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Kim Roedema and Emilee D'Angelo 1.title or Topic of The Lesson and Grade Level: Grade 5 Earth Day 2. Lesson Essential Question(s)
Kim Roedema and Emilee D'Angelo 1.title or Topic of The Lesson and Grade Level: Grade 5 Earth Day 2. Lesson Essential Question(s)
1.Title or Topic of the Lesson and Grade Level: Grade 5 Earth Day
3. Standards: CCS ELA LITERACY W.5.2.B Develop the topic with facts, definitions, concrete
CCS ELA LITERACY W.5.2.C Link ideas within and across categories of information using
words, phrases and clauses (e.g., in contrast, especially).
CCSS ELA LITERACY W 5.2.D Use precise language and domain-specific vocabulary to
inform about or explain the topic.
Students will be creating a cause/affect/possible I will have modeled an example of this chart in the
solution cart in their notebooks linking what they beginning of the lesson. I will be checking the
found in the articles to their own knowledge and students’ charts.
ideas.
Students will be creating a PSA about our I will be collecting this as an assessment. I will
ecological footprint and how we can reduce it, chose students to share their work.
using pictures, facts, quotes, etc.
5. Materials:
Ø http://footprint.wwf.org.uk/home/calculator_complete
Ø PSA Sheet
o https://earthobservatory.nasa.gov/Features/footprint/
o https://climatekids.nasa.gov/review/how-to-help/
o https://www.worldwildlife.org/threats/the-human-footprint
6. Pre-lesson assignments and/or prior knowledge: An Anticipation guide activity paired with an
7. Lesson Beginning: We will begin the lesson with an Ecological Footprint web on the board.
8. Instructional Plan:
● After the Ecological Footprint web, we will complete a quiz where they find out their
footprint on the Earth. We will have a discussion comparing the footprints and discussing
● We will teach them the SWAG acronym to help them write their Public Service
● Students will use their chromebooks to research different issues that create footprints on
● Students will with their table create a Public Service Announcement based off of their
SWAG organizers.
o Differentiation: The article websites will be written on the worksheet and the board. We will
be using websites with articles that vary in difficulty; some are lengthy and detailed while some
are simple and include videos. Students will have the opportunity to collaborate with their table-
mates.
o Questions: What do we know about an Ecological Footprint? What are some ways we harm the
Earth? What can we do to help the Earth? What will happen if we don’t take care of the Earth?
o Classroom Management: Students with assigned jobs, such as paper passer and Chromebook
o Transitions: We will call the students to the rug, and dismiss them back to their seats, by table.
9. Closure: Some students will share their PSAs. Students will be adding things they found in