Five-Day Cross-Curricular Unit Plan for Literacy & Science

SPD-581 Cross-Curricular Unit Plan
Directions: Select the level you are most interested in teaching and develop a five-day cross-curricular unit plan (math, science, or social studies) for the students in the class based upon grade level literacy standards. The unit plan should include the following:
* Reading, writing, and speaking and listening standards appropriate for the selected grade.
* Cross-curricular standards (math, science, or social studies) appropriate for the selected grade.
* Critical thinking and problem-solving skills.
Section 1: Instructional Planning
Grade Level: 5th grade

Content Area: Literacy & Science

Unit Title: "Exploring Ecosystems through Literacy"

Lesson Titles: Provide a title of each lesson in the unit.

Lesson Summaries: Write 1-2 sentences that summarize each lesson and identify the central focus based on the content and skills you are teaching.

Lesson 1: Introduction to Ecosystems

An introduction to the concept of ecosystems, their elements, and different types. This lesson sets the groundwork for understanding how organisms interact within their ecosystems.

Lesson 2: Reading about Rainforests

Students will read and analyze a text about rainforests. The lesson focuses on comprehension and vocabulary development.

Lesson 3: Writing about Wetlands

Students will use research skills to learn about wetlands and then compose an informative piece of writing about the importance of wetlands.

Lesson 4: Debate: Human Impact on Ecosystems

Focusing on speaking and listening skills, students will research, prepare, and hold a class debate about human impact on various ecosystems.

Lesson 5: Final Ecosystem Project

Students will work on a project that synthesizes their reading, writing, and speaking/listening skills along with their science knowledge. They will create a presentation on an ecosystem of their choice.

Classroom Factors: In 1-2 sentences, describe the important classroom factors (demographics and environment) and the effect of those factors have on planning, teaching, and assessing students to facilitate learning for all students.
The classroom consists of a diverse group of students from varying socio-economic statuses, ethnicities, and English language proficiencies. This diversity necessitates differentiated instruction and prompts the use of a wide range of teaching strategies to ensure equitable learning opportunities for all students.

Student Factors/Grouping: In 1-2 sentences, describe the student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. Consider these factors to plan the differentiation components of the lesson.
The classroom comprises students with learning disabilities, English language learners, and students identified under Response to Intervention (RTI) for reading or math. As a result, accommodations and modifications will be incorporated in the instruction and assessment process to cater to their individual needs. For instance, lessons will include visual aids, and instructions will be given in simplified language to assist ELL students. Moreover, group work will be structured to provide peer support and to foster collaborative learning.


Day 1

Day 2

Day 3

Day 4

Day 5

State Literacy Standards
List specific grade-level literacy standards that are the focus of the unit.

CCSS.ELA-LITERACY.RI.5.1, CCSS.ELA-LITERACY.RI.5.4

CCSS.ELA-LITERACY.RI.5.1, CCSS.ELA-LITERACY.RI.5.4

CCSS.ELA-LITERACY.W.5.2, CCSS.ELA-LITERACY.W.5.7

CCSS.ELA-LITERACY.SL.5.1, CCSS.ELA-LITERACY.SL.5.4

CCSS.ELA-LITERACY.W.5.6, CCSS.ELA-LITERACY.SL.5.5

State Cross-Curricular Standards
Select one content area standard (math, science, or social studies) as the focus of the unit.

NGSS 5-LS2-1

NGSS 5-LS2-1

NGSS 5-LS2-1

NGSS 5-LS2-1

NGSS 5-LS2-1

Learning Objectives
Develop a unique learning objective for each daily lesson.
Objectives should scaffold learning from lesson to lesson and align to the state literacy and cross-curricular standards.

Students will be able to define and describe the concept of an ecosystem and its elements.

Students will be able to analyze a text about rainforests, identifying key details and vocabulary.

Students will research and write an informative piece about the importance of wetlands.

Students will prepare and participate in a class debate on the human impact on various ecosystems.

Students will integrate knowledge from the week to create a presentation on an ecosystem of their choice.

Academic Language
General academic vocabulary and content-specific vocabulary for the unit.
Explain where in the lesson vocabulary will be taught (i.e. Multiple Means of Representation, Multiple Means of Engagement, or Multiple Means of Expression).

Ecosystem, Organism, Habitat

Rainforest, Canopy, Understory, Floor, Emergent

Wetlands, Biodiversity, Conservation

Debate, Argument, Evidence, Impact

Presentation, Research, Integration

Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.

Textbook, Chart paper, Markers, Computer & Projector for video resources

Text on Rainforests, Dictionaries, Computers for research

Computers for research, Writing materials

Computers for research, Note cards for debate prep

Computers for research & presentation creation, Art supplies for visual aids

Section 2: Instructional Planning

Day 1

Day 2

Day 3

Day 4

Day 5

Anticipatory Set
Describe how students’ prior knowledge will be activated and how you will gain student interest in the upcoming content.

Begin with a short video on various types of ecosystems to generate interest and discussion. Students will then brainstorm what they already know about ecosystems.

Review previous day's lesson about ecosystems and introduce the concept of rainforests by showing images and discussing key characteristics.

Review concepts about rainforests, introduce the importance of wetlands.

Recap the importance of wetlands and ecosystems, introduce human impact on ecosystems.

Review key concepts of the week, introduce the final project - creating a presentation about an ecosystem.


Presentation of Content



Multiple Means of
Representation
Describe how content will be presented in various ways to meet t...