Fifth Grade STEM Plans for May 15th - 19th

Subject: Supporting Unit: Teachers: Grade:

Social Studies 10: Effective Citizenship Henderson, Smith, Miller Fifth

SS5E2 The student will describe the functions of four major sectors in the U.S. economy.
Georgia Standards of a. Describe the household function in providing resources and consuming goods and services.
Excellence (GSE) b. Describe the private business function in producing goods and services.
d. Describe the government function in taxation and providing certain goods and services.
MGSE5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume and measurement.
Standards for
MGSE5.MD.5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems
Mathematical Practice
including volume.
ELAGSE5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently.
ELAGSE5RI9: Integrate information from several texts on the same topic in order to write or speak about the subject
Literacy for GSE
knowledgably.
ELAGSE5SL1: Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Essential Questions How do communities and cities rebuild following an earthquake disaster?

STEM role cards

STEM journals
Materials Chromebooks
Posters
Markers

Day(s) for Monday (5/15) Tuesday (5/16) Wednesday (5/17) Thursday (5/18) Friday (5/19)
Lesson
Opening Students will view the Teacher will show students Teacher will review STEM Students will respond to Students will respond to
slideshow “Deadly a recent disastrous problem: How can we the question: how do you the question: how can
Earthquake Rattles earthquake provide aid to individuals think earthquake victims you improve your
China.” (https://www.unicefusa.or affected by a recent will respond to our project?
Students will record g/stories/ecuador- earthquake disaster? project?
questions they have earthquake-%E2%80%94- Students will pair up with
during the slideshow. how-help-children-and- someone in a different group
families-today/30256). and share ideas.
 At the completion of
the slideshow, Discuss: How could we help
students will discuss the people affected by this
questions they have. earthquake?
Work Period As a class, read and Teacher will review the Students will begin creating a Create: Students will Improve: Students will
discuss the article STEM problem: How can presentation to present their follow through with the improve their plan by
“Quake Kills we provide aid to idea to the class. plan: how we will provide researching existing
Thousands in Western individuals affected by a - Presentation should aid to individuals affected relief programs, such as
China.” recent earthquake include a description by a recent earthquake? the American Red Cross.
Answer the following disaster? (ASK) of what type of aid Students will search for
questions: would be provided, ways they can add to or
- Why is Students will continue how they would change their program.
western China researching in small advertise their
prone to groups. project, when and
earthquake where it would take
activity? After 25 minutes, allow place, and who
- How far groups to present their would receive the
reaching were research to the class. resources.
the effects of
the Following research Students will present their
earthquake? presentations, students will project plans and vote on
- How did the reconvene in groups to one they would like to put
government begin to planning process, into action.
respond to the considering the new
earthquake? information.
- How is aid
being Students will brainstorm
provided to ideas for the problem
the victims of (Imagine). Students will
the record ideas in their STEM
earthquake? notebook.
- Why have
relief efforts Students will create a
for those in detailed plan in which they
need been will make a list of steps
slowed? they will take and a list of
- What health materials needed.
issues have
arisen in China
because of the
 earthquake,
and how are
they being
handled?

Teacher will introduce

STEM problem: How
can we provide aid to
individuals affected by
a recent earthquake
disaster?

Students will be
divided into groups to
begin further
research.

Explain to students
that they will
research, using
suggested sources and
other available
classroom resources,
one topic related to
earthquakes, their
causes and effects, or
the relief efforts
necessary to recover
from this type of
natural disaster.

Group 1: local
infrastructure

Group 2: disaster
relief

Group 3: human lives

 Group 4: earthquake
science

Group 5: scales of
magnitude

Group 6: earthquake
preparedness
Closing Students will share Students will share ideas Students will create desired Students will do a self- Students will compare
was they thought was for ways to help outcomes for the chosen evaluation. their relief program to
surprising, interesting, communities following an service-learning project. an existing program.
and helpful. earthquake. Students will detail what the How is it better? How is
impact will be on victims of it similar/different?
an earthquake.
Differentiation Group 4 – teacher Group 4 – teacher Prompts and sentence Teacher support provided Teacher support
supported group supported group frames provided for as needed. provided as needed.
struggling learners.
Groups 1 - 3 – graphic Groups 1 - 3 – graphic
organizer with organizer with prompts
prompts
Group 5 - 6: higher level
Group 5 - 6: higher learners, open-ended
level learners, open- research, sources provided
ended research, for support
sources provided for
support