Week long lesson solar system

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Week long lesson solar system

  1. 1. Caleb Dunkerly<br />Mr. Sandrick<br />Education 356.002<br />Monday: <br />What: We will begin by watching a musical video, “The Planet Song,” on YouTube that lists all the planets in the solar system (Music). We will then sing the song a few times through (Gardner: Musical). The students will have a class discussion about the solar system (Gardner: Interpersonal). The students will share what they already know and what they wonder about the solar system (Process Skills: Predicting). We will form a web of ideas on the chalkboard. Then, I will read the students a picture book that provides information about the planets of the solar system. It is called Blast Through Space. I assign the students to look-up five vocabulary words in their science textbook (Science Activity). They will write the definition and draw a picture for each term (Bloom’s Knowledge). Lastly on Monday, the students will learn My Very Educated Mother Just Served Us Noodles. This will teach them the order of the planets in our solar system. In math, we will be working on measurements (Process Skill: Measuring). I will have space themed items. The students will work in groups to measure the different items using the metric system (Math Activity), (Gardner: Logical-Mathematical). <br />Why: The students will have a basic understanding of vocabulary, and will learn some facts about the planets in our solar system. They will also be introduced to the order of the planets. After today’s instruction they will be able to measure things to the nearest tenth. <br />Tuesday:<br />What: I will begin by reading them the book Our Solar System. This book provides information about the planets. Then, we will review the order of the planets. I will then split the children into eight separate groups. Each group will be assigned one planet. Using their science textbook, they must find the following information about their planet: size, shape, color, ranking from sun, if it has moons, and a fun fact (Gardner: Verbal-Linguistic), (Process Skills: Observing). Also, the students will display their planet and findings on a poster (Gardner: Bodily-Kinesthetic), (Gardner: Visual-Spatial). The students will go to the computer lab and play some space games. They will go to http://www.kidsastronomy.com/fun/memory.htm. They will play matching games, design their own solar system, and solve a puzzle (Technology), (Gardner: Logical-Mathematical), (Bloom’s Synthesis). Then, we will talk about how the shape of the Earth can change (Math Activity). We will talk about how weather can change the surface of our planet (Gardner: Naturalistic). <br />Why: The students will know size, shape, color, rank from the sun, number of moons, and a bonus fact about their planet. They will also have a better understanding of the shape of the Earth. They begin to see that the shape of the Earth’s ground can be changed fairly easily.<br />Wednesday:<br />What: Today the students will present their poster to the class (Gardner: Verbal-Linguistic). Each group will tell which planet they had. Also, they will explain the facts that they researched (Bloom’s Analysis). Next, the students will compare facts about the planets (Bloom’s Evaluation). For instance, they will make assumptions like Jupiter is larger than Earth (Process Skills: Inferring). Then, I will read the students Goodnight Moon. This will be the introduction to a brief description of our moon (Gardner: Naturalistic). We will briefly talk about our moon and the effects it has on Earth. I will teach the students that the moon affects the ocean’s tides (Math Activity). It is something that can be predicted. We will also talk about the first man on the moon, Neil Armstrong (Social Studies). The students will learn some facts about him. We will review our vocabulary terms and the order of the planets. <br />Why: After presenting, the students should know more about each planet. They should know the basic facts of each planet. Also, the students will know more about the moon. They will begin to understand the affect it has on the Earth. They will know about an important social studies and science figure. They will be able to tell about Neil Armstrong and his contributions.<br />Thursday:<br />What: The students will begin by having a matching quiz over their vocabulary words (Assessment 1), (Bloom’s Comprehension). I will read the students the book Dmitri the Astronaut. This will get them in the mind set of exploring space. Hopefully, this will provide them with ideas for their writing assignment. They are to pretend as if they are astronauts. They need to write about their experience in space (Language Arts). They can talk about which planets they visited and what they liked best/least (Process Skills: Communicating). They should provide some actual facts in their writings (Gardner: Intrapersonal). We will again review the order of the planets. We will talk about the activity for Friday. We will discuss that what we are making is a model (Math Activity). A model is a representation of something. For example, we could not make a solar system to actual size, so we make a model (Gardner: Visual-Spatial). This way we review the importance of models in our everyday life.<br />Why: The vocabulary quiz will provide an assessment over the key terms of the solar system (Assessment 1). This will show me if the student has learned the main points. The story will help the student remember what he or she has learned during the week. It will allow them to mix reality and creativity. The story will help enhance the student’s Language Arts skills. Also, the students will know an example of models and why they are useful. <br />Friday:<br />What: The students will be given a list of the planets. They must put them in correct order (Assessment 2), (Process Skills: Classifying). I will read the students Solar System SOS. It is a fictional book that includes aliens and a funny adventure through space. Then, we will work on our main project. The students will be placed into eight groups. Each group will be in charge of creating their planet from the provided materials. Each planet will be painted (Art), (Gardner: Bodily-Kinesthetic), (Gardner: Visual-Spatial), (Bloom’s Application). When they have dried, I will hang them from the ceiling to display the solar system. Then, we will have a discussion about what we have learned this week. We will talk about how we know a lot about the solar system, but we still have a lot to learn (Math Activity). We will discuss that even teachers are constantly learning. Everybody learns something new each day.<br />Why: The students will list the order of the planets (Assessment 2). This will show me if they have learned during the week, and if the mnemonic device was helpful. The students will work on an educational art project that will be displayed. This will serve as a constant reminder of the solar system. It will remind the students what they have learned.<br />Standards Covered in this Lesson:<br /><ul><li>Standard 1 – The Nature and Science of Technology
  2. 2. Scientific Inquiry
  3. 3. 2.1.1 – Manipulate an object to gain additional information about it.
  4. 4. 2.1.2 – Use tools – such as thermometers, magnifiers, rulers, or balances – to gain more information about objects.
  5. 5. 2.1.3 – Describe, both in writing and verbally, objects as accurately as possible and compare observations with those of other people.
  6. 6. The Scientific Enterprise
  7. 7. 2.1.5 – Demonstrate the ability to work with a team but still reach and communicate one’s own conclusions about findings.
  8. 8. Technology and Science
  9. 9. 2.1.6 – Use tools to investigate, observe, measure, design, and build things.
  10. 10. Standard 2 – Scientific Thinking
  11. 11. Computation and Estimation
  12. 12. 2.2.1 – Give estimates of numerical answers to problems before doing them formally.
  13. 13. Communication Skills
  14. 14. Draw pictures and write brief descriptions that correctly portray key features of an object.
  15. 15. Standard 3 – The Physical Setting
  16. 16. Earth and the Processes That Shape It
  17. 17. 2.3.1 – Investigate by observing and then describe that some events in nature have a repeating pattern, such as seasons, day and night, migrations.
  18. 18. Standard 5 – The Mathematical World
  19. 19. Shapes, and Symbolic Relationships
  20. 20. 2.5.3 – Observe that and describe how changing one thing can cause changes in something else, such as exercise and its effect on heart rate.
  21. 21. Reasoning and Uncertainty
  22. 22. 2.5.5 – Explain that some events can be predicted with certainty, such as sunrise and sunset, and some cannot, such as storms. Understand that people aren’t always sure what will happen since they do not know everything that might have an effect.
  23. 23. 2.5.6 – Explain that sometimes a person can find out a lot (but not everything) about a group of things, such as insects, plants, or rocks, by studying just a few of them.
  24. 24. Standard 6 – Common Themes
  25. 25. Models and Scale
  26. 26. Observe and explain that models may not be the same size, may be missing some details, or may not be able to do all of the same things as the real things.

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