Download Unit Plan - Boise State University

All About Our Solar System
Aggie Walters
EdTech 506 Summer 2011
Unit Rationale
In the state of California, third grade students are to complete three science units
in the school year. Unit One is Physical Science, Unit Two is Life Science and Unit
Three is Earth Science. The third grade Earth Science unit consists of lessons that
will enable all third graders to learn about the universe and our solar system.
The goal of my project titled “The Solar System” is for students to learn that the
objects in the sky move in regular and predictable patterns. I have created this
unit to accompany Scott Foresman’s textbook, California Science, Unit C Earth
Science.
Unit Goals
Students will be able to
 Indentify the planets in our solar system
 Indentify the moons in our solar system
 Indentify the asteroid belt
 Describe the difference in a telescope, microscope, and binoculars
 Describe the difference in an inner and outer planet
 Describe the difference in a star and a planet
 Describe a constellation
 Label our solar system
 Discuss shadows and how they change throughout the day
 Know that the Earth rotates around the sun
California State Standards, Science, Third Grade
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3ES4.0 Earth Sciences Objects in the sky move in regular and predictable patterns.
3ES4.a Students know the patterns of stars stay the same, although they appear to
move across the sky nightly, and different stars can be seen in different seasons.
3ES4.b Students know the way in which the Moon's appearance changes during the
four-week lunar cycle.
3ES4.c Earth Sciences Students know telescopes magnify the appearance of some
distant objects in the sky, including the Moon and the planets. The number of stars
that can be seen through telescopes is dramatically greater than the number that
can be seen by the unaided eye
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3ES4.d Earth Sciences Students know that Earth is one of several planets that
orbit the Sun and that the Moon orbits Earth.
3ES4.e Students know the position of the Sun in the sky changes during the course
of the day and from season to season.
3RC2.4 Reading Comprehension Recall major points in the text and make and modify
predictions about forthcoming information.
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3RC2.7 Reading Comprehension Students follow simple multiple-step written
instructions (e.g., how to assemble a product or play a board game).
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3RW1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students
understand the basic features of reading. They select letter patterns and know
how to translate them into spoken language by using phonics, syllabication, and word
parts. They apply this knowledge to achieve fluent oral and silent reading.
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3NS2.0 Number Sense Students calculate and solve problems involving addition,
subtraction, multiplication, and division.
3MR2.3 Mathematical Reasoning Students use a variety of methods, such as words,
numbers, symbols, charts, graphs, tables, diagrams, and models to explain
mathematical reasoning.
3IE5.0 Investigation and Experimentation Scientific progress is made by asking
meaningful questions and conducting careful observations. As a basis for
understanding this concept and addressing the content in the other three strands,
students should develop their own questions and perform investigations.
3IE5.d Investigation and Experimentation Predict the outcome of a simple
investigation and compare the result with the prediction.
3MR1.1 Mathematical Reasoning Analyze problems by identifying relationships,
distinguishing relevant from irrelevant information, sequencing and prioritizing
information, and observing patterns.
Learner Characteristics
This unit is designed for third grade students who are approximately eight and nine
years old. It can be used with regular education students, full inclusion students, special
education students, English Language Learners (ELL) students, and Gifted and Talented
(GATE) students. Their cognitive development at this age according to Jean Piaget’s Four
Stages of Cognitive development is “Concrete Operations.” During this period “adult like
logic appears but is limited to reasoning about concrete real-life situations.” (McDervitt
and Ormrod 2009) Students will start noticing differences between one’s own thoughts,
abilities, and perspectives and those of their peers. They are able to classify the same
objects into two or more groups by using “class inclusion” (McDervitt and Ormrod) and can
understand “conservation.” (McDervitt and Ormrod) Socially third graders are becoming
more independent. Guidance should be provided on how to complete a project but the
learner should be able to make some of their own decisions about colors used, words
written, and images chosen. They need to learn that they have responsibility for how their
project is completed. It is not their teacher or parent’s job to complete the project for
them however; it is their job to guide students to get projects completed. Emotionally
students this age are ready to be away from their parents for a good amount of the day.
Most of them are strong and can handle the difficulties life offers them. Occasionally
tears will be shed when a student needs some emotional comforting. They may feel a
project, book, or game is too hard for them to complete. Most often words of
encouragement from an adult they know can get them past the tears and enable them to
carry on.
Learner’s Present Level of Performance and Knowledge
Students do not need to have any prior knowledge about our Solar System. Any
prior knowledge they have will allow them to delve deeper into the unit. Students do need
to be able to:
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recall major points in the text and make and modify predictions about forthcoming
information
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follow simple multiple-step written instructions
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be able to read and comprehend the provided books
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take notes from their reading
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Calculate and solve problems involving addition, subtraction, multiplication, and
division.
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Read charts, graphs, tables, diagrams, and models
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Predict the outcome of a simple investigation and compare the result with the
prediction.
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sequencing information
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observe and understand patterns
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turn on and off the desktop and netbook computers
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use Microsoft Word
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use Microsoft Power Point
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know how to visit assigned websites
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know how to navigate the internet safely
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know how to install and use headphones if needed
Classroom Layout
The learning will take place in my classroom and the school computer lab. While in
my classroom, the students will participate in whole class lessons from the science
textbook on our solar system. They will then independently use the 5 Dell desktops
computers and the 22-netbook computers to gather additional facts on the solar system,
visit assigned websites and complete assigned projects. I will gather a small group of
students who need additional help taking notes and assist them in the note taking process.
In the computer lab, the students will use their assigned Dell desktop computer to gather
information and create projects.
Introductory Procedures
On the morning of the day I introduce the solar system I will have the kids all
stand along the white line of the basketball court. It has to be a sunny day. I draw a small
line where their head / body shadow hits the ground. I tell them to remember where they
are standing so we can return later to draw another line. Two and a half hours later we
return and draw new lines. We will then gather close and have a one minute discussion
about why their shadows are in a different space. Then off they will run to recess. Later
back in the classroom, I use the discussion from the playground as a springboard to
further discuss why the shadows are different. In the past the kids usually have said “the
shadow lines move because the sun is moving.” I explain to them that the sun is not moving
but the planet Earth is. We then open our textbooks and start Unit C Earth Sciences. I
let them know that the goal of this unit is for them to learn that objects in the sky /solar
system move in regular and predictable patterns.
Materials Needed
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Student Text: California Science Grade 3, Unit C Earth Science pages 197 – 266
Publisher: Pearson, Scott Foresman
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Science Study Notebook to accompany above textbookTextbook, Teacher Edition:
California Science Grade 3 Unit C Earth Science, Publisher: Pearson, Scott
Foresman, 2008
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Students Readers: I can add these books, from the publisher to each student’s
online science library. They can access them online at school or home to read
independently or to gather facts. You need a password to access books online. Ten
hardcopies of each title is also in the package bundle.
Objects In Space by, Peggy Bresnick Kendler
The Solar System and Beyond by, Lillian Duggan
Comets and Asteroids by, Anne Cambal
Patterns in the Sky by, Arlene Block
Wonders in the Sky by, Kim Fields
The Sun and the Seasons by, Peggy Bresnick Kendler
The above materials are available in a package bundle from the publisher.
Package ISBN 0-328-24136-9 or can be purchased separately.
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Other Student Readers to be read together in small groups. I have 5 of each book.
The Moon Book by, Gail Gibbons
The Planets by, Gail Gibbons
Stargazers by Gail Gibbons
The Planets in our Solar System by, Franklyn M. Branley
Mars by, Seymour Simon
The above are books I have collected over the years. Whenever I start a new unit
of study I encourage students to bring in books from home to share with the class.
I will also visit the school and local library to gather more books for students to
read and gather data from.
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Materials for Constellation Design Project
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Black construction paper 8 X 11
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Silver star stickers no larger than ½ inch
Materials for Playground Art
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Colored chalk
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Paper towels
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water
Technology Equipment
Computers and Netboooks which can connect to the internet and that have
Microsoft Word and Powerpoint installed.
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Websites for student use
PearsonSuccessnet
https://www.pearsonsuccessnet.com/snpapp/login/login.jsp
A website provided by the textbook publisher. Each child is provided with an
account that is password protected.
The Nine Planets http://kids.nineplanets.org/
Solar System
http://www.manatee.k12.fl.us/sites/elementary/samoset/psgk3ex.htm
BrainPopJr (my school provides a student account)
http://www.brainpopjr.com/science/space/
Astronomy for kids http://www.frontiernet.net/~kidpower/astronomy.html
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Websites for teacher use
PearsonSuccessnet
https://www.pearsonsuccessnet.com/snpapp/login/login.jsp
A website provided by the textbook publisher. Each teacher is provided with
an account that is password protected.
The Nine Planets http://kids.nineplanets.org/
Solar System
http://www.manatee.k12.fl.us/sites/elementary/samoset/psgk3ex.htm
Astronomy for kids http://www.frontiernet.net/~kidpower/astronomy.html
BrainPopJr (my school provides a teacher account)
http://www.brainpopjr.com/science/space/
Solar System NASA http://solarsystem.nasa.gov/index.cfm
Visuals
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One for each planet. Each visual will include name of planet, location number in
solar system, time it takes to orbit the Sun, image of planet gathered from NASA
website, number of moons it has, and an interesting fact. There will be 8 of these.
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Solar System image will include images of the planets in order with their names.
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Earth’s Moon visual will include graphics explain waxing and waning of the moon.
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Big Dipper Visual will include an image and a story behind how the constellation was
named.
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Chalk Art – Graphic is directions to be read before you complete class project.
Assessments
A variety of Formative assessments will be used throughout the unit.
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Workbook pages that go with textbook will be checked and corrected
When :Throughout unit
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Pop Quiz – List the planets in order – When : Week 2
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Mind Point Quiz Show – A computer game that accompanies textbook will be
played and scores collected. When : Once a week
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Tell me a planet fact – Students have to orally give a fact about a planet
When : Throughout unit
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Playground drawings of solar system with chalk on the black top. No books
allowed. When: week 3
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Constellation Design and story. When: week 5
Three summative assessments will be used.
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Chapter 6 Objects in Space Test - When : At the end of week 3
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Chapter 7 Patterns in the Sky Test – When: At the end of week 6
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Completed student Power Point on the Solar system – When: At the end of
week 7
During the formative assessments, I will gather students who do not perform well
and re-teach the lessons needed so the students can succeed and learn the goals
mentioned earlier. Advanced students will be able to online to BrainPopJr.
References
McDervitt, Teresa M., and Jeanne E. Ormrod. Child Development and Education. 4thth ed.
Prentice hall, 2009. Print.