HOLY NAMES UNIVERSITY LESSON PLAN

Planning Statement
Title of Lesson:
On the Move
Grade:
5th
Subject Area: Science, Social Studies
Anticipated Time Frame: 50 min. Classroom organization: Whole class
Resources and materials: student worksheet (see attached) computer
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.
After they have done that I will have them add what kind of energy it uses.
I will then have the students work on the student worksheet in groups of three.
Developing Content: (Teacher Directed Instruction) TDI
Once they have completed the worksheets I will have them back to
their seats and face the white board.
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?
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:
I will then have the students get on the computer and either create a poster, a
personation or video explaining how they will be more ecofriendly when they
need to use transportation. They can use tools like Voki, Canvas, Powtoon or
PowerPoint.

They must answer
What would be hardest to change?
And if they cannot change their habit why not?
Try and persuade others to make that change also.
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
their online creations to check to make sure they understand what eco friendly
means and that they answered the questions and persuaded others to join them
in the change.
Closure:
I will call on students to share some of the transportation options they could
change to be more eco-friendly.