Unit Rationale

Unit Rationale In the state of California, third grade students are to complete three science units in the school year. Unit One is Physical Science, Unit Two is Life Science and Unit Three is Earth Science. The third grade Earth Science unit consists of lessons that will enable all third graders to learn about the universe and our solar system. The goal of my project titled “The Solar System” is for students to learn that the objects in the sky move in regular and predictable patterns. I have created this unit to accompany Scott Foresman’s textbook, California Science, Unit C Earth Science.

Unit Goals Students will be able to  Indentify the planets in our solar system  Indentify the moons in our solar system  Indentify the asteroid belt  Describe the difference in a telescope, microscope, and binoculars  Describe the difference in an inner and outer planet  Describe the difference in a star and a planet  Describe a constellation  Label our solar system  Discuss shadows and how they change throughout the day  Know that the Earth rotates around the sun

California State Standards, Science, Third Grade

 3ES4.0 Earth Sciences Objects in the sky move in regular and predictable patterns.  3ES4.a Students know the patterns of stars stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons.  3ES4.b Students know the way in which the Moon's appearance changes during the four-week lunar cycle.  3ES4.c Earth Sciences Students know telescopes magnify the appearance of some distant objects in the sky, including the Moon and the planets. The number of stars that can be seen through telescopes is dramatically greater than the number that can be seen by the unaided eye  3ES4.d Earth Sciences Students know that Earth is one of several planets that orbit the Sun and that the Moon orbits Earth.  3ES4.e Students know the position of the Sun in the sky changes during the course of the day and from season to season.  3RC2.4 Reading Comprehension Recall major points in the text and make and modify predictions about forthcoming information.

 3RC2.7 Reading Comprehension Students follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).

 3RW1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

 3NS2.0 Number Sense Students calculate and solve problems involving addition, subtraction, multiplication, and division.  3MR2.3 Mathematical Reasoning Students use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models to explain mathematical reasoning.  3IE5.0 Investigation and Experimentation Scientific progress is made by asking meaningful questions and conducting careful observations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations.  3IE5.d Investigation and Experimentation Predict the outcome of a simple investigation and compare the result with the prediction.  3MR1.1 Mathematical Reasoning Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

Learner Characteristics

This unit is designed for third grade students who are approximately eight and nine years old. It can be used with regular education students, full inclusion students, special education students, English Language Learners (ELL) students, and Gifted and Talented (GATE) students. Their cognitive development at this age according to Jean Piaget’s Four Stages of Cognitive development is “Concrete Operations.” During this period “adult like logic appears but is limited to reasoning about concrete real-life situations.” (McDervitt and Ormrod 2009) Students will start noticing differences between one’s own thoughts, abilities, and perspectives and those of their peers. They are able to classify the same objects into two or more groups by using “class inclusion” (McDervitt and Ormrod) and can understand “conservation.” (McDervitt and Ormrod) Socially third graders are becoming more independent. Guidance should be provided on how to complete a project but the learner should be able to make some of their own decisions about colors used, words written, and images chosen. They need to learn that they have responsibility for how their project is completed. It is not their teacher or parent’s job to complete the project for them however; it is their job to guide students to get projects completed. Emotionally students this age are ready to be away from their parents for a good amount of the day. Most of them are strong and can handle the difficulties life offers them. Occasionally tears will be shed when a student needs some emotional comforting. They may feel a project, book, or game is too hard for them to complete. Most often words of encouragement from an adult they know can get them past the tears and enable them to carry on.

Learner’s Present Level of Performance and Knowledge

Students do not need to have any prior knowledge about our Solar System. Any prior knowledge they have will allow them to delve deeper into the unit. Students do need to be able to:

 recall major points in the text and make and modify predictions about forthcoming information

 follow simple multiple-step written instructions

 be able to read and comprehend the provided books

 take notes from their reading

 Calculate and solve problems involving addition, subtraction, multiplication, and division.

 Read charts, graphs, tables, diagrams, and models

 Predict the outcome of a simple investigation and compare the result with the prediction.

 sequencing information  observe and understand patterns

 turn on and off the desktop and netbook computers

 use Microsoft Word

 use Microsoft Power Point

 know how to visit assigned websites

 know how to navigate the internet safely

 know how to install and use headphones if needed

Classroom Layout

The learning will take place in my classroom and the school computer lab. While in my classroom, the students will participate in whole class lessons from the science textbook on our solar system. They will then independently use the 5 Dell desktops computers and the 22-netbook computers to gather additional facts on the solar system, visit assigned websites and complete assigned projects. I will gather a small group of students who need additional help taking notes and assist them in the note taking process. In the computer lab, the students will use their assigned Dell desktop computer to gather information and create projects.

Introductory Procedures

On the morning of the day I introduce the solar system I will have the kids all stand along the white line of the basketball court. It has to be a sunny day. I draw a small line where their head / body shadow hits the ground. I tell them to remember where they are standing so we can return later to draw another line. Two and a half hours later we return and draw new lines. We will then gather close and have a one minute discussion about why their shadows are in a different space. Then off they will run to recess. Later back in the classroom, I use the discussion from the playground as a springboard to further discuss why the shadows are different. In the past the kids usually have said “the shadow lines move because the sun is moving.” I explain to them that the sun is not moving but the planet Earth is. We then open our textbooks and start Unit C Earth Sciences. I let them know that the goal of this unit is for them to learn that objects in the sky /solar system move in regular and predictable patterns. Materials Needed

 Student Text: California Science Grade 3, Unit C Earth Science pages 197 – 266 Publisher: Pearson, Scott Foresman

 Science Study Notebook to accompany above textbookTextbook, Teacher Edition: California Science Grade 3 Unit C Earth Science, Publisher: Pearson, Scott Foresman, 2008

 Students Readers: I can add these books, from the publisher to each student’s online science library. They can access them online at school or home to read independently or to gather facts. You need a password to access books online. Ten hardcopies of each title is also in the package bundle.

Objects In Space by, Peggy Bresnick Kendler

The Solar System and Beyond by, Lillian Duggan

Comets and Asteroids by, Anne Cambal

Patterns in the Sky by, Arlene Block

Wonders in the Sky by, Kim Fields

The Sun and the Seasons by, Peggy Bresnick Kendler

The above materials are available in a package bundle from the publisher.

Package ISBN 0-328-24136-9 or can be purchased separately.

 Other Student Readers to be read together in small groups. I have 5 of each book.

The Moon Book by, Gail Gibbons

The Planets by, Gail Gibbons

Stargazers by Gail Gibbons

The Planets in our Solar System by, Franklyn M. Branley Mars by, Seymour Simon

The above are books I have collected over the years. Whenever I start a new unit of study I encourage students to bring in books from home to share with the class. I will also visit the school and local library to gather more books for students to read and gather data from.

 Materials for Constellation Design Project

o Black construction paper 8 X 11

o Silver star stickers no larger than ½ inch

 Materials for Playground Art

o Colored chalk

o Paper towels

o water

 Technology Equipment

Computers and Netboooks which can connect to the internet and that have Microsoft Word and Powerpoint installed.

 Websites for student use

PearsonSuccessnet https://www.pearsonsuccessnet.com/snpapp/login/login.jsp

A website provided by the textbook publisher. Each child is provided with an account that is password protected.

The Nine Planets http://kids.nineplanets.org/ Solar System http://www.manatee.k12.fl.us/sites/elementary/samoset/psgk3ex.htm BrainPopJr (my school provides a student account)

http://www.brainpopjr.com/science/space/

Astronomy for kids http://www.frontiernet.net/~kidpower/astronomy.html

 Websites for teacher use

PearsonSuccessnet https://www.pearsonsuccessnet.com/snpapp/login/login.jsp

A website provided by the textbook publisher. Each teacher is provided with an account that is password protected.

The Nine Planets http://kids.nineplanets.org/

Solar System http://www.manatee.k12.fl.us/sites/elementary/samoset/psgk3ex.htm Astronomy for kids http://www.frontiernet.net/~kidpower/astronomy.html

BrainPopJr (my school provides a teacher account)

http://www.brainpopjr.com/science/space/

Solar System NASA http://solarsystem.nasa.gov/index.cfm

Visuals

 One for each planet. Each visual will include name of planet, location number in solar system, time it takes to orbit the Sun, image of planet gathered from NASA website, number of moons it has, and an interesting fact. There will be 8 of these.

 Solar System image will include images of the planets in order with their names.

 Earth’s Moon visual will include graphics explain waxing and waning of the moon.

 Big Dipper Visual will include an image and a story behind how the constellation was named.

 Chalk Art – Graphic is directions to be read before you complete class project. Assessments

A variety of Formative assessments will be used throughout the unit.

 Workbook pages that go with textbook will be checked and corrected

When :Throughout unit

 Pop Quiz – List the planets in order – When : Week 2

 Mind Point Quiz Show – A computer game that accompanies textbook will be played and scores collected. When : Once a week

 Tell me a planet fact – Students have to orally give a fact about a planet

When : Throughout unit

 Playground drawings of solar system with chalk on the black top. No books allowed. When: week 3

 Constellation Design and story. When: week 5

Three summative assessments will be used.

 Chapter 6 Objects in Space Test - When : At the end of week 3

 Chapter 7 Patterns in the Sky Test – When: At the end of week 6

 Completed student Power Point on the Solar system – When: At the end of week 7

During the formative assessments, I will gather students who do not perform well and re-teach the lessons needed so the students can succeed and learn the goals mentioned earlier. Advanced students will be able to online to BrainPopJr.

References

McDervitt, Teresa M., and Jeanne E. Ormrod. Child Development and Education. 4thth ed. Prentice hall, 2009. Print.