HOLY NAMES UNIVERSITY LESSON PLAN Planning Statement Title of Lesson: On the Move Grade: 5th Anticipated Time

Frame: 50 min.

Subject Area: Science Classroom organization: Whole class

Resources and materials: computers with internet, notebooks for independent writing Central Focus or Big Idea of Learning Segment: Understand transportation systems and options in their communities California Content Standard(s): Science: Investigation and Experimentation 6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Specific Learning Objectives: Environmental technologies and transportation options. Compare what is best for the environment vs. what is more convenient. The students will be able to understand needs and benefits of transportation systems in their community. Students will demonstrate their learning by completing the worksheet and by discussing as a class. Prerequisites: The students will need to understand what transportation system means and have some background information on different types (ex. BART, Train, Ferry ext.) I will know they have some prior knowledge by asking them what transportation they use, their parents use, and other types they know of. I will ask them about their own habits and the habits of their parents. By making it personal I will peak their interest. Key ELD Standard(s): Intermediate Writing Grade 3-5: Produce independent writing that is under- stood when read but may include inconsistent use of standard grammatical forms.

Challenging Academic language and concepts: The idea of eco-friendly may be difficult for ELD students. Access to the curriculum / modifications: I will make the lesson plan accessible to students with special needs and ESL students by adding little pictures when possible to visually help them understand. Being able to collaborate with their peers will also help them practice conversational skills and will provide a more intimate learning environment. Assessment: I will be able to asses the group work while they work and also by collecting the worksheet after they have completed it. The ranking that students generate will also allow me to check for understanding during the lesson. I will have an individual assessment tool when I have them individually write how they can be more eco-friendly when they go from place to place. Instructional Sequence Set or introduction: How many of you rely on cars? (Raise your hands) Until the 1930s most people relied on public transportation. In 1946 there were 25 million registered cars in the United States. By 2006 there were over 250 Million vehicles. So if you rely on a car you are not alone. On a scratch paper jot down different types of transpiration you use or your family members use. Developing Content: (Teacher Directed Instruction) TDI I will lead a class discussion by asking these questions: -What types of transportation are people movers? Answers: bike, car, bus train, ferry, feet, plane, (while they respond I will be putting them on the board for later use) -What advantage does _____ have? What disadvantages? -How would your life be different without cars? On the smart board I will pull up google maps and get the directions from school to a near by library. I will show how to get the walking directions and then record how long it would take.

I will then show how to get the public transportation directions. This is less eco friendly than walking but should be quicker and better if the weather is not ideal. I will then write down the time and cost. I will then pull up driving directions. This is the least eco friendly but usually fastest rout. I will estimate that gas is $4.00 a gallon and the average car getting 20miles to the gallon. Student Learning Tasks: Guided Practice: From the list we have compiled on the board of all of the different types of transportation I will have the groups reconvene and work together to rank which is the most eco friendly option? (least amount of pollution per passenger) I will then have one group member come up and write the rank number next to each option. (each group will have a different color pen) We will see if the groups agreed or not and why.

Independent Practice: The students will look up directions from school to 5 locations in the Bay Area. They will find the walking directions, public transportation directions, the driving directions and bike path directions if those are available for each of their chosen destinations Once the students map them out they will save the maps and directions for each one and compare the time, possible costs involved (fares/gas) and rank how eco friendly it is. I will then instruct the students to write about their current transportation habits and if there are ways they could make their habits more eco friendly. Checks for Understanding / On-going informal assessment: I will be able to check for understanding when I observe students jotting down some of the transportation vehicles they use. By observing the group work I will be able to check to make sure they are working together to create ideas to write down and to make sure they understand the concepts. Another spot I will be able to check for understanding is when I have them rank the list of options on the board. By reading their personal goals I will be able to assess an individual students understanding as well as their ability to respond to the prompt. I will also assess the writing by checking for multiple sentences, flow between the paragraphs, and introductory sentences.

Closure: I will call on students to share some of the transportation options they could change to be more eco-friendly.