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Mathematics
Science
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
----------------------------------------------------------------------------------------------------------------------------
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
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.
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.
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)
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
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.
Grade Level: K 1 2 3 4 5 6
Mathematics
Science
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.
--------------------------------------------------------------------------------------------------------------------
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.
CATEGORY
Organization
Information is very
Information is
Information is
The
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
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.
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.
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
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.