Teacher(s) Name: Deanna Fillingim, Jenna Baaske, Melissa Ellers, Ruth Marshall, Angela Tessier

Thematic Unit Theme/Title/Grade Level: Natural Disasters 5th Grade

Weebly address: ucfgr5naturaldisastersf16t.weebly.com
Daily Lesson Plan Day/Title: Friday Presentations & Post Assessment
LearningGoals/Objectives LearningGoal:
Studentswillbeabletodescribenaturaldisastersandtheircausesandeffects.

NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)

Assessment

LearningObjectives:*youMUSThaveobjectivestomeetallstandards
1. Thestudentswillusetextandresourcestogatherinformationonaspecific
naturaldisaster.
2. Thestudentswillworktogethertoconstructaninformationalchoice
assignment.
3. Thestudentswillpresenttheirprojectstotheirfellowclassmates.
4. Thestudentswilldemonstratewhattheyhavelearnedduringtheweek
throughapostassessment.
NCSStheme(s):
People,Places,andEnvironment
Science,Technology,andSociety
FloridaStandard(s):
LAFS.5.RI.1.8:Explaintherelationshipsorinteractionsbetweentwoormore
individuals,events,ideas,orconceptsinahistorical,scientific,ortechnical
textbasedonspecificinformationinthetext.
LAFS.5.W.3.7:Conductshortresearchprojectsthatuseseveralsourcesto
buildknowledgethroughinvestigationofdifferentaspectsofatopic.
NextGenerationSunshineStateStandards:
SC.35.CSCC.1.2:Describekeyideasanddetailswhileworkingindividually
orcollaborativelyusingdigitaltoolsandmediarichresourcesinawaythat
informs,persuades,and/orentertains.
SS.5.G.4.1:Usegeographicknowledgeandskillswhendiscussingevents.
SS.5.G.3.1:Describetheimpactthatpastnaturaleventshavehadonhuman
andphysicalenvironmentsintheUnitedStatesthrough1850.
SC.35.CSCP.1.3:Identify,research,andcollectadatasetonatopic,issue,
problem,orquestionusingageappropriatetechnologies.

UnitPreAssessment:
Kahoot(deliveredoneweekinadvance)

UnitPostAssessment:
Kahoot(deliveredonFriday)
Ongoingdaily(progressmonitoring)Assessment:
Studentswillcollectartifactsthroughouttheweekandplacetheminsideoftheir
SurvivalKits.Today,theywilltakenotesoneachpresentationtheyviewtoprepare
themfortheirpostassessment.Toconcludetheweek,thestudentswillwriteonething
theylearnedduringtheunitonanexitslipbeforeleavingtheclassroom.

Design for Instruction

Student Activities & Procedures

To begin todays lesson, the students will take out their Survival Kits and participate in
a class discussion. They may use any of the information included in their kits to have
as evidence for questions or concerns that may be prompted during the discussion.
(UDL 3.1 Activate and supply background knowledge)
Some questions that may be prompted:
1. What do Hurricanes and Floods have in common?
2. Are there any natural disasters that may be caused by other disasters?
3. Which disasters are we (living in Florida) most likely to experience?
4. Do you know what to do so that you may be prepared for these storms?
(ESOL 36, 37 Ask numerous questions which require higher level thinking
responses, use language experience techniques in discussing concepts and ideas)
After the discussion has come to a halt, or five to ten minutes have passed, we will
begin our group presentations. (ESOL 32,48 Use student pairs for team learning,
especially for reports, experiments, and projects, use group assignments,
portfolios, learning journals, and non-print options as alternative assessment)
The students will be presenting their group choice projects in the order in which we
learned the information, Blizzards, Tsunami/Earthquakes, and so on. (UDL 7.1, 8.3
Optimize individual choice and autonomy, foster collaboration and community)
During the presentations, their peers should be taking notes about things they are
learning that may have not been brought up during the instruction over the week. Our
ELL students may work with a partner during this procedure so that he/she receives
guidance with writing down important facts and staying on track with the pace of their
peers. (ESOL 44 Focus on thinking skills; predict, categorize, classify, observe
and report [oral-written-pictorial], sequence, summarize) Each group should be
prepared to present their project for three to five minutes. The Interactive Whiteboard
may be used during this time for groups who chose a prezi or voicethread for the news
broadcast. The idea of group presentations allows the students to feel as though each
of them have a distinct role in the group and gives the project more purpose. Our
students with disabilities also are able to get additional aid throughout the week from
their peers. Once all presentations are completed, the students will participate in a
post-assessment Kahoot that includes the same questions as the pre-assessment for
better understanding of the students understanding of natural disasters. In addition to
the Kahoot, the students must complete an exit slip stating one thing that they learned
during the week. On the slip the student should indicate which level of the scale they
feel is appropriate. (UDL 9.3 Develop self-assessment and reflection) This exit slip
along with the results of the Kahoot will be used to determine if the students fully
understand the topic. By using both forms of assessment, the students are able to
access the information they learned in various ways and communicate that
information. The exit slip is a great way to find out what the students favorite part of
the week was, and the Kahoot is more of a fact check assessment.

Resources/Materials

Students are
not able to
describe natural
disasters and
their causes and
effects.

Students can
somewhat
describe natural
disasters and
their causes and
effects.

Students are
able to describe
natural
disasters and
their causes and
effects.

Students can
teach about
natural
disasters and
their causes and
effects.

QR Code Generator, Rubric for choice assignments, Kahoot as pre- and postassessment, Webquest for individual disasters, survival kit, and slip to exit

BlizzardInternetSitesforResearch

Tsunami&EarthquakeInternetSitesforResearch

Hurricane&FloodInternetSitesforResearch

TornadoInternetSitesforResearch

ChoiceAssignmentRubric:
Category

Research

Excellent

Satisfactory

NeedsImprovement

Unsatisfactory

Thestudents
researched
thetopicand
havewoven
6factsinto
their
presentation

Thestudents
researched
thetopicbut
only
included4
factsinto
their
presentation

Noresearch
was
completed
andthere
were0facts
inthe
presentation

Mostfacts
presented
areaccurate
and
documented
Thestudents
presented
for35
minutesata
slighthurry
orslow
pace,spoke
inan
appropriate
manner
mostly,and
weremostly
prepared
Theproject Theproject
was
was
extremely
organized
well

Afewfacts
presentedare
accurateand
documented

Thestudents
researched
thetopicin
depthand
havewoven
8ormore
factsinto
their
presentation
Accuracy
Allfacts
presented
areaccurate
and
documented
Presentation Thestudents
presented
for35
minutesat
anadequate
rate,spoke
inan
appropriate
manner,and
were
prepared
Organizatio
n

Nofacts
presented
areaccurate
and
documented
Thestudents Thestudents
presentedfor didnot
1.53
presentfor
minutesata anadequate
hurryor
time,didnot
slowpace, use
spokeinan presentation
inappropriat speech,and
emanner,
were
andwere
unprepared
somewhat
unprepared
Theproject Theproject
lackedsome was
organization disorganized

organized