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Solar System Unit


This Unit is also available as a word document.

Lesson 1
· Analyze Learners
5th grade
Science (Space)

· Sunshine State Standards
SC.5.E.5.3: Distinguish among the following objects of the solar system-sun, planets, moons, asteroids, comets and –identify Earth’s position in it.
SC.5.E.5.2: Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets.
SC.5.E.5.1: Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way.

· Objectives
Given an introductory video on the solar system, 5th grade science students will be able to identify all of the components that compose the solar system.
Given an introductory video on the solar system, 5th grade science students will be able to locate the solar system’s position in the universe with 100% accuracy.
Given a National Geographic virtual tour of the solar system, 5th grade science students will be able to categorize the characteristics of all planets within the solar system.

· Bloom’s Taxonomy Levels:
Knowledge
Analysis

· Media Methods and Materials
-Internet Access (Students will need to locate sources through the World Wide Web)
-
Solar System, Solar System Information, Facts, News, Photos -- National Geographic. (n.d.). Retrieved July 31, 2009, from http://science.nationalgeographic.com/science/space/solar-system
(Detailed information about the asteroid belt, comets and each particular planet is provided through a virtual tour of the solar system for students )
- “National Geographic Solar System 101” (This will introduce the solar system by demonstrating the beginning of space and the major components of the solar system)
-Inspiration program (Students will create a concept map listing planet’s characteristics utilizing this program)

· Procedure
To initiate the unit and lesson students will view a National Geographic video titled” Solar System 101”. The video will inform about the formation, location and composition of the solar system. After viewing the video students will go through a virtual tour of the solar system on science.nationalgeographic.com.
Based on the information gathered during this virtual tour students will create a chart categorizing the eight planet’s characteristics. To form the chart students will be provided with a set of typed directions and Inspiration software. Once finished students will save the file under “student’s last name_solarsystem” and submit it as an attachment to the instructor’s email.

· Evaluation
Students will be evaluated according to the accuracy of the information they inculcated within their comparative charts. Organization and creativity in the application of technology will also be taken account for thirty percent of their grade.


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Lesson 2
· Analyze Learners
5th Grade
Mathematics

· Sunshine State Standards
MA.5.G.5.2: Compare, contrast and convert units of measure within the same dimension (length, mass or time) to solve problems.
MA.5.A.1.3: Interpret solutions to division situations including those with remainders depending on the context of the problem.
MA.5.A.2.1: Represent addition and subtraction of decimals and fractions with like and unlike denominators using models, place value, or properties.
MA.5.S.7.2: Differentiate between continuous and discrete data, and determine ways to represent those using graphs and diagrams.

· Objectives
Given a set of data and Microsoft Excel, fifth grade math students will be able to construct bar and line graphs with 100% accuracy.
Given a set of questions and hyperlinks, fifth grade math students will be able to produce conversions between units of measure with 100% accuracy.
Given a set of questions and hyperlinks, fifth grade math students will be able to solve all quotient problems.
Given a set of questions and hyperlinks, fifth grade math students will be able to compute all problems pertaining to the addition and subtraction of decimals.

· Bloom’s Taxonomy Levels:
Application

· Media Methods and Materials
-Solar System Internet Scavenger Hunt Worksheet (Students will follow a set of links in order to answer math problems.)
-Internet Access (Students will need to locate websites in order to complete the scavenger hunt as well as a Wikipage for directions.)
-Microsoft Office 2007 Excel (Students will create graphs from a set of data utilizing a spreadsheet)
- Andrews, Angela , Grace Burton, and Jennie Bennett. Harcourt Math (Grade 5). NewYork, NY: Harcourt , 2008.(Students will read a chapter review in order to refresh on key math concepts before beginning the scavenger hunt)

· Procedure
Prior to beginning the assignment students will read the ch.7 review from the math textbook titled Harcourt Math (Level 5) by Andrews, Bennett and Burton. After reviewing the concepts of finding quotients, the product of decimals and creating graphs students will begin a math scavenger hunt concerning the solar system. Upon opening the word document titled Solar System Math Scavenger Hunt students will be guided through a series of web links with information to solve the math problems that are presented to them. Students will show all of their work on the word document with the exception of graphs. Bar and line graphs will be created using an Excel spreadsheet. Once completed students will double check and save their work under a file titled after their last name. All finished work will be submitted as an attachment to the instructors email address.

· Evaluation
Students will be evaluated according to the accuracy of their answers for each question in the scavenger hunt. This will account for fifty percent of student’s grade. Twenty percent of their grade will be based on the accuracy of the graph. Criteria will be based on the scales, data and creative features that are used for the graph. The final thirty percent will be based on the student’s ability to show their work.

· Resources
-"Solar System Exploration: Planets." Solar System Exploration. 30 July 2009 <http://solarsystem.nasa.gov/planets/index.cfm>.



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Lesson 3

· Analyze Learners
5th grade
Social Studies

· Sunshine State Standards
SS.5.A.1.1: Use primary and secondary sources to understand history.
SS.5.A.1.2: Utilize timelines to identify and discuss time periods.

· Objectives
Given a list of secondary sources and scientists, fifth grade social studies students will be able to outline, in chronological order, the accomplishments of a list of historically significant scientists with 100% accuracy.
Given a set of secondary sources and a list of scientists, fifth grade social studies students will be able to record all information about one of the scientists.

Given a membership in Virsona, fifth grade social studies students will be able to devise a chat bot of a historical figure within the scientific community.
· Bloom’s Taxonomy Levels:
Knowledge
Synthesis

· Media Methods and Materials
-Virsona.com Chat Bot (Students will create Chat Bots of a historic scientist based on the information they gather).
- Inspiration Software (Students will create a timeline highlighting the accomplishments of a select group of scientists)
-Internet Access (Students will need to locate secondary sources that are located online as well as a Wikipage for directions.)

· Procedure
In order to begin the lesson students will be given a list of scientists (Newton, Tycho, Hubble, Kepler, Einstein, Galileo, Herschel and Ptolemy). Utilizing secondary sources such as www.britannica.com students will gather information in order to create a timeline about each scientist’s accomplishments. This timeline will be created on Inspiration software and saved under the name “yourlastname_timeline”. The finished product should be submitted as an attachment to the instructor’s email.
Once completed students will chose a scientist from the list for which they will collect further information and form a Chat Bot on virsona.com. To create a Chat Bot students must first sign up for an account on Virsona.com. Students should include information such as the scientists place of birth, era in which they live and accomplishments. Upon completion students should turn in the name of the scientist they chose to the instructor.

· Evaluation
Students will be evaluated according to the accuracy of their timeline and chat bot. Measurements of accuracy includes whether components of the timeline are in the correct chronological order and if the chat bots content is fact. The final Twenty percent of evaluation will rest on the organization and creativity displayed in criteria such as visual appeasement


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Lesson 4
· Analyze Learners
5th grade
Reading/ Language arts

· Sunshine State Standards
LA.5.1.5.1: The student will demonstrate the ability to read grade level text; and
LA.5.1.6.3: The student will use context clues to determine meanings of unfamiliar words;
LA.5.3.2.1:The student will draft writing by using a prewriting plan to focus on the main idea with ample development of supporting details, elaborating on organized information using descriptive language, supporting details and word choices appropriate to the selected tone and mood;
LA.5.3.2.2: The student will draft writing by organizing information into a logical sequence and combining or deleting sentences to enhance clarity; and

· Objectives
Given a literary text, 5th grade students will be able to identify and infer the meaning of all vocabulary
Given a literary text, 5th grade students will be able to discuss the text’s theme and main points with 100% accuracy.
Given a literary text and a medium of writing, 5th grade students will be able to devise an elaborate and organized composition about all aspects of living in Mars theoretically.

· Bloom’s Taxonomy Levels:
Knowledge
Synthesis
Comprehension

· Media Methods and Materials
-
Internet Access (Students will need to locate a Wikipage for directions.)
-Are We Moving To Mars? By. Anne E. Schraff (This text will serve as an introduction to the concept of living on mars and will provide background information)
- Microsoft Office 2007 Word (Students will write their short compositions about life on Mars)
-Audacity (Through this program students will create a podcast based on the short stories they write about life on mars.)

· Procedure
To initiate the lesson students will form groups of three. Students will then read Are We Moving To Mars? By. Anne E. Schraff. After a brief group discussion about the text’s theme and main points students will compose a 3-4 paragraph short story on Microsoft Word addressing the topic, If you were to land on Mars tomorrow describe how life would be on that planet.” Upon completing the composition students will develop a creative podcast based on what they wrote. In order to create a podcast students will utilize the software Audacity. Podcasts will not be longer than six minutes. Students will submit both assignments as attachments to the instructor’s email. Make sure to include the names of all group members in the subject area.

· Evaluation
Evaluation will be based on the spelling, structure, and correct use of grammar within the composition. Student’s podcasts will be assessed according to their proximity to the original composition. Podcasts will also be evaluated for organization, use of technological features and creativity. Group participation will also be taken into account. In all participation will account for 10% of student’s grades for each assignment



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Lesson 5
· Analyze Learners
5th grade
Health Science

· Sunshine State Standards
HE.K.B.3.2: Recognize healthy options to health-related issues or problems.
HE.K.C.1.1: Recognize healthy behaviors.

HE.K.C.2.1: Name healthy behaviors that family members should practice.
· Objectives
Using a podcast about the food pyramid, 5th grade health students will be able to identify all dietary guidelines.
Using a dietary tracker, 5th grade health students will be able to design a balanced menu for one day with 100% accuracy.

· Bloom’s Taxonomy Levels:
Knowledge
Synthesis

· Media Methods and Materials
-Internet Access (Students will need to locate a class Wikipage for directions.)

- MyPyramid Menu Planner. (n.d.). Retrieved July 31, 2009, from http://www.mypyramidtracker.gov/planner/launchPage.aspx (Students will design a daily menu that follows dietary guidelines for their physical characteristics.)
- Dietary Guidelines and MyPyramid Podcast. (n.d.). Retrieved July 31, 2009 from
//http://www.mypyramid.gov/audiopoddcasts/index.html// (Students will be introduced to the food pyramid and dietary guidelines by listening to the podcast.)
- MyPyramid.gov - United States Department of Agriculture - Home . (n.d.). Retrieved August 1, 2009, from http://www.mypyramid.gov/tracker/trackertutorial.html (Students will be provided with assistance in case they experience dilemmas with the website tracker)
· Procedure
To initiate the lesson students will listen to a podcast about dietary guidelines and the food pyramid from mypyramid.gov. After this introduction students will discuss the major food groups. Once this is completed students will follow a link to mypyramidtracker.gov in order to develop a balanced menu for one day. These menus are made unique to individual characteristics. Here students will follow directions and answer questions regarding their physical characteristics, for example height. If students experience problems with the site they have been provided with a link that provides assistance called Mypyramid Tracker Tutorial. Once completed students will go to the tab titled report and they will print out their daily menu. This menu will be turned in to the instructor.

· Evaluation
Students will be assessed according to the accuracy. Criteria for accuracy include the menu’s proximity to dietary guidelines and individual needs. This will account for 90% of student’s grades. Completion will account for 10% of student’s grades.