Guiding Question/Grade Level: 4°" Grade How do | communicate the differences of physical attributes of planets? Standards: Science: SAE Obten. evaluate, and communicate information to compare and coneast the physical attrutes of starsand planets. Content Ares ; heater Science LPR Act commun and ts. les formal a normal creme Vara eet (fection, te, lume anon) to tre in and noveent tocar charters hogsané Art Are inet te Vanek Cte ned fat tse on lected thames Theater Laisa iiamininenarenttnicanree mate ee : le eee eee Visual Arts ue se re cone ‘Community Partner: none Focus Artist(s): none ELA Connection Book: Meet the Planets by John McGranaghan Vocabulary Science: physical attributes, rotation, revolution, gaseous, terrestrial, relative size ‘Theater: character, voice, dialogue, pitch, volume, texture, levels Lesson Components 1. Content rea: Science 2. Brt Area: Theater, Visual Arts 3. Technology (if applicable): 4. Background Knowledge: Students research one planet and learns various facts about the planet such as how long a day is for that planet, how far itis from the sun, whether it is gaseous or terrestrial, how longa year is on the planet, etc, 5. Opening: ‘* Video: Planets’ & stars’ © See. Think. Wonder. strategy & discussion with the video. ize comparisonLesson Components Opening(continued): «Ifyou were given an acting role to “be” a planet or star, how would you use your voice to represent your rolo? What volume would you use? What pitch would you use? What would be the texture of your voice? © As your star or planet, how would you move your body? What level would you be at? How would you move? © What adjectives would you use to describe yourself? *AC Extension: © Howio Customize Shoes for Beginners in 2023 (min, 8:30) © Meet icksiradomis: One of the Top Shoe Artists for NBA players. (Sneaker Artist to the stars) «Teacher will ask the class what their favorite planet or solar system object is in our solar system. Teacher will place responses on the board. 6) Work Session: Meet & Greet: Students are given a name tag of either the name of a planet. They create their character based upon their previous knowledge and what you reviewed in the "mini-lesson”, Students can complete a character profile template based on their planet or take notes on the back of their index card. Example: Jupiter- Jupiter is the biggest planet so I think it would have a voice that is low and loud and slow. I think he would brag a lot about how he is the biggest planet is the solar system. Performance Option 1: Students form an inner circle and outer circle. Circles rotate. When teacher stops rotation, students introduce themselves to someone in the other circle. Continue as needed or as time allows. 3 points 2 points T point Opoints Participation | The student actively |The student mostly | The student ‘The student and participates inthe | participates inthe _| demonstrates minimal | demonstrates not Engagement | cooperative learning | cooperative learning | participationinthe _| participation in the activity, consistently | activity, but may cooperative leaming | cooperative learning engaging with their | occasionally lose activity. They may | activity. partner and focus or not fully appear disinterested contributing to the | engage with their or distracted, and conversation. They _| partner. They listen to | contribute minimally listen attentively, ask _| their parmer and tothe conversation, relevant questions, _| contribute to the ‘and provide thoughtful | conversation, but their responses, ‘engagement may be inconsistent. ‘Gommunication | The student effectively | The student ‘The student struggles | The student docs not and communicates with | communicates to communicate communicate with Collaboration | their pariner, using | adequately with their | effectively with their _| their partner. They are appropriate language | partner, but may have | partner, using unclear | not respectful and tone, some difficulty using | language or tone. appropriate tone and language. Rotation and | The student The student mostly | The students some | The student does not Adherence to | participates by participates by participates by participate in the Instructions —_| rotating with their rotating with their rotating with their —_| rotations or circle. They circle. They circle, They introductions. participate ineach _| participate in most of | participate in some of introduction. the introduction. the introduction,Option 2: Hot Seat- A selected student sits in the “hot seat” while students ask them questions (e.g.: about how long a day is on their planet or how long a year is on their planet, etc.). The student's answer uses the voice chosen for theit planet character. 1 point 2 points 3 points Accuracy of Incorrect or incomplete Mostly correct information | Accurate and detailed Information information information Use of Character’s Consistent andefiective | Some attempt at using No attempt at using Voice use of character's voice character's voice character's voice Engagement and Actively participates and _| Participates but lacks Does not participate or Participation engages with peers engagement engage in activity Option 3: Students develop a character that is either a planet or an alien from a chosen planet, Students write and perform a monologue that describes the planet from their character's point of view. Originality | understanding of the chosen planet or alien, ‘uniqueness, 3 points 2 points 1 point Creativity | The characteris unique and | The characteris somewhat __| The character lacks creativity and imaginative, showing a deep _| original, but lacks depth or and appears to be a generic representation. Writing and | The monologue is well- Content written, engaging, and effectively describes the planet from the character's perspective. ‘The monologue has some interesting elements, but may lack clarity or coherence. ‘The monologue is poorly written and does not effectively describe the planet Performance | The shudent delivers the and Delivery | monologue with confidence, clear diction, appropriate gestures, and engages the audience. The student's performance is somewhat engaging, but lacks {ull confidence or clear delivery, ‘The stuclent's performance is hesitant, lacks clear diction, or fails to engage the audience.AC EXTENTION: ‘The teacher will provide students with a sneaker template. Students will plan out their creations by designing their shoes on paper first. Students will use their notes from their planets research to include characteristics of their planet, moon, star, etc, on their shoe design. ‘Students will then use a magic eraser to clean the shoes before painting their shoes. Students will have already planed out the colors they need to complete their shoes and will then have time to get those colors ready to begin painting their shoes. Criteria 0 Points 1 Point 2 Points 3 Points Students created arough — |. evidence of Basic evidence of | Clear evidence of | Thorough draft of thei shoes on paper | Schisg on paper | Plamingon paper | planning on paper |) evidence of e planning on paper ‘Students used their notes No evidence of Limited evidence ‘Some evidence of | Strong evidence of from their research incorporating ofincorporating | incorporating incorporating research research research research Students included ‘Some Strong use of characteristics of their No characteristics. | Mimiteduss °f | characteristics in| charactersin planet in their designs design design 7) Closing: Discuss: ‘Tell me about someone/something you met today, Did you learn anything new? Think of me one thing about a planet other than your own? Pair and share what you learned with a partner. AC Extension Students will write a reflection or record a video journal of their experience in painting their shoes and how they came up with their design using what they leamed about their solar system object,