Curriculum / ELA / 5th Grade / Unit 3: Protecting the Earth: Plastic Pollution / Lesson 5
ELA
Unit 3
5th Grade
Lesson 5 of 16
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Analyze how plastic became such a large part of everyday life.
Book: Trash Vortex: How Plastic Pollution Is Choking the World's Oceans by Danielle Smith-Llera pp. 20 – 25 — start from the bottom paragraph
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How did plastic become such a large part of everyday life?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
How is crude oil separated? What different products come from crude oil?
Why were plastics important during World War II?
In the 1950s, plastics "flooded into everyday life." What convenience did plastics offer?
Based on Chapter 2, what was the effect of plastic consumption on the United States after the 1950s?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
affordable
adj.
inexpensive
convenience
n.
a quality that makes something easy to do
disposable
made to be thrown away after use once or a few times
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L.5.2.a — Use punctuation to separate items in a series.
RI.5.3 — Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Standards that are practiced daily but are not priority standards of the unit
L.5.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4.b — Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
RF.5.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 — Read with sufficient accuracy and fluency to support comprehension.
RI.5.1 — Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.4 — Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI.5.10 — By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4—5 text complexity band independently and proficiently.
SL.5.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
W.5.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 4
Lesson 6
Explain what it means to have a plastic problem.
RI.5.3
Explain how plastic ends up in a gyre and what happens to it once it is there.
Explain why the author uses the words grotesque, astounding, and dramatic to describe what Moore and his team found.
L.5.4.c RI.5.3
Explain how Leo Baekeland invented plastic.
L.5.2.a RI.5.3
Explain what evidence the author uses to emphasize how much plastic is in the ocean and its impact on the ecosystem.
RI.5.3 RI.5.8
Analyze how plastic has a negative impact on ocean ecosystems and humans.
Explain what the author means by the quote, "we need to think about the items we are using not just on beaches, but also inland and communities far upstream as well."
Writing – 3 days
Write two strong paragraphs describing why we have a plastic pollution problem and how plastic pollution impacts the ocean.
L.5.2.a W.5.2 W.5.2.a W.5.2.b W.5.2.e W.5.7 W.5.9
Opinion Writing – 4 days
Write an opinion piece defending whether or not single-use plastics should be banned by citing evidence from multiple texts and building an argument.
L.5.2.e L.5.3.a RI.5.8 SL.5.1 SL.5.4 W.5.1 W.5.1.a W.5.1.b W.5.5 W.5.8
Explain what strategies the author recommends to help reduce the amount of plastic in the ocean and the pros and cons of the strategies.
RI.5.3 RI.5.9
Explain what "stealth microplastics" are and what steps we can take to reduce plastic waste from microplastics.
Describe how Shelby’s actions show that a single person can make a difference.
Assessment
Write multiple paragraphs that describe a solution for reducing the school’s use of plastic after researching different alternatives. Create a presentation to convince others around the school to take part and minimize the school’s use of plastic.
L.5.2.a L.5.2.e L.5.3.a L.5.3.b L.5.4.c SL.5.4 SL.5.5 SL.5.6 W.5.1 W.5.1.a W.5.1.b W.5.2.a W.5.2.b W.5.2.e W.5.6 W.5.7 W.5.9
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