Integrated Thematic Unit: Grade 5 Theme 1: Natures Fury

Based on Houghton Mifflin Reading Themes and Connected to Social Studies, Science and/or Art Standards Teacher Designers: Kim Black, Mary Ann Kou, Emily Cassar, Stacy Sgro G GATE Staff: Lyn Olson, Caroline Calero, David Manier, Ted AltenbergSummer Fall 2007

Stage 1 Desired Results for Universal Access

HM Theme Concept: Natures Fury
Nature is powerful and people must cope with the challenges it presents.

Cross-Curricular Goals (Content Standards):

SCI 4: Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. As a basis for understanding this concept: a. Students know uneven heating of Earth causes air movements (convection currents). b. Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns. c. Students know the causes and effects of different types of severe weather. d. Students know how to use weather maps and data to predict local weather and know that weather forecasts depend on many variables.

HM Reading Comprehension Skill:

Sequence of Events o Identify order of strategies o Identify words that signal sequence o Learn academic language=signal words, sequence order Text organization o Identify different ways in which authors organize text (see page 81A TE) o Identify when an author shifts from the present action to past events Categorize and Classify (see page 105 TE)

HM Writers Workshop:
Summary:

Students extend their understanding of the theme, Natures Fury, through researching causes of changing weather patterns and natural disasters. They apply their research and the reading skills taught in this theme to various learning activities offered in the Extension Menu.

Prerequisites:
Skills of independent work Students should be pre-assessed for reading level Students should be pre-assessed for knowledge of the reading comprehension skills taught in this unit.

Integrated Thematic Unit: Grade 5 Theme 1: Natures Fury

Essential Understandings: 1. Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. 2. Geography affects weather 3. Weather is a powerful, unpredictable force of nature 4. People learn to cope with natures power. Students will know 1. What causes earthquakes, volcanoes, and severe weather 2. Geographical regions of various events in nature (earthquakes, hurricanes, etc.) 3. Consequences of severe weather and natural disasters 4. Disaster response/preparedness 5. Career opportunities related to w weather and geography 6. A beginning understanding of human responsibility to nature 7. Sequence of events 8. Classification and Categorizing 9. Text Organization Essential Questions: 1. How does geography play a role in natural events? 2. How do people cope with nature? 3. How do people use their u understanding of nature to improve their lives and the world? 4. How do humans affect the climate? Students will be able to 1. Identify how non-fiction text is organized. 2. Recognize and apply sequence of events while reading and writing 3. Categorizing and classifying information 4. Write to inform 5. Present to inform

Stage 2 Assessment Evidence for Universal Access

HM Theme:
____ SCOE Test OR ____ Houghton Mifflin Theme Skills Test:

Anthology Selections:
____ Selection Tests (Teachers Resource Blackline Masters) ____ Think About the Selection p. 46 p. 76 p. 100 ____ Assessing Skill per selection: Practice Book OR S Skill Performance Tasks(TE Teachers Resource Tab) Suggested Activities: R 9 Write Comic Strip R 11 Study Guide R13 Map Game ____ Reading Response Journal

____

Daily Log

____

Other:

Summative Performance Task: Based on Essential Understandings

____ ____

Writing to Inform OR Presenting to Inform Suggested Prompt (for writing or presenting to inform): Write a narrative passage in which the main character is in a natural disaster. In the narrative include the sequence of events and the characters responses to the challenge and/or changed in a positive way due to the experience Criteria Cards for each product Assessment Cards for each product on Extension Menu (see page 8) Writing to Inform and Presenting to Inform Rubrics
Daily Log of Extension Work and Reading Log Self Evaluation Checklist Task commitment and engagement when working independently Peer Reviews

Key Criteria:
____ ____ ____
____ ____ ____ ____

Other Evidence:

Stage 3 Learning Plan for Universal Access

Launching the Theme 2 Days:
Building connections to text, academic language and Essential Understandings of the HM Theme HM Theme Matrix GLAD Strategies: o Focus and Motivation: o Input o Guided Oral Practice

Teaching the Theme 2 3 days per selection:

Differentiate the reading, allowing advanced (challenge) students to read at their own pace. Reading Comprehension Skill Lessons (Before, Mid, After) Continuous building of connections to text, academic language and Essential Understandings Extension Menu of Learning Activities: Practice and Application Performance Task: Bringing together of HM selections, Target Page, Theme Matrix, research and Extension Menu projects. Presented as a written piece or a presentation: Writing to Inform or Presenting to Inform HM Theme Matrix GLAD Strategies: o Focus and Motivation: o Input o Guided Oral Practice

Closure and Evaluation 2 Days:

HM Theme Matrix GLAD Strategies: o Closure/Evaluation Theme Performance Task: Presentation to Audience

SCOE Test OR Theme Assessment

Differentiation / Universal Access

Student Role
1. Students choose from an Extension Menu of Learning Activities/Products that integrates Social Studies, Science and or Art with Reading Theme and Reading Skills. 2. Students apply their learning from Extension Menus into a Performance Task: o Writing to inform (use rubric) o Presenting to inform (use rubric) 3. Students keep track of progress in Daily Log of Extension Work and Reading 4. Students work independently, sign Independent Study Agreement 5. Students help find research resources to learn more about the essential understandings and essential questions found on the Target Page 6. Students complete Self-Evaluation Checklist at end of theme.

Teacher Role
1. Model, Teach and Practice the use of product criteria for various subjects and purposes before asking students to be independent. 2. Teach students to do their own record keeping 3. Review and monitor the skills of independent work i.e. time management 4. Teacher checks in with Extension Menu students regularly to scaffold learning and check on organization of materials 5. Teacher provides clear directions, criteria and rubrics for Extension Menus 6. Teacher provides clear directions, criteria and rubrics for Performance Tasks 7. Teacher helps find research resources to support the essential understandings and essential questions found on the Target Page

Theme 5-1: Natures Fury

Extension Menu

Name _____________________________ Due Date _______________

Directions: Choose 3 activities in a row as you would in Tic-Tac-Toe 1. Map 2. Oral Presentation 3. Newscast

Create a map of the U.S.A showing where hurricanes, tornados, earthquakes and volcanoes occur. Use symbols to identify areas. Give reasons why each type of event happens in particular geographic locations.

Create and present a Develop and present newscast focusing on an oral presentation a severe weather about weather- and event. climate-related Give an on the careers. scene account of Choose three the situation. careers to research Take into account and report on. the damage being Include the done, how people sequence of are reacting, and preparation to what emergency becoming an action is being expert in their taken. field. Use transitional words or phrases that explain sequence of events. 5. Poem 6. Timeline

4.

Poster

Create a poster illustrating 4 different kinds of severe weather. Include the scientific causes the consequences to humans and ecosystems the likely geographical location how humans can prepare

N Now the house of wind is thundering. N Now the house of wind is thundering. As I go roaring over the l land, the land is c covered in thunder wind song From the Pima Indians

Research Global Warming. Create a Timeline showing changes in the earths climate. Write a one page summary of your conclusions about the causes of climate change. Use section headings like those found in a text book. 9. Interview

7.

Journal

Write a two week

8. Weather Instruments

Interview a person

journal reflecting your moods and feelings during different types of weather in a daily paragraph. Write a conclusion about the relationship between weather and mood based on your experience. Compare your conclusion to actual research

Build three weather who has faced a instruments. (Google powerful act of Make your own nature. Weather Station.) Create interview Explain what each questions to help is used for and how you learn: to build it. o About the sequence of Demonstrate to events; the class how they o How they are used to coped; measure or predict o What the weather. understanding or insight he/she gained from the experience.

Assessment Criteria for Natures Fury Theme Extension Menu

1.
___ ___ ___ ___ ___

Map
Follows map criteria card At least 4 area correctly labeled 4 reasons given for occurrence of event Neat and accurate Correct spelling

2. Oral Presentation
___ Follow oral presentation criteria card Career identified Clear job description Educational requirements Benefits/satisfaction of job

3.
___ ___ ___

Newscast
Follow radio report criteria card Gives at least 8 facts about event Content is accurate and clearly addresses each part of prompt Uses sequential order when describing event. Uses transitional words.

___ ___ ___ ___

___

Total: _____

___
Total: _____

Total: _____

4.
___ ___ ___

Poster
Follow the poster criteria card Title correctly spelled At least 4 different kinds of severe weather are shown Short explanation of each kind of weather, its consequences and preparedness needed Resources cited

5.
___ ___ ___ ___ ___

Poem
Neat copy of poem Appropriate, colored, detailed illustration. Recites from memory with clarity Interpretation of poem in a paragraph Read three other poems on this subject and share with class

6.
___ ___ ___ ___

Timeline
Follow timeline criteria card Include at least 10 entries Research sources noted Summary of global warming is sequential with a conclusion Summary is written with headings (nonfiction text)

___

___

___

Total: _____

Total: _____

Total: _____

7.
___ ___ ___

Journal
Follow journal criteria card Daily entries for 2 week Show relationship between weather and moods Clear conclusions that analyze data. Correct spelling,

8. Weather Instrument
___ ___ ___ ___ ___ Follow demonstration Criteria card Follow instructions on web site Creative use of materials Description of each is accurate and useful Site resources used

9.
___ ___ ___

Interview
Follow interview criteria card At least 8 clear questions Questions require more than a yes and no answers Questions and answers neatly written

___ ___

___

punctuation and grammar. Total: _____ Total: _____

___

Setting for the interview explained and how you choose this person

Total: ____

Each Product has 5 criteria, for a total possible of 5 points each, 15 points for 3 products Product # _____ Product # _____ Product # _____ TOTAL ______ points earned ______ points earned ______ points earned ______ points earned

Thematic Matrix: Grade 5 Theme 1: Natures Fury

Essential Questions:
1. What causes earthquakes, volcanoes and severe weather? 2. Where do most earthquakes, volcanoes and severe weather occur on the planet? 3. How do people use their understanding of nature to cope with natural disasters and to enrich their lives? (Elements of the essential understanding) People Coping Understan ding Nature to Improve Life

HM Selection

Causes

Location

Earthquake Terror

Eye of the Storm

Volcanoes

Storm Warning

Enduring Understanding:
_______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ ___________________________________

Name _____________________________ Due Date ________________

HM Theme 5-1: Natures Fury

N Nature is powerful and people must cope with the challenges it presents.
California Science Content Standards: 5.4: Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. As a basis for understanding this concept: a. Students know uneven heating of Earth causes air movements (convection currents). b. Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns. c. Students know the causes and effects of different types of severe weather. d. Students know how to use weather maps and data to predict local weather and know that weather forecasts depend on many variables. Essential Understandings: 1. Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. 2. Geography affects weather 3. Weather is a powerful, unpredictable force of nature 4. People learn to cope with natures power. Students will know What causes earthquakes, volcanoes, and severe weather Geographical regions of various events in nature (earthquakes, hurricanes, etc.) Consequences of severe weather and natural disasters Disaster response/preparedness Career opportunities related to Essential Questions: 1. How does geography play a role in natural events? 2. How do people cope with nature? 3. How do people use their u understanding of nature to improve their lives and the world? 4. How do humans affect the climate? Students will be able to Identify how non-fiction text is organized. Recognize and apply sequence of events while reading and writing Categorizing and classifying information Write to inform Present to inform

w weather and geography A beginning understanding of human responsibility to nature Sequence of events Classification and Categorizing Text Organization