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Download Campus: Elementary Author(s): Derden, Edmond, Bryant, Spurgers
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Campus: Elementary Author(s): Derden, Edmond, Bryant, Spurgers, Collins, Ivy Date Created / Revised: 4-12-2010 Six Weeks Period: 5th Grade Level & Course: 3rd Science Timeline: 20 days Lesson Unit Title: The Solar System a. Which subject-specific TEKS are going to be addressed in the lesson unit? (3) Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. 3.3C Represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials. (4) Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. Stated Objectives: TEKS Addressed in the Lesson Unit 3.4A Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums. (Include TEK number and (SE) student expectation (8) Earth and Space. The student knows there are recognizable patterns in the natural world and among objects in the sky. description 3.8A Observe, measure, record, and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction, and precipitation. 3.8B Describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle. 3.8C Construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions. 3.8D Identify the planets in Earth’s solar system and their position in relation to the Sun. b. Which specific (TA) Technology Application TEKS are going to be addressed in the lesson unit? N/A Clarifiers: What specific concepts will be included that clarify the content and satisfy the goal of the TEKS addressed in this lesson unit? (Specific concepts to be included to address the TEKS) Identify each planet according to its positional in relation to the Sun. Identify distinguishing characteristics of each individual planet. Identify Inner and Outer Planets. Identify characteristics of other objects such as moons, asteroids, and comets that are found in our Solar System. Identify characteristics of the Sun such as size, composition, effects on planets, temperature, and distance from Earth. Compare our Sun to other stars found in the galaxy and universe. What unfamiliar terms will be introduced to the students that will enhance their understanding of the concept? Vocabulary Addressed Solar system, orbit, planet, asteroid, comet, rotate, atmosphere, galaxy, universe, gravity, satellite, solar, star, hydrogen, photosphere, chromosphere, corona, convective zone, radiative zone, eclipse, water cycle, temperature, precipitation What activity will focus attention on the subject matter of the upcoming lesson unit, establishing a mental set to pique the students' interest? Anticipatory Set or Introduction to Lesson Unit Technology Integration: Teaching Strategies What specific teaching strategies are going to be used to teach this lesson unit? What approach will be used to provide information (explain) the lesson unit to the students? Streaming Videos: TLC Elementary – The Story of the Solar System OR The Reason for the Seasons Guided Reading, Classroom Discussion, Cooperative Learning, KWL, Venn Diagrams, modeling, model making. What modeling will take place to demonstrate what the students will do? The teacher will draw a Venn Diagram on the board and review some possible entries with the class before allowing them to make their own. Modeling The teacher will also demonstrate the process to be followed in conducting the Investigation detailed in the body of the lesson. What initial practice of lesson skill will be used under direct supervision of the teacher? What practice of the skill concept of the lesson, without direct (step-by-step) adult supervision will take place? (List for each day of the unit: Example: Day 1, Day 2, Day 3). Activities (Guided Practice and Independent Practice) (Include: Day 1, Day 2, etc…) Day 1 Guided Practice: Show the streaming video: TLC Elementary – The Story of the Solar System OR The Reason for the Seasons These videos last 24 and 26 minutes, respectively. Stop the video as necessary for discussion or clarification; encourage note taking and student discussion. Points of interest for discussion or clarification include nuclear fusion, gravity, and orbits/axis/seasons. Journal Writing: Write what you know about the Solar System. Day 2 Guided Practice: Read pages D58 – D65 (guided reading) in class, pre-teach all associated vocabulary words (the videostreaming clip What Is An Orbit is an excellent resource, stop and discuss each section of the lesson as your progress through it, cover the lesson review with a Q&A session. Independent Practice: SW complete a teacher created, multiple choice quiz (open book – research each question in the text book). Hand out Manila paper and have them create Venn Diagrams comparing and contrasting the nature of stars and our Sun. An examples of some of the things they might come up with is here: Venn Diagram Journal Writing: Describe your favorite season. Day 3 Guided Practice: Read pages D68 – D73 (guided reading) in class, preteach all associated vocabulary words, stop and discuss each section of the lesson as your progress through it, cover the lesson review with a Q&A session. Conduct the investigation found on pages D66 – D67 For this Investigation, you will need the following materials: 1. 2. 3. 4. 5. 6. 7. 8. Scotch tape Graph paper Large book Flashlight Yardstick or Meter stick Black Marker Wooden blocks Red Marker Independent Practice: Students should journal their hypothesis and findings regarding the investigation. SW complete a teacher created, multiple choice quiz (open book – research each question in the text book). Journal Writing: Students should journal their hypothesis and findings regarding the investigation. Day 4 Guided Practice: Read pages D76 – D81 (guided reading) in class, pre-teach all associated vocabulary words, stop and discuss each section of the lesson as your progress through it, cover the lesson review with a Q&A session. Independent Practice: SW complete a teacher created, multiple choice quiz (open book – research each question in the text book). Journal Writing: Pick a planet and write what you know about it. Day 5: Guided Practice: Refer the students back to pages D58 – D59 in the science textbook. Carefully review the map of the Solar System at the bottom of the pages. Discuss the order of the planets in our Solar System. Discuss relative sizes of the planets. Complete a quick overview of the most obvious characteristics of each planet. Discuss relative heat and cold on each planet and possible causes. Discuss gravity on each planet and correlation between gravity and mass. Independent Practice: SW design, draw, and label a map of our Solar System. Encourage creativity and artistic expression. Labels should include planet name, distance from Sun, length of year, length of day, number of moons, and a fact or two. Journal Writing: Pick a different planet and write what you know about it. Day 6: Guided Practice: Read pages D84 – D89 (guided reading) in class, pre-teach all associated vocabulary words, stop and discuss each section of the lesson as your progress through it, cover the lesson review with a Q&A session. Compare other stars to our own Sun, refer students to page D55 in the science text book. Show the photos, sun & planets, sun & stars, and giant stars (located at P:\Share\1LacyElementary\3rdGrade\Science Unit worksheets or pictures\Solar System Worksheets to allow students to visually compare sizes of our Sun vs. planets and other stars. Independent Practice: SW complete a teacher created, multiple choice quiz (open book – research each question in the text book). Journal Writing: Write about the sizes of our planets. Day 7: Guided Practice: Read pages D30 – D33, Where Weather Happens (guided reading) in class, pre-teach all associated vocabulary words, stop and discuss each section of the lesson as your progress through it, cover the lesson review with a Q&A session. Independent Practice: Students will journal write chapter vocabulary in Science notebook. Day 8: Guided Practice: Sciencesaurus p. 187-189. Read pages in class and discuss important features of the water cycle. Independent Practice: Students will describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle. Day 9: Guided Practice: Read pages D36 – D41, How Weather is Measured (guided reading) in class, pre-teach all associated vocabulary words, stop and discuss each section of the lesson as your progress through it, cover the lesson review with a Q&A session. Independent Practice: Students will journal write chapter vocabulary in Science notebook. Day 10: Guided Practice: Review characteristics of the Solar System and dominate characteristics of each planet. Independent Practice: Design and create a 2 or 3 dimensional model of the Solar System or a favorite planet, prepare fact cards to go with the model, allow time for each student to “show and tell” their model at some point during this six week period. Models should include/show key features of their chosen subject. Journal Writing: Pick a favorite planet and write why it is your favorite. Day 11: Guided Practice: Read The Planets by Gail Gibbons. Discuss each section as it is read, encourage class participation with Q&A and note taking. Independent Practice: SW complete a teacher created, multiple choice quiz using their notes. Quiz located at P:\Share\1LacyElementary\3rdGrade\Science Unit worksheets or pictures\Solar System Worksheets Journal Writing: Pick a favorite planet and write why it is your favorite. Day 12: Guided Practice: Review characteristics of the planets found in our Solar System, use Q&A to encourage participation. You may wish to use the PowerPoint presentation Your Solar System.ppt (P:\Share\1LacyElementary\3rdGrade\Science Unit worksheets or pictures\Solar System Worksheets) during this review. The ppt has links to some great sites for deeper research if so desired. Independent Practice: SW use the Planet Information Worksheet found at P:\Share\1LacyElementary\3rdGrade\Science Unit worksheets or pictures\Solar System Worksheets to record information concerning planets, information can be compiled from the textbook and from the links found in the solar system PowerPoint. It will take 2 to 3 days to complete a research project on all 9 planets. Journal Writing: Pick a favorite planet and write why it is your favorite. Day 13: Continue researching planet information using print and other resources. Journal Writing: Pick a favorite planet and write why it is your favorite. Day 14: Continue researching planet information using print and other resources. Journal Writing: Pick a favorite planet and write why it is your favorite. Day 15: Guided Practice: Show the streaming video A Closer Look At The Planets. Encourage note taking. Independent Practice: SW complete a teacher created multiple choice worksheet using their notes. Review: Lab safety, and observation and measurement. Day 16 - 20: This final week of our Solar System unit will culminate in a grade level group activity which creates a miniature solar system on the playground. This will require coordination among all third grade teachers and among the student teams responsible for the creation of each individual part of the Solar System. Assign students to teams responsible for researching and creating a multi-part two-dimensional model of their assignment. Assignments include Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto, Asteroids, and Comets. You may also want to assign moons of various planets. The models should consist of multiple parts and will be held together with gravity – which in this demonstration is third grader muscle power. The Sun being the largest body in the solar system will require the most team members they will need to work together to design and decorate the Sun. Use individual sheets of manila construction paper, each student gets 1 sheet they work together on the color scheme and any additional extras they may want to incorporate (streamers would make great solar flares!) Each student will need to continue researching, in this instance the Sun and carefully record statistics and facts regarding the Sun on the reverse side of their portion of the model. This will need to be done for each planet, asteroid, and comet that is assigned. Each team will need some time to practice to ensure their “gravity” holds their model together, especially while rotating or orbiting. When all the teams are ready the grade level will need to meet on the playground to create the miniature Solar System. The system should be set up as follows. The Sun is centrally located. Mercury is 80 CM away from the Sun, Venus 1.5 Meters, Earth 2.0 Meters, Mars 3.0 Meters, Jupiter 10.4 Meters, Saturn 19 Meters, Uranus 38.4 Meters, Neptune 60 Meters, and Pluto 79 Meters. The largest Asteroid Belt is found between Mars and Jupiter but they can be found elsewhere, comets range the far reaches of the Solar System and follow a very long elliptical orbit around the Sun. Each team will need to practice their orbits (counter clockwise) individually before the entire grade level takes the field. If possible videotape the event, allow the children to watch and critique and perform again. It might be nice to invite families to view the final performance. Technology Integration: What Is An Orbit TLC Elementary – The Story of the Solar System The Reason for the Seasons A Closer Look At The Planets Checking for Understanding What check(s) will be used to determine if learners have understood the material and activities of the lesson? Quizzes and worksheets that follow each guided reading session, notes and worksheets that follow the video sessions, research worksheets, and student participation. If necessary, what alternative teaching methods will be used to teach the same information or skill? Consider teaching methods that address different learning styles, e.g., auditory, visual, tactile, and kinesthetic. Opportunities to Relearn (Reteach) This lesson already contains visual, auditory, and kinesthetic modes of learning. Individual instruction might be necessary for those students who do not understand the information after presenting it to them in this format. Models of the Earth’s seasonal progressions can be found at the following link: http://kids.msfc.nasa.gov/earth/seasons/EarthSeasons.asp Technology Integration: Hyperlink to on-line site (see above) Accommodations for Special Populations Strategies for English Language Learners (ELLs) What alternative instructional modifications and adaptations that address all learners' needs are necessary, if any? Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual. What additional teaching strategies will be used to accommodate the needs of English Language Learners during this lesson unit? This lesson already contains visual, auditory, and kinesthetic modes of learning. Individual instruction might be necessary for those students who do not understand the information after presenting it to them in this format. Models of the Earth’s seasonal progressions can be found at the following link: http://kids.msfc.nasa.gov/earth/seasons/EarthSeasons.asp Assessment or Evaluation What formal assessment that provides learning criteria and indicators through traditional or alternative assessment means will be used? State what the learner will do to demonstrate understanding and mastery of objectives (this should be directly tied to the lesson unit objectives). (Formative and Summative to Assess Mastery) Students will create models (drawings) of the Sun, planets, solar system. An end of unit test may be administered if so desired, using the Harcourt Science Assessment Guide pages AG61AG64. What challenging instructional activities can be provided for students who demonstrate academic proficiency of curriculum objectives? Focus on Application and Transference to the "Real World". Make a connection between past and present. Enrichment / Extension Individual research can be conducted at http://www.nasa.gov/audience/forstudents/k4/home/index.html Technology Integration: Internet Research Closure or Ending the Lesson Unit Materials: Preparation and What very brief activity will take place that has students state or demonstrate the main objective(s) of the lesson. Final Exam: SW draw a map of the Solar System and correctly label the Sun, planets, asteroids and comets. What preparation must occur before the lesson is ready? Resources Before beginning the lesson assemble the following materials: Scotch tape Graph paper Large book Flashlight Yardstick or Meter stick Black Marker Wooden blocks Red Marker Manila paper Markers Construction paper (optional) Audio visual equipment to view streaming video on Textbooks sufficient for class What resources should be available to the instructor and learner to appropriately and successfully complete the lesson unit’s stated objective(s), purpose(s) or goal(s)?