Teacher: Mrs. Muir / Grade: Five
Unit Title: Wild About Weather Environmental and Technological
Time Frame: 4-5 weeks
STAGE ONE: IDENTIFY THE DESIRED RESULTS
Outcomes Addressed in the Unit
SK curriculum outcomes can be copied and pasted, focuses highlighted.
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction, script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures including First Nations, Métis, and Inuit and countries (including Canada). CR5.2 View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.
CR5.2 View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.
Enduring Understandings
What do you want students to understand and
be able to use several years from now?
What are the BIG ideas? / Essential Questions
Open‐ended questions that stimulate thought and
inquiry linked to the content of the enduring understandings.
Children need to explore the elements of the natural and constructed worlds and the role of technology and related developments in their society. Children need to explore the needs and characteristics of living things; properties of objects and materials; the five senses; and daily seasonal changes. / What impact does weather have on a society and its people? What weather-related technological innovations and products have been developed by various cultures in response to Canadian weather conditions?
Knowledge and Skills (Students will know and do…)
What key knowledge and skills will students acquire as a result of this unit? (These may be indicators from the curriculum.)
Knowledge (Students will know …)
What key knowledge will students acquire as a result of this unit? / Skills (Students will know how to …)
What key skills will students acquire as a result of this unit?
CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction, script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures including First Nations, Métis, and Inuit and countries (including Canada).
CR5.2 View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.
CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts. / ü Identify the characteristics of poetry
ü Read grade-appropriate texts silently (150-200 wcpm) for extended periods of time; read orally to increase fluency, accuracy, pacing, intonation, and expression (110-150 wcpm); adjust reading rate to purpose and text demands.
ü Evaluate the author’s use of various techniques (e.g., appeal of characters, logic and credibility of plots and settings, use of figurative language and imagery, strength of argument based on evidence) to influence readers’ perspectives.
ü Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions of communication to construct and confirm meaning when reading.
ü Gather information from a variety of media (e.g., photographs, web sites, maps, diagrams, posters, videos, advertising, double bar graphs, maps, videos).
ü Select and flexibly use appropriate strategies (before, during, and after) to construct meaning when viewing.
ü Identify how the language, explicit and implicit messages, and visual and multimedia features (e.g., sound, colour, and movement) are used to influence the intended audience.
ü Use computers and authoring software to compose texts and graphic representations.
ü Include charts, graphs, tables, maps, graphics, and illustrations in researched inquiry presentations.
STAGE TWO: DESIGN ASSESSMENT EVIDENCE
Pre‐Assessments
Pre‐assessments are used to determine what students know and their readiness level to inform instruction.
Formative Assessments
Through what multiple sources of evidence will students demonstrate their understanding on a continual basis?
These help guide instruction and provide feedback to students.
Summative Assessments/Performance Tasks
Assessments of what students know and can do aligned to the outcomes. They are a snapshot in time
used for reporting and evaluating.
Outcomes
Outcome Rubric or Scoring Guide
STAGE THREE: CREATE LEARNING PLAN
Contextual Big Ideas (ELA only)
What BIG ideas do you want students to gain from the context?
(This is found in the SK curriculum) / Contextual Questions for Deeper
Understanding (ELA only)
Are questions that are thought provoking, probe a matter of considerable importance, and require movement beyond present understanding and studying. They often lead to other questions posed by students.
(This are found in the SK curriculum)
Environmental and Technological
Children need to explore the elements of the natural and constructed worlds and the role of technology and related developments in their society. Children need to explore the needs and characteristics of living things; properties of objects and materials; the five senses; and daily seasonal changes.
/ Environmental and Technological
What impact does weather have on a society and its people? What weather-related technological innovations and products have been developed by various cultures in response to Canadian weather conditions?
Instructional Plan
The Instructional Plan should include a sequence of lessons, teaching strategies, and information on
First Nations, Inuit and Métis Content integration, and technology integration.
Talking Drawings
Purpose:
To activate schema
To provide information that shapes future teaching
To provide a vehicle for students to measure learning
Process:
Play the sound of rain falling…
http://youtu.be/1pSyYhRYeIM
http://youtu.be/3vQ1K0U1F0U
Invite students to draw or sketch a picture that shows everything they know about the subject they are going to explore. Ask them to let their drawings carry their entire background knowledge. Provide a short time for sketching.
Once everyone has their schema represented in their drawing, have the students turn to a neighbor and tell the neighbor about their drawings and all about the topic. The students can look for differences between their drawings. The students can also discuss how they know what they know. The students can now add one or two word labels to their drawings, which capture major concepts from their background knowledge.
Collect the drawings and use the information they contain to develop the unit of study. These initial drawings can also be used as a basis of comparison after the unit of study is completed and compare it to a post drawing.
Read Aloud: When Rain Falls
Comprehension Strategy: Using Schema
What does this story remind you of in your life?
The First Drop of Rain
As I stood there,
In the middle of a garden,
With nothing but green grass all around me,
Feeling the cool breeze,
As it passes by me,
I look above and see the cloudy sky,
Then I gently close my eyes,
And while I was listening to the birds flying away,
And the wind shaking the tree,
I feel something drop on my nose,
Something moist and cool,
And as it was slowly reaching my lips,
I wiped it off,
And open my eyes,
Knowing it had come,
The thing I had been waiting,
It was nothing else but,
The first drop of rain,
Paurakh Shrestha
First Nations and Seasons http://www.aadnc-aandc.gc.ca/eng/1316530132377/1316530184659#un2
Sam’s Storm
http://youtu.be/1CSPVkMgiTs
Work on writing- mini lesson on word choice http://www.kimskorner4teachertalk.com/writing/sixtrait/wordchoice/definition.html
http://www.wiredinstructor.net/Showme.html
CREATE A SCENE WITH WORDS
STUDENT DIRECTIONS: List five words or phrases for each scene below. The words or phrases must describe the scene accurately so that we can "see" the picture. Choose your words carefully. Do not use the same word/phrase more than once.
EXAMPLE: a waterfall
/ clear
/ racing
/ misty
/ splashing
/ Flowing
Lesson 4: What’s in a Rhyme?
Teaching Point: To learn that there are different kinds of rhyme schemes or patterns.
Why/Purpose/Connection:
Materials:
Select a variety of poems that use different rhyme schemes.
Model/Demonstration:
Tell the students that they
Poetry Think Quest http://library.thinkquest.org/J0112392/might have noticed that the poems they have read that use rhyme contain different kinds of rhyme. Ask students if they have noticed different types of rhyme.
End rhymes - occur at the end of two or more lines of verse (the last word in the line or
in the second line)
a,b,c,b:
Line A: Mary had a little lamb
Line B: Its fleece was white as snow
Line C: An everywhere that Mary went
Line B: The lamb was sure to go. (go rhymes with snow)
a,a, b,b:
Line A: Twinkle, twinkle little star
Line A: How I wonder what you are (are rhymes with star)
Line B: Up above the world so high
Line B: Like a diamond in the sky (sky rhymes with high)
a,b,a,b:
Line A: The rain was like a little mouse,
Line B: Quiet, small and gray.
Line A: It pattered all around the house (house rhymes with mouse)
Line B: And then it went away. (away rhymes with gray)
a,a,a,a: All the end words rhyme
Rain, rain, go away
Come again another day
Little children want to play
Rain, rain go away.
Poetry for children begins as an oral art. Even today, in our media saturated world, nursery rhymes and word play introduce babies and young children to their language and culture. Historically, children’s poetry began orally as well. Used both to instruct
and entertain, poetry has shaped generations of children and the literature of childhood as a whole.
Before the printing press, hand-produced books were available only to the children of the wealthy. Many primary lesson books were written in rhyme.
Most children, lacking these books, instead absorbed whatever appealed to them from the oral literature they heard. Poetic forms of these literary nuggets might include lullabies, work songs, ballads, and nursery rhymes. Elements of poetry, such as alliteration, rhyme, meter, and rhythm aided the memorization and retention of oral literature. Imagery depended not on pictures, which were few, but primarily on the imaginations of listeners in response to the words they heard.
Small Group Reading/ Instruction Using Schema- How does that connection help you understand?
Seasons and Sky Images- Aska’s Seasons http://youtu.be/taHTA7S_JGk
What impact does weather have on a society and its people?
a,a,a,a: All the end words rhyme
Rain, rain, go away
Come again another day
Little children (Johnny) want to play
Rain, rain go away.
The First Drop of Rain
As I stood there,
In the middle of a garden,
With nothing but green grass all around me,
Feeling the cool breeze,
As it passes by me,
I look above and see the cloudy sky,
Then I gently close my eyes,
And while I was listening to the birds flying away,
And the wind shaking the tree,
I feel something drop on my nose,
Something moist and cool,
And as it was slowly reaching my lips,
I wiped it off,
And open my eyes,
Knowing it had come,
The thing I had been waiting,
It was nothing else but,
The first drop of rain,
Paurakh Shrestha
First Nations and Seasons http://www.aadnc-aandc.gc.ca/eng/1316530132377/1316530184659#un2
Sam’s Storm
http://youtu.be/1CSPVkMgiTs
Work on writing- mini lesson on word choice http://www.kimskorner4teachertalk.com/writing/sixtrait/wordchoice/definition.html
http://www.wiredinstructor.net/Showme.html
CREATE A SCENE WITH WORDS
STUDENT DIRECTIONS: List five words or phrases for each scene below. The words or
phrases must describe the scene accurately so that we can "see" the picture. Choose your words carefully. Do not use the same word/phrase more than once.
EXAMPLE: a waterfall
/ clear
/ racing
/ misty
/ splashing
/ Flowing
Key Resources
Weather, Wings, and Kite Strings: Nelson Series Grade 5
http://blogs.gssd.ca/Literacy/ GSSD literacy
http://gradefivegradealike.wikispaces.com/ Grade 5 Wiki
http://blogs.gssd.ca/smuir/?page_id=4492 Blog (file cabinet)
https://sites.google.com/site/environmentalheroesquest/part-6---teacher-page
Environmental Web Quest
Hold Onto Your Hat ( Weather) http://wdm.ca/EdPrograms/discoveryboxes/9.htm
First Nations Weather FNWeather_TeacherGuide Cold Enough For Ya? Weather_TeacherGuide
First Nations Seasons
4 Seasons http://youtu.be/GRxofEmo3HA
http://youtu.be/taHTA7S_JGk
1) Aska’s Seasons Poetry poems_to_play_with_in_class_final See Concrete Poems- students do one using weather poem
2) Sam’s Storm- Weather, Wings, and Kite Strings http://youtu.be/1CSPVkMgiTs