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L.5.3.a

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5th Grade English Language Arts

Students explore the different factors that can both positively and negatively influence a community, how groups of people have fought for their rights, and think about the way things around them (both natural and man-made) work and interact.

5th Grade - Building Community: Seedfolks

Students explore the theme of community through the book Seedfolks, wrestling with how prejudice and racism impact the way people treat each other and the ways in which that can influence a community.

5th Grade - Protecting the Earth: Plastic Pollution

Students explore how plastic pollution is choking the world’s oceans, and explore a variety of solutions for reducing plastic waste and reducing the amount of plastic that ends up in the ocean.

5th Grade - Exploring Human Rights: The Breadwinner

Students explore the Taliban's influence on the Middle East through the lens of human rights in the book The Breadwinner, and practice narrative writing by rewriting scenes from other point of views.

5th Grade - Young Heroes: Children of the Civil Rights Movement

Students study the Civil Rights Movement through the eyes of the children who experienced its hardships, victories and defeats firsthand by reading and analyzing multiple accounts of the same event.

5th Grade - Exploring Mars: Spirit and Opportunity

Students explore the rovers Spirit and Opportunity, grappling with the complexity involved in space missions through reading, analyzing photographs, and participating in engineering and design labs.

5th Grade English Language Arts - Unit 1: Building Community: Seedfolks - Lesson 4

Expand sentences using details, including prepositional phrases, that tell about when, where, or how.

5th Grade English Language Arts - Unit 1: Building Community: Seedfolks - Lesson 5

Compare and contrast how the garden influences Leona with how others are influenced by the garden. 

5th Grade English Language Arts - Unit 1: Building Community: Seedfolks - Lesson 6

Describe Sam's perspective of the garden and how his perspective changes. 

5th Grade English Language Arts - Unit 1: Building Community: Seedfolks - Lesson 8

Describe how the garden was both a positive and negative experience for Virgil and his father. 

5th Grade English Language Arts - Unit 1: Building Community: Seedfolks - Lesson 9

Explain why the garden feels like a family to Sae Young.

5th Grade English Language Arts - Unit 3: Protecting the Earth: Plastic Pollution - Lesson 9

Write two strong paragraphs describing why we have a plastic pollution problem and how plastic pollution impacts the ocean.

5th Grade English Language Arts - Unit 1: Building Community: Seedfolks - Lesson 10

Explain the significance of the quote "We, like our seeds, were now planted in the garden".

5th Grade English Language Arts - Unit 3: Protecting the Earth: Plastic Pollution - Lesson 10

Write an opinion piece defending whether or not single-use plastics should be banned by citing evidence from multiple texts and building an argument.

5th Grade English Language Arts - Unit 1: Building Community: Seedfolks - Lesson 11

Revise sentences by deleting unnecessary words, phrases, or information.

5th Grade English Language Arts - Unit 1: Building Community: Seedfolks - Lesson 13

Analyze if the narrators in Seedfolks would agree or disagree with the idea that people with different cultural identities can come together to form a strong community.

5th Grade English Language Arts - Unit 3: Protecting the Earth: Plastic Pollution - Lesson 14

Describe how Shelby’s actions show that a single person can make a difference.

5th Grade English Language Arts - Unit 1: Building Community: Seedfolks - Lesson 14

Determine a theme for a story and explain how key details and characters' actions support the development of the theme. 

5th Grade English Language Arts - Unit 3: Protecting the Earth: Plastic Pollution - Lesson 16

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.

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