Download University of Alaska Southeast Integrated Unit: The Solar System

University of Alaska Southeast
Integrated Unit:
The Solar System
Submitted to: Alberta Jones
In partial fulfillment of the requirements for
ED 460, Spring 2011
By:
Avery Grossardt
Date:
1/31/11
The Solar System
An Integrated Unit Plan
Designed by: Avery Grossardt
Grade: 4th
Time allotment: Six lessons taught over a period of nine days
This unit was taught and delivered in Evergreen Elementary School in Wrangell,
Alaska. It was designed to be taught for a fourth grade classroom and meets Alaska
Standards and Grade Level Expectations.
Big Idea: How does Earth compare to other objects in the Solar System?
This unit plan utilizes a variety of resources and technology to maximize the
learning experience in the science content area. I have integrated technology,
mathematics and literacy while developing this unit plan. Textbooks, slideshows,
handouts, video clips, artwork, science experiments are some of the materials used
to aid the teaching of the solar system. The student’s spelling words will be all
having to do with the Solar System. Also encourage students to write down
questions in their science journals, because the study of space is a very big topic.
Note: Scoring Guide and Rubrics on Teacher Work Sample
Alaska Content Standards:
Science
A (Science as Inquiry and Process) 3) develop an understanding that the processes of science require integrity, logical reasoning,
skepticism, openness, communication, and peer review
D (Concepts of Earth Science) 3) develop an understanding of the cyclical changes controlled by energy from the sun and by
Earth’s position and motion in our solar system
G (History and Nature of Science) -
1) develop an understanding that historical perspectives of scientific explanations demonstrate
that scientific knowledge changes over time, building on prior knowledge
2) develop an understanding that the advancement of scientific knowledge embraces innovation
and requires empirical evidence, repeatable investigations, logical arguments, and critical
review in striving for the best possible explanations of the natural world.
Technology
A (A student should be able to operate technology based tools)
1) use a computer to enter and retrieve information
B (A student should be able to use technology to locate, select, and manage information)
1) identify and locate information sources using technology
2) select relevant information by applying accepted research methods
Mathematics
A) A student should understand mathematical facts, concepts, principles, and theories.
1) understand and use numeration, including
a. numbers, number systems, counting numbers, whole numbers, integers,
fractions,
decimals and percents
E) A students should be able to apply mathematical concepts and processes to situations within
and outside of school.
3) use mathematics in other curricular areas
Solar System Pre-Test
1. The Seasons occur because:
A: Position of the sun
PRE and POST TEST
Name:_______________________
B: size of the earth
C: the tilt in the earths axis
D: the earth rotates around the sun
2. In order, name the five planets that are closest to the sun.
A: Earth, Neptune, Mars, Mercury, Jupiter
C: Venus, Mercury, Earth, Jupiter, Mars
B: Mercury, Venus, Earth, Mars, Jupiter
D: Mercury, Venus, Earth, Jupiter, Mars
3. In order, name the three planets that are furthest from the sun.
A: Saturn, Neptune, Uranus
C: Saturn, Uranus, Neptune
B: Neptune, Saturn, Uranus
D: Uranus, Saturn, Neptune
4. What is the Earth's distance from the sun?
A: 1 million miles
C: 47 million miles
B: 25 million miles
D: 93 million miles
5. Which of these items is a tool used to see into space?
A: scope
B: steathoscope
C: telescope
D: asteroid
6. Which 2 planets do not have any moons?
A: Mars, Venus
C: Mercury, Venus
B: Neptune, Mercury
D: Mars, Neptune
7. True or False? The larger a planet is, the more gravity it has.
A: True
B: False
8. Which planet has been able to sustain life?
a. Neptune
b. Venus
b. Mars
d. Earth
Solar System Test
Name:_____________________
Part I: Vocabulary:
Draw a line and connect the word with the definition
1. Comet
a. an object made of rock
2. Asteroid
b. the eighth planet from the sun
3. Sun
c. the force that pulls two objects together
4. Mars
d. an object made of gas and dust
5. Neptune
e. the fourth planet from the sun
6. Gravity
f. the source of light and heat
7. Satellite
G. an tool used to take pictures of space
Part II: Multiple choice
Circle the correct answer
1. The Seasons occur because:
A: Position of the sun
C: the tilt in the earths axis
B: size of the earth
D: the earth rotates around the sun
2. What is the Earth's distance from the sun?
A: 1 million miles
C: 47 million miles
B: 25 million miles
D: 93 million miles
3. In order, name the three planets that are furthest from the sun.
A: Saturn, Neptune, Uranus
C: Saturn, Uranus, Neptune
B: Neptune, Saturn, Uranus
D: Uranus, Saturn, Neptune
4. Which of these items is a tool used to see into space?
A: Rover
C: telescope
B: satellite
D: all of the above
5. Which of these are phases of the moon?
A: New Moon
C: All of the above
B: Fourth Quarter
D: Second Quarter
6. A constellation is:
A. A group of planets
C. A single star
B. A group of stars
D. a group of solar systems
7. Our solar system is a part of which galaxy?
A. Milky Way
C. Canis Majoris
B. Mars
D. Cheese
Part III: Short Answer and True or False
1. It takes the Moon ____________________ days to complete a cycle.
2. True or False: It takes the Sun 365 days to revolve around the Earth. ___________
3. True or False: Venus is the hottest planet in our solar system. _______________
4. True or False: It takes longer for Neptune to circle around the sun than Earth does.
_____________________
5. Which planet has been able to hold life? List two reasons why earth can hold life
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. When we are farther away from the sun and are receiving less sunlight, which season is
it?
____________________________________
7. Which Planet is called Earth’s twin? Why?
_____________________________________________________________________
Part 4:
Draw and label the nine planets in order from the sun. Be sure to include the Asteroid belt in the
correct place and the sun
Lesson 1: The Earth and the Sun
Objective:
1. Students will be able to understand the characteristics of the Earth
2. Students will be able to understand why Earth can sustain life
3. Students will be able to understand why Earth has the seasons
4. Students will understand the Earth position in relationship to the sun
5. Students will know that the Earth and other planets revolve around the sun
Assessment: To start the unit, students will be given a pre test, which is multiple
choice and 8 questions. This will show the knowledge that the students have and
drive what areas will need to be taught effectively. Throughout the lesson, I will
expect student participation, to read or answer a question when called on.
Individually, students will complete a worksheet of questions composed about the
earth and the sun. This worksheet has 5 questions. Questions will be graded and
returned.
Lesson: I will start the unit off with a pre test, which is multiple choice and 8
questions. Students have 10 minutes to complete it. Next, pull out the Science
textbook and direct students to the section of “Solar System.” Go through the Sun
and Earth lessons with the students. Use the chalkboard and projector for examples
of size and characteristics of the earth. Students will keep notes and definitions in
their science notebooks. Students will take down the definitions of the bolded
words such as Sun and Earth. Play the video “tilt on earth’s axis” from youtube.
This 4 minute clip explains why the earth has the seasons and how the earth is
tilted. “When we receive more direct sunlight in the northern hemisphere it is
summer, when we receive less direct sunlight in the northern hemisphere it is
winter.”
Ask for a student volunteer to be the sun. Pick a hands on learner to take the globe
and circle around the sun, while spinning the globe. Point out when and how we
receive sunlight.
Cover the concepts:
Earth: diameter, distance from sun, importance of water, atmosphere,
Why does Earth have seasons? Tilt in the Earth’s axis.
Sun: size, surface temperature, star.
What is surface temperature? Why is the sun so hot? Are other stars hotter or
colder? Leave the last ten minutes for questions and encourage students to write
down their questions in their science journals. At the end of instruction, read round
robin the Sun and Earth handout and have students complete the questions
individually.
Diversity Strand: I have paraprofessionals offer reading assistance to a couple of
special needs students. I have a couple of other students who require being close to
the board to visually see better. I have squad leaders pass out materials to smooth
transitions, between activities.The instructor circulates to make sure that students
are correctly writing down definitions and following along. Utilize two hands on
learners to demonstrate the seasons activity.
Materials: Houghton Mifflin Science textbook, Earth and Sun worksheet, science
notebooks, science journals, chalk, chalkboard, computer, projector, Solar System
pre test.
Lesson 2: The Moon
Objective:
1. Students will be able to understand the relationship between the sun and the
moon
2. Students will be able to identify the phases of the moon
3. - review the attributes of the moon, the phases of the moon, etc.
- create all of the phases of the moon
Assessment: Students will be assessed by participation of activities, response to
questions on the question sheet and quality and accuracy of the chart that they will
create.
Lesson: I will hook in the students by showing them a video of the first landing on
the moon from youtube. Pass out “Humans on the moon?” handout and start
reading about the history of missions to the moon. Read together and answer
questions students have. Use direct instruction to guide and prompt student
response. Answer the question sheet on the back as a whole group and direct
students to the projector on the slide of “moon phases.” Draw and explain that the
dark side of the moon represents darkness and the light side is the sun lighting the
other half of the moon. Next, on a big piece of drawing paper, have students create
the moon phases, have them label new and full moon, then first and third quarter in
the appropriate areas. The guide is on page 316 in the textbook. Finally have
students write how long it takes for the moon to complete a cycle (29.5 days).
Diversity Strand: I have paraprofessionals offer reading assistance to a couple of
special needs students. I have a couple of other students who require being close to
the board to visually see better. I have squad leaders pass out materials to smooth
transitions, between activities.
Materials: Computer, projector, “First landing on the moon” from youtube,
“Humans on the Moon?” handout, paper, Houghton Mifflin Science textbook
,crayons, colored pencils.
Lesson 3: The Other Planets
Objective:
1. Students will be able to name the planets in order from the sun
2. Students will learn techniques for spelling and naming the planets correctly
3. Students will understand planet characteristics and why some planets are
different
4. Students will pick a planet and write questions that they want to know about that
planet for a research project
5. - create a sentence to identify and memorize the names of the planets
- identify the inner and outer planets
- develop questions to be answered in a research presentation
Assessment: Students will be assessed by participations and the class will recite
together the planets in order. Students must turn in their sentences that they came
up as well as the one that we created in class.
Lesson: Begin this lesson by returning to the historical aspects of astronomy and
explain that people long ago began to notice different celestial bodies that seemed
to shimmer and twinkle in the sky. They also noticed that some of these bodies
changed position in the sky from week to week and season to season but always
seemed to stay in the same formation. These were the stars. However, other lights
seem to move around the sky, wandering in and out and among each other. They
named these bodies planetes, which meant, "wandering stars." From this word
comes our term, planet, which means a large space object orbiting the sun.
As astronomers studied the planets in our solar system, they divided them into two
groups: the inner planets and the outer planets. Ascertain, using the solar system
model, which are the four inner planets (Mercury, Venus, Earth, Mars). Have
students observe all the planets on the model and see if they can discover what
about the inner planets led astronomers to divide the planets into two groups ( the
four planets closest to the sun, relatively small in size compared to the outer
planets). Have students locate and name the outer planets (Jupiter, Saturn, Uranus,
Neptune and Pluto). Read about the nine planets and their characteristics.
In order to memorize the names of the planets in our solar system, have each child
create a sentence beginning each word in the sentence with the beginning letter of
a planet in their science notebook.
Example: My Very Excellent Mother Just Served Us Nine Pizzas.
Break students up into groups (3 groups total) and have each group go up front.
Each member will have a planet and students have to guess who is which planet
based on order. Rotate with each group and mix up creating challenges.
At the end tell students to start thinking about which planet they want to research
and write it down in their science notebook.
What is Your Weight?
Your weight is partially determined by the amount of gravity on Earth. Earth's
gravity has been given a value of one. Astronomers have figured out the
gravitational values of the other planets. If you want to know your weight on other
planets, you must first weigh yourself on Earth and then multiply your Earth
weight by the gravitational value on each of the other planets.
Planet
Value
Mercury
0.38
Venus
0.90
Earth
1.00
Mars
0.38
Jupiter
2.87
Saturn
1.07
Uranus
0.97
Neptune
1.23
Pluto
0.03
Earth Weight
Planet Weight
Diversity Strand: I have a couple of other students who require being close to the
board to visually see better. I need to strategically place a behavior student away
from a different people. The instructor must manage and maintain control during
this activity. Ask for examples of sentences that they formed to share, so others can
get ideas.
Materials: Printed sheets of each planet: (Mercury, Venus, Earth, Mars, Jupiter,
Saturn, Uranus, Neptune, Pluto), science notebooks, powerpoint presentation of
planets.
Lesson 4: Gravity, Energy and Other Space Objects
Objective:
1. Students will learn about the scientific process:
a. Why scientists question and challenge previous information
b. How curiosity drives discovery and exploration
c. The six steps of the scientific process
d. Practice being a scientist
2. Students will learn about energy and gravity and how the forces exist and
connect within space
Assessment: Students will complete the gravity worksheet and the teacher will
check for diverse learners and abilities by questioning and involving them in their
practice of instruction. Students will each be able to explain the gravity is a force
of two objects pulling each other, but the larger object has more pull than a small
object. They will also be able to explain that you have different gravitational pull
on different planets. Students must be able to provide an explanation on paper for
their exit ticket. Students will complete the gravity lab.
Lesson: Begin by reading the gravity handout and guiding students through the
reading, asking questions from each paragraph to prompt student engagement and
response. Read about gravity on page 325 and write down the bolded definitions in
science notebook. Next guide students through the experiment in the book using
the string, objects, paper and tape.
Diversity Strand: I have paraprofessionals offer reading assistance to a couple of
special needs students. I have a couple of other students who require being close to
the board to visually see better. I have squad leaders pass out materials to smooth
transitions, between activities.
Materials: Houghton Mifflin Science textbook, gravity handout, scientific
handout, materials from the science insta-labs.
Lesson 5: Research a Planet, Review and Test
(3 Days)
Objective:
1. - research one planet in depth
2. - develop study skills
Assessment: Check students understanding by having students print out their
reports that they write in class.
Lesson:
Students have picked their planets. With questions from previous lesson in
hand, allow adequate time for research. Guide students through the process of
taking notes from research on the computer projector. Use Mercury as an example
planet.
What would it be like if you lived on (name of planet) could make an
interesting introduction for some of the pieces. They will need 3 interesting facts
and share which two planets they are in between. Are they the outer four or the
inner four planets?
http://kids.nineplanets.org/venus.htm
Next day we will hold a review session for the test, which will be on Wednesday.
Using the study guide that you will print and send home with the students and
email to the parents, guide students through the questions and answers, while
prompting students to answer the questions. Students must complete the study
guides, check with a partner and bring it back to the teacher for grading. When the
students have got them 100 percent correctly from their notes, do a game with the
students where you ask one group at a time a question for three rounds. Ask them
questions from the test.
Diversity Strand:
Materials: numerous books, photos, articles on planets (suggestions at end of
lesson)
computers with internet access, recent encyclopedia, Houghton Mifflin Science
textbook
Lesson 6: Presentations and Test
(2 Days)
Objective:
1. -- prepare a research report on one of the eight planets
- communicate research information to classmates
- learn attributes of other planets
Assessment: Test will show students growth from pre to post test of the Solar
System.
Lesson:
Administer test - go through and read the different parts of the test, parts 1 through
4 and explain what is expected. Answer any questions and allow students to
complete. Ensure that students have completed all parts of the test.
Assist students in preparing research reports. Encourage them to use innovative
and creative ideas so that reports are stimulating and knowledge conveyed in a
clear and easy to remember manner. Each student will read their research report
which will be about 1 to 2 minutes for each student.
Diversity Strand: Assist any student with any need to help them deliver their
report. Teacher may need to read report for the student if they really can’t.
Students can go up to the board or read it from their desk.
Materials:
access to computers and the Internet, projector, student reports
Lesson Plan reflection questions to be completed by student after teaching lesson:
For this section, I wrote one reflection at the end of the unit, since I followed my hosts
guidelines for lesson plans.
1) Describe what happened in the lesson (including size of group, level, student response,
etc.) in enough detail to make the interactions of your lesson clearly demonstrate that you
understood the elements of the teaching strategy.
Each lesson had a various amount of students usually one or two absent, which I had to alter my
instruction and get students caught up who were absent. The routine interaction involved a 40
minute science session. Twenty of it was usually, direct instruction, whole group exercises with
the textbook. The other twenty minutes were discovery learning where students worked on a
particular task to accomplish and discover results.
2) How did you adapt instruction in terms of individual cognitive and developmental levels,
variations in cultural and individual learning styles, language background, and special
strengths and weaknesses? How would you do so in the future?
This was a very big topic with a lot of questions. I encouraged my students to write down the
questions that they had during this unit and we would research and find out the answers. I
utilized different activities to accommodate various learners for instance, the planets activities
stimulated visual and hands on learners. The art project accommodated the artistic ones. The
research was more for the students who were good with information and computers. The science
activities worked great for tactile learners. The text, questions and pictures accommodated
auditory and visual learners. For two of my special students, I had aides work on separate
worksheets to learn the nine planets. Some of the reading material was above their skills. I had to
use several class examples to explain the seasons, I used the globe, two students, photographs,
videos and the chalkboard all to explain the concept of the tilt of the Earth’s axis.
3) Did the students meet the objectives of the lesson? How do you know? What impact did
you have on student learning? How do you know?
Through the pre and post test assessment, I felt students grew, learned and achieved success. I
know this because the growth in scores between the pre and post tests prove it. Most of these
objectives were met in my lessons as I hit those areas when developing the unit. Students also
demonstrated their knowledge in art, participation in group activities, questions, and reading
materials.
4) How clearly did you communicate your expectations and challenging standards? How did
you integrate critical thinking and problem solving into the activity?
Tests and activities often required critical thinking and problem solving skills.
5) What would you change to improve the lesson the next time?
I would try and use more technology in this unit and maybe give more time for the unit. 10 days
seems like too short of a time to cover such an extensive topic. I could easily spend 3 to 4 weeks
on this unit. Students really were motivated and interested in this topic, which made it a
passionate topic to teach.