Integrated Lessons Block Plan: Detectives of Knowledge

Day 1 Day 2 Day 3 Day 4 Day 5

Lesson Math Science Science Lesson 2: Guided Writing
Lesson: Lesson 1: Reading Lesson:
Lesson:
Objective( Given specific Upon completion of Upon completion of this lesson, students Upon Given a stem to
s) problems on this science lesson, will be able to explain the effects of completing begin their story,
multiplying and students will be able global warming and work together to find this guided students will
dividing decimal to explain the ways humans can help protect the reading write their own
numbers, students importance of environment. lesson, persuasive
will be able to solve producers, students stories using
equations consumers, and will be able their proof and
accurately. decomposers, and to create ideas on if they
the affect they have and think the wolf
Given and on the food chain identify was innocent or
word and our themes guilty in “The
problems environments. from a True Story of the
on story. 3 Little Pigs.”
multiplying
and
dividing
decimal
numbers,
students
will be able
to solve
equations
accurately.
Standards IAS: 5.C.8 Add, 5.LS.1: Develop a 5.ESS.3 Investigate ways 5.RL.2.2: 5.W.3.1 Write
subtract, multiply, model to describe the individual communities within Determine a theme persuasive
and divide decimals movement of matter the United States protect the of a story, play, or compositions in
to hundredths, among plants, Earth’s resources and poem from details a variety of
using models or animals, environments. in the text, forms that –
drawings and decomposers, and including how clearly present a
strategies based on the environment. characters respond position in an
place value or the 5.LS.2: Observe and to challenges or introductory
properties of classify common how the speaker in statement to an
operations. Indiana organisms as a poem reflects identified
Describe the producers, upon a topic; audience,
strategy and explain consumers, summarize the text. support the
the reasoning decomposers, or 5.RL.2.3: position with
predator and prey Describe qualitative and
Process based on their two or quantitative facts
Standard: relationships and more and details from
Problem interactions with characters, various sources,
Solving other organisms in settings, or including texts,
and the ecosystem. events in a use an
Communic story or organizational
ation play, structure to
drawing on group related
specific ideas that
details in support the
the text, purpose, use
and how language
they impact appropriate for
the plot. the identified
audience,
connect reasons
to the position
using words,
phrases, and
clauses, provide
a concluding
statement or
section related to
the position
presented.
Materials -Anticipatory set - Breakfast picture -National Geographic Global Warming - “The True Story -“The True Story
“letter” that - Hypothesis Video: of the Three Little of the 3 Little
explains mission to Worksheet https://www.youtube.com/watch?v=oJAb Pigs!” by Jon Pigs” by Jon
student - Graphic Organizer ATJCugs Scieszka and Scieska
-Answer sheets for Worksheet -Video Guide Worksheet illustrated by Lane - Writing
students to record - QR code cards -QR Codes for groups Smith (6 copies) Template Page
problems on -Group Handouts – Poster Information - Plot line cards for - Drafting
-6 envelopes for the -Poster Boards for assigned groups anticipatory set Template Page
three groups (each - Markers, crayons, colored pencils, - Various fable - Student
group will end up various art supplies for poster books for theme notebook
getting envelopes sorting station - Pencil
with their math -
problems inside) IDENTIFY
-White ING
Board & THEMES
marker matching
worksheet
Body/activ Anticipator Anticipatory Anticipatory Set: Anticipatory Set: Anticipa
ities y Set: Set: Melting Ice Cube examples Plot Line Activity – tory Set:
read letter Breakfast/En representing glaciers – one with placing various Explain
that ergy direct light source, one without parts of the story on to class
introduces Example a plot line that the
the mission Big Bad
to students 3 Column Students will watch National Read “The True Wolf
Chart Geographic video on effects of Story of the 3 Little sent me
Practice Activity and global warming and build further Pigs” a letter
two Explanation background knowledge on the from jail
problems of topic Explain to the saying
with producers, students that they he
students consumers, will be rotating needed
before they and Explain the group research through various our help
get decomposers activity where students will work stations in the room to get
separated together to create a poster about in their groups. him out.
into their Research their assigned topic concerning After the timer has
mission activity of global warming gone off, they will Students
groups producers, rotate to their next have
consumers, After posters are completed, station. been
Students and students will present their asked to
will work decomposers findings to their classmates while Station 1: Students write a
in pre- with classmates fill observe and ask will work on Study persuasi
formed partners questions Island on their ve essay
groups using Chrome books that
where they Chrome I will end the lesson by Station 2: gives
will find Books. After challenging the students to do Fable/Matching reasonin
solve clues students three things that help the theme worksheet g and
to lead research, we environment, and then take a station ideas as
them will do a picture of them doing this activity Station 3: to why
towards board and bring it in to school so we Guided the wolf
envelopes activity that can put it on the bulletin board reading was
that have leads us into and be reminded of the ways we table using innocent
been food chain can help our environment. The Three and
hidden discussion. Little Pigs should
around the for each be freed
room. Exit Slip separate from
These guided jail, or
envelopes reading that he
have their group. was
practice guilty
problems Challenge and
on them students to should
that they be on the remain
will work lookout for in jail.
on together themes in They
in order to their AR will
make it to books, TV begin by
their next shows, or deciding
clue. After movies which
all clues are they watch they
solved, we believe,
will come drafting
back a
together response
and close on the
the lesson. drafting
template
page,
and then
writing
their
response
on the
provided
writing
sheet.

As
students
are
writing,
I will
circulate
around
the
classroo
m and
conferen
ce with
students
as they
are
writing
to check
on their
progress
and ask
them
what
they
believe.

I will
ask a
student
who
believes
the wolf
was
innocent
and one
student
who
believes
 the wolf
was
guilty to
share
their
essay.

Assessmen Formative Formative: I will Formative: As students are working in Formative: I will Formative
ts Assessment: I will walk around the their research/detective groups, I will be use the worksheets Assessment: As
be walking around class as students are circulating around the room to make sure from station 2 on I walk around
the class, checking working in their they are understanding the directions, and matching the titles the room to
student work as groups and answer answering any questions they might have. of stories to the conference with
they complete their any questions they As they keep working, I will ask theme as a way to students on their
problems. They are might have. I will questions that prompt them to research assess my students writing, I will be
required to show ask them throughout further such as, “Now that you know this in how they are formatively
me or another one the lesson if they information, what are you going to do doing with assessing their
of the teachers think their about it?” identifying theme. I work to ensure
before they can hypothesis is correct will also use they are
look for their next or not, or if they Summative: I would assess my students thumbs up method comprehending
clue that has the think it needs to be based on my previous science lesson and (Section VII. Check the material and
next set of changed. this science lesson into a unit test. As for Understanding) the directions of
problems. students begin to prepare for the test, they in order to see what we are
 Summative: I will can reference the posters with the where my students writing about. I
Summative use the hypothesis information on them to remind them of are at with will ask
Assessment: The worksheet and exit the importance of glaciers, fossil fuels, identifying and questions to
students will have a slips as a way to greenhouse gasses, and endangered creating themes, guide the
test on multiplying assess my students species. and make note of students in their
and dividing and observe if they this. writing and
decimals that understood the answer questions
following Friday lesson today. If not, I Summative: My if they have any.
(October 25th). I will conference with cooperating teacher
will converse with them or the groups will be testing the Summative
Miss Kellams the of them to reinforce students later in the Assessment: I
following week the topics if needed. month on elements will use
after Fall Break to As they get closer to of theme, plot, assessment as I
assess how the being tested on this characters and collect student
students did on material, I will ask setting as a part of writing and read
their tests. my cooperating their language their essays to
teacher if there are arts/reading test. I see if they
ways I can help them will ask her how understand the
review before their students performed assignment. We
unit test. on this test in the will continue to
aspects of theme work with
and talk with her persuasive pieces
about how I could and writing
further teach this essays to support
topic for the their reasoning
students who might as well to further
need extra help. build these skills.

Safety Students Students Students will be at their desks Students Students

will need to will be at working together in order to will need to will
make sure their desks research more on their topic they make sure work at
they are working have been assigned. The QR they are their
staying in together as codes have the websites they will staying in desks
their space they need to use for their research, so their and stay
while they research. they will not have to look up their groups and in their
work and The QR assigned topic on their own. being own
being codes have aware of space in
aware of the websites other order to
other they will groups complet
groups need to use around e their
around for their them. essays.
them. We research, so
hid the they will not
clues to have to look
find their up their
problems in producer,
safe spots consumer, or
around the decomposer
classroom on their
that the own.
students
would be
able to
access
easily.