EDMU 525 5E Science Mini Unit PDF

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5E Mini Unit Lesson Plan Shae Doty EDMU 525 Professor David Sutton Brandman University June 20, 2019

Unit Overview Title of the Unit: In a Galaxy Far, Far Away Grade Level: Sixth Grade Science Disciplinary Area of Focus: Earth and Space Science Unit Objectives By the end of this unit, students will be able to identify the planets within our solar system, describe the features of the planets, and use this knowledge to build a model of the planets in the

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solar system by showing their understanding of scale for what planets are near each other and comparing the sizing of the planets, using materials they use within their everyday lives. Correlation to the Next Generation Science Standards and Common Core Standards Topic: MS-ESS1.B. Earth’s Place In The Universe Student Performance Expectation: MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system. Science and Engineering Disciplinary Core Ideas* Crosscutting Concepts* Practices *

Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.  Analyze and interpret data to determine similarities and differences in findings.

ESS1.B: Earth and the Solar Scale, Proportion, and Quantity System  Time, space, and  The solar system energy phenomena can be consists of the sun and a observed at various scales collection of objects, using models to study including planets, their systems that are too large moons, and asteroids that or too small. are held in orbit around the sun by its gravitational pull on them.

Common Core State Standard Connections English Language Arts: CCSS.ELA-LITERACY.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume,

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and clear pronunciation.

CCSS.ELA-LITERACY.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. CCSS.ELA-LITERACY.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-LITERACY.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Mathematics: CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively. CCSS.MATH.PRACTICE.MP4 Model with mathematics. CCSS.MATH.CONTENT.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Arts Integration: VAPA. 2.0 CREATIVE EXPRESSION: Creating, Performing, and Participating in Theatre Students apply processes and skills in acting, directing, designing, and scriptwriting to create formal and informal theatre, film/videos, and electronic media productions and to perform in them. VAPA. 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS: Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to

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Other Art Forms and Subject Areas and to Careers Technology Integration: ISTE.1. Empowered Learner ISTE.2. Digital Citizen ISTE.3. Knowledge Constructor ISTE.4. Innovative Designer ISTE.6. Creative Communicator

5E Solar System Unit (Engage, Explore, Explain, Elaborate, and Evaluate: Engage: Materials: 

Computer access and LCD projector to show YouTube video songs about learning the planets in the solar system and their spatial relations and size differences: https://www.youtube.com/watch?v=BZ-qLUIj_A0 https://www.youtube.com/watch?v=noiwY7kQ5NQ

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The book titled Comets, Stars, the Moon and Mars by Douglas Florian to use in the beginning of the Engage lesson to excite students about learning the solar system concepts Planet cards, enough for each table group of students to have a set of the planets-no words, only images of the planets

Activity: The teacher will begin this lesson by allowing students to gather on the carpet/rug at the front of the classroom to sing and dance to the two short YouTube song videos that introduce concepts of the planets in the solar system. The teacher will then have students sit down where they are on the rug and will read the story Comets, Stars, the Moon and Mars by Douglas Florian. The teacher will then have students go to their table group assignments and she will pass out a collection of cards to each group. The group will receive a card with a picture of each planet on it, but will not say what the planet is or any information about it.

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The teacher will then tell students to work together in table groups to organize the cards in any way they please. The students will work together to organize them with no prior knowledge or hints about how the images can be grouped. After several minutes, the teacher will have students share how they chose to categorize their picture cards. Some students will choose to categorize by the size of the picture, some by the color, or some by how attractive the image is to them. The teacher will then call on several students to share with the class how they chose to categorize the images and why they chose to do it in that way, and throughout this discussion process, students will come to understand that the images are of all of the planets in the solar system as well as asteroids, etc. The teacher will then write Solar System on the board and explain to students what it is and what makes up the solar system. She will remind students that when they are thinking like scientists, it is important to remember that objects can be grouped together based on certain characteristics or categories. The teacher will then introduce students to the importance of the explore portion of the lesson by alluding to how the planets are all different sizes and in different places throughout the solar system that can be visually noted and recreated. Science Process Skills: Observing: Students engage in observational skills while watching the YouTube videos and listening to the story about the solar system, as well as working with the images of the planets and the sun to gather information about the concepts they will be learning in this unit. Classifying: Students engage in classifying skills when the teacher gives them the images of the planets and the sun and without telling the students’ what they are, asks them to categorize the images in any way that they choose. The students then understand that these images of objects in the solar system can be categorized by their scale properties. Questioning: Students engage in questioning skills while the teacher is having a whole class discussion about the images of the planets and the sun and explaining how they categorized them, why some students chose to categorize in other ways, and asking questions about being introduced to the scale properties of the objects within the solar system.

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Communicating: Students engage in communication skills when working in table groups to categorize the images of the sun and planets, as well as when sharing how they categorized the images and learning about the objects scale properties during the whole class discussion. Explore: Materials:    

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How Do You Burp In Space?: And Other Tips Every Space Tourist Needs To Know by Susan E. Goodman White construction paper Different colored markers (colors of planets) enough for each table group Different objects that can represent the size differences of the planets and enough that each table group has a set to work with (does not have to be these specific items): Mercury=small pea, Venus=olive or cherry, Earth=small radish, Mars=large pea, Jupiter=small cantaloupe, Saturn=grapefruit, Uranus=small tangerine, Neptune= apricot, and Pluto= sesame seed. Document camera

Activity: The teacher will start this lesson by reading the book How Do You Burp In Space?: And Other Tips Every Space Tourist Needs To Know by Susan E. Goodman. After finishing this book the teacher will pass out a chart or image that shows the size differences of the planets and how the planets are categorized by size from largest to smallest or vice versa that recall information the students briefly learned from the YouTube songs and the book. Students will then be asked to use a piece of white construction paper and the markers at their table groups to draw their own depiction of each planet, and to draw them in order from largest to smallest.

After the students have completed this portion of the activity, the teacher will then collect students’ images and ask students to volunteer and tell the teacher if they remember the acronym from the chart they were given showing the size differences between the planets from largest to smallest and if someone could share what the largest planet and smallest planet are. After this, the teacher will pass out the food items to each table group, making sure that each table group has one of each item to work with. The items will all be placed within a basket. The teacher will

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remind students that they just came to the conclusion that as scientists, they know that objects can be categorized by certain characteristics and that they just categorized the planets by largest to smallest planet. Now, the students will be asked to take all of the food items out of the basket and determine the size differences between each item, allowing students to become familiar with the items and recalling on their outside relationship to eating these foods at home. The teacher will then ask students to imagine that these objects relate to planet sizes, and to organize the objects from largest to smallest and create labels out of scratch paper to label what planet each food item is organized to represent. The teacher will go around during this activity, making sure students are able to understand the relationship of sizing for the different food objects and can recall the sizing of each planet, as well as documenting the students progress by taking images of their work. Science Process Skills: Communicating: Students engage in communication skills when answering questions in the whole class discussion, as well as when they are working with the food items in their table groups to imagine them as solar system objects and categorizing them by their scale properties. Measuring: Students engage in measuring skills when sorting the food objects from largest to smallest and identifying which food object could be related to the scale properties of the learned objects within the solar system. Classifying: Students engage in classifying skills when understanding that the planets and the sun can be categorized by size as well as the relation in which they appear next to one another within the solar system. Experimenting: Students engage in experimenting skills when determining which food item can be related to the same scale properties of the solar system objects. Explain: Materials:  

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LCD projector Computer to access online applications regarding fun planet and solar system facts for students such as: https://www.kids-world-travel-guide.com/solar-system.html Large poster board of images of the planets, their names, and the way they are actually ordered throughout the solar system Large notepad to fill out with students about key concepts of planets and the solar system Student science notebooks to write key facts about each planet and solar systems in it throughout this portion of lesson

Activity: The teacher will begin this lesson by engaging students in learning more detailed information about the planets in the solar system and their scale properties of largest to smallest and their actual places throughout the solar system. The teacher will start off this lesson by teaching students the planet roll call song which goes over the planets in the solar system, what number they are in the solar system and one key fact about each planet. For example, the song starts by

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saying, “Nine planets around the sun, listen as I call each one. Mercury? Here! Number one, closest planet to the sun, etc.…” After reviewing this roll call song with the students several times to ensure the key aspects of the song are standing out to the students, the teacher will then move into further explaining facts about the planets that include discussions of their scale properties in the solar system.

The teacher will ask students to call out the different planets as she writes them down on a large notepad in the front of the class and students copy what the teacher is writing in their science notebooks. The teacher will then ask students to call out any facts they remember from the previous lessons about the size of planets or where they are within the solar system. After including this information, the teacher will further expand on facts about the planets by incorporating information such as Mercury does not have a moon, while Earth does, etc. Once the teacher has gone over these key concepts with the students, the teacher can open the website for kids world travel guide that provides kid-friendly solar system facts, and the teacher can move towards the NASA website that incorporates fun games about the planets and solar system that the teacher can either project onto the board and have students answer questions, or the students can have time to access the game on their iPads and engage in different games on the NASA website to further deepen their understanding of the scale properties of objects in the solar system. Science Process Skills: Communicating: Students engage in communication skills when learning the roll call planet song and singing it aloud with the teacher. Additionally, when students volunteer their responses in the whole class discussion about the planet and sun names and key facts they have learned so far about each object. Analyzing Data: Students engage in analyzing data skills when interacting with the online applications, whether games or interactive whole class tools that require students to test their knowledge of the fact learned so far about the solar system and apply that knowledge to these applications.

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Elaborate: Materials:    

Cardboard scraps String Poster board markers Notepad from explain lesson that states planet facts (sizes, order they appear in solar system)

Activity: For the elaborate lesson in this unit, students will combine their knowledge of the planets in the solar system, and the scale properties they have learned about them from the previous lessons within this unit to engage in a visual and performing arts activity where they take on the role of a planet by creating the planet they will wear, and lining up in their groups once by largest to smallest planet, and then in the order that they appear within the solar system. Students will first be given square pieces of cardboard scraps; big enough for the student to be able to draw a planet on it, write its name, and wear it around their neck. Students will then be grouped into several different groups, possibly three groups of nine students, so that each student in the group is able to show their knowledge of one planet, or the sun. Students will be allowed to work in their groups for a good portion of time, being allowed to refer to the notepad of planet facts and key concepts so that when they are discussing their play/presentation, they know how to group themselves before presenting.

Students will then take turns with their groups demonstrating what planet they are, a key fact about that planet, or the sun, what it looks like, as well as the order in which the planets are sized, and additionally how they appear within the solar system. This activity will further elaborate the student performance expectations and objectives that students are to achieve by the end of this unit.

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Science Process Skills: Communicating: Students engage in communication skills while working together in groups to create their own solar system objects and becoming those objects and being able to explain to their classmates what object they represent and a key fact about that object. Measuring: Students engage in measuring skills when determining how big or small to draw their solar system objects on their cardboard in comparison to the planet sizes or sun that their classmates are drawing, as well as when they organize themselves from largest to smallest object during their presentation. Classifying: Students engage in classifying skills when working together in their groups to determine which solar system object is largest to smallest in scale and then being able to arrange themselves during their presentation in the proper order displaying the scale properties of the objects. Evaluate: Materials:      

Different colored buttons that match colors of planets, and appropriate sizing, enough for each student to have one of each planet (button) Black construction paper Planet labels Glue sticks White marker to illustrate rings in solar system to help students place planets with correct scale properties Planetary orbit stencil one for each student to cut and trace on black construction paper

Activity:

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For the evaluate portion of this unit, students will be engaging in a project they will complete individually that will model their understanding of the unit objective goals and student expectation performances. Students will be asked to create their own model of the solar system, incorporating their knowledge of the planets, their scale properties such as their size and how they are ordered within the solar system, and their knowledge of the sun as a star, its placement in the solar system, and where the planets appear in the orbital rings. Students will each be given a sheet of labels for all of the planets and the sun, to cut out and glue to their model once they have placed their button objects in the correct places within their solar system. They will then be given their pieces of construction paper and a basket full of the buttons for them to determine which will represent a specific planet or the sun, and a white marker to trace their orbit rings onto the construction paper. The students will then be given a majority of the class period to create their solar system model. Once the students complete their model, they will write one fact on the back of the construction paper about all eight planets, and the sun.

The teacher will be able to use this project ...