Unit Title: The Ripple Effect: Catalysts, Choices, and Consequences Name: Lexie Schuman

Unit Overview
DAY #1- Read Aloud DAY #2- Social Studies #1 DAY #3- Social Studies #2 DAY #4- Science
Objective After discussing the read aloud, Working in groups, the students Through a simulation, students will In groups, students will create a
students will analyze the will be able to research prioritize components of a personal poster to present solutions to remedy
characters’ actions and the ways adaptations the United States’ budget such as savings, utilities, and the consequences of pollution in our
this helped develop the theme regions make in accordance to groceries. water, soil, noise and air.
and solve the problem. common natural disasters in order
to justify a cause and effect
relationship.
Standards IAS: 5.RL.2.3 IAS: 5.3.2 IAS: 5.49 IAS: 5.ESS.3
NCSS: People, Places and NCSS: Production, Distribution, and SEPS.3
Environment Consumption
Materials The book, Virginia Wolf written Group 1-4 table labels; Five Region Sand; Stones; Ping Pong Balls; Student Chromebooks; EPIC! Articles;
by Kyo Maclear and illustrated Reveal Boxes; Sticky Note; Anchor Mason Jars; Budget worksheet; Posters; Writing supplies; Bowl with
by Isabelle Arsenault; Images; Guess Chart; Google Slide Family Income Cards; Life Happens water; Sponge; Small amounts of dish
Construction paper die-cuts; Presentation; Student Cards; Budget assessment; Google soap, syrup, dirt, red and green food
Paper and pencil Chromebooks; Checklist for Slides coloring, salt, soil, brown sugar, and
students’ slides/roles; paper dots
Smartboard; Packets
Management Behavior management will Behavior management will follow Students will be expected to DoJo points or Eagle bucks will be
follow the guidelines of Park the guidelines of Park Elementary collaborate with their “family units” awarded for positive behavior. In
Elementary and use the system and use the system of DoJo points. to create a budget that will meet addition, students will be expected to
of DoJo points to award positive Students will be in pre-selected their family needs. This will be work collaboratively with the peers in
behavior or discourage negative groups to complete activities. achieved through respectful their pre-selected groups to
behavior. listening, good time management, accomplish the research.
and appropriate discussion.
Anticipatory Students will make observations Using sensory reveal boxes, Placing sand, stones, and ping pong Through a story simulation, students
Set about the emotions various students will try to identify objects balls in a mason jars, in opposite will add objects to a bowl of water
images evoke within them. They within a box using blind touch. orders, I will demonstrate to containing a sponge. As items are
will then discuss this in their These objects represent the students how the contents will all fit added, students will be asked to
table group before we begin different US regions and will be one way but not the other. This describe what has happened to the
reading the book. revealed at the end of the lesson. demonstrates the importance of water clarity and the sponge.
prioritizing objects for a budget.
Purpose Today we will analyze the Today we are going to learn about Today we will be learning about Today we are going to use EPIC! to
characters in the book Virginia the adaptations to infrastructure personal budgets. Much like these research facts regarding pollution and
Wolf written by Kyo Maclear necessary in each of the United mason jars, a personal budget must use this information to create a
and illustrated by Isabelle States’ regions based on the prioritize expenses for money to poster with an action plan to start
Arsenault to observe how the common natural disasters that last. clearing pollution from our
characters and illustrations occur. community.
effect the theme of the story.
Lesson While I read aloud the book, In groups, students will research Using a google slides presentation, I After reading an EPIC! Article,
Presentation students will be asked to look the adaptations regions utilize to will walk students through expenses students will create a poster
for ways the characters’ change combat natural disasters. With their family units will accrue highlighting the facts about their
throughout the story and the this information, groups will throughout the simulated month. assigned pollution and an action plan
reason or motive for changing. create a Google Slide presentation When students have accounted for to remedy the issue.
This will be followed by a grand highlighting this information to be all their needs and wants, they will
conversation (see lesson plan presented to the class. receive a “Life Happens” card.
for questions). Students will then need to adapt
their budget to account for this new
expense.
Closure or In response to the book, The boxes used at the beginning In a grand conversation, I will inquire Utilizing a gallery walk, students will
Conclusion students will brainstorm a list of will be revealed here. At this time, about students’ reactions towards walk to each groups’ poster to read
actions that could used to students will justify contents by creating a budget and the expenses the information presented. Groups
spread joy and kindness to recording their answers using their they needed to account for. I will will then discuss which action plan
others’ lives. packet. also ask for students to recall the was most persuasive to them as a
items that were considered ping community member.
pong balls, stones, and sand.
Formative After brainstorming a list, The google slide presentation will Given a list of expenses, students Students’ assessment will be given
Assessment students will write their be used to assess students’ ability will prioritize them according to ping through the finished poster project.
responses on a die-cut to be to research information for their pong balls, stones, and sand The poster will be assessed on group
hung on a bulletin board. presentations. Their packet, categories discussed in lesson. collaboration and inclusion of all
specifically their reveal box requirements.
justification, and the answer to
the question, “Which region
provides the best adaptations for
natural disasters?” will serve as an
assessment for students’ learning.
Adaptations To accommodate ELL, IEP’s and To accommodate students’ needs, To meet students’ needs, The use of posters will enable
504’s students will be given the they will have the option of preselected groups, guided teaching, students to draw or write
option to draw rather than write drawing information rather than and a model budget will help information. Students’ groups will
their choice for spreading joy. In writing. In addition, students in students successfully meet the also aid in assisting those who require
addition, the read aloud will their group will serve as supports lesson objective. extra guidance with behavior.
support these learners. when needed. A teachers’ aid will
also assist students as needed
with behavior and academics.
Summative n/a n/a At the end of the unit, groups will be n/a
Assessment given a list of expenses and asked to
(as needed) balance their budget accordingly to
meet the needs of their family unit.