Lesson Plans Ms. Carroll Tuesday February 17, 2015 Students must proceed straight to cafeteria prior to checking in at homeroom. Morning show begins at 7:45. 7:30 – 8:00 Bell Work 8:00 – 8:30 Social Studies SS.5.G.1.1 Interpret current and historical information using a var4iety of geographic tools. SS.5.G.4.1 Use geographic knowledge and skills when discussing current events. SS.5.G.4.2 Use geography concepts and skills such as recognizing patterns, mapping, graphing to find solutions for local, state, or national problems.  Lesson 4: Settling the Southern Colonies pp. 124 – 125 (Follow and complete the prompts on each page) No Homework 8:30 – 9:00 Music 9:00 ‐ 10:00 Math MACC.5.MD.1.1 Convert like measurement units within a given measurement system. Essential Question: How can you solve multistep problems?  GoMath – Mid Chapter check point pp 421 – 422 No Homework 10:00 – 11:00 Science SC.5.L.14.1 ‐ Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs. EQ: What are human body organs and what do they do?  NG SI Investigate Depth Perception pp. 20 – 23 (20 – 25 mins), Vocabulary: organ, skeleton / Bone, muscles, skin  BrainPop – the Human Body No Homework 11:00 – 11:30 TDPE / 11:40 – 12:10 Lunch 12:10 ‐ 2:00 English Language Arts LAFS.5.RI.1.2 Determine two or more main ideas of a text and explain how they are supported by key details, summarize the text. LAFS.5.RI.2.5 Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts Vocabulary Day 2‐students draw a quick sketch to represent each vocabulary word and label the pictures. Can have students share on overhead for examples. (10‐15 min) Shared Reading: Journeys Unit 2, Lesson 10 (20‐30 minutes) EQ: What can a scientist learn by observing the behaviors of a particular animal? What is the big idea and supporting details of the text?     Tell the students to write down both EQ’s in their notebooks. Tell them that they will be reading the article “Cougars,” for the next two days to answer those two questions. Have them create a T‐Chart in their notebooks and label one side “What I know about Cougars,” and the other side, “What I have learned about Cougars.” Have them fill in the side about what they already know. The other side will be completed as they read. Have them turn to page 294 in their Journeys book. Model reading and taking notes in their T‐charts. Then you can have the students read aloud, read independently, or in pairs. Then need to fill in the T‐chart as they read. When they finish the story, they need to complete the graphic organizer on main idea and details from page 292 in their journeys book, or you can have them respond in writing.  Then they need to answer the other EQ in writing individually in their notebooks. If there is time, they can share their responses and grade themselves and each other. Homework : FCAT Explorer (10 questions 70% accuracy) or iStation 30 mins 1:30 – 2:00 STS / RTI – Paragraph editing 2:00 – 2:15 Dismissal