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Lesson Plan

Lesson Goals:

Name: Kelly Swisher

Date: November 13, 2013

Grade: Fifth

The goal for this lesson is for students to identify the benefits of living healthy, specifically walking, and be able to make personal connections and formulate classroom goals pertaining to the topic and as an introduction to the unit. Standards: National Science Standard: Personal Health Nextgen: SC.S.5.3 Applications of Science; demonstrate the ability to evaluate the impact of different points of view on health, population, resources and environmental practices. Common Core: CCSS.ELA-Literacy.W.5.1 Write an opinion piece on topics or texts, supporting a point of view with reasons and information Student Objectives: Students will: Observe and record data that will assist student in drawing conclusions about healthy living and its benefits to them on a personal level Identify how healthy living impacts society and the environment Determine various methods to implement healthy living (specifically walking) in the school Collaborate ideas through writing and discussion to begin Wild and Wonderful World of Walking Unit. Utilize technology to reinforce lesson goals and collect data for Walking Project Materials and Technology: Materials: Index cards Lined paper Science Inquiry Activity (previously prepared) Interactive Bulletin Board (previously prepared) Article on The Walking School Bus (copies for every student)

Technology: Glogster Collage (access through Weebly account) www.walkingschoolbus.org* http://www.nyc.gov/html/safety/walkingschools.shtml Motivational Introduction/Build Background Knowledge: Bell Ringer: The Glogster Collage will be up on the screen as students enter the classroom. I will explain to students the bell ringer directions are located directly on the collage. Procedures: Have Glogster Collage up and ready as students enter classroom (bell ringer) Allow students approximately 5 minutes to complete bell ringer assignment, hold a large classroom discussion on student observations and significant aspects recorded from the collage. Explain to students this is the start of a new unit and explain classroom expectations and activities that are available around the room (interactive bulletin board, science inquiry center) that will contribute to student understanding of key concepts and content being covered. Hand out The Walking School Bus Article (use link* to share article with class) Read article from website aloud to students, and have them follow along using handout. After reading article, have students use close reading strategies to highlight significant information. Think-Pair-Share: Allow students time to discuss findings with a partner, then have large group discussion about article. Have students make connections from bell ringer, the article, and the bulletin board and Inquiry center. Explain to students we will be identifying our own unique way to walk more and live healthy. Break students into small groups. (students will rotate every 8-10 minutes) Group 1: Interactive Bulletin Board Group 2: Research article online Were Walking Here. Have students use notecards to draw inferences using a 3-2-1. (Write 3 things you learned, 2 things you found interesting, and 1 thing you have a question about). Group 3: Science Inquiry Center

Group 4: Smartboard Activity: Students will brainstorm ideas about creating our own classroom Walking School Bus (this will be an interactive study that will integrate our content areas addressing healthy living) After groups have rotated to every designated area have a large group discussion on student observations and 3-2-1 activity. Wrap Up: Humdinger: Reflect back to smartboard and read through student ideas. Have a vote to determine the top three ideas for our Walking Unit and the project we will begin in our classroom. Allow students time to make connections to the article we studied in class (The Walking School Bus) and the ideas that students may have gotten from 3-2-1 activity in small group rotations. (Were Walking Here website; article/activities). Adaptations/Modifications: *Be aware of student grouping, ensure students with LD or BD are grouped separately and with students who work well with them. Have hardcopies of Glogster collage and Were Walking Here PDF file for students who have difficulties with the technology provided. Monitor students and assist when necessary Assessment: Formative: 3-2-1 activity, smartboard brainstorming activity, large group discussions, observing small group work. Summative: Final essay (student personal reflection) that will be completed at end of unit and added to the student portfolio. Content Closure: The closure will be the humdinger* (included in the procedures portion of lesson)