ELA.SL.5.1c

Common core State Standards

  • ELA:  English Language Arts
  • SL:  Speaking and Listening
  • 5:  5th Grade
  • 1c:  Engage effectively in a range of collaborative
    discussions (one-on-one, in groups, and teacherled)
    with diverse partners on grade 5 topics and
    texts, building on othersâ\x80\x99 ideas and expressing
    their own clearly.

    a. Come to discussions prepared, having read
    or studied required material; explicitly draw
    on that preparation and other information
    known about the topic to explore ideas under
    discussion.

    b. Follow agreed-upon rules for discussions and
    carry out assigned roles.

    c. Pose and respond to specific questions by
    making comments that contribute to the
    discussion and elaborate on the remarks of
    others.


    d. Review the key ideas expressed and draw
    conclusions in light of information and
    knowledge gained from the discussions.

Download Common Core State Standards (PDF 1.2 MB)

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ELA.SL.5.1d

Common core State Standards

  • ELA:  English Language Arts
  • SL:  Speaking and Listening
  • 5:  5th Grade
  • 1d:  Engage effectively in a range of collaborative
    discussions (one-on-one, in groups, and teacherled)
    with diverse partners on grade 5 topics and
    texts, building on othersâ\x80\x99 ideas and expressing
    their own clearly.

    a. Come to discussions prepared, having read
    or studied required material; explicitly draw
    on that preparation and other information
    known about the topic to explore ideas under
    discussion.

    b. Follow agreed-upon rules for discussions and
    carry out assigned roles.

    c. Pose and respond to specific questions by
    making comments that contribute to the
    discussion and elaborate on the remarks of
    others.

    d. Review the key ideas expressed and draw
    conclusions in light of information and
    knowledge gained from the discussions.

Download Common Core State Standards (PDF 1.2 MB)

Project Earth Game
Lesson Objective: Students work as a mock community to see how choices impact the environment
Grade 5 / Science / The Environment
ELA.SL.5.1c | ELA.SL.5.1d

Thought starters

  1. How do real world scenarios impact students' understanding of how choices impact the environment?
  2. What factors do students need to consider when determining the community's power options?
  3. How does the use of various manipulatives make the project more meaningful?
16 Comments
I like this approach to teach many different subjects in a related, realistic way. But I think it is more suitable for higher levels. Anyway, it's a great idea! thanks!
Recommended (2)
Nice integration, could be modified for any grade level. Could also be viewed from different cultural perspectives. Example - how would this be modified for Uganda?
Recommended (0)
I was very impressed by how logical this lesson is. The students are able to relate to the various scenarios because they have prior knowledge of the events/outcomes that have happened in real life. The young student who commented that he was able to learn from the choices of others was a perfect example of the metacognitive process.
Recommended (0)
This is a beautiful, solid project. Thank you so much for sharing Coni!
Recommended (0)
Thank you for sharing this! I used it with my 7th grade class and they loved it. A couple of times they proposed alternative solutions to those offered and we ran with them, for example when they decided to sue the paper mill that was polluting the lake. The mayor collected funds to pay the lawyer, he called the biologist and doctor as expert witnesses, and the loggers, one of the business owners and one politician mounted the defense. (The lawyer celebrated his win by buying more land and two more large houses and making a fancy estate, which, sadly, was later destroyed by a landslide after the town did a lot of logging). If I do it again I'll tweak my occupations and have some more political scenarios exploring the interests and influence of different stakeholders in the community. (I got my classes to make the trees and houses as part of another couple of sims on production efficiency and incentives.)
Recommended (3)

Transcripts

  • Transcript for Project Earth Game - Connie Prewitt

    “My name is Connie Prewitt, I teach 5th grade at Blix Elementary

    Transcript for Project Earth Game - Connie Prewitt

    “My name is Connie Prewitt, I teach 5th grade at Blix Elementary school, today I am going to teach a lesson on environmental sustainability, and the project is called, project earth.”

    “Please come in and find your homestead”

    “What my students are going to learn today is the impact that the choices that they make have on the environment, have on each other, how the things they decide to do today are going to impact future generations.”

    “Ok are we ready folks?”
    “The primary goal that you state at the beginning is that you want to leave this place better or the same as you found it. This lesson is set up to be as real life to them as possible. They have a savings account when they start out that has a certain number of beans or corn everybody wants the jobs that are going to pay the most. It becomes a “it’s all about money”

    “It’s pay day again”

    Student-“I love pay day, got to get that mula”

    “As the game progresses it’s not so much the amount of money that they have, but how chose to spend it. What I have put together for them to experience today is a role play. Earlier we set up our homesteads, purchased our homes, our land, our cars we got our occupations, now were going to go into getting our community set up with the different options of power, garbage, water sewer and transportation. We elected our mayor earlier, so our mayor is Ingrid, can you come up on the carpet and who are our two politicians? There’s different scenarios that take different amounts of money. What type of management system are they going to have for their solid waste for water and for sewer, are they going to have a large scale community system? Or are they going to have individual wells. For transportation, are they going to have a public transportation system? Or are they going to rely only on private cars? Power options nuclear power, large scale hydroelectricity…
    “Choosing between green energy, hydroelectric energy, nuclear energy or fossil fuels is going to be a hard choice for them. So go ahead and talk amongst the community, you have two minutes to decide.”
    Student – “The large energy is just using water and we have a lot of water and we can’t run out of water.”
    Student- “Nuclear power sometimes if there is accidents, it might pollute the water and stuff”

    “I have created scenarios that mirror things that are happening in the community, things that the students could relate to. Lightning strikes a tree in the forest and burns down four houses. If the decision was made to let the previous wild fire burn, no homes are lost. Because you chose to put the last fire out this fire burned, and 4 people lost their homes. Now those 4 people have a dilemma, they need to see, do they have enough corn to replace their home? We have a situation over here, somebody has no savings left.

    Student “wow this is hard.”

School Details

Blix Elementary School
1302 East 38th St
Tacoma WA 98404
Population: 494

Data Provided By:

greatschools

Teachers

Coni Prewitt
English Language Arts Math Science Social Studies / 5 / Teacher

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Tutorial

All Grades / All Subjects / Tch Tools

Lesson Idea

Grades 9-12, All Subjects, Class Culture

Lesson Idea

Grades 9-12, ELA, Class Culture

Teaching Practice

All Grades / All Students / Class Culture