class
Differentiation: teacher will circulate,
assisting those who need help
Closure: class discussion
Materials: students notebooks, poster
paper, crayons, markers
Vocabulary: cowboys, prospectors,
mining, Boom towns, ranchers, cattle
industry, barbed wire, Mexican
Americans, European immigrants,
African Americans, exodusters,
nativism, Asian immigrants,
discrimination
Assessment: Quiz
Americans, exodusters, nativism, Asian
immigrants, discrimination
African Americans, exodusters, nativism,
Asian immigrants, discrimination
immigrants, African Americans,
exodusters, nativism, Asian
immigrants, discrimination
Recess and Lunch 12:05-12:45
Science 12:55-1:45
Standard: 5-5.5 Use a graph to illustrate the
motion of an object. Standard: 5-5.6 Explain
how a change in force or a change in mass
affects the motion of an object.
Standard: 5-5.5 Use a graph to illustrate the
motion of an object. Standard: 5-5.6 Explain
how a change in force or a change in mass
affects the motion of an object.
Key Question: How can we assess what we
have learned about using a graph to illustrate
the motion of an object and how that can
change in the mass or force of an object affects
the motion of an object?
Engage (Lesson Set): Review
Key Question: How can we assess what we
have learned about using a graph to illustrate
the motion of an object and how that can
change in the mass or force of an object
affects the motion of an object?
Engage (Lesson Set): Assessment
Explore (Experiment): None.
Explore (Experiment): None.
Explain (Guided Practice): Teacher will
circulate around the room assisting as needed.
Explain (Guided Practice): Teacher will
circulate around the room assisting as
needed.
Elaborate (Independent Practice):
Assessment
Evaluate (Closure/Assessment): 5-5.5.5 and
6 Review for Assessment
Elaborate (Independent Practice):
Assessment
Evaluate (Closure/Assessment): 5-5.5.5
and 6 Assessment
Standard: 5-4.1 Recall that matter is
made up of particles too small to be
seen?
Standard: 5-4.1 Recall that
matter is made up of particles too
small to be seen?
Standard: 5-4.1 Recall that matter is
made up of particles too small to be
seen?
Key Question: What is matter? What is
matter made up of?
Key Question: What is matter?
What is matter made up of?
Key Question: What is matter? What is
matter made up of?
Engage: SMART Lesson from U drive>
Curr & Res SMART>Curr Res for
Teachers>SCI>Elem>5th>SMART
teacher holds up different forms of matter,
teacher guides students to answer the
following questions about each form of
matter:
1. Does is have mass?
2. Take up space? (volume?)
Engage: watch video clip of Horton
Hears a Who
https://www.youtube.com/watch/?v=
lgPcAxkxoio help students make the
connection that just because things
are small doesn’t mean they aren’t
there
Engage: Mystery Boxes – set up three
boxes to demonstrate the various
properties associate with solids, liquids
and gases – Use
Watch Strange Matter Video http://www.strangematterexhibit.co
m/structure.htm
Materials: science notebooks, poster
paper
Explore: Students draw the object and
write down their observations in their
science notebooks
Materials: assessments
Materials: assessments
Explain: teacher guides students that all
matter is made up of small particles too
small to be seen, and all matter has mass
and volume
Materials: SMART lesson, science
notebooks, cubes, balls, balloons, water,
Vocabulary: mass, volume, matter,
particles
Explore: students start making
their posters for Matter is
Everywhere… Drawing a
representation of an Atom in the
center.
Materials: science notebooks,
poster paper
Explore: Students finish making their
posters for Matter is Everywhere….
Vocabulary: mass, volume, matter,
particles
Assessment - If the particles of matter
are too small to be seen, how do
scientists know they are there? Have
students prepare a written response,
summarizing what they have learned.
Vocabulary: mass, volume,
matter, particles
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