The Planets

A Thematic Cross-Curricular Unit 5th Grade By: Allyssa Little Due: December 5th, 2012 Methods of Language Arts Prof: Deanna Lemay

Table of Contents Title Page ------------------------------------------------------- 1 Table of Contents --------------------------------------------- 2 Pictorial -------------------------------------------------------- 3 Lesson 1 -------------------------------------------------------- 4 Lesson 2 -------------------------------------------------------- 5 Lesson 3 -------------------------------------------------------- 6 Lesson 4 -------------------------------------------------------- 7 Lesson 5 -------------------------------------------------------- 8 Lesson 6 -------------------------------------------------------- 9 Lesson 7 -------------------------------------------------------- 10 Lesson 8 -------------------------------------------------------- 11 Lesson 9 -------------------------------------------------------- 12 Lesson 10 ------------------------------------------------------- 13 References ----------------------------------------------------- 14

Lesson #1: The Magic School Bus Lost in Space: Reading, Writing Objectives Using a read aloud, students will understand the names and simple facts about each planet and be able to recall that information. (RL.5.1, RL.5.10) Students will reflect, in a written paragraph, if they were lost in space, which planet(s) they would prefer to be on and why. (W.5.1, W.5.4) I Can Reading: CO: I can recall and retell information from the text after listening to a read aloud. LO: I can retell orally the names and simple facts of the planets. Writing: CO: I can link opinion and reasons using words, phrases, and clauses. LO: I can write a paragraph to state and reinforce my opinion about a topic Lesson: The book The Magic School Bus Lost in Space will be used for one lesson. This book will be used to recall information from a text. I will ask students to remember the names and simple facts about the planets that are mentioned in the book. To engage all of my learners, I will provide a graphic organizer for the student to write notes about all the planets on. It will have pictures and graphics. . This will help the student with an assignment later on. I will point out to the students some specific facts they should write down, but also allow them the option to come up with ideas of their own. After the read aloud, The students will share with their partner some of the notes and ideas they wrote down on the graphic organizer .This will allow the students to bounce ideas off of each other and gain even more ideas that maybe they had not really understood at first. Next, the students will take out a piece of paper and title it Lost in Space Reflection. This assignment is one paragraph in length about if they were lost in space, which planet(s) they would prefer to be on and why. After they have written their paragraph, they have the option to create their own title to a movie, draw a picture, or write a song/rap about them lost in space. This is also where I differentiate to better help all learners. Both the paragraph and option will be turned in. the paragraph will be graded on structure, grammar, spelling and content and the option by effort and creativity. They will present their option to the class. Materials: The Magic School Bus Lost in Space (put in references page) Lined paper Crayons or colored pencils or markers Blank paper and/or colored paper Planets Graphic Organizer

Lesson #2: Solar System Vocabulary and Poems: Writing, Reading Objectives: Students will learn solar system vocabulary. Students will read different poems about the planets. (L.5.3, RL.5.5) Student will use the vocabulary to create a haiku. (W.5.4, W.5.10) I can Reading CO: I can read to explain how a series of stanzas fit together in a poem LO: I can read the poems given to me about the solar system. Writing: CO: I can produce writing that is clear, coherent, and appropriate to task and purpose. LO: I can create a haiku about the solar system using the vocabulary I learned. Lesson: I will handout a solar system vocabulary word search for the students to complete as a mental warm-up. After the students have completed the handout, I will pass out the Solar system vocabulary 1 and 2 worksheets. We will work through these worksheets together until the students get all the correct definitions. The students keep these sheets for their reference. After we have studied the vocabulary, I will pull up on my SmartBoard some planet poems for the students to read. The students will take turns reading the poems out loud to the class. http://sciencepoems.net/sciencepoems/mercury.aspx#.ULkLX4dfCgg After reading the poems, have a class discussion to remind students of all the different types of poetry we have gone over. The students will now create their own haiku using the solar system vocabulary we just learned. I will go over first with the student how a haiku is organized and remind them of the poetic rules. After they have written their poems, they will read them aloud to the class and turn them in. They will be graded on correctness in organization, and use of solar system vocabulary. To engage all of my learners, I provide many visual handouts and I start out this lesson with something fun. Also, when creating the haiku, the students can either write the haiku out in words or they can draw the words they would use in pictures. Materials: Solar System Vocab Word Search Solar system Vocab 1 Solar system Vocab 2 SmartBoard with internet capabilities http://sciencepoems.net/sciencepoems/mercury.aspx#.ULkLX4dfCgg

Lesson #3: Bill Nye and Moon Phases: Science, Writing Objectives: Students will watch the Bill Nye educational video on the moon. (E.5.B.2) Students will understand facts about the moon and its phases and complete a worksheet using full sentences and explaining their answers. (W.5.1, E.5.B.1) I can Science: CO: I can distinguish between the different phases of the moon LO: I can locate and explain the different phases of the moon by watching a video and then completing a worksheet. Writing: CO: I can recall and retell, in writing, information from a video source. LO: I can write in complete sentences fact about the moon and its phases. Lesson: To open this lesson, I am going to play the Bill Nye educational video about The Moon. To help engage all of my learners I am going to have the audio play, as well as subtitles in the video. In the students science journals, I will have the students write down three interesting ideas they hear in the video. The video is about 25 minutes long. After the students are finished watching the video, ask for volunteers to share their ideas they wrote in their science journal. Explore why the students though that those ideas were most interesting to them. Then pass out the Moon Phases worksheet. The class will popcorn read per sentence the background info on the page. Then the students will work independently to answer the questions. The students must answer in complete sentences and support their answers with explanations. This worksheet will be turned in and graded of accuracy and completeness. The notes they write in their journal are for their reference. Materials: Bill Nye moon video Part one-http://teachertube.com/viewVideo.php?video_id=96281 Part two-http://teachertube.com/viewVideo.php?video_id=153862 Part threehttp://teachertube.com/viewVideo.php?title=Bill_Nye__The_Moon_part3&video_i d=96286 Moon Phases Worksheet SmartBoard with Internet and sound (Bill Nye video) Journals

Lesson #4: Oreo Moon Phases: Science, Speaking/Listening Objectives: Students will use Oreo cookies to create the different phases of the Moon as seen by Earthlings.(E.5.B.2, SL.5.1) Students will identify where the Sun and Moon are relative to the Earth to explain why we see the various Moon phases. (E.5.B.1) I can Science: CO: I can identify the phases of the moon and how they relate to the sun and earth. LO: I can create and explain an example of the moon phases using oreos. Speaking/Listening: CO: I can engage effectively in a collaborative discussion by following directions in my group. LO: I can communicate with my group effectively and follow directions. Lesson: This is the second lesson on the phases of the moon. The student will be creating the phases of the moon with Oreos. They will be using their prior knowledge of the moon phases to complete this lab. I will create groups of 2-3 people and distribute supplies to each group. I will have students wash hands prior to touching the Oreos. Have one member from each group carefully separate the Oreo cookies, making sure one side has all the frosting and the other side has none. (Use butter knife if necessary). I will ask student what is the name of this phase? Continue to create the other moon phases with the remaining cookies. Once the students are done, check their work and hand out Oreo moon phases diagram A & B. Then the students will refer to diagram A and place their groups Oreos on diagram B. I will then check every groups results as an assessment. The students are allowed to eat the Oreos now. Check for allergies. Next, in the students science journals, they are going to reflect on how the Oreos helped them understand moon phases better. Materials: For Each Group: 7 Oreos for each group of students 1 plastic butter knife Paper towel or napkins Paper Plate Handout Diagram A Handout Diagram B Journals

Lesson #5: Pioneers in Space: Social Studies, Writing Objectives: Students will learn who the first people to travel into space were. (H.3.5.4, H.4.5.1) Students will conduct a short research project on a chosen space pioneer. (W.5.7) I can Social Studies: CO: I can research and present information about one of the first people in space. LO: I can present a research project to my class. Writing: CO: I can conduct a short research project To build knowledge about a topic. LO: I can research and present a paper, a song, an annotated drawing or a news article to me class. Lesson: In this lesson, I will present a slide show, on my smartboard, to the class about 17 pioneers in space. This slide show is just a brief over view of each person. It is meant to give the students a little bit of background information on these people because they will be choosing one to do a short research project on. The students will pick and register with me the name of the person they would like to research. Using their netbooks, (or computer lab time) they will research this person on some education friendly websites and compile a report about this person. They must cite their sources. The engage all of my learners, I am allowing them to present the final product in multiple ways. They can write a paper, write a song, draw a picture and write a short description of the picture, or write a news article about their person. This project will be graded on effort, validity, and references. After graded, these will be posted around the classroom to spotlight student work. Materials: Smartboard with internet http://www.teachervision.fen.com/astronautics/heroes/61506.html?page=1 Netbooks or computer lab time Drawing utensils List of Space Pioneers

Lesson #6: How much do you weigh on different planets?: Math, Writing Objectives: Students will calculate their weights on each of the planets. (5.OA.2, 5.MD.1) Students will answer a series of questions about their findings in complete sentences and explain their answers. (W.5.7, W.5.8) I can Math: CO: I can calculate my weight on different planets. LO: I can calculate my weight on different planets by using my current weight and the formula given to me. Writing: CO: I can answer questions about my findings in the project. LO: I can write my answers in complete sentences and explain my answers so that anyone reading would understand. Lesson: In this lesson, I will first review what gravity is. Gravity is an important part of this lesson; the students must have a firm grasp on what gravity is before completing the lesson. Then I will ask the students if they think they weigh the same on the different planets. I will have them explain why they think this. This will be a class discussion. After discussion, I will tell the students that because there is a different gravitational pull on each planet, they will weigh different amounts on the different planets. We will then begin to explore their weights on the planets through a simple worksheet. Pass out How much do you weigh worksheets. Once they all have their worksheets, popcorn read as a class the directions and background information. I will ask students if they have any questions about what they are to do. They will complete the worksheet which includes calculating their weights on the different planets using the formula given and then they will answer the questions regarding their findings. The students can collaborate with partners but their answers will be different. I will be walking around; circulating making sure everyone is doing the right thing and not making any mistakes in their math. Students will not be allowed to use calculators to find their answers. Once the students have completed the worksheet, as a class we will go over their findings. I will ask a few students to share answers. The students will turn these in for participation credit and completeness. To engage all my students, I will allow them to work with partners if they wish. This will help some students feel more confident about their answers and overall, working in partners can be very helpful to most. Materials: How much do you weigh worksheet (put in references) Scratch paper

Lesson #7: Listening, reflecting and comparing Holsts Venus and Mars: Music, Writing Objectives: Students will listen critically to two movement of Holsts Planets Suite, Mars and Venus. (6.5.1, 7.5.1, 7.5.2) Students will compare the two piece of music using a Venn diagram. Students will reflect on how the pieces of music were similar or different to how they viewed the planets Mars and Venus prior to listening.(W.5.8, SL.5.5) I can Music: CO: I can listen critically to a piece of music. LO: I can listen and compare two pieces of music using a Venn diagram and my prior knowledge. Writing: CO: I can reflect and compare using my prior knowledge and new information. LO: I can reflect on how Mars and Venus are similar or different to how I viewed them before listening. Lesson: In this lesson, I will use recordings of Holsts Planet Suite, specifically Mars and Venus. I will play the other planets for the students as well however, those will merely be used a background music while the students are working. Holsts Mars and Venus will be the only two pieces we listen to critically, compare and contrast, and then reflect on after. I will first introduce who Gustav Holst was, a very simple biography. Then I will explain to the students that we are going to listen to his musical interpretations of the planets Mars and Venus. I will write on the board things to think about and notate during listening. Ex. How is this piece making you feel; if you were to picture this piece as a movie scene, what kind of movie scene would it be; can you use three adjectives to describe what you are hearing; etc. Students are to take notes on the piece of music while they are playing because we will be using that information later to compare and reflect. After listening and taking note through both piece of music, I will pass out the Venn diagram worksheet. Student will fill out and complete this. After they have completed the worksheet, in their journals, the students will write a reflection on how the pieces of music were similar or different to how they viewed the planets Mars and Venus prior to listening. The students will turn in their Venn diagrams for credit and their reflections will be graded at a later date when journals are checked. Materials: SmartBoard with Internet and sound http://www.youtube.com/watch?v=L0bcRCCg01I (Mars) approx. 8 minutes http://www.youtube.com/watch?v=K1f8HjIkU3M (Venus) approx. 8 minutes Venn Diagram Worksheet

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Lesson #8: Distances between the planets: Math, Language Objectives: Students will physically create a model of the solar system. (5.MD.1, 5.OA.2) Students will graph the distances between the planets. (5.MD.1, 5.OA.3) Students will acquire and use accurately grade-appropriate words and phrases. (L.5.6) I can Math: CO: I can create a scale model and notate my findings. LO: I can create a scale model of the planets and graph the results. Language: CO: I can use the proper language when in discussion with my class or group. LO: I can use the proper space and graphing terminology. Lesson: In this lesson, the student will be creating a large to scale model of the planets. I will first divide the class into 9 groups, one for each planet, and designate one student to be the sun. I will then display a chart of distance from the sun on the smart board for the class to reference. Using the chart, the students will cut strings to represent the distance of each planet from the sun. Next, on a piece of cardboard each group should print the name of its planet and distance from the sun. A hole should be punched at one edge of this card and the length of string tied to it. Tie the washer to the string end to prevent it from fraying. Have the student representing the sun stand against the wall in front of the class. Have a member of each of the first four groups hand the washer to the "sun" and then stretch out the strings across the front of the classroom. Do this one at a time (in the order on the chart) so students can see how close these four planets are. Have the Jupiter group add their string to this line-up. Students will see the gap between it and Marsthe space between the inner and outer planets. Scientists think asteroids within this space remain from the early formation of our solar system. It will now be obvious that the outer planet strings cannot be stretched out inside the classroom. Move outside, have the first four planet strings stretched out again, and let five more students stretch out the strings for the rest of the outer planets. Have the strings placed on the ground so students can all walk the scale model solar system. Explain that on this scale, the nearest star (beyond the sun) would be about 174 miles (2,784 km) away! Also ask them what the sun would look like from the most distant planet, Pluto. (It would just be a bright star, so distant that its heat does not reach Pluto.) Move back into the classroom and pass out the graphing sheets. I will now have the students plot the points on their graphs. Once the graphs are completed, the student will turn those in for credit. It will be graded on correctness as well as neatness. Materials: SmartBoard Chart of distances 300 ft. (100 m) of heavy string nine pieces of heavy cardboard, 5 in. x 8 in. (12.5 cm x 20cm) nine metal washers nine meter sticks scissors Graphs for each student

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Lesson #9: Planet Riddles: Reading, Writing Objectives: Students will read riddles with partners. (RL.5.1) Students will answer riddles in writing with partners using information learned in this unit. (W.5.2) I can Reading: CO: I can read a text and explain what it says. LO: I can read and explain to my partner the planet riddles. Writing: CO: I can provide a statement related to the information presented. LO: I can write the answer to the riddles with my partner. Lesson: In this lesson, I will have the students work in partners. This will help students think collectively and also develop better team work skills. In partners, the students will take turns reading each of the riddles to each other. The students will then answer the riddles on their own riddle sheets. After they have finished the worksheet, the students will compare their answers with a close by set of partners. After all groups have collaborated with another, we will as a class go over the answers. The students will then turn these in for credit. These will be graded on completeness. To help engage all of my students, I will have a worksheet for them to read with pictures on it and they are reading the riddles out loud not only in their head. They will also be working with partners and then in partners they check their work with another group. Materials: Planet Riddles Worksheets Planet Riddle Answer sheet

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Lesson #10: Alien Invasion and Postcard from your favorite planet: Writing, Speaking/Listening Objectives: Students will think and record, in their journals, items that they think would be most important to tell a visiting alien, who had never been on our planet, about. (W.5.2) Students will create a postcard to anyone they choose. Greetings from the solar system. Students will present their postcard to the class.(SL.5.1) I can Writing: CO: I can choose and list items to tell to a visiting alien. LO: I can write items in my journals and explain why they are important. Speaking/Listening: CO: I can speak to the class effectively expressing my ideas clearly. LO: I can present to the class my postcard from another planet. Lesson: In this lesson, student will be thinking outside of the box. In the first activity, student will be asked to write in their journals. The topic is three things that would be the most important things to tell a visiting alien about. It is important to remember that the alien has never been to our planet and knows absolutely nothing about our culture. To engage all my learners, they have the options of writing and explaining or they can draw pictures and explain what those items are. This will help with the students who are more artistic. The next activity is one where the students will pretend they are on vacation on another planet. The students will choose a person to send a postcard to. The postcard must include graphic of some kind, who it is addressed to and 5 different facts about the planet in their letter. They will have all of the materials needed in class to finish in class. The students will present their postcards to the class after everyone has finished. The postcards will be turned in for a graded. They will be graded on effort, neatness, 5 facts and the person it is addressed to. After graded, these will be posted around the classroom to spotlight student work. Materials: Journals Cardstock/construction paper Coloring utensils Scissors

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References:
The Magic School Bus Lost in Space http://sciencepoems.net/sciencepoems/mercury.aspx#.ULkLX4dfCgg http://teachertube.com/viewVideo.php?video_id=96281 http://teachertube.com/viewVideo.php?video_id=153862 http://teachertube.com/viewVideo.php?title=Bill_Nye__The_Moon_part3&vi deo_id=96286 http://www.teachervision.fen.com/astronautics/heroes/61506.html?page=1 http://www.youtube.com/watch?v=L0bcRCCg01I http://www.youtube.com/watch?v=K1f8HjIkU3M

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