Title: Solar System/ Space Subject: Science

CCSS Creel, 2005

Topic: Earth & Space /Astronomy Grade: Second Designers: Poplar Road

Stage 1: Desired Results QCC & ELA Standard(s) QCC: S2.19 Observes and discusses apparent motion of (underline big ideas and key words) sun and moon. Understands that the sun, moon and starts appear in the east and set in the west. Plots the apparent movement of the sun and moon in the sky using shadows or other devices.

S2E2: Students will investigate the position of sun and moon to show patterns throughout the year. a. Investigate the position of the sun in relation to a fixed object on earth at various times of the day. b. Determine how the shadows change through the day by making a shadow stick or using a sundial. c. Relate the length of the day and night to the cha nge in seasons. (Days are longer than the night in the summer.) d. Use observations and charts to record the shape of the moon for a period of time.

ELA2R3: The student acquires and uses grade-level words to communicate effectively. The student: a. Reads a variety of tests and uses new words in oral and written language. b. Determines the meaning of unknown words on the basis of context.

ELA2W1: The student demonstrates competency in the writing process. The student: d. Begins to create graphic features (charts, tables, graphs). j. Rereads writing to self and others, revises to add details and edits to make corrections. t. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.

ELA2R4: The student uses a variety of strategies to gain meaning from grade level text. The student: a. Reads a variety of texts for information and pleasure. d. Recalls explicit facts and infers implicit facts. g. Interprets information from illustrations, diagrams, charts, graphs and graphic organizers. n. Uses titles, table of contents, and chapter headings to locate information quickly and accurately and to preview text.

ELA2LSV1: The student uses oral and visual strategies to communicate. The student: a. Interprets information presented and seek sclar5ification when needed. d. Listens to and views a variety of media to acquire information. CCSS Creel, 2005

QCC and ELA Students will understand that Enduring Understandings (Teacher  The Earth, moon and the planets in our solar system tool) move in patterns.  Day and night (seasons) are caused by the rotation and revolution of the Earth. QCC and ELA How does the Earth, moon and planets in our solar Essential questions system move and how does this cause day and night? (2-5 questions) What causes day and night? (Student tool) Where do the sun, moon and stars rise or appear? Where do they set? How does the moon rotate (move) and change as it moves around the sun? How do the planets revolve around the sun?

Elements Utilize the standard elements to identify knowledge and skills QCC and ELA Knowledge (noun) Skills (verbs) Knowledge & Skills (Comes from the elements)  compare / contrast  applies new words to  vocabulary oral writing  sentence structure  makes predictions  graphic organizer  summarizes text  research additional  uses reference resources materials  illustration  generates questions  technology  distinguishes information  interprets information  uses oral language  listens to media

WHERETO: Stage 2 - Assessment Evidence: What evidence will show that students met the learning goal? Traditional Assessment

 Checkpoint (Benchmark Exam)  True / False Quiz  Fact Research

Portfolio Assessment:  Journal –Positions of moon/sun  Authentic Assessment  Make model of sun/moon positions  Rubric CCSS Creel, 2005

 Paragraph Description of Culminating Activity: Working with partners students will make clay models of the sun and Earth, and moon. They will demonstrate how the Earth spins and how it rotates around the sun and also how the moon rotates and revolves. They will also tell how long it takes for the Earth to revolve and rotate. The teacher will point to a place on the earth and ask if it is day or night? Rubric will be used to score. Self-assessment:  Rubric self-assessment (students knowledge) 

Stage 3 – Designing an Instructional Plan Hook and Hold interest: pointing toward Big Ideas, Essential Questions, and Performance Tasks

Discovery Box: Trade books, clay, unassembled model of solar system. Write own poem/song to remember planets. Magic School Bus “In the Solar System” book /video

Anchor Activities:

KWL Organizer Word Splash

Explore the Big Ideas, Essential Questions, and Equip for final performance Direct Instruction Experiential Independent Indirect Interactive Learning Learning Instruction Instruction  Graphic organizers  field trip  research  graphic  Brainstorming  Summarizing & note-taking to project organizers  Circle of  Compare/contrast Fernbank  assigned  Inquiry Knowledge   Role questions  Reflective  Cooperative Playing  Essays Discussion Learning  Games  Graphic  Debates Organizers  Interviewing  Learning Centers CCSS Creel, 2005

Rethink, Revise, Refine, Reflect, Resubmit Think – Pair – Share Heads Together Ticket Out the Door

Encourage ongoing evaluation and student self-evaluation

Use Rubric Student Checklist

Tailoring the Design for Diverse Learners Differentiated Suggested Suggested Activities Accommodations Extensions

 Pair up children, have one child * Students make represent sun, moon, Earth. See models and T.E. pg. D16 demonstrate  Think – Pair – Share movement of moon, Earth around sun.

Organizing the Learning

Summarize what students learned with a flow chart to illustrate sunrise, noon, and sunset. Lesson 2/ Science Text/ T.E. pg. D17 See Sample Tasks S2E2 CCSS Creel, 2005