Ms. Hammond’s Math & Science Lesson Plans
Week of: December 8-12, 2014
Domain: Natural Processes (Human Impact) & Numbers/Operations (Metric Conversions)
Habit: Begin with the End in Mind
Science: Earth’s oceans and landforms can be affected by natural processes in various ways. Humans cannot eliminate natural hazards caused by these processes but
can take steps to reduce their impacts. Human activities can affect the land and oceans in positive and negative ways.
Dates
Monday 12-8
Tuesday 12-9
Wednesday 12-10
Focus
I can research ways humans can I can create a blue print for an
I can create an info-graphic
Question:
conserve our resources.
info-graphic that will convey
that will convey information
(turned into I
information about a pollutant,
about a pollutant, as well as
CAN
as well as ways to solve the
ways to solve the pollution
statement)
pollution problem.
problem.
Thursday 12-11
I can create an infographic that will convey
information about a
pollutant, as well as ways
to solve the pollution
problem.
Friday 12-12
I can create an infographic that will
convey information
about a pollutant, as
well as ways to solve
the pollution
problem. I can record
my persuasive
writing piece to be
published online.
Creation of
infographic
Recap:
Research for PBL
Blue print for info-graphic
Creation of infographic
Creation of infographic
Standard:
5-2.1
5-2.1
5-2.1
5-2.1
5-2.1
Objectives:
TSW research ways humans can
conserve our resources.
TSW create a blue print for an
info-graphic that will convey
information about a pollutant,
as well as ways to solve the
pollution problem.
TSW create an info-graphic
that will convey information
about a pollutant, as well as
ways to solve the pollution
problem.
TSW create an infographic that will convey
information about a
pollutant, as well as ways
to solve the pollution
problem.
Procedures:
PBL Activity: Students will
choose a type of pollutant and
identify conservation efforts
their audience can use to solve
the pollution problem. Students
will collect research on the
following two parts: 1) the
pollutant and 2) conservation
efforts for that pollutant.
Students should use rubric
(attached) to ensure all data
and information is collected so
it can be represented accurately
in their poster on Wednesday
PBL Activity: Students will
create a blue print on their
chosen type of pollutant and the
conservation efforts their
audience can use to solve the
pollution problem. Students
should use rubric (attached) to
ensure all data and information
is collected so it can be
represented accurately in their
poster on Wednesday and
Thursday.
PBL Activity: Students will
create an info-graphic using
http://www.easel.ly/ .
Students should use rubric
(attached) to ensure all data
and information is
represented accurately in
their poster.
PBL Activity: Students
will create an info-graphic
using
http://www.easel.ly/ .
Students should use
rubric (attached) to
ensure all data and
information is
represented accurately in
their poster.
TSW create an infographic that will
convey information
about a pollutant, as
well as ways to solve
the pollution
problem. TSW will
record their
persuasive writing
piece to be published
online.
PBL Activity:
Students will finish
info-graphic.
*Students may use any research
*Students may use any
research collected in their
field guides or article
summaries written in Ms.
Williamson’s class to
*Students may use any
research collected in their
field guides or article
As students finish
info-graphic, they will
*record their
persuasive writing
piece to be published
online.
*Hammond’s
homeroom will finish
writing in Science
and Thursday.
*Students may use any research
collected in their field guides or
article summaries written in
Ms. Williamson’s class to
complete the activity.
collected in their field guides or
article summaries written in
Ms. Williamson’s class to
complete the activity.
complete the activity.
Formative
Assessment:
Teacher Observation
Are students narrowing their
research to just ONE pollutant?
Teacher Observation
Are students including
pertinent information to the
pollutant source, as well as
information that will help their
target audience solve the
problem?
Teacher Observation
Do students understand how
to properly display their
research in an info-graphic?
Materials:
i-pads, chart for collecting
research, rubric
http://blnds.co/1FjaDl3
Research, blue print, rubric
http://blnds.co/1FjaDl3
i-pads, blue print, rubric
http://blnds.co/1FjaDl3
summaries written in Ms.
Williamson’s class to
complete the activity.
Hour of Code: Students
will use code to create
graphics for Frozen. (30
minutes)
Teacher Observation
Are students managing
their time wisely? Do they
have a feasible plan as to
how they will get their
targeted audience to see
their poster?
i-pads, blue print, rubric
http://blnds.co/1FjaDl3
class and record
during ELA time,
while Williamson’s
homeroom will finish
writing in ELA and
record during Science
time.
Teacher
Observation
Does student writing
convey factual
information that is
persuasive enough to
call for change?
Recording device
Math Numbers can be used for different purposes, and numbers can be classified and represented in different ways.
Dates:
Monday 12-8
Tuesday 12-9
Wednesday 12-10
Thursday 12-11
Friday 12-12
Focus
Question:
(turned
into I CAN
statement)
CCSS:
I can convert measurements
within the metric system
using the base ten systems.
Can I use critical thinking
skills to create a computer
code?
I can convert measurements
within the metric system
using the base ten systems.
I can convert
measurements within the
metric system using the
base ten systems.
I can convert
measurements within the
metric system using the
base ten systems.
5.NBT.A.3
State Mandate
5.NBT.A.3
5.NBT.2, A.3 and 5
5.NBT.2 and 5
Objectives:
TSW use snap cubes to
develop understanding of
metric conversions of length.
TSW use a pictorial
representation to convert
metric units of length.
1, 4, 5, 6
TSWBAT use problem
solving skills to create a
computer code.
TSW snap cubes to develop
understanding of metric
conversions of mass. TSW
use a pictorial
representation to convert
metric units of mass.
4, 5, 6, 7
TSW snap cubes to develop
understanding of metric
conversions of volume.
TSW use a pictorial
representation to convert
metric units of volume.
1, 3, 4, 5, 6, 7
TSW apply all strategies
learned this week to
convert metric units
including mass, length, and
volume.
1, 2
None—Leader in Me
1, 2
None—Hour of Code
1, 2
Daily Review Math
1, 2
Daily Review Math
1, 2
Daily Review Math
Engage: View Study Jam:
Units of Measure
Students will complete an
“hour of code” which focuses
on computer coding.
Engage: Class discussion:
What are some things that
might have a mass of one
gram?
Engage: Class discussion:
When have you used mL or
L? (recipe, soda, etc.)
Engage: Review correct
answers to math pre-test
Mathematic
al Practice:
DOK:
CCSS Jump
Start:
Procedures
:
Concrete:
1) Students will take a
“metric” walk. We will walk
around the school and label
the metric system in the
hallway by measuring the
length of distances walked.
2) Students will connect
snap cubes, and measure in
centimeters. Next, ask
students to measure in
millimeters. Finally, ask
them to record
measurement in meters.
Students will record
information in chart.
Pictorial:
Students will draw a chart to
show the relationship
among metric units
(Emphasize every metric
http://hourofcode.org or
http://code.org
Concrete:
1) Students will connect
snap cubes, and measure in
grams. Next, ask students to
make metric conversions of
mass for centigrams and
milligrams. Students will
record information in chart.
2) Students will use number
cards and a ball to make
metric conversions. (Call
each team to come to the
front and demonstrate.)
(mp 4, 5, 6, 7)
Pictorial:
Students will draw a chart to
show the relationship
among metric units
(Emphasize every metric
Concrete:
Students will use a dropper
to record the number of mL
it takes to fill-up an empty
bottle of soda.
Pictorial:
Students will draw a
picture of four 1-liter milk
jugs. Ask students to
represent the number of
mL these milk jugs will
hold. (mp 4, 5)
Students will draw a chart
to show the relationship
among metric units
(Emphasize every metric
unit is 10 times as much as
the next smaller unit.) (mp
4, 5)
1, 3, 4, 5, 6, 7
*Test*
The teacher will use
conference grading to
provide feedback to
students.
(mp 1, 3, 4, 5, 6, 7)
Early Finishers:
Students who finish early
may work on their Science
PBL.
Guided Math: None—math
test
unit is 10 times as much as
the next smaller unit.)
(mp 4, 5)
unit is 10 times as much as
the next smaller unit.)
(mp 4, 5)
Conceptual:
1) Students will make metric
conversions of length.
(mp 1, 4, 5, 6)
2) Additional Practice
(workbook 13-4).
Conceptual:
1) Students will make metric
conversions of mass.
(mp 1, 4, 5, 6)
2) Additional Practice
(workbook 13-6).
*Guided Math: In order to
establish multiplication
fluency, students will work
on multiplication skills
according to their tested
level using app on i-pad.
Guided Math: In order to
establish multiplication
fluency, students will work
on multiplication skills
according to their tested
level using app on i-pad.
*Only 12 out of 48 students
scored a 90 or above on
multiplication fast facts quiz.
In order to address time issue
on End-of-year test, we are
focusing on this fluency skill
for next two weeks.
Homework: Math Practice
Problems
Conceptual:
1) Students will make
metric conversions of mass.
(mp 1, 4, 5, 6)
2) Additional Practice
(workbook 13-5).
Guided Math: In order to
establish multiplication
fluency, students will work
on multiplication skills
according to their tested
level using app on i-pad.
Homework: Math Pre-test
Homework: Math Practice
Problems
Formative
Assessment
:
Do students demonstrate a
conceptual understanding of
metric conversions using
base 10? Are students
accurately converting length
measurements within the
metric system?
Can students apply their
knowledge of the metric
system from yesterday’s
lesson to converting mass
and volume? Do students
demonstrate an
understanding of powers of
10 and moving the decimal
within the metric chart?
Are students accurately
converting within the
metric system? Do students
understand the difference
between mass, volume, and
length when it comes to the
metric system?
Can students demonstrate
their knowledge of the
metric system on a
summative assessment?
When students rework the
questions they answered
incorrectly, are they
understanding the mistakes
they made and
demonstrating a true
understanding of the
concept?