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| Project Overview / Thoughtful Classroom |
|Step One: Identify the Title and Core Concept |
|Name of Project: |Fly Me To The Moon Travel Agency |Duration: 5 weeks |
|Subject/Course: Science, ELA |Teacher(s): Kim Barber, Katie Burke, Amy Shields, Tom Decker, Page Gebhart, |Grade Level: 1 |
| |Penny Meskos, Laurie Cecconi | |
|Other subject areas to be included, |Music, Art |
|if any: | |
|The Moon’s Place in the Universe: A Study in Relationship/Survival |
|(Unit Topic) (core concept) |
|Step Two: Identifying Standards to Be Addressed |
|Project Idea |First graders will learn about the moon. Working in groups, students will create their own travel agency to promote space travel to the moon. Through the use of Kidpix and/or |
|Summary of the issue, challenge, |Publisher they will create a poster or flyer to persuade people to travel to the moon. In addition, they will collaborate with special area teachers to create a logo for their |
|investigation, scenario, or problem: |travel agency, name and producing for a commercial or photo-montage promoting their travel agency. |
| | |
| |Music teach will take recognizable songs: ie. Fly me to the Moon, Moondance and create new song lyrics for children to perform. |
| | |
| |Art Teacher will be creating rockets for their travel agency to get their clients to the moon. |
| | |
| |Librarian will assist in research. |
|Driving Question | How can we as travel agents persuade our customers to take a trip to the moon? |
|Philosophical or Debatable | |
|Product-Oriented | |
|Role-Oriented | |
|Guiding Questions: |What are the objects in the sky and how do they seem to move? |
| |What is the environment like on the moon? |
| |What would you need to take with you to the moon? |
| |What would you see once you arrive on the moon? |
| |How would you get to the moon? |
| |How long would it take you to get to the moon? |
|CCSS to be taught and assessed: |Writing for Information |
| |W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense |
| |of closure |
| |W.1.2-Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. |
| |W.1.7- Participate in shared research and writing projects |
| |W.1.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |
| | |
| |Listening and Speaking |
| |1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |
| |a. Follow agreed-upon rules for discussions (e.g.,listening to others with care, speaking one at a time about the topics and texts under discussion). |
| |b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. |
| |c. Ask questions to clear up any confusion about the topics and texts under discussion. |
| |4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. |
| |5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. |
| |6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.) |
|Additional Standards to be taught and|Earth’s Place in the Universe |
|assessed: |1-ESS-1 Use observations of the sun, moon and starts to describe patterns that can be predicted |
| |1-ESS1-2 Make observations at different times of year to relate the amount of daylight to the time of year. |
|Identify Learning Targets and/or ”I |I can describe the properties of the moon and its surface. |
|can…” statement |I can explain the patterns of the moon and how it relates to Earth. |
| |I can explain how the moon appears to change shape but it really doesn’t. |
|Key Academic Vocabulary: |Phases, sphere, rotation, orbit, light, gravity, waxing, waning, crater, crescent, half, star, solar system, persuade |
|Step Three: Develop Your Learning Window |
|Knowledge Goals |Behavioral Goals/Habits of Mind |
|(Facts, sequences, and vocabulary terms-list terms under “Key Academic Vocabulary) |(Habits of mind/attitudes that will foster success in the unit) |
| |Collaboration, Communication, Problem-solving, |
|The moon is made of rocks and dust. | |
|There is no air, water, wind or gravity. |Behavioral Goals: |
|Temperature on the moon can change to extreme cold or heat. |Working together (Collaboration) |
|The moon does not make its own light, it reflects the sun’s light. |Responsibility |
|The moon orbits the Earth and goes through phases. The moon is a sphere and it does not change shape, |Being a researcher |
|although it looks like it does depending on where you are on Earth. |Critical Thinking |
| | |
| |Habits of Mind: |
| |Manage impulsivity |
| |Thinking and communicating with clarity and precision |
| |Creating, imagining, innovating |
| |Responding with wonderment and awe |
| |Taking responsible risks |
| |Striving for accuracy |
| |Questioning and Posing Problems |
| |Applying past knowledge to new situation |
|Understanding Goals |Skill-Acquisition Goals |
|(Big ideas, generalizations, principles) |(Targeted skills and/or Hidden Skills of Academic Literacy |
| | |
| |Reading and Study Skills: |
|The Earth and moon are part of a larger solar system and galaxy. |Persuasive & Informative Writing |
| |Note-Taking |
|Organisms need to adapt to environments to survive. |Non-Fiction Reading Strategies |
| |Reasoning and Analysis Skills: |
|Not all environments can sustain life. |Compare/Contrast the Earth & Moon |
| |Abstract thinking |
| |Production and Communication Skills: |
| |Write clear and coherent explanations |
| |Writing from two or more documents |
| |Reflection & Relating Skills: |
| |Using criteria to evaluate work |
| |Peer Feedback |
| |Public Audience Feedback |
|21st Century Skills |Collaboration | |Creativity & Innovation |X |
|Competencies to be taught and | | | | |
|assessed | | | | |
| |Communication (Oral Presentation) |x |Other: | |
| |Critical Thinking | | | |
| | | |Presentation Audience: |
|The KITCHEN: |Group: |Students will work cooperatively to create either a brochure or interactive poster to reflect their understanding of the moon |Class: |x |
| | |and the necessary components of space travel. | | |
|Culminating Products and | | | | |
|Performances | | | | |
| | | |School: | |
| | | |Community: | |
| | |Students will generate a list of what essential items are needed for space travel. |Experts: | |
| |Individual: |Students will write informational and persuasive pieces. | | |
| | | |Web: |x |
| | | |Other: parents |
|Project Overview |
|The FOYER: |Show travel commercials (videos) to see how travel agents persuade people to travel to a place. Have a fictional want-ad asking for a travel agency to design a commercial to promote |
|Entry event to launch |travel to the moon. |
|inquiry, engage students: | |
|The KITCHEN: |
| |
| |
|Assessments |
|And Benchmarks |
|Resources |On-site people, facilities: |Art teacher, music teacher, Inquiry Specialist |
|Needed | | |
| |Equipment: |BOCES kit, computers, iPads, iMovie |
| |Materials: | |
| |Community resources: | |
| |Websites: |, , , NASA Tour of the Moon, |
| |
|The PORCH: |
| |
|Reflection |
|Methods |
|Project: |Course/Semester: |
|The LIBRARY & WORKSHOP: |
|Refer to Step 3: Developing Your Learning Window |
|Knowledge and Skills Needed by Students |Scaffolding / Materials / Lessons to be Provided |
|to successfully complete culminating products and |by the project teacher, other teachers, experts, |
|performances, and do well on summative assessments |mentors, community members |
|Properties of the moon | | |
| |( |Reading group/Whole group lessons using non-fiction text, brainpop videos, sky observations, |
|Similarities and differences of the moon and earth | |Compare and contrast |
| |( | |
|How to create and use a brochure, kidpix, iMovie | |Mini lessons on programs, travel agent lesson |
| |( | |
|How to make a claim, and support with evidence | |Persuasion mini lessons during writing workshop |
| |( | |
|Logo development and understanding of commercials “jingles” | |Use of internet/You-Tube, tv exposure, magazines, websites |
| |( | |
|Public speaking and presenting | |Teacher presentation skills, observe and critique student presentation, give feedback. |
| |( | |
|PROJECT CALENDAR |
|project: |Time Frame: |
| |
|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |
|PROJECT WEEK ONE |
|-Pre-Assessment 3 Facts you know about the|-Small Guided Reading groups Read Come |-Small Guided Reading The Moon Book |-Go over team rubric and expectations |-Reflection on week’s learning. Re-Visit |
|moon |Meet the Moon |-Complete Tree Map from day 2 |-Assign groups |Needs to Know Chart and plan for next |
| |-Complete Tree Map of the moon |-Four Square vocabulary: ORBIT | |week’s research |
|-Entry Event: NYS Tourism |-Four Square Vocabulary: MOON |-10:00: Brian’s Moon Camp presentation | | |
|-Need to Know | | | | |
|-Driving Question | | | | |
|-Explain major product | | | | |
|WINTER BREAK PROJECT WEEK TWO |
|-Small group Grounded to Earth |-Show examples of travel agencies and |-Bookflix listening center |-Review of what makes a catchy design and |-Project Work time: Means of Travel (cue |
|-Whole group: Day and Night |logos |-Day 2 of Name and Logo from previous day |cover? |Art teacher) |
|-Centers Day & night practice |-Student workshop time to create logos and|-BrainPOPJr. Moon |-Project time: Create a cover design |- |
|-Review formats and choices of brochures |travel agency name | | | |
|and posters | | | | |
|PROJECT WEEK THREE |
|-What to do on the moon |-Work on how to prepare for the trip. |-Interesting facts they discovered during |-Project Work time: Skit or brochures |-Project Work time: Skit or brochures |
|-Researching landmarks /places of |Traveler’s needs |research | |-Reflection on week’s learning. Re-Visit |
|interest? |- | | |Needs to Know Chart and plan for next |
|-What is life like on the moon? | | | |week’s research |
|PROJECT CALENDAR |
|project: |Time Frame: |
| |
|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |
|PROJECT WEEK FOUR |
| |-Peer Feedback on project presentations |-Revision from Peer Feedback | | |
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|PROJECT WEEK FIVE |
| |-Dress Rehearsal and Run Through |-Dress Rehearsal and Run Through |Project Presentations to Parents |NO SCHOOL |
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|PROJECT WEEK SIX |
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