LBS 405

5E Lesson Plan with Arts Integration

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GRADE LEVEL (S): Fifth grade/ Multi-Day lesson
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STANDARDS:
Science/ Engineering
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to
problems in 3–5 builds on K–2 experiences and progresses to include investigations
that control variables and provide evidence to support explanations or design solutions.
● Conduct an investigation collaboratively to produce data to serve as the basis for
evidence, using fair tests in which variables are controlled and the number of
trials considered. (5-PS1-4)
● Make observations and measurements to produce data to serve as the basis for
evidence for an explanation of a phenomenon. (5-PS1-3)
Math
MP.4 Model with mathematics. (5-LS1-1)

CCSS.Math.Content.5.G.A.1
Use a pair of perpendicular number lines, called axes, to define a coordinate system,
with the intersection of the lines (the origin) arranged to coincide with the 0 on each line
and a given point in the plane located by using an ordered pair of numbers, called its
coordinates. Understand that the first number indicates how far to travel from the origin
in the direction of one axis, and the second number indicates how far to travel in the
direction of the second axis, with the convention that the names of the two axes and the
coordinates correspond (e.g., x​ ​-axis and x​ ​-coordinate, y​ ​-axis and​ y​-coordinate).

Visual Arts
VPA 2.5 Assemble a found object sculpture (as assemblage) or a mixed media
two-dimensional composition that reflects unity and harmony and communicates a
theme.

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LEARNING OUTCOME/ OBJECTIVES:
The following objectives demonstrate the lesson plan teaching the concept of longitude
and latitude. These objectives comply with the California Common Core State
Standards.
 ● Students will be able to understand and explain Earth's grid system, and how to
locate places using a grid, and degrees of latitude and longitude.
● Students will be able to identify cardinal directions (North, South, East, West).
● Students will be introduced to new vocabulary such as latitude; longitude;
degrees; equator; prime meridian; globe; map; atlas; special lines of latitude
(Tropic of Capricorn, Arctic Circle, North Pole); special line of longitude
(International Date Line); parallels; meridians; Northern Hemisphere; Southern
Hemisphere; Western Hemisphere; Eastern Hemisphere.
● Students will be able to name and locate the world’s continents and major bodies
of water.

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RESOURCES/MATERIALS:
(Items needed to give lesson; e.g, PowerPoint presentation, transparencies, art
materials, worksheets, etc.)

-PowerPoint Presentation
-Warm-up Worksheet
-Practice/Activity Worksheet
-PowerPoint Outline

Art/ Airplane construction: One sheet of white paper; scissors, colored pencils, crayons
or markers; experiment journal

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CURRICULUM CONNECTION (​Identify how this lesson fits in the larger unit of
instruction):
● Students will learn about Latitude and Longitude and terms associated with the
topic. They will be able to define and identify key concepts and name and locate
specific places on a map using Latitude and Longitude.
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ENGAGEMENT
● My engagement activity will be to throw a paper airplane across the room. This
will leave the students interested, yet wondering what will come next in the
lesson.
● The students will then be able to decorate and build a paper airplane of their own
and try to target a specific landing area.
Directions:
1. Design and make a paper airplane using the provided directions.
 2. After your have built your paper airplane, perform 4 test flights. In your journal,
create a T-Chart like the following: Attempt Distance
3. For each test flight, use the yardstick to measure to measure, in inches, the
distance that your plane flew! You may make minor changes to your airplane to
make it go further but you need to document the changes you made.

4. Below your T-Chart, find the average distance that your plane flew. Do you
remember how to find an average?
5. Use the graph paper and create a line graph to show the various distances that
your plane flew. What goes on the X axis? What goes on the Y axis?
6. In your journal, write a reflection and answer the following questions:
~What changes did you make to your original design that made your
airplane fly further?
~Why do you think those changes helped your plane fly further? ~What does the
experiment tell you about how planes fly?
~ What does your line graph show you about the distances your plane flew?

● Grouping: Students will be placed in groups of four. Since they have four
opportunities to test their airplanes, each student will get to do a test flight.

● Accommodations/Modifications for EL Student-Expanding Proficiency and

Accommodations/Modifications for Student with Auditory Processing Disorder:
Instructions will be provided in alternate languages if needed. The project is very
hands on so they can focus on the activity rather than constant listening for
instruction. Many visuals will be provided for all exceptionalities.

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EXPLORATION
● To introduce the students to the topic of Latitude and Longitude, a 6 (six) minute
video will be shown to the class that discusses and explains many of the
important terms and concepts that will be in the lesson. (Video can be found at
the beginning of the PowerPoint) After the video, the class will discuss why
Latitude and Longitude are important. After the discussion, the teacher will then
present the PowerPoint to the students in the form of a lecture. The PowerPoint
will include definitions and examples on many of the terms and concepts related
to Latitude and Longitude, going over them thoroughly. (e.g. cardinal directions,
degrees, equator, North Hemisphere, etc.) C ​ omplete list of terms/concepts will be
found under objectives​. Slides on the PowerPoint will contain visuals to help
students understand concepts and definitions.
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EXPLANATION
 ● Student explanations should precede introduction of terms or explanations by the
teacher. What questions or techniques will the teacher use to help students
connect their exploration to the concept under examination?
● Students can explain and create questions about the correlations of our airplane
activity with longitude and latitude.
● Use of correct terms and vocabulary
● Grouping: These thoughts can be conducted as a class or a group so that
students can share their thoughts amongst their peers to accommodate for any
needs.
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ELABORATION
● Students will participate in an activity to reinforce this lesson. This activity will be
a worksheet that can allow the children to test their knowledge of places located
on the map. A blank map of the world will be provided. This map includes the
lines of longitude and latitude. It also includes the degrees which can help them
determine a specific location. The main activity on this worksheet will be to name
and locate the world's continents and major bodies of water.

● This will be an individual assignment however students can ask their peers for
help if necessary. Teacher will also walk around to accommodate for EL
Student-Expanding Proficiency and students with Auditory Processing Disorder.

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EVALUATION
● In order to check for understanding from the students there will be a PowerPoint
presentation with a series of checkpoint slides where the students will have to
answer several questions pertaining to the lesson, as a class. After the lesson
there will be a short quiz with five questions. The quiz will be used to evaluate
what the students understood from the content and what they did not understand.
If there is something that the students did not understand it will be reviewed the
following day.
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Lesson Plan Rationale Assignment

I selected the learning activities in hopes of really engaging the students when

working with this curriculum. My engagement activity will be to throw a paper airplane in

the classroom. This will get students attention and make them wonder what my motive

is for throwing the airplane. The students will then get to color and create their own
paper airplane. This will cover the VAPA instruction. The students can decorate their

airplane freely and however they desire. However they chose to represent their artwork

will correlate with the VAPA integration. T

​ his warm up is meant to get students thinking

about different aspects of location. It is connected to the concept of a pilot to stimulate

thought on how navigation is possible without a Navigation system. Another connection

is to the concept of x and y coordinates. Getting them to think about that in the

beginning will make them revisit the idea of finding a location using two points on a

graph. The last question on the warm up is meant to get them thinking about popular

locations that catch their interests. It will make them more engaged when it comes to

possibly finding those locations on a world map after they have gone through the

lesson. The curiosity sparked will encourage the students to locate the places they

would like to travel as a review.

The purpose of the review is to refresh the students’ minds on what longitude

and latitude is. It has definitions in it, which they should be able to define. After they put

their knowledge to practice as they label a world map with terms they learned in the

lesson. The second portion of the review is a bit more challenging. They are to plot

major cities on the united states. This will allow them to review the order of how

coordinates are placed and how to accurately plot coordinates.

Through the use of specific instructional strategies such as explaining, modeling,

scaffolding, asking questions to guide a discussion, and providing instructions to guide

an activity, students will be engaged. This lesson plan provides learning activities that

engage students in higher order thinking and application of concepts or skills to

purposefully advance their understanding of specific content because it relates to real

life situations. The activities provided allow them to think more in depth about location,

for example relating it to a pilot landing an airplane.

Many aspects of the latitude/longitude lesson consists of higher level vocabulary

words. Learning these terms will be an important issue when addressing the academic

language development needs of the students. When including the English language

learners and standard english learners, sufficient accommodations will be provided for

enhanced engagement. Visuals and extra help will be provided if necessary. Thorough

instructions will be provided for all activities and worksheets. Further instruction will also

be available if necessary. The difficulty level of the text will be grade level appropriate

and vocabulary terms will be posted throughout the classroom for reference. Some

words may also be provided in another language along with a picture for english

learners.

In the engagement activity, students will be placed into groups of four to test their

airplanes. In order to support all learners I can place any advanced students in a group

with students who may be struggling a bit more. For english language learners, i can

place them with students who can help translate and words or meanings if necessary.

For the individual work provided after the lesson is presented, students will work

individually, however they can have their peers for assistance if necessary. The teacher

will also be walking around the room during this time to assess students work for

understanding of the concepts.

 This activity can incorporate students cultural and linguistic resources,

socioeconomic backgrounds, funds of knowledge, prior experiences, and interests in

many ways. For example, when they are completing the worksheet that allows them to

plot a place in the world, they can choose an area that has some cultural attachment for

them. It can be their hometown or also a place where their family background comes

from. They can choose a point where they have visited on the map as well. To further

include these aspects, students can summarize why they chose the point on the map,

and why it is important to them.

The lesson plan addresses the socio-emotional development of the students

because it allows them to work with classmates and the teacher. As a group, they are

trying to reach a goal which promotes working together to achieve the desired end

result. I chose particular resources, materials, tools, and/or educational technology to

support student learning in this lesson because i feel i have a variety of engaging

resources provided throughout this lesson plan. We have hands on experience

including art, lecture type powerpoints, and also evaluative worksheets to assess

understanding of the lesson provided.