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 NJ PROJECT PLANNING GUIDE Project Title: Earth and the Solar SystemTeachers: Myers, Leach, JohnsonGr. Level: 5thStart Date: 10/31 End Date: 2/03Duration: 9 weeks School Wide Learning Outcomes:What specific Content Standards and Skills will be taught and assessed?Scaffolding:How will students be supported in learning content and skills?Assessments:How will students be assessed in the targeted content and skills?ESS1-1 Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.Why is the sun so bright compared to other stars?ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. What causes shadows? Do our shadows always look the same/same length?What makes night and day? Why do we have different seasons? Do we always see the same stars in our night sky?What is gravity? How does gravity work? RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. ESS1-1 - AIMS: How Far is the Sun (59) 2 daysStar Near Star Far (65) 1 day - make sure to include moon scaleESS1-2 - AIMS:Make a Sundial (147) 3 days - day one 30 min, days 2-3 about 15 min each. read shadow tracker (133)Sunny Side Up (149) 2 days, one day is set up and hourly data collection. day 2 is graphing results. STEM Lab Lesson: Night and Day-East to West Path across the Sky from Earth’s View & Solar System ViewNight and Day (175) 2 days - Day 1 - hour, activity and first data page. Day 2 research aprox 30 minutes with laptops. Daylight Data (185) - 1 day about an hour.STEM Lab: Reasons for SeasonsPasta Parallels (201) 1 day about an hourSeasonal Do-Si-Do (211) 1 day about 1 hour. STEM Lab: Seasonal Stars and Circumpolar StarsPS2-1Students will work in pairs and whole group to learn about gravity (science readers, BrainPop video, Trueflix text) STEM Lab: The Pull of Gravity- “How High Will It Bounce?” ExperimentETS1-1, ETS1-2, ETS1-3:Students engage in Engineering standards and the Engineering Design Process through EiE Kit-A Long Way Down: Designing ParachutesTeacher-led vocabulary discussions and reviewTeacher-guided writing lessons specific to informative/expository textPre/post-assessmentPS2-1 Post assessment on gravity (online BrainPop quiz)POST ASSESSMENT RUBRICETS1-1, ETSi-2, ETS1-3teacher observation and analysis of student work during engineering design process (revising parachute based on learning)Assess individual vocabulary knowledgeInformative writing rubricCollaboration:Groups will be given time to reflect on their collaborative (descriptor) as a groupWhole group discussion as neededGroups will reflect on identifies descriptor using a team reflection form and protocolAgency (rubric descriptor): Sees failures and challenges as an opportunity for growthStudents will use engineer design process and be given time to reflect on and improve parachute design based on learning and previous attemptsTeacher observation and consideration of students’ reflections (Did they revise design based on previous learning?)MAGNET STANDARDS(NJ’s School Wide Learning Outcomes):Scaffolding:How will we explicitly teach these skills?Assessments:When will we assess these skills (use rubric)?*Agency:Starts tasks quicklyPerseveres through tasksSees failure as a learning opportunityWith minimal support, uses goals, feedback and reflections to improve outcomes Magnet Standards RubricCover Sheet*Collaboration:Shares ideasGives kind and specific feedbackListens and takes direction from other group membersContributes to problem solvingMaintains focus in order to successfully complete group workTakes other ideas into consideration when contributing to conversations*Oral Communication:Uses loud and clear voice, appropriate pace and complete sentencesUses eye contactUses professional posture and gesturesResponds appropriately to audience questionsOrganizes content and includes academic vocabularyEngineering Design Process (include if engineering standards are in PBL):Asks questions to identify the problemIs able to imagine multiple solutionsIs able to contribute to group planIs able to create the group’s plan, test it, and analyze resultsIs able to make revisions to improve the design and test againDigital Communication (include if technology is used for final product/presentation):Digital product has well-organized contentDigital product is visually appealingDigital product meets the needs of the audience and context of the project (if tool is chosen by student)Driving Question:What Driving Question will inspire students, relate to the real world, and require inquiry-driven research?How do we as scientists help to clear up misconceptions about earth’s position in our solar system and how it affects our everyday lives?Entry Event: How will you launch this project in order to engage students and spark inquiry around the DQ?Students will conduct an interview with families/community with a focus on one of the three NGSSs (ESS1-1 sun’s brightness, ESS1-2 shadows, night & day, seasons/stars, and PS2-1 gravity.) Anticipated Need-to-knows:What Need-to-Knows do you expect/anticipate students will have after the Entry Event?How will we be researching/learning about Earth and the solar system?Who will we work with?When is it due?Who is our audience?How long does the slideshow have to be?What needs to be included in our slideshow?Benchmarks:What subtasks (“stepping stones”) support student progress and work toward final product(s)?Products:What will students do/write/create/build/perform? How are products authentic and show evidence of student learning? Informative draft(s)Group:Individual:Informative Writing Piece RubricFinal Presentation/Exhibition:Where will the final event/exhibition take place? How will students present their work? How might you incorporate an authentic audience?Groups will exhibit Google Slideshows - parents, community members, experts, and students will be invited to attend and fill out presentation rubric for feedback. Project Summary:Brief description of your project:Reflection:How will students look back on content, skills, and process?Group:(ie: whole-group discussion, fishbowl discussion, group reflection protocol, other)Group reflects on specific collaboration skill using team reflection form Individual:(ie: journal, survey, open-ended questions, reflection form, other)Individuals reflect on project using (plus/delta) project reflection form Resources Needed:Texts:Tech Integration:Experts/Community resources:Field Trips:-EiE-AIMS- Science readers (for groups)- Online research using True Flix book on Outer Space (including gravity)Star patternsSun & Moon TimesGravity article and drawing videoEd1Stop login (for BrainPop) - Gravity quiz, video and activitiesWhat causes day and night? (a bit more complicated article, but good) of the earth (quick close read) causes the seasons? (close read) reason behind earth’s seasons- good graphics and night (good quick info./graphic) four seasons? What causes seasons? (tilt of earth) Seasonal Merry-Go-Round (close read) Keeping cool with shadows. (close read) does gravity come from? (close read) of the following videos go with the close reading “Where does gravity come from?”video Gravity-From Newton to Einstein-The Elegant Universe-interesting--Also another video Gravity Visualized that give students more visuals to understand how gravity works What is gravity? (close read) Steve Perry shared Solar System to scaleLayers of Our AtmosphereArt Writing Links:Choose topic: writing: an Intro: Ideas w/Headings: a Draft (1): a Draft (2): a Draft (3): a Draft (4): a Conclusion: Transitional Words & Phrases: Sources: request: responses pendingCalifornia Academy of Sciences - PlanetariumCalendar: List daily lessons for project implementation Weekly Time for Magnet Theme Integration 2016-2017EnglishS.S.MathSciencePlanned7.5001ActualWeek OneMonday 10/31Tuesday 11/01Wednesday 11/02Thursday 11/03Friday 11/04ELA:Vocab Words:sunstarsolar systemorbitsatellitegravityforcemassPBL:Entry Event-Interview questions sent home week before-Carousel -Driving Question-Know/Need-to-KnowSTEM Lab: The Pull of Gravity- “How High Will It Bounce?” Why is the sun so bright?Key Ideas- Sun’s Brightness:Define sun/facts about size, temp, as a starDistance, effect of distance on earth, distance of other starsHow does it compare to other stars, solar systemELA: Close Read True Flix on Solar Systems (partners)p.11-13PBL: BrainPop video (Solar System) and activity pageELA:Video on the sunArticle on sun’s size compared to other starsShort video comparing sizes of stars (fun)ELA:PBL:-AIMS-How Far is the Sun? (pg 59)Use 1 sun, and have groups predict and mark with chalk.-Watch BrainPop “Sun” video-Go back outside and adjust prediction (in a different color) and stand in that position.-Do actual measurement to show where the earth is in relation to the sun.What is gravity and how does it work?KI- Gravity:Define (what is it)How does it work? (Orbits, mass & distance, how it affects us, history & discovery)ELA:Gravity ActivityBill Nye Gravity Video Another link to bill nyePBL:Week TwoMonday 11/07Tuesday 11/08Wednesday 11/09Thursday 11/10Friday 11/11ELA:Vocab Words:Gravitational pullTidesRelativityExertShadowSunriseSunsetAxis MotionPBL-Brain Pop Video on GravityClose Watch.Note Catcher for Brain Pop VideoSTEM Lab: Night and Day-Earth-Based Perspective & Space-Based PerspectiveWhat causes shadows?Do our shadows always look the same (have the same length)?KI- Shadows:DefineEarth’s rotation (sunrise/sunset, looks like sun moving across the sky)How sun’s position affects the angle and lengthELA: Writing: explore information essay.PBL:Children’s University (resource for shadows, day and night, etc.)-Personal shadow hourly data collection and graphing. (use AIMS Me and My Shadow (157) procedureELA:Writing: explore information essay.What makes night and day?KI- Day/Night: Earth’s rotation/axis (vs. revolution)How the sun relates to our rotation (sunrise/sunset, line of termination, shadows)ELA:Writing: explore information essay.PBL:-AIMS: Night and Day (175), hour, activity and first data page. Research approx. 30 minutes with laptops. School (Vet’s Day)Week ThreeMonday 11/14Tuesday 11/15Wednesday 11/16Thursday 11/17Friday 11/18ELA:Vocab Words:RotateRevolveRotate vs. Revolve anchor chartSlideshow showing Earth rotationsPBL:STEM Lab: Reasons for Seasons and ACES-Lesson 5: Seasons of ChangeWhy do we have different seasons?KI- Seasons: Earth’s Position (orbit, tilt)N&S Hemispheres (how tilt affects hemispheres)Describe seasons in N Hemisphere (when, weather, why)ELA:Informational Writing RubricBrainPop video on Seasons-Students plan ideas/materials for videos and/or booksPBL:ELA:Analyze Informational Writing outlines- option ONE-AIMS: Seasonal Do-Si-Do (Science Lab?)Do we always see the same stars in every season?KI- See same stars?:Celestial sphere (earth’s revolution through the sky)Zodiac (categorize)History (who noticed and mapped and named the constellations)ELA:Analyze Informational Writing outlines- option TWOPBL:Brain pop video on seasonal constellationsCHECK THIS OUT! STAR SEARCH & DAILY NIGHT SKY & Constellations are Seasonal- Kids use student computers to access and play to learnELA:Video clip for stars in different seasonsSeasons & Stars WebsitePBL:Groups/Group ContractsFall BreakWeek FourMonday 11/28Tuesday 11/29Wednesday 11/30Thursday 12/01Friday 12/02ELA:OutlinesPBL:Slideshow mini-lessonSTEM Lab: Seasonal Stars and Circumpolar StarsELA:OutlinesPBL:LayoutELA:OutlinesELA:Rough Draft (Intro.)PBL:LayoutELA:Rough Draft (Intro.) PBL:LayoutWeek FiveMonday 12/05Tuesday 12/06Wednesday 12/07Thursday 12/08Friday 12/09ELA:Peer Critique/RevisePBL:SlideshowELA:Rough Draft (Topic 1)PBL:SlideshowELA: Rough Draft (Topic 1)ELA:Peer Critique/RevisePBL:SlideshowELA:Rough Draft (Topic 2)PBL:SlideshowWeek SixMonday 12/12Tuesday 12/13Wednesday 12/14Thursday 12/15Friday 12/16ELA:Rough Draft (Topic 2)PBL:Slideshow ELA:Peer Critique/RevisePBL:SlideshowELA: Rough Draft (Topic 3)ELA: Rough Draft (Topic 3)PBL:SlideshowELA:Peer Critique/RevisePBL:SlideshowWinter BreakWeek SevenMonday 1/09 Tuesday 1/10Wednesday 1/11Thursday 1/12Friday 1/13ELA:Rough Draft (Conclusion)PBL:SlideshowCalifornia Academy of Science Field TripKaiser Assembly?ELA:Rough Draft (Conclusion)ELA:Peer Critique/RevisePBL:SlideshowELA:Peer Critique/Editing (Conventions)PBL:SlideshowWeek EightMonday 1/16 Tuesday 1/17Wednesday 1/18Thursday 1/19Friday 1/20No School (MLK Day)ELA:FinalizePBL:SlideshowELA:FinalizeELA:FinalizePBL:SlideshowELA:FinalizePBL:SlideshowWeek NineMonday 1/23Tuesday 1/24Wednesday 1/25Thursday 1/26Friday 1/27ELA:PBL:SlideshowELA:PBL:SlideshowELA:ELA:PracticePBL:PracticePresentation DayGrade Level Post Project Reflection: 2014-2015, 2015-2016What was most successful?Students were engaged in making the videos. Most students really understood concepts because of the way it was taught--many students did well on their post-test. The difference between the pre- and post-tests was huge!What was less successful?The app kept glitching. Students couldn’t move voiceovers, which caused a lot of problems. We didn’t really have a quiet place for students to do voiceovers, so there was a lot of excess noise in the background of their videos. Because each of the 2 fifth grade classes only had 5 iPads to share (each classroom had 8 groups), we had to borrow iPads from the kindergarten classrooms--which was difficult to manage.What student feedback was received? The student reflections showed that they liked learning about space. They loved the field trip. They had fun making the videos. They were frustrated with the app and voiceovers. Students were frustrated with some group members who were not participating and were distracting.What outside/audience feedback was received?The parents and teachers were impressed with the videos. All audience members enjoyed watching the videos and had a lot of questions about how they were created.How did the science lab support this project? Were there any instructional strategies, modeled by the science coach, that you would incorporate into your own practice?Students completed much of the EiE parachute project in the Science Lab. AIMS curriculum was also used to further explore the specific focus questions.If the project included community support/experts, what follow-up feedback was provided after their visit? (Please include student-generated thank-you’s notes as well)None were involved.What changes would you make for next time?Buy the StopMotion app, instead of use the free version. Find more time and space (and support) for voiceovers in a quiet place. Have a more organized PBL journal.Needs 24 ipads per classReflection (2015-2016): We are scrapping stop motion for this project. We need to involve more experts and make the entry event more authentic. ................
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