SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Ruth Marshall, Deanna Fillingim, Jenna Baaske, Melissa Ellers, Angie Tessier
Thematic Unit Theme/Title/Grade Level: Natural Disasters/ Fifth Grade
Wiki space address: http://ucfgr5naturaldisastersf16t.weebly.com/
Daily Lesson Plan Day/Title: Lesson #2/Earthquakes and Tsunamis
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbe
Studentswillbeabletodescribenaturaldisastersandtheircausesandeffects.
abletodoattheendofthislesson?
Besuretosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://www.cpalms.org/Public/

Assessment

Howwillstudentlearningbeassessed?
Authentic/Alternativeassessments?
Doesyourassessmentalignwithyour
objectives,standardsandprocedures?
Informalassessment(multiplemodes):
participationrubrics,journalentries,
collaborativeplanning/presentation
notes,etc.

LearningObjectives:*youMUSThaveobjectivestomeetallstandards
1. Studentswilllearnhowearthquakesoccurthroughmultimedia
componentsandvisualdisplays.
2. Studentswilllearnaboutthedifferenttypeofseismicwavesthrougha
simulation.
3. StudentswilllearnhowTsunamisareformed
4. StudentswilllearnabouttheeffectsofEarthquakesandTsunamisin
ourworldandtheirphysicalimpactontheenvironment
NCSS theme(s):
Theme #3-People, Places, and Environments
Theme #8-Science, Technology, and Society
Florida Standard(s):
LAFS.5.SL.2.5- Include multimedia components and visual displays in
presentations when appropriate to enhance the development of main
ideas or themes.
Next Generation Sunshine State Standards:
SS.5.G.2.1-Describe the push-pull factors that influenced boundary
changes within the United States
SS.5.G.3.1-Describe the impact that past natural events have had on
human and physical environments in the United States through 1850.
SC.35.CS-CP.3.2-Present digitally created products, either individually
and collaboratively, where a topic, concept, or skill is carefully
analyzed or thoughtfully explored
SC.35.CS-CS.1.1- Identify the concepts illustrated by a simulation
UnitPreAssessment:
Kahoot
UnitPostAssessment:
Kahoothttps://play.kahoot.it/#/k/bd864b0bfc854acfb0510a8a683ae6b3
Ongoingdaily(progressmonitoring)Assessment:
ThestudentswillparticipateinaclassdiscussionusingtheInteractiveWhite
Boardattheendofclasstoreviewandcheckunderstandingofthecontent
learnedduringthelesson.

Scale:
1.Studentsdonotunderstandwhatanearthquakeortsunamiis,howitoccurs,
oritseffects.
2.Studentsunderstandwhatanearthquakeandtsunamiarebutareunsureof
howitoccurs,anddontknowallofitseffects.
3.Studentsunderstandwhatanearthquakeandtsunamiare,howtheyoccur,
andthemaineffectsithas.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

4.Studentsunderstandwellenoughwhatanearthquakeandtsunamiare,how
theyoccur,andalltheeffectsithasinordertoteachtheinformation.

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL
http://teachsocialstudies.wikispaces.com/fi
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)

http://www.udlcenter.org/aboutudl/ud
lguidelines/udlguidelines_graphicorga
nizer

1. The teacher will begin the lesson by having the students share their
snowflakes with one classmate and they must say one thing they
remember from the prior lesson on blizzards. (UDL 4.1-vary the
opportunity for response and navigation) (3 minutes)
2. Then the teacher will then lead a class discussion to access students
prior knowledge. The questions will include: What is an earthquake?
Has anyone ever been in one? What is a tsunami? Have you ever
seen one? (ESOL #4-link lesson topic to students prior knowledge)
(UDL 3.1-Activate or supply background information)
3. The teacher will then begin the classflow presentation on the IWB and
show an engaging video on how earthquakes form. The link is:
https://classflow.com/activfoundation/url/f15e9622 The video will be
shown through Safe Share at this link. The link is:
https://safeshare.tv/x/ss583d1dfd39756#v (ESOL- Captions can be put
on the video) (UDL 1.1- offer ways of customizing information) (3
minutes)
4. The teacher will then go over key definitions and terms students will
need to learn about Earthquakes. These words include, seismic waves,
epicenter, and seismograph. (ESOL #5-teach technical vocabulary
supporting key concepts) (UDL 2.1-Clarify vocabulary and symbols) (4
minutes)
5. The teacher will have students participate in group activity with slinkys
to go over seismic waves. Students will work in pairs to recreate the
types of waves that occur during an earthquake. (ESOL #46- Use
discovery learning activities) (5 minutes)
6. The teacher will pull up a website showing a virtual earthquake and
pointing out everything that occurs. This will incorporate further
understanding of the vocabulary the students just learned. (ESOL #17Provide contextual support through audio visuals, models,
demonstrations, realia, body language and facial expressions) (UDL
2.5- illustrate through multiple media) (4 minutes)
7. The teacher will then show a video of an earthquake demonstrating the
effects it has on the environment. (3 minutes)
8. The teacher will then have students create a foldable on how tsunamis
form. This will include exact steps and pictures of how they form as an
ESOL accommodation. Students will put this in their survival kits as an
artifact they can use to study before their final exam. (ESOL #9-teach
note taking strategies) (UDL 5.2- use multiple tools for construction
and composition) (15 minutes)
9. The teacher will then show a video of a tsunami and the effects it has on

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

the environment. (3 minutes)

10. There will be a final class discussion activity to review what was
learned and check for understanding. The teacher will ask three review
questions. Then, the students will work together to put in order the steps
that happen when a tsunami forms on the IWB. (ESOL #13-use
preview/review activities) (10 minutes)
11. Students will be given the remainder of time to work on their projects
or finish reading their books. (10 minutes)
Resources/Materials

Book List:
1. Earthquake in The Early Morning by Mary Pope Osbourne (Fiction)
2. The San Francisco Earthquake of 1906 by Marc Taylor Nobleman
(Historical)
3. Earthquakes: Earths Mightiest Moments by David L. Harrison
(Nonfiction)
4. Tsunami Disasters by John Hawkins (Nonfiction)
5. I Survived The Japanese Tsunami, 2011 by Lauren Tarshis (Historical
Fiction)
Websites:
Safe Share TV- for videos of earthquakes and tsunamis
Kahoot-pretest and posttest
Class Flow-for presentation and review
Vocabulary- http://www.brighthubeducation.com/science-homeworkhelp/53594-earthquake-vocabulary-words/
Earthquake simulationhttp://www.iknowthat.com/mhscience/Earthquakes/Fixed.htm
Seismic Waves Slinky Activity- http://hubpages.com/education/earthquakelesson-for-homeschool
Tsunami notes handout- https://www.crayola.com/lesson-plans/track-atsunami-lesson-plan/

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.