UNIT LESSON PLAN - University of Minnesota Duluthbmunson/Courses/EdSe4255/TaniasUnit.doc · Web viewClassroom Management in Mr. Zwak’s 8th Grade Earth Science at Lincoln Park: Word

UNIT LESSON PLAN“THE SOLAR SYSTEM”

Tania PiehowskiTeaching Secondary Science

EdSe 4255B. Munson10/24/2005

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INDEX

Curriculum Basis and Unifying Concepts…………………………………pg. 2Unit Learner Outcomes………………………………………………………pg. 2-3Scope and Sequence…………………………………………………………..pg. 4Main Concepts………………………………………………………………...pg. 5Main Concepts in Concept Map Format…………………………………...pg. 6Unit Preparations……………………………………………………………..pg. 7Unit Planning………………………………………………………………….pg. 8

Day One (Intro to the Solar System)……………………………………pg. 9

Day Two (The Sun)……………………………………………………….pg. 10Day Three (Video—“Magic School Bus Gets Lost in Space”)

………...pg. 11Day Four (The Terrestrial Planets)……………………………………...pg.

12-13Day Five (The Jovian Planets)…………………………………………...pg.

14-16Day Six (Jigsaw Reading)………………………………………………...pg.

17Jigsaw Reading (Research Reading: Terrestrial and Jovian

Planets)...pg. 18Day Seven (Quiz and Intro to Planet Report)………………………….pg.

19Solar System Quiz……………………………………………………..pg. 20Planet Project Information…………………………………………...pg.

21Planet Rubric…………………………………………………………..pg. 22

Day Eight and Nine (Planet Research in Media Center)……………...pg. 23

Day Ten (Satellites)………………………………………………………..pg. 24

Day Eleven (Video—“Magic School Bus: Out of this World)………...pg. 25

Day Twelve (Planet Jigsaw)……………………………………………...pg. 26

Day Thirteen (Movie)…………………………………………………….pg. 27Day Fourteen (Review for Exam)………………………………………pg. 28Day Fifteen (Exam)……………………………………………………….pg. 29Reflections on the Planning of Lessons………………………………...pg.

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Special Student Considerations……………………………………………..pg. 31-32Assessments…………………………………………………………………...pg. 33

Grade Weights/Diagnostic Assessments………………………………pg. 34

Formative Assessments………………………………………………….pg. 35-38

Summative Assessments…………………………………………………pg. 39-43Safety………………………………….………………………………………..pg. 44Classroom Management……………………………………………………..pg. 45-46Teaching Resources…………………………………………………………..pg. 47Self-Evaluation………………………………………………………………...pg. 48

8TH GRADE EARTH SCIENCE

Curriculum basis:This unit introduces the solar system. It covers the history, characteristics, and interactions of the objects in our solar

system. It also uses videos and diagrams to enhance student understanding of the objects in our solar system.

This unit will cover information solar system history, planet characteristics, the sun, inner and outer planets, the moon,

and space rocks. . The Earth, Moon, Sun and the interactions that occur between them will follow this unit.

Unifying Concepts:

Evidence, models, and explanationSystems, order and organization

UNIT LEARNER OUTCOMES

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Learner Outcomes

National Standards:

Earth Science

State Standard Unifying Concepts

Students will recognize seven main objects in

the solar system

Earth in the Solar System

The student will compare objects in the

solar system and explain their

interactions with the Earth

Evidence, models, and explanation.

Students will understand the history behind

the models of our solar system

History of Science Evidence, models, and explanations.

Students will be able to identify

important characteristics of

our sun


The student will recognize that the sun is the principal energy

source for the solar system and that this energy is transferred

in the form of radiation


Students will be able to identify

important characteristics of

our inner and outer planets and

be able to compare and contrast them


The student will compare and contrast

the planets, taking into account their composition, mass

and distance from the sun and recognize the conditions that have

allowed life to flourish on Earth.


Systems, order, and organization.

Students will be able to identify the number of satellites in our

solar system and describe the main

ones






Students will complete a

research project on one of the nine

planets and be able to share their information with

the instructor in a report and with

their peers


Science and Technology in

Society

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through jigsaw discussion

Students will be able to explain the differences between the

three space rocks in our solar system and

describe certain characteristics

they posess






Students will be able to recognize the main gases in our solar system



SCOPE AND SEQUENCE

This three week unit follows a unit on galaxies and discusses the solar system and its importance in our understanding of planets and their characteristics and relationships with Earth. It is important that students understand our solar system so that they realize that our planet is valuable and needs to be taken care of so that life can remain untouched.

My idea with this unit was to start with what students may already know and expand from there. I began with the history of our solar system and branched out to the sun, the planets, planet characteristics, and finally to satellites and space rocks. I offered inquiry based learning by asking the students to explore a planet for themselves and further to educate their peers on their planet. I also asked students to complete a variety of assessments to make sure they fully understood the nature of this unit. In the end, I believe that the students will get a good understanding of our solar

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system and will be prepared for an upcoming unit on the Sun, Earth, and our Moon through the knowledge gained in this unit.

MAJOR CONCEPTS

Solar systemSeven objects in solar system

Ptolemy’s Earth centered solar systemCopernicus’ sun centered solar system

Galileo’s telescopeFusion

RadiationSun layers

PlanetTerrestrial planet

Jovian planetRotation

RevolutionOrbitMass

Temperature

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CompositionMercuryVenusEarth Mars

JupiterSaturnUranus

NeptunePluto

AsteroidMeteoroid

CometSatellite

Major satellites in our solar system

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Solar System

Seven objects in the solar system

History

Ptolemy’s Earth Centered SS

Copernicus’ Sun

Centered SS

1. Sun

Fusion

Radiation

Sun Layers

2. Planets

3. Satellites

7. Gas and Dust

Space Rocks

Terrestrial Planets

Planet characteristics

Jovian Planets

4. Asteroids

5. Comets

6. Meteoroids

Earth’s Moon:Luna

Galilean Moons:Io, Europa,

Ganymede, Callisto

Mars:Phobos and

Diemos

Pluto: Charon

Mercury

Venus

EarthMars

Rotation

Revolution

OrbitTemperature

Mass

Composition

Jupiter

Saturn

Neptune

Uranus

Pluto

Asteroid Belt

UNIT PREPARATIONS

Two weeks before the unit, gather/reserve the following materials:

Reserve the media center for days 8 and 9 in the unit Reserve projector for days 1, 2, 4, 5,10, 11 of the unit Make copies of the unit outcomes for the first day of the unit Make copies of follow along sheets for the video on the planets Make copies of follow along sheets for the PowerPoint

presentation on the planets

No other materials are needed except student’s personal materials (i.e., notebook, writing utensil, etc.)

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UNIT PLANNING

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DAY ONE

Objectives: Students will define the word of the day as it correlates to the

lesson Students will investigate the solar system and will be able to

identify which seven objects make up our solar system Students will be able to contrast both Ptolemy’s Earth centered

model and Copernicus’ sun centered model of our solar system and be able to recognize which theory we follow today

Materials PowerPoint presentation Notebook Writing utensil Textbook

Procedure:1. Upon entering the room, students will define the word of the day:

solar system. Class will discuss the word and how it relates to today’s lesson (5 minutes)

2. As a class, students will determine the seven objects that make up the solar system (5 minutes)

a. A star (sun)b. Planetsc. Satellitesd. Asteroidse. Meteoroidsf. Cometsg. Gas and Dust

3. PowerPoint presentation, “Introduction to the Solar System” (25 minutes)

a. Basic information on the the seven objects in our solar system

b. Basic information on Ptolemy’s Earth centered model of our solar system

c. Basic information on Copernicus’ sun centered model of our solar system

d. Reason on why we know the Copernicus model is correct thanks to Galileo’s invention the “telescope”

4. Review and answer questions posed by students (5-7 minutes)

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Homework assignment:- Read section one on the sun in Chapter 23 of the textbook (2

minutes)Source: Feather, Jr., Ralph, and Susan Leach Snyder. Earth Science.

Glencoe/McGraw-Hill, 1999.

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THE SUN…A PLANET?´ The Sun is the center of our solar system but is NOT one of our

planets, rather it’s a star´ It is the largest object in our solar system and contains 99% of the total

solar system mass´ All planets revolve around the sun in a path we call an orbit

DAY TWO

Objectives: Student will define the word of the day as it correlates to the

lesson Students will determine how the sun produces its energy Students will identify the sun’s several surface features and

layers Students will be able to discuss SOHO and its importance to our

understanding of the sun

Materials PowerPoint presentation Notebook Writing utensil Textbook

Procedure:1. Upon entering the room, students will define the word of the day: fusion. Class will discuss the word and how it relates to today’s lesson (5 minutes)2. PowerPoint presentation, “The Sun” (30 minutes)

a. The sun is the gravitational center of our solar systemb. It contains 99% of the mass in our solar systemc. The sun fuses hydrogen and helium to make the huge

amount of energy it gives off

d. The sun spins, has several surface features, and has a cycle ofsunspots, which help us to see the sun rotate

e. The sun has layers just like the Earth -Three inner layers: Core, radiative zone, and convection zone-Three atmosphere layers: photosphere, chromosphere, and corona

f. A satellite called SOHO orbits the sun and continuously studies it

3. Review and answer any questions posed by students (5-7 minutes)

Homework Assignment:-Complete review questions 1-5 in section one of Chapter 23 (2-4

minutes)

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Example of PowerPoint slide:

DAY THREE


lesson Students will identify important components of the planets as

they watch a video about the planets and complete a follow-along sheet

Materials: Video: “The Magic School Bus Gets Lost in Space” Follow-along sheet pertaining to the video on planets Writing utensil Textbook

Procedure:1. Upon entering the room, students will define the word of the

day: planet. Class will discuss the word and how it relates to today’s lesson (5 minutes)2. Hand out follow along sheet to video and explain expectations.

Go over questions before video begins and ask if they have any questions. Will be collected at the end of the hour and must be complete to receive full credit. (5 minutes)3.Video: “The Magic School Bus Gets Lost in Space” (20 minutes)4.Collect follow along sheet and discuss answers (10 minutes)

Homework assignment:-Read section two on the inner planets in Chapter 23 of the

textbook (2 minutes)

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Tania Piehowski, 2005

DAY FOURObjectives:

Student will define the word of the day as it correlates to the lesson

Student will understand the major characteristics of the inner planets as they identify them in a follow along sheet while viewing a PowerPoint presentation

Materials: PowerPoint presentation Follow-along sheet pertaining to presentation Writing utensil Textbook

Procedure:1.Upon entering the room, students will define the word of the day:

Terrestrial planet. Class will discuss the word and how it relates to today’s lesson (5 minutes)2.Hand out follow along sheet and explain expectations. Tell them

that this is a tool for their own personal use and will not be turned in, but

will help them on future assessments (5 minutes)

3.PowerPoint presentation, “The Terrestrial Planets” (25 minutes)

Slide 1:THE TERRESTRIAL PLANETS

MERCURY VENUS EARTH MARS

“The Rocky Planets”

Slide 2: MERCURY

Mercury is the second smallest planet in the solar system and is the closest to the sun Mercury orbits the sun in 88 Earth days and rotates around once in 59 Earth days One side of the planet is hot while the other, the night side, is cold It has rolling, dust covered hills, cliffs, craters, and is similar in composition to our moon

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Mercury has almost no atmosphere which causes the sky to be black from the scattering of light Mercury does NOT have any satellites

Slide 3: VENUS

Considered Earth’s sister planet because it is similar in size and mass It’s the second planet from the sun Venus revolves around the sun in 225 Earth days and rotates (retrograde) in 243 Earth days It is surrounded by dense clouds and a heavy atmosphere composed of CO2

-mists sulfuric acid The surface temperature is about 900°F, primarily due to a runaway greenhouse effect (gases get trapped) Has huge craters, fault like cracks, and volcanoes Does not have any satellites

Slide 4: EARTH Earth, the water planet, is the 3rd planet from the Sun About 70% of the Earth’s surface is covered in water It is the third planet from the sun and is 150 million km (93,000,000 miles) or 1 AU away from the sun It takes 365.25 days for the Earth to travel around the Sun and 23.9345 hours for it to make one full rotation Earth has one satellite, Luna It is the only known planet in our solar system to support life at this time

Slide 6: HOW DO SCIENTISTS SIZE THEM UP?-Shows size of terrestrial planets in relation to Jovian planet

satellites

*PowerPoint created by: Tania Piehowski, 2005

4.Review presentation and answer questions students my have about the

terrestrial planets or other material to this point (5-7 minutes)

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Homework Assignment:-Read section 3 on the Jovian planets in Chapter 23 of textbook

(2 minutes)

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DAY FIVE


lesson Student will identify the major components of the outer planets

as they view a PowerPoint presentation and complete a follow along sheet

Materials: PowerPoint presentation Follow-along sheet pertaining to presentation Writing utensil Textbook


Jovian planet. Class will discuss the word and how it relates to today’s lesson (5 minutes)2.Hand out follow along sheet and explain expectations. Tell them

that this is a tool for their own personal use and will not be turned in, but

will help them on future assessments (5 minutes)

3.PowerPoint presentation, “The Jovian Planets” (25 minutes)

Slide 1: THE JOVIAN PLANETS JUPITER SATURN NEPTUNE URANUS

“The Gaseous Planets”

Slide 2: JUPITER

5th planet from the sun Largest planet (143,000 km diameter)

-Jupiter is so large that it can fit all of the other planets in our solar system inside Jupiter emits more energy from its core than it gets from the sun

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Contains the Great Red Spot which is a storm of swirling, high pressure gas observed in it’s atmosphere Has the four largest satellites in our solar system- Io, Europa, Ganymede, Callisto

Slide 3: SATURN

Saturn is the 6th planet from the sun and the second largest It is a planet with very low density…it’s so low that it would float on water Best know for its complex ring system which is made of rock and billions of ice particles Has at least 43 moons

-Titan, it’s largest moon, is bigger than Mercury Has a strong magnetic field The atmosphere is hazy and cold

Slide 4: URANUS

Uranus is the 7th planet from the sun It is a gaseous planet with 10 satellites and a system of thin, dark rings Methane in the atmosphere absorbs red and yellow light and reflects the green and blue color The only planet to have a tipped rotational axis

-The planet seems to roll around the sun rather than spin, resulting in each pole experiencing 21 years of sunlight and 21 years of darkness

Slide 5: NEPTUNE

The 8th (most of the time) and outer most gaseous planet Has a very faint ring system Methane in the atmosphere causes it to be a blue-green color Contains the Great Dark Spot, a feature similar to Jupiters, that shows storm like characteristics in it’s atmosphere If Neptune were hollow it could contain nearly 60 Earths Neptune orbits the Sun every 165 years It has 8 satellites, Triton being it’s largest

Slide 6: IS PLUTO A PLANET?

Pluto is the ninth planet from the sun At this point it’s considered a planet, but scientists think it may just be a giant comet

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Factors including it’s composition (ice, rock, and frozen gases), changing atmosphere, small size, and comparatively large moon distinguish it from the terrestrial and jovian planets It has an orbit unlike any other planet in our solar system which sometimes crosses Neptune’s path It takes almost 249 years for it to orbit the Sun Pluto’s moon, Charon, is half it’s diameter and is the reason scientists call Pluto a “double planet”

*PowerPoint created by: Tania Piehowski, 2005

4.Review presentation and answer questions students my have about the

jovian planets or other material to this point (5-7 minutes)

Homework Assignment:-Complete questions 1, 3, and 5 in section two of Chapter 23 on

the Terrestrial planets

-Complete questions 1, 3, and 5 in section three of Chapter 23 on the Jovian planets

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DAY SIX

Objective: Student will define the word of the day as it correlates to the

lesson Students will recognize the mnemonic that helps us remember

the order of the planets Students will compare and contrast the Terrestrial and Jovian

planets after reading an article pertaining to the planets and doing a jigsaw discussion what they understood with a group of three other students

Materials: “Research Reading: Terrestrial and Jovian Planets” Notebook Writing utensil


jigsaw (figurative definition). Class will discuss the word and how it relates to today’s lesson (5 minutes)2. My Very Educated Mother Just Served Us Nine Pizzas-mnemonic (5 mins)3. Pass out “Research Reading: Terrestrial and Jovian Planets” and

havestudents read quietly and highlight important information (10

minutes)4.Arrange students in groups of four and have them discuss the

article (10 minutes)

5.Have students compare and contrast the inner and outer planets in terms of their characteristics (10 minutes)

6.Go around the room and randomly call on one student in a group to share one comparison and another student to share one contrast between the inner and outer planets in the solar system (10 minutes)

*Reason for Jigsaw:It is important for students to understand the characteristics of

both the inner and outer planets so that they are fully prepared for their upcoming exam. By doing a jigsaw, they have the opportunity to ask their peers about any questions they have and can identify the

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important characteristics together as a group so that they don’t miss any important information.

Homework Assignment:-Study for quiz on solar system up to this point

Be sure to review seven objects in the solar system, the sun, and the planets

Be prepared to compare and contrast the inner and outer planets

Know key “words” we have learned up to this pointArticle for Jigsaw (courtesy of Nova):

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DAY SEVENObjective:

Students will demonstrate knowledge through a summative assessment on the solar system to this point, including objects such as the sun, the planets, and the important “words” involved in the lesson

Students will research a planet and will be given seven days to complete it-Students will demonstrate knowledge of the planets major characteristics including its size in relation to the Earth, mass, density, temperature, gravity, rotation, revolution, and location in the solar system-Students will gather information about the atmosphere of the planet and should relate any interesting facts they found about their planet

Materials: Quiz on solar system Writing utensil Information on requirements of the research paper

Procedure:1.Students will come in, ask any last minute questions, place all of

theirmaterials under their desk and out of sight, and get out a writing utensil to take the quiz (5 minutes)

2.Quiz (15 minutes)3.Students will pick up a handout on research project requirements

whenthey turn in their quiz and begin reading it (until all students are done with the quiz)

4.We will go over research requirements when all students have completed

the quiz (5 minutes)5.Drawing of planets (5 minutes)

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SOLAR SYSTEM QUIZ

1. Define the THREE of the four following terms:a. Solar System—b. Fusion—c. Terrestrial planet (and list them)—d. Jovian planet (and list them)—

2. Name FIVE of the seven objects in the solar system:1.2.3.4.5.

3. Name one thing that helps us realize that the sun rotates:

4. List THREE compare and THREE contrasts between the Inner and Outer planets:

BONUS QUESTION

5. What is the mnemonic that helps us remember the order of the planets?

6.Meet in the media center for next class period. You will get two full class

periods in the media center to do research on your planet

Homework Assignment:-None, unless you want to get a head start on your project!

Quiz:

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RESEARCH PLANET PROJECT

After being given a planet to study, research the planets major characteristics including its size in relation to the Earth, mass, density, temperature, gravity, rotation, revolution, and location in the solar system. You should also be able to gather information about the atmosphere of the planet, its satellites, and be able to explain any interesting facts about the planet. It is more important that you describe information that makes sense to you than just state facts. If possible, relate your planet to Earth. That way, information is easier to understand. This assignment also requires you to create a visual aid that compliments your project. This can be a model, a poster, a poem, or anything else you can create.

This assignment will be due in seven days so be sure to get started on in immediately! We will be in the media center for the next two days so use your time wisely. Remember you cannot do a research project on planet Earth!

Expectations:-Project with include the above information-Project is due in seven days at 3:30 pm on November 12, 2005-Project will have a cover page that has a picture of your planet, the name of your planet, your name, and the date -Project must be a minimum of 2 pages, typed, double spaced and in 12 point Times New Roman font-Feel free to include any other pictures at the end of your paper. They will NOT count toward the two page minimum

*see rubric for grading requirements

Research Project Handout:

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Grading Rubric for Planet Project:

CATEGORY Planet Information (25 points)

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Organization (10 points)

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 8)

Paragraph Structure (10 points)

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Diagrams and Illustrations (15 points)

Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.

Diagrams and illustrations are accurate and add to the reader's understanding of the topic.

Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.

Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

Mechanics (15 points)

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Sources (5 points) All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Visual Aid (20 points)

Visual aid is creative, effective, and compliments the project nicely.

Visual aid is creative and compliments the project.

Visual aid compliments the project.

Visual aid is not creative and does not compliment the project.

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DAYS EIGHT AND NINE

Objectives: Students will research their given planet and follow the project

requirements while in the media center

Materials: Media Center Notebook Writing Utensil Assigned planet Research requirements handout

Procedure:1.Meet at the media center and find a computer2.Begin research on assigned planet3.Use the following websites for assistance:

-solarviews.com-nineplanet.com-space.com

You may also want to Google search the following: -“Your weight on other worlds” -Solar System live

4.See me for questions about planet project

Homework:-Continue working on research project at home.-Remember, it is due on November 12, 2005!

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DAY TENObjectives:

Student will define the word of the day as it correlates to the lesson

Student will determine which planets have satellites, the satellites size relative to their planet, how many satellites they have (if any at all), and how, and if they affect their planet in any way

Materials: PowerPoint presentation Notebook Writing utensil Textbook


satellite. Class will discuss the word and how it relates to today’s lesson (5 minutes)2.Explain to students that if something is important in today’s

lecture, I will repeat it three times. If I repeat it three times, it should go in

your notes.(2-5 minutes)

3.PowerPoint presentation on the satellites of our solar system (25 minutes)-There are over 120 satellites in our solar system-They range in size-They have the conditions considerable to support life-The Galilean moons are the most prominent (next to ours) in our solar system-Discuss Phobos and Diemos, Charon, etc.-Discuss our satellite, Luna

Example slide: EARTH’S MOON: LUNA * Tania Piehowski, 2005

It’s the second brightest object in the night sky after the sun As the Moon orbits around the Earth once per month, the angle between the Earth, the Moon and the Sun changes; we see this as the cycle of the Moon's phases Gravitational forces between the Earth and moon cause the ocean’s tides

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4.Review presentation and answer questions students my have about

satellites or other material to this point (5-7 minutes)

Homework Assignment:-Define the terms asteroid, meteoroid, and comet for class

tomorrow (2 minutes)-Read section four on satellites in Chapter 23 of textbook

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DAY ELEVENObjective:

Students will diagram (through a visual) aid the difference between an asteroid, a meteoroid, and a comet

Students will recognize that other than asteroids, meteoroids, and comets, there is also gas and dust in our solar system

Materials: Video: “The Magic School Bus: Out of this World”

Topic—Space rocks Follow-along sheet pertaining to important points in video Writing utensil

Procedure:1.Students will discuss homework from last night and determine the

differences between asteroids, meteoroids, and comets (7 minutes)2.Students will hypothesize (as a class) what types of gas they think

is floating around space (5 minutes)3. Hand out follow along sheet to video and explain expectations. Go

over questions before video begins and ask if students have any questions. Follow along sheet will be collected at the end of the hour and must be complete to receive full credit. (5 minutes)

4. Watch video (20 minutes)5. Collect follow along sheet and discuss answers (5 minutes)

Homework Assignment:-Research project due tomorrow!-Be prepared to discuss your planet to your peers in a jigsaw

format

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DAY TWELVEObjective:

Students will relay information about their planet to their peers through jigsaw format

Students will be able to explain the different things they learned about other planets through this jigsaw review

Materials: Research project Notebook Writing utensil

Procedure:Students will be placed in groups of eight (not ideal, but essential because of

planet amount) and explained the basis of this jigsaw (10 minutes)-In the group, one student will discuss information pertaining to

their planet, the student to the left of them will be the timer (3

minutes), the next two students in line will ask one question about the

research the student did and the next three students will listen to what is

being said and each will say one thing they learned about the planet being discussed. The last person in the group will review everything

that has been said.-It should take about 6 minutes per planet

Homework Assignment:-Begin studying for your exam. It will be on Friday!

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DAY THIRTEEN

Objective: Students will be able to take a day off from extraneous work and

watch a movie for the pure enjoyment of it! Students will note any incorrect information given in today’s movie

Materials: Movie: “Spaceballs”

Procedure:Sit back, relax, and enjoy the showTalk about the differenced between what we know is true about

our solar system and what the movie says

Homework Assignment:-Study for exam in two days (Friday)

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DAY FOURTEEN

Objective: To review for tomorrow’s exam by playing “Review Bingo” To apply previous knowledge learned throughout this unit to

prepare for the exam

Materials: Blank piece of scratch paper Writing utensil Textbook and other materials we’ve used until this point

Procedure:1.Have the students draw a five by five bingo card on their sheet of

paper (5 mins)

2.As a group, have the student’s answer thirty different possible questions that will help them review for the exam. The answers to these questions should go into the blank spaces on the student’s bingo boards. There should be a free space in the center, meaning there will be extra word choices. Tell the students it’s okay to have answers that do not fit into their bingo board. Let them know that they can choose what words they want to place in what space. It should be random and there SHOULD be leftover words. (20 mins)

3.After questioning has been complete, explain to the students how they can win the game. They can get Bingo horizontally, vertically, at an angle, four corners, and postage stamp (upper right hand corner). (5 mins)

4.Tell the students it must be quiet at this point and you will only ask the question twice. Ask the question and if the student has the answer somewhere on their Bingo board, they should cover it up with a piece of paper. When they get Bingo, they must say it out loud so that everyone can hear.

5.Play the game (10-15 mins) 6.Tell students not to clear their board, as I will take the first three

Bingos.7.Winners of the review Bingo game will get one point extra credit

on their exam. You can only get a maximum of one extra credit point.

8.This game should take the whole class period.

Homework Assignment:Study for exam tomorrow!

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DAY FIFTEENObjective:

Students will use knowledge gained through this lesson to complete a summative assessment

Materials: Solar System Exam Writing utensil

Procedure:1.Have students place all items under their desks and out of sight.

Remind them that cheating will lead to an automatic ZERO. (2 mins)

2.Ask them if they have any last minute questions that they would like me to go over (2-5 minutes)

3.Hand out the exam (remainder of class period)4.Finish watching “Spaceballs” if time permits.

Homework assignment:-None! Have a great weekend!

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REFLECTIONS ON THE SCHEDULE OF LESSONS

Nature of Science (NOS) and inquiry will be learned through this lesson primarily through the unit’s planetary project and further, jigsaws the students will be asked to complete on their planetary project and on other reading materials necessary to understand the characteristics of the planets.

Students will get a chance to understand the relationship between science and math through lessons provided on distances between planets and other objects in the solar system. The teacher will lecture on distances and relationships between the planets, the planets and other objects in our solar system, and distances between planets and the sun.

The teacher will help connect the community to the lesson by describing influential discoverers of science, including Ptolemy, Copernicus, and Galileo, and will further discuss today’s influential astronomers. Discussions about current space science issues will take place daily if time permits.

Lessons from this unit do not discriminate in any way, shape or form. There are no gender or multi-cultural discrimination lessons. Lessons are strictly education based, emphasizing inquiry and understanding through lecture.

Science, technology, and society is addressed in many lessons in that often, lessons include PowerPoint presentations. PowerPoint is a great way to incorporate technology into the classroom on a some what everyday basis. It is also required that students research using the media center to find out information about their planet for the planetary report.

Lastly, the lessons address the abilities of the students by meeting their needs precisely. Students are not asked to do anything above and beyond their capabilities at this age level. They are asked to do and inquiry project which will push them to their highest levels of cognition and understanding. It should provide for an interesting unit in that it allows students to explore and gain knowledge through lecture, pictures, movies, diagrams, and inquiry projects. It will also meet their needs by allowing them to get the understanding that they need about the solar system and will help them realize the importance of taking care of our planet and our resources.

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SPECIAL STUDENT CONSIDERATIONS

I feel I have taken great steps to consider most of my students. Besides providing PowerPoint lectures, which will assist both audio learners (through listening to the presentation) and visual learners (through words, pictures, and animations), I have also incorporated outlines to many of my lectures. I was also prepared by planning follow-along sheets for videos that will be shown in class. In order to get everyone to the stage of understanding I desire, I have allowed time for students to ask questions during (and specifically) at the end of lecture. To add to that, I have given the class two days for jigsaws, where they can understand the information further through peer instruction. The main thing I must consider is offering my students more of my time. I plan to set aside time before and after school to help students who are curious, in need of help, or just want to get a better understanding of the concepts in our unit.

There are several other adaptations I need to address involving special needs students including:

Learning Deficiency: Provide opportunity for extended practice and application Make situations real-life (bring in current solar system issues) Break tasks or assignments into smaller segments Present limited amounts of information on each page of notes Give them an opportunity to ask questions during lecture Provide an outline Adjust work load and time requirements

Attention Deficit Hyperactive Disorder Follow a rigid structure Address classroom management Seat students in best productive setting Give positive feedback as necessary Allow them to take a break if necessary Have few distractions if possible

Behavior and Emotional Disorders Establish positive relationships with students and teacher Involve them in group discussions and ask for their contributions Ignore to best ability minor irritations Allow them to take a break if necessary (1 minute cool off period)

Developmental Disabilities Check for students understanding (through student/special ed

helper)

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Give them extra time to complete tasks Provide them with lecture outlines and discussion notes Provide real-life applications Allow them to complete assignments in a variety of ways

(whatever works best for them) Peer tutoring Keep parents updated on class lectures so they can assist their

child

Visually Impaired Preferential seating Make yourself and objects aware in the classroom Read instructions aloud Provide student with notes on lecture/discussion Keep parents updated on class lectures so they can assist their

child

Hearing Impaired Preferential seating Use visual clues and speak clearly (allow for lip reading) Offer assistance before and after school or at end of class Provide notes

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ASSESSMENTS

DIAGNOSTICFORMATIVE

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SUMMATIVE

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Grade weights:

30% Exams and Quizzes30% Homework15% Labs/Group work15% Projects10% Class participation

Diagnostic:

I would use a very formal approach to diagnostic assessment. Throughout the unit I plan to ask questions to see where the students are in their understanding of the planets and the solar system. I would like to incorporate using entry/exit slips in my lesson plans. Some examples of the questions I might ask include:

1. (At the beginning of the planet lesson) List the planets in order from the one closest to the sun to the one furthest away.

2. After learning about both the Terrestrial and Jovian planets, write down four things that differ between the them and bring them to class. You must have this complete to enter the classroom tomorrow.

3. Before leaving class today (day twelve), write down one thing you learned about each planet from your peers. You must complete this to leave class.

I also require that students complete questions from the textbook. After reading a section of the text, students are required to answer 3-5 questions on what they have learned. By having them complete these questions, I can better assess where the students are and how much they understand (days two and five).

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Name:__________________Hour:________

“THE MAGIC SCHOOL BUS GETS LOST IN SPACE”Students must watch the video and follow along while answering questions. This will be due at the end of the hour.

1. In the movie, Ms. Frizzle said ____________ Earths could fit inside the sun.

2. All planets revolve around the sun in a path we call a(n) ___________?

3. When they landed on Mercury, they seemed to float a little bit. Why was that?

4. Identify 3 characteristics of the inner or _______________ planets:

5. Identify 3 characteristics of the outer or _______________ planets:

6. Where is the asteroid belt located?

7. Which planet(s) have ring systems?

8. Is Pluto always the last planet? Explain your answer.

Formative:

The two teaching strategies I plan to use for formative assessment include follow along worksheets and jigsaws. Here are the worksheets that I plan to use:

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Name:______________Hour:_______TERRESTRIAL PLANETS

Students must fill complete the worksheet as the instructor lectures. This will be collected at the end of the hour so pay close attention!

1. List the terrestrial planets in order from closest to the sun to furthest from the sun:

2. The terrestrial planets are nicknamed the “rocky planets.” Explain why.

3. Another word for moon is _________________.

4. Mercury is the ___________ smallest planet and is similar in composition to our ___________. Mercury orbits the sun in _______ Earth days and has _______ satellites.

5. Venus is considered Earth’s _______________ planet. Why?

6. Venus has a surface temperature of _________ that is primarily due to a ____________ effect. What is that?

7. Earth is nicknamed the ____________ planet because _______% is covered by water.

8. Earth is located _______________ million miles away from the sun.

9. How many days does it take Earth to travel around the sun? How come it is not an exact number and what happens during that extra little bit?

10. Mars is called the _________ planet because of its color. It has two moon, ___________ and ___________ that are expected to crash into Mars surface in 50 million years.

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Name:__________________Hour:_______

JOVIAN PLANETS

Students must fill complete the worksheet as the instructor lectures. This will be collected at the end of the hour so pay close attention!

1. List the Jovian planets from the closest to the sun to the furthest away.

2. The Jovian planets are nicknamed the “gaseous planets.” Why?

3. Jupiter is the ____________ planet in our solar system. It emits more ________ from its core than it gets from the sun.

4. Jupiter contains the Great Red Spot. What is it?

5. Jupiter has over 60 satellites. Its four largest are called the ______________ moons because they were discovered by Galileo. Name them.

6. Saturn is best know for its ______________________. If there were a bathtub large enough, Saturn could float on water because its _____________is so low.

7. Uranus is the only planet that has a _______________ rotational axis. It seems to roll around the sun rather than spin. It is also the only planet that ________________________!

8. Neptune is the 8th planet most of the time. What does that mean?

9. Neptune has a storm system similar to Jupiter’s called ____________________.

10. Pluto may or may not be a planet. What do some scientists

Name:________________Hour:______

“THE MAGIC SCHOOL BUS: OUT OF THIS WORLD”Topic: Space Rocks

Students must watch the video and follow along while answering questions. This will be due at the end of the hour.

1. Asteroids, comets, and other space rocks move in a predictable path around the sun called a(n) _______________.

2. If an Earths orbit crosses the path of the an asteroid or comet, what:

a. Will most likely happen:b. Could happen if (a) doesn’t happen?

3. An asteroid is defined as:

4. A comet is defined as:

5. A comets tail always faces ____________ from the sun.

6. A meteorite is defines as:

Bonus Question:

What plan did Carlos come up with to divert the approaching comet?

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Name:__________________Hour:_____

SOLAR SYSTEM QUIZ

6. Define the THREE of the four following terms:a. Solar System—b. Fusion—c. Terrestrial planet (and list them)—d. Jovian planet (and list them)—

7. Name FIVE of the seven objects in the solar system:1.2.3.4.5.

8. Name one thing that helps us realize that the sun rotates:

9. List THREE compare and THREE contrasts between the Inner and Outer planets:

BONUS QUESTION

10. What is the mnemonic that helps us remember the order of the planets?

Summative:

I have a variety of summative assessments planned in my unit. My first summative assessment is a quiz half way through the unit on day seven. Here is the format:

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RESEARCH PLANET PROJECT

After being given a planet to study, research the planets major characteristics including its size in relation to the Earth, mass, density, temperature, gravity, rotation, revolution, and location in the solar system. You should also be able to gather information about the atmosphere of the planet, its satellites and be able to explain any interesting facts about the planet. It is more important that you describe information that makes sense to you than just stating facts. If possible, relate your planet to Earth. That way, information is easier to understand. This assignment also requires you to create a visual aid that compliments your project. This can be a model, a poster, a poem, or anything else you can create.

This assignment will be due in seven days so be sure to get started on in immediately! We will be in the media center for the next two days so use your time wisely. Remember you cannot do a research project on planet Earth!

Expectations:-Project with include the above information-Project is due in seven days at 3:30 pm on November 12, 2005-Project will have a cover page that has a picture of your planet, the name of your planet, your name, and the date -Project must be a minimum of 2 pages, typed, double spaced and in 12 point Times New Roman font-Feel free to include any other pictures at the end of your paper. They will NOT count toward the two page minimum

*see rubric for grading requirements

I also chose to incorporate a project into my lesson plan as a form of a summative assessment. Here is the assignment:

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CATEGORY Planet Information (25 points)

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Organization (10 points)

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 8)

Paragraph Structure (10 points)

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Diagrams and Illustrations (15 points)

Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.

Diagrams and illustrations are accurate and add to the reader's understanding of the topic.

Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.

Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

Mechanics (15 points)

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Sources (5 points) All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Visual Aid (20 points)

Visual aid is creative, effective, and compliments the project nicely.

Visual aid is creative and compliments the project.

Visual aid compliments the project.

Visual aid is not creative and does not compliment the project.

*Grading rubric for planet project

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Name:______________Hour:_____

EARTH SCIENCETEST #3: SOLAR SYSTEM

This exam will be scored and multiplied by two (80 points total). Be sure to take your time, read the questions carefully, and raise your hand if you have any questions. When you finish with the exam, please take out your text and begin reading on Galaxies (pages 254-268 in your text).

Match the planet with the moon

1. _____Mars A. Triton2. _____Jupiter B. Charon3. _____Saturn C. Titan4. _____Pluto D. Luna5. _____Earth E. Phobos6. _____Neptune F. Io

True/False

7. _____ Copernicus believed the Earth is the center of the universe.8. _____ The asteroid belt lies between Mars and Jupiter.9. _____ Our sun is a star.10._____ Pluto has an irregular orbit compared to the other planets.11._____ Earth’s sister planet is Mars12._____ Saturn has a very high density.

Fill in the blank

13. A __________ occurs each time the Earth runs into a piece of space dust left by a comet.

14. If a space rock is ____________ than a mile wide, then it is known as an asteroid.

15. A comet’s tail always points __________ from the sun.16. The Earth is __________________ miles away from the sun.17. Pluto might have been a comet pulled into Neptune’s atmosphere

from the ______________ Belt.18. ______________ is the largest moon in our solar system.

The final summative assessment piece incorporated in my unit is the final exam. This exam includes matching, true/false, labeling diagrams, fill in the blanks to assess a variety of knowledge.

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The Planets: “Which planet…”

19. …glows in the dark? ________________20. …has the coldest moon? ________________21. …spins backward (retrograde)? ________________22. …is covered with rusting rocks? ________________23. …is the largest in our solar system? ________________24. …has liquid water on its surface? ________________25. …has the most massive ring system? ________________26. …could be considered a double planet? ________________27. …is hot on one side and cold on the other? ________________28. …is thick with sulfuric acid clouds? ________________29. …appears red even to the naked eye? ________________30. …gives off more energy that it gets from the sun? ______________

Name the planets from the one furthest from the sun to the one closest to the sun:

31. ___________________32. ___________________33. ___________________34. ___________________35. ___________________36. ___________________37. ___________________38. ___________________39. ___________________40. What is the mnemonic that we use to remember the order of the planets from closest to

the sun to furthest away? ___________________________

SAFETY

In this particular unit, there are no real safety threats to the student (or any other involved parties). Things that may arise of concern include connecting cords in the classroom (i.e. cords that connect the computer to the projector). To prevent injury, I would make students aware of the potential hazard of tripping over the cords or perhaps tape them down if in the way of traffic.

In the beginning of the year, I would have them sign safety contracts that would prepare them for potential hazards in the classroom and lab environments. They should be aware of their surroundings, know escape routes, school policies and procedures, and expectations in the classroom and lab, but for this particular unit, there are no real threats to student safety.

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CLASSROOM MANAGEMENT

There are several classroom management and inclusive practices I intend to follow in order to make my student’s learning environment fun and easy. For classroom management I intent to follow some specific practices including:

Continued organization for myself and my students Follow and abide by the Minnesota Education Standards as well

as the National Science Education Standards Create good student-student, student-teacher, and teacher

parent relationships

For a positive inclusive environment, I intend to follow practices determined at the beginning of the year including:

Getting to know the students personally and relate their education to the class

Creating real-life application Answering all questions posed from every student at every

ability level Teach in a variety of methods Integrate knowledge learned about students into the classroom Designate roles and jobs to students during group interaction

If problems should arise, I will address them situationally. Most often, I will try to keep student in the classroom. It is only until I cannot handle disruptive behavior anymore that I will chose to send disruptive students to the principal’s office or intervention room.

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Classroom Management in Mr. Zwak’s 8th Grade Earth Science at Lincoln Park:

1. Word of the Day-Mr. Zwak requires that all student enter the room and immediately complete the word of the day-It always relates to class

2. “What’s new in Earth Science?”-Students can bring in articles in the newspaper or off-line

relating to Earth science to get extra credit.-It must be summarized in class.

3. “See the Room”-One student is called upon to ask a question about an object

in the room.-Only one student is chosen and one question can be asked

4. Daily activities-Students are then introduced to the activities/lecture planned

for that day.-They are also given a preview of the week to come.

5. If disruptive behavior occurs, student are given a warning and then

dismissed to the Intervention room if behavior persists.

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TEACHING RESOURCES

1. Diagram for use in lecture:

Question: How do scientists size planets up?

2. Three audio-visual resources to enhance lesson:a. “Magic School Bus Gets Lost in Space” ~Courtesy of

Scholasticab. “Magic School Bus: Out of this World” (Topic: Space Rocks)

~Courtesy of Scholasticac. PowerPoint presentations with outlines provided

3. Five internet resource sites:a. Space.comb. Nineplanets.comc. Solarviews.comd. “Your Weight on Other Worlds”

www.exploratorium.edu/ronh/weight/e. Solar System Live

www.fourmilab.ch/solar/solar.html4. Four print resources:

a. Research Reading: Terrestrial and Jovian Planets ~Courtesy of Nova

b. Goldstein, R. M. "Mars: Radar Observations." American Association for the Advancement of Science (1965).

c. Keene, George T. "Venus: Uniformity of Clouds, and Photography." American Association for the Advancement of Science (1968).

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http://www.fourmilab.ch/solar/solar.html

http://www.exploratorium.edu/ronh/weight/

d. Metz, William D. "Mercury: More Surprises in the Second Assessment." American Association for the Advancement of Science (1974).

SELF-EVALUATION

Although creating this lesson plan was extremely challenging, I am happy with the end product. I feel that the important information would be received by the students because the lessons are created in a manner that all students should be able to understand. I often simplified the material so much, and required so much review, that it would be hard for students not to find the important material of the unit.

I had the chance to teach my lesson on Terrestrial and Jovian planets and it went fairly well in the classroom. Students seemed to respect me and my authority, and took notes much better than I anticipated. I had them take their own notes because I did not want to guide them too directly in their understanding for the upcoming exam. I felt it was not my decision to make a follow along sheet that guided them to the exact answers. Since it was not my classroom, I wanted to respect my cooperating teacher and his ways of teaching.

Although I am happy with this unit plan, there are several things I would change. Since I did not have experience with creating lesson plans prior to this semester, I would have incorporated more styles of teaching so that students who learn through kinesthetic means would understand the material too. I would have created lessons that involved more psycho-motor skills to enhance understanding. I would have also wanted to make the lesson more meaningful to the students by incorporating an affective aspect to the unit. For example, I might have required that rather than writing a paper about a planet, I ask them for their opinions on sending toxic waste into outer space. They then have to think in terms of themselves and their surroundings and how sending waste to space would affect them.

The combination of Block one and this unit plan has allowed me to see the importance of creating effective lesson plans and units for your students. After all, it is them that we are teaching to, and it is important that they understand the material, find meaning in it, and simply enjoy what they are learning so that they take something away from your class.

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Documents

UNIT LESSON PLAN - University of Minnesota Duluthbmunson/Courses/EdSe4255/TaniasUnit.doc · Web viewClassroom Management in Mr. Zwak’s 8th Grade Earth Science at Lincoln Park: Word