ES4+Solution

Students will identify and use cause/effect in relationship while creating problem based learning project. || KCK10R050126a Text Structure/Synthesis: Recognize and explain clear cause-and-effect relationships in a variety of narrative, expository, and technical passages (R5.1.4.8, ACT)
 * Cause and Effect Unit Plan**
 * 21st Century Skills Integrated Activities**
 * **__Essential Learning Objective:__**
 * **__KCK Standards: (5th Grade)__**

KCK10R050126b Text Structure/Cause and Effect: Identify signal words related to cause-and-effect relationships in a variety of narrative, expository, and technical passages (R5.1.4.8, ACT) Rationale: Essential fifth-grade indicator that will be assessed in the context of a passage as required by the ACT standards. |||| **__ACT Standards: (5th Grade)__** //Recognize clear cause-effect relationships described within// //a single sentence in a passage// (13-15) //Recognize clear cause-effect relationships within a single// //paragraph in uncomplicated literary narratives// (16-19) //Identify clear cause-effect relationships in uncomplicated// //passages// (20-23) //Identify clear cause-effect relationships in more challenging// //passages// (24-27) || KCK10R040125 Text Structure/Cause and Effect: Recognize and explain clear cause-and-effect relationships in a variety of narrative and expository passages (R4.1.4.8, ACT) Rationale: Essential fourth-grade indicator that will be assessed in the context of a passage as required by the ACT standards. |||| **__ACT Standards: (4th Grade)__** //Recognize clear cause-effect relationships described within// //a single sentence in a passage// (13-15) //Recognize clear cause-effect relationships within a single// //paragraph in uncomplicated literary narratives// (16-19) //Identify clear cause-effect relationships in uncomplicated// //passages// (20-23) //Identify clear cause-effect relationships in more challenging// //passages// (24-27) || KCK10R030125 Text Structure/Cause and Effect: Recognize and explain clear cause-and-effect relationships in narrative and expository passages (R3.1.4.9, ACT) Rationale: ACT standards require that the students recognize clear cause-and-effect relationships in the context of a passage. |||| **__ACT Standards: (3rd Grade)__** //Recognize clear cause-effect relationships described within// //a single sentence in a passage// (13-15) //Recognize clear cause-effect relationships within a single// //paragraph in uncomplicated literary narratives// (16-19) //Identify clear cause-effect relationships in uncomplicated// //passages// (20-23) //Identify clear cause-effect relationships in more challenging// //passages// (24-27) || KCK10R020124 Text Structure/Cause and Effect: Identify and explain clear cause-and-effect relationships in narrative and expository passages (R2.1.4.9, ACT) Rationale: Essential second-grade indicator. |||| **__ACT Standards: (2nd Grade)__** //Recognize clear cause-effect relationships described within// //a single sentence in a passage// (13-15) //Recognize clear cause-effect relationships within a single// //paragraph in uncomplicated literary narratives// (16-19) //Identify clear cause-effect relationships in uncomplicated// //passages// (20-23) //Identify clear cause-effect relationships in more challenging// //passages// (24-27) || KCK10R010129 Inferring: Infer causes of problems or of outcomes in fiction and nonfiction texts Rationale: Essential first-grade indicator. This skill has been added to provide students with a foundation for cause-effect that will occur at upcoming grade levels. |||| **__ACT Standards: (1st Grade):__** || 1. What do you know about cause and effect? 2. What relationship do they have? 3. How do you know which comes first? Is that important? 4. Can you name a situation where you would have multiple effects and/or causes? 5. Can you give an example of an effect becoming the cause of something else? || Teacher will assess through checklists, observation and anecdotal notes. Students will complete an exit slip daily on where they are in the process of their learning. || **__Summative Assessment:__** Teacher / Student will create a rubric for their project. Students will assess their project through a self reflection and group participation evaluation. ||
 * **__KCK Standards: (4th Grade)__**
 * **__KCK Standards: (3rd Grade)__**
 * **__KCK Standards: (2nd Grade)__**
 * **__KCK Standards: (1st Grade):__**
 * **__Student Guiding Questions:__**
 * **__Formative Assessment:__**
 * **__Vertical Alignment: (What Cause/Effect Looks like in each grade)__**

1st Grade Define cause and effect Identify cause and effect

2nd Grade Identify cause and effect Identify and explain relationship between cause and effect

3rd Grade Identify cause and effect Recognize and explain clear cause and effect relationships || 4th Grade Identify and explain clear cause and effect relationships Infer causes of problems

5th Grade Identify and explain clear cause and effect relationships Infer causes of problems Identify signal words || __Activity 1:__ Presenting the Real-World Scenario Teacher presents a broad cause and effect scenario to students. The scenario that is presented should be one that will engage students in rigorous learning activities learning new concepts that support cross curricular objectives AND requires students to engage in utilizing 21st Literacies (Creative/Innovative Thinking, Critical Thinking/Problem Solving, Collaboration and Communication).
 * **__Student Activities:__**

__Activity 2:__ Activate Student Schema Students work together to brainstorm and list what they already know about the scenario. This would be where students activate their prior knowledge under the umbrella of “What We Already Know”.

__Activity 3:__ Students Define Their Task Students should analyze what information they already know about the scenario and from this information, develop a statement on what their goal for the learning project will be. Students should understand that this statement may change as they work through the process.

__Activity 4:__ Students will brainstorm and list what information they need to know in order to complete their project. They will also list guiding research questions for their research AND where they intend to look for the information including internet, books, periodicals, media resources and personal interviews.

__Activity 5:__ Once research is complete, students will analyze their findings and then develop their closing statement. “After learning about, we think that _ should _ because ___.” This statement should be directly related to the statement/question they developed in Activity 3.__

Activity 6: __Collaborative teams present their findings to the class. The final projects that the students present are defined by the student teams themselves. This could be a variety of products: Power Points, Slide Shows, Skits, Brochures, Student Made Gameshow etc…)__ || **Example:** Real-World Scenario: __Analyze the Causes and Effects of the Disaster in the Gulf Oil Spill__

Activity #1 __Teacher presents a visual slide show from the recent media images from the Gulf Oil Spill. Students will post on the WallWisher about their personal responses using stems: “I’m feeling…” “I’m seeing…” “I ‘m noticing…” “I’m wondering…” “I’m thinking…” “This reminds me of…”__

Activity #2 __Each collaborative team will have a chart paper to develop a Bubble Map to chart their prior knowledge. In the center, write “Disaster in the Gulf”.__

Activity #3 __Students will discuss what they know already and then write a goal statement. Provide students a thinking stem if needed, “We want to learn the cause(s)…and the effect(s) of….”.__

Activity #4 __Students guiding questions: What do I want to know about this topic? What are some causes? What are effects? What new things did I learn? Can I be part of a solution or a change?__

Activity #5 __Reflection- Some students can use sentence stems to explain any new learning and findings.__

Activity #6 __Presentation__ || · Power points · Nationalgeographic.com/kids/ · Pbs.org · Timeforkids.com · Nasa.gov · Sciencedaily.com · Discovery.com · Webquest · Daily news journals ||
 * **Resources:__**