National Park Presentation

Wonders Unit 1-Weeks 1-2

 

 

SubjectELAGrade Level5thUnit1
Content Standard(s) Lesson Objective(s)
English Language Arts:W 5.1  Write opinion pieces on topics or texts, supporting a point of view with reasons.RI 5.3 Explain the relationships or interactions between two or more individuals, events, ideas or concepts in a historical, scientific, or technical text based on specific information in the text.SL 5.1 Engage effectively in a range of collaborative discussions (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. SL 5.5 Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Social Studies:3.G.1 Understand the earth’s patterns by using the 5 themes of geography: (location, place, human environment interaction, movement and regions).Science:5.L.2 Understand the interdependence of plants and animals with their ecosystem.I can produce and share a presentation with my peers.I can use technology to inform others of my opinion.I can research information to include in a presentation.I can communicate my thoughts and ideas appropriately during collaborative discussions.I can present reasons and evidence for my opinion.I can utilize appropriate technology to enhance my work.
Materials Technology Accessories
Wonders Reading Writing Companion Unit 1-2: pg. 13“A Walk with Teddy” (Wonders Paired Selection) Roosevelt’s National ParksChromebooksOptions for student presentation:  Google Suite Apps (Slides, Jamboard, Peardeck, Maps), Flipgrid, Prezi, Video software*Websites needed for this lesson are linked into lesson plan and teacher Google Slide presentations

 

 

Lesson Narrative
Summary: After reading their Wonders anchor text, “Camping with the President”, students will be asked to choose a national park from those provided to research. Students will create a presentation of their choice (i.e Google slide, Jamboard, Flipgrid, Prezi) with visuals and informational facts. The goal of the students’ presentation is to persuade others to visit their national park.
Warm Up: Students will use a teacher made Google Slide presentation (see materials section) to learn more about National Parks and how they originated. In the Google Slides students will watch a short video on National Parks then share out what national parks they may have been to before. After being introduced to four national parks that Teddy Roosevelt founded, students will choose one to investigate then complete the following two activities. Crater Lake National Park        Sullys Hill National Park          Platt National ParkWind Cave National Park          Mesa Verde National Park
Activity 1: As a class students will explore how to create a google map using “A Life in the Woods” (shared read). Following the teacher google slide presentation, students will create a Google Map as a class then will be asked to create one independently on their national park they will choose in activity 2. Once they create a google map of their national park they will upload the map into their google slide presentation that is covered in activity 2
Activity 2:  Students will brainstorm, plan, and create a presentation of their choice on a National Park above. Teachers will share the slide presentation from Warm Up Activity with students so they are able to see what is expected to be included.  Culminating activity will be to share a presentation with class.  (Students will share out using the Newline Panel.) See rubric below for criteria.*Teachers should have previously taught Activity 1 so students are comfortable pulling their own Google Map into their presentation.

 

Formative Assessment
Teachers will use the following rubric to assess student presentations.
 25 Points15 Points5 Points0 Points
OrganizationPresentations are neat, colorful, and easily legible.Presentations are lacking color and neatness, but are still legible.Presentations are neither colorful nor neat. The visuals and/or fact cards are not legible.Student did not use or submit any presentation.
ContentStudent has included all of the information to persuade someone to visit their national park.  Student has included some of information to persuade someone to visit their national park.Student has not included many of information to persuade someone to visit their national park.Student did not include any of the information to persuade someone to visit their national park.
PresentationStudent spoke clearly and at an appropriate volume. Presentation lasted between one minute thirty seconds and two minutes.Student spoke clearly and at an appropriate volume. Presentation lasted between one minute and one minute thirty seconds.Student spoke clearly. Presentation lasted less than one minute.Student did not speak clearly or at an appropriate volume. Presentation lasted less than one minute.
CollaborationStudent worked well with their classmates while doing research. He/she listened to ideas and contributed his/her own thoughts.Student worked well with their classmates. He/she listened to ideas, but did not contribute many of his/her own thoughts.Student struggled to work with classmates. He/she had trouble listening to his/her classmates ideas and did not contribute many thoughts.Student severely struggled to work with his/her partner. He/she refused to listen to his/her classmates ideas.