Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Social Studies
● Renewable/Nonrenewable Resources
Science
STAGE 2: Evidence
Evaluative Criteria: Assessment Evidence:
Links to Rubrics go here PERFORMANCE TASK(s)
Diagnostic (Pre-assessment): Observe, Infer, Wonder of photos
● Pre-Assessment Rubric
Formative (checkpoints):
● Claim, Evidence, Reasoning for ● Chalk Talk
transfer task. ● Notebook reflections
● Simple Mind Map
● SL1 Rubric ● DCI Frame
Summative/Transfer Task:
Plan and defend an argument to determine the ethical ramifications of and judge the validity
of a proposed resolution.
RESOURCES/LAYERS:
D&C Inter- Texts Classics Technology Current Language Learning Independent
Icons disciplinary Apps, technology of
Events syntax, changes
to Learn Study
Texts- JGB or art, artifacts, inventor(s), the time period, web in semantics Tools
D&C Mixer Jacob’s Ladder music, philosophers, tools
Only a Be sure to relate to specific project, specific
and Primary orators
Depth: dabbling/orientation study of concept specific graphic product, project formats,
Source Documents and topics within organizers, sites and resources
rules, ethics, to economics,
patterns,, trends, sociology, geography, content models,
big ideas, psychology, annotating texts,
unanswered anthropology, etc. inductive and
questions, details, deductive
impact, process, reasoning
motive, proof
Complexity:
POV/multiple
perspectives,
across disciplines,
context, translate,
original, judgement
D&C Mixer
Think like a: Jacob’s Lesson 1 ● Simple Mind Oil Spills geosphere ● Observe, Plan and
Relationships Ladder Level environmental ● Google Infer, defend an
over time scientist 2 book pictures/artwork Classroom Watersheds biosphere Wonder argument
environmentalist - available in ● Google Docs ● Claim-Evi to
Multiple Google Slide ● Google Forms hydrosphere determine
The Blue Space Junk dence-Re
Perspectives Presentation self-assessment the ethical
Heron ● Padlet
atmosphere asoning
Air Pollution ramificatio
Judgement The Blue Heron ● Flip grid Chart B ns of and
A River Ran Watershed ● Scamper
judge the
Wild by Lynne Flint Water ● 3-2-1
Ethics Cherry validity of
Crisis Defending Protocol a
Pacific ● Think,
Debate proposed
Jacob’s Garbage Resolution
Pair,
Impact piece of
Ladder Patch Share legislation
Nonfiction ● JigSaw
Grade 5 Additional ● DCI Frame Tiny Plastic,
Summary of Websites: Big Problem
the Clean Air Ozone from
Act CommonLit.org
Paired Text: Hazard
Clean Air Act
Paired Text: The
Waste Pacific
Plain English Garbage Patch
Guide to the Clean Air Act Graphic
Clean Air Act
Paired Text: Marine Debris
Flint’s Water
Crisis
Pacific Garbage
Patch
Horizon Oil
Spills National
Infographics Geographic
Plastic Waste
Space Waste
Paired Text: https://ed.ted.co
Space Junk m/featured/Ckf3v
Paired: Farming vhM#review
in Space
https://www.busi
nessinsider.com/
ocean-cleanup-r
emove-plastic-gr
eat-pacific-garba
ge-patch-2018-9
Qualifying Statement Regarding Lessons: With the varying student needs, schedules, session times, and session frequencies within the WCPS
GATE classrooms, the lessons below will need to be differentiated. As the expert on your students, please consider how best to modify the
lessons in regards to best practices (pacing, scaffolding, use of small group instruction, etc). We know that not all of these lessons can be
taught during one session, so you are encouraged to chunk lessons as needed. However, in order to maintain consistency within the GATE
program, please teach the lessons in the order in which they have been written.
If you haven’t already please create an account for DocsTeach, as well as NewsELA and CommonLit. The PDF resources, especially from NewsELA can
be adapted to readers needs according to lexile, I however only attached articles with a lexile of 850+. They also have questions created to help with
discussion and student comprehension. These questions are for teacher use only for small group, conferencing etc.
Lesson 5 Clean Air Act Lesson 6 Introduction to Model UN and Transfer Task
Objective: SWBAT analyze and compare texts IOT examine the Objective: SWBAT draw evidence from multiple sources IOT
relationships that exist between humans and the environment and construct an argument, defend their thinking, and make informed
make informed decisions. decisions.
Looking for: analytical thinking and executive processes (flexible
Looking for: analytical thinking(seeing relationships, compare and thinking, planning and prioritizing, self monitoring)
contrast, making observations) and executive processes
(summarizing, metacognition, setting goals, forming questions) ; 1. Have the class discuss all of the environment conflicts that they
perceptive learners have discovered thus far, their thoughts on how to fix them, and
1. Review unit EQs. the impact these conflicts have on the rest of the world.
2. Unpack objective, discuss as needed. 2. Tell students that over the next few classes, they will have the
3. Revisit generalizations for the unit connecting to how conflict opportunity to take place in a “mock simulation” of how world
can make powerful relationships. leaders solve problems like these.
a. Students will read (partner read if necessary) 3. Review objectives
“Summary of the Clean Air Act” from JL Grade 5 a. Discuss meaning of key terms
Nonfiction (p. 26) and mark the text (use different b. Review what it means to think analytically and use
colored highlighters or colored pencils) to indicate executive processes.
information needed to support each of the three c. Review parts of an argument. The video is an optional
ladders. (These can be used in Google Classroom or choice.
expand the table before printing to allow room for i. Claim
student written responses.) Discuss responses as a ii. Evidence
whole group with focus on relationships between iii. Reasoning
humans and air pollution causes. 4. Introduction to United Nations
b. EQ Reflection- In their journals or using another note a. Draw on any prior knowledge about the UN students may
taking device. Students may choose one of more of the have.
following: b. Allow students to read Explaining the UN to Kids. While
i. In what ways can relationships demonstrate reading, students should use the 3-2-1 protocol. Students
that everything is related in some way? should consider the question, “How does the UN develop
ii. How may conflict be intentional? How may relationships and resolve conflicts around the world?
conflict be unintentional? c. Share responses and discuss the article as a class.
4. Explain to students that the summary they just read contained Depending on time, this may be a good place to split the lesson.
the big ideas of the Clean Air Act and few details. Now they 5. Model UN and Transfer Task
will investigate the The Plain English Guide to the Clean Act to a. Introduce Model UN
collect further details. i. MUN Introduction Video
a. The act is 22 pages long so divide among students so ii. Explain that the transfer task students will be
that all pages/sections are covered. Each student or completing will require them to do a variation of
group will be responsible for reading and adding this MUN.
information from their section. b. Introduce Transfer Task
b. Review student use of analytical thinking strategies to i. Display and review the Transfer Task with
successfully completing assignment. students.
c. Have students add details to question 2 and 3 on the ii. Assign countries
previous response sheet. 1. *All participating states are listed on this
d. Share additional details in a whole group setting. website. Please give priority to the countries
e. EQ Reflection: In their journals or using another note listed here.
taking device. Students may choose one of more of the 2. The teacher may choose to be a country as
following: well to engage in the debate.
i. How can I use the thinking strategies to help iii. Clarify any questions.
me deepen my understanding of this problem c. Student Research
or situation? i. Students will begin to research the Pacific
ii. How do events over time lead to larger conflicts? Garbage Patch as it relates to the transfer task.
iii. How do perspectives on the same topic or event
compare and differ? Assessment: Student research as it pertains to the Rubric for the
5. Students will read “Flint’s Water Crisis” (JL Grade 5 Nonfiction cornerstone task and the Success Criteria.
p. 29) and again mark the text with evidence to respond to
each question.
a. Discuss responses as a whole group with focus on
relationships/conflict between humans and water
pollution causes.
b. EQ Reflection- In their journals or using another note
taking device. Students may choose one of more of the
following:
i. In what ways can relationships demonstrate
that everything is related in some way?
ii. How may conflict be intentional? How may
conflict be unintentional?
6. Students are now ready to analyze these two nonfiction
selections as a pair and consider the relationships/conflicts
among pollution, public welfare and government actions.
a. Have students respond independently to questions
and then share out and refine responses in small
groups.
7. Connect to any prior knowledge of the Environmental
Protection Agency students might have.
a. In small groups, have students visit the Environmental
Protection Agency (EPA) mission web page and
discuss/complete these items in order to describe the
relationship between the government and citizens of
the U.S. The Jigsaw protocol could be used to
complete this task
b. EQ Reflection: How might the mission of the EPA cause
unintended conflict among citizens of the United
States?
8. In pairs or trios, students will create an act of their own that
would seek to control space junk which students learned
about in lesson 4.
a. Students will share their Acts in a whole group
presentation.
Assessment:
1. Use SL Evidence Gatherer to assess student conversations during
small or whole group sharing SL1 Rubric
2. Student Act Success criteria
3. Student reflection in GATE Journals/Google Classroom using
chosen Essential Questions as a reflection
Objective: SWBAT draw evidence from multiple sources IOT Objective: SWBAT draw evidence from multiple sources IOT
construct an argument, defend their thinking, and make informed construct and argument, defend their thinking, and make informed
decisions. decisions.
Looking for: analytical thinking and executive processes Looking for: analytical thinking and executive processes
1. Students will begin or continue their research for the transfer 1. Use a system that works in your classroom to determine what
task. country will go first (fairness sticks, assign and number to each
a. This may be done over multiple class periods student and use a number generator, random name
depending on how your G.A.T.E. blocks are scheduled. generator, etc)
b. Encourage Students to use Cornell Notes or a Topic 2. Assist students in creating Success Criteria for their Model UN
Organizer as they research. based on the research and work they have already done.
i. Cornell Notes organizer a. How can we insure our Model UN is successful?
1. EQ: What conflicts need to be addressed b. What do we need to do to be successful?
in order to respond to the Pacific 3. Each student (country) will present his/her resolution to the
Garbage Patch? How can countries form rest of the MUN. These can be uploaded into Google
relationships to address conflicts they Classroom for access by all other countries.
have caused to the environment. a. During this part of the task, other countries may ask
ii. Topic Organizer questions or challenge a student after he/she has
1. This gives students a chance to presented.
understand the needs of their country as b. When all countries have presented, students have the
it relates to the issue at hand. It also following options:
encourages students to take the i. Agree on one of the proposed resolutions.
perspective of other countries. ii. Form a “committee” with another country to
2. This organizer may work best for students combine resolutions.
who need more structure when iii. Adjust their own resolutions to present a second
researching. time.
2. While students are researching. c. Countries will then present refined resolutions.
a. Conference with students to determine an d. This can be repeated as many times as the teacher
understanding of the task. feels necessary and can be based on student progress
b. Observe is CER being independently implemented by and feedback.
students.
c. Use organizers as a tool for gauging student Assessment: Assessment: Student research as it pertains to the Rubric
understanding. for the cornerstone task and the Success Criteria (If needed: What is
3. Students should be given roughly 2-3 classes (depending on Success Criteria- guide for teachers)
schedule) to research and write the Resolution for their
country.