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ELA G5:M4:U1

The Science behind Natural Disasters

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Building Background Knowledge and Making Inferences: What Is a Natural Disaster?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can make inferences using quotes from the text. (RI.5.1)
  • I can accurately synthesize information from multiple texts on the same topic. (RI.5.9)
  • I can effectively engage in discussions with diverse partners about fifth-grade topics and texts. (SL.5.1)
  • I can make inferences about natural disasters based on information from texts.
  • I can draw conclusions about natural disasters following a discussion.
  • Journal (What Do We Know About Natural Disasters, Hurricanes, and Earthquakes anchor charts, glossaries)
  • Gallery Walk
  • World Cafe

Lesson 2Relationships between Key Scientific Concepts: What Causes Earthquakes?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says using quotes from the text. (RI.5.1)
  • I can explain important relationships between people, events, and ideas in a historical, scientific, or technical text using specific 
  • details in the text. (RI.5.3)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.5.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.5.4)
  • I can explain the relationship between scientific concepts about earthquakes using specific details from the text.
  • I can use context clues to determine the meaning of new words in an article about earthquakes.
  • Annotated “Earthquake” article
  • Earthquake Concepts note-catcher
  • Glossaries (scientific and academic vocabulary)
  • Give One-Get One-Move On

Lesson 3Relationships between Key Scientific Concepts: What Causes Hurricanes?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says using quotes from the text. (RI.5.1)
  • I can explain important relationships between people, events, and ideas in a historical, scientific, or technical text using specific 
  • details in the text. (RI.5.3)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.5.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.5.4)
  • I can explain the relationship between scientific concepts about hurricanes using specific details from the text.
  • I can use context clues to determine the meaning of new words in an article about hurricanes.
  • Annotated ”How Does a Hurricane Form?”
  • Hurricane Concepts note-catcher
  • Glossaries (scientific and academic vocabulary)
  • None

Lesson 4Mid-Unit Assessment: Text-Dependent Short-Answer Quiz—The Effects of Natural Disasters

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says using quotes from the text. (RI.5.1)
  • I can explain important relationships between people, events, and ideas in a historical, scientific, or technical text using specific
  • details in the text. (RI.5.3)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.5.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.5.4)
  • I can explain the relationship between scientific concepts about earthquakes and hurricanes using specific details from text.
  • I can determine the meaning of new words from context about natural disasters.
  • I can reflect on my learning.
  • Mid-Unit 1 Assessment
  • Tracking My Progress recording form
  • None

Lesson 5Synthesizing Information from Texts about Natural Disasters: What Makes an Earthquake a Natural Disaster?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says using quotes from the text. (RI.5.1)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.5.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.5.4)
  • I can accurately synthesize information from multiple texts on the same topic. (RI.5.9)
  • I can synthesize information about earthquakes and hurricanes using details from several texts.
  • I can determine the meaning of new words about earthquakes and hurricanes through context.
  • Journal (Earthquake and Hurricane Concepts note-catchers, glossaries)
  • Earthquake Concepts note-catcher (begun in Lesson 2, added to in Lesson 4 homework)
  • Hurricane Concepts note-catcher (begun in Lesson 3, added to in Lesson 4 homework)
  • Back-to-back and Face-to-Face

Lesson 6Organizing Evidence from Multiple Informational Texts to Prepare for Writing: What Makes an Earthquake a Natural Disaster?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.5.2)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.5.4)
  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.5.9)
  • I can group supporting details together about how earthquakes and hurricanes are a natural disaster.
  • I can develop the topic with details and quotes from the texts.
  • I can use accurate scientific vocabulary to explain earthquakes and hurricanes.
  • Journal (glossaries)
  • Writing about Hurricanes graphic organizer 
  • None

Lesson 7End of Unit Assessment: On-Demand Essay “What Makes a Hurricane a Natural Disaster?”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.5.2)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience.  (W.5.4)
  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.5.9)
  • I can write a topic sentence to introduce the topic of my essay.
  • I can develop the topic with details and quotes from the texts.
  • I can use accurate scientific vocabulary to explain hurricanes.
  • I can write a concluding statement for my essay.
  • I can reflect on my learning about how the relationships between science concepts in texts can help explain natural disasters. 
  • Writing About Hurricanes graphic organizer (from Lesson 6 or homework)
  • End of Unit 1 Assessment, Part I
  • Tracking My Progress, End of Unit 1 recording form
  • None

Lesson 8End of Unit Assessment Part II: Science Talk

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can prepare myself to participate in discussions. (SL.5.1)
  • I can draw on information to explore ideas in the discussion. (SL.5.1)
  • I can follow our class norms when I participate in a conversation. (SL.5.1)
  • I can ask questions that are on the topic being discussed. (SL.5.1)
  • I can connect my questions and responses to what others say. (SL.5.1)
  • After a discussion, I can explain key ideas about the topic being discussed. (SL.5.1)
  • I can ask questions of my peers that are relevant to natural disasters.
  • I can share my ideas about natural disasters with my peers during a Science Talk.
  • I can use the ideas of my peers to help inform my ideas about natural disasters.
  • I can gather evidence from informational texts to prepare for a Science Talk about natural disasters.
  • I can synthesize my ideas about natural disasters.
  • Science Talk note-catcher
  • Journal: Synthesis Statement
  • Science Talk

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