Unit Plan for Live Text

7/29/2019 Unit Plan for Live Text

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Table of Contents

I.Unit RationaleII.Unit Description

III. Bulletin BoardIV.5 Lessons:

1. The Sun +8

2.Phases of the Moon

3.Getting to Know Jupiter

4.One Hot Chili Pepper5.Your Mission Should You Accept It

V. Summative AssessmentVI. References


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Unit Rationale

The solar system is an amazing structure within which the Earthexists. Within our solar system are a total of 8 planets that orbit the sun.Also, within the solar system, there are moons that orbit many of the

planets, asteroids and comets that have their own pattern of motionwithin our solar system, and the sun at the center of it all. This unitmoves students to understanding what is beyond this world we live on.

This lesson is designed to engage andinspire students to desiring to know more about the Solar System throughindependent and group work, along with different formats fordemonstrating understanding of concepts and skills.

This lesson plan begins with a direct format acclimating studentsto what is in the solar system, how it is arranged, and key differences inthe properties of the planets within it.

The second lesson plan begins students on a path of examining theobjects within the solar system a bit closer. Students first move to lookingat a nearby object in the solar system, the moon. This lesson will allowstudents to consider movement of objects in this large solar system theynow are building schema about, while allowing them direct visualizationof the object in the night sky for a more concrete example. Along with

teaching science content, there are other important goals teachers havefor students, such as increasing confidence and creating effectivecommunicators and collaborators. These goals are often accomplishedusing collaborative work, so the format of this lesson is collaborative.

The third lesson in this unit moves students a little farther fromEarth to the planet Jupiter. Living on a terrestrial planet, this givesstudents more of a contrast to knowledge they currently have aboutplanets. It has them revisit ideas taught in the initial lesson and helpsbuild upon them.

The fourth lesson in this unit moves even further to studying thesun and its properties. A metaphor is used in a lesson format of anadvanced organizer to help students conceptualize the sun has layersand identify layers in terms of heat.

The final lesson is a problem-based format that gets at what it is


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like to be in space, its composition, and possibly how far away objects arein space. It not only gets to content not covered in the other lessons, italso works to promote goals for students of improving critical thinkingskills, problems solving skills, as well as others. This lesson fills in some ofthe gaps.

There is so much more to know about the Solar System; this lessonis designed to give an overview. The hope is that students will haveenough support with this lesson to go out and investigate more on theirown and be motivated to do so.


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Unit Goals

There are many possible goals that could be listed for this unit. Thefollowing table is a list of the goals we decided to focus on for this unit. Itincludes the justification for each goal and how it will be met.

Content:Knowledge ofLocations of Objectsin Solar System andComposition Planets(Planets, Sun)

Appropriate perAtlas of ScienceLiteracyIowa Core Content

Lesson 1: Students view model,create model, and are assessed onlabeling similar model. With theinitial model, students will listdifferences between the inner andouter planets to includecomposition. There will be a finalassessment labeling locations on adiagram, and an essay question

on composition.Content:Knowledge ofMovement/Phases ofMoon


Lesson 2: Students will learnabout and teach about phases ofmoon in relationship to the sunand Earth, and then fill-in phasesand the Earth and sun locationsfor assessment.

Social Skills:Contribute Ideas toGroup, Listening toPartners,

Contributing toGroup Work,ComplimentingOthers Contributions,Asking for HelpWhen Needed

Teacher Goals forStudents:

EffectiveCommunicato

rs/Collaborators

BuildingConfidence

We are not justtrying to teachcontent, we aretrying to makethem successful atany future

endeavor.

Lesson 2: Students will have rolesto help facilitate behavior,students will self-assess, peer-assess, and the teacher will also

assess specific behaviors with ascoring guide.

Content:Jupiter layers, 4major moons, orbittime, rotation time,average temperature,and composition.


Lesson 3: Students will build uponschema introduced in lesson 1about planets by conductingresearch about the planet Jupiter,drawing a diagram, labeling its 4major moons and composition,and listing its orbit time, rotation


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This lesson is designed in a manner to build upon the initial lesson. Eachsubsequent lesson takes a look at a particular object in the Solar Systemand studies it a little more in depth. Motion of objects is introducedalong the way. The final lesson is designed to fill in some informationabout space, but also to inspire students to generate questions andhopefully seek out more information.

time, and average temperature.Students will identify these in thefinal assessment.

Content:Sun layers and

temperatures

Appropriate perAtlas of Science

LiteracyIowa Core Content

Lesson 4: Students will creatediagrams of the sun, its layers

and temperatures. Students willidentify these in the finalassessment.

Skills:Critical Thinking &Problem SolvingSkills

Teacher Goals forStudents:

EffectiveCriticalThinkers

EffectiveProblemSolvers

Lesson 5: Students will practicethese skills during the final lessonand will be assessed with rubric atend of lesson and again at finalassessment by having studentsdiscuss 5 most important things totake into space and why.


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Bulletin Board

The Sun +8

source: http://pinterest.com/pin/236439049157028146/

Design:The teacher will put up the paper cutout of the sun and each planet so thatthey are the correct size to fit the bulletin board. The students will then be able to

use watercolors and other art supplies to design the planets. A facts chart will go

with each planet. The teacher will start each chart with a couple of facts but the rest

will be blank pages left for the students to fill in as they discover new and

interesting information in their research.

Purpose:This bulletin board will be a great visual for students throughout the unit.It will also be another way for students to document what they are learning using

the facts charts. It is a collaborative project that the entire class will create together

and use to enhance their learning.


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Direct Instruction Presentation w/ AdvOrganizer

Concept

AttnmentCooperative

LearningInquiry Teaching

Direct Instruction Lesson Plan (10 pts)

Lesson Background:Your Name: Kelly Linde & Angela Ballard Grade Level: (circle one) K 1 2 3 4 5

6

Subject: (circle one) Language Arts Social Studies Mathematics

Science

Lesson Title: The Sun +8

Materials Needed: Diagram of solar system, blank diagram of solar system, sheet withlist of items in our solar system, pens, pencils, markers, paper for group projects, iPod

and speakers or other device (to play music that sets a space theme softly in the

background while students work on projects), student journal, whiteboard, teachers

diagram of solar system with mnemonic, computer and screen to display images, book

The Essential Cosmic Perspective as a resource

Prerequisite Skills: Students will be able to read at grade level, write at grade level,

ability to work in groups

Science Common Core of Iowa: Understand and apply knowledge of the properties,

movements, and locations of objects in our solar system.

A B C D Lesson Objective: Given a list of items in our solar system and a blank diagram,

students will be able to correctly place the items in the list on the blank diagram with no

more than 2 incorrect placements, students will also be able to state a minimum of 3

differences between the Jovian planets and the Terrestrial planets, and after a pre-

assessment journal entry about what they know about the solar system students will

make a post-entry of everything they can say after the lesson about the solar system on

the back that will be used for student self-assessment and teacher assessment of what

students need additional support and what students are ready to move on.

--------------------------------------------------------------------------------------------------------------------Interaction with Students:1. Provide objectives: (What are students going to learn?) Time: 1 minute

Today, we are going to learn about our solar system. We are going to learn what is in it,

how it is arranged, and key differences in the structures that are within it.

2. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 25-30

minutes


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Teacher will ask students what they know about the solar system. Students will

make their own list in a journal on the front side of the paper. (After the lesson

students will be given two minutes to list everything they can name about the

solar system on the back of the paper.)

Teacher will then ask students to share responses as a whole class and she will

create a list of student responses on a large sheet of paper and post it on thewhiteboard.

Next, the teacher will explain how the solar system is arranged displaying an

image of the solar system for reference

(https://reader009.{domain}/reader009/html5/0411/5acd9df5a54d0/5acd9dfa425da.jpg) whilestating planet order from the sun, the difference in the composition of the first 4

planets (Terrestrial) nearest the sun compared to the outer 4 planets(Jovian)

from the sun, the frost line, asteroid belt, the Kuiper belt, and mention Pluto and

its changed status to a dwarf planet.

Also, teacher will mention the difference in their sizes (Terrestrial vs. Jovian) and

start a discussion of the distance between the objects in the solar system for a

later math lesson using another image that shows near actual sizes of the

planets on a smaller scale (https://reader009.{domain}/reader009/html5/0411/5acd9df5a54d0).This will just get students to start thinking about the size of the solar system and

what they are representing in the diagrams they are going to make.

Compare and contrast Terrestrial vs. Jovian for students:

Terrestrial:

Solid structure

Made up of solids/metals

Have higher density than jovian

Nearer the sun

Few satelites (ie moons)Much smaller than jovian planets

Jovian: (for Jupiter)

Mainly composed of gasses

Have rings

Larger number of satellites

Lower density

Farther from the sun

Much larger than terrestrial planets

Resource for information:

Bennett, Jeffrey O., Megan Donahue, Nicholas Schneider, Mark Voit, and Addison

Wesley. The Essential Cosmic Perspective. San Francisco: Pearson/Addison Wesley,

2005. Print.

3. Provide guided practice:(Guided practice with the teacher) Time: 35 minutes
http://astrobioloblog.files.wordpress.com/2011/04/typical-solarsystem.jpghttp://astrobioloblog.files.wordpress.com/2011/04/typical-solarsystem.jpghttp://astrobioloblog.files.wordpress.com/2011/04/typical-solarsystem.jpghttp://web.mit.edu/newsoffice/2006/plutoetall-lrg.jpghttp://web.mit.edu/newsoffice/2006/plutoetall-lrg.jpghttp://web.mit.edu/newsoffice/2006/plutoetall-lrg.jpghttp://web.mit.edu/newsoffice/2006/plutoetall-lrg.jpghttp://astrobioloblog.files.wordpress.com/2011/04/typical-solarsystem.jpg


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Next, the teacher will display own diagram of the solar system on white board for

students to see with own mnemonic for example of what students will be required

to create in class.

Using large paper and markers or crayons, in groups (of 3-4) students are going

to be given the list of items to place in their diagram of the solar system and

instructed to create their own diagram of our solar system. They will also have toinclude as many facts as they can about the differences between the Jovian and

Terrestrial planets. They will also have to make up a song or mnemonic as a

group to help them remember the order of the planets in the diagram. The

students will have multiple books on the solar system available for reference at

each group table to use for their diagrams. They will share their diagram and

song or mnemonic with the whole class to finish the guided practice.

4. Check for understanding and provide student feedback: Time: 20 minutes

(during group work/guided practice)

The teacher will check for student understanding by:

Viewing student participation in their group and contributions to the diagram.

Viewing and listening: The diagram, facts listed, and order of planets in

mnemonic or song in terms of accuracy and completeness.

Evaluating the questions that students ask.

The teacher will document this data on a sheet on a clipboard, while moving around the

room.

The teacher will give students feedback on diagram and facts accuracy and

completeness, along with having the group recite the mnemonic or sing their song to

visually determine if each group member knows it.

5: Provide extended practice and transfer: (Independent practice of the skill)Time: 10

minutes

Students will write down as many things as they can about the solar system in two

minutes on a separate piece of paper to go in their journal. They will then compare it to

their initial responses prior to the lesson and write a short reflection of 3-4 sentences

commenting on the difference between what they wrote before the lesson and what they

wrote after, along with two things they didnt know prior to the lesson that they thought

were interesting and why.

6. Assessment / Closure: (How do you evaluate student progress or provide closure

to this lesson?) You MUST include rubric, checklist or assessment document.

Time: 10

minutes

Rubric for essay question on differences between the Jovian and Terrestrial

planets and for the diagram.


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Add this assessment information to what students wrote in their journals during

independent practice and determine what students are ready to move on and

what students need additional help.

Scientific Drawings : Solar System Diagram

Student Name: ________________________________________

CATEGORYWeight for Each

Category 4 3 2 1

Terrestrial vs

Jovian Accuary40% 4 or more

differences are

listed for Jovian

and Terrestrial

planets. Full

credit: 40%

3 differences are

listed for Jovian

and Terrestrial

planets. 30%

2 differences are

listed for Jovian

and Terrestrial

planets. 20%

1 difference is

listed for Jovian

and Terrestrial

planets or

question was

attempted 10%

Diagram Accuracy 60% 14 of items in listare correctly

placed on diagram

Full credit: 60%

12-14 of items in

list are correctly

placed on diagram

45%

10-12 of items on

list are correctly

placed on diagram

30%

less than 10 items

on the list are

correctly placed

on the diagram

15%

7. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention?

One-on-one instruction with the teacher as needed.

Provide a copy of the pictures used in the lesson as a resource.

The lesson allows for students to work in groups that can be assigned based on

instructional and other needs.

Allow additional time for journaling and reflection as student needs it.

b. Extension for students of high ability? (Remember, assigning gifted

students to be the tutor for others is not sufficient academic challenging

for students who have mastered the lesson). Provide higher level reading books with information on the solar system or

maybe beyond encompassing the Milky Way.

Provide a list of other resources that can be consulted for more information.

Provide a list of websites for more information.

Select some videos students can view online for more information.


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Ask the student what specifically they would like to know more about and assist

them in finding resources to check out of the library.

Suggest some topics to the student if they want to do some independent

research beyond what is covered in the class: ie compare and contrast Earth &

Mars or Earth & Venus atmospheres, effects of greenhouse gasses on

atmospheres, investigate the properties of the sun, etc.

TOTAL LESSON TIME: 86 minutes

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous

teachers as resources, online websites, your past experiences, or your own initiatives,

etc):

Website resources:

https://reader009.{domain}/reader009/html5/0411/5acd9df5a54d0/5acd9dfcad1d2.jpghttps://reader009.{domain}/reader009/html5/0411/5acd9df5a54d0/5acd9dfd9f556.jpg

Text resource:



2005. Print.

Other resources:

Printed materials from Drake Education course 103 and 107

Rubistar for rubricIowa Core website for Science Standard
http://astrobioloblog.files.wordpress.com/2011/04/typical-solarsystem.jpghttp://astrobioloblog.files.wordpress.com/2011/04/typical-solarsystem.jpghttp://web.mit.edu/newsoffice/2006/plutoetall-lrg.jpghttp://web.mit.edu/newsoffice/2006/plutoetall-lrg.jpghttp://web.mit.edu/newsoffice/2006/plutoetall-lrg.jpghttp://astrobioloblog.files.wordpress.com/2011/04/typical-solarsystem.jpg


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Concept

AttnmentCooperative


Cooperative Learning Lesson Plan (10 pts)

Lesson Background:Your Name: Kelly Linde & Angela Ballard Grade Level: (circle one) K 1 2 3 4 5

6


Science

Lesson Title: Phases of the Moon

Materials Needed: Video, computer, screen, images of moon phases, assessment

sheets (3), recognition form (met/not met)

Prerequisite Skills: Read at grade level, write at grade level, ability to work in small

groups, knowledge of solar system

Lesson Objective(s):

a. Given a partially filled-in diagram with the phases of the moon, students will be

able to label the sun, moon, and earth; color in and label which side of the moon is

illuminated by the sun and which is not for each moon image; and label the full moon,

first quarter moon, new moon, and last quarter moon. This will be done with no more

than two incorrect labels.

b. Social Goals for your lesson

Given a project on the phases of the moon followed with self-,peer,and teacher

assessments; students will be able to contribute ideas to their group, respectfully listen

to partners, contribute to the group work, compliment group members for participation,

and ask for help or assistance when needed. Students will score no less than 9 after the

teacher makes the final determination of points to be awarded from combining the three

assessments. (*Note: Students will have the opportunity to discuss this score, if they

feel something needs further explanation that might affect the teachers decision on the

final score. Also, the rationale behind the score of 5 is that these are long term social

skill goals for students and not all students will necessarily be at the 3 level at this point.

A score of 9 is a reasonable level to be met for this activity and these concepts will

continue to be addressed in subsequent lessons.)

Cooperative Learning Grouping Structure: (see course pack.Jigsaw? Think Pair

Share? etc)

Jigsaw: This will follow the steps listed in our handout for JIGSAW, but some highlights

are listed following.


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Students will work in groups as assigned by number (1-6). Each group will have one of

the following topics to become an expert in:

Defining a lunar eclipse. Defining a New Moon.

Defining a Full Moon.

Defining a First Quarter Moon.

Defining a Last Quarter Moon.

Explaining the location of the sun, earth, and moon during lunar eclipses.

Note: Students will have already had some direct instruction on this topic and readings

to complete.

Students will be given various readings from which to choose and diagrams to

help illustrate the ideas to use to become experts.

Then each group will have to decide on a way to best convey and teach their

topic to other groups. They will have to have one visual (image type) explanation

of their topic, which can be a hand drawing, icon, hand drawn diagram, or other

visual that has been approved by the teacher and one concisely written

explanation to share with other groups.

One member from each team will then move to another team to learn the content

from that team, while writing down the explanations and the images to bring back

to the original team to share. Eventually, all team members should have a

written explanation and image.

Members will then return to their original team to share and discuss topics and to

clear up any misunderstanding between them on material.

The teacher will add input and finish with an overview of each topic. Since students have already had direct instruction and readings for resources on

this topic, this should help to solidify the topics and prepare them for the diagram

assessment for content.

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------------

Interaction with Students:

1. Present objectives: (Tell students what they are going to learn?) Time: 2

minutes

Today we are going to continue learning about the phases of the moon and practice the

social skills in our groups of respectfully listening, sharing ideas, contributing to work,

complimenting others for participating, and asking for help when needed.


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Iowa Common Core Science:

Understand and apply knowledge of the properties, movements, and locations of

objects in our solar system.

2. Present information for the academic goal: (What are procedures for theacademic goal?)

Time: 20

minutes

The teacher will give a short refresher on topics about the moon that have been

previously covered.

Students will split into groups by being assigned a number (1-6). Students will

move into groups.

Each student will be given a diagram and each group will be given a selection of

books and other resources to use for research. Each group will be assigned a

research topic to become the experts at.

The teacher will thoroughly explain the assignment and process, addressing

students questions. Instructions will also be posted for students to refer to as

needed.

Teacher will show examples of visuals that each group will create and explain

key components of the visuals.

After JIGSAW, the teacher will return to the academic goals by adding important

information and giving an overview of each topic to the whole class.

3. Organize students into learning teams: Time: 25minutes

a. Explain how theyll practice the social goal?

Teacher will give examples of how to share ideas in group, examples of contributing to

work, examples of complimenting peers for sharing, examples of asking for help, and

examples of respectful listening. In small groups students will practice each one of

these. The teacher will select individuals to demonstrate for the entire group one

example of each of these for the entire class.

b. How will you organize the groups?

Groups will be organized by numbers into a JIGSAW. Students will number off one

through six because of the six topics.

c. What group roles will you have?

The specific roles students: Manager (In charge of getting everyone to participate),

Monitor (In charge of making sure everyone gets a chance to speak), Recorder (Writes

down group answers), Examiner (Asks any group questions directly to teacher).

Source for Roles: Dr. Beissers Curriculum and Pedagogy in the Elementary Classroom.


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Students will also be focusing on collaboration: sharing of ideas, contributing to work,

complimenting peers for sharing, asking for help, and respectfully listening.

4. Assist team work and study: Time: 30 minutes during

JIGSAW

a. How will you monitor academic progress? b. How will you monitor the social goals?The teacher will monitor social goals via:

the assessment shown in the assessment section of this lesson plan for the

social goals and will make additional notes as necessary on that form

through information received from the self and peer evaluations

The teacher will monitor academic progress by:

Viewing student participation in their group and contributions to the project

The overall accuracy and completeness of information in the diagram, drawing,

song, or alternate product of the project

The questions that students ask

Asking students questions and evaluating answers for understanding

5. Provide recognition: Time: 5-10

minutes

(How will students know they have met both academic and social goals?)

The following will be given to students to let them know if they have met the

content goals and/or the social skill goals for this lesson.

MET FOR TASK/ACTIVITY NOT MET FORTASK/ACTIVITY

Phases of Moon Content

Social Skill: ContributingIdeas to Group

Social Skill: Listening toPartners

Social Skill: Contributing toGroup Work

Social Skill:Complimenting Group

Members for Participation

Social Skill: Asking forHelp/Assistance WhenNeeded


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6. Assessment / Closure: (How do you evaluate student progress or end this lesson?)

Time: 20 minutes for

student & peer

(Teacher assessment during

JIGSAW)

Include documents for assessing both the academic and social goals.

Lesson Objectives Assessment:

Diagram of phases of moon partially filled-in will be given to students to label.

Image for assessment:

Note: label on earth and sunlight will be removed when printed and students will have to

draw placement of sun and label earth.

http://www.rpdp.net/sciencetips_v3/images/questions/e8b7/E8B7_clip_image003.jpg

Assessment will be used to determine what students require more instruction and those

that may continue to next lesson.

Social Skill Assessment:

Self-Assessment, Peer Assessment, & Teacher Assessment

All 3 of these assessments will be in the form of a rubric. (see below)

Individual assessment will be based on all three of these combined.This assessment will be used to determine what areas need additional focus for each

individual.

Self Assessment:

Name:____________ 3 2 1


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Contribute Ideas to

Group

Shared all ideas I had

to group

Shared only some of

the ideas I had with

group

Did not share any of

my ideas with group

Listening to Partners Listened to all ideas

shared by my partnersrespectfully

Listened to some of my

partners ideasrespectfully

Did not listen

respectfully to mypartners ideas

Contributed to Work

Completed by Group

Helped my group to

work on task/did my

share of the work

Helped my group with

some work on task

Did not help my group

work on task/let my

partners do all of the

work

Complimenting Others

Contributions

Thanked partners for

sharing or ideas

Thanked some

partners for sharing or

ideas

Did not thank partners

for sharing or ideas

Asking for Help When

You Need It

I asked for help every

time I needed it

I asked for help only

some of the times I

needed it

I did not ask for help

when I needed it

*Terms and meaning of rubric blocks discussed with students in depth in terms of how to

demonstrate.

Peer Assessment of Individual:

Name:____________ 3 2 1

Did partner share ideas

with group?

More than 2 ideas

shared

1-2 ideas shared 0 ideas shared

Did he/she listen to

partners

Listened respectfully to

all partners

ideas/sharing

Listened respectfully to

some of partners

ideas/sharing

Did not listen

respectfully to partners

ideas/sharing

Did he/she contribute to

work

Worked with group on

most parts of project

Did only some of the

work with group on

project

Did none or very little

of the work with group

on project

Did he/she thank or

compliment partners for

sharing or ideas

Thanked or

complimented most

partners for sharing or

ideas

Thanked or

complimented only

some of partners for

sharing or ideas

Few to none of

partners thanked or

complimented for

sharing or ideas

Did he/she ask for help

when needed

Asked for help or did

not seem to need help

Needed help and did

not ask for it

*Terms and meaning of rubric blocks discussed with students in depth in terms of how to

demonstrate. Students also instructed to fill in name of peer being evaluated. This will be

completed by original/main group from the JIGSAW.


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Teacher Assessment of Group:

Group Number _______ 3 2 1

Members Contributing

Ideas

Most members

contributing ideas

Some some members

contributing ideas

Few to none of

members of group

contributing ideas

Members Listening Most members

listening respectfully to

each other

Some members

listening respectfully to

each other

Few to none of

members listening

respectfully to each

other

Members Contributing to

Work

Most members

contributing to work

Some members

contributing to work

Few to none of

members contributing

to work

Members

Complimenting/Thanking

Each Other For

Participation

Most members

complimenting/thanking

each other for

participation

Some members


each other for

participation

Few to none of

members


each other for

participation

Members Ask for

Help/Assistance

Most members asking

for help or assistance

when needed

Some members asking

for help or assistance

when needed

Few to none of

members asking for

help or assistance

when needed

*Teacher will make addition notations as needed concerning group dynamics and individuals.



Lower level texts will be provided to students as needed

Teacher will be available to make clarifications and help student understand

information

One-on-one instruction available as needed

Graphic organizers for note taking may be provided as needed

b. Extension for students of high ability? (Remember, gifted students need

challenge). Higher level texts will be provided to students as needed

Materials will be available for students to do additional research on a topic of

interest with extra time

In addition to labeling, students may be asked to describe phases


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etc):



2005. Print.

Other resources:


Rubistar for rubric

Iowa Core website for Science Standard

Websites & image website resources:

http://img1.etsystatic.com/il_fullxfull.280983505.jpg

http://www.nhn.ou.edu/~jeffery/astro/moon/diagram/lunar_eclipse.png

http://www.ict4us.com/r.kuijt/images/en_moon.gif

http://s1.hubimg.com/u/6125756_f496.jpg

http://ykonline.yksd.com/distanceedcourses/Courses/EarthScience/lessons/FirstQuarter/

Chapter03/3-3/images/08phasesofMoon4.gif

http://ykonline.yksd.com/distanceedcourses/Courses/EarthScience/lessons/FirstQuarter/

Chapter03/3-3/images/08phasesofMoon4.gif

http://museumvictoria.com.au/pages/31883/eclipse_geometry_web.jpg

https://fretzreview.wikispaces.com/file/view/Moon-Phases-3x3-lbl.jpg/30704576/Moon-

Phases-3x3-lbl.jpghttp://www.lifewaresolutions.com/images/XDA/Eclipses.png

http://nehruplanetarium.org/IYA2009/yahoogroup/images/eclipse%202.jpg

http://upload.wikimedia.org/wikipedia/commons/7/72/Lunar-Phase-Diagram.png

http://faculty.scf.edu/rizkf/ISC1004/ASTRONOM%20PROPER_files/eclipses.jpg

video on misconception of earth blocking

http://www.youtube.com/watch?v=xWv2LBqokU0&feature=related
http://img1.etsystatic.com/il_fullxfull.280983505.jpghttp://img1.etsystatic.com/il_fullxfull.280983505.jpghttp://www.nhn.ou.edu/~jeffery/astro/moon/diagram/lunar_eclipse.pnghttp://www.nhn.ou.edu/~jeffery/astro/moon/diagram/lunar_eclipse.pnghttp://www.ict4us.com/r.kuijt/images/en_moon.gifhttp://www.ict4us.com/r.kuijt/images/en_moon.gifhttp://s1.hubimg.com/u/6125756_f496.jpghttp://s1.hubimg.com/u/6125756_f496.jpghttp://ykonline.yksd.com/distanceedcourses/Courses/EarthScience/lessons/FirstQuarter/Chapter03/3-3/images/08phasesofMoon4.gifhttp://ykonline.yksd.com/distanceedcourses/Courses/EarthScience/lessons/FirstQuarter/Chapter03/3-3/images/08phasesofMoon4.gifhttp://ykonline.yksd.com/distanceedcourses/Courses/EarthScience/lessons/FirstQuarter/Chapter03/3-3/images/08phasesofMoon4.gifhttp://ykonline.yksd.com/distanceedcourses/Courses/EarthScience/lessons/FirstQuarter/Chapter03/3-3/images/08phasesofMoon4.gifhttp://ykonline.yksd.com/distanceedcourses/Courses/EarthScience/lessons/FirstQuarter/Chapter03/3-3/images/08phasesofMoon4.gifhttp://ykonline.yksd.com/distanceedcourses/Courses/EarthScience/lessons/FirstQuarter/Chapter03/3-3/images/08phasesofMoon4.gifhttp://museumvictoria.com.au/pages/31883/eclipse_geometry_web.jpghttp://museumvictoria.com.au/pages/31883/eclipse_geometry_web.jpghttps://fretzreview.wikispaces.com/file/view/Moon-Phases-3x3-lbl.jpg/30704576/Moon-Phases-3x3-lbl.jpghttps://fretzreview.wikispaces.com/file/view/Moon-Phases-3x3-lbl.jpg/30704576/Moon-Phases-3x3-lbl.jpghttps://fretzreview.wikispaces.com/file/view/Moon-Phases-3x3-lbl.jpg/30704576/Moon-Phases-3x3-lbl.jpghttp://www.lifewaresolutions.com/images/XDA/Eclipses.pnghttp://www.lifewaresolutions.com/images/XDA/Eclipses.pnghttp://nehruplanetarium.org/IYA2009/yahoogroup/images/eclipse%202.jpghttp://nehruplanetarium.org/IYA2009/yahoogroup/images/eclipse%202.jpghttp://upload.wikimedia.org/wikipedia/commons/7/72/Lunar-Phase-Diagram.pnghttp://upload.wikimedia.org/wikipedia/commons/7/72/Lunar-Phase-Diagram.pnghttp://faculty.scf.edu/rizkf/ISC1004/ASTRONOM%20PROPER_files/eclipses.jpghttp://faculty.scf.edu/rizkf/ISC1004/ASTRONOM%20PROPER_files/eclipses.jpghttp://www.youtube.com/watch?v=xWv2LBqokU0&feature=relatedhttp://www.youtube.com/watch?v=xWv2LBqokU0&feature=relatedhttp://www.youtube.com/watch?v=xWv2LBqokU0&feature=relatedhttp://faculty.scf.edu/rizkf/ISC1004/ASTRONOM%20PROPER_files/eclipses.jpghttp://upload.wikimedia.org/wikipedia/commons/7/72/Lunar-Phase-Diagram.pnghttp://nehruplanetarium.org/IYA2009/yahoogroup/images/eclipse%202.jpghttp://www.lifewaresolutions.com/images/XDA/Eclipses.pnghttps://fretzreview.wikispaces.com/file/view/Moon-Phases-3x3-lbl.jpg/30704576/Moon-Phases-3x3-lbl.jpghttps://fretzreview.wikispaces.com/file/view/Moon-Phases-3x3-lbl.jpg/30704576/Moon-Phases-3x3-lbl.jpghttp://museumvictoria.com.au/pages/31883/eclipse_geometry_web.jpghttp://ykonline.yksd.com/distanceedcourses/Courses/EarthScience/lessons/FirstQuarter/Chapter03/3-3/images/08phasesofMoon4.gifhttp://ykonline.yksd.com/distanceedcourses/Courses/EarthScience/lessons/FirstQuarter/Chapter03/3-3/images/08phasesofMoon4.gifhttp://ykonline.yksd.com/distanceedcourses/Courses/EarthScience/lessons/FirstQuarter/Chapter03/3-3/images/08phasesofMoon4.gifhttp://ykonline.yksd.com/distanceedcourses/Courses/EarthScience/lessons/FirstQuarter/Chapter03/3-3/images/08phasesofMoon4.gifhttp://s1.hubimg.com/u/6125756_f496.jpghttp://www.ict4us.com/r.kuijt/images/en_moon.gifhttp://www.nhn.ou.edu/~jeffery/astro/moon/diagram/lunar_eclipse.pnghttp://img1.etsystatic.com/il_fullxfull.280983505.jpg


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Concept

AttnmentCooperative


Concept Attainment Lesson Plan (10 pts)

Lesson Background:Your Name: Kelly Linde & Angela Ballard Grade Level: (circle one) K 1 2 3 4

5 6


Science

Lesson Title: Getting to Know Jupiter

Materials Needed: Notecards (yes/no items + yes/no labels), tape, large paper,

computer access/screen, website images of Earth for examples (shown in this lesson

plan),

Prerequisite Skills: prior knowledge of Earths rotation on axis and rotation around sun,

read at grade level, write at grade level, ability to work in small groups.

Lesson Objective:




ABCD:

Given various resources (primarily websites) for research and a checklist, students will

be able to complete a diagram of Jupiter with all of its layers labeled, 4 moons, orbit time

around the sun, rotation time, average temperature, and composition.

Concept Label: Jupiter

Critical Attributes: [yes] gas, Jovian, moons, Europa, Great Red Spot, rings

Non-critical Attributes [no] terrestrial, Earth, Europe, tiny, mankind, jewelry

Definition of Concept: Jupiter: The largest planet in the solar system, a gas giant that is

the fifth in order from the sun and one of the brightest objects in the night sky

Definition Source:

http://www.google.com/#hl=en&q=Jupiter&tbs=dfn:1&tbo=u&sa=X&ei=nCtgT7X0L8XmggfzkZmrCA&ved

=0CCcQkQ4&bav=on.2,or.r_gc.r_pw.r_cp.r_qf.,cf.osb&fp=4b598d7e59b86ebf&biw=944&bih=633

---------------------------------------------------------------------------------------------------------------------

-------


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1. Provide examples and non-examples to the class: (Distinguish yes/no attributes)

Time: 15 minutes

Today class... you are going to try to figure out what we are going to talk about. I am

going to provide some examples that describe what we are going to talk about and somethat definitely do not have to do with what we are going to talk about.

Teacher will tape note cards to wall labeled yes and no to make two columns.

The first note card to be placed under the yes column will be the first word in the

critical attributes listed above.

Students will be told that this word does have to do with what will be the topic.

Wait briefly, then place first non-critical attribute in the no column.

Advise students that when they know what the concept/topic is place their

thumbs up directly in front of them and held close to chest.

Continue until majority have thumbs up or by third item in yes column, startasking class what column the word on the note card should be placed in.

Eventually, allow students that think they know to guess.

Ask the class if they agree with each guess.

Help them along with additional clues if necessary.

2. Test for attainment: (Do the students understand the concept?) Time: (during

examples/non-examples activity)

Thumbs up held close to body initially.

Later, identifying which column items should go in.

Finally, agreeing with correct response.

3. Analyze student thinking processes and integration of learning: Time: 5

minutes

(Are they able to provide additional examples and non-examples?)

Ask students to come up with some additional examples or non-examples in

small groups and then have groups share one. (Evaluate participation and ideas

being shared for informal assessment.)

4. Clarify lesson objectives: (What are students going to DO with these?) Time: 5

minutes

Confirm topic: Jupiter. Explain that today they are going to be doing their ownresearch on selected websites, using their text, and library resources (if they wish) to

find out more about Jupiter. They will be completing a project with this information.

5. Procedures for Using the Concept in a meaningful way? Time: 35

minutes

Teacher will present an example of what students are to find out about Jupiter using

Earth as an example. (see parenthesis below)


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Students will conduct research on Jupiter.

They will then draw a diagram of Jupiter:

label the layers of the planet (i.e. use diagram below/display)

label its moons with names (i.e. Earths one moon)

write a detailed description including: orbit time around sun

rotation time

average temperature

composition

any other special features (not required)

(i.e. Earth composed of rock, metals; 1 moon; atmosphere contains

oxygen for us to breathe, has an ozone layer, has water on surface, time

it takes for 1 orbit around the sun is 365.3 days, 1 full rotation on its axis

is 23 hours and 56 minutes, and an average temperature of 7.2 degrees

Celsius/ 45 degrees Fahrenheit)

http://www.amnh.org/ology/features/stufftodo_earth/images/ediblelayers.gif
http://www.amnh.org/ology/features/stufftodo_earth/images/ediblelayers.gifhttp://www.amnh.org/ology/features/stufftodo_earth/images/ediblelayers.gifhttp://www.amnh.org/ology/features/stufftodo_earth/images/ediblelayers.gif


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http://prestech.pbworks.com/f/1255321773/earth%20structure.gif

6. Assessment / Closure (How do you evaluate student progress or provide closure

for this lesson?) Include rubric, checklist, assessment documents. Time:

10-15 minutes

Checklist for Diagram of Jupiter:

______ layers labeled

______ 4 moons of Jupiter labeled with names

______ orbit time around sun

______ rotation time

______ average temperature

______ composition listed

This checklist will be used to see what details students are missing and what needs

further instruction.

For an example of information (orbit time around sun, rotation time, average temperature,and composition) seewww.kidsastronomy.com/jupiter.htm

For moons of Jupiter labeled with names, see

http://www.freewebs.com/mdreyes3/JUPTERS_FOUR_MOONS.jpg

For layers labeled, see Bennett, Jeffrey O., Megan Donahue, Nicholas Schneider, Mark

Voit, and Addison Wesley. The Essential Cosmic Perspective. San Francisco:

Pearson/Addison Wesley, 2005. Print.
http://www.kidsastronomy.com/jupiter.htmhttp://www.kidsastronomy.com/jupiter.htmhttp://www.kidsastronomy.com/jupiter.htmhttp://www.freewebs.com/mdreyes3/JUPTERS_FOUR_MOONS.jpghttp://www.freewebs.com/mdreyes3/JUPTERS_FOUR_MOONS.jpghttp://www.freewebs.com/mdreyes3/JUPTERS_FOUR_MOONS.jpghttp://www.kidsastronomy.com/jupiter.htm


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Extra time to complete the diagram will be given to students who may need it.

One-on-one instruction with the teacher as needed

Students needing extra assistance will be provided additional materials and/or

resources as needed. Students will be provided research materials and resources that support their

ability level.

b. Extension for students of high ability? (Remember, assigning gifted

students to be the tutor for others is not sufficient academic challenging

for students who have mastered the lesson). Students will be provided with higher ability research materials and resources.

Students will be able to do further, detailed research into an area of interest

related to Jupiter or they can research similar information for another planet.




etc):



2005. Print.

Other resources:



Websites consulted for plan:

http://www.amnh.org/ology/features/stufftodo_earth/images/ediblelayers.gif

http://www.eaaa.net/images/planetary_differentiation.jpg

Websites for Research for Students:

http://www.kidsastronomy.com/jupiter.htm http://kids.nineplanets.org/jupiter.htm

http://www.sciencekids.co.nz/sciencefacts/planets/jupiter.html

http://coolcosmos.ipac.caltech.edu/cosmic_kids/AskKids/jupiter.shtml

http://www.historyforkids.org/scienceforkids/physics/space/jupiter.htm

More advanced:

http://science.nationalgeographic.com/science/space/solar-system/jupiter-article/
http://www.kidsastronomy.com/jupiter.htmhttp://www.kidsastronomy.com/jupiter.htmhttp://kids.nineplanets.org/jupiter.htmhttp://kids.nineplanets.org/jupiter.htmhttp://www.sciencekids.co.nz/sciencefacts/planets/jupiter.htmlhttp://www.sciencekids.co.nz/sciencefacts/planets/jupiter.htmlhttp://coolcosmos.ipac.caltech.edu/cosmic_kids/AskKids/jupiter.shtmlhttp://coolcosmos.ipac.caltech.edu/cosmic_kids/AskKids/jupiter.shtmlhttp://www.historyforkids.org/scienceforkids/physics/space/jupiter.htmhttp://www.historyforkids.org/scienceforkids/physics/space/jupiter.htmhttp://science.nationalgeographic.com/science/space/solar-system/jupiter-article/http://science.nationalgeographic.com/science/space/solar-system/jupiter-article/http://science.nationalgeographic.com/science/space/solar-system/jupiter-article/http://www.historyforkids.org/scienceforkids/physics/space/jupiter.htmhttp://coolcosmos.ipac.caltech.edu/cosmic_kids/AskKids/jupiter.shtmlhttp://www.sciencekids.co.nz/sciencefacts/planets/jupiter.htmlhttp://kids.nineplanets.org/jupiter.htmhttp://www.kidsastronomy.com/jupiter.htm


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Concept

AttnmentCooperative


Presentation with Advance Organizer Lesson Plan (10 pts)

Your Name: Kelly Linde & Angela Ballard Grade Level: (circle one) K 1 2 3 4

5 6

Subject: (circle one) Language Arts Social Studies Mathematics Science

Lesson Title: One Hot Chili Pepper

Materials Needed: Labeled diagram drawings of sun and chili pepper, blank diagram of

sun, paper for group double journal entries and group drawings, access to website for

groups/computer use, books from library on topic of sun, teacher labeled drawing of apepper, teacher labeled drawing of the sun.

Prerequisite Skills: Knowledge of solar system (sun), some knowledge of temperature

in terms of different scales (Fahrenheit, Celsius, Kelvin) helpful, read at grade level, write

at grade level, ability to work in small groups.

Lesson Objective:

Given a list and a blank diagram of the sun, students will be able to correctly place the

items in the list on the blank diagram with no more than 2 incorrect placements.

1. Present objectives: (What are students going to learn?) Time: 1 minute




Today we are going to learn about our sun. We are going to learn about the different

zones, temperatures, and features of the sun, but first

2. Present advance organizer: (A metaphor or logical connection?) Time: 1-2

minutes

Have you ever seen, ate, or heard about a hot chili pepper, maybe a jalapeno. The

sun is one hot chili pepper. The sun has layers to it very similar to a chili pepper.

Just like a chili peppers center of seeds, the sun is hottest at its center and heat

varies in other locations. In a chili pepper, the locations and amounts of a


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substance called capsaicin determine what parts are hotter than others. In the

sun, pressure and other factors determine the amount of heat in each zone.

3. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time:20

minutes

The teacher will ask students to think about what they know about the sun. (callon background knowledge)

Next the teacher will ask questions:

Do you know what the sun is made up of?

How hot is the sun?

How far away is the sun?

The teacher will model making a double entry journal based on information on

one of the listed websites listed in resources. The teacher will list a fact on one side of

the page and a response/reflection to the fact on the other side.

The teacher will show a hand drawn chili pepper with its parts labeled from

hottest to mildest. The teacher will also show students a hand drawn sun that is labeled

with different zones, temperatures, and features.

The teacher will then compare the two, identifying that both are hottest in the

center and varying temperatures in other locations.

3a. Provide Guided Practice Time: 45

minutes

Students will be put in groups of 4-5 by the teacher. Using specific websites

(listed in resources at bottom) and books selected by the teacher from the library, they

will create a double entry journal as a group by listing facts they find on the websites and

in the books and then reflecting/responding to each fact on the opposite side of the page.

(differentiates for various level learners) They will also be instructed to draw and label the different zones, temperatures,

and features of the sun on a large sheet of paper from the diagrams they find on the

websites.

Students will be instructed to include the following in their group diagrams:

corona

chromosphere

convection zone

core

radiation zone

photosphere

solar flare

sun spots

solar wind (Teacher will place this list on board)

and to write in temperatures in Kelvin of core, chromosphere,

photosphere, corona, radiation zone

Before students share with class, the teacher will be sure to assist students in

correctly identifying the temperatures of each zone:


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core=approximately 15 million Kelvin

chromosphere=approximately 10,000 Kelvin

photosphere=approximately 6,000 Kelvin

corona=approximately 1 million Kelvin

radiation zone=approximately 10 million Kelvin

Students will be instructed that once finished with their diagrams, they will displayand share them with the entire group.

4. Check for understanding and provide student feedback: (How will you know

students understand the skill or concept? How will they know they get it?) Time: 20

minutes (during

group work/guided practice)

The teacher will check for student understanding by:

observing participation in the group and contribution to the journal and diagram.

accuracy of the facts written in the journal and labels on the diagram.

questions asked by students.

The teacher will have conversations asking about what the students had written in their

double entry journals so that students are further processing and understanding their

information. Teacher will observe who is participating and explaining to get an idea of

who may have a better understanding of the material.

The teacher will also give feedback on the accuracy of their facts and diagrams.

Students will then be given a diagram to complete on their own. (Diagram shown under

references.) This will be used to check forstudents understanding and also provide

assessment.

5. Assessment / Closure: (How do you evaluate student progress or provide closureto this lesson?) Time:

15 minutes

The teacher will collect students diagrams for assessment purposes.

Students will be assessed by the accuracy of the diagram they label. Each label

would be worth points and incorrect labels would result in loss of the points.

This assessment will be used to determine which students need additional

instruction.

6. Adaptation for students who need extra help, time, or attention?

Students needing extra assistance would be provided appropriate reading

materials and other materials that they could refer back to for extra help.

Extra time to complete the diagram would be provided as needed for each

student.


Extension for students of high ability? Students of high ability may not need the list of words in order to label.


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They could describe the zones and features in addition to labeling.

Extra resources would be provided for students to research topics of interest in

their extra time. They would then write about what they learned along with their diagram.


7. References Consulted: (Curriculum books in Drake SOE curriculum lab, teacherresources, websites, etc):

Texts:



2005. Print.

Other resources:



http://www.ehow.com/info_8293070_parts-jalapeno-pepper.html

Websites for Student Use:

http://www.spacestationinfo.com/layers-sun.htm

http://www.nasa.gov/mission_pages/hinode/solar_020.html

http://www.eyeonthesky.org/activities_pdf/XXsun_teacher.script.pdf

http://astronomyonline.org/SolarSystem/SunDetails.asp

http://www.cosmos4kids.com/files/solsyst_sun.html (less challenging information for

differentiation)

http://www.nasa.gov/vision/universe/solarsystem/sun_for_kids_main.html

http://www.astronomynotes.com/starsun/s2.htm (more challenging information fordifferentiation)


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Diagram for Assessment:

http://upload.wikimedia.org/wikipedia/commons/thumb/7/76/Sun_diagram.svg/220px-Sun_diagram.svg.png

Matching. Corresponding to the diagram above, write the correct letter next to the

correct number.

1. _____ A. Sun Spots

2. _____ B. Solar Flare

3. _____ C. Photosphere

4. _____ D. Core

5. _____ E. Corona

6. _____ F. Chromosphere

7. _____ G. Radiation Zone

8. _____ H. Convection Zone

9. _____ I. Solar Wind

Note: Directions made clear to students and also what each number is referencing in

the diagram.

Beisser, 2000


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Concept

AttnmentCooperative


Problem-Based / Inquiry Instruction Lesson Plan (10 pts)

Lesson Background:Your Name: Kelly Linde & Angela Ballard Grade Level: (circle one) K 1 2 3 4

5 6

Subject: (circle one) Language Arts Social Studies Mathematics Science

Lesson Title: Your Mission Should You Accept It...

Materials Needed: Books listed in resources, access to computer/screen and internet,

journals, large sheets of paper, pens and pencils, markers,

Prerequisite Skills: Ability to read at grade level, write at grade level, work in small

groups

Logistics: (Are special arrangements necessary?)

Have all resources for students listed at bottom of this lesson plan available in

class in a central location when lesson begins.

Organize tables for group work.

Lesson Goal (not ABCD objectives):

Students will create a concept map that states things one might consider before traveling

to space, specific items they will pack to go into space, and connect these to theirreasoning for each. Students will practice using problem solving skills, research skills,

and explaining their reasoning for what they place as considerations and items to pack

on their concept maps.

--------------------------------------------------------------------------------------------

-------------------------


1. Orient students to the problem or dilemma? (Must first get their attention to

SOLVE a problem!)

Students, all personnel working for NASA have disappeared. A six month mission to the

International Space Station is about to take place and you have been selected to go on

the mission in place of the missing crew. A pilot is being found, but your group of five

will be the only other crew members. You must pack for the trip right away! What will

you need to consider in going on this mission and packing for it? What will you take with

you and why?


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2. Organize students for study:

a. Size of group?Approximately 5 students to each group.

b. How groups are formed? Groups will be selected by the teacher to offer a wide range

of abilities within each group. Desks will be arranged to accommodate these new

groups and will remain in this grouping for the length of the project (5 days).

b. Transition from large group orientation or instruction to small group work?

After large group orientation, the students will be instructed to move their desks into the

small group configuration. It will be the standard 5 desk grouping and a diagram will be

provided for students to arrange their desks. (This formation for desks and transition

would have already been covered in the first days of school and how to transition to the

various groupings).

3. Assist independent and group investigation: (Input/Modeling so kids know what

to do)

The teacher will go through the various book titles and highlight some ideas that can be

found in each book. The teacher will then go through the various web pages with the

class and highlight information that can be found on the sites. Then, the teacher will

demonstrate using one text and picking out one thing that may need to be considered

about traveling into space (i.e. gravity) and then will also demonstrate selecting

something from a website (i.e. notes from an astronauts journal pages about exercising

in space). The teacher will then draw the beginning of a concept map using these

considerations and what one might pack and why, demonstrating how to connect these

ideas using the concept circles and lines.

The teacher will then post and read the following instructions:

In your group of 5, each of you will do research using the texts and websites

provided.

You will each document information you find in your own journals. (1-2 days)

You will come together as a group to brainstorm. Based on the information you

found in your research, come up with considerations to place on your concept

map for space travel, what to pack, and why you chose it. (approximately 3rd

day)

You will design your concept map on a small sheet of paper.

You will revise and edit your concept map to make sense of it.

You will place your concept map on the large piece of paper provided using

markers.

The teacher will provide the criteria and rubric for the concept map.

Once you have finished your concept map, you will present it to the class.

After the presentations, you will individually reflect in your journals about what

you did not have in your concept map that others did or what you might wish to

add to yours now.


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4. Develop and present artifacts and exhibits (How do students share what they

have learned?)

As a group, students will develop a concept map to present to the class upon completionand display.

Individually, students will compare their concept map to the other groups maps and

journal about what else they may have considered.

5. Analyze and evaluate the problem-solving process: Analysis and Evaluation of

Questions

Informal Analysis and Evaluation:

View students journals and ask questions about research findings.

Ask students to elaborate on their thinking.

View student participation and contributions to group work.

View students concept maps and question for further detail/information and

reasoning.

Have students explain their concept maps and how they are organized.

6. Assessment / Closure: (How do you evaluate student progress or provide closure

to this lesson?) Again, include documents for assessment.

Students will present their concept maps to the class and then reflect in their own

personal journals by comparing their map with the other concept maps developed in the

class. They will write about what they did not include that other groups did and whetheror not they would add this to their own or did they come up with something else that they

would like to add.

*This journal will be used for informal assessment of goals for students (i.e. critical

thinking, etc.)

Assessment will be completed using the following criteria for each groups concept map.

Concept Map/Web

1. Concept has major topic in center (i.e. packing for space)2. Shows details about the topic, considerations, what will be packed, and why with linesand/or circles radiating from the center3. Visually shows relationships of details or ideas to one another4. Neat and legible

The completeness of each of these criteria, the amount of detail, and the groups

reasoning will all be considered when evaluating and determining if further time for


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research, input to guide them from the teacher, or instruction is necessary. Each group

will present their concept map to the class.

The following rubric will be provided for grading the concept maps:

4 3 2 1

Amount of detail At least 5considerations &10 packed itemslisted

Only 3-4considerations &less than 10items packed

Only 2considerationsor less than 5items packed

Less than 2considerations &less than 5 itemspacked

Reasoning Clear reasoninggiven for allconsiderations &what will bepacked

Clear reasoninggiven for mostconsiderations &what will bepacked

Somewhat clearto unclearreasoning givenfor few of theconsiderations &

what will bepacked

Unclear or noreasoning givenforconsiderations &what will be

packed

Neat & Legible Neat & Legible Somewhat Neat& Legible

Somewhat Neator SomewhatLegible

Neither Neat NorLegible

Participation All members ingroup participatein research andcreating conceptmap

3-4 members ingroup participatein research andcreating conceptmap

Less than 3membersparticipate inresearch andcreating concept

map

This block notused

* Rubric ambiguous terms explained and clarification made in depth for students prior to

beginning project.



Students needing extra assistance would be provided appropriate reading

materials and other materials that they could refer back to for extra help.

Extra time to complete the concept map and journals would be provided as

needed for each student.


Lists of specific items to consider may be provided as needed.


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b. Extension for students of high ability? (Remember, gifted students need

challenge). Students will be provided with higher ability research materials and resources.

Students will be able to do further, detailed research into an area of interest.

Provide a list of other resources that can be consulted for more information.

Provide a list of websites for more information.

Ask the student what specifically they would like to know more about and assist

them in finding resources to check out of the library.

TOTAL LESSON TIME: 4-5 days



etc):

Printed materials from Drake Education course 103,107, and 122

Iowa Core website for Science Standards

Rubistar for rubric

Resources for Student Research:

Roach, Mary. Packing for Mars: The Curious Science of Life in the Void. Oxford: Oneworld,

2010. Print.

Stott, Carole, and Steve Gorton. Space Exploration. New York: Alfred A. Knopf, 1997. Print.

Wallace, Karen.Rockets and Spaceships. New York: Dorling Kindersley Pub., 2001. Print.

Floca, Brian.Moonshot: The Flight of Apollo 11. New York: Atheneum for Young Readers, 2009.

Print.

Aldrin, Buzz, and Ken Abraham.Magnificent Desolation: The Long Journey Home from the

Moon. New York: Harmony, 2009. Print.

Chaikin, Andrew, and Victoria Kohl.Mission Control, This Is Apollo: The Story of the First

Voyages to the Moon. New York: Viking, 2009. Print.


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Bredeson, Carmen. What Do Astronauts Do? Berkeley Heights, NJ: Enslow Elementary, 2008.

Print.

Hilliard, Richard.Lucky 13: Survival in Space. Honesdale, PA: Boyds Mills, 2008. Print.

Discovering Careers for Your Future. New York: Ferguson, 2008. Print.

Bredeson, Carmen.Living on a Space Shuttle. New York: Children's, 2003. Print.

Reichhardt, Tony. Space Shuttle: The First 20 Years. New York: DK Pub., 2002. Print.

Bredeson, Carmen.Liftoff! New York: Children's, 2003. Print.

Kallen, Stuart A. The Gemini Spacewalkers. Edina, MN: Abdo & Daughters, 1996. Print.

Asimov, Isaac. Piloted Space Flights. Milwaukee: G. Stevens Pub., 1990. Print.

NASA - NASA Kids' Club

http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html

Solar System and Planets Worksheets

http://www.superteacherworksheets.com/solar-system-planets.html

NASA - NASA-Astronauts

http://www.nasa.gov/astronauts/

NASA - Astronaut Journals

http://www.nasa.gov/centers/johnson/astronauts/journals_astronauts.html

A children's guide to astronaut food, ideal research for space projects or homework!

http://www.spacekids.co.uk/spacefood/ What Do Astronauts Eat in Space? - TIME

http://www.time.com/time/health/article/0,8599,1911617,00.html

NASA - Fit for Space

http://www.nasa.gov/audience/formedia/presskits/fit_for_space.html
http://www.nasa.gov/audience/forkids/kidsclub/flash/index.htmlhttp://www.nasa.gov/audience/forkids/kidsclub/flash/index.htmlhttp://www.superteacherworksheets.com/solar-system-planets.htmlhttp://www.superteacherworksheets.com/solar-system-planets.htmlhttp://www.nasa.gov/astronauts/http://www.nasa.gov/astronauts/http://www.nasa.gov/centers/johnson/astronauts/journals_astronauts.htmlhttp://www.nasa.gov/centers/johnson/astronauts/journals_astronauts.htmlhttp://www.spacekids.co.uk/spacefood/http://www.spacekids.co.uk/spacefood/http://www.time.com/time/health/article/0,8599,1911617,00.htmlhttp://www.time.com/time/health/article/0,8599,1911617,00.htmlhttp://www.nasa.gov/audience/formedia/presskits/fit_for_space.htmlhttp://www.nasa.gov/audience/formedia/presskits/fit_for_space.htmlhttp://www.nasa.gov/audience/formedia/presskits/fit_for_space.htmlhttp://www.time.com/time/health/article/0,8599,1911617,00.htmlhttp://www.spacekids.co.uk/spacefood/http://www.nasa.gov/centers/johnson/astronauts/journals_astronauts.htmlhttp://www.nasa.gov/astronauts/http://www.superteacherworksheets.com/solar-system-planets.htmlhttp://www.nasa.gov/audience/forkids/kidsclub/flash/index.html


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Summative Assessment

Students will be given an end of unit assessment that will test on the main concepts from

each lesson. The assessment will end with a short student survey that will be used to getfeedback from the students about the unit.

1. Label the diagram with the bodies within the solar system.

http://www.enchantedlearning.com/subjects/astronomy/activities/label/labelsolarsystem.shtml

2. Describe at least three differences between the Jovian and Terrestrial planets.

3. Label each phase of the moon.


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http://kvmagruder.net/bcp/zodiacal/moon/lab.htm

4. Label each layer of the sun.

5. Write a paragraph describing Jupiter. Include Jupiters layers, moons, orbit time,

rotation time, average temperature, composition, and distinguishing features.

6. Describe five items you would take on a mission to the moon. Be sure to explain why.

Student Survey

1. Write one paragraph describing the most interesting part of the solar system unit.

2. Write at least one question that you still have after this unit.


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References

Books:

Roach, Mary. Packing for Mars: The Curious Science of Life in the Void. Oxford:Oneworld, 2010. Print.

Stott, Carole, and Steve Gorton. Space Exploration. New York: Alfred A. Knopf, 1997.

Print.

Wallace, Karen. Rockets and Spaceships. New York: Dorling Kindersley Pub., 2001.

Print.

Floca, Brian. Moonshot: The Flight of Apollo 11. New York: Atheneum for Young

Readers, 2009. Print.

Aldrin, Buzz, and Ken Abraham. Magnificent Desolation: The Long Journey Home from

the Moon. New York: Harmony, 2009. Print.

Chaikin, Andrew, and Victoria Kohl. Mission Control, This Is Apollo: The Story of the

First Voyages to the Moon. New York: Viking, 2009. Print.

Bredeson, Carmen. What Do Astronauts Do?Berkeley Heights, NJ: Enslow Elementary,

2008. Print.

Hilliard, Richard. Lucky 13: Survival in Space. Honesdale, PA: Boyds Mills, 2008. Print.

Discovering Careers for Your Future. New York: Ferguson, 2008. Print.

Bredeson, Carmen. Living on a Space Shuttle. New York: Children's, 2003. Print.

Reichhardt, Tony. Space Shuttle: The First 20 Years. New York: DK Pub., 2002. Print.

Bredeson, Carmen. Liftoff!New York: Children's, 2003. Print.

Kallen, Stuart A. The Gemini Spacewalkers. Edina, MN: Abdo & Daughters, 1996. Print.

Asimov, Isaac. Piloted Space Flights. Milwaukee: G. Stevens Pub., 1990. Print.

Cover Image:

http://rheadavinci.com/wp-content/uploads/2011/10/Solar-System.jpg

Websites:
http://rheadavinci.com/wp-content/uploads/2011/10/Solar-System.jpghttp://rheadavinci.com/wp-content/uploads/2011/10/Solar-System.jpghttp://rheadavinci.com/wp-content/uploads/2011/10/Solar-System.jpg


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NASA - NASA Kids' Club

http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html

Solar System and Planets Worksheets

http://www.superteacherworksheets.com/solar-system-planets.html

NASA - NASA-Astronauts

http://www.nasa.gov/astronauts/

NASA - Astronaut Journals

http://www.nasa.gov/centers/johnson/astronauts/journals_astronauts.html

A children's guide to astronaut food, ideal research for space projects or homework!

http://www.spacekids.co.uk/spacefood/

What Do Astronauts Eat in Space? - TIME

http://www.time.com/time/health/article/0,8599,1911617,00.html

NASA - Fit for Space

http://www.nasa.gov/audience/formedia/presskits/fit_for_space.html

Astronomy for Kids

http://www.kidsastronomy.com/solar_system.htm

National Geographic - Solar System

http://science.nationalgeographic.com/science/space/solar-system

National Geographic for Kids - Science and Space Videos

http://video.nationalgeographic.com/video/kids/science-space-kids/
http://www.nasa.gov/audience/forkids/kidsclub/flash/index.htmlhttp://www.nasa.gov/audience/forkids/kidsclub/flash/index.htmlhttp://www.superteacherworksheets.com/solar-system-planets.htmlhttp://www.superteacherworksheets.com/solar-system-planets.htmlhttp://www.nasa.gov/astronauts/http://www.nasa.gov/astronauts/http://www.nasa.gov/centers/johnson/astronauts/journals_astronauts.htmlhttp://www.nasa.gov/centers/johnson/astronauts/journals_astronauts.htmlhttp://www.spacekids.co.uk/spacefood/http://www.spacekids.co.uk/spacefood/http://www.time.com/time/health/article/0,8599,1911617,00.htmlhttp://www.time.com/time/health/article/0,8599,1911617,00.htmlhttp://www.nasa.gov/audience/formedia/presskits/fit_for_space.htmlhttp://www.nasa.gov/audience/formedia/presskits/fit_for_space.htmlhttp://www.kidsastronomy.com/solar_system.htmhttp://www.kidsastronomy.com/solar_system.htmhttp://science.nationalgeographic.com/science/space/solar-systemhttp://science.nationalgeographic.com/science/space/solar-systemhttp://video.nationalgeographic.com/video/kids/science-space-kids/http://video.nationalgeographic.com/video/kids/science-space-kids/http://video.nationalgeographic.com/video/kids/science-space-kids/http://science.nationalgeographic.com/science/space/solar-systemhttp://www.kidsastronomy.com/solar_system.htmhttp://www.nasa.gov/audience/formedia/presskits/fit_for_space.htmlhttp://www.time.com/time/health/article/0,8599,1911617,00.htmlhttp://www.spacekids.co.uk/spacefood/http://www.nasa.gov/centers/johnson/astronauts/journals_astronauts.htmlhttp://www.nasa.gov/astronauts/http://www.superteacherworksheets.com/solar-system-planets.htmlhttp://www.nasa.gov/audience/forkids/kidsclub/flash/index.html

Unit Plan for Live Text

Documents