3.

a.
i. Physical:
-Large muscles are developing rapidly
-Students are drawn to outdoor and physical challenges
-Handwriting may become messier than in younger grades
-Frequently hungry and tired due to growth spurts

Considering students:
- Students may need to move around and get outdoors.
- Students may need to have time to eat breakfast/snack/lunch.
- Students may need guidance with handwriting.

ii. Cognitive:
-Memorization comes easily
-Problem solving skills are increasingly growing
-Enjoys rules and logic
-Enjoys organization
-Concentration time is increasing

Considering students:
- Students may want to solve problems.
- Students may need clear rules and organization strategies.
- Students may need more memorization facts.

iii. Socio-Emotional:
-Generally happy
-Enjoys family, peers, and teachers
-Tends to work well in groups
-Typically truthful, developing a sense of right and wrongs
-Sensitive to fairness
-Enjoys competition

Considering students:
- Students may need time with peers and students to work together.
- Students may need clear expectations about how to work collaboratively.
- Students may want to compete or play a game.

iv. Moral/Faith:
-Developing their own sense of right and wrong.
-Sometimes able to deal with moral questions about motives and consequences.
-Increasing concern to fight for justice
-Open to learning about other cultures.
-Understand why we pray
-More inclined to look inward to their commitment as a Christian
Considering students:
- Students may want to think about these ideas and whether they are right or wrong.
- Students may want to explore different parts of the country and their cultures.
- Students may want to pray or look inward about how their faith is intertwined with this unit.

Students misconceptions could include:

- Thinking that weather and climate are the same.
- Thinking that biome and climate are the same.
- Thinking that all plants and species are the same.
- Thinking that the climate change is occurring due to mostly natural causes.
- Thinking that the world is nearly all the same as where they live.
- Thinking that biomes, climates, and ecosystems are not all tied together, but rather separate
entities that don’t affect each other.

To address the misconceptions that the students could have I will do these things. The
students will be learning vocabulary words that go right along with this unit plan. They will
specifically be learning the vocabulary of weather, climate, and biomes. I will be addressing
adaptations that will allow students to see that plants and species are different around the world.
To help student I will aid them by finding data to support that climate change is happening due
to human actions on the earth. I will provide visuals of different biomes so students can think of
what different biomes look like around the world. Lastly, I am going to show students that biome,
climate, and ecosystems are all intertwined through activities and investigations within the class.

Citations:
Anderson, M. (2011). Knowing Fifth Graders. In What every 5th grade teacher needs to know
about setting up and running a classroom(pp. 1-9). Northeast Foundation for Children.

Characteristics of Fourth and Fifth Graders. (n.d.). Retrieved September 23, 2019, from
https://network.crcna.org/sunday-school/characteristics-fourth-and-fifth-graders