Fifth Graders Bouncing into Biodomes!

Ms. Jones Fall 2015

Literacy Practices Color-Coding: Reading, Writing, Speaking, Listening, Viewing, Performing
Lesson
ObjectivesActivities
Materials
Assessment
target skills
and other
notes
Week Introduction to
Green Thumb
Students
Ice Breaker1
Different
By the end of
Ball
should be
Get To know
Ecosystem Types this session
actively
you ball
students will
Student
participating
Introduction to
5-LS2-1: Develop create at
Science
Folder
in the
Science
a model to
least two
Diagrams
reading
materials/Fold
describe the
artifacts that
Worksheets,
strategy
er
movement of
correctly
Blank
Pages,
provided
Types of
matter among
displays the
reading
while
Ecosystems
plants, animals,
cycle of parts
strategies,
reading
Supplemental
decomposers
of an
word blobs
Inside
Reading
and the
ecosystem.
and
exit
Ecosystems
Ecosystem
environment.
tickets.
and
Pictionary
Students will
Biomes
game
R.CM.05.04
apply learned
Inside
Prelude to
content
Ecosystems
Students
Biodomes
R.MT.05.01
knowledge
and Biomes by can
Get them
with visual
Debra Housel
correctly
thinking!
representatio
draw and
(YouTube
ns of the
Ecosystem
verbalize
Video)
content
Flash Cards,
three
Exit Tickets
vocabulary
Colored sheets identifying
What
during
of paper,
factors of 6
germinated
Pictionary
Markers
different
today?
game.
ecosystems
Laptop
while
YouTube
working
together
during the
Ecosystem
Pictionary
Game.
Week Building Biodome By the end of
Categories Flash
Successful
Anticipatory
3
Models
this session
Cards

planning
Set Game
5-ESS2-1
students will
(Ecosystem
and
and
Spontaneous
Develop a model be able to
science related)
completion
Categories
using an
correctly
of Biodome
Biodome
example to
identify the
Laptop
and
Video
Models
Introduction
describe ways
materials
source
(Video

Refl
note

Not
this
was
as w
had
min
the
We
able
our
Eco
Pict
gam
the
fam
the
eco
The
resp
real
the
and
thin
are
lear
the
may
able
this
wee

WE
THE
BIO
(Ha
30 m
toda
love

the geosphere,
biosphere,
hydrosphere,
and/or
atmosphere
interact.
W.PS.05.01
W.HW.05.01

needed to
make a
successful
selfcontaining
environment.
Students will
also have
successful
completed a
Biodome
model.
Students will
provide neat
and legible
blueprints
that
demonstrate
content
understandin
g as well as
personal
style.

Week
2***

Biodome
Completion.
5-ESS2-1MI
Develop a model
using an
example to
describe ways
the geosphere,
biosphere,
hydrosphere,
and/or
atmosphere
interact in
Michigan and the
Great Lakes
basin

Students will
be using
visual
representatio
n to show
reading
comprehensio
n of the
cycles of
ecosystems.

R.MT.05.01

Created by Ms.
Jones)
Biodome
Planning
-Look at Blue
Prints
-Check out
supplies
available to
them
-Create their
own blueprints
Biodome
Assembling
Exit Ticket
What
germinated
today?

Anticipatory
Set game
Code Breaking
Vocabulary
Observe and
Document
Biodome
changes
Ecosystems
reading.
Sphere Activity
Give them an
animal from
the article.
Draw and
identify the
cycle of each
animal.
Exit Ticket

Biodome model
photos and plans.
Biodome
Materials 2
liters, soil, sand,
rocks, insects,
plants, seeds,
water, pantyhose
materials, water,
tape, markers.

Students
will have
made new
observation
s of
Biodome in
Science
folder.

Student Science
folders

Code Breaking
Worksheet with
todays
vocabulary list
involved.
Student Science
Folders
Earth is Divided
Yet Connected
by Sarah Friedl
Art Materials

Students
should be
actively
involved in
the reading
strategy
provided for
Sarahs
literature.
Students
should also
leave this
session with
at least one
of their own
environmen
t correctly
labeled.

acti
Bas
life
plat
buil
wee
prev
they
able
corr
iden
diffe
part
requ
mak
suc
Biod
am
extr
prou
day
Stud
also
Lon
to p
side
Biod
that
the
life
We
get
the
but
a re
grea
info
l tex
life
Stud
wer
iden
cyc
thei
des
anim
wel
hum
imp
thes

What
germinated
today?

Week
5

Biodome and the

Community
5-ESS3-1
Obtain and
combine
information
about ways
individual
communities use
science ideas to
protect the
Earths resources
and
environment.
W.GN.05.03
R.CM.05.01

By the end of
this session
students will
have a good
understandin
g of the
importance of
the
communitys
involvement
in preserving
the areas
natural
resources.
Students will
be able to
provide in a
formal letter
two
suggestion for
this
community to
keep the
environment
s natural
resources
preserved.

Anticipatory
Set Game Six
Items, Six
Seconds.
Observe and
Document
Biodome
Community
Involvement in
Environment
growth and
sustainability.
Write a letter
to the city
environmentali
st.
Talk about
celebration!
Exit Ticket
What
germinated
today?

Students
will have
made new
observation
s of
Biodome in
Science
folder.

6Items6Seconds
game cards
Student Science
Folders
Brochures and
Letters from local
environmentalist
groups.
Proper Stationary
and writing
utensils

Students
will be
actively
engaged in
the writing
of formal
letters to
the cities
environmen
talists
groups on
how they
believe we
should treat
the
environmen
t to keep
our natural
resources
safe.
Students
will have
made new
observation
s of
Biodome in
Science
folder.

cyc
We
took
cha
disc
eng
of o
Biod
wha
be r
The
list
they
nee
Ano
suc
proj
Not
time
toda
very
and
wou
just
mor
(Be
cele
This
stud
mad
obs
on t
Biod
usin
note
wor
real
and
they
soli
und
g of
eco
We
gain
stud
toda
way
This
the

Week
6

Learning
celebration!

Students
should be
able to
provide their
colleagues a
summative
report on
their six week
unit involving
Biodomes.

End of Unit
Celebration
Game
Students
Choice!
Look at all the
awesome
Projects our
friends have
done
Present our
awesome
Biodome Unit!

Biodomes
Student Science
Folders
Celebration treat!

Students
will be
actively
participating
by viewing
and
presenting
during the
Student
Celebration
of Learning
Fair.

a ch
prac
exp
of th
Stud
wer
able
lett
com
mem
abo
imp
of c
all p
the
eco
The
finis
but
they
und
the
reas
beh
assi
Hor
holy
Tod
rush
very
suc
Befo
cele
beg
wen
thro
the
assi
we
acc
d in
This
them
prep
pres
to t
pee
sati

Planning a Unit of Study

Overview:
Over the course of the next six weeks, students will learn about the importance of a full successful ecosystem
through the use of a model Biodome. They will become familiar with the types of ecosystems, four spheres of
Earth, Fossils and Rock Layers as well as community involvement in keeping our natural resources safe.
Students will be read to, silent read to themselves, and watch a videos about the Biodome and Earths many
systems. As the students are learning new information about Earths Systems, they will also be working on their
literacy skills and techniques that will improve their scientific understanding of literacy. Students will become
familiar with tools to assist the writing process such as word walls, learning logs, and reading strategies.
The Rationale:
This unit is about the many parts and systems that hold together Earths diverse ecosystem. Being
knowledgeable in local ecology is geology important for students because being aware of the local natural
resources can help assure preservation. Throughout the unit, each lesson will contribute to meeting Michigan
fifth grade science and language arts standards. With this students will become familiar using writing tools such
as word walls, learning logs, reading strategies and observational reporting skills. Once the writing portion is
completed, students will celebrate their research by sharing with fellow classmates. The unit is to teach students
about Earths Ecosystems as well as teach those writing and reading techniques and skills to read and write
informational texts.
STANDARDS*
*Objectives are written in unit plan grid.

READING
R.WS.05.07 In context, determine the meaning of words and phrases
including symbols, idioms, recently coined words, content vocabulary, and
literary terms using strategies and resources including analogies, content
glossaries, and electronic resources.
R.IT.05.01 Analyze the structure, elements, features, style, and purpose of
informational genre including advertising, experiments, editorials, and
atlases.

R.CM.05.01 Connect personal knowledge, experiences, and understanding

of the world to themes and perspectives in text through oral and written
responses.
R.CM.05.04 Apply significant knowledge from grade-level science, social
studies, and mathematics texts.
R.MT.05.01 Self-monitor comprehension when reading or listening to text by
automatically applying and discussing the strategies used by mature
readers to increase comprehension including: predicting, constructing
mental images, visually representing ideas in text, questioning, rereading or
listening again if uncertain about meaning, inferring, summarizing, and
engaging in interpretive discussions.
WRITING
R.CM.05.01 Connect personal knowledge, experiences, and understanding
of the world to themes and perspectives in text through oral and written
responses.
W.GN.05.03 write a position piece that demonstrates understanding of
central ideas and supporting details (e.g., position/evidence organizational
pattern) using multiple headings and subheadings.
W.PS.05.01 exhibit personal style and voice to enhance the written
message in both narrative (e.g., personification, humor, element of surprise)
and informational writing (e.g., emotional appeal, strong opinion, credible
support)
W.HW.05.01 Write neat and legible compositions.
SCIENCE
5-LS2-1: Develop a model to describe the movement of matter among
plants, animals, decomposers and the environment.
5-ESS2-1
Develop a model using an example to describe ways the geosphere,
biosphere, hydrosphere, and/or atmosphere interact.
5-ESS2-1MI

Develop a model using an example to describe ways the geosphere,

biosphere, hydrosphere, and/or atmosphere interact in Michigan and the
Great Lakes basin
5-ESS3-1
Obtain and combine information about ways individual communities use
science ideas to protect the Earths resources and environment.