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TEACHING UNIT OUTLINE
INTERDISCIPLINARY THEMATIC UNIT DEVELOPMENT
Steward, Schorg, Overmohle, Elementary Curriculum 4150, Solar System, 5th Grade
“See Me In Space”
A TEACHING UNIT OUTLINE, INTERDISCIPLINARY THEMATIC UNIT DEVELOPMENT
o Myah Steward, Brooke Schorg, Shelby Overmohle, Elementary Curriculum, 4150, Section 4
o Solar System: Math, Science, Social Studies, Language Arts, Art, 5th Grade
Meyer, Spring 2012
B. Overview of Unit
We; Myah Steward, Brooke Schorg, Shelby Overmohle, have written this interdisciplinary thematic unit outline, See me in Space Unit Plan, as equal contributors. We chose a unit topic for students in grade 5 and the student learning objectives were selected from the Core Curriculum source Iowa Core Curriculum. Our theme is derived primarily from the content area of Science, but we also have lessons in the content areas/multiple intelligence areas of Language Arts, Math, Social Studies, and Art. We selected this topic “the solar system” because it is a great topic for 5th graders because it is an interesting topic that students are eager to learn about, there are also lots of interactive lessons to be done with them that keep them engaged and learning.
We also understand our students often need six or more exposures to a concept or skill before they can easily recall concepts or perform tasks; therefore, we have included five interdisciplinary connections in our unit:
-One example of interdisciplinary connections provided to our students is when they learn the concept/skill of physical attributes of the planets. Our students will learn about the characteristics of the planets and depict the attributes of a planet in an art project.
The BIG IDEA we hope our students take with them is knowledge and understanding of the solar system.
The BIG SKILL we hope our students take with them is for them to recognize and elaborate on each of the planets.
And finally, the BIG UNDERSTANDING we hope our students take with them is for them to be able to transfer knowledge from one curricular area to the next.
C. Context of Teaching
o Cedar Falls Lincoln, Cedar Falls, Iowa
o Elementary School
o Fifth Grade
o Science, Math, Language Arts, Social Studies, Art
o Instructional setting - attached
o Students
o Number in school: 460
o Per grade level: approximately 80
o How many students in YOUR class: 24
-2 African Americans, 1 Hispanic, 18 Caucasian
-16 Middle-class, 5 Low-income, 3 Upper-class
-2 students with ADHD, 1 child with behavioral problems, 1 child visual impairment
D. Concepts/Vocabulary
TITLE OF UNIT:
See Me in Space!
SUBJECT AREA: Science - Solar System
Alternative Subject Area(s): Language Arts, Social Studies, Math, Art
Planets
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
My Very Educated Mother Just Served Us Nachos
People
Astronauts
NASA
Tools
Satellite
Rocket
Rover
Space Shuttle
Space Station
Probe
Telescope
Objects in Space
Meteors
Meteorites
Comets
Asteroids
Sun
Moon
Milky Way
Stars
Galaxy
Constellations
Rings
Other
Orbit
Gravity
Mass
Density
E. Learning Objectives for Students
Knowledge
1. Given the said lesson plans, the 5th grade students, will apply knowledge of the properties, movements, and locations of objects in our solar system, with 100% accuracy.
Citation: Standard: Understand and apply knowledge of the properties, movements, and locations of objects in our solar system.
Skills/Performances
1. Given the said lesson plans, the 5th grade students, will be able to communicate the information about each of the planets, with 100% accuracy.
Citation: Standard: Communicate scientific procedures and explanations.
Affective/Dispositions
1. Given the said lesson plans, the 5th grade students, will be able to use their critical thinking skills to elaborate on each planets characteristics and learn information about the planets.
Citation: Standard: Understand and apply knowledge of the properties, movements, and locations of objects in our solar system.
F. Ideas and Materials for this Unit
Materials:
Science Lesson-
Teacher:
*Pre-Assessment Worksheet
1. Mobile computer lab (1 computer with Internet and Inspiration software per student)
2. Television to watch video on
3. Video: National Geographic “Solar System 101”
4. Poster paper and markers
Students:
1. Notebook and Writing Utensil for notes
Math Lesson-
Teacher:
1. Gravity and Mass Worksheets (See Math Lesson)
2. 3 small boxes (same size) taped shut
a. 1 empty, 1 filled with cotton balls, 1 filled with rocks
Student:
1. Notebook and Pencil for notes and showing work
Language Arts-
1. Creative Writing Form
2. Computer
Social Studies-
1. Reaching for the moon by Buzz Aldrin
2. Timeline
3. Worksheets
4. Resources
Art Lesson-
1. Newspaper (cut into strips)
2. Paint
3. Flour
4. Water
5. Yarn
6. Objects to create planet - wire, Styrofoam ball
7. Salt
8. Poster with Sun painted on it - hanging on wall
G. Student-Generated Questions-Suggestions
Brayden, 5th Grade Student
● What do you think students should learn about the topic I am writing a unit about called, See Me in Space?
-They need to know about the different planets.
-They need to learn about the Sun and the Moon.
-They need to learn about famous astronauts.
● What would you like to know about this topic?
-I would like to know about all the planets.
-I want to know which planet is the biggest and the smallest.
-I want to learn about the Moon and the Sun.
-I want to know about landing on the Moon.
-I would like to learn about the stars.
● What do adults do with information about this topic?
-They teach it to us and want us to learn about it.
-They have us do assignments that teach us about the solar system and they give us tests.
● Does anyone need to know about the information in my unit for their job? Which careers require this information?
-Yes, astronauts need to know about this and people that work at NASA.
-Science teachers need to know about the solar system.
Kayla, 4th grade student
● What do you think students should learn about the topic I am writing a unit about called, See Me in Space?
-I think that students should learn about the planets and the moon.
-Students should learn about different things the happen in space
● What would you like to know about this topic?
-I want to learn all of the planets!
-I think it would be cool to learn about any famous astronauts.
-I want to learn the shape and size of the planets.
-I would like to learn about the moon and sun.
● What do adults do with information about this topic?
-Adults can teach us about the information that they know about this topic.
● Does anyone need to know about the information in my unit for their job? Which careers require this information?
-Astronauts need to know this and maybe people that work at NASA.
-Science teachers should know about the solar system so that they can teach it to their students.
- Also people who study stars should know about the solar system. Astronomers I think they are called.
H. Resources
H.1. Teacher Print Resources with Annotations
Resources Only Adults View In Their Entirety
1. CITATION:
Cole, J., & Degen, B. (1990). The magic school bus, lost in the solar system. New York: Scholastic
Inc..
ANNOTATION: Teachers can use this book as a read-aloud at the beginning of the unit and read it more than once. You can also offer it to students during independent reading time.
2. CITATION:
Educator Resources - Exploring the Solar System - Planets, Moons, Comets, Meteors. (n.d.). Lunar
and Planetary Institute (LPI). Retrieved April 11, 2012, from
ANNOTATION: This website is great for teachers because it has different activities, information, and additional resources. Teachers can click on the links to get additional information.
3. CITATION:
Inflatable Solar System Set by: Scholastic
ANNOTATION: Teachers can use this set to model the solar system with inflatable balls that they can hang from the ceiling. Students will be able to visualize the formation and lay out of the solar system.
4. CITATION:
Vogt, G. (2003). The solar system. Mankato, Minn.: Bridgestone Books.
ANNOTATION: Teachers can use this book as a source of information when having students write reports. It gives information for each planet and students can use the facts to write a research paper.
5. CITATION:
Bar-Yam, S. (n.d.). Science Standards 5th Grade science resource for fifth grade.
Internet4Classrooms - Helping Students, Teachers and Parents Use the Internet
Effectively. Retrieved April 10, 2012, from
ANNOTATION: This website would be great for teachers because it has the 5th grade Science Standards aligned with different activities for your students.
H. Resources
H.2. Media/Online Resources w/Annotations
Appropriate for Use by Students
1. CITATION:
Astronomy For Kids - . (n.d.). Astronomy For Kids - . Retrieved April 9, 2012, from
ANNOTATION: This website contains different links that go to explorations, news, dictionary, and games. Clicking on the different links will pull up more information for students about the solar system. Students can use this site to explore and look for information about the solar system and enjoy fun activities.
2. CITATION:
The Solar System. (n.d.). - The Online Knowledge Magazine. Retrieved April 9, 2012, from
ANNOTATION: This website is made up of the eight planets and Pluto. The opening page has the planets in order of how close they are to the sun. Once students click on a planet, the page will open up with facts about that planet. Students can use this site to find fast facts on each planet.
3. CITATION:
Examine Earth from a new perspective.. (n.d.). ClassZone. Retrieved April 9, 2012, from
ANNOTATION: This website contains pictures of Earth at different conditions. It shows the surface of Earth at it’s Atmosphere, Sea Surface Temperature, Earthquakes, Volcanoes, Ocean Basins, Land Changes, Water Vapor, and the Earth’s Night Sky. Students will be able to click on a picture of the Earth at the different changes and watch how it rotates.
4. CITATION:
3D Solar System Simulator. (n.d.). ForgeFx. Retrieved April 9, 2012, from
casestudies/prenticehall/ph/solar_system/solarsystem.htm
ANNOTATION: This website starts off with a 3D Solar System Simulator, where they are able to explore the solar system, including the sun, planets, asteroids, and the Kuiper Belt. Also on this website are fact cards for each of the planets. At the end of the site is a one and a half minute video explaining the solar system and it’s order.
5. CITATION:
Sword, B. (2005, May 10). Welcome to the Planets. Welcome to the Planetary Data System. Retrieved April 9, 2012, from
ANNOTATION: This website contains information/facts about each of the eight planets, Pluto, a glossary of key solar system terms, and different explorers that have been to the planets. Students will click on the different planets or explorers they would like to learn about and they will be given facts about that particular thing. Within the website is a collection of many of the best images from NASA’s planetary exploration program. Students can use this site to explore different pictures of the planets and look information about them.
H. Resources
H.3. Student Print Resources with Annotations
BOOKS: Appropriate for Use by Students
1. CITATION:
Bentley, M. L. (19971996). Astronomy smart junior: the science of the solar system and beyond.
New York: Random House.
ANNOTATION: This book is about taking a field trip with Bridget, Babette, Barnaby, and Beauregard take you on a tour of the solar system, including stops at colonies on the Moon and Mars. Along the way students will learn about our galaxy and its stars and planets.
2. CITATION:
Carson, M. K. (2006). Exploring the solar system: a history with 22 activities. Chicago, Ill.:
Chicago Review Press.
ANNOTATION: This book describes the different planets, voyages, and famous people dealing with the solar system. Within this book are different activities and projects the students would be able to do. The book has wonderful pictures the students would love to look at.
3. CITATION:
Goldsmith, M. (2004). Solar system. Boston: Kingfisher.
ANNOTATION: This book is for children to discover the world of science with this remarkable book filled with stunning photographs zoomed in on intriguing details, while lively text explores the facts about familiar subjects. It is filled with fun activities and projects that allow the students the opportunity to learn more.
4. CITATION:
Ride, S., & Shaughnessy, T. E. (2003). Exploring our solar system. New York: Crown Publisher.
ANNOTATION: This book describes what we have learned about our solar system from telescopes and spacecraft, focusing on the characteristics of the planets and their moons.
5. CITATION:
Simon, S. (1992). Our solar system. New York: Morrow Junior Books.
ANNOTATION: This book describes the origins and characteristics of the sun, planet, moons, asteroids, meteoroids, and comets.
SECTION I
A ONE WEEK UNIT OUTLINE
See Me in Space!
Solar System: Science, Mathematics, Social Studies, Language Arts, and Art
5 Days
(50 minutes per Lesson)
Lesson Plans Include
● OBJECTIVES
● MATERIALS and RESOURCES
● ACTIVITIES
● ASSESSMENTS and EVALUATIONS
Interdisciplinary Thematic Unit
See Me in Space!
Lesson One – Monday
Day One- Science Lesson Plan
(A pre-assessment will be given before beginning the Unit Lesson Plans)
Lesson Title: Characteristics of the Planets
Grade Level: 5th grade
I. Desired Results
1. Content Areas:
a. Science
2. Iowa Core Standards for Science
a. Understand and apply knowledge of the properties, movements, and locations of objects in our solar system. (ICC Science: Earth and Space: Grades 3-5)
3. Outcome(s)/Behavior(s):
a. Given an introductory video on the solar system, 5th grade science students will be able to identify all of the components that compose the solar system with 100% accuracy.
b. Given a National Geographic virtual tour of the solar system, 5th grade science students will be able to categorize the characteristics of all planets within the solar system with 100% accuracy.
II. Assessment Evidence
A. Performance Task: The students will create a graph organizing the characteristics of the planets.
B. Criteria: After watching the video and taking the virtual tour, the students will create a graph organizing the creation and characteristics of the eight planets (Pluto is optional). They will need to include 5 facts about each planet on their graph. This graph can be done on Inspiration or on a poster.
III. Active Learning Plan
A. Reminders for Teachers
1. After the students are all sitting and have their notebooks and writing utensils ready, start the class by asking what the solar system is. Ask what the students know about our solar system and write their answers on the board.
2. After establishing the students’ background, introduce the video and tell the students to take notes on the information in the video as it may be helpful for their assignment.
3. Play the video “Solar System 101” for the students. When it is finished, ask students to say one thing they found interesting about the video.
4. After the video and discussion are finished, bring in the mobile computer lab and have each student take one.
5. Once everyone has a computer, explain the assignment: “Once you have finished taking the virtual tour, you will be creating a graph that will organize what you have learned about the planets. You will need to do all eight planets and may include Pluto if you would like. I will be looking for an organized graph with at least five facts about each planet. You may use any information you learned from the video or from the tour you are about to take. This graph can be made on Inspiration on the computer or as a poster, which I will have materials for at my desk. This project will be due on Wednesday and you will have time in class tomorrow to work on it. If you have any questions, you may raise your hand or come back to my desk.”
6. Lead the students to the virtual tour website:
7. Tell them to go through the virtual tour of each planet and to write down information they feel is important as they will need it for their assignment.
8. Check for understanding: “Give me a 5 in front of your chest if you understand, a 3 if you are a little confused, or a 1 if you are not sure and do not understand.”
9. Answer any questions students have and then let them work for the remainder of the class period.
10. With five minutes left of class, give the students a five-minute warning and ask them to finish what they are working on and to carefully place the computers back in the mobile lab.
B. Steps for Students:
1. Enter the classroom, find seat, and get out a notebook and writing utensil.
2. Answer questions “What is the solar system?” and “What do you know about our solar system?”
3. Watch video “Solar System 101” and take notes.
4. Say one thing interesting about the video.
5. Carefully get a computer from the mobile lab and listen to directions.
6. Follow directions to website and ask clarifying questions if necessary. Give a 1, 3, or 5 for understanding.
7. Take virtual tour of the solar system and take notes on important information to put on graph.
8. After taking the tour, start on graph (either on Inspiration or poster).
9. After the five-minute warning, finish current task and put computer away.
C. Materials:
1. Video: National Geographic “Solar System 101”
2. Television to watch video on
3. One computer with Internet access per student
4. Inspiration software
5. Poster paper
6. Markers
7. Students need notebook and writing utensil for notes
D. Approximate Time
1. 50 minutes
E. Modifications
1. Write directions on the board for everyone to see to help keep students on
task.
2. Students can choose Inspiration or a poster to do their graph on, whichever will fit their needs the best.
3. Student with visual impairment will be seated in the front of the class. This will help make the video easier to see.
F. Resources
1.Iowa Core Curriculum
2. Lesson Plan
3. Virtual Tour
Interdisciplinary Thematic Unit
See Me in Space!
Lesson Two – Tuesday
Day 2- Math Lesson Plan
Lesson Title: Gravity, Mass, and Weight
Grade Level: 5th Grade Mathematics
I. Desired Results
1. Iowa Core Standards for Mathematics:
a. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (5.NBT.7.)
b. Use place value understanding to round decimals to any place. (5.NBT.4.)
2. Outcome(s)/Behavior(s):
a. Given the proper amounts of gravity for each planet on a worksheet, 5th grade students will be able to convert their weight on Earth to their weight on each planet with 100% accuracy. (5.NBT.7.)
b. Given a worksheet, 5th grade students will be able to convert their weight and round their answers to the nearest tenth with 100% accuracy.
II. Assessment Evidence
A. Performance Task: Students will convert their weight and the weight of three other objects to the weight they would be on different planets.
B. Criteria: The students will do paper-pencil algorithms to convert their weight to what it would be on the other seven planets. They will then convert the weight of a computer, camera, and telescope to their weight on four made up planets.
III. Active Learning Plan
A. Reminders for Teachers
1. Show the student the 3 boxes and ask if there are any differences in them.
2. After the students answer, tell them that even though they look the same, they are in fact different.
3. Allow students to pick up the boxes, then ask again what differences there are.
4. Discuss with the students that even though their size, shape, and outward appearance is the same, their weight is different.
5. Ask the students to discuss why some objects that are the same size and shape have different weights.
6. After the students have discussed, explain to the students that it is because of “mass,” which is the measure of amount of material in an object. Mass and weight are closely related. “The more mass an object has, the more it weights.”
7. Discuss the differences in mass of the objects (air, cotton balls, rocks).
8. Ask the students if they have ever heard of the term gravitational force.
9. After the students have answered, explain that gravity is a force that a planet exerts on a body with mass. The measure of this force is what we know as weight.
10. Explain that on Earth, we define mass so that it is the same as weight, meaning our mass and weight are equal.
11. “If gravity changes, so does the weight of the object. That is why objects have different weights on different planets” (each planet has a different gravitational pull).
12. Explain that the amount of mass (amount of material) of the object doesn’t change according to gravity, only the weight.
13. Hand out the worksheets and ask the students to put their name in the top right corner, get out a blank sheet of paper to do calculations on, and then wait for further directions before beginning to work.
14. After all of the papers are handed out, read the directions of the first page out loud to the students and do the first two together (Earth and the moon).
15. After doing those two problems, read the directions for the second page and tell the students they will be doing the same thing as the first page and then writing the paragraph at the end over what they found. Remind the students to round their numbers to the nearest tenth.
16. Tell the students whatever is not finished in class will be homework and to bring their finished assignment to class tomorrow.
17. Allow the students to work on the worksheets for the remainder of the class and ask questions if needed.
B. Steps for Students:
1. Students will come into class and sit at their desk. Get paper and pencil ready to take any necessary notes.
2. Once class has started, the students will listen to the teacher introduce the lesson.
3. Answer differences seen in the boxes.
4. Pick up the boxes and then answer new found differences.
5. Discuss why the weight is different, even though the physical appearance is different. Take any necessary notes from here to the end of the class.
6. Discuss the difference in mass in the objects (air, cotton balls, rocks).
7. Answer what gravitational force is.
8. Put name on worksheet after handed out, get out clean sheet of paper, and wait for more directions.
9. Listen to directions and do first two problems as a class.
10. Listen to second set of directions.
11. Work on worksheets until end of class. Ask teacher any questions that come up.
12. Finish anything not done in class at home.
13. Bring finished assignment to tomorrow’s class.
C. Materials:
Teacher
1. One set of worksheets for each student
2. 3 small boxes (same size) taped shut
a. 1 empty, 1 filled with cotton balls, 1 filled with rocks
Students
1. Pencil
2. Note book for notes
3. A clean sheet of paper for calculations
D. Approximate Time
1. 50 minutes
E. Modifications
1. Write class agenda and directions on the board so it is visible to everyone. This will help keep students on track and on task.
2. Use large, bold font on worksheet for student with visual impairment.
F. Resources
1. Iowa Core Curriculum
2. Lesson Plan & Worksheets
G. Assessment
1. The students will be assessed by their work on the two worksheets.
2. The students will also be assessed during lecture through questions (Formative Assessment).
IV. Handouts
«Your Weight on the Planets in Our Solar System «
**To find your weight on a distant planet, multiply your mass by the gravity you would feel pulling on your body. Round your answers to the nearest tenth.
Place Mass Gravity Weight
Earth 1
Moon .17
Sun 28
Mercury .37
Venus .90
Mars .38
Jupiter 2.54
Saturn 1.25
Uranus 1.09
Neptune 1.14
Pluto .07
Written Assessment of Gravity and Mass Lesson
Congratulations! You are one of the first astronauts to travel to another solar system. While you are there you will be landing on each planet looking for signs of life. But be careful to take into account the gravity that you will feel while you are there. Please answer the questions below using the information in the table.
Planet Gravity
Sydlox .24
Kleinicron 1.62
Crimzorn .49
Rogeroko .77
When you land on each planet, you will have to take tools with you to do measurements and experiments. The Earth weight of each tool is listed. Fill in the weight each tool will have on each planet. Round your answers to the nearest tenth.
Tool Earth Weight Earth Mass Sydlox Weight Kleinicron Weight Crimizorn Weight Rogeroko Weight
Computer 23.5
Camera 3
Microscope 12.2
The first planet you will be landing on is Sydlox. In an organized paragraph:
«Explain what effect the gravity of Sydlox will have on your mass.
«Explain what effect the gravity of Sydlox will have on your weight.
«Be sure to use the terms mass, weight, gravity, etc in your explanation.
«Be sure that your paragraph is written neatly and clearly using correct conventions.
Interdisciplinary Thematic Unit
See Me in Space!
Lesson Three– Wednesday
Day 3- Language Arts Lesson Plan
Lesson Title: Our Solar System: Short Stories
Grade Level: 5th Grade Language Arts
I. Desired Results
1. Iowa Core Standards for Language Arts:
a. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
b. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
2. Contain Areas:
a. Language Arts
b. Science
3. Outcome(s)/ Behavior(s):
a. Students will be able to recount facts about a particular planet to create a short story.
II. Assessment Evidence
A. Performance Task: Presentation to the Class and Class Book of Short Stories
B. Criteria: Students will research a planet and create a story about a vacation to that planet.
III. Active Learning Plan
A. Reminders for Teachers
1. To begin the lesson: I will review with the students the different planets and talk about the facts of each planet.
2. I will then explain to the students that we are going to create a class book filled with short stories and that they are going to be the authors.
3. Since there are eight planets and 24 students, I will have each student sign up for the planet they would like to write about. **There should be 3 short stories on each planet.
4. I will pass our the Creative Writing sheet that explains the directions and I will read them aloud.
5. The students are to select their planet and write a five paragraph story describing their trip to this planet.
6. In the story they should include where they lived, what they ate, who they saw, what activities they did, etc.
7. In this story they have to include three examples of the language spoken on this planet using their creativity to come up with the words and definitions.
8. They MUST include five real facts about the planet they are studying for this story.
9. After directions have been given, students will be able to start finding books
and information about their planet.
10. The students will have to make a rough draft of their story and have it
proofread by a peer and approved by the teacher.
11. After their story is approved, they can begin typing their complete short story.
12. Along with the short story, the students have to create their own title and cover page that goes along with their story. I expect the cover pages to be colorful and creative.
13. Once the students have all completed their short stories, we will take time to
have each student read their story to the class.
14. To complete the book, we will write a class short story about our field trip to Pluto. The same requirements will be required and we will do this during class time.
15. After all the stories are complete, I will have them published into a class book titled: Our Solar System: Short Stories created by the 5th Grade Class.
16. The book will have all 25 short stories within it, along with the nine planets fact pages.
17. There will be a book in the classroom and the students have the option of purchasing one of their own.
**This lesson activity will not be due until the following week.
B. Steps for Students:
1. Be involved with the class discussion about the planets.
2. Orderly pick the planet they want to write about.
3. Listen to the directions.
4. Research the planet and create an appropriate short story.
5. Present the short story to the class.
C. Materials:
1. Creative Writing Form
2. Computer
D. Approximate Time
1. 50 minutes
E. Modifications
1. Post directions in visible area so that if students get off task you can direct
them to the board and remind them what they need to be doing
F. Resources
1. Iowa Core
Interdisciplinary Thematic Unit
See Me in Space!
Lesson Four – Thursday
Day 4- Social Studies Lesson Plan
Lesson Title: Exploring the Moon
Grade Level: 5th Grade Social Studies
I. Desired Results
1. Iowa Core Standards for Social Studies:
a. Understand the role of innovation on the development and interaction of societies.
b. Understand the influences on individual and group behavior and group decision making.
2. Outcomes/Behavior(s):
1. Students will be able to recount the events of the Apollo landing on the moon after a reading and activity.
3. Content Areas:
a. Science
b. Social Studies
II. Assessment Evidence
A. Performance Task: Class presentation
B. Criteria: Students will research a topic on a timeline and present the information to the class
III. Active Learning Plan
A. Reminders for Teachers
1. To begin the lesson the students will seated on the carpet for a reading - we will be reading Reaching for the Moon by Buzz Aldrin
2. Read the book to the students - ask questions throughout the story to keep students involved - questions in book
3. The book comes with a timeline from 1909 until 2004 - hang this up when done reading and discuss the events that appear on timeline.
4. When done discussing the events on the timeline, assign an event to each student to have them research the topic deeper. The students may use books, prior knowledge, or Internet to find more information about the topic.
5. Give the students a worksheet that they can fill out with prompting questions about topic. *attached - they will need enough information to present for approximately 5-8 minutes in front of the class
6. They will get about 20-30 minutes to research their topic.
7. When students are done researching their topic they will be presenting their information to the class.
8. Start with the student who has the earliest date and go from there - if the students do not finish their presentations today finish them during the next social studies lesson.
B. Steps for Students:
1. Listen to the reading
2. Follow directions given
3. Research topic in timely manner
4. Present information to class appropriately
C. Materials:
1. Reaching for the moon by Buzz Aldrin
2. Timeline
3. Worksheets
4. Resources
D. Approximate Time
1. 1.5 hours
E. Modifications
1. Give students with focus problems a copy of the book to help them focus
2. Make print larger for student with visual impairments
F. Resources
1. Reaching for the Moon by Buzz Aldrin
2.
3. National Standards
4. Iowa Core
Interdisciplinary Thematic Unit
See Me in Space!
Lesson Five – Friday
Day 5- Art Lesson Plan
Lesson Title: Paper Mache Planets
Grade Level: 5th Grade Art
I. Desired Results
1. Iowa Core Standards for Art:
a. Understand and apply knowledge of the properties, movements, and locations of objects in our solar system.
b. Making connections between visual arts and other disciplines
2. Content Areas:
a. Science
b. Art
3. Outcome(s)/Behavior(s):
a. Students will be able to use the knowledge that they gained from the science lesson and apply it to the art lesson by creating models of the planets out of paper mache and placing them in order
II. Assessment Evidence
A. Performance Task: Creating Paper Mache Planets
B. Criteria: The students will be assigned groups of 3. Each group will be assigned a planet and make a model of the planet. The students will create these paper mache planets to scale and will place them in order
III. Active Learning Plan
A. Reminders for Teachers
1. To begin the lesson review with the students the planets of the solar system - the students should have these all memorized from previous lessons. After they list the planets let them know what they are going to be doing - creating paper mache planets with a partner and placing them in order next to the sun.
2. The have the students number off 1 through 8 - there should be 8 groups of 3
3. Assign each group a planet - 1. Mercury 2. Earth 3. Venus 4. Saturn 5. Neptune . 6. Mars 7. Uranus 8. Jupiter
4. Give students the circumference that their planet needs to be
5. They will have different options to choose from when making their planet - let groups choose what they want to use
6. Have the paper mache ready for each group - one part flour two parts water
7. Have students create planet to the best of their ability *remind Saturn that their planet has rings
8. When dry the students may choose to paint their planet another color
9. Lets their projects dry and have students brainstorm how they will place these around the sun
10. When students decide how to do this and planets are dry help students place their planets in order
B. Steps for Students:
1. Participate in any discussion
2. Answer any question
3. Complete work in a timely manner
C. Materials:
1. Newspaper (cut into strips)
2. Paint
3. Flour
4. Water
5. Yarn
6. Objects to create planet - wire, Styrofoam ball
7. Salt
8. Poster with Sun painted on it - hanging on wall
D. Approximate Time
1. 50 minutes
E. Modifications
1. Post directions in visible area so that if students get off task you can direct them to the board and remind them what they need to be doing
F. Resources
1. Iowa Core
2. Art Education National Standards
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