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Rationale and Content standards:

relevant background info given about the unit


content, skills, dispositions
Content standards appropriate to lesson + themes (cut and paste)
Length: 1-2
Unit goals + description of unit:
connect goals and objectives to uni. Specific description of what, why, and how
unit goals met. Add ABCD objectives
Length: 1 page
Summative assessment:
Great end of unit evaluation
Performance measured overall
Assessment matches objectives
Test over all concepts at the end
Invited student feedback
Length: 1 pg. explanation or more if a cumulative exam given.
References (for Teachers and Kids...end of unit)
Useful and relevant
Consulted interesting sources
shared electronic resources
Length: about 1 page

Astronomy Unit Plan


Nicole Kincius & Mariah McKinnon
4th Grade
Science

Concept Attainment Lesson Plan


Lesson Background:
Your Name: Nicole Kincius & Mariah McKinnon
Grade Level: (circle one) K 1 2 3 4 5 6
Subject:
Language Arts
Social Studies

Mathematics

Science

Lesson Title: What is a Planet?


Content Standards:
Common Core:
CCSS.ELA-Literacy.W.4.7
Conduct short research projects that build knowledge through investigation of different aspects
of a topic.

Science and engineering practices (from Next Generation Science Standards):


Develop a model using an analogy, example, or abstract representation to describe a scientific
principle. (4-PS4-1)
Develop a model to describe phenomena. (4-PS4-2)
Science findings are based on recognizing patterns (4-PS4-1)

Materials Needed:
Paper plates
Black and white images of planets to color
Crayons, markers, colored pencils
String/magnets
Place to hang/display paper plates
Books to be used to research the planets
Research devices (computers, laptops, iPads, etc.)
Prerequisite Skills:
Awareness of the planets and other objects in the solar system (names, etc.)
Reading and writing
Research procedures
Types of measurement (meters, miles, etc.)
Lesson Objective:
Fourth grade students will show their understanding of what a planet is when they are divided
into eight groups and each group will be given crayons and a paper plate, which they will color
the paper plate to look like their planet and write at least five accurate facts on the plate.
Concept Label: Creating my Planet
Critical Attributes:
[yes]
orbit
gravity makes it round
gas giant
terrestrial
Mars
Jupiter
Non-critical Attributes: [no]
asteroid
comet
stars
Sun
moon
constellation
satellite
Definition of Concept: what is a planet? (see space.com in references)
The International Astronomical Union defined a planet as an object that:
orbits the sun
has sufficient mass to be round, or nearly round
is not a satellite (moon) of another object

has removed debris and small objects from the area around its orbit

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

Interaction with Students:


1. Provide examples and non-examples to the class: (Distinguish yes/no attributes)
Time: 5 minutes
Start with orbit and asteroid. Keep going in the order that is listed above.
Keep going until it is very obvious that the students know what the teacher is
describing. If it is unclear that the students understand or not, continue down to the next
step.
2. Test for attainment: (Do the students understand the concept?) Time: 2 minutes
While writing the list down it should be pretty easy to know if the students are starting to
understand depending on how many items from the list you have to write down. This is an
informal way to assess attainment. If they guess what it is pretty early on you can continue the
yes/no list orally but ask them if the item should go under the yes or no side.
3. Analyze student thinking processes and integration of learning: Time: 5 minutes
(Are they able to provide additional examples and non-examples?)
Have students brainstorm more things they could write in the columns. Have a few students
come up and write their ideas on the board. Depending on students knowledge this part of the
lesson can be extended into the teacher describing what a planet is.
4. Clarify lesson objectives: (What are students going to DO with these?) Time: 2 minutes
Now that we know a couple of characteristics of what a planet is, we are going to do a quick
mini lesson to make sure we all understand what makes a planet, a planet. Then we will split
into groups and create your planet by coloring a paper plate. I want you to make the paper plate
as accurate as possible when coloring it. You will also need to write at least five facts on the
plate. Everyone is your group should have a role!
5. Procedures for Using the Concept in a meaningful way? Time: 10 minutes
Teacher-led lesson about characteristics of planets
What makes a planet?
orbits the sun
has sufficient mass to be round, or nearly round
is not a satellite (moon) of another object
has removed debris and small objects from the area around its
orbit
Review the names and the order of the planets. Examine a few of the planets.
Discuss how they present these characteristics.
Remind students that the different planets have different characteristics.
Describe the difference between terrestrial planets and gas giants.
6. Assessment / Closure (How do you evaluate student progress or provide closure for this
lesson?) Include rubric, checklist, assessment documents.
Time: 25 minutes
Paper plate activity (see below in references)

Discuss objectives: For this activity, you will be making a paper plate of your
planet. Eventually, the whole class will come together and well make a classroom
diagram of our Solar System. On your plate, you will need to color a picture of your
planet, and your color choices should be accurate, so that it really looks like the actual
planet. You should also write at least 5 accurate facts in the space around the planet.
These should be written clearly so that when someone walks by, they can read it easily.
Break class into 8 groups (one for each planet. The reason Pluto isnt included
should be addressed in another lesson). Students should be assigned to groups
randomly by pulling names. Ask students to meet with their group.
Each group gets one paper plate to describe a planet.
Explain that students should write in big letters the name of their
planet.
Students should color in a picture of their planet. The colors used
should accurately represent the actual colors and shapes included in the planet
(for example, Neptune should be blue, Jupiter should have the Big Red Spot on
it, etc.)
They should also list at least 5 accurate facts learned (what
makes this a planet and specific characteristics of that planet). This might require
students to research through books or websites. These should be clearly written;
if students need to print facts rather than write them, they have that option.
Students should have different roles...one to color, one to
research, one to record, etc. Allow time for students to decide what role they
would like within their groups.
Some ideas of things they should look for (this list could be
projected onto the board to remind students):
terrestrial or gas giant?
does this planet have moons?
How far away from the Sun is it?
How big is it compared to Earth?
What are some general characteristics of the planet
(i.e. icy, rocky, hot, atmospheres, etc.)
When everyone has finished, the whole class will construct a model of the solar
system. This could be done by hanging up the plates from the ceiling, or attaching them
to a whiteboard with magnets. (This might have to be done on another day, but should
be mentioned when teachers describe the lesson).
The checklist teachers should use to assess student work is included below:
What to look for:
Does the plate include a colored picture of the planet?
Yes_______
No_______
Feedback: ___________________________________________________________________
Does the picture accurately represent the planet?
Yes_______
No_______
Feedback: ___________________________________________________________________
Does the plate include the name of the planet?

Yes_______

No_______

Feedback: ___________________________________________________________________
Does the plate include at least 5 facts?
Yes_______
No_______
Feedback: ___________________________________________________________________
Are these facts accurate?
Yes_______
No_______
Feedback: ___________________________________________________________________
Are these facts clearly written/typed?
Yes_______
No_______
Feedback: ___________________________________________________________________
7. DIFFERENTIATION of Content, Process or Product:
a. Adaptation for students who need extra help, time, or attention?
Students can use a fill-in-the-blanks note sheet to help them find the right
information in their books/websites. This could include exact directions on where to look
(i.e. click on this link and read through this page or try using this book to find your
information).
Students can reference a vocabulary sheet or word bank created by the teacher.
This could include both words and short definitions, or just the words.
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 can calculate the distances between their planet and the Earth. If a
spaceship moves at a certain speed (at least 17,500 miles per hour), then how long
would it take for the students in the spaceship to get to their planet? To all the planets?
Students could brainstorm, and eventually design, a travel brochure listing the
information that goes on the paper plates and persuasive sentences about why
someone should visit. The brochure should include prices, whats included in the trip,
what sights there are to see, and interesting facts about the planet.
TOTAL LESSON TIME: 45 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):
What is a Planet? website: http://solarsystem.nasa.gov/planets/whatisaplanet
Planet definition: http://www.space.com/25986-planet-definition.html
Idea for paper plates: inspired by http://pinkandgreenmama.blogspot.com/2011/08/outer-spaceplanet-counting-plates-and.html#.Vi1MT6LwPW4

Cooperative Learning Lesson Plan


Lesson Background:

Your Name: Nicole Kincius and Mariah McKinnon


Grade Level: (circle one) K 1 2 3 4 5 6
Subject: (circle one) Language Arts
Social Studies
Science
Lesson Title: The Great Pluto Debate--Preparation
Content Standards:

Mathematics

CCSS.ELA-Literacy.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing
their own clearly.
CCSS.ELA-Literacy.SL.4.1.a
Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-Literacy.SL.4.1.b
Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-Literacy.SL.4.1.c
Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
CCSS.ELA-Literacy.SL.4.1.d
Review the key ideas expressed and explain their own ideas and understanding in light of the
discussion.
Materials Needed:
Desks, arranged in a courtroom layout
Individual role readings
Graphic organizers (if necessary)
Notebooks/scratch paper for planning
Prerequisite Skills:
Knowledge of what makes a planet
Ability to make comparisons
How a courtroom works/the different roles in court (a witness, the jury, the judge,
etc.)
Names of other students in the class
Prepare their reading/statement for the class
Lesson Objective(s):
a.
Academic in A B C D format
After being assigned a role and finishing an accompanying assignment before class, fourth
grade students will be able to prepare to clearly present information in a debate format with
each student speaking at least once.
b.

Social Goals for your lesson


Stick to a role in the debate
Work with their team to try to make the best case

Jury: discusses with each other to figure out what their final decision is
Listening to all presenters and coming up with responses

Cooperative Learning Grouping Structure: (see course pack.Jigsaw? Think Pair Share? etc)
Students will be placed in groups based on preferences and abilities. There were be two teams
of lawyers, two teams of witnesses, one jury, and a team of recorders/reporters. See below in
the organize students into learning teams section for exactly how to make the groups. This is
most similar to the group investigation strategy listed in the course packet.

-------------------------------------------------------------------------------------------------------------------Interaction with Students:


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

Time: 2 minutes

Today we are going to learn about Pluto and discuss whether or not it is a planet, and practice
working together to present information, ask questions, and listen to each other. You will be
expected to present information as if we were in a courtroom and you will each play out your
roles.
2. Present information for the academic goal: (What are procedures for the academic goal?)
Time: 5 minutes
Give brief description of the history of Pluto
Give brief description of the debate
3. Organize students into learning teams:
Time: 10 minutes
a. Explain how theyll practice the social goal? (A brief explanation will be given. Students
should get these on information sheets that show some examples. The teacher will check in
with each group to make sure they understand what they are supposed to do.)
Lawyers:
Work together on their team to brainstorm questions for the other
sides witnesses.
Work with their witnesses to ask questions that will best (clearly,
succinctly) show their argument.
Work together with the other lawyers on their team to come up
with a starting statement that summarizes all their main points.
Witnesses:
Individually know their information and prepare to present it to
both sides.
Work with the lawyers on their team to come up with ways to
present their information clearly through the lawyers questions.
Work with other witnesses on their team to brainstorm possible
questions the other side might ask to that they are prepared.
Jury members:
Work together to brainstorm predictions possible ideas they might
hear (they can check these later)
Work together to come up with a way to remember everything the
presenters have said (like brainstorming their own notes sheet)

Court recorders and Reporters:


Practice beforehand listening to each other and drawing/writing
what the other person says so they are ready to draw/write during the real thing.
Reporters can come up with their own notes sheets to use during
the debate.
b. How will you organize the groups?
Students who work better independently, comfortable with presenting: witnesses
Students who work better with other people, comfortable with presenting: lawyers
Students who are more comfortable with listening than presenting, like
writing/drawing: jury, reporters, recorders.
c.What group roles will you have?
In a class of 20
6 lawyers (3 from each side)
6 witnesses (3 from each side)
4 jury members
2 court recorders (one pictures, one words)
2 reporters (who will write articles about the proceeds)
(the teacher will be the judge)
4. Assist team work and study: Time: 30 minutes
During this 30 minute period, students will be working together in the groups assigned and
explained in the previous 10 minutes. They will be preparing together for the debate that will
take place in the next lesson, or next couple of lessons.
a. How will you monitor academic progress?
Conferences with each group before the court event to make sure they know the information
they are presenting. (spend approximately 5 minutes with each group)
b. How will you monitor the social goals?
Clipboard cruising: observing groups working together. Are students:
Listening to each other?
Sticking to their roles?
Not talking over one another?
Discussing ideas respectfully and clearly?
5. Provide recognition:
Time: 5 minutes
(How will students know they have met both academic and social goals?)
Academic: have students share one thing they learned from the lesson about Pluto. Did they
find any strategies for preparing that they felt were really helpful? Do they believe they are on
the right side of the debate, or would they rather switch? (This might be a good question for
after the debate takes place).
Social: point out groups that showed good group work skills, like listening to each other or
encouraging others to share. Say, I like how the jury members listened to each other and
helped come up with a list of things to look out for, or I want to share with everyone how I
noticed that the reporters came up with a really awesome notes sheet together.

6. Assessment / Closure: (How do you evaluate student progress or end this lesson?)
Time: 8 minutes
At the end of the lesson we will have a class discussion about the positive and negatives of the
lesson.
what the students did and didnt like?
what could be improved next time?
should the roles be changed at all?
The students will also receive a rubric with comments and their score for the group work. (rubric
listed at the end of the lesson)
7. DIFFERENTIATION of Content, Process or Product:
a. Adaptation for students who need extra help, time, or attention?
Each students needs will be taken into account when assigning roles. If additional time is
needed throughout the lesson, students will receive additional time. If needed, the student will
be given a graphic organizer. This will give them a better layout for what information they need.
b. Extension for students of high ability? (Remember, gifted students need challenge).
Students of higher ability will be asked to finish a more in-depth graphic organizer with
information of Pluto. They can also write a persuasive essay or persuasive paragraph about
why they think their side is right.
TOTAL LESSON TIME: 60 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):
Debate resources:
http://www.educationworld.com/a_lesson/lesson/lesson304.shtml
Pluto: a planet or a dwarf planet...or a plutoid? http://www.space.com/5527-plutoidentity-crisis-hits-classrooms-bookstores.html
Explanation of the Pluto debate on PBS:
http://www.pbs.org/wgbh/nova/space/pluto-files.html
Points used for the rubric:
http://www.facdev.niu.edu/facdev/resources/guide/strategies/classroom_debate_rubric.p
df
Rubric for academic and social goals
Criteria

5 points

4 points

3 points

2 points

1 point

Understanding
of topic

The team
clearly
understood the
topic in depth
and presented
their
information to
each other

The team
clearly
understood
the topic in
depth and
presented
their
information to

The team
seemed to
understand
the main
points of the
topic and
presented
those to each

The team
seemed
to
understand
the main
points of the
topic, but
didnt present

The team did


not show an
adequate
understanding
of the topic.

Total
Points

forcefully and
convincingly.

each other
with ease.

other with
ease.

to each other
with ease.

Information

All Information
prepared for
this debate was
clear, accurate
and thorough.

Most
information
prepared for
this debate
was clear,
accurate and
thorough.

Most
information
prepared for
the debate
was clear and
accurate, but
was not
usually
thorough.

Some
information
was
accurate, but
there were
some minor
inaccuracies.

Information
had some
major
inaccuracies
OR was
usually not
clear.

Group work

Members
worked well
together and
were respectful
to all group
members

Members
worked fairly
well together
and were
respectful to
all group
members

Members
worked
somewhat
well together
and
somewhat
respectful.

Members did
not work very
well together
and the lack
of respect
was evident.

Members did
not work well
together and
there was no
respect
among the
group
members.

Direct Instruction Lesson Plan


Lesson Background:
Your Name: Mariah McKinnon and Nicole Kincius
Subject:
Language Arts
Social Studies

Grade Level: K 1 2 3 4 5 6
Mathematics
Science

Lesson Title: Planet Research Project


Content Standards:
W.4.7
Conduct short research projects that build knowledge through investigation of different aspects
of a topic.
W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Materials Needed:
Books
Computers (either all in a lab or all on laptops)
Pencil
Notebook
Blank paper (for the final products)
Book/website lists
Model of notebook format
Teacher examples of project
Whiteboard/butcher paper

Rubric
Prerequisite Skills:
How to use a computer mouse/laptop touch pad
Typing skills
Listening and observation (teacher modeling)
How to write in complete sentences
A B C D Lesson Objective:
Given books and electronics and after being shown a teacher example, fourth grade students
will create an organized and neat research project with a colored picture and at least five
accurate facts in complete sentences about their given planet.
--------------------------------------------------------------------------------------------------------------------

Interaction with Students:


1. Provide objectives: (What are students going to learn?)

Time: 1-2 minutes

Today, we are going to be learning about the solar system and the planets within our solar
system. We are going to do this by choosing a planet and learning some facts about it in books
and from websites that are on this list. Afterwards, you will make a research project with at least
five accurate or true facts about your planet and we will all present at a later time. You can
create a fact sheet, poster, brochure, etc. You will also need at least one colored picture on your
final product.
2. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 8 minutes
5 minutes: The teacher will walk through an informational book about a planet and demonstrate
how to take notes in the desired format.
Point out at least one fact (has to be one that will be on the example poster)
Demonstrate writing the fact down on notes (on a whiteboard or a piece of
butcher paper)
Make two columns
Left column: The fact about the planet
Right column: the source (name of the book and the author)
Demonstrate how to find a particular fact
Going to the table of contents for a broad topic
Going to the index for a certain word
Going to the glossary for a definition of an unknown word
3 minutes: The teacher will present a previously-made example of a poster for a planet. The
teacher should point out:
A fact in a complete sentence (from the book reading)
The picture in color (can be hand-drawn or taken from the Internet)
The teacher will talk about how the information flows and how the facts are
related. Explain why relevant and related facts are important.
Teacher should provide examples of the other formats of the project (fact sheet
or brochure). This doesnt need to be demonstrated in extreme detail like the poster, but
similar characteristics should quickly be pointed out. Products should be placed in a spot
where students can easily reference them.

3. Provide guided practice: (Guided practice with the teacher)


Time: 5 minutes
Okay, so lets pick a planet to learn about.
The teacher with the class will walk through one of the websites on the list.
The students should all be on their own computers (or, at least sharing with a
partner for now)
Show all the important parts of the website
(http://solarsystem.nasa.gov/kids/index.cfm#)
Show how the mouse directs the website (can highlight different
sections, or moves the actual page)
Show how to find the planet you chose (for Mars, go to Inner
planets and then click on Mars).
Show how to navigate the planets page (students can find facts,
extreme facts, facts about current missions, facts about people or experts on the
planet, or pictures.)
Demonstrate the same note-taking procedure as with the book.
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: 30 minutes
Students will now have some time to research on their own and pick a planet
they want to learn about.
The teacher will walk around and clipboard cruise, checking for proper notetaking as shown previously.
The teacher will talk to as many students as possible while they are researching:
What planet did you choose and why?
What website are you using and what website do you like the
best?
Do you understand how to find relevant facts?
Any questions or anything I can help you with?
5: Provide extended practice and transfer: (Independent practice of the skill) Time: 30
minutes (same 30 minutes as step 4)
Individual research time. Students should be looking up facts that interest them and writing them
down in the taught format. Half of the class will use books to research while the other half will
use the computers. After 15 minutes, the class will switch. This way they are required to use
both forms of resources and they are given equal amounts of time with each resource.
6. Assessment / Closure: (How do you evaluate student progress or provide closure to this
lesson?) You MUST include rubric, checklist or assessment document.
Time: 15
minutes
Project-making time (student choice between a poster, a brochure, or fact sheet).
The student will have a rubric to reference while creating their research project.
The teacher will explain all parts of the rubric and answer any questions the
students have.

CATEGORY

Organization

Information is very

Information is

Information is

The

organized with wellconstructed paragraphs


and subheadings.

organized with wellconstructed


paragraphs.

organized, but
paragraphs are not
well-constructed.

information
appears to be
disorganized.

Quality of
Information

Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.

Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.

Information clearly
relates to the main
topic. No details
and/or examples
are given.

Information
has little or
nothing to do
with the main
topic.

Amount of
Information

At least five relevant


and accurate facts were
stated.

Only three relevant


and accurate facts
were stated.

Only two relevant


and accurate facts
were stated.

Only one
relevant and
accurate fact
was stated.

Mechanics

No grammatical,
spelling or punctuation
errors.

Almost no
grammatical, spelling
or punctuation errors

A few grammatical
spelling, or
punctuation errors.

Many
grammatical,
spelling, or
punctuation
errors.

7. DIFFERENTIATION of Content, Process or Product:


a. Adaptation for students who need extra help, time, or attention?
A list of question prompts or fill-in-the-blank sentences to inspire research topics.
Mars is the __________ planet from the sun.
Neptune looks blue because ___________.
How big is your planet compared to Earth?
How many miles is your planet from the Sun?
Books of varying difficulty to match the reading abilities in the class.
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).
After conducting their research, these students can answer the question: what
would it take for a human to survive on this planet? They can do this by making a small
booklet for other astronomical explorers. Some examples could include:
An informational essay
A creative story from a previous survivor
A step-by-step, drawn diagram with labels
TOTAL LESSON TIME: 60 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):
http://solarsystem.nasa.gov/kids/index.cfm# (cool website for exploration and
facts)
http://andreaspindler.weebly.com/uploads/2/9/2/4/2924561/solar_system_unit_pl
an_ed_351.pdf
http://larryferlazzo.edublogs.org/2009/04/03/the-best-sites-for-learning-about-planets-space/ (for
ideas on websites to add to the website list)

Rationale
This astronomy unit requires teachers to know some degree of astronomy so that it can
be taught to the class. The topics included pertain to planets and their defining characteristics,
whether or not Pluto fits these characteristics, constellations and their accompanying
myths/stories, and what to consider when building a Mars rover. Teachers should know the
names of the planets, the names and stories behind well-known constellations, and stay
updated on the debate on whether or not Pluto is a planet and the progress of the Mars rovers.
For more information or opportunities to read up on these subjects, please see the attached
Resources for Teachers list. Teachers will need to teach specific math, literacy, and writing skills
that match each lesson. These include researching, writing narratives, participating in debates
or other discussions, and using the four mathematical operations to solve problems involving
measurement. Teachers might need to create their own examples so that students understand
what exactly is expected of them. Through these skills, students will be able to access the
astronomical knowledge that the unit is based around. Finally, teachers should find what
interests them about astronomy and try to fit that into the unit. Having this enthusiasm could
help students get involved in a subject that is not normally focused on.

Content Standards
Direct Instruction:
Content Standards:
W.4.7
Conduct short research projects that build knowledge through investigation of different aspects
of a topic.
W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Presentation with Advanced Organizer:
Common Core:
CCSS.ELA-Literacy.W.4.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
Concept attainment:
Common Core:
CCSS.ELA-Literacy.W.4.7
Conduct short research projects that build knowledge through investigation of different aspects
of a topic.
Science and engineering practices (from Next Generation Science Standards):
Develop a model using an analogy, example, or abstract representation to describe a scientific
principle. (4-PS4-1)
Develop a model to describe phenomena. (4-PS4-2)
Science findings are based on recognizing patterns (4-PS4-1)

Cooperative learning:
CCSS.ELA-Literacy.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing
their own clearly.
CCSS.ELA-Literacy.SL.4.1.a
Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-Literacy.SL.4.1.b
Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-Literacy.SL.4.1.c
Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
CCSS.ELA-Literacy.SL.4.1.d
Review the key ideas expressed and explain their own ideas and understanding in light of the
discussion.
Inquiry Teaching:
Common Core:
CCSS.Math.Content.4.MD.A.2
Use the four operations to solve word problems involving distances, intervals of time, liquid
volumes, masses of objects, and money, including problems involving simple fractions or
decimals, and problems that require expressing measurements given in a larger unit in terms of
a smaller unit. Represent measurement quantities using diagrams such as number line
diagrams that feature a measurement scale.
Next Generation: Engineering Design
3-5-ETS1-1.
Define a simple design problem reflecting a need or a want that includes specified criteria
for success and constraints on materials, time or cost.
3-5-ETS1-3.
Plan and carry out fair tests in which variables are controlled and failure points are
considered to identify aspects of a model or prototype that can be improved.

Description of Unit and Unit Goals


We wanted this unit to be an introductory unit into astronomy. The students learned all about
what a planet is. They learned what makes a planet, a planet. They also learned about specific
planets. We also thought it would be a good opportunity for the student to learn how to research

and practice their researching skills. This unit also gives them an opportunity to work in groups
and work on their presentation skills. We wanted them to have multiple ways to learn and
display their learning. We wanted to end the unit with a project so they could really apply all that
they learned. We also thought it would be more beneficial than just testing them over the
qualities of a planet (and more fun).
Unit Goals
Fourth grade students will show their understanding of what a planet is when
they are divided into eight groups and each group will be given crayons and a paper
plate, which they will color the paper plate to look like their planet and write at least five
accurate facts on the plate.
After being assigned a role and finishing an accompanying assignment before
class, fourth grade students will be able to prepare to clearly present information in a
debate format with each student speaking at least once.
Given books and electronics and after being shown a teacher example, fourth
grade students will create an organized and neat research project with a colored picture
and at least five accurate facts in complete sentences about their given planet.

Summative Assessment
At the end of the unit we will have a summative assignment by having the students create a
model of a planet. The model has to be an accurate model of the planet they are assigned.
Color, shape, size, rings, moons, and temperature should all be taken into consideration when
creating the project. With their model they will type up a description of their planet, the
properties, and any further facts needed to know about the planet. They will also describe what
makes their planet a planet. They will be graded on the accuracy and quality of their model.
They will also be graded on their typed up facts sheet. Students will then be able to present their
planet to the group. They will talk about the materials needed, why they used those materials,
why they used the colors they did, their planets moons, and what they liked the best about this
project.
Possible Materials needed:
paper mache
construction paper
styrofoam ball
paint
paintbrushes
toothpicks

References for Teachers

Education World: http://www.educationworld.com/


has multiple lessons and websites for teachers to read and apply
to their own classrooms.
One specific lesson for incorporating debates:
http://www.educationworld.com/a_lesson/lesson/lesson304.shtml
Larry Ferlazzos Websites of the Day; Best Sites for Learning About Planets and
Space: http://larryferlazzo.edublogs.org/2009/04/03/the-best-sites-for-learning-aboutplanets-space/

Might require some checking before use, but seems to have quite
a few valuable suggestions.
NASA
Specifically, for the lessons about planets:
http://solarsystem.nasa.gov/planets/whatisaplanet
Main website for general information: https://www.nasa.gov/
NOVA (part of PBS): http://www.pbs.org/wgbh/nova/
Go here to look for either short videos or complete episodes of
particular astronomical topics. Use it to brush up on your own knowledge, or as a
way to introduce a new topic.
Specifically, for the debate about Pluto:
http://www.pbs.org/wgbh/nova/space/pluto-files.html
Space.com: http://www.space.com/
Great place for quick and applicable information for amateur
stargazers or astronomy enthusiasts. One cool feature is an image of the day.

References for Kids

Design Your Own Satellite: http://www.eduweb.com/portfolio/designsatellite/


This is an interesting site that lets kids choose how to make a
satellite. They have to design it based on the specifications listed.
NASA: http://solarsystem.nasa.gov/kids/index.cfm
This site allows students to interact with our solar system. It
provides short, but effective facts that would be ideal for a research project. It
also includes games, coloring activities, and more information on NASA. It might
require some teaching for how to use for students; the navigation of the site
takes some getting used to.
One especially intriguing aspect is the Do It Yourself section.
Smithsonian Education: Sizing up the Universe:
http://learning.si.edu/idealabs/sizinguptheuniverse/#intro/
This is a cool way for students to get concrete ideas on how big
the universe is. It uses a map, which makes the topic more relatable to the
students.

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