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Zooming Through the Solar SystemIntegrated Unit

Student Teaching 2014Jennifer Eubank

Table of Contents

SOL Standards Page 2

Graphic Organizer: Theme Page 3

Lesson Plans Pages 4-15

Science Lesson Plans Pages 4-10 Math Lesson Plans Pages

11-12

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Language Arts Lesson Plan Page 13History Lesson Plan Page 14Physical Education Lesson Plan Page

15

Assessment Plan Page 16-17

Reflection Page 18

SOL s by Content

Science4.7 The student will investigate and understand the organization of the solar system. Key concepts include a) the planets in the solar system; b) the order of the planets in the solar system; and c) the relative sizes of the planets.

4.8 The student will investigate and understand the relationships among Earth, the moon, and the sun. Key concepts include a) the motions of Earth, the moon, and the sun; b) the causes for Earth’s seasons; d) the relative size, position, age, and makeup of Earth, the moon, and the sun

Math5.3 The student will

a) identify and describe the characteristics of prime and composite numbers; andb) identify and describe the characteristics of even and odd numbers.

Language Arts5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain,

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and to persuade. b) Use a variety of prewriting strategies. c) Organize information to convey a central idea. e) Write multiparagraph compositions.

HistoryVS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to

b) determine cause-and-effect relationships;

Physical Education5.1 The student will demonstrate proficiency in movement skills and skill combinations in complex movement activities.

Music5.2 The student will sing a varied repertoire of songs alone and with others, including demonstrating beginning choral behaviors and skills in ensemble singing;

Art5.7 The student will use size and proportion to emphasize spatial relationships in works of art.

Technology

C/T 3-5.7 Draw conclusions from research and relate these findings to real-world situations.

Graphic Organizer: Theme

Science Lesson Plans

Zooming Through the Solar System

Science 4.7: Solar SystemScience 4.8:

Relationship of the Earth,

Moon, and Sun

Language Arts 5.7

Write to Entertain using a Space Prompt

Math 5.3Prime/

Composite and Even/Odd with Planet Size and Planet distance

from the sun

Physical Education 5.1 Locomotor and Non-Locomotor

skills: Solar System Game

History VS.1Cause and

Effect of the United States

Landing on the Moon

Art 5.7Using size and proportion to

create model of the Earth, Moon,

and Sun

Technology 5.7Using research in

the cause and effect NASA

moon landing activity

Music 5.2Singing the

phases of the moon rap by

Mr. Lee

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Academic Standards4.7 The student will investigate and understand the organization of the solar system. Key concepts include:a) the planets in the solar system;b) the order of the planets in the solar system; andc) the relative sizes of the planets.

Day Objective Lesson/Activity

1 SWBAT order the planets in the solar system in relation to the sun.

Materials: Smart board, Distance from the Sun sheet, Construction Paper, Lap books, KWL chartsKey Vocabulary: Planets, Names of Planets Review: (Whole Group)-Students will complete a whole group class brainstorm for 2 minutes on words that they know about the Solar System. Students will then be split into partners to complete a KWL chart to help facilitate discussionActivity: (Whole Group)-We will share out some of the ideas from the students KW in the KWL chart. I will introduce students to the mnemonic device of My Very Eager Mother Just Served Us Nachos. We will discuss the planets in their distance from the sun and students will fill out their mnemonic device sheet. -I will show students an image from the smart board of the planets and we will discuss what they notice about their distances.-I will distribute a 24” strip of construction paper to students and instruct them to write sun at the top and Pluto at the end. We will briefly discuss why we would include Pluto, although it’s a dwarf planet.-I will ask, “What planet do you think would belong in the middle on the crease, halfway between the Sun and Pluto?” I will instruct students to write Uranus on the crease. I will allow students to guess which planets should be placed on the rest of the strip. We will discuss some of the students’ guesses and I will then reveal the answer strip. We will discuss their differences and similarities. Closure:The students will add the answer key into their lap books with their mnemonic device to help them study.Assessment:-I will monitor student’s understanding of the planets and their distance from the sun by reviewing their original guesses on their planet strips.


2 SWBAT Materials: Size and Composition table, Size of Planets sheet with

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name the four largest planets in the Solar System and one fact about each.

Popsicle Sticks, Journey through the Solar System PowerPoint Key Vocabulary: Planets, Names of Planets Review: (Whole Group)-We will review the planets and their distances from the sun. I will ask students to help me write the mnemonic device that we created and ask what each letter stands for. Activity: (Whole Group)-I will explain to students that we will be learning about the four furthest planets from the Sun today, the outer planets, because they are the largest in our Solar System.-I will show the students a picture of the planets in our solar system in their order from the distance from the sun and circle the last four, the outer planets. I will tell students that these are our gas giants (GG’s).-I will distribute the Size and Composition table to the students. I will explain to students that we will be taking a journey through the Solar System.-We will start with the largest planet, Jupiter, on our power point. The slides contain a picture of the planet, the diameter, and the composition of the planet with a fact. For each planet, the student will have an action to help them remember the facts about each planet. For example, for Jupiter, the students will act out how they would look if they walked on jello to recognize that Jupiter does not have solid surfaces. Students will fill in our planet table for the four largest planets as we continue through our Power Point.

Closure:-The students will receive four popsicle sticks and write the name of the largest planets on each. They will receive a size of the planets sheet and they will glue each planet to their respected popsicle stick. They will be able to use these to help them study.-I will ask students to remind me of our largest planets and a fact about each. I will ask students to give a thumbs up or a thumbs down if they agree on their peers’ responses

Assessment:-I will monitor students’ responses throughout the lesson.


3 SWBAT Materials: Size and Composition table, Size of Planets sheet with

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name the four largest planets in the Solar System and one fact about each.

Popsicle Sticks, Journey through the Solar System PowerPoint Key Vocabulary: Planets, Names of Planets Review: (Whole Group)-We will review the planets and their distances from the sun. I will ask students to help me write the mnemonic device that we created and ask what each letter stands for. I will ask students to help me list the furthest planets from our sun in order of size.Activity: (Whole Group)-I will explain to students that we will be learning about the closest planets to the Sun today, the inner planets, because they are the smallest in our Solar System.-I will show the students a picture of the planets in our solar system in their order from the distance from the sun and circle the first four, the inner planets. I will tell students that these are our terrestrial planets (rocky).-I will ask students to take out their Size and Composition table of the planets we created yesterday. I will explain to students that we will be finishing our journey through the Solar System.-We will start with the next largest planet, the first of our inner planets, on our power point, Earth. The slides contain a picture of the planet, the diameter, and the composition of the planet with a fact. For each planet, the student will have an action to help them remember the facts about each planet. For example, for Earth, the students will act out how they would take a deep breath and act as they are swimming through the waters of our planet. Students will fill in our planet table for the four smallest planets as we continue through our Power Point. -We will discuss what the students notice about the pictures of the planets on the PowerPoint and how the diameters are different.Closure:-The students will receive four popsicle sticks and write the name of the smallest planets on each. They will receive a size of the planets sheet and they will glue each planet to their respected popsicle stick. -I will ask students to remind me of our smallest planets and a fact about each. I will ask students to give a thumbs up or a thumbs down if they agree on their peers’ responsesAssessment:-I will monitor students’ responses throughout the lesson.

Academic Standards4.8 The student will investigate and understand the relationships among Earth, the moon, and the sun. Key concepts include

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a) The motions of Earth, the moon, and the sun;b) The causes for Earth’s seasons;c) The causes for the phases of the moon;d) The relative size, position, age, and makeup of Earth, the moon, and the sun; ande) Historical contributions in understanding the Earth-moon-sun system.


4 SWBAT differentiate between rotation and revolution.

Materials: Smart board, Day and Night ½ sheets, rotation and revolution ½ sheetKey Vocabulary: Rotation, Revolution Review: (Whole Group)-We will review planets by reciting our My Very Eager Mother Just Served Us Nachos. I will ask students to name the four inner and outer planets, as well as discuss the planets in relation to their sizes.

Activity: (Whole Group)-I will use the moon smart board with the students. Student volunteers will move the Earth in a revolution around the sun with their finger on the smart board.-I will move the ‘invisible line’ on the smart board to the middle of the Earth while it’s on its tilt. We will discuss the definition of tilt.-Students will discuss with a partner their observations of the Earth on its tilt at different points in its orbit. We will note the different seasons and why we experience those seasons. -Students will add to their rotation and revolution chart.

Closure:-We will create a four square which includes the sun in the middle and four Earth’s in its revolution around the sun. We will label each of the seasons and review why we experience each season.

Assessment:-I will monitor students four square to check for understanding.-I will distribute the 12-minute study sheet to students for them to take home to prepare for their test.


5-6 SWBAT model the

Materials: Phases of the Moon Smart board, phases of the moon cut outs, Mr. Lee’s Phases of the Moon Rap

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formation of the eight moon phases, sequence the phases in order, and describe how the phases occur.

Review: (Whole Group)-I will have a lamp set up, to represent our sun, with an Earth on its tilt revolving around it. I will stop at different places in the Earth’s orbit and ask students to describe the different seasons we are experiencing at each place.Activity: (Whole Group)-I will begin the lesson by handing out a fill in the blank chart for students. -I will guide students through the phases of the moon smart board. We will discuss why we see the moon’s light from the Earth. I will ask students to describe the phase at each of the different phases. -I will explain that it takes about one month for the moon to revolve around the Earth. I will ask students to describe how this compares and contrasts to the motions of the Earth.-I will guide students through our fill in the blank chart. -Students will draw a picture showing why we can see the moon for Earth.-I will distribute the eight phases of the moon cut-outs for students. Students will cut the different phases, use their guided notes to label each of the phases, and work with a partner to put the phases in order.-Students will discuss each of the phases and what they look like from Earth after sequencing the phases.-The students will then sequence the phases of the moon on their own, with the sun on the right side of their desk and the Earth in the middle.-I will then distribute the phases of the moon calendar to students. We will investigate, online, the phase calendar. We will sketch the phases under the correct dates on the calendar.Closure:-I will monitor students as they sequence their planets.-I will ask students why we would see eight phases of the moon within a month’s time.-I will introduce Mr. Lee’s Phases of the Moon rap and the lyrics. Students will rap along as we go through the phases of the moon.

Assessment:-I will monitor students as they sequence the phases of the moon.


7-8 SWBAT compare and contrast the

Materials: Characteristics of the Earth-Moon-Sun PowerPoint, Planet cut-outs, Earth-Moon-Sun Chart

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major characteristics of the Earth, Moon and Sun.

SWBAT create and describe a model of the Earth, Moon, and Sun system.

Review: (Whole Group)-I will put a blank diagram of the phases of the moon on the board. I will have student volunteers label each moon phase. I will ask the students why we can see the moon from the Earth.

Activity: (Whole Group)-I will ask students to think about what we already know about our Earth, Moon, and Sun. I will ask students to sequence these in order on our smart board.-I will guide students through the smart board. We will discuss major characteristics of the sun including: size (diameter), surface conditions, color, and age. I will ask students to imagine walking laps on the track to complete one mile. We will then compare that distance to the Sun’s diameter. We will discuss major characteristics of the Earth and compare and contrast the characteristics with the sun. I will show the students a basketball and put a ping-pong ball beside it. I will ask students which would be a model for the Sun and which would be a model for the Earth and why.-We will discuss the Moon’s characteristics and compare and contrast its features to the other two we have discussed previously.-I will distribute a chart to students and they will sort the details involving the Earth-Moon-Sun system. We will review the sort before they glue.-I will distribute three two circles to students and a paper plate. I will also distribute two strips of paper to students and three brads. Using the materials given, students should decide how to construct an Earth-Moon-Sun model. They may add details to each of their circles, such as rotation and revolution details, as a study tool.

Closure:-We will share the models that the students’ created and some of the details they decided to include within their model.

Assessment:-I will monitor students as they complete their chart and model of the Earth-Moon-Sun


9 SWBAT understand the

Materials: Smart board Jeopardy GameReview: (Whole Group)-I will split the class into two teams, a red team and a blue team. I will

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relationships among Earth, Moon, and Sun.

SWBAT review key concepts from 4.7 and 4.8.

explain that we will be reviewing for our Solar System test by playing Solar System Jeopardy today.-I will review the rules of playing jeopardy and my behavioral expectations for duration of the game. I will assign a student volunteer to be in charge of the answer boards.-We will play Solar System Jeopardy for the remainder of the science block.

Assessment:-Students will work with a partner to complete their Solar System Study Guide sheet. They may use notes to help them further prepare for their test. If the students do not finish in class, they may take the study guide home to use as part of their 12 minute study.


10 Materials: Solar System Test Assessment: -Before the students begin their Solar System test, I will point out certain test question formats that the students will see on their assessment.-After explaining directions to the students, students will begin the assessment independently.-After we take our assessment, students will finish their KWL charts with a partner to sum up their knowledge of the Solar System unit.

Math Lessons

Academic Standards5.3 The student will

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a) identify and describe the characteristics of prime and composite numbers; andb) identify and describe the characteristics of even and odd numbers.


1-2 SWBAT identify and describe the characteristics of even and odd numbers.

SWBAT identify and describe the characteristics of prime and composite numbers.

Materials: Smart board Prime/Composite Lesson, Math Resource Notebooks, Odd/Evens chart, 100’s chartKey Vocabulary: Odd, Even, Prime, Composite Review: (Whole Group)-We will review dividing and multiplying decimals. I will ask a student volunteer to help me think of a multiplication word problem that we can solve together. Students will then solve using desk math. We will do the same for dividing decimals with long division. Activity: (Whole Group)-I will pass out the odd/even sheets for students and ask them to fill in 8 squares on one side and 11 squares on the other. I will ask students what they notice about each of the numbers (8 can be divided evenly and 11 cannot). We will fill in that an even number can be put into 2 equal groups and an odd number cannot be put into 2 equal groups.-We will brainstorm other even and odd numbers. We will then discuss what would happen if you add even and odd numbers and continue to fill in our charts. We will then glue our charts into our math resource notebook.-I will then ask students to think-pair-share to determine which planets in our solar system are even planets, with distance from the sun, and odd planets. Students will write the even planets on one side of a note card and odd planets on the other side of the note card.-I will introduce students to prime and composite numbers by introducing the Smart board lesson. Students will make arrays for the number 7 and the number 12. We will discuss what they notice about each of the numbers. Together as a class, we will brainstorm the definition of both a prime and a composite number. Then, I will explain the given definition of a prime/composite number.Closure:-We will review what we have learned about odd/even numbers and prime/composite numbers by discussing numbers in a 100’s chart. Students will circle prime numbers and cross out composite numbers. I will monitor this activity. They will add the chart to their notebooks.Assessment:-I will monitor students’ understanding of odd/even numbers and prime/composite numbers by monitoring responses and activities.

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-Exit ticket with even and odd planets on the note card.-Students will complete math hw on prime/composite numbers


3 SWBAT identify and describe the characteristics of even and odd numbers.

SWBAT identify and describe the characteristics of prime and composite numbers.

Materials: Math Resource Notebooks, odd/prime and even/composite Venn-diagramKey Vocabulary: Odd, Even, Prime, Composite Review: (Whole Group)-We will review key topics from yesterday’s lesson by reviewing the prime/composite homework. Students will share answers and their peers will give a thumbs up/thumbs down if they agree or disagree. Activity: (Whole Group)-I will distribute the odd/prime and even/composite Venn-diagram to each of the students. I will instruct students to write “can be divided by 2” next to the even circle and “more than 2 factors” next to the composite circle heading. As a whole group, we will discuss each of the numbers in the first line of the box at the top. If the numbers do not fit in any of the circles, we will discuss why they belong outside of the Venn-diagram. We will then flip to the next Venn-diagram and I will have students write “cannot be divided by 2” next to the odd circle heading and “only 2 different factors” next to the prime heading. I will ask students to independently place the first two numbers in their correct places in the Venn-diagram.-We will discuss their choices and as a group continue to classify each of the numbers. I will then split students into two small groups. Using what they have learned from the composition of planets, students must work together to round the diameter of each planet and then classify the planet as a prime/composite size planet and an even/odd planet.Closure:- We will then meet back as a whole group to complete the number puzzles. The number puzzles allow students to work with composite and prime numbers, as well as even and odd classifications of numbers.Assessment:-I will monitor students’ understanding of odd/even numbers and prime/composite numbers by monitoring responses and group activities.

Language Arts Lesson

Academic Standards5.7 The student will write for a variety of purposes: to describe, to inform, to persuade, and to entertain.

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b) Use a variety of pre-writing strategiesc) Organize information to convey a central idea


4 Student will use a variety of pre-writing strategies to brainstorm when given a narrative prompt.

WRITING MINI-LESSON

Materials: Narrative Prompt, Writing Notebooks, Net books for Kid BlogKey Vocabulary: NarrativeReview: -We will review the structure of a narrative story. We will review pre-writing strategies, such as the web and four square, to expose students to many different brainstorming ideas.Activity: -I will give the students a narrative prompt: “Imagine you found a NASA spaceship in your backyard one day. Write a story about which planet your spaceship would blast off to and what would happen once you landed. Be sure to include details about the planet and your trip!”-Together as a class, we will brainstorm a hook that we could create for our prompt.-The students will choose a pre-writing style and use that style to practice brainstorming and organizing their ideas.-During their writing rotation, students will continue to use their pre-writing strategy or begin to create a draft of their narrative prompt on Kid Blog.Closure: -I will share exemplary models of students’ narrative prompt pre-writing strategies to allow students to be exposed to exceptional writing from their peers.Assessment:-I will monitor student’s writing on Kid Blog and view students pre-writing strategies they chose to implement.

History Lesson Plan

Academic Standards

VS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to

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b) determine cause and effect relationships;


5 SWBAT determine cause-and-effect relationships from NASA’s first trip to the moon.

Materials: Computer Lab, Cause and Effect chart, NASA website link to moon landing, net booksKey Vocabulary: NASA, cause, effectReview: -Before we begin our activity, we will review what we learned from the facts about the moon in science. I will ask students to talk with a partner about what they know about the first moon landing. They will share out their responses from their peer discussions.Activity: -I will show students the NASA website and model how to navigate through the different tabs.-I will bring up the page on Neil Armstrong. I will ask students what it means when Neil Armstrong said, “One small step for man, one giant leap for mankind”.-I will briefly discuss with students some facts about the first moon landing. I will show students the NASA webpage with the moon landing information.-I will distribute the cause and effect chart to students. I will ask students to note the event in the middle as “United States and the First Trip to the Moon”.-Using the net books, students will work with a partner to determine the causes “WHY” and the effects “WHAT” of the main event of the first moon landing on Earth.Closure:-Students will present their cause and effect findings from their explorations about the first moon landing. -We will summarize students’ ideas on a class cause and effect chart to add to our content wall.Assessment:-I will collect students’ cause and effect charts to gauge understanding.

Physical Education Lesson

Academic Standards

5.1 The student will demonstrate proficiency in movement skills and skill combinations in complex movement activities.

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a) Demonstrate proficiency in loco motor, non-loco motor, and manipulative skill combinations in more complex environments and modified sports activities.


2 SWBAT name the planets in the Solar System.

SWBAT name one physical skill they practiced in the Solar System activity to increase their heart rate.

Materials: poly spots, track, parachute, tennis balls, large playground balls, 2 large cones, hula hoops for each student, small blue objectsReview: -Before we begin our activity, we will review the different planets of the Solar System that we discussed today in class.Activity: -I will explain my behavioral expectations for the activities with my students.-All students start at the sun (classroom) and move through the “Solar System (outside) while they complete each task.-Mercury: Using the poly spots, students will walk on the craters.-Venus: Students will run on the track as they orbit in the sunlight. They will complete high knees to represent a hot surface.-Earth: We will water break for the water on Earth.-Mars: Students will place a tennis ball on the parachute. On my command, we will lift the parachute together to simulate a volcanic eruption.-Jupiter: Students will run with large playground balls to point A to point B because Jupiter is the largest planet.-Saturn: Students will hula hoop for the rings on Saturn.-Uranus: Students will balance on one foot and then switch for Uranus’ tilted axis.-Neptune: Students will stand face to face with a partner and toss blue objects back and forth for the blue planet.Closure:-Students will name one physical activity skill they practiced where their heart rate increased during the activity.Assessment:-Exit ticket: Students will describe an activity we completed on a planet and a fact about that planet we discussed.

Assessment Design

Learning Goals Assessments Format of Assessment Assessment Adaptations

Learning Goal #1 (Science): The student will investigate and

Pre-Assessment -KWL chart: K/W-MC/Label worksheet

-IEP/504 Students will test in a small group in Mrs.

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understand the organization of the solar system & the relationships among the Earth, Moon, and Sun.

Spain’s room.Formative Assessment

Classwork: -Distance from the Sun Activity-Earth, Moon, Sun Model

Homework:-Study Guide

Post-Assessment -KWL chart: L-Solar System Test

-IEP/504 Students will test in a small group in Mrs. Spain’s room.

Learning Goal #2 (Math): Student will identify and describe the characteristics of prime, composite, even, and odd numbers.

Pre-Assessment -Definition matching activity-MC Activity


Formative Assessment

Classwork:-Identify even/odd planets-Identify prime/composite planetsHomework:-Prime/Composite Worksheet

Post-Assessment -Math Assessment -IEP/504 Students will test in a small group in Mrs. Spain’s room.

Learning Goal #3 (Language Arts): Student will write for a variety of purposes by using a variety of pre-writing strategies and organizing information to convey a central idea.

Pre-Assessment -Prompt brainstorm -IEP/504 Students will test in a small group in Mrs. Spain’s room.


Classwork: -KidBlog Practice

Homework:-Prompt Brainstorming with hook writing

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Post-Assessment -Practice Writing SOL sample with brainstorm


Learning Goal #4 (History): The student will demonstrate skills for historical and geographical analysis and responsible citizenship by determining cause and effect relationships.

Pre-Assessment -Identify Cause and Effect MC and Matching



Classwork:-Partner Research Activity-Cause and Effect Chart

Homework:None

Post-Assessment -Identify Cause and Effect on Solar System Test


Learning Goal #5: The student will demonstrate proficiency in movement skills and skill combinations in complex movement activities.

Pre-Assessment -Planet Fact Matching Sheet-Physical Skill Assessment


Classwork:-Solar System Activity

Homework:None

Post-Assessment -Exit ticket identifying physical activity to raise heart rate

Reflection

Given the opportunity to develop this unit further, I would include more SOL standards

within the math, language arts, and history content areas. In my current integrated unit, there is

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only one standard included within each of the content areas. In addition to incorporating more

SOL standards, I would also further develop my integrated unit to stretch my theme across the

SOL standards I would include. Furthermore, I would develop an introductory letter and activity

to raise students’ motivation and interest before implementing the integrated unit.

I believe that if I were to incorporate this unit in my fifth grade classroom that my

students would enjoy the content. I believe that my students better connect to the material we are

introducing in class if they are able to apply their knowledge to real-world situations and

concepts. This unit would allow my students to participate in hands-on learning, apply 21st

century skills, collaborate with their peers, and investigate aspects of the Solar System across all

subject areas. If I had more instructional time within my fifth grade classroom, I would

definitely choose to implement my “Zooming through the Solar System” unit.

Documents

jennifereubank.weebly.comjennifereubank.weebly.com/.../2/37424129/5th_pbl.docx · Web viewThe students will add the answer key into their lap books with their ... them remember