Project GLAD
Project GLAD
By Kirsten Lenz & Mindy Schultz
Celestial Systems
Sixth Grade
IDEA PAGES
I. UNIT THEME
• Cross cultural respect and sensitivity
• Objects in the solar system move in a predictable pattern in space
• Celestial objects in the solar system interact with and depend on each other
• We are part of a solar system that is in constant motion
II. FOCUS/MOTIVATION
Cognitive Content Dictionary
Observation Charts
Scientist Awards
Read Alouds
Inquiry Chart
Big Book: Just Thought You’d Like to Know About Celestial Objects
III. CLOSURE
Process all charts
Home School Connection
Team Exploration and Individual Tasks
Evaluation of week, letter home to parents
On-going assessment-logs
Share Group Projects:
- Big Book
-chant
-diorama
-brochure
-flip chant
-games
-team presentations
IV. CONCEPTS
• The solar system contains multiple celestial objects including stars, planets, asteroids, moons, and plutoids.
• The planets and asteroids revolve around the sun while the moons revolve around the planets.
• Inner and outer planets have different characteristics.
• The sun is the center of the solar system and the largest body.
IDEA PAGES 2
V. CONTENT STANDARDS FOR SCIENCE
Washington Science Grade Level Expectations
1.2.1 Analyze how the parts of a system interconnect and influence each other.
Explain how the parts of a system interconnect and influence each other.
1.2.5 Understand the structure of the Solar System.
• Describe how the Earth orbits the Sun and the Moon orbits the Earth.
• Describe the Sun (i.e., a medium-size star, the largest body in our solar system, major source of energy for phenomena on Earth’s surface).
• Describe how planets, asteroids, and comets orbit the Sun.
• Describe meteors (e.g., planetary and comet debris that collides with Earth).
1.3.7 Understand the effects of the regular and predictable motions of planets and moons in the Solar System.
• Describe the causes of seasonal changes on Earth and other planets (i.e., Earth’s tilt causes different parts of Earth to point toward the Sun at different times of the year).
• Describe the effects of the position of the Sun and Moon on Earth phenomena (i.e., Moon phases, solar and lunar eclipses, shadows on Earth, tides).
2.1.1 Understand how to generate a question that can be answered through scientific investigation
• Generate multiple questions based on observations.
2.1.2 Understand how to plan and conduct scientific investigations
• Make predictions (hypothesize) and give reasons.
2.1.4 Analyze how models are used to investigate objects, events, systems, and processes
• Explain how models or computer simulations are used to investigate and predict the behavior of objects, events, systems, or processes.
• Create a model or computer simulation to investigate and predict the behavior of objects, events, systems, or processes
VI. STANDARDS FOR SOCIAL SCIENCE
Washington State Social Studies Standards
3.1.1 Constructs and analyzes maps using scale, direction, symbols, legends and projections to gather information.
3.2.1 Understands and analyzes how the environment has affected people and how people have affected the environment in the past or present.
3.2.2 Understands the characteristics of cultures in the world from the past or in the present.
5.1.1 Understands positions on an issue or event.
5.2.1 Creates and uses research questions to guide inquiry on an historical event.
5.4.1 Retells and explains personal history.
IDEA PAGES 3
VII. STANDARDS FOR LANGUAGE ARTS
Washington State Reading Grade Level Expectations
1.2.2 Apply a variety of strategies to comprehend words and ideas in complex text.
• Use word origins to determine the meaning of unknown words.
• Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., process, procession).
• Use structural analysis and concept-building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
• Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts.
1.3.1 Understand and apply new vocabulary.
• Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities) into written and oral communication.
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of text.
• Identify and define content area vocabulary critical to the meaning of the text and use that knowledge to interpret the text.
• Use new vocabulary in oral and written communication.
1.4.2 Apply fluency to enhance comprehension.
• Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.
• Read aloud unpracticed grade-level text with fluency in a range of 145-155+ words correct per minute.
2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text.
• State both literal and/or inferred main ideas and provide supporting text-based details.
• Organize theme, main idea and supporting details into a self-created graphic organizer to enhance comprehension of text.
2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer.
• Make, confirm, and revise prediction based on prior knowledge and evidence from the text.
• Cite passages from text to confirm or defend predictions and inferences.
2.2.2 Apply understanding of printed and electronic text features to locate information and comprehend text.
• Locate information using grade-level appropriate text features.
• Interpret and draw conclusions from grade-level appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a map of the world, draw a conclusion about why early civilizations thrived where they did).
IDEA PAGES 4
2.2.3 Understand and analyze story elements.
• Explain the influence of setting on character and plot.
• Identify the point of view used (first, third, or omniscient point of view) in a story.
• Compare and contrast the same conflict from the point of view of two different characters.
2.3.2 Analyze sources for information appropriate to a specific topic or for a specific purpose.
• Select appropriate resources such as an atlas, newspaper, magazine, memo, directory, or schedule to locate information on a specific topic or for a specific purpose.
• Sort information gathered from various sources by topic and decide on the utility of the information for a specific purpose.
3.1.1 Analyze appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.
• Locate, select, and use a variety of library, web-based, and Internet materials appropriate to the task or best suited to investigate the topic.
• Use information from various sources to investigate a topic (e.g., read newspaper want ads, websites, catalogs, yellow pages to decide which products or services to buy).
3.2.2 Apply understanding of a variety of functional documents.
• Locate and use functional documents (e.g., newspapers, magazines, schedules, promotional material
Washington State Writing Grade Level Expectations
1.1.1 Applies more than one strategy for generating ideas and planning writing.
• Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece of writing).
• Maintains a journal or an electronic log to collect and explore ideas; records observations, dialogue, and/or description for later use as a basis for informational or literary writing.
• Uses a variety of prewriting strategies (e.g., story mapping, listing, webbing, jotting, outlining, free writing, brainstorming).
1.2.1 Produces multiple drafts.
• Refers to prewriting plan.
• Drafts by hand and/or electronically.
• Rereads text and continues drafting over time.
• Rereads text, puts it away, and returns to it later.
1.3.1 Revises text including changing words, sentences, paragraphs, and ideas.
• Rereads work several times and has a different focus for each reading (e.g., first reading — adding transitions; second reading — deleting unnecessary details; third reading — identifying areas where evidence is lacking and adding relevant information).
IDEA PAGES 5
• Seeks and considers feedback from adults and peers.
• Records feedback using writing group procedure (e.g., records the first four words of each sentence to encourage variation of sentence beginnings).
• Evaluates and uses feedback (e.g., “I’ll use the word transformation to improve my word choice.”).
• Uses multiple resources regularly to identify needed changes (e.g., writing guide, adult, peer, criteria and/or checklist, thesaurus).
1.4.1 Applies understanding of editing appropriate for grade level (see 3.3).
• Identifies and corrects errors in conventions.
• Uses multiple resources regularly (e.g., dictionary, peer, adult, available technology, writing/style guide, textbook).
• Proofreads final draft for errors.
1.5.1 Publishes in a format that is appropriate for specific audiences and purposes.
• Selects from a variety of publishing options (e.g., trifold display, brochure, informational posters).
• Publishes using a range of graphics and illustrative material (e.g., photos, charts, graphs, diagrams, maps).
• Publishes material in appropriate form (e.g., slide show) and format (e.g., slide layout, color, font, keywords and phrases instead of whole sentences) for visual and dramatic presentations.
• Uses different available technologies to produce a finished product (e.g., word processor, spreadsheets, multimedia).
1.6.1 Applies understanding of the recursive nature of writing process.
• Revises at any stage of process.
• Edits as needed at any stage
2.2.1 Demonstrates understanding of different purposes for writing.
• Writes to pursue a personal interest, to explain, or to persuade.
• Writes to learn (e.g., science notebooks, math logs, reading response journal, reflection and self-assessment).
• Writes for more than one purpose using the same form (e.g., uses a poem to persuade, to tell a story, or to entertain).
• Includes more than one mode within a piece to address purpose (e.g., descriptive details or a narrative anecdote used as an example within an explanation).
3.3.2 Spells accurately in final draft.
• Uses spelling rules and patterns from previous grades.
• Uses multiple strategies to spell.
Examples:
~ visual patterns (e.g., tough/enough/rough, right/night)
~ homophones (e.g., read and reed)
~ affixes (e.g., in-, im-, -spect, -fer)
~ roots (e.g., biology, telegraph)
• Uses resources to correct own spelling.
IDEA PAGES 6
3.3.3 Applies capitalization rules.
• Uses capitalization rules from previous grades.
• Capitalizes languages, races, nationalities, and religions correctly.
• Uses resources to correct capitalization.
3.3.4 Applies punctuation rules.
• Uses punctuation rules from previous grades.
• Uses commas in appositives (e.g., Bob, the dog, was fun.).
• Uses commas to set off direct address (e.g., “Mom, may I go to the movies?”).
• Uses apostrophe to show quotation within a quotation in dialogue (e.g., He said, “Mom said, ‘Clean your room.’ “).
• Uses parentheses correctly (e.g., “A hypothesis (prediction) is a critical component of a scientific investigation.”).
• Uses a semi-colon between two independent clauses connected by a conjunctive adverb (e.g., I studied late into the night; consequently, I passed the test.).
• Uses resources to check punctuation.
3.3.5 Applies usage rules.
• Applies usage rules from previous grades.
• Shows agreement of pronoun and its referent (e.g., A person needs his or her own space.).
• Maintains consistent person.
• Uses parallel construction when listing verbs particularly in informational and technical writing.
~ parallel: A scientist observes, hypothesizes, and analyzes.
~ not parallel: A scientist observes, hypothesized, and analyzed.
• Uses resources to check usage.
3.3.6 Uses complete sentences in writing.
• May use fragments in dialogue as appropriate.
3.3.7 Applies paragraph conventions.
• Uses paragraph conventions (e.g., designated by indentation or block format, skipping lines between paragraphs).
• Provides detailed labeling, captions, headings, and subheadings when appropriate.
4.4.1 Analyzes and evaluates writing using established criteria.
• Identifies aspects of the author’s craft (e.g., sentence variation, voice, word choice).
• Identifies persuasive elements in a peer’s writing and critiques the effectiveness (e.g., firm position, statistics as support, persuasive word choice).
• Explains accuracy of content and vocabulary for specific curricular areas (e.g., why ancient peoples settled along rivers).
IDEA PAGES 7
4.1.2 Analyzes and evaluates own writing using established criteria.
• Explains strengths and weaknesses of own writing using criteria (e.g., WASL rubric and anchor papers, checklists, content scoring guides).
• Rereads own work for the craft of writing (e.g., sentence openings, sentence variety) as well as the content (e.g., clear and accurate information).
• Uses criteria to choose and defend choices for a writing portfolio.
• Provides evidence that goals have been met (e.g., selects pieces that demonstrate growth)
VIII. ELD STANDARDS
Identifying a student's proficiency level is the first step in using the Washington State English Language Development Standards to design effective instruction so that all students can access content. There are five proficiency levels (beginning, advanced beginning, intermediate, advanced, transitional) in each of the four language domains (listening, speaking, reading, writing). A fifth domain, Comprehension, is embedded within the four domains and is part of the Washington Language Proficiency Test.
WASHINGTON STATE ELD LISTENING/SPEAKING STANDARDS
Beginning -
• Very limited understanding of English
• Learns to distinguish and produce English phonemes
• Uses words, gestures, and actions
• Practices repetitive social greetings
• Imitates verbalizations of others to communicate:
-Basic needs
-Participate in discussions and activities
-Respond to simple directions
Advanced Beginning -
• Uses words and/or phrases
• Uses appropriate social greetings
• Participates in social discussions on familiar topics and in academic discussions
• Develops correct word order in phrases
• Begins to use content-related vocabulary
• Retells simple stories and identifies the main points Intermediate -
• Uses simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement
• Tells a story, informs, explains, entertains, and participates in social and academic discussions
IDEA PAGES 8
• Begins to use root words, affixes, and cognates to determine the
meaning of new words Advanced -
• Uses descriptive sentences with common grammatical forms with some errors
• Participates in academic and social discussions using appropriate ways of speaking based on audience and subject matter
• Tells a story, informs, explains, entertains, and persuades
• Uses simple figurative language and idiomatic expressions in discussions
• Uses root words, affixes, and cognates to determine the meaning of new
words Transitional -
• Speaks clearly and comprehensibly using standard English grammatical
•**•
forms with random errors
• Applies content-related vocabulary in a variety of contexts and situations
• Gives oral presentations
ELD Reading Standards - Washington State
Beginning -
• Expresses self using words, drawings, gestures, and actions:
• Sequences simple text
• Answers literal questions
• Makes simple predictions
• Aware of familiar sounds
• Recognizes and produces rhyming words containing familiar sounds
• Uses and comprehends highly contextualized vocabulary
• Follows simple written directions (e.g., color, cut, glue)
• Reads sight words
• Begins to understand concepts of print Advanced Beginning -
• Expresses self using words and/or phrases to identify:
-Characters
-Setting
- Main idea and details
-Compare and contrast
-Cause and effect
• Aware of familiar and unfamiliar sounds
• Employs word-meaning strategies
IDEA PAGES 9
• Applies inflectional endings to words
• Increases sight-word and content-area vocabulary
• Distinguishes between genres
• Reads highly contextualized text composed of simple sentences
• Applies concepts of print Intermediate -
• Expresses self using simple sentences
• Produces unfamiliar sounds
• Decodes word patterns
• Employs word-meaning strategies
• Begins to read familiar text fluently
• Increases vocabulary through reading across content areas
• Uses text features to:
-Gain meaning
-Monitor for comprehension
-Describe images from text
-Connects text to prior knowledge
• Distinguishes between:
-Fiction/non-fiction
-Fact/opinion
-Fantasy/reality
• Infers and makes generalizations from text
• Reads text at student's reading level across content areas
Advanced -
• Expresses self using descriptive sentences
-Identifies theme
-Recognizes literary devices
-Compares and contrasts
• Uses a variety of strategies to monitor comprehension
• Recognizes phonemes within multi-syllabic words
• Uses word parts to determine word meanings
• Reads with increasing fluency
• Independently confirms word meanings
• Uses a variety of resources for research
• Follows multi-step written directions
• Text increases in length and complexity Transitional -
• Adjusts reading rate as needed
IDEA PAGES 10
• Uses specialized vocabulary, uses multiple meaning words appropriately
• Analyzes literary elements
• Uses comprehension and questioning strategies, summarizes text, analyzes and applies persuasive devices
• Explains cause and effect, citing evidence from text
• Develops research skills
• Follows increasingly complex written directions
• Comprehends grade level text
ELD Writing Standards - Washington State
Beginning -
• Draws, labels
• Writes familiar words and sight words
• Writes to name, describe, or complete a list
• Begins to use invented spelling, capital letters, participates in group editing
• Audience may be self, teacher, or known person
• Sequences pictures to assist with organization
• Uses graphic organizers to convey main ideas and details
• Participates in group writing process
Advanced Beginning -
• Writes unfamiliar words and phrases
• Begins to write based on a model or frame
• Demonstrates inconsistent use of:
-Capitals
-Punctuation
-Correct spelling
• Participates in group brainstorming
• Writes rough draft and revises Intermediate -
• Writes simple sentences
• Demonstrates increasing control of:
-Capitals
-Punctuation
-Correct spelling
-Word order
-Subject/verb agreement
• Develops own voice in writing
IDEA PAGES 11
• Distinguishes between writing for different audiences and purposes
• Uses basic transitions
• Writes individually and in a group process
• Writes rough draft independently Advanced -
• Uses descriptive sentences
• Writes for a variety of audiences and purposes
• Uses grade level conventions inconsistently
-Refines voice in writing
• Uses a topic sentence and supporting details
• Follows the five step writing process (with assistance in editing and revising)
Transitional -
• Uses specialized vocabulary across content areas
• Uses standard grammar and conventions with lapses characteristic of ELL students
IX. MATH SKILLS
Washington State Math Standards
6.4.A Determine the circumference and area of circles.
6.4.C Solve single- and multi-step word problems involving the relationships among radius, diameter, circumference, and area of circles, and verify the solutions.
6.6.B Identify relevant, missing, and extraneous information related to the solution to a problem.
6.6.G Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning.
X. VOCABULARY
Asteroids Astronomer Plutoids
Astronomy Meteor Constellation
Supernova Nebula Satellite
Moon Oort Cloud Celestial
Galaxy Solar system Universe
Telescope Spacecraft Kuiper belt
Light year Axis Asteroid belt
Gravity Atmosphere Seasons
Diameter Rotation Orbit
Milky Way Solar eclipse Lunar eclipse
Surface Elliptical Ancestors
Moon phases Waxing Waning
Crescent Gibbous Quarter Moon
Full moon New moon Tilt
Star Sun Solar Eclipse
Lunar Eclipse
IDEA PAGES 12
XI. RESOURCES AND MATERIALS
Non-Fiction
• Extraordinary Solar Systems. Scholastic
• The Book of Stars. Clint Twist, Scholastic
• Space. Alan Dyer, Scholastic
• Planets. Ellen Hasbrouck, Little Simon.
• The Planets: A Journey through the Solar System. Giles Sparrow. Quercus.
• Universe: A Journey from Earth to the Edge of the Cosmos. Nicolas Cheetham. Quercus.
• Earth and Mars. Rosalind Mist, QEB Publishing
• Mercury and Venus. Rosalind Mist, QEB Publishing
• Sun and Moon. Rosalind Mist, QEB Publishing
• Jupiter and Saturn. Rosalind Mist, QEB Publishing
• Uranus, Nepturne, and the Dwarf Planets. Rosalind Mist, QEB Publishing
• Asteroids, Comets and Meteors. Rosalind Mist, QEB Publishing
• Universe. Nicolas Cheetham, Quercus
• Astronomy. Duncun John, Parragon
• My Picture Book of the Planets. Nancy E. Krulik, Scholastic
• The Asteroids. Isaac Asimov, Dell Yearling
• Astronauts in Space. Wil Spencer, National Geographic
• If You Were An Astronaut. Dinah L. Moche, Golden Books
• Extraordinary Solar System. Stuart Atkinson, Scholastic
• Space. Simon & Schuster Books for Young Readers
• Space at Your Fingertips. Judy Nayer, McClanahan Book Company
• The Book of Stars, Clint Twist, Scholastic
• World Book Encyclopedia Presents Space. Two-Can Publishing Ltd
• The Planets A Journey Through the Solar System. Giles Sparrow, Quercus
• Solar System. Kids Discover
• Night Sky. Tammi Salzano, Scholastic
• Stars and Planets. Dennis Ashton, Igloo Books Ltd
• Extreme Planets! Mary Kay Carson, Collins
• Galaxies, Galaxies! Gail Gibbons, Scholastic
Fiction
• Poor Pluto. Tokay Colony Elementary School. Scholastic.
• Hedgie Blasts Off! Jan Brett Scholastic
• Out and About at the Planetarium. Theresa Jarosz Alberti, Picture Window Books
• Hyperlinking Through the Solar System. Jennifer Weinstein, SRA/McGraw Hill
• The Astounding Astromaze. Rolf Heimann, Little Hare
• Who is Neil Armstrong? Roberta Edwards, Grosset & Dunlap
IDEA PAGES 13
Internet Resources
• The Evening Sky Maps
• EdHelper
• The Hubble Site
• Nasa’s Astronomy Picture of the Day
• Astronomy for Kids
• Astronomy Online
• Enchanted Learning
• Wikipedia
Celestial Systems
Sixth Grade
PLANNING PAGES
I. FOCUS/MOTIVATION
• Cognitive Content Dictionary
• Observation Charts
• Inquiry Chart
• Awesome Astronomer Awards
• Three Standards
• chants
• Read Aloud-Big Book: Just Thought You’d Like to Know About Celestial Objects
II. INPUT
• Pictorial Input Chart: The Sky Map
• Pictorial Input Chart
• Comparative Input Chart: Inner/Outer Planets
• Narrative Input: Heavenly Zoo
• Poetry
• Solar System Books
III. GUIDED ORAL PRACTICE
• T-Graph and Team Points
• Picture File Activity
• Personal Interaction 10-2
• Poetry
• Exploration Report
• Sentence Patterning Chart/Farmer-in-the-Dell
• Cooperative Work-Numbered Heads Together
• Expert Groups
• Mind Map
• Process Grid
IV. READING/WRITING
1. Total Class
• Coop Strip Paragraph
• Poetry Frames
• Flip Chants
• Story Map
• DRTA
PLANNING PAGES 2
2. Small Group
• Team Tasks
• Expert Groups
• Flexible Reading groups
• Ear to ear reading
• Story Mapping
• Flexible Groups
ELD Group Frame
Clunkers and links
Skills
Struggling/emergent readers
• Focused Reading with personal CCD
3. Individual
• Home-School Connection
• Learning Logs
• Interactive Journals
• Individual tasks
• Add to the walls
• Personal Inquiry
4. Writer’s Workshop
• Mini-Lessons
• Write
• Author’s Chair
• Conference
• Publishing
V. EXTENDED ACTIVITIES
• Internet Sites: Hubble, NASA
• Bill Nye Space Video
• Magic School Bus Explores the Solar System Video
• Trip to Science Center
• Space Ice Cream
VI. CLOSURE/EVALUATION
• Process all chart and information
• Process Inquiry Chart
• Student Generated Test
• Individual Projects/Group Projects
-Big Book, chant, diorama, brochure, flip chant, games, team
presentations
SAMPLE DAILY LESSON PLAN
DAY 1:
FOCUS/MOTIVATION
• Three Standards
• Super Astronomers Awards
• Cognitive Content Dictionary with signal word- “ orbiting”
• Observation Chart
• Inquiry Chart
• Big Book
• Portfolios
INPUT
• Graphic Organizer: The Sky Map: Solar System
10/2 lecture with primary language
ELD Review/
Learning Logs
Personal Interaction 10-2
FOCUS/MOTIVATION
• Chants
GUIDED ORAL PRACTICE
• T-Graph for social skills: “cooperation”
• Picture File Sort Activities-observation, categorizing
• Exploration Report
INPUT
• Comparative Input Chart: Inner/Outer Planets
10/2 lecture, primary language groups
Learning Log- ELD Review
GUIDED ORAL PRACTICE
• Chants
READING/WRITING/LANGUAGE ARTS
• Journal
CLOSURE
• Home/School Connection
• Interactive Journal
SAMPLE DAILY LESSON PLAN
DAY 2:
FOCUS/MOTIVATION
• Super Astronomers Awards
• Cognitive Content Dictionary with Signal Word – “constellation”
• Process Home/School Connections
• Review Input Chart with word cards
• Chants, Highlight, sketch, add picture file cards
INPUT
• Narrative Input: Heavenly Zoo
• ELD Review/Learning Logs
GUIDED ORAL PRACTICE
• T-graph processing
• Expert Groups
• Team Tasks
READING/WRITING
• Writer’s Workshop
mini lesson
write
author’s chair
GUIDED ORAL PRACTICE
• Chants
Highlight
CLOSURE
• Home/School Connection
SAMPLE DAILY LESSON PLAN
DAY 3:
FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word- Student selected
• Process Home/School Connection
• Review Narrative Input Chart with word cards
• Chants/Poetry
GUIDED ORAL PRACTICE
• Expert Groups
• Team Tasks
• Sentence Patterning Chart
Reading/Trading Game
Flip chant
• Process Grid: Mind Map
READING/WTRITING
• Cooperative Strip Paragraph
respond
revise
edit
• Writer’s Workshop
Mini Lesson
Write
Author’s Chair
CLOSURE
• Home/School Connection
• Read Aloud
• Process Inquiry
SAMPLE DAILY LESSON PLAN
DAY 4:
FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word- student selected
• Process Home/School Connection
• Awards
• Poetry/Chants
• Review Narrative with Story Map
READING/WRITING
• Listen and Sketch
GUIDED ORAL PRACTICE/READING/WRITING
• Flexible Reading Groups
Clunkers and Links (at or above reading level)
Group Frame/ELD story Retell
• Team Tasks
• Team Oral Presentations
• Team Share
CLOSURE
• Process Inquiry Chart
• Interactive Journal
• Read Aloud
SAMPLE DAILY LESSON PLAN
DAY 5:
FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word-student selected
• Chants/Poetry
READING/WRITING
• Flexible Group Reading
Coop Strip Paragraph with emergent/struggling readers
Team Tasks
Written Evaluations
Team Presentations
• Found Poetry
• DRTA
• Focused Reading with personal CCD
• Ear to Ear Reading
CLOSURE
• Process Inquiry Chart
• Letter Home
• Evaluate Week
BIG BOOK
Just Thought You’d Like to Know About Celestial Objects
By Mindy Schultz
Just thought you’d like to know about the sun.
• The sun is a medium sized star and the closest star to Earth.
• The sun in center of our solar system and all the planets orbit around the sun.
• It is a huge ball of spinning gas that provides the Earth with our light and heat.
• The surface of the sun is about 9,900 degrees and is 4.5 billions years old.
• The sun is just one of the stars in the Milky Way galaxy.
Just thought you’d like to know.
Just thought you’d like to know about the inner planets.
• The inner planets are the four planets closest to the sun: Mercury, Venus, Earth, and Mars.
• They are called the rocky planets because they are small and mostly made of rocks.
• They have few to no moons orbiting that planet.
• Because they are close to the sun, they are warmer than the other planets.
Just thought you’d like to know.
Just thought you’d like to know about the asteroid belt.
• The asteroid belt is between the inner and outer planets.
• The asteroid belt is filled with millions of rock-like asteroids orbiting the sun.
• The largest asteroid is ¼ of the size of our moon, Luna.
Just thought you’d like to know.
Just thought you’d like to know about the outer planets.
• The outer planets are the four planets farthest from the sun: Jupiter, Saturn, Uranus, and Neptune.
• These planets are also called the gas giants because they are made of mostly gases.
• They all have rings and many moons.
• Because they are farther from the sun, they are colder than the other planets.
Just thought you’d like to know.
Just thought you’d like to know about plutoids.
• Plutoids orbit the sun at a greater distance than Neptune.
• They have gravity strong enough to pull itself into a ball.
• They had icy cores and must have a diameter of 250 miles.
• As of 2007, only four plutoids had been discovered, but 70 more are being considered.
Just thought you’d like to know.
Just thought you’d like to know about the Kuiper Belt.
• The Kuiper’s belt is the area beyond Neptune.
• There are over 70,000 small, icy objects orbiting the sun in the Kuiper Belt.
• This is the area where the planet-building process stopped.
• It is named after the astronomer that discovered it, Gerald Kuiper.
• In 2006, the first spacecraft was sent to the Kuiper Belt and will arrive there in 2015.
Just thought you’d like to know.
[pic]
[pic]
Comparative Input Chart-Venus/Neptune
Celestial Objects Unit
[pic]
Asteroids
Background Information
Asteroids are the rocky remains that are left in the solar system. They can be as small as a few hundred feet in diameter or as big as a few hundred miles in diameter. This could mean they could be as small as a school or as big as a state! Since they are extra pieces they all have different irregular shapes. Some are solid rocky bodies, with a greater or lesser metallic content, while others are piles of rubble held together loosely by gravity. They can even have moons! Asteroids don’t have an atmosphere.
Many asteroids are found in the asteroid belt between Mars and Jupiter. The asteroid belt is known to contain more than 750,000 large asteroids and over a million small asteroids. Most Trojan asteroids are found by Jupiter. Centaurs are found between Jupiter and Neptune.
Asteriods orbit the sun. Some asteroids are gravitationally locked with planets or trail a planet in orbit. Some orbit in vicinity of the Earth. Asteroids orbit in groups called families. These families have a common beginning from the collisions of other asteroids. Some asteroids have horseshow orbits. These orbits are skinnier, but have the same length. They look like the shape of a kidney bean.
Asteroids can be visible from Earth. Vesta can be seen on very dark nights from certain places. Ceres was discovered by 1801 and people believed it was a new planet. Ceres was the largest asteroid in our solar system, but in 2008 it was reclassified to a dwarf planet. Over 14,000 asteroids have been found and named.
Asteriods are also known as planetoids or minor planets. The first asteroids were assigned symbols not names. 9 Metis was an eye with a star over it. They were too hard to draw so it was decided they would be numbered and given a name. In 2007, NASA launched a spacecraft, Dawn, to orbit 4 Vesta.
Pictorial Input Chart-Asteroids
Celestial Objects Unit
Narrative Input
The Great Dog
From The Heavenly Zoo
By A. Lurie & M. Beisner
Once upon a time in India there were five princes who left their kingdom to seek the kingdom of heaven. [Kingdom]
With them they took food and drink for the journey; and the prince Yudistira brought his dog Svana. Now besides Yudistira, who was the eldest, the brothers were Sahadeva the all-wise, who was learned beyond other men; Nakula the all-handsome, earned for his grace and beauty; Arjuna the all-powerful, who had never been defeated in a contest of arms and Bhima the all-joyful, known far and wide for his good temper and love of pleasure. [Five princes]
So they set forth, and journeyed many days and many nights. Presently they came to a fair, where music was playing and people were drinking and dancing and feasting. Some of them saw Bhima the all-joyful, and called out for him to come and join them. [Fair]
Bhima said to himself, "I will rest here today and be happy, and seek the kingdom of heaven tomorrow." So he entered into the dance. And Yudistira and his brothers Sahadeva, Nakula , Arjuna and his dog Svana went on without him. [Four princes]
They traveled for many days and many nights, till they came to a broad plain where a great army was drawn up in ranks facing the enemy. When the soldiers saw Arjuna the all-powerful they shouted out, summoning him to come and lead them into battle. [Battle field]
Arjuna said to himself, "I will fight today for my country, and seek the kingdom of heaven tomorrow." So he joined the soldiers and Yudistira and his brothers Sahadeva and Nakula and his dog Svana went on without him. [Three princes]
So they traveled for many days and nights, till they came to a magnificent palace surrounded by a garden full of flowers and fountains and in this garden a beautiful princess was walking with her attendants. When she saw Nakula the all-handsome she was seized with love and longing, and she cried out for him to come nearer. [Palace]
Nakula too was struck with love, and said to himself, "I will stay with this princess today, and seek the kingdom of heaven tomorrow." So he went into the garden, and Yudistira and his brother Sahadeva and his dog Svana went on without him. [Two princes]
They journeyed on for many weary days and nights, until they came to a great temple. When the holy men who lived there saw Sahadeva the all-wise they ran out, inviting him to come and join them in prayer and study. [Temple]
And Sahadeva said to himself, "I will stay here today, and seek the kingdom of heaven tomorrow." So he went into the temple, and Yudistira and his dog Svana went on without him. [Prince & dog]
At last Yudistira came to Mount Meru. which is the doorwav to heaven. And Indra the Lord of Past and Present appeared before him, and invited him to ascend. Yudistira bowed low and replied, "Very willingly I will do so, if I may bring my dog Svana with me." "That may not be," said Indra. "There is "no place in heaven for dogs. Cast off this beast, and enter into eternal happiness." "I cannot do that, " said Yudistira. "I do not wish for any happiness for which I must cast off so dear acompanion." "You traveled on without your four brothers," said Indra. "Why will you not ascend to heaven without this dog?" "My lord," replied Yudistira, "my brothers left me to follow the desires of their hearts. But Svana has given his heart to men rather than renounce him I must renounce heaven." "You have spoken well," said Indra. "Come in, and bring your dog with you." [Mountain]
So Yudistira and Svana ascended into paradise and Indra, in recognition of their devotion to each other, set in the sky the constellation of the Great Dog, whose central star Sirius is the brightest of all in the heavens. [Constellation]
Proper pronunciations for names of characters.
Sah – hah …day – vah
Are – joo – nah
Bee – mah
You – dis – trah
Nah – koo - lah
Poetry Book
[pic]
NAME:____________________________________
Astronomy Bugaloo
I’m an astronomer and I am here to say
I study the universe everyday
Sometimes I read a paper, sometimes I read a book
Sometimes I use the telescope to take a better look
Stars, moons, asteroids too
Doing the astronomy bugaloo
I observe meteors in the atmosphere
That’s what happens when asteroids come near
There commonly know as a shooting star
They travel faster than a speeding racecar
Stars, moons, asteroids too
Doing the astronomy bugaloo
Nebulas are a cloud of dust
When the gases get hot it will combust
I can watch the Nebula begin to transform
It will collapse then a supernova will form
Stars, moons, asteroids too
Doing the astronomy bugaloo
Dark matter is one thing I cannot see
Does it exist? Scientists can’t agree
It holds galaxies together some do say
And it changes the gravity of things in the way
Stars, moons, asteroids too
Doing the astronomy bugaloo K. Lenz/M. Schultz ‘08
Yes, MA’AM
Is this an inner planet? Yes, ma’am.
Is this an inner planet? Yes, ma’am.
How do you know? It orbits close to the sun
How do you know? It has a rocky surface
Give me some examples. Mercury and Venus
Give me some examples. Earth and Mars
Is this an outer planet? Yes, ma’am.
Is this an outer planet? Yes, ma’am.
How do you know? It orbits farther
from the sun
How do you know? It’s a gassy giant
Give me some examples. Jupiter and Saturn
Give me some examples. Uranus and Neptune
Are you through? Yes, Ma’am.
Are you through? Yes, Ma’am
Did you tell me true? Yes, Ma’am.
Did you tell me true? Yes, Ma’am.
What did you chant? Planets!
What did you chant? Planets!
| |
| |
| |
| |
| |
K. Lenz/M. Schultz ‘08
Heavenly Zoo
(Do Your Ears Hang Low)
Ancestors gave them names
And stories how they came
With the stars they could draw
The different creatures they saw
They came up with a legend
How they got the heavens
The ancestors game them names
Each constellation has a story
Like how vain Orion fell from glory
Or a beautiful princess
Who had attendants to help her dress
These stories tell us why
Creatures were summoned to the sky
Each constellation has a story
| |
| |
| |
| |
| |
| |
| |
K. Lenz/M. Schultz ‘08
Moon Phases Cadence
The moon orbits the Earth every 28 days
We can watch it change into every phase
It starts as a new moon you can’t see at night
The side we see gets no sunlight
Sound off - Waxing
Sound off – Full Moon
Sound off – Waning
1-2-3-4 New Moon
The sun starts waxing and seems to grow
At first a small crescent will glow
The next phase is called a quarter moon
Even though you can see half a moon
Sound off - Waxing
Sound off – Full Moon
Sound off – Waning
1-2-3-4 New Moon
Next the moon is in the gibbous phase
Three fourths of the moon is ablaze
On day fourteen the moon is completely lit
It’s called a full moon, I must admit
Sound off - Waxing
Sound off – Full Moon
Sound off – Waning
1-2-3-4 New Moon
The phases of the moon are halfway done
Now the waning has begun
After 28 days it is complete
Then all phases begin to repeat
| |
PLANETS HERE, PLANETS THERE
Planets here, planets there,
Planets, planets everywhere.
Inner planets orbiting,
Rocky planets rotating,
Outer planets tilting,
And ringed planets pulling.
Planets around the sun,
Planets in the Milky Way,
Planets beside the Asteroid Belt,
And planets throughout the universe.
Planets here, planets there,
Planets, planets, everywhere.
PLANETS! PLANETS! PLANETS!
| |
| |
| |
| |
| |
| |
| |
| |
K. Lenz/M. Schultz ‘08
Project GLAD
Celestial Objects Unit
Home/School Connection #1
Go outside at night and look at the moon. What did you see? What did the moon look like? Sketch and write.
Parent Signature: _____________________
Student Signature: ____________________
Proyecto GLAD
Unidad de objetos celestial
Conexión entre la casa/escuela #1
Vaya afuera en la noche y mire la luna. ¿Que miraste? ¿Como se ve la luna? Dibuja y escribe.
Firma de los padres: _______________________________
Firma de estudiante: _______________________________
Project GLAD
Celestial Objects Unit
Home/School Connection #2
Go home and ask your parents which planet is their favorite. Why is it their favorite planet? Sketch and write.
Parent Signature: _______________________________
Student Signature: ______________________________
Proyecto GLAD
Unidad de objetos celestial
Conexión entre la casa/escuela #2
Vaya a la casa y pregúntales a tus papas cual es su planeta favorita. ¿Porque es su planeta favorita? Dibuja y escribe.
Firma de los padres: _______________________________
Firma de estudiante: _______________________________
Project GLAD
Celestial Objects Unit
Home/School Connection #3
You have studied many different celestial objects. Tell your parents or family members the three most interesting facts you learned today. Sketch and write any questions or comments they have in the space below.
Parent Signature: _____________________
Student Signature: ____________________
Proyecto GLAD
Unidad de objetos celestial
Conexión casa/escuela #3
Tú has estudiado muchas cosas diferentes de los objetos celestiales.
Diles a tus padres o miembros de tu familia los tres hechos más interesantes que hayas aprendido hoy. Escribe y dibuje cualquier preguntas o comentarios que ellos tengan en el espacio de abajo.
Firma de los padres: _______________________________
Firma de estudiante: _______________________________
Moons
Expert Group
Moons are objects that orbits a planet or other body larger than itself and which is not man-made. Sometimes they are called natural satellites. The Earth’s moon has distinct layers; a crust, mantle, and core. The moon has no atmosphere, but small amounts of water have been found on the surface. The surface of the moon is filled with many impact craters caused by asteroids and comets.
| |
| |
| |
| |
| |
The large gas giants have extensive systems of moons, including half a dozen comparable in size to Earth's moon: the four Galilean moons, Saturn's Titan, and Neptune's Triton. Saturn has an additional six mid-sized moons, and Uranus has five. Of the inner planets, Mercury and Venus have no moons at all. Earth has one moon and Mars has two tiny moons.
| |
| |
| |
| |
| |
Moons orbit around a planet, called the primary. The Earth’s moon makes a complete orbit around Earth about every 27 days. As the moon travels around the Earth it appears to change shape. The change of the moon’s appearance is caused by the sun’s reflection on the moon’s surface. These are called the phases of the moon. Many moons in the solar system are tidally locked to their primaries, meaning that the same side of the moon always faces the planet. The outer moons of the gas giants are too far away to have become locked.
| |
| |
| |
| |
| |
Earth only has one moon named Luna. The largest natural satellites in the Solar System are Earth's moon, Jupiter's Galilean moons (Io, Europa, Ganymede, and Callisto), Saturn's moon Titan, and Neptune's captured moon Triton. Jupiter’s Galilean moons were named after the name that discovered them Galileo Galilei. He named them after Greek mythology.
| |
| |
| |
| |
| |
Since there is no atmosphere the moon is silent. Sound waves can’t travel through the air so sound transmission can’t happen on the moon. Sometimes an eclipse occurs and the moon looks as if it is covered. Eclipses can occur only when the Sun, Earth, and Moon are all in a straight line. Solar eclipses occur near a new moon, when the Moon is between the Sun and Earth. In contrast, lunar eclipses occur near a full moon, when the Earth is between the Sun and Moon.
| |
| |
| |
| |
| |
| |
| |
Planets
Expert Group
In August 2006 the International Astronomical Union redefined the definition of a planet. A celestial body must have all three characteristics to be named a planet. First, a planet is a celestial body that orbits the sun. Second, it must have enough mass to make it round. Third, a planet must have cleared the neighborhood around it. This means the gravity of the planet has pulled everything in around it. There are no other objects floating around it.
| |
| |
| |
| |
| |
There two groups of planets that are separated by the asteroid belt. The inner planets (those planets that orbit close to the sun) are quite different from the outer planets (those planets that orbit far from the sun). The inner planets include: Mercury, Venus, Earth, and Mars. They are relatively small, composed mostly of rock, and have few or no moons. The outer planets include: Jupiter, Saturn, Uranus, Neptune, and Pluto (a dwarf planet). They are mostly huge, mostly gaseous, ringed, and have many moons.
| |
| |
| |
| |
As the planets orbit the Sun, they travel at different speeds. Each planet speeds up when it is nearer the Sun and travels more slowly when it is far from the Sun. All the planets rotate on an axis. A day is the length of time that it takes a planet to rotate on its axis (360°). A day on Earth takes almost 24 hours. The planet with the longest day is Venus; a day on Venus takes 243 Earth days. The planet with the shortest day is Jupiter; a day on Jupiter only takes 9.8 Earth hours! All the planets rotate counterclockwise, but Venus. Venus rotates clockwise.
| |
| |
| |
| |
| |
All planets orbit stars. The eight planets that orbit the sun are (in order from the sun): Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. Easy ways to remember the order of the planets (and Pluto) are the mnemonics: "My Very Evil Mother Just Sent Us Nothing". The first letter of each of these words represents a planet - in the correct order.
| |
| |
| |
| |
| |
All of the Solar System planets have atmospheres as their large masses and their gravity is strong enough to keep gaseous particles close to the surface. The larger gas giants are massive enough to keep large amounts of the light gases like hydrogen and helium close by, while the smaller planets lose these gases into space. Of the eight planets in the Solar System, only Venus and Mars lack such a magnetic field. A magnetic field indicates that the planet is still geologically alive. The four gas giants are also orbited by planetary rings of varying size and shape. The rings are composed mostly of dust or small matter, but can host tiny 'moonlets' whose gravity shapes and maintains their structure.
| |
| |
| |
| |
| |
Plutoids
Expert Group
A plutoid is defined as a type of dwarf planet that orbits the sun at a distance greater than Neptune. The object must also have enough mass for its own gravitational strength to give it a spherical (ball-like) shape. It is thought by scientists that plutoids have icy cores.
| |
| |
| |
| |
| |
| |
Plutiods have to have an orbit father away than the 8th planet, Neptune. Their orbits do not have to have cleared its neighborhood. This means it has to be gravitationally dominate to everything in its path.
| |
| |
| |
| |
| |
| |
Plutiods orbit around the sun like planets. Their orbits can be elliptical, oval-like, or spherical, ball-like. They can share orbits with other bodies in the solar system.
| |
| |
| |
| |
| |
Pluto—the heavenly body formerly known as a planet—has been given a new name. Stripped of its planet status two years ago, Pluto will be called a plutoid, astronomers have decided. The classification will apply to other objects that are similar to Pluto too. In addition to Pluto, the IAU named fellow dwarf planet, Eris, a plutoid. Eris is 27 percent larger than Pluto and lies beyond the eighth planet in our solar system, Neptune. They are many more plutiods in the universe waiting to be found and named. As of 2008, Pluto, Eris, Haumea, and Makemake were the only official plutoids.
| |
| |
| |
| |
| |
In 2006 the International Astronomical Union (IAU) classified a new set of celestial objects as plutiods. The International Astronomical Union (IAU) is responsible for classifying all heavenly bodies. Many objects like the planet Pluto were being discovered. The IAU reclassified Pluto to be a plutiod so scientists continue to discover many new objects in outer space. They originally wanted to name it a pluton, but it was rejected. Plutoid means "Pluto-like."
| |
| |
| |
| |
| |
Stars
Expert Group
Stars are massive balls of plasma, or glowing gases. Stars start when a ball of hydrogen gas collapses until it begins to burn nuclear fuel and continues until the hydrogen burns out. Stars are made of 70% hydrogen and 28% helium. Stars range from 20 km in diameter to 900,000 km in diameter.
| |
| |
| |
| |
| |
Huge, organized collections of stars are called galaxies. Our solar system is located in the Milky Way Galaxy, a spiral galaxy. There are larger groups of stars, called clusters. These are relatively unorganized collections of stars. An open cluster is a loose collection of up to about 1,000 stars. Examples of open clusters include the Pleiades and Hyades. Our sun is a medium-sized yellow star that is 93,026,724 miles (149,680,000 km or 1 Astronomical Unit) from the Earth. The distance to other stars is measured in light years. The next closest is Proxima Centauri, which is about 4.2 light-years from the Sun.
| |
| |
| |
| |
| |
In the universe, most stars occur in groups of at least two stars. Two stars that are locked in elliptical orbit around their center of mass (their barycenter) are called a binary star system. About half of all stars are in a binary star system. The sun does not orbit, but it does rotate around on an axis. The sun moves counterclockwise similar to how most planets orbit the sun. Since the sun is made of gas, some areas move in a faster orbit that others. Depending on where you are looking at the sun, the middle takes about 25 and half days while the poles rotate around every 36 days.
| |
| |
| |
| |
| |
The closest star and most famous star is the sun. Another star, Polaris, is the current pole star for the Northern Hemisphere. Polaris' distance from Earth has been estimated to be from 360 to 820 light years. At its brightest, Polairs is about 6,000 to 10,000 times brighter than our Sun. It is the larger star at the end of the handle of the Little Dipper (Ursa Minor). Sirius, which means "scorching" in Greek, also known as the dog star. It is the brightest star in the sky (except for the sun). Sirius has a companion star (called the Pup), which is a white dwarf.
| |
| |
| |
| |
| |
When you look a star in the sky it seems to twinkle. Stars twinkle when we see them from the Earth's surface because we are viewing them through thick layers of moving air in the Earth's atmosphere. When traveling through the atmosphere the light of the star is bent many times and in random directions. A constellation is a group of stars that, when seen from Earth, form a pattern. The stars in the sky are divided into 88 constellations. There are many families of constellations, constellations that are either close to one another or have some other relationship. One example is the Zodiac family. The zodiac signs appear in a line around the earth that represents a calendar.
| |
| |
| |
| |
| |
[pic]
[pic]
Process Grid
Celestial Objects Unit
-----------------------
Celestial Objects Unit
Process Grid (Blank)
Celestial Objects Unit
[pic]
[pic]
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.