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Your Name(s):

Katie Ruga

Grade Level: (circle one) 5th grade

Subject: Human Development 10 day Unit


Lesson Title: Teeth (Day 1)
NCSS Content standards:
I believe that this unit will fall under Individual Development and Identity. This was best
choice because we will be discussing how a person develops throughout life so I think
this would be the closest NCSS standard to Human Development.
This unit will also fall under the Culture because the students will be looking at diverse
families and doing some research on those families and cultures.
SS.35.BS.4: Understand the process of how humans develop, learn, adapt to their
environment, and internalize their culture.
Materials Needed:

Little Rabbits Loose Tooth by Lucy Bate


PowerPoint with pictures.
Take home worksheet with the two teeth.
YouTube for the brushing song.
Journal

Prerequisite Skills:

Knowledge of what teeth and brushing the teeth are.


How to write.

ABCD (measurable) Objectives:


After the students have learned the toothbrush song, the fifth grade students will
be able to write 4-6 sentences in their journal describing a time that they lost a tooth and
also bring their happy/sad tooth back with 4-6 pictures on each tooth the next day.
-------------------------------------------------------------------------------------------------------------------Interaction with Students:
1. Provide objectives: (What are students going to learn?)
Good morning students this morning we are going to be learning about our
baby teeth and our teeth that we have when we lose our baby teeth along with ways to
keep our teeth healthy and clean. They will be expected to do the take home
assignment and bring it back the next day.
2. Procedures: (may include direct instruction modeling, grouping, cooperative
learning, etc)

1. Read the picture book to the kids.


2. Pull up PowerPoint and give the students a background on primary and
permanent teeth (show pictures). I got my background information from
https://jr.brainpop.com/health/bewell/losingatooth/grownups.weml.

primary

permanent
3. Ask students if they have any questions so far.
4. Then proceed to ask students, What are some good ideas/ways to protect and
take care of our primary and our permanent teeth?
5. After having a discussion about flossing and brushing twice a day (also touch on
that its a good idea not to yank the tooth but to let it fall out) teach the students
the brushing song.
file:///C:/Users/Sue%20Potter/AppData/Local/Microsoft/Windows/INetCache/IE/3
C4HFLMB/brushteeth.pdf
This is the Way we Brush our Teeth (sing to mulberry bush)
This is the way we brush our teeth, brush our teeth, brush our teeth,
This is the way we brush our teeth each and every morning.
This is the way we brush our teeth, brush our teeth, brush our teeth,
This is the way we brush our teeth each and every night.
6. Talk to the students about their take home project. They are going to take home
a happy tooth and a sad tooth. They are going to find pictures of food and drinks
that they think would make a tooth happy (fruit, veggies, etc) and foods that will
make teeth sad (caffeine, sugar, etc) and glue them onto the tooth that it

represents. I suggest parents helping with this and they are expected to bring it
back the next day.
7. Encourage the students to sing the song as they brush their teeth that night.
8. Wrap up with having the students journal 4-6 sentences about a time they lost a
tooth.
3. Check for understanding and provide student feedback: (How will you know
students understand the skill or concept? How will they know they get it?)

I will look at their journal when they are done writing to read their story.
Ask a student if they can explain a permanent tooth and another student a baby
tooth.
Always ask students if they have any questions or comments.

4. Assessment / Closure: (How do you evaluate student progress or provide closure


to this lesson?) Attach rubric, checklist or assessment document. ASSESSMENT
must match objectives above.

The assessment for this is the journal. If a student doesnt have 4-6 sentences I
will have them go back to their seat and write more. The journal is for them to
make a connection to what we talked about in class.

5. DIFFERENTIATION of Content, Process or Product:

We are going to be a whole group for the entire class except the journaling so
there will be no differentiation necessary for gifted or for non-gifted during the
lesson. If any students get done early I would suggest starting to work on their
homework.

7. References (Curriculum materials, previous teachers, online websites, your past


experiences, etc):
http://www.thingstoshareandremember.com/dental-activities/
http://www.socialstudies.org/standards/strands

Your Name(s):

Katie Ruga

Grade Level: (circle one) 5th grade

Subject: Human Development 10 day Unit


Lesson Title: All About You (Day 2)
NCSS Content standards:
I believe that this unit will fall under Individual Development and Identity. This was best
choice because we will be discussing how a person develops throughout life so I think
this would be the closest NCSS standard to Human Development.
This unit will also fall under the Culture because the students will be looking at diverse
families and doing some research on those families and cultures.
SS.35.BS.4: Understand the process of how humans develop, learn, adapt to their
environment, and internalize their culture.
Materials Needed:

I Like Me! By Nancy Carlson


Elmo
Computer for video
Journals
Blank construction colored paper for drawing/writing activity
Markers/crayons

Prerequisite Skills:

Writing

ABCD (measurable) Objectives:


After the students watch the video, they will draw a picture with at least 5 bubbles
that depicts what they love or what defines them and why with complete accuracy.
-------------------------------------------------------------------------------------------------------------------Interaction with Students:
1. Provide objectives: (What are students going to learn?)
Good morning students, we are going to share our tooth projects first thing this
morning. Teeth are a wonderful beautiful part of our bodies and there is so much more
to our bodies. We must accept and love ourselves for who we are and what we look
like. We are going to watch a video of some kids answering a question and then you are
going to draw a picture.
2. Procedures: (may include direct instruction modeling, grouping, cooperative
learning, etc)

1. Have students share their tooth project with the class and give a brief explanation
as to why they put the food/drink on the happy or sad tooth.
2. Transition to loving ourselves and that being the topic.
3. I want you to pull out your journal and write down 2 things that you love about
yourself. (Give 3-5 min for this)
4. Read the book to the class after all pencils have been put down.
5. What are some things that Ms. Piggy did in this book that you do? (Hoping to get
answers like, I take care of myself, I pick myself up when I fall, I laugh with myself,
etc).
6. After a handful of students answer I plan on showing them this video:
https://www.youtube.com/watch?v=zBoFUurKZEg
7. Introduce the activity that they will be doing during class.
8. Each student will draw a picture of themselves in the center and, like a bubble
worksheet, they will write and/or draw pictures showing/telling what they love about
themselves or why they love themselves.
9. Give 10-15 minutes to do this. Walk around classroom and monitor.
10. After this wraps up I want to have a discussion. Ask students, Why do you think
I had you do this today?
10. Discuss their take home assignment. I want the students to go home and ask
their family members one thing that they love about themselves and one way that
they take care of their body.
3. Check for understanding and provide student feedback: (How will you know
students understand the skill or concept? How will they know they get it?)

Walk around the room and monitor while students are drawing/writing.
Have a discussion before and after video and take mental notes.

4. Assessment / Closure: (How do you evaluate student progress or provide closure


to this lesson?) Attach rubric, checklist or assessment document. ASSESSMENT
must match objectives above.

No assessment. These is one big unit I dont believe I need a quiz or a formal
assessment after each lesson. I will want to look at their drawings and be able to
explain it to me clearly.

5. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention?

The students can always take their construction paper home and have their
parents help if they would like for extra help/time.

b. Extension for students of high ability? (Remember, assigning gifted students to be


the tutor for others is not sufficient academic challenging for students who have
mastered the lesson).
Find some research on why its good that we love our bodies and ourselves and
write 4-5 sentences explaining it.
6. References (Curriculum materials, previous teachers, online websites, your past
experiences, etc):
https://www.youtube.com/watch?v=zBoFUurKZEg

Your Name(s):

Katie Ruga

Grade Level: (circle one) 5th grade

Subject: Human Development 10 day Unit


Lesson Title: The Skeleton Inside You by Phillip Balestrino (Day 3 and 4)
NCSS Content standards:
I believe that this unit will fall under Individual Development and Identity. This was best
choice because we will be discussing how a person develops throughout life so I think
this would be the closest NCSS standard to Human Development.
This unit will also fall under the Culture because the students will be looking at diverse
families and doing some research on those families and cultures.
SS.35.BS.4: Understand the process of how humans develop, learn, adapt to their
environment, and internalize their culture.
Materials Needed:

The Skeleton Inside You book


Large pieces of paper
Markers/crayons/colored pencils/pencils
Elmo
Journals
Quiz

Prerequisite Skills:

How to write
How to work with a group

ABCD (measurable) Objectives:


After the students have created their playdough humans, they will be able to
write 12 sentences in their journal about why we need bones and what they noticed with
the activity with 100% accuracy.
After the students have created skeleton posters in groups, the fifth grade
students will be able to correctly write the bones vocabulary next to the appropriate
bone on the quiz with no more than two errors in matching.
-------------------------------------------------------------------------------------------------------------------Interaction with Students:
1. Provide objectives: (What are students going to learn?)
Good morning students, today we are going to learn about bones and how they
help us and why we need to take care of them as well.

Good morning students, today we are going to learn more about our bones and
learn about specific ones. By the end of the lesson I want you to try to remember where
some of our most important bones are located in our body.
2. Procedures: (may include direct instruction modeling, grouping, cooperative
learning, etc)
1. Begin with the opening question: Has anyone ever broken a bone before? Allow
a few kids to share. Then ask: Does anyone want to take a guess with how many
bones in our body? Lets find out in the story!
2. Proceed to reading the picture book to students.
3. Introduce the first activity. Have the students draw pictures of what bones can
help them do in their lives. An example would be that they protect our heart.
4. Have a few students share their thoughts after 5 minutes.
5. Move into introducing the main activity for the day.
6. The students will get Playdough and 3 straws a piece. They will be asked to
create a body with no bones (no straws) and a body with bones (with straws). I
will have examples made like below.

7. The rest of the class period will be used to give students time to create. They will
then be asked to write half a page (12 sentences) explaining the difference
between the body with no straws and the body with straws. They can take their
creations home as well.

Day 4 Procedures (Next Day)


1. Go back to the book again to start out, turn to page 10 and 11 and talk about how
many bones we have in our body and our arm.
2. Today, we are going to talk about some of our most common/major bones in our
body.
3. Im going to show you a picture of a bone and where its at and then I want you to
find it on your body and point to it.
4. Skull, humerus, ulna, radius, femur, fibula, tibia, clavicle, scapula, ribs, vertebra,
pelvis, and phalange. I will have a picture of each bone, where its located and
what it is called taped up on the board. This way I can just point at each picture
and go through each one in less than 5 minutes and the students will have a
reference to look at.

5. After this, I will break students into groups of 4 by pulling popsicle sticks. Each
group will get a large piece of paper. They will be instructed to trace one student
in their group on the piece of paper. Each group will get the set of 13 bones for
them to glue onto their human body. The poster should look something like
below.

6. The students will only have about 30 minutes to do this so they need to work
quickly and work together as a group. As an incentive for the groups working
together I would pass out a ticket to each group working quietly and calmly. The
tickets are used to purchase free reading time, lunch time with teacher, etc.
7. Once the 30 minutes are up, bring students back to their seats and let them know
we will share our posters in the morning. They will then be given a brief quiz with
a blank skeleton and 13 lines pointing to each bone they just worked with. I will
have all 13 bones written up on the board for them to use a reference (and
spelling) and they have to place the bone where it goes on the skeleton quiz.
3. Check for understanding and provide student feedback: (How will you know
students understand the skill or concept? How will they know they get it?)

Walk around and monitor class.


Ask for the feedback and questions/comments.
Read the journal entry.
Look at posters.

4. Assessment / Closure: (How do you evaluate student progress or provide closure


to this lesson?) Attach rubric, checklist or assessment document. ASSESSMENT
must match objectives above.

This lesson does have a couple assessments. Their poster must be correct and
then they will have a quiz as well. Its literally going to be the skeleton picture
above but without the names and they will just have to type in the names of
bones. I will also look at their journal from the day before as well.

5. DIFFERENTIATION of Content, Process or Product:


a. Adaptation for students who need extra help, time, or attention?

They only have to journal 8 sentences.


They can have the choice to work with a partner when creating playdough
humans.
I can walk the students through the quiz that need help or extra attention.

b. Extension for students of high ability? (Remember, assigning gifted students to be


the tutor for others is not sufficient academic challenging for students who have
mastered the lesson).

Again, there really is no room for extensions. The only time that a student might
have time to do an extension is after they have written their 12 sentences in their
journal. If they get done with that, I could have research fun facts about bones
and share them with the class.

6. References (Curriculum materials, previous teachers, online websites, your past


experiences, etc):
http://alittlepinchofperfect.com/learning-about-bones-activities-and-printable/?utm_source=bp_recent
https://www.google.com/search?q=10+major+bones+in+body+to+teach+to+students&biw=1366&bih=
617&tbm=isch&imgil=kX9zuD_og_tf1M%253A%253BO6L3zAW9Gg8uM%253Bhttps%25253A%25252F%25252Fwww.pinterest.com%25252Fpin%25252F290622982174
118978%25252F&source=iu&pf=m&fir=kX9zuD_og_tf1M%253A%252CO6L3zAW9Gg8uM%252C_&usg=__8kZqVuv7CJGE1OIUGEQs5N5douo%3D&ved=0ahUKEwjW_K7Cor_MAhUok4M
KHQRlCWIQyjcIKQ&ei=e1ApV5bTC6imjgSEyqWQBg#imgrc=e4rxjGblg0JuoM%3A

Your Name(s):

Katie Ruga

Grade Level: (circle one) 5th grade

Subject: Human Development 10 day Unit


Lesson Title: Germs and a Healthy Body (Day 5)
NCSS Content standards:
I believe that this unit will fall under Individual Development and Identity. This was best
choice because we will be discussing how a person develops throughout life so I think
this would be the closest NCSS standard to Human Development.
This unit will also fall under the Culture because the students will be looking at diverse
families and doing some research on those families and cultures.
SS.35.BS.4: Understand the process of how humans develop, learn, adapt to their
environment, and internalize their culture.
Materials Needed:

Germs Make Me Sick by Melvin Berger


Computer for video
Journal
Pen/Pencil

Prerequisite Skills:

How to write

ABCD (measurable) Objectives:


After watching the video and having a discussion, the students will be able to
answer three questions with 2-3 sentences a piece with 100% accuracy.
-------------------------------------------------------------------------------------------------------------------Interaction with Students:
1. Provide objectives: (What are students going to learn?)
Good morning students, today we are going to learn about something called
germs that can harm our body. The bones that we discussed in the last couple of days
cant protect us from them but something else can.
2. Procedures: (may include direct instruction modeling, grouping, cooperative
learning, etc)
1. Introduce the topic by tying it to our skeleton in our body. The last couple of days
we learned about our skeleton and how it can help our body stand, move, and
protect our body. Today we are going to talk about something else that can

2.
3.
4.

5.
6.
7.

actually harm the inside of your body and something that we have that can
protect us from that as well.
Read Germs Make Me Sick! By Melvin Berger
Introduce the first activity for this book.
Each pod will have a plate with glitter (different colors) and glue. They will take
their hands and place them in the glitter. Then they are going to go around and
shake other students hands. After a few minutes of this I will ask them to go
back to their seats and look at their hands. How many of you have several
different colors of glitter on your hand now? (Hoping that all students say me!)
Why do you think I had you do this activity? How does it tie back to the book that
we read?
Have baby wipes (if there is no sink in classroom) for students to wash hands at
this point.
Have a discussion about ideas of how to keep germs off of our bodies and clean.
After we have wrapped up our discussion Im going to explain the white cells in
our body briefly and then show them a video explaining the difference of bacteria
and virus because the book is kind of hard to understand.

8. https://youtu.be/7D0eIsuZC3w
9. Discuss video.
10. Then, as a whole group, we will make a poster together as a class titled Rules for
Good Health like the poster in the back of the book pg 31.
11. Final task is answering three questions that I place on the board and they must
write the answer in their journal and turn it in.
12. Question One: What are germs?
13. Question Two: What are white blood cells?
14. Question Three: Whats the difference between a bacteria and virus?
3. Check for understanding and provide student feedback: (How will you know
students understand the skill or concept? How will they know they get it?)

Take mental notes during discussion. If it goes somewhere that it shouldnt I will
redirect and clarify if I need to.

4. Assessment / Closure: (How do you evaluate student progress or provide closure


to this lesson?) Attach rubric, checklist or assessment document. ASSESSMENT
must match objectives above.

The assessment will be the three questions that they are expected to answer and
turn in.

5. DIFFERENTIATION of Content, Process or Product:


a. Adaptation for students who need extra help, time, or attention?

No need for differentiation throughout lesson. When it comes to the questions I


can read each question to a student that needs extra help. They also may use
the book as a reference if they are really struggling or have a special need.

b. Extension for students of high ability? (Remember, assigning gifted students to be


the tutor for others is not sufficient academic challenging for students who have
mastered the lesson).

Students that need an extension can research white and red blood cells more
and draw a picture of what each looks like.
They can write down how to prevent getting a bacteria/virus or google home
remedies to help feel better or medications.

9. References (Curriculum materials, previous teachers, online websites, your past


experiences, etc):
http://www.brighthubeducation.com/preschool-lesson-plans/46314-germs-make-me-sick-activitiesand-lesson/

https://youtu.be/7D0eIsuZC3w

Your Name(s):

Katie Ruga

Grade Level: (circle one) 5th Grade

Subject: Human Development 10 day Unit


Lesson Title: How Babies Are Made (Day 6 and 7)
NCSS Content standards:
I believe that this unit will fall under Individual Development and Identity. This was best
choice because we will be discussing how a person develops throughout life so I think
this would be the closest NCSS standard to Human Development.
This unit will also fall under the Culture because the students will be looking at diverse
families and doing some research on those families and cultures.
SS.35.BS.4: Understand the process of how humans develop, learn, adapt to their
environment, and internalize their culture.
Materials Needed:

How Babies Are Made by Andrew C. Andry and Steven Shepp


iPads
Elmo
Poster board

Prerequisite Skills:

Group work skills


Writing
Researching skills

ABCD (measurable) Objectives:


After the students have heard and discussed some examples of babies being
made, the students will create a poster, while in groups, that must have the list of
requirements on their poster.
-------------------------------------------------------------------------------------------------------------------Interaction with Students:
1. Provide objectives: (What are students going to learn?)

2. Procedures: (may include direct instruction modeling, grouping, cooperative


learning, etc)
15. Open up to the first page of the book and place under the Elmo and ask the first
two questions that are on the page.
16. Discuss questions for about 3-5 minutes.

17. Flip through the book, How Babies Are Made, and show a couple of examples.
(the flower and the chicken)
18. Introduce the research project that the students will be doing.
19. For the next couple of days you and a partner will be working on a project
together to present. I will choose partners by pulling Popsicle sticks.
20. You and your partner will choose a plant, human, or any kind of animal to
research. On your poster you will be expected to either draw or glue pictures of
the process of how the baby is created and how the baby grows and is born. At
the top of the poster make sure you put what animal/human/etc you are doing.
21. Break them into partners.
22. Okay now that you are in partners I want to you to get on an iPad and do some
research or talk about what topic you are going to do. Once you decide what your
poster is going to be on please come and tell me. I want each group doing
something different.
Below is an example. At the top of the poster though please make sure you have a
title. I expect pictures like below but I also want a brief description as to how they are
made.

23. Once you have chosen the topic that you want and I have approved you may
begin your research and spend the rest of the class finding research and
pictures.
Day 7

Good morning! Everyone should have their research done and their notes
and pictures ready to go. Every partner group needs to grab a poster board
and begin putting their poster together. We are going to spend all class period

today trying to get our poster done and then we will share in the beginning of
class tomorrow.
Walk around room and answer any student questions.

Check for understanding and provide student feedback: (How will you
know students understand the skill or concept? How will they know they get
it?)

Walk around while students are working on their projects to listen and answer
any questions.

By looking at their poster I feel like I should get informal feedback and then
when they share their poster I will also get feedback.

4. Assessment / Closure: (How do you evaluate student progress or provide closure


to this lesson?) Attach rubric, checklist or assessment document. ASSESSMENT
must match objectives above.
The rubric below will be handed to the students before they start working on the
poster so they know what is expected.
Making A Poster : Growth Poster
Teacher Name: Mrs. Ruga

Student Name:

________________________________________

Title

Title can be read


from 6 ft. away and
is quite creative.

Title can be read


from 6 ft. away and
describes content
well.

Title can be read


from 4 ft. away and
describes the
content well.

The title is too small


and/or does not
describe the content
of the poster well.

Use of Class
Time

Used time well


during each class
period. Focused on
getting the project
done. Never
distracted others.

Used time well


during each class
period. Usually
focused on getting
the project done and

Used some of the


time well during each
class period. There
was some focus on
getting the project
done but

Did not use class


time to focus on the
project OR often
distracted others.

CATEGORY

never distracted
others.

occasionally
distracted others.

All graphics are


related to the topic
and most make it
easier to understand.
All borrowed
graphics have a
source citation.

All graphics relate to


the topic. Most
borrowed graphics
have a source
citation.

Graphics do not
relate to the topic
OR several
borrowed graphics
do not have a
source citation.

All but 1 of the


required elements
are included on the
poster.

Several required
elements were
missing.

Graphics Relevance

All graphics are


related to the topic
and make it easier to
understand. All
borrowed graphics
have a source
citation.

Required
Elements

The poster includes All required elements


all required elements are included on the
as well as additional poster.
information.

Date Created: May 04, 2016 09:29 pm (CDT)

5. DIFFERENTIATION of Content, Process or Product:


a. Adaptation for students who need extra help, time, or attention?

The students who might be a struggling learner will be in a group so they will
have other group members to assist them. I expect each student to participate.

b. Extension for students of high ability? (Remember, assigning gifted students to be


the tutor for others is not sufficient academic challenging for students who have
mastered the lesson).
No extension necessary for gifted students because its group work.
6. References (Curriculum materials, previous teachers, online websites, your past
experiences, etc):
https://www.google.com/search?q=poster+with+baby+growing&biw=1366&bih=617&source=lnms&tb
m=isch&sa=X&ved=0ahUKEwjx5cD35cDMAhWEOT4KHZcSC7UQ_AUIBigB#tbm=isch&q=pictures+of+ho
w+baby+grows&imgrc=Uw3LnLEGFHw86M%3A
http://rubistar.4teachers.org/index.php?ts=1462415243

Your Name(s):

Katie Ruga

Grade Level: (circle one) 5th grade

Subject: Human Development 10 day Unit


Lesson Title: Family (Day 8)
NCSS Content standards:
I believe that this unit will fall under Individual Development and Identity. This was best
choice because we will be discussing how a person develops throughout life so I think
this would be the closest NCSS standard to Human Development.
This unit will also fall under the Culture because the students will be looking at diverse
families and doing some research on those families and cultures.
SS.35.BS.4: Understand the process of how humans develop, learn, adapt to their
environment, and internalize their culture.
Materials Needed:

That New Baby by Patricia Relf


Elmo
Worksheets
Journal

Prerequisite Skills:

How to write

ABCD (measurable) Objectives:


After the students
-------------------------------------------------------------------------------------------------------------------Interaction with Students:
1. Provide objectives: (What are students going to learn?)
Students today we are going to share our posters and then we are going to
move into learning about how to handle a new family member in your family.
2. Procedures: (may include direct instruction modeling, grouping, cooperative
learning, etc)
1. Good morning! We are going to start our day with sharing our posters. Each
student will take around 5 minutes explaining what topic they chose and explain
the process.
2. After all partners have shared transition into new section about families. We all
now know where babies come from because of our project we just did. Some of

3.
4.
5.
6.

7.

you might have baby brothers or sisters or have one someday and we are going
to talk about adapting to our families growing.
Read the book under the Elmo for the students.
Has anyone ever felt like the big sister in this book? Why? Is it hard to adjust to
having a baby in the house? What is really cool about having a little sibling?
I want each of you to write 4 sentences about what would be cool, or is cool,
about being a big brother or big sister.
Have a discussion for about 5 minutes. Talk about how it may not just be a
younger sibling that might join the family, it could be a new mom, grandpa, etc.
As you grow up, your family will grow as well.
Have the students fill out the My Family worksheet in class. They can draw
pictures and make it creative.

8. Have students take the worksheet below home and fill out with parents if needed.
This will be good for the students to recognize what each family member does for
the family.

3. Check for understanding and provide student feedback: (How will you know
students understand the skill or concept? How will they know they get it?)

Read journal
Listen during the discussion
Ask students if they have any comments/questions

4. Assessment / Closure: (How do you evaluate student progress or provide closure


to this lesson?) Attach rubric, checklist or assessment document. ASSESSMENT
must match objectives above.

No formal assessment for this one. I will read their journal and give them points
for participating. I will also look at their two worksheets before we share with the
class.

5. DIFFERENTIATION of Content, Process or Product:


a. Adaptation for students who need extra help, time, or attention?

Students can type their journal entry if they need to

b. Extension for students of high ability? (Remember, assigning gifted students to be


the tutor for others is not sufficient academic challenging for students who have
mastered the lesson).
Research the different types of families (blended, step, etc)
10. References (Curriculum materials, previous teachers, online websites, your past
experiences, etc):
http://www.eduplace.com/rdg/gen_act/family/graphics/graph.html
http://themes.atozteacherstuff.com/198/family-lesson-plans-activities-printables-and-ideas/
http://www.eduplace.com/rdg/gen_act/family/graphics/helpchart.html
http://www.eduplace.com/rdg/gen_act/family/helps.html

Your Name(s):

Katie Ruga

Grade Level: (circle one) 5th grade

Lesson Title: A Diversity of Families (Day 9, 10, 11)


NCSS Content standards:
I believe that this unit will fall under Individual Development and Identity. This was best
choice because we will be discussing how a person develops throughout life so I think
this would be the closest NCSS standard to Human Development.
This unit will also fall under the Culture because the students will be looking at diverse
families and doing some research on those families and cultures.
SS.35.BS.4: Understand the process of how humans develop, learn, adapt to their
environment, and internalize their culture.
Materials Needed:

Family Pictures by Sandra Cisneros and Carmen Lomas Garza.


Elmo
Several picture books featuring diverse stories of different families
iPads
Journals
Elmo

Prerequisite Skills:

How to write
Research skills

ABCD (measurable) Objectives:


After the students have looked at the pictures in the book, the students will be
able to create PowerPoint with at least 5 slides and present for at least 5 minutes on a
family from another culture with 100% accuracy.
-------------------------------------------------------------------------------------------------------------------Interaction with Students:
1. Provide objectives: (What are students going to learn?)
Good morning students, over the next couple of days we are going to be
learning about different families. Today we are going to look at some pictures in a book
and write some connections on them, then we are going to start our project with a
partner about a family from another culture.
2. Procedures: (may include direct instruction modeling, grouping, cooperative
learning, etc)

Day 9
1. Today we are going to finish up our unit with talking about all of our families and
all of the families that are across the country that may not be like ours.
2. Everyone should have their worksheet that was filled out yesterday about their
families. One table at a time please go pin your pictures up on the bulletin board
so everyone can see your family.
3. Now what we are going to do is I am going to show you a picture of this book I
have (show book and title to class under elmo) and I want you to jot down in your
journal some things you are noticing in the picture. Look at each person and write
down what they are doing I also want you to make predictions as to why they
are doing what you think they are. You can write down a connection you may
have to something going on in the picture.
4. Demonstrate for the students on page 4. I think the little girl playing with the doll
is all by herself. She seems happy because she is smiling. I wonder who she
belongs to in this picture.
5. Do the next one together on page 6.
6. Finally, allow the students to write silently on their own about the next picture on
page.
7. After a few minutes of having them write have a couple of students share.
Repeat this for the next 3-4 pictures.
8. After we are done, talk about why I had them do this. These families are Hispanic
but from what we just noticed we have connections with them and we also have
differences. Why is it good for us to try understand other cultures/ethnicities?
9. After a brief discussion move into introducing the project.
10. You and partner will find a family, using the iPad, from a culture different than
yours and do research. You are expected to create a PowerPoint with images
and words presenting that family and their culture to us. Im looking for how the
family lives, functions, how they work, who takes care of who, things like that.
11. The PowerPoint must have at least 5 slides and must be at least 5 minutes.
12. Any questions?
13. Partners will be picked by me by Popsicle sticks.
14. You have today and half of tomorrow to finish this.

Day 10 and Day 11


1. Presentations happen after giving the students time to wrap up and get ready.
2. When everyone is done presenting I want all of the students to write a one page
reflection of what they learned so Im looking for 12 sentences.

3. Check for understanding and provide student feedback: (How will you know
students understand the skill or concept? How will they know they get it?)

Check journals
Monitor student conversation and discussion time (listen for any misconceptions)
Take notes on each students presentation and they have to turn in final writing.

4. Assessment / Closure: (How do you evaluate student progress or provide closure


to this lesson?) Attach rubric, checklist or assessment document. ASSESSMENT
must match objectives above.

There are two parts to their assessment. They must turn in their 12 sentence
writing at the end for participation points. The second part is they will be grade on
their PowerPoint presentation.
Oral Presentation Rubric : Families
Teacher Name: Mrs. Ruga

Student Name:

________________________________________

Time-Limit

Presentation is 5
minutes long.

Presentation is 4
minutes long.

Presentation is 3
minutes long.

Presentation is less
than 3 minutes.

PowerPoint
Slides

Presentation has 5
slides.

Presentation has 4
slides.

Presentation has 3
slides.

Presentation has 2
slides.

Content

Shows a full
Shows a good
Shows a good
understanding of the understanding of the understanding of
topic.
topic.
parts of the topic.

CATEGORY

5. DIFFERENTIATION of Content, Process or Product:

Does not seem to


understand the topic
very well.

a. Adaptation for students who need extra help, time, or attention?

Students will be working with partners. If I have two students together who need
more time and help they are welcome to present last so they have more time.
If a student cant present I can talk to them one on one to make sure project was
understood.

b. Extension for students of high ability? (Remember, assigning gifted students to be


the tutor for others is not sufficient academic challenging for students who have
mastered the lesson).
If a pair needs an extension they are welcome to dig further into what affects the
climate has on the way the family lives.
They can create their own family and make up a new culture for that family.
6. References (Curriculum materials, previous teachers, online websites, your past
experiences, etc):
http://rubistar.4teachers.org/index.php?ts=1462448659