University of North Carolina at Wilmington



Designing Curriculum and Instruction in Elementary Grades and Special Education

We plan the curriculum and instruction for a whole year or semester like this:

1. Decide what subjects/knowledge systems you will teach, and the main kinds of knowledge (strands) within each subject. Make a curriculum map of what subjects you will teach, when, each day. Think of how what is taught earlier in the day can be applied, generalized, integrated later in the day. The state curriculum, curriculum materials you have to use, experts, research, and your own knowledge help you to identify these.

2. Look even more closely at each subject. For example, the counting strand in the arithmetic knowledge system. What KINDS of counting do you need to teach? Again, the state curriculum, curriculum materials that you have to use, experts, research, and your own knowledge help you to identify these: rote counting to ten, rote counting from a number to higher numbers, rote counting by 3s, by 2s; rational counting of objects up to 3, 4, 5, etc.; group counting of objects—from small to larger. Divide these into units: Unit 1: Rote counting; Unit 2: Rational Counting; Unit 3; Group Counting; Unit 4. Addition

Note: the sequence must be a logical progression. Teach pre-skill elements before you teach anything that USES these elements.

Now make a scope and sequence chart.

3. Now make objectives for the whole curriculum and each unit. What will students DO (performance) and HOW will they do it, that reveals what they learned. This final performance assessment could consist of review items.

4. Now examine your curriculum materials. Do they enable you to teach everything called or by the objectives? No? Then get supplements. Also, prepare powerpoints, etc.

5. Now plan lessons for each day---all the way down to wording for each task.

Let’s look at these one at a time.

1. Curriculum map. Decide what subjects/knowledge systems you will teach, and the main kinds of knowledge (strands) within each subject. The state curriculum, curriculum materials you have to use, experts, research, and your own knowledge help you to identify these. A curriculum map shows all of the (1) knowledge systems (subjects) in your curriculum; and (2) the strands within (things you’ll teach within) each knowledge system. Think of how what students learn earlier in the day can (as knowledge elements) be integrated into larger wholes (e.g., applications) later in the day, and later in the curriculum. Make a curriculum map of what subjects you will teach, and when, each day.

The state curriculum, curriculum materials you have to use, experts, research, and your own knowledge help you to identify these.

Let’s look at our state curriculum.



Copy and paste relevant chunks here.

|Paste Standards, Objectives here |Translate into clear and concrete objectives |

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Look at research.

Florida Center for Reading Research. Assesses lots of programs!





Mathematically Correct. Tells you how to teach math correctly. Tells you what to use and what NOT to use.



(reviews of materials)





Do these resources suggest additional strands and/or more specific knowledge to teach? Paste in here.

Look at materials.





GET THESE. Elementary

GET THESE. Secondary.



Especially Language for Learning and Language for Thinking. Reach System [!!!]

Especially Reading Mastery, Corrective Reading (grade three and up), DISTAR Arithmetic

Language!

DISTAR Arithmetic.







GET THIS BOOK!!!



Look up these.



Do these materials suggest additional strands and/or more specific knowledge to teach? Paste in here.

Here’s a sample curriculum map that could have been made from the state curriculum, curriculum materials that you have to use, research, expert opinion, and your own knowledge. Items IN each lesson/subject are listed from top to bottom---teach earlier in the strand---teach later.

Curriculum Map of what knowledge to be taught in lessons, and the logically progressive sequence (top to bottom) in which the knowledge will be taught, so that pre-skill elements are taught BEFORE knowledge that NEEDS these elements.

|8:00-8:30 |8:40-9:|9:30-10 |

|Lesson |20 | |

| |Lesson | |

|Task 1 Facts knowledge here | | |

|Review: name of city, state, country, school, | | |

|principal [retention] | | |

| | | |

|Objective. With error correction and restart, all kids (group and individual turns) are 100% and within| | |

|4 seconds. | | |

| | | |

|Procedure:… | | |

|Gain attention. Boys and girls. Show me ready…. Yes, you got ready sooooo fast! | | |

| | | |

|Frame. Let’s review our facts. When I ask a question, you answer that question fast. | | |

| | | |

|What’s the name of our school principal? [write word on board and show how to sound it out.] | | |

| | | |

|“Ms. Jennings.” | | |

|Question/instruction (because this is review/assessment) | | |

| | | |

|Verification/error correction | | |

|“YES. The name of our school principal IS Ms. Jennings.” | | |

| | | |

|[repeat and go fast?] | | |

| | | |

|Next fact…. | | |

| | | |

|You are sooo smart. | | |

|Task 2 | | |

|Recite days of the week. Routine knowledge [Acquisition] | | |

| | | |

|Objective. All kids (group and individual turns) say the whole list within 15 seconds. | | |

| | | |

|Procedure | | |

| | | |

|Boys and girls. | | |

|Today we’re going to learn the days of the week. | | |

|I’ll say the first days…. Monday, Tuesday, Wednesday. | | |

|Your turn to say the first days of the week…. | | |

|Yes, Monday, Tuesday, Wednesday. | | |

|The next days are Thursday, Friday. | | |

|Say those 2 days… | | |

|Now say all the days WITH me…. | | |

|Now say all the days by yourself…. | | |

|The last two days are Saturday and Sunday. | | |

|Say those last two days… | | |

|Now, say all the days of the week with me… | | |

|Now your turn to say ALL the days of the week… | | |

|Yes,…. | | |

|Task 3 | | |

|Color green. Sensory concept knowledge [acquisition.] Acquisition set consists of circles, squares, | | |

|blocks, balls, birds, house, trees. Several nonexamples are the same as examples, but not green. Same | | |

|relevant features; different irrelevant features. | | |

| | | |

|Objective. After error correction and restart, all kids (group and individual turns) correctly identify | | |

|all examples and nonexamples 2 seconds. | | |

| | | |

|Procedure. | | |

|Boys and girls. Show me ready. | | |

|Yes, I looove the way you showed me ready!!! | | |

|New color. Green. What’s our new color… | | |

|Yes, green. | | |

|This is green…. What color? | | |

|Yes, green,. | | |

|THIS is green….What color is this? | | |

|Yes, green. | | |

|This is green, too. What color? | | |

|Yes, green. | | |

|This is NOT green. Is this green? | | |

|No. | | |

|… | | |

| | | |

|Test all examples and nonexamples in the acquisition set. | | |

| | | |

| | | |

| | | |

|Task 4. Review/test all colors: red, blue, yellow, green. To ensure discrimination among different | | |

|colors. | | |

| | | |

|Objective. All kids (group and individual turns) are 100% after correction and restart. | | |

| | | |

| | | |

|Procedure | | |

| | | |

|Task 5 [throughout] | | |

|Say the whole thing. Higher-order concept. “Whole thing” means subject and predicate.” | | |

| | | |

|All kids (group and individual turns) are 100% within 5 seconds, after correction and model. | | |

| | | |

|“This IS green/not green.” | | |

|“The principal is Ms. Jennings.” | | |

| | | |

|“I live in the state of North | | |

|Carolina.” | | |

| | | |

|“His name is Melvin.” | | |

| | | |

|“I am six years old.” | | |

| | | |

|Procedure. | | |

| | | |

| | | |

|8:40-9:20 Reading | | |

| | | |

|Task 1. | | |

|Phonemic Awareness, Pronunciation (a, m, s) | | |

|Rule and motor task. “Say what teacher says.” | | |

| | | |

|Objective: All kids (group and individual turns), after correct and restart, are 100% within 4 seconds. | | |

| | | |

|Procedure | | |

| | | |

|Gain Attention: “Boys and girls!” | | |

|Frame: “Let’s review our sounds. First I’ll say a sounds and then you’ll say that sound” | | |

|Model: “First sound: aaaaaa” | | |

|Test: “Now you say that sound” (aaaaaa) | | |

|Verify: “Yes! Aaaaa!” | | |

|Correct: “This sound is aaaaa. Say the sound” | | |

|Model: “Next sound: mmmmmm” | | |

|Test: “Now you say that sound” (mmmmm) | | |

|Verify: “Yes! Mmmm!” | | |

|Correct: “This sound is mmmmm. Say the sound” | | |

|Model: “Next sound: ssssss” | | |

|Test: “Now you say that sound” (ssssss) | | |

|Verify: “Yes! Ssssss!” | | |

|Correct: “This sound is ssssss. Say the sound” | | |

| | | |

| | | |

|Task 2. Alphabetic principle. Letter-sound correspondence. | | |

|New sound. long e | | |

| | | |

| | | |

|Objective. All kids (group and individual turn, after correction and repeat, correctly say the sound | | |

|within 3 seconds when I touch under the letter. | | |

| | | |

|Procedure | | |

| | | |

|Gain attention: “Boys and girls!” | | |

|Frame: “New sound! First I’ll say a sound and then you’ll say that sound!” | | |

|Model: “New sound: eeeee” | | |

|Lead: “Now we’ll say the sound. Get ready! Eeeeee.” | | |

|Test: “Now you’ll say that sound. Get ready!” (eeeeee) | | |

|Verify: “Yes! Eeeeee!) | | |

|Correct: “This sound is eeeeee. What sound?” | | |

| | | |

| | | |

|Task 3. Phonemic awareness. Blending, or say it fast. | | |

|Review/retention: motorboat, ice cream, sister, if, me | | |

| | | |

|Objective. All kids say it fast within 3 seconds, after correction and repeat. | | |

| | | |

|Procedure | | |

| | | |

|Gain attention: “Boys and girls!” | | |

|Frame: “Let’s play say it fast with our old words. First I’ll say a word slowly then I’ll say that word | | |

|fast.” | | |

|Model: “Listen. Motor…Boat. Now I’ll say it fast- motorboat.” | | |

|Test: “Your turn to say it fast. Listen. Motor…Boat. Say it fast!” (motorboat) | | |

|Verify: Yes, motorboat! You said it fast!” | | |

|Model: “Listen. Ice...Cream. Now I’ll say it fast- ice cream.” | | |

|Test: “Your turn to say it fast. Listen. Ice…Cream. Say it fast!” (ice cream) | | |

|Verify: Yes, ice cream! You said it fast!” | | |

|Model: “Listen. Sis…ter. Now I’ll say it fast- sister.” | | |

|Test: “Your turn to say it fast. Listen. Sis…ter. Say it fast!” (sister) | | |

|Verify: Yes, sister! You said it fast!” | | |

|Model: “Listen. iiiiifffffff. Now I’ll say it fast- if.” | | |

|Test: “Your turn to say it fast. Listen. iiiiiffffff. Say it fast!” (if) | | |

|Verify: Yes, if! You said it fast!” | | |

|Model: “Listen. mmmmmeeeee. Now I’ll say it fast- me.” | | |

|Test: “Your turn to say it fast. Listen. mmmmmmeeeee. Say it fast!” (me) | | |

|Verify: Yes, me! You said it fast!” | | |

| | | |

|Task 4. Phonemic awareness. Blending. words: see, that, if | | |

| | | |

|Objective. All kids correctly say the words fast within 3 seconds, after correction and repeat. | | |

| | | |

|Gain attention: “Boys and girls!” | | |

|Frame: “Let’s play say it fast with our new words. First I’ll say a word slowly then I’ll say that word | | |

|fast.” | | |

|Model: “Listen. Ssseeeeeeeee. Listen again. Sssssseeeeee. Now I’ll say it fast. See.” | | |

|Test: “Your turn to say it fast. Listen. Ssssseeeeee. Say it fast.” (see) | | |

|Verify: “Yes, see! You said it fast! | | |

|Model: “Listen. Ththththaaaatttt. Listen again. Ththththaaaaaat. Now I’ll say it fast. That.” | | |

|Test: “Your turn to say it fast. Listen. Ththththaaaatttt. Say it fast.” (that) | | |

|Verify: “Yes, that! You said it fast! | | |

|Model: “Listen. iiiiifffffff. Now I’ll say it fast- if.” | | |

|Test: “Your turn to say it fast. Listen. iiiiiffffff. Say it fast!” (if) | | |

|Verify: Yes, if! You said it fast!” | | |

| | | |

| | | |

3rd Grade Physical Science Matter, Property and Change

3.P.2 Understand the structure and properties of matter before and after change

3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the Sun (a star), planets, and many moons and the earth is the third planet from the Sun in our solar system.



|Final performances for all chunks (What students will do.) and Objectives (definition of proficient performances). |Guided Notes on Astronomy|

| | |

|Chunk 1. Overview of the Solar System |Overview of the Solar |

| |System |

|Task 1.Definition of the solar system |You will learn about all |

|Objective. Students will be able to say the definition of the solar system. |the different parts of |

| |the solar system. |

|“Boys and girls, show me ready.” | |

|“Today we’re going to learn what a solar system is.” Point to the solar system. |Definition of solar |

|“What are we going to learn?” |system: The Solar System |

|Solar system. |is made up of all the |

|“That’s right. Spell solar system.” |planets that go around |

|S O L A R S Y S T E M. |the Sun. The Solar System|

|“Yes. That’s how you spell solar system.” |also has moons, comets, |

|“The Solar System we call all the planets that go around the Sun.” |and asteroids. |

|“Say it with me.” | |

|The Solar System is all the planets that go around the Sun. |Definition of the parts: |

|“That’s right. What is the solar system?” |Planets: Round objects |

|All the planets that go around the Sun. |that circle around stars.|

|“Good, yes. The solar system is all the planets that go around the Sun.” |Moons: A small, round |

| |object that circles |

|Task 2. Brief definition of each part. |around a planet. |

|Objective. Students will be able to say the definitions of different types of celestial objects—planets, moons, and |Stars: A big glowing |

|stars. |object in space. |

| | |

|“Now we’ll learn about the different types of things in the solar system.” | |

|“What are we going to learn?” | |

|The different types of things in the solar system. | |

|“That’s right. First we’ll learn about planets. What are we learning about?” | |

|Planets. | |

|“That’s right; planets. Planets are round objects that circle around stars. Say it with me.” | |

|Planets are round objects that circle around stars. | |

|“That’s right! What are planets?” | |

|Planets are round objects that circle around stars. | |

|“Good, yes. Planets are round objects that circle around stars.” | |

|“Now we’ll learn about moons. What are we learning about?” | |

|Moons. | |

|“That’s right; moons. A moon is a small, round object that circles around a planet. Say it with me.” | |

|A moon is a small, round object that circles around a planet. | |

|“That’s right! What is a moon?” | |

|A small, round object that circles around a planet. | |

|“Good, yes. A moon is a small, round object that circles around a planet.” | |

|“Now we’ll learn about stars. What are we learning about?” | |

|Stars. | |

|“That’s right; stars. A star is a big glowing object in space. Say it with me.” | |

|A star is a big glowing object in space. | |

|“That’s right! What is a star?” | |

|A big glowing object in space. | |

| | |

|Task 3. Identifying each part | |

|Objective. Students will correctly identify planets, moons, and stars. | |

|[pic] | |

|Point to a planet. “Boys and girls, what is this?” | |

|A planet. | |

|“That’s right, a planet. This is a round object circling around a star.” | |

|Point to the sun. “What is this?” | |

|A star. | |

|“That’s right, a star. This is a big glowing object in space.” | |

|[pic] | |

|Point to moon. “Boys and girls, what is this?” | |

|A moon. | |

|“That’s right, a moon. This is a small, round object circling around a planet.” | |

|Chunk 2. The Sun |The Sun. |

| |You’ll be learning about |

|Task 1. Definition of the Sun |the Sun and what it does |

|Objective. Students will be able to define the Sun. |for us. |

|“Boys and girls, show me ready!” | |

|“I love the way you’re ready. Today we’re going to learn about the Sun. What are we going to learn about?” |Definition of the Sun—the|

|The Sun. |Sun is the star that |

|“That’s right, the Sun. The Sun is the star that Earth circles around. Say it with me.” |Earth circles around. |

|The Sun is the star that Earth circles around. | |

|“That’s right. What is the Sun?” |Features of the Sun: |

|The star that Earth circles around. |The Sun is in the middle |

|“Yes. The Sun is the star that Earth circles around.” |of the solar system |

| |All the planets in our |

|Task 2. Features of the Sun |solar system move around |

|Objective. Students will be able to name four features of the Sun. |the Sun |

|“Boys and girls, we’re going to learn about what the Sun can do.” |The Sun is what makes |

|“The Sun has four features. How many features does the Sun have?” |Earth warm |

|Four. |The Sun is what gives |

|“That’s right.” Hold up one finger. “The Sun is in the middle of the solar system.” Hold up two fingers. “All the |Earth light |

|planets in our solar system move around the Sun.” Hold up three fingers. “The Sun is what makes Earth warm.” Hold up| |

|four fingers. “The Sun is what gives Earth light.” | |

|“What is the first feature of the Sun?” | |

|The Sun is in the middle of the solar system. | |

|“Yes. The Sun is in the middle of the solar system. What is the second feature of the Sun?” | |

|All the planets in our solar system move around the Sun. | |

|“That’s right. All the planets in our solar system move around the Sun. What is the third feature of the Sun?” | |

|The Sun is what makes Earth warm. | |

|“That’s right. The Sun is what makes Earth warm. What is the fourth feature of the Sun?” | |

|The Sun is what gives Earth light. | |

|“That’s right. The Sun is what gives Earth light.” | |

|“Let’s review the four features. Say them with me. The Sun is in the middle of the solar system. All the planets in | |

|our solar system move around the Sun. The Sun is what makes Earth warm. The Sun is what gives Earth light.” | |

|Chunk 3. The Planets |The Planets |

| |You’ll learn about all |

|Task 1. Naming the planets |the planets in our solar |

|Objective. Students will be able to name all eight planets in order. |system and be able to |

|“Boys and girls, show me ready.” |tell me facts about each |

|“I love the way you’re ready! We’re going to learn about the planets in our solar system. What are we going to learn|one. |

|about?” | |

|The planets in our solar system. |Mercury |

|“That’s right. There are eight planets in our solar system. How many planets are in our solar system?” |Smallest planet in the |

|Eight. |solar system |

|“That’s right. The closest planet to the sun is Mercury. What planet is closest to the sun?” |Venus |

|Mercury. |Brightest planet in the |

|“That’s right; Mercury is the first planet from the sun.” |sky |

|“The second planet from the sun is Venus. What’s the second planet from the sun?” |Earth |

|Venus. |Where we live |

|“That’s right; Venus is the second planet from the Sun.” |Mars |

|“The third planet from the sun is Earth. What’s the third planet from the Sun?” |Called the red planet |

|Earth. |Jupiter |

|“That’s right. Earth is the third planet from the Sun.” |The biggest planet |

|“The fourth planet from the sun is Mars. What’s the third planet from the Sun?” |Saturn |

|Mars. |Has a big ring around it |

|“That’s right. Mars is the fourth planet from the Sun.” |Uranus |

|“The fifth planet from the Sun is Jupiter. What’s the fifth planet from the Sun?” |The coldest planet |

|Jupiter. |Neptune |

|“That’s right. Jupiter is the fifth planet from the Sun.” |Has the strongest winds |

|“The sixth planet from the Sun is Saturn. What’s the sixth planet from the Sun?” | |

|Saturn. | |

|“That’s right. Saturn is the sixth planet from the Sun.” | |

|“The seventh planet from the Sun is Uranus. What’s the seventh planet from the Sun?” | |

|Uranus. | |

|“That’s right. Uranus is the seventh planet from the Sun.” | |

|“The eighth planet from the Sun is Neptune. What’s the eighth planet from the Sun?” | |

|Neptune. | |

|“That’s right. Neptune is the eighth planet from the Sun.” | |

|“All the planets in order are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. Say them with me.” | |

|Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. | |

|“That’s right. Now just you say them.” | |

|Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. | |

|“Good! Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune are all the planets in our solar system.” | |

| | |

|Task 2. Identify the planets. | |

|Objective. Students will identify planets when the teacher points to them. | |

|[pic] | |

|“Now we’re going to look at all the planets. When I point to a planet, you tell me what planet it is.” | |

|Point to Mercury. “What planet is this?” | |

|Mercury. | |

|“That’s right. The first planet is Mercury.” | |

|Point to Venus. “What planet is this?” | |

|Venus. | |

|“That’s right. The second planet is Venus.” | |

|Point to Earth. “What planet is this?” | |

|Earth. | |

|“That’s right. The third planet is Earth.” | |

|Point to Mars. “What planet is this?” | |

|Mars. | |

|“That’s right. The fourth planet is Mars.” | |

|Point to Jupiter. “What planet is this?” | |

|Jupiter. | |

|“That’s right. The fifth planet is Jupiter.” | |

|Point to Saturn. “What planet is this?” | |

|Saturn. | |

|“That’s right. The sixth planet is Saturn.” | |

|Point to Uranus. “What planet is this?” | |

|Uranus. | |

|“That’s right. The seventh planet is Uranus.” | |

|Point to Neptune. “What planet is this?” | |

|Neptune. | |

|“That’s right. The eighth planet is Neptune.” | |

| | |

|Task 3. Features of the planets | |

|Objective. Students will be able to tell one feature of each planet. | |

|“Boys and girls, now we’re going to learn more about each planet.” | |

|“First we’ll learn about Mercury. Fun fact: Mercury is the smallest planet. Say it with me.” | |

|Mercury is the smallest planet. | |

|“What’s our fact?” | |

|Mercury is the smallest planet. | |

|“That’s right; Mercury is the smallest planet.” | |

|“Next is Venus. Fun fact: Venus is the brightest planet in the sky. Say it with me.” | |

|Venus is the brightest planet in the sky. | |

|“What’s our fact?” | |

|Venus is the brightest planet in the sky. | |

|“That’s right; Venus is the brightest planet in the sky.” | |

|“Next is Earth. Fun fact: Earth is the planet we live on! Say it with me.” | |

|Earth is the planet we live on. | |

|“What’s our fact?” | |

|Earth is the planet we live on. | |

|“That’s right. Earth is the planet we live on.” | |

|“Next is Mars. Fun fact: Mars is called the red planet. Say it with me.” | |

|Mars is called the red planet. | |

|“What’s our fact?” | |

|Mars is called the red planet. | |

|“That’s right. Mars is called the red planet.” | |

|“Next is Jupiter. Fun fact: Jupiter is the biggest planet. Say it with me.” | |

|Jupiter is the biggest planet. | |

|“What’s our fact?” | |

|Jupiter is the biggest planet. | |

|“That’s right. Jupiter is the biggest planet.” | |

|“Next is Saturn. Fun fact: Saturn has a big ring around it. Say it with me.” | |

|Saturn has a big ring around it. | |

|“What’s our fact?” | |

|Saturn has a big ring around it. | |

|“That’s right. Saturn has a big ring around it.” | |

|“Next is Uranus. Fun fact: Uranus is the coldest planet. Say it with me.” | |

|Uranus is the coldest planet. | |

|“What’s our fact?” | |

|Uranus is the coldest planet. | |

|“That’s right. Uranus is the coldest planet.” | |

|“Next is Neptune. Fun fact: Neptune has the strongest winds of all the planets. Say it with me.” | |

|Neptune has the strongest winds of all the planets. | |

|“That’s right. Neptune has the strongest winds of all the planets.” | |

|“Now we know facts about all the planets!” | |

|Chunk 4. The Moons |Moons |

| |You will learn about |

|Task 1. Our moon |moons on our planet and |

|Objective. Students will be able to name 3 features of Earth’s moon. |others. |

|“Boys and girls, show me ready!” | |

|“Today we’re going to learn about the moon. What are we going to learn about?” |Our moon |

|The moon. |The moon goes around the |

|“That’s right. The moon. Remember, a moon is a small, round object that circles around a planet. What is a moon?” |Earth once every month. |

|A moon is a small, round object that circles around a planet. |The moon’s surface is |

|“Earth has one moon. How many moons does Earth have?” |full of craters. |

|One. |The moon is the reason |

|“That’s right. We’re going to learn three features of Earth’s moon. One: The moon goes around the Earth once every |our oceans have tides. |

|month. Two: The moon’s surface is full of craters. Three: The moon is the reason our oceans have tides.” |Other moons |

|“What is the first feature of the moon?” |Mercury: 0 moons |

|The moon goes around the Earth once every month. |Venus: 0 moons |

|“Yes. The moon goes around the Earth once every month.” |Earth: 1 moon |

|“What is the second feature of the moon?” |Mars: 2 moons |

|The moon’s surface is full of craters. |Jupiter: 50 moons |

|“Yes. The moon’s surface is full of craters.” |Saturn: 53 moons |

|“What is the third feature of the moon?” |Uranus: 27 moons |

|The moon is the reason our oceans have tides. |Neptune: 13 moons |

|“Yes. The moon is the reason our oceans have tides.” | |

|“Let’s review the features of the moon. Say them with me. One: The moon goes around the Earth once every month. Two:| |

|The moon’s surface is full of craters. Three: The moon is the reason our oceans have tides.” | |

| | |

|Task 2. Other moons | |

|Objective. Students will be able to name other planets with moons. | |

|“Now we’re going to learn about other planets in our solar system with moons. What are we going to learn about?” | |

|Other planets in our solar system with moons. | |

|“That’s right. Mercury has no moons. How many moons does Mercury have?” | |

|None. | |

|“That’s right. Mercury has no moons.” | |

|“Venus has no moons. How many moons does Venus have?” | |

|None. | |

|“That’s right. Venus has no moons.” | |

|“Mars has two moons. How many moons does Mars have?” | |

|Two. | |

|“That’s right. Mars has two moons.” | |

|“Jupiter has fifty moons! How many moons does Jupiter have?” | |

|Fifty. | |

|“That’s right. Jupiter has fifty moons.” | |

|“Saturn has fifty-three moons. How many moons does Saturn have?” | |

|Fifty three. | |

|“That’s right. Saturn has fifty three moons.” | |

|“Uranus has twenty seven moons. How many moons does Uranus have?” | |

|Twenty seven. | |

|“That’s right. Uranus has twenty seven moons.” | |

|“Neptune has thirteen moons. How many moons does Neptune have?” | |

|Thirteen. | |

|“That’s right. Neptune has thirteen moons.” | |

|Chunk 5. Comets and Asteroids |Comets and Asteroids |

| |You’re going to learn |

|Task 1. Definition of comets and asteroids |about the difference |

|Objective. Students will be able to identify comets and asteroids. |between a comet and an |

|“Boys and girls, show me ready. I love the way you’re ready!” |asteroid. |

|“Today we’re going to learn about comets and asteroids. What are we going to learn about?” | |

|Comets and asteroids. |Comets |

|“A comet is a big ball of dust and ice with a tail on the end. What is a comet?” |A comet is a big ball of |

|A big ball of dust and ice with a tail on the end |dust and ice with a tail |

|“That’s right. A comet is a big ball of dust and ice with a tail on the end.” |on the end. |

|“An asteroid is a rocky ball that goes around a star. What is an asteroid?” | |

|A rocky ball that goes around a star. |Asteroids |

|“That’s right.” |It is a rocky ball that |

|[pic] |goes around the sun. |

|“This is a comet. It is a big ball of dust and ice and it has a tail on the end.” | |

|[pic] | |

|“This is an asteroid. It is a rocky ball that goes around the sun.” | |

|[pic] | |

|“Is this a comet or an asteroid?” | |

|A comet. | |

|“That’s right. This is a comet because it is made of ice and dust and it has a tail.” | |

|[pic] | |

|“Is this a comet or an asteroid?” | |

|An asteroid. | |

|“That’s right. This is an asteroid because it is rocky and orbits around a star.” | |

|Chunk 6. Assessment | |

| | |

|Task 1. Identifying objects in space. | |

|Objective. Students will correctly identify all eight planets, the moon, the sun, a comet, and an asteroid when | |

|looking at a picture of the solar system. | |

|“Boys and girls, show me ready.” | |

|“It’s time to show me what you learned about space now.” | |

|[pic] | |

|Point to the sun. “What is this?” | |

|The sun. | |

|“That’s right. What are the four features of the sun?” | |

|The Sun is in the middle of the solar system. All the planets in our solar system move around the Sun. The Sun is | |

|what makes Earth warm. The Sun is what gives Earth light. | |

|“That’s right.” | |

|Point to Mercury. “What is this?” | |

|Mercury. | |

|“That’s right. What is one feature of Mercury?” | |

|Mercury is the smallest planet in the solar system. | |

|Point to Venus. “What is this?” | |

|Venus. | |

|“That’s right. What is one feature of Venus?” | |

|Venus is the brightest planet in the sky. | |

|Point to Earth. “What is this?” | |

|Earth. | |

|“That’s right. What is one feature of Earth?” | |

|Earth is where we live. | |

|Point to Mars. “What is this?” | |

|Mars. | |

|“That’s right. What is one feature of Mars?” | |

|Mars is called the red planet. | |

|Point to Jupiter. “What is this?” | |

|Jupiter. | |

|“That’s right. What is one feature of Jupiter?” | |

|Jupiter is the biggest planet. | |

|Point to Saturn. “What is this?” | |

|Saturn. | |

|“That’s right. What is one feature of Saturn?” | |

|Saturn has a ring around it. | |

|Point to Uranus. “What is this?” | |

|Uranus. | |

|“That’s right. What is one feature of Uranus?” | |

|Uranus is the coldest planet. | |

|Point to Neptune. “What is this?” | |

|Neptune. | |

|“That’s right. What is one feature of Neptune?” | |

|Neptune has the strongest winds. | |

|Point to the moon. “What is this?” | |

|The moon. | |

|“That’s right. What are three features of the moon?” | |

|The moon goes around the Earth once every month. The moon’s surface is full of craters. The moon is the reason our | |

|oceans have tides. | |

|Point to the comet. “What is this?” | |

|A comet. | |

|“That’s right. Why is it a comet?” | |

|It is a ball of dust and ice with a tail on the end. | |

|Point to the asteroid. “What is this?” | |

|An asteroid. | |

|“That’s right. Why is it an asteroid?” | |

|It is a rocky ball circling around the Sun. | |

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