Stephen Foster Elementary School
Understanding by Design Template
Big Idea: How energy changed the world.
Grade: 5Quarter: 2nd Unit: #3
Unit Start: November 12, 2015Unit End: December 18, 2015
Desired Results:
Established Goals (Science/SS NGSSS):
Science NGSSS
SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.
SC.5.P.10.2 Investigate and describe that energy has the ability of cause motion and create change.
SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.
Social Studies NGSSS
SS.5.E.1.3 – Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States
SS.5.A.6.3 – Examine 19th century advancements (canals, roads, stream boats, flat boats, wagons, pony express, railroads) in transportation and communication.
Common Core State Standards/NGSS (ELA, Math, Science, Social Studies):
Please note that ELA Standards will be identified by the resources used to teach this unit.
ELA: Reading Literature
LAFS.5.RL.4.10 Lexile Range 830-1010.
LAFS.5.RL.1.1 Quote accurately from a text when explaining what the text says explicitly or implicitly. Items may require the student to draw inferences about the text.
ELA: Reading Informational Text
LAFS.5.RI.2.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent
LAFS. 5.RI.3.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
ELA: Reading Foundational Skills
LAFS.5.RF.4.4 - Read with sufficient accuracy and fluency to support comprehension
ELA: Writing
LAFS.5.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task purpose and audience.
ELA: Speaking & Listening
LAFS.5.SL.5.1.CPose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
LAFS.5.SL.2.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
LAFS.5.SL.5.1.BFollow agreed-upon rules for discussions and carry out assigned roles.
ELA: Language
LAFS.5.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a)Demonstrate fluent and legible cursive writing skills.
b)Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
c)Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
d)Use verb tense to convey various times, sequences, states, and conditions.
e)Recognize and correct inappropriate shifts in verb tense.
f)Use correlative conjunctions (e.g., either/or, neither/nor)
Understandings:Students will understand that…
Energy comes in a variety of forms.
Energy has the ability of cause motion and creates change.
Energy has changed the world through the centuries.
Energy has lent itself to new forms of technology.
Energy is needed for industrial progress.
Transportation has progressed over time due to advancements in energy. / Essential Questions:
What are some energy resources?
What changes can energy cause?
What is electricity?
How do we use electricity?
How has energy made our lives easier?
Student will know….
The basic forms of energy.
Electrical energy can be transformed into heat, light, sound, as well as motion.
Moving water and air are sources of energy and can be used to move things.
The difference between implicit and explicit.
Know how to organize their writing to the specific task and audience.
Put yourself in the shoes of another person to write like him/her.
How to determine the main points in an informational text. / Student will be able to…
Describe the basic forms of energy including light, heat, sound, electrical, chemical, and mechanical.
Demonstrate how air and water energy sources move things.
Quote accurately from the text to describe what the text says implicitly and explicitly.
Produce clear and coherent writing.
Apply their understanding of tone to write anessay from the point of view of a third person.
Hot text the main points that support the information.
Create a time line using the most important information.
Stage 2- Assessment Evidence (DQ1 & DQ4)
Performance Tasks (must include evidence of ELA Standards: for speaking, listening & writing & 21st Century Skills):21st Century Skills: Creativity & Collaboration
Initial Assessments:
Students ask questions of one another about how energy has changed the world. The students will then engage in a conversation that continues with a series of responses and additional questions. LAFS5SL.5.1.
In ELA journal, create a list of energy forms and provide an example of each. LAFS5RI.3.7
Create a Venn diagram comparing the reader ‘Thomas Alva Edison’ and ‘Timeless Thomas’. LAFS5RI.2.5
Collaborate with a partner and plan an invention that uses renewable resources which would change the world for the better. Describe it in a paragraph. LAFS.5.W.2.4
Use a flowchart to show how your invention works. Illustrate it. How does the invention relate to the unit big idea? LAFS.5.W.3.7
Students will do an oral presentation on their research of their chosen inventor that used energy to change the world. LAFS.5.SL.2.4
Students will write a creative piece in the form of song, poem, or story that responds to a question from the Socratic seminar. LAFS.W.2.4 / Other Evidence: test, quizzes, prompts, work samples, observations (ELA Standards):
Formative Assessments:
Read ‘How We Use Energy’ and write a paragraph describing the most important thing learned from the book. Explain why it is important. LAFS.5.W.5.2
Write a written response using the information from the Venn diagram comparing two types of text. LAFS.5.RI.2.5
Create a timeline of events from the Social Studies text (pages 258-265) of advancements of the industrial revolution. How does the timeline relate to the unit big idea? LAFS.5.W.3.9
Quote accurately from Esperanza Rising when explaining what the text says explicitly or implicitly. Items may require the student to draw inferences about the text. LAFS.5.RL.1.1
They will read, summarize and take AR tests on these texts LAFS.5. RL.4.10
Use the task cards and have students hot text the main points that support the information for “They Called Her Molly Pitcher” LAFS.5.RI.3.7
Students will apply their understanding of tone by writing a historically accurate first-person memoir of the event in which the tone reflects their perspective of the event. LAFS.5.RI.2.6
Final Performance Task:
Students will research the unit question using technology and informational texts.
Working in small groups, students will collaborate, using critical thinking skills and creativity, to make a timeline of how energy has changed the world. It will show how humans have invented different ways to harness energy to make life easier. At least (15) significant events are present. This includes dates and descriptions. SC.5.P.10.2
Stage 3 Learning Plan (DQ1, DQ2, DQ3 & DQ4)
Resources (Balance of Fiction & Information Text):
Literary Text Reading (To be used during Guided, Read Aloud, Chapter)
Thomas Edison Tracy Garcia 690L
The Wizard of Oz 810L
Esperanza Rising 750L / Informational Texts (To be used during Guided, Read Aloud, Chapter)
What You Can Do to Stop Global Warming 925L+
Chemical Energy Karpelenia925L
Renewable Energy with Max Axiom 825L
Heat J. Karpelenia 825L
What’s So Bad About Gasoline? A. Rockwell 825L
Our Choice Al Gore 950L
Electrical Circuits L. Parker 875L+
Electricity in the Real World S. Ward 800L
Using Energy Glen Phelan 690L
Wind-Ups C. Ollerenshaw 750L / Tier III Content Area Vocabulary Words
Cotton gin, reaper, interchangeable parts, light energy, energy, electromagnet, chemical energy, potential energy, static electricity, thermal energy, sound energy, generator, electric motor, electrical energy, kinetic energy, insulator, mechanical energy, conductor
Work on Writing
Think of an invention of your own. Describe it in a paragraph. Use a flowchart to show how your invention works. Illustrate it.
Poetry/Nursery Rhyme
Students will have the choice of writing acrostics or alliterations with the content area vocabulary words. Students will answer the question: How do the vocabulary words relate to the unit big idea? LAFS5W52
See Writing Plan / Close Reading (RI, RL)
Timeless Thomas: How Thomas Edison Changed Our Lives by Gene Barretta
Work Work
Students will create visual definitions of the unit vocabulary words. LAFS5W52 / Tier II Vocabulary Words
Crafty, mangled, boisterous, amusing, talented, valiant, melancholy, admirable, awkward, repulsive, inquisitive, stunning, absent-minded, conceited, flabbergasted, humble, innocent, ashamed, cowardly, biased, brilliant, courteous, disloyal, envious, ponder, heroic, bashful, enraged, indignant, robust, devoted, serene, arrogant, spiteful, elusive, obedient, exceptional, cautious, unreliable, coerce, reluctant, weary, optimistic, cunning, hastily, superior, eager, gloomy, prying, tactless
Daily 6
Create a poster depicting the various forms of energy using illustrations (hand drawn or print), and a written explanation of each. LAFS55W52
Science/Science Experiments
Wind Power 20 Projects to Make with Paper
Amazing Ben Franklin Inventions You Can Build Yourself / Social Studies/ History
S. S. text pp. 258 - 265
Black Stars African American Women Scientists & Inventors
The History of Energy / Language/Grammar Skills
Direct quotations, interjections (314-315)
Pronouns, antecedent (350-351)
Tenses (384-385)
Technology/Web Sites/Web Resources
Brainpop.com
TheHappyScientist.com / Library/Research Skills/Media
Guest Speakers Students will choose library books on African-American inventors, other inventors, and energy. / Art/Music/Physical Education
What is Energy? Song
Heat Energy Song
Kinetic and Potential Energy Song
Students act out kinetic energy
High Effect Strategies:Graphic Organizers
Learning Activities (Weekly Focus Activity w/ ELA Standards):
Week #1 -Students ask questions of one another about how energy has changed the world. The students will then engage in a conversation that continues with a series of responses and additional questions. LAFS5SL.5.1.
Students will write a creative piece in the form of song, poem, or story that responds to a questionfrom the Socratic seminar. LAFS.W.2.4
Week #2 - Create a poster depicting the various forms of energy using illustrations (hand drawn or print), and a written explanation of each. SC.5.P.10.1
Week #3 - Read ‘How We Use Energy’ and write a paragraph describing the most important thing learned from the book. Explain why it is important. LAFS.5.W.5.2
Week #4 - Create a Venn diagram comparing the reader ‘Thomas Alva Edison’ and ‘Timeless Thomas’. LAFS5RI.2.5
Write a written response using the information from the Venn diagram comparing two types of text. LAFS.5.W.3.9
Week #5 - Create a timeline of events from the Social Studies text (pages 258-265) of advancements of the industrial revolution. LAFS.5.W.3.9
Close Read with Text Dependent Questions: Timeless Thomas: How Thomas Edison Changed Our Lives by Gene Barretta
1. Despite being deaf, what did Thomas Edison create? tinfoil phonographs that recorded sound and played it back.
2. What two modern day devices are based on Edison’s electric pen? the photocopier and the tattoo needle
3. Edison patented 1093 inventions. What was his first patent idea? a vote recorder for government
4. What major failure of Edison’s allowed him to create cement from a mistake? remove iron ore from rocks.
5. What is true of Edison’s first large electric generator and power system? it could send electricity to many different locations at once.
6. Where in the United States are Edison’s museum and laboratories located? Laboratory: Menlo Park, NJ; Laboratory: West Orange, NJ.
7. We learned that Edison invented the phonograph. What other inventions were developed that depended on this model? Dictation machines, talking dolls
8. How did Edison improve Alexander Graham Bell’s telephone? Edison created a transmitter that was powerful enough to send our voices much farther and make them sound much louder.
9. Edison developed the battery. What are some of the ways these were used? Delivery trucks, buoys, railway cars and signals, boats and submarines, rural houses, miners lamps
10. How many more of Edison’s inventions can you name after reading this book? Vending machine, fluoroscope x-ray machine, etc. (see. P. 34)
11. How are today’s movies different from the motion pictures Edison developed? Movie lights did not exist, the first movies were shown on Edison’s Kinetoscope, which did not project images on a screen.
12. Edison discovered radio waves. How do we use these today? Television, remote-control devices, Cellular and cordless telephones, radio is used for the transmission of data in coded form, navigation of ships and aircraft.
13. Compare Thomas Edison by Laurie Rozakis to Timeless Thomas by Gene Barretta. How are the two books alike? How are they different?
Exemplar Text
In the Garden
A bird came down the walk:
He did not know I saw;
He bit an angle-worm in halves
And ate the fellow, raw.
And then he drank a dew
From a convenient grass,
And then hopped sidewise to the wall
To let a beetle pass.
He glanced with rapid eyes
That hurried all abroad,--
They looked like frightened beads, I thought;
He stirred his velvet head
Like one in danger; cautious,
I offered him a crumb,
And he unrolled his feathers
And rowed him softer home
Than oars divide the ocean,
Too silver for a seam,
Or butterflies, off banks of noon,
Leap, plashless, as they swim.
"A Bird Came Down the Walk" by Emily Dickinson
Questions for Exemplar Text “In a Garden” by Emily Dickinson
1. Read this sentence from the second stanza:
And then he drank a dew from a convenient grass.
What is the meaning of the word convenient as used in the line above?
A. disagreeable
B. accessible
C. inappropriate
D. unacceptable
2. Read this sentence from the fifth stanza:
Than oars divide the ocean, too silver for a seam.
What is the meaning of the word seam in the in the line above?
A. crease
B. half
C. whole
D. mark
3. According to the poem, what made the bird seem frightened?
A. He hopped sidewise to the wall.
B. He bit an angle-worm in halves
C. He glanced with rapid eyes
D. He came down the walk
4. What does the phrase “or butterflies, off banks of noon, leap, plashless as they swim”?
A. The bird’s flight was very graceful and gentle
B. The bird swam quickly away
C. The bird looked like a butterfly
D. The bird made a great noise as he flew away
Grade 5
Scope and Sequence Activities to Relate to Benchmarks
LAFS.5.RL.1.1 Quote accurately from a text when explaining what the text says explicitly or implicitly. Items may require the student to draw inferences about the text.
DOK Level 1 / DOK Level 2Pace: 3 days / Pace: 3 days
Resources:
Esperanza Rising by Pam Munoz Ryan
Chapter 3
/ Resources:
Esperanza Rising by Pam Munoz Ryan
Chapter 3
Steps:
- According to the passage, what made Esperanza’s smile fade, her chest tighten and smothered her joy?
- Select two phrases from the passage that show that the main character is in despair.
- Which sentence from the text shows that the main character feels anguish?
1.Select the phrases from the text that support the idea that the main character feels sick to her stomach
2.A. How does the main character feel about her mother marrying her Uncle?
B. Support your answer in part A
Learning objective: Students will be able to select words or phrases to answer questions.
Students will be able to infer from the choices given and support their answer using the text / Learning objective: Students will be able to select words or phrases to answer questions.
Students will be able to infer from the choices given and support their answer using the text
Grade 5
Scope and Sequence Activities to Relate to Benchmarks
Checkpoint Task
Standard: LAFS.5.RL.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
A Surprise Visit
(940L)
1Karina woke up with the sun blasting through her shades. She groggily rolled over and looked at her clock, which read 6:30 a.m. She yawned and crawled out of bed, sticky and sweaty from the humid night. After lazily getting into her bathing suit and grabbing a ripe banana, she swung her backpack on her back and left the quiet house.
2The walk to the beach took her half an hour, but it passed by quickly. Tropical birds kept her company, chirping hello from the lush green trees, while neighbors stretching on their front porches waved as Karina passed by. However, once she left her neighborhood and reached the entrance to the tourist resort, the atmosphere completely changed. She began to hear the faint clinking of silverware as the servers set up for breakfast. Early risers from the hotel strolled along the beach, taking pictures of the unforgettable sunrise. The resort was full all year, as Bali is a famous tourist destination—one island of many in the country of Indonesia, in Southeast Asia. Indonesia is located just below the Philippines and above Australia.
3Many tourists come to Bali to surf, as the Indian Ocean provides the perfect waves for the sport. But Karina lived near Lovina Beach, famous for its dolphins. As she walked along the resort’s beach, she smiled to people she passed by. Just as the sun was rising above the horizon, she reached a small shack located to the right of the resort, where visitors could come and sign up for water sports, such as surfing or parasailing, where one dangles from a flying parachute connected to a boat as it drives over the water.
4Karina dropped off her things, then ran back to the beach to her lifeguard chair. She climbed up and took her position for the day, where she would watch the resort’s guests frolic in the water and look out for any potential danger. Some days she would grow bored, watching the same people do the same things over and over again. The job was quite repetitive, but she received steady pay, something that allowed her to continue living on the beautiful island.
5The sun climbed in the sky, and the temperature rapidly increased. Just as Karina turned on a small portable fan to cool herself, someone began yelling in the water. Karina immediately jumped off her chair and ran toward the shore. She soon realized the person was yelling “shark.” Her stomach dropped. She had never experienced a shark sighting before but knew that she should get everyone out of the water. Even though people were already swimming and running toward the sand, she began to pull people out of the water and assisted young children who couldn’t move quickly enough. All the while she kept her eyes on the blue waves but didn’t see any sign of a shark.
6Once everyone was safely ashore, she grabbed her binoculars from her lifeguard’s chair and peered out over the water. Finally, she spotted a black dot moving around in the waves nearby. She giggled and breathed a sigh of relief. To everyone’s shock, she entered the water, slowly getting closer and closer to the dot. She stopped once she was a few feet away from the animal and waited. The black dot moved closer and closer to Karina, and she sank in the water to reach its level. All of a sudden, the animal lifted its snout and made a funny noise.
7“It’s a dolphin!” one kid yelled from the beach.
8Karina gave the gentle animal a pat and swam back to the shore. She had plenty of experience with dolphins, as she was training to become a marine biologist. “It’s okay, everyone; she’s just a curious one,” she explained. “Please don’t approach her—but it’s all right to continue to swim.” Everyone laughed and ran back into the ocean.
9Karina climbed onto her chair and looked out through her binoculars at the dolphin. This day was certainly not boring. In her mind, she thanked the animal for making a visit and hoped she had returned back to her family safely.