Cooperation and Group Work 

Unit 
 
 

 
 
Carly McDonald 
Fall 2017 
 
 Table Of Contents 

Cover Page……………………………………………………………………………………………………………………………………………………1 

Rationale……………………………………………………………………………………………………………………………………………………...3 

Concept Map………………………………………………………………………………………………………………………………………………..4 

Content Outline………………………………………………………………………………………………………………………………………….5 

Trail Mix Math Lesson……………………………………………………………………………………………………………………………..7 

Holes Comparison Lesson…………………………………………………………………………………………………………………….10 

Buoyancy Gizmo Lesson………………………………………………………………………………………………………………………..13 

Resources…………………………………………………………………………………………………………………………………………………..1

6 

Glossary……………………………………………………………………………………………………………………………………………………...17 
 Rationale 
 
This social studies unit is focused on cooperation and group work. Included 

are three different lessons in math, language arts, and science. All three of these 

lessons are interdisciplinary with social studies using the Common Core social 

studies standard, “Identify behaviors that promote cooperation among individuals.” 

The math lesson is composed of a fun activity for the students including 

making trail mix while practicing reducing fractions to get the recipe. This lesson 

uses the Common Core standard stating, “Use the understanding of equivalency to 

add and subtract fractions.”  

The language arts lesson includes reading the novel, Holes, by Louis Sachar 

and comparing and contrasting between the characters and author. The Common 

Core standard for this lesson states “Explain the relationships or interactions 

between two or more individuals, events, ideas, or concepts in a text based on 

specific information in the text.” 

The science lesson involves an experiment with the Sink or Float? gizmo. 

Students will learn all about buoyancy and what affects it in this lesson. The 

Pennsylvania state standard is “Design and conduct a scientific investigation and 

understand that current scientific knowledge guides scientific investigations.” 

 
 Cooperation and Group Work 
 
 
Math: Backwards  Language Arts: 6E  Science: Gizmo 
Design Model  Model 

     
Practicing reducing  Read Holes and  Work with your group 
fractions in order to  practice comparing  to conduct an 
make the correct  and contrasting  experiment using the 
portion of the trail  characters with a  gizmo to learn how 
mix for you and your  partner.   buoyancy works. 
partner. 
 

 
 
Social Studies: Work with your group to complete tasks 
and learn how to effectively communicate and 
cooperate. 
 
 Content Outline 

Rationale 

a. The rationale gives the reasoning for the unit including the different content 

areas and the standards for each.  

Concept Map 

a. The concept map is a visual outline of what will be covered in the unit. 

b. It shows how math, language arts, and science can all come together to form 

a social studies unit. 

Math Lesson Plan 

a. This lesson is based on the Common Core standard, “Use the understanding of 

equivalency to add and subtract fractions.” 

b. Through the Backwards Design Model, students will learn how to reduce 

fractions while making trail mix for themselves. 

Language Arts Lesson Plan 

a. This lesson is based on the Common Core standard, “Explain the relationships 

or interactions between two or more individuals, events, ideas, or concepts in 

a text based on specific information in the text.” 

b. Through the 6E model, students will learn how to compare and contrast 

characters in the novel Holes.  

Science Lesson Plan 

 a. This lesson is based on the Pennsylvania state standard, “Design and conduct 

a scientific investigation and understand that current scientific knowledge 

guides scientific investigations.” 

b. Through the use of experimentation with the Sink or Float? gizmo, the 

students will learn what buoyancy is. 

Conclusion of Unit 

a. Teacher will assess students understanding through reflections, class 

discussions, and written assignments.   

 
Lesson Title: Trail Mix Math Lesson Grade:5

Learning Target​:
The students will be able to manipulate the fractions in order to get the correct portion of the
recipe.
The students will be able to work together and cooperate in order to successfully complete the
activity.

Grade Level Guide: Content Standards

Content Curriculum Focal Common Core State Interdisciplinary Connections
Points Standards

NCTM Social Studies Social studies is connected

Understand the need for
measuring with standard units
and become familiar with
standard units in the
customary and metric
systems.
CC.5.2.5.B with the math lesson because
Identify behaviors that it the students have to work
promote cooperation among together to and practice
individuals. cooperation to complete the
trail mix activity.
Math
CC.2.1.5.C.1 Use the
understanding of equivalency
to add and subtract fractions.

Academic Language​:
fraction, add, subtract, multiply, divide

Students’ Needs:
Students need to have a general understanding of how to use a recipe. Students also need to have
a general knowledge of fractions.
English Language Learners Special Needs

Students will be paired with a partner who is
proficient in English so he or she can help
them understand the recipe.
Students with dyslexia will be paired with a
partner who can help him or her.
Students with ADHD will be given time to
take a walk after each step in the lesson.

Materials​:
-Recipe
-Mini Marshmallows
-M&Ms
-Pretzels
-Golden Grahams
-Honey Nut Cheerios
-Raisins
-Scratch paper and pencil to find measurements
-Small mixing bowl for each pair of students
-Spoon for each pair of students
-Measuring cups
-Measuring spoons

Language Function​:
The students will use the academic language learned when they are working together on the
recipe.

Lesson Plan
Before​:
-Tell students that they will be measuring the trail mix for themselves by reducing the recipe.
(desired results)
-Tell students that they will be assessed on their measurements that they must turn in.
(determine acceptable evidence)
-I will begin this lesson by showing the students each of the ingredients of the trail mix. (plan
learning experiences and instruction)
-The students will choose a partner to work with for the activity.
-I will explain the activity and its purposes to the students.
During​:
-Each pair of students will receive a recipe for the trail mix that serves 12 people.
-They will need to practice fractions by only making 1/6 of the recipe to serve the two of them.
-Then the students will measure the ingredients.
-Students will make the trail mix and eat it.
After​:
-Once everyone is finishing up making their trail mix and eating it, we will have a class
discussion mentioning the challenges and what was easy for them.

Assessment​:

Type of assessment Description of Modifications Evaluation Criteria

assessment

Informal Complete assignment Turn in Students have the

measurements correct measurements
 listed on their paper
meaning they
correctly reduced the
fractions.

Resources​:
Recipe:
2 cups mini marshmallows
1 cup M&Ms
1 1/2 cups pretzels
1 cups Golden Grahams
2 cups Honey Nut Cheerios
1/2 cup raisins
Lesson Title: Holes Comparison Lesson Grade: 5

Learning Target​:
Students will be able to compare and contrast characters within the text. Students will be able to
work cooperatively with a partner.

Grade Level Guide: Content Standards

Content Curriculum Focal PA State Standards 5th Interdisciplinary Connections
Points Grade

IRA Social Studies: Social studies will connect with

Students read a wide range of
literature from many periods
in many genres to build an
understanding of the many
dimensions (e.g.,
philosophical, ethical,
aesthetic) of human
experiences.
5.2.5.B language arts in this lesson
Identify behaviors that because the students will read
promote cooperation and reflect on a novel while
among individuals. working in pairs as well as a
whole class discussion to
Language Arts: promote cooperation.
1.2.5.C Explain the
relationships or
interactions between two
or more individuals,
events, ideas, or concepts
in a text based on specific
information in the text.
E05.B-K.1.1.3

Academic Language​:
compare, contrast, venn diagram

Students’ Needs:
Students will need to have a general idea of how to make venn diagrams. They will also need to
be able to work with a partner to complete the activities.

English Language Learners Special Needs

 Students will get to read the novel with a Students with dyslexia will be given a copy of
paraprofessional to help them with the novel on CD so they can listen and follow
vocabulary. along in the book.

Students with ADHD will get to take a walk

after each step of the lesson.

Materials​:
-Holes by Louis Sachar -Pencil
-Blank paper -Latops/Internet

Language Function​:
The academic language will be used in this lesson when the students make their venn diagrams.

Lesson Plan
Before​:
-Students will read the novel Holes. (engagement) -Students will choose their own partners for
the assignment.

During​:
-Students will first start by making a Venn Diagram with a partner to compare and contrast
Stanley and Zero. (explanation)
-Students will then read the interview online with Louis Sachar and research his childhood and
life. -Students will then make a second Venn Diagram with their partner comparing Stanley to
Louis. -Students are expected to cooperate and collaborate with their partner during this
activity.

After​:
-Students will reflect on their findings in a class discussion. (elaboration)

Assessment​: (evaluation)
Type of Description of Modifications Evaluation Criteria
assessment assessment
 Informal Venn Diagram The Venn Participation and accuracy
Discussion Diagram can be
substituted for a
different type of
graphic
organizer.

Resources​: (exploration and e-learning)

​ nited States: Farrar, Straus and Giroux.
Sachar, L. (1998). ​Holes. U

Online interview with the author:

https://www.scholastic.com/teachers/articles/teaching-content/louis- sachar-interview-transcript/
Lesson Title: Buoyancy Gizmo Lesson Grade: 5

Learning Target​:
The student will be able to work cooperatively and contribute in a group.
The student will be able to observe differences in buoyancy depending on the water. The student
will be able to take results and put them into writing.

Grade Level Guide: Content Standards

Content Curriculum Focal Common Core State Interdisciplinary Connections
Points Standards

NSES Social Studies: Students will work together in

Implementing inquiry as Standard - 5.2.5.B groups as shown in the social
instructional strategies, Identify behaviors that studies standard to conduct an
abilities, and ideas to be promote cooperation experiment and investigate it as
learned. among individuals. shown in the science standard.

Science:
Standard - 3.1.5.A9
Design and conduct a
scientific investigation and
understand that current
scientific knowledge
guides scientific
investigations.

Academic Language​:
cooperation, buoyancy, hypothesis, experiment, data, results, conclusions

Students’ Needs:
Prior to this lesson, the students will need a general understanding of buoyancy. In order to reach
the goals of the lesson, the students should be able to communicate with the group members and
work well together. They will need to connect their background of experimentation to this
lesson.
English Language Learners Special Needs
 ELL students will be able to work with a
paraprofessional for the written portion of the
assignment.
Students with dyslexia will have an extension
on the written portion of the assignment.
Students with ADHD will be given a fidget
toy to hold onto so they do not try to play
with the gizmo.

Materials​:
-Sink or Float? Gizmo
-Eggs
-Water
-Salt
-Paper
-Pencils
-Laptops/Internet

Language Function​:
The academic language will be incorporated into the lesson mainly when the students do the
experiment with the gizmo. The words will help them to move forward with each step of the
experiment.

Lesson Plan
Before​:
-Teacher will ask students to make predictions about what the gizmo does based on how it
works. -She can ask them what it looks like each part of the gizmo would do.
-Teacher will tell students how it works and what it is going to measure.
-Students will make predictions about how the salt will affect buoyancy.
During​:
-In groups of 4 or 5, students will first put an egg in the water testing buoyancy.
-Then students will use the gizmo to add salt to the water and see if it affects the buoyancy.
-Students will test different amounts of salt to form strong data for the experiment.
After​:
-Students will analyze their data and draw a conclusion about salt water and buoyancy.
-Students will write a reflection about the process they went through to come to the
conclusion. -Students will then research the effect of salt for buoyancy and see why it actually
works.
Assessment​:
Type of Description of Modifications Evaluation Criteria
assessment assessment

Formal Written reflection This could also Students are able to demonstrate
be typed if the their learning by reflecting on the
students desire. process they went through to get
their results.
 Resources 

Trail Mix Math Lesson 

a. Trail Mix Recipe 

i. 2 cups mini marshmallows 

ii. 1 cup M&Ms 

iii. 1 ½ cups pretzels 

iv. 1 cup Golden Grahams 

v. 2 cups Honey Nut Cheerios 

vi. ½ cup raisins 

Holes Comparison Lesson 

a. Sachar, L. (1998). ​Holes.​ United States: Farrar, Straus, and Giroux 

b. Online interview with the author 

i. http://www.scholastic.com/teachers/articles/teaching-content/louis-s

achar-interview-transcript/ 

   
 Glossary 

Add​: join (something) to something else so as to increase the size, number, or 
amount 
Buoyancy​: the ability or tendency to float in water or air or some other fluid 
Compare​: point out the resemblances to; liken to 
Conclusions​: a judgment or decision reached by reasoning 
Contrast​: the action of calling attention to notable differences 
Cooperation​: the process of working together to the same end 
Data​: facts and statistics collected together for reference or analysis 
Divide​: find how many times (a number) contains another 
Experiment​: a scientific procedure undertaken to make a discovery, test a 
hypothesis, or demonstrate a known fact 
Fraction​: a numerical quantity that is not a whole number 
Hypothesis​: a supposition or proposed explanation made on the basis of limited 
evidence as a starting point for further investigation 
Multiply​: obtain from (a number) another that contains the first number a specified 
number of times 
Results​: an item of information obtained by experiment or some other scientific 
method 
Subtract​: take away (a number or amount) from another to calculate the difference 
Venn Diagram​: a diagram representing mathematical or logical sets pictorially as 
circles or closed curves within an enclosing rectangle (the universal set), common 
elements of the sets being represented by the areas of overlap among the circles.