Solar System Unit Plan

Day 1 Guided Practice Lesson Plan

Name: Kelly Nelson and Nicolette Orichiella Grade Level: 5th grade Subject: Science Lesson Title: An Intro to the Solar System- the planets and their order from the Sun Total Lesson Time: 55 min Materials Needed: article for all students, books on the different planets, markers/crayons/colored pencils, paper, order of the planets worksheet, information sheet worksheet, table for teacher and struggling students to meet at Prerequisite Skills: knowledge on how to read at least at grade level, writing skills, coloring skills, listening skills, and ability to follow directions Lesson Objective: Given different books on the planets, the 5th grade students will be able to describe the characteristics of a planet, list the order of the planet is from the sun, and name one interesting fact about a planet they choose with 95% accuracy. Provide objectives: Time: 2 min Today, we are going to learn about the solar system and the planets in our solar system. We are going to read an article on the different planets of our solar systems and then do an activity. In the is activity we will describe the characteristics of a planet, list the order of the planet is from the sun, and name one interesting fact about a planet that you choose. Demonstrate knowledge or skill: Time: 3 min The teacher will start the class off by reading the beginning of the article to the students. Once the teacher gets to the center of the solar system (the sun) the teacher will draw the sun on the board. Provide guided practice: Time: 10 min The Teacher will ask for volunteers to read a certain part of the article. As the students reach a new planet, the teacher will have the reader come up to the board and draw the planet that they have read about in the order it belongs to the sun. (Example: The student who reads about mercury next will come up and place it closest to the sun on the board). Check for understanding and provide student feedback: Time: 5 min In order to see if the students understand the new information, the teacher will do a temperature check with the students. If the students feel they have an understanding of the order of the planets they will put their thumbs up and if they feel they are struggling with the order of the planets they will put

their thumb down. During this time students will also be able to ask questions they have about the new material. Provide extended practice and transfer: Time: 15 min The students will be asked to make their own drawing of the planets and their order from the sun. The students will be provided with a worksheet that has the sun on it and will be asked to draw the rest of the planets in their order to the sun. The students will be able to reference the reading that we used during guided practice and class time. The students will also be expected to color in the planets according to how they look in the article and drawing that we have created in class. Assessment / Closure: Time: 20 min Using books on the different planets, students will pick one planet and write an information sheet about it. They will describe the 5 characteristics of the planet, list the order of the planet from the sun, and name an interesting fact about their chosen planet. The worksheet will be provided in class for each student and will be assessed by a checklist that each student will be provided with. Differentiation If students are having a hard time with this information or need extra time and instruction, they can meet in a small group at the back of the room to get more work with the teacher. Students who are finished early or have an easier time with this project will be asked to begin working on comparing and contrasting the planet they have chosen to the planet Earth. Students can use their own personal experience on Earth to think of ways that the planet they have chosen and Earth are similar and different. They can do this on the back of their assessment worksheet and can choose if they want to make it in paragraph form or in the form of a compare and contrast chart, graph, or picture. References Consulted http://www.enchantedlearning.com/subjects/astronomy/planets/ Day 2 Cooperative Learning Lesson Plan

Name: Nicolette Orichiella and Kelly Nelson Grade level: 5th Subject: Science Lesson Title: The Sun: The Center of Our Universe Total lesson time: 66 min Materials Needed: Article on Sun, information log (1 per group),

Prerequisite Skills: Ability to read and write at least at or above grade level (additional assistance will be provided for the students below grade level by the classroom teacher and/or resource teacher), be able to follow directions and classroom rules, be able to work collaboratively with group mates. Lesson Objective: Academic goal: Given the selected article on the Sun, the fifth grade students will be able to list and present at least 10 characteristics of the Sun with 95% accuracy. Social Goals for your lesson- Practice taking turns while working in small groups. Cooperative Learning Grouping Structure: Learning Together- teammates in small groups will work together to learn and accomplish mutual learning goals. Groups must process learning together. This is based on the 5 elements of cooperative learning. Present objectives: Time: 1 min Today we are going to list and define characteristics of the Sun, while practicing taking turns when we work together in small groups. Present information for the academic goal: Time: 5 min Using this article from our science books (article has been passed out to students and is displayed on the overhead so students can follow along), were going to divide up into 5 groups. Each group will be required to list at least 10 characteristics of the sun that they think are important for us to know from the article. You might want to include what the Sun looks like, where it is in our solar system, and what its main purpose of it is. Organize students into learning teams: Time: 10 min Each group member (aside from the recorder) is responsible for contributing 1-2 facts to the groups information log. Each group member is going to have a specific role to play in their group. While you all have different roles, its still important to work together and take turns. For example, if two group members have a really cool fact to share, they shouldnt blurt out at the same time. The recorder might not catch both facts. You need to take turns and be sure everyone has a chance to share their ideas. The recorder also must make sure their writing is neat and legible. Once you have all recorded at least 10 facts to their activity log, the Reporter will share their facts to the rest of the class. Organization of groups: 5 groups of 4. Each group is required to research at least 10 characteristics of the sun. The teacher will hand out 5 different colored chips to the students. Based on the color chip is the group they are in. (The teacher has already selected the groups based on ability level, but the students arent aware of this and think its random.)

Roles of group members: The Recorder- record the facts the group members find on their given topic about the sun in their activity log, The Managermaking sure everyone is staying on task and has included a fact, The Reporter- share the facts the group came up with to the class during wholegroup discussion, Question Master- all questions that the group may have are relayed to this person and s/he will try to answer it or ask the teacher.

Assist teamwork and study: Time: 30 min How will you monitor academic progress? During their work time the teacher will be clipboard cruising to make sure students are staying on task and working on the academic process. The teacher will be looking for students to be discussing the article and characteristics of the Sun. How will you monitor social goals?: During this time the teacher will be clipboard cruising. The teacher will be making sure students are taking turns and listening to each other while working together in their groups. The teacher will also be making sure that the students are following their specific role. She will be completing the Individual Group Checklist. (attached) Provide recognition: Time: 5 min Marble jar- if the teacher notices the students are staying on task both academically (discussing the article and facts) and socially (taking turns and sticking to their roles) the students will get marbles placed in the jar. Assessment/Closure: Time: 15 min After the Reporter reads the characteristics their group found, the teacher will collect the activity log from each group and it will be assessed on the rubric (attached). To assess social goals, during clipboard cruising the teacher will be completing the Individual Group Checklist. Differentiation Groups are based on ability. Students with high ability will be grouped together and students who need extra help or attention will be grouped together. The students who need extra help will be seated in the back of the room, closer to the teachers desk and the resource teachers desk for a closer monitor of their progress. Each group will be given a different article based on their reading ability. References Consulted: Sally Beissers Individual Group Checklist sheet (course pack) Marble jar idea from Curriculum and Pedagogy class Sneaky grouping strategy from Curriculum and Pedagogy class

Assessment for Activity Log 1. There are at least 10 different facts on the sun. _____ (2 points, point for each fact) 2. The 10 facts were taken from the articles. ____ (2 points, for each fact) 3. Neat and legible writing. ____ (1 point) Day 3 Concept Attainment Lesson Plan

Name: Kelly Nelson and Nicolette Orichiella Grade Level: 5th Grade Subject: Science Lesson Title: All About Jupiter Total lesson time: 35 minutes Materials needed: Critical attributes on notecards, yes/no notecards, Venn Diagram (comparing and contrasting Jupiter to another planet of their choosing) Prerequisite Skills: Being able to read AT LEAST at grade level --- if students are not able to assistance will be provided, able to participate respectfully (i.e. not calling out answers and ruining the lesson for the other students, raising hand), knowledge of at least one other planet, or know where to attain knowledge on another planet Lesson Objective: The fifth grade students will be able correctly identify Jupiter as the planet in our concept attainment activity, and compare and contrast Jupiter with any other planet of their choosing, writing 5 differences and 5 similarities using the worksheet and resources provided in class with 95% accuracy. Concept Label: Jupiter Critical attributes (yes/no): Yes- Orange, Biggest, Gas Giant, liquid hydrogen, red spot, many moons, 24,000, 5th No- 1st, life forms, rings, water, changes seasons, cold, volcanoes Definition of Concept: Jupiter: the planet fifth in order from the sun, having a diameter of 88,729 miles (142,796 km), a mean distance from the sun of 483.6 million miles (778.3million km), a period of revolution of 11.86 years, and at least 14 moons. It is the largest planet in the solar system. Interaction with Students: Examples and non-examples to the class: Time: 10 min 1. No- Changes Season

2. Yes- 24,000 3. No- life forms 4. Yes- liquid hydrogen 5. No- water 6. No- cold 7. Yes- many moons 8. No- Rings 9. Yes- Orange 10.Yes- Gas giant 11. No- 1st 12. Yes- Red spot 13. No- volcanoes 14. Yes- Gas giant 15. Yes- 5th 16. Yes- Biggest Test for attainment: Time: 3 min As the concepts are being put up on the board, ask students to give a thumbs up if they think they know it after examples 2, 6, 12, 14, and 16 Analyze student thinking processes and integration of learning: Time: 5 min After all of the examples have been given, the students will turn to their neighbor and pick 2 more characteristics that would fall under the yes list, then have them share out with the class. The teacher will write the examples with the other yes examples if they fit with the topic of Jupiter. Clarify lesson objectives: (What are students going to DO with these?) Time: 2 min Now that the fifth grade students have correctly identify Jupiter as the planet in our concept attainment activity, the students will compare and contrast Jupiter with any other planet of their choosing, writing 5 differences and 5 similarities using the worksheet and resources provided in class with 95% accuracy. Procedures for using the concept (in a meaningful way) Time: 15 min. We will start off by doing it together. The teacher will put her Venn Diagram up on the overhead and compare and contrast Jupiter and Earth. This will help students who are unfamiliar with a Venn Diagram what it means and how to use it. The students will then work independently at their desks and complete their own Venn Diagrams. The students are required and will be assessed on if they successfully place 5 characteristics in each of the sections of the diagram. If a student needs more information on their choice planet, they can use their science books or with permission from the teacher, research the internet.

Assessment/Closure Students will turn in their Venn Diagram to the turn in bin after they have finished their work. They will be assessed on if they followed directions by putting 5 characteristics in each part of the diagram for a total of 15 points. Differentiation Students who need extra assistance can draw pictures to portray their thoughts in their diagram, they can also use the computers to gain more information on their planet. If a student knows the concept right away, they can write it down secretly on a piece of paper while sitting at their desks so they dont blurt it out. During the Venn Diagram activity, students who finish early can illustrate a picture of the planets that they choose on the back of their diagrams which can be placed on the walls of the room. References Consulted: http://burro.astr.cwru.edu/stu/advanced/jupiter.html http://www.vrmars.com/planet-mars.html Checklist for Venn Diagram Were 5 characteristics shown in the Jupiter section of the Venn Diagram? _____/5 Were 5 characteristics shown for the planet of their choice? _____/5 Were 5 similar characteristics shown comparing the 2 planets? _____/5 Total _____/15 Day 4 Problem-Based/Inquiry Instruction Lesson Plan

Name: Nicolette Orichiella and Kelly Nelson Grade Level: 5th Grade Subject: Science Lesson Title: Planning a Planet Party Total Lesson Time: 3 Days Day 1- picking out NASA people and researching them: 45 min Day 2- working collaboratively with group to form seating chart and putting together visual aid: 45 min Day 3- tweaking visual aid and presenting to the class: 45 min Materials needed: Laptops/computers, information (books, magazines, websites,etc.) on famous NASA members, crayons, markers, colored pencils, paper, posters or poster paper Prerequisite Skills: Students must be able to read at least at grade level --- if they

are not able to assistance will be provided, students must be able to work in a group with other peers, and students should be able to follow directions and classroom rules Lesson Objective: The fifth grade students will apply their explanation in a sophisticated and a way that makes sense, demonstrating their knowledge of famous people in NASA that weve looked at in class by completing our dinner party investigation. Logistics Create a list of famous NASA people where the students can get ideas on who they want to invite as guests, rent laptop cart for the students to use during the research portion of the project, and bring necessary supplies so students can create their project and presentation. Interaction with Students: Orient students to the problem or dilemma There is a problem with a dinner party! There is a dinner party that is being held for important persons of NASA and persons who have had a large contribution towards exploring and helping us learn more about space (they can be invited if they are dead or alive). The problem is there is no planning for the party has been done. We need you to help us create a guest list and seating chart!! Use what weve learned in class to think clearly, reflect, and plan this dinner party. Organize students for study: There will be 5 groups of 6 people. These groups will be formed using chips. There will be 5 different chip colors (red,blue,green, white, and black) and each student will be given a chip. All the people with the red chips will be in a group, all the kids with a black chip will be in the same group, etc. ---- This way the teacher can create the groups based on ability and students that will work well together in a group. After the students understand the problem they will then get with the rest of their group. Once they are with their group they will begin to talk about and decide who they want to invite to the dinner party, how their guests will be seated, what food will be served, and how they will present their information to the rest of the class as a group. Assist independent and group investigation: Each student in the group will have to choose a DIFFERENT person from NASA or someone who was important to space exploration. Once all of the members of the group have chosen a guest they must research the person

they are inviting to the dinner. They will have to find at least 15 facts about the person they are inviting, including why they made an impact on space exploration, and write a small explanation on why they chose to invite this person to the dinner party. After researching their guest, each student should create a visual aid to share with the class about the person they are inviting to the dinner party. This visual aid can be anything from a poster, powerpoint, brochure, newspaper, etc (be creative!) In this visual aid the student should include their 15 facts about their guest, why they chose to invite their guest, and a brief description on how they made an impact on space exploration. Once each student has done research on their invited guest, the group will come together and create a seating chart for all of their guests. All 6 of the students guest must sit at a table together and they should have a logical reason behind why they sat the guests in the spaces and order that they did. The group should have a drawn out seating chart for the guests on a piece of poster paper that they are taking to the party and where they are sitting. Afterwards, the students will compose a menu of foods they think their guests would enjoy. They will choose one appetizer, one main course, and one dessert. These can be space-related (i.e. space ice cream) or any food they feel may best fit. Students should be sure to include a written explanation of why you chose the seating arrangement and menu. o In order for the teacher to model this properly, the teacher will bring in a few examples from last year to show the class successful visual aids and seating charts. This will allow for the students to see what is expected of them and how they can properly execute their project.

Develop and present artifacts and exhibits: After the individuals have created their visual aids and the group has created a seating chart for all of the guests, they will come up with a order and way in which they will present their group findings and information to the rest of the class. During this presentation, each group member should have a time where they share their visual aid on their guest. There should also be a whole group portion where share their seating chart and menu, and why they chose to seat the guests this way. Analyze and evaluate the problem-solving process: While the students are researching their guest to the dinner party, the teacher should be walking around asking students why they chose their guest and why they felt it was important for them to be at the dinner party. --- We will also learn why the student felt it was important for the guest to be at the dinner party in their visual aid. (The student has to include a written part that states why they decided to bring their guest to the party) Once the whole group is starting to collaborate who is sitting by who, the teacher will ask the students how they came up with their seating chart, and what facts made them put people next to each other. --- This thought process

will also be able to be looked and evaluated through the group written portion where the students explain why they sat their guests in the way that they did. o The teacher should be walking around the classroom during all parts of the project to check for understanding and ask questions about how the students decided to solve the problem or work the problem out. Assessment/Closure: Individual Assessment: The students will create a visual aid for their guest to the dinner party (poster, pamphlet, powerpoint,etc) to share with the class. This written presentation will contain 15 facts about their guest, why they chose to invite their guest, and a brief description as to the impact they made on space exploration. After the student shares the visual aid with the class, the teacher will keep it and assess the student and what they have learned based on their final visual aid. Group Assessment: The group will be assessed based on their presentation and seating arrangement. The teacher will watch the group presentation and make sure that each member of the group has time to speak about their guest. They will also assess the seating chart that the group has made and look over how they have seated the guests and why they have seated them in this way (written explanation). Differentiation Adaption for students who need extra help, time, or attention o These students will all be in a group working together so that the teacher can watch after and monitor their progress. The teacher will aid this group in all three days of the process and will help them with questions or struggles they may have. Students who have a hard time reading will also be provided with books and information that may be at a lower reading level but still contain the same content and information that they will need for the project. Extension for students of high ability o Students who are done early or are having an earlier time with the project may extend their dinner party. They can begin to create attire, or decoration for what will be at their dinner party and how the people of NASA will relate and correspond with these parts of the party. References consulted Sally Beisser for ideas and information Handouts from Sally Beissers education 122 Class

Rubric for Individual Visual Aid Includes 15 accurate facts about their guest to the dinner party ______/15 Includes a brief description of why they chose to invite this guest _____/5 Includes a brief description on how their guest has made an impact on space exploration ____/5 Clear, neat and organized ______/5 Total: _____/30 Rubric for Group presentation and Seating Chart This assessment will take place while the teacher walks from group to group during in class work time clipboard cruising Each member of the group had time to talk about their guest during the presentation _____/6 Group talked as a whole about their seating chart _____/2 Group had written description about why they sat the guests the way that they did ______/5 All group members shared equal role in talking during presentation _____/2 Total: ______/15 Day 5 Presentation with Advance Organizer Lesson Plan

Name: Kelly Nelson & Nicolette Orichiella Grade Level: 5th Grade Subject: Science Lesson Title: The planets in our solar system -- what would life be like on a different planet Total Lesson Time: 50 minutes Materials Needed: Paper (provided by the teacher with the space to write about the planet and space for illustrations), colored pencils/crayons/markers, handouts on the different planets Prerequisite Skills: be able to write and read at least at grade level (additional assistance will be provided for the students below grade level by the classroom and/or resource teacher at the back work tables), be able to follow directions and classroom rules Lesson Objective: Using the website http://nineplanets.org/, the 5th grade students will be able to write and illustrate a 3-5 page story about their idea of life on another planet. In these stories the students will use information from the website and books, as well as include at least 2 creative connections in their story with at least 90% accuracy.

Present objectives: Time: 3 min Today we are going to spend some time looking at the different planets. You all will write, illustrate and share a story based on what you think life would be like on a planet that you choose. The planet cant be Earth, or the planet we worked on yesterday in class. Make sure youre story has a creative title ! Present advance organizer: Time: 5 min Before we dive in, I want you to close your eyes and think about a time where you went somewhere new for the first time. Maybe it was going to a new school for the first time, or going on vacation to a place youve never been to before. Did you do any research before you visited that place for the first time? You probably pictured what it looked like in your head. I remember when I was little, I went to three different elementary schools. Each time, I tried to picture in my head what the inside of the new school would look like, what my friends would be like, what kind of food they served in the cafeteria, and what my classroom would look like. I used information that my parents told me about it and used those facts to create an image and idea in my head of what it would be like. Does anyone else have an experience like that? (pick on one student to call on). Now, weve been learning about the solar system in science. Weve learned the order of the planets from the sun, but the only planet we REALLY know about is Earth, since thats where we live. Weve never been to the other planets before so in order to figure out what theyre like, we need to research them and then visualize the planet it our heads. Last week you all picked one planet, researched it, and drew a picture of it. This time, I want you to pick a new planet as we read out loud information about them. Afterwards I want you to write and illustrate a 3-5 page story about what you think it would be like to live on that planet. Think back to when you went to a place for the first time and what you were curious about to help guide your stor y. If your book doesnt have all the information you want, make it up! Get creative with your story and your illustrations! Demonstrate knowledge or skill: Time: 30 min (Put an example of a past students work on the overhead to show students what is expected) This is an example of a previous planet story. As you can see he included a title, lots of colorful illustrations, and he used all 5 pages. o Okay, now were going to read about the different planets. I have handouts that have quick facts about the planets and were going to read these out loud together. Ask for volunteers to read aloud a segment of each planet. o As your classmates are reading and you hear of a planet that sounds interesting to you, but is NOT the planet you worked on before, write it down so you remember to go back to that one after were done reading.

Im also passing out a checklist so you can make sure youve included everything in your story. Check for understanding and provide student feedback: Time: 10 min Once all of the planets have been read, the teacher will ask if each student has picked a planet. Once it has been made clear the teacher will then ask the students to repeat the objectives. o Okay, so now that you have your planet picked out, what should you do next? (students should answer that they should start writing the story about what they think life would be like on the planet) Question to ask students: what if youre stuck and dont know how to start your story, what are some good ways to introduce your planet? o ask students for examples, and include some as they go along write them on the board so they can refer to them as they are writing Once youre done writing and illustrating, come to the back table so myself or (the resource teacher) can take a look at it. If we think its good-to-go you will record your story at the listening center to share with our first grade buddies. (time allowing) Assessment / Closure: Time: 2 min Once youve finished your stories and recorded reading them, please put them on the back table and start reading your SSR book. Assess project based on project checklist (attached). The teacher can use the spaces in between each statement to write additional comments, especially if needs improvement has been selected. Differentiation Adaptation for students who need extra help, time, or attention? o Students who need more help are welcome to work with the teacher and/or resource teacher at the activities table in the back of the room. For those who are struggling with what to write about, writing prompts will be available. Extension for students of high ability? o The students who finish early will meet in groups to discuss their stories at a deeper level. This discussion will be monitored and checked in by the teacher in order to keep it on track and beneficial. The students will be asked to compare and contrast life on Earth to life on another planet. They will also be asked to share details and key points that will contribute to life on another planet. References Consulted: Curriculum books in Drake SOE curriculum lab Teacher resources Website

Assessment Checklist The story as an attention grabbing title. (Y/N) The story is AT LEAST 3 pages long (Y/N) The story has detailed illustrations on each page (Y/N) Actual information from the handouts was used in the story (Y/N) The story included at least 2 creative connections made up by the author that wasnt included in the information, ex. what kind of food they would eat, what the people look like, etc. (Y/N)