Eleni Katsaros Solar System Unit Plan

Running head: SOLAR SYSTEM UNIT PLAN
Solar System Unit Plan: Lessons and Resources

Eleni Katsaros
Monmouth University
SOLAR SYSTEM UNIT PLAN
Monmouth University
School of Education
Department of Curriculum and Instruction
Teacher Candidates Name: Eleni Katsaros
Context:
2nd Grade/Science
This is a general education 2nd grade classroom with one student with a cognitive
disability.
General education 2nd grade classroom. There is one student with a cognitive disability.
In addition, there is another student who is an English Language Learner.
UDL will be present throughout the entirety of the unit as well as each lesson. This will
be incorporated through class discussion, guided practice, and teacher demonstrations. In
addition, resources will be given out to students whenever necessary.
Collaborative methods are utilized throughout the entirety of the unit. The teacher will
send home a letter with each student to inform parents of the unit topic. The letter will
introduce the topic and give a brief overview of will be covered in class throughout the
unit. In addition, parents are encouraged to contribute or participate throughout the unit
as well as contacting the teacher will any thoughts, suggestions, or concerns.
Unit Title: The Solar System
Lesson Title: Introducing the Solar System
Tentative Date: Day 1 of the unit
Duration: (provide overall time for class session AND include timing for each section of the
lesson below)
I. Standards (NJCCCS, CCSS, NJPST, and/or CEC):
CCSS.ELA-LITERACY.RI.2.3: Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.
NJPST: Standard One - Subject Matter Knowledge: Teachers shall understand the central
concepts, tools of inquiry, structures of the discipline, especially as they relate to the New Jersey
Core Curriculum Content Standards (CCCS), and design developmentally appropriate learning
experiences making the subject matter accessible and meaningful to all students.
NJPST: Standard Three - Diverse Learners: Teachers shall understand the practice of
culturally responsive teaching.
National Elementary Science Standards:
Core Idea ESS1: Earths Place in the Universe
ESS1.A: The Universe and Its Stars
ESS1.B: Earth and the Solar System
ESS1.C: The History of Planet Earth
II. Learner Outcomes (goals) & Assessments (include informal and formal):
Students will be able to name one of nine planets to the 95% mastery level. This will be
assessed in writing.
Students will be able to identify the solar system by name (the Milky Way) to the 85%
mastery level. This will be assessed orally through class discussion.
Essential Questions:
What is the solar system?
What makes up the solar system?
How many planets are in our solar system?
Enduring Understandings:
The solar system is called the Milky Way
Earth has one moon while other planets in the Milky Way have multiple
moons.
There are nine planets in our solar system.
III. Procedures (include anticipatory set, procedure, guided practice, and independent
practice):
Anticipatory Set: 0-5 minutes
The teacher will try to activate background knowledge by asking the class if they know
what the solar system is
The teacher will ask the class if they know what is in our solar system
The class will then move to the carpet to fill out a K-W-L chart
Procedures: 5-15 minutes: Guided Practice
The teacher will have an oversized K-W-L chart for students to begin filling out together
as a class
The teacher will ask the class what do we already know about the solar system?
What do we want to know about the solar system?
The teacher will record these answers on the chart
15-25 minutes:
The teacher will begin to explain the basics of our solar system such as: our solar system
is called the Milky Way, the sun is the center of the solar system, our planet has one
moon, other planets have multiple moons, there are nine planets in our solar system,
names of planets
Independent Practice: 25-40 minutes:
Students will take the information they have learned and write down 1-2 paragraphs
about which planet they would like to live on and why.
Students will take the general overview of information we have learned about and
incorporate this into their paragraph(s).
The teacher will collect paragraphs as an informal assessment/pre-assessment to see how
much the class knows/understands about the solar system
Closure: 40-45 minutes:
The teacher will answer any questions the class has

The teacher will inform students that they will be learning all about: the sun, the moon,
planets, and be going on a virtual field trip throughout the unit.
IV. Accommodations for diverse learners and students with special needs (include
suggested adaptive and assistive tech/software/web-supported learning with specific skill
areas):
Students will receive a vocabulary word list and other resources as necessary.
Students will be given more time to complete activities.
Translations of key words will be provided/students will be permitted to use Google
translate for key aspects of the lesson
V. Modifications for students with disabilities (none may be needed so just note that in this
section with your rationale):
Students may draw pictures instead of writing sentences.
If students decide to write instead of draw, less writing is acceptable.
VI. Materials:
Paper
Writing utensils
K-W-L chart
Name:________________________________________________________
Directions: Write 1 or 2 paragraphs that tell all about which planet you
would like to live on and why. Dont forget to include
information we learned in class today!
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Monmouth University
School of Education

Context:
2nd Grade/Science
disability.
Lesson Title: The Sun
Tentative Date: Day 2 of the Unit
Duration: (provide overall time for class session AND include timing for each section of the
lesson below)
NCCCS: 5.4.2.A.1: Determine a set of general rules describing when the sun and moon are
visible based on the actual night sky observations.
CCSS.ELA-LITERACY.RL.2.2: Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.

Students will be able to identify what makes up the sun to the 85% mastery level. This
will be assessed orally through class discussion.
Students will be able to name 1 fact about the sun to the 90% mastery level. This will be
Students will be able to explain where the sun is positioned in the solar system to the
85% mastery level. This will be assessed orally through class discussion.
What is the sun?
When was the sun formed?
Where is the sun positioned?
The sun is at the center of the solar system.
The sun is made up of different gasses and nuclear reactions.
Folktales have tried to explain why the sun is positioned where it is.
practice):
The teacher will begin class by asking students what they know about the sun.
The teacher will write students ideas on the board.
The teacher will then introduce the topic of learning about the sun.
To introduce a folktale about why the sun is positioned where it is.
The teacher will read Why the Sun and Moon Live in the Sky by: Elphinstone Dayrell
The teacher will ask the class if they know of any other folktales that explain why the sun
is where it is.
15-25 minutes:
The teacher will teach key characteristics and facts about the sun: it is the center of our
solar system; it is believed the sun was formed 4.5 billion years ago; the suns surface
temperature is 9,900 degrees Fahrenheit (5,500 degrees Celsius); the temperatures vary
throughout the entirety of the sun;
The Sun can be described as a huge constantly spinning ball (or star) of hot gases and
nuclear reactions
The Sun is very far away from Earth: 93,026,724 miles to be specific.
The class will create their own suns with a paper plate and construction paper.
They will paint their plates yellow or orange and cut out their hands using yellow or
orange construction paper.
Students will glue their cut outs around the plate.
Students will write 2 sentences they have learned about the sun. This will include a fact
or something about the folk tale we learned.
When the paint is completely dry the teacher will hang the suns on a bulletin board in the
classroom.
Students can finish up their sentences.
Students will receive a handout with facts about the sun
The teacher will answer any questions students have.
areas):
Students will be given more time to complete their work.
Students will be given a vocabulary sheet with terms
Students will be permitted to draw pictures instead of writing where necessary.
Less writing will also be acceptable.
VI. Materials:
Plates
Paint
Construction paper
Paper
Writing utensils
Why the Sun and Moon Live in the Sky written by: Elphinstone Dayrell, illustrated by: Blair Lent
SUN FACTS
The Sun is the center of our solar system
The Sun was formed 4.5 billion years ago
The suns surface temperature is 9,900 degrees
Fahrenheit (5,500 degrees Celsius);
The temperatures vary throughout the sun
The Sun can is a huge constantly spinning ball (or
star) of hot gases and nuclear reactions
The Sun is 93,026,724 miles
away from Earth.
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Monmouth University
School of Education
Context:
2nd Grade/Science
disability.
Lesson Title: The Moon
Duration: 45 minutes
NCCCS: 5.4.2.A.1: Determine a set of general rules describing when the sun and moon are
visible based on the actual night sky observations.
Students will be able to identify the phases of the moon to the 85% mastery level. This
will be assessed in writing.
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Students will be able to identify where our moon is positioned in the solar system to the
80% mastery level. This will be assessed in class discussion.
What is a phase of the moon?
What is the moon?
Does Earth have multiple moons?
Do other planets have multiple moons?
There are eight phases of the moon every month.
The moon rises each night.
practice):
The teacher will ask the class what they know about the moon
Does anyone know what the phases of the moon are?
Can we always see the moon?
The teacher will write the answers to these questions on the board
The teacher will read to the class Happy Birthday Moon by Frank Asch
What is happening in this story? (Echoing, Bear thinks he and Moon have the same
birthday; When Bear puts the hat in a tree throughout the night as the Moon rises it looks
like he is trying on the hat).
Does the moon rise every night?
15-25 minutes:
The teacher will then introduce characteristics and phases of the moon
25-40 minutes:
The class will work on their Moon Phases Mini-Books, in which they will write a
descriptive sentence for each phase picture of the moon.
When they complete the writing portion they will cut out their books and staple them
together as a resource for them to use and keep.
The class will also get a calendar for them to track the phases of the moon for a month.
(This is just for fun and optional, not a homework assignment).
The class will finish up their mini books
The teacher will answer any questions or concerns the class has.
areas):
Vocabulary list will be provided
Pictures and short sentences will be acceptable
Students will have more time to complete their in-class assignments
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Students will be permitted to name 50% of the phases in their moon book.
Students can work one-on-one with the teacher to complete their book
VI. Materials:
Moon Phases Book from Scholastic Resources for Teachers
Happy Birthday, Moon written by: Frank Asch
Scissors
Paper
Writing utensils
Stapler
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Monmouth University
School of Education
Context:
2nd Grade/Science
disability.
Lesson Title: The Planets (spanning over 2 days)
Tentative Date: Days 4 and 5 of the unit
experiences making the subject matter accessible and meaningful to all students
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Students will be able to name all nine planets in the solar system to the 90% mastery
level. This will be assessed in class discussion.
Students will be able to define characteristics about one specific planet to the 90%
mastery level. This will be assessed in writing through a class project.
What are the nine planets in the solar system?
Where do some planets get their names from?
Which planets are closest to the sun?
What is a dwarf planet?
Our solar system has nine planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus,
Neptune, and Pluto.
Mercury is the closest planet to the sun.
Pluto is considered a dwarf planet
practice):
The teacher will ask the class if they know what the planets in our solar system are
As students name planets the teacher will write them on the board
The teacher will ask students if they know the order of the planets
The teacher will then introduce the lesson, learning about planets: Mercury, Venus, Earth,
and Mars
Procedures: 5-25 minutes: Guided Practice:
The teacher will introduce each planet and provide characteristics, placement in the solar
system, and where the names come from for each planet:
Mercury, Venus, Earth, and Mars
The teacher will have each student pick a planet (any of the nine planets).
Students will create posters based on the planets including a drawing, information, and
why they picked the planet.
Some students may need extra resources if they picked a planet that hasnt been covered
yet
The class will continue working on this project the next day in class.
The teacher will collect the posters for safe keeping
The teacher will answer any questions that students have about the unit so far.
Day 2:
The teacher will review the planets the class learned about the previous day.
The teacher will introduce that todays lesson will be focusing on: Jupiter, Saturn,
Uranus, Neptune, and Pluto
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Procedures: 5-25 minutes: Guided Practice:

The teacher will introduce each planet and provide characteristics, placement in the solar
system, and where the names come from for each planet:
Jupiter, Saturn, Uranus, Neptune, and Pluto
The teacher will also include that Pluto is considered a dwarf planet and explain what
this means.
25-40 minutes:
The teacher will hand out posters and students will continue working on their posters.
The teacher will hand out a worksheet for students to reference which includes the
planets in order from the sun.
Students will ideally finish up their posters on this day in class.
There will be additional time provided in the lesson after the VFT.
The teacher will collect posters.
The teacher will answer any remaining questions the students have so far about the unit.
areas):
Students will be given more time
Additional vocabulary or resources will be given out
ELL student may translate key words or phrases using Google Translate
Pictures will be accepted instead of writing
Less writing will be acceptable
Students will only be required to know 50% of the planets by the end of the lesson
VI. Materials:
Poster board
Crayons/markers/colored pencils
Writing utensils
Paper
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22
Monmouth University
School of Education
Context:
2nd Grade/Science
A general education classroom with one student with cognitive impairment.
General education classroom with one student who is cognitively impaired and one
student is who is an English Language Learner
Describe UDL integration: This will include multiple ways to engage all students
within the lesson. The teacher will provide guided practice and demonstration, the class
will work together or in pairs to explore virtual field trips and answer questions, and
there will be consistent class discussion throughout the entirety of the lesson.
Collaborative methods used to enhance the lesson:
Parents were informed prior to beginning the unit on the Solar System that the class will
be doing a virtual field trip. Virtual field trips were explained to the parents as well as an
overview of the material that will be covered. Resources were provided to the parents to
research and build background knowledge if they chose to do so. Resources included:
www.nineplanets.org and Scholastics study jams:
http://studyjams.scholastic.com/studyjams/jams/science/solar-system/solar-systeminner.htm
School resources include the usage of Chrome Books and the school library for further
research on the subject matter.
Lesson Title: Introducing Virtual Field Trips
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Students will be able to navigate a website and virtual field trip to the 90% mastery
level. This will be assessed through oral discussion and demonstration in the
classroom.
Students will be able to define what a virtual field trip is to the 90% mastery level.
This will be assessed through a short self-evaluation/exit slip at the end of the class.
What is a virtual field trip?
What makes up a virtual field trip?
A virtual field trip can give first-hand experience from the classroom.
Virtual field trips will deepen knowledge by offering strong visuals.
practice):
Anticipatory Set: 0-5 minutes:
The class will begin by gathering at the carpet.
The teacher will activate background knowledge by asking the class if they have
heard of a virtual field trip.
The class will share answers and teacher will write down ideas on the board.
Students will define what they think a virtual field trip is.
Procedures: 5-20 minutes:
Students will then return to their desks with their Chrome Books
The teacher will then pull up an example of a virtual field trip on the smart board.
(San Diego Zoo will be used, as it provides a virtual tour:
http://kids.sandiegozoo.org/animal-cams-videos
The teacher will demonstrate what it is and how it can allow the class to feel as if
they are experiencing the San Diego Zoo first hand.
The teacher will ask students: What do you notice about this example? Does it
feel like you are really there?
The teacher will demonstrate how to use the different tabs and what can be done
on the website.
The teacher will then explain that the class will be going on a virtual field trip
exploring the solar system over the next few days.
The teacher will explain each of the tabs on the website and the information that
is included on the page. (webpage: KatsarosSolarSystem.weebly.com)
Guided Practice: 20-30 minutes:
Chrome Books will already have the tab for the URL on the home page, Students
will click on the tab and bring up the VFT.
The class can work in small groups (2-3 students) or independently to explore the
website. (Students are based on ability, as cooperative learning is common and
encouraged in this classroom).
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The teacher will circulate and conference with students helping to guider and
navigate the website.
Students will be given post its to write down questions or interesting areas they
want to explore further over the next two days of lessons.
Students will write down in their science notebooks what looked the most
interesting on the website and what they want to explore further.
They will also record what they want to know more about.
The class will have a short discussion about what they went over today and what
they are excited to learn about over the next few days, (their ideas of what they
want to know more about).
The class will fill out a short exit slip about what a virtual trip is, and what they
want to learn more about.
The teacher will answer any remaining questions at this time.
areas):
For the ELL student: utilizing a translator (such as Google Translate) when
navigating the website.
A list of vocabulary words will be given to both students.
Pictures and short sentences will also be acceptable.
More time may be given to explore the website.
Students may answer orally to the teacher or to their aid.
A list of vocabulary words will be provided.
Can work with teacher to navigate website.
VI. Materials:
Chrome Books
White Board
Science Journals/Writing Utensils
Smart Board
Post Its
25
Monmouth University
School of Education
Context:
2nd Grade/Science
A general education classroom with one student with cognitive impairment.
within the lesson. The teacher will provide guided practice and demonstration; the class
will work together to explore the virtual field trip on the solar system as well as
answering questions. There will be consistent class discussion throughout the entirety of
the lesson.
Parents will be given the URL of the website so they may review it in advance. They
will be provided with a description of what will be covered in class so they can go over
any areas with their children prior to the class. Parents will be encouraged to email me
with any thoughts/concerns about the material.
Lesson Title: Exploring Space and the Planets
NCCCS: 5.4.2.A.1: Determine a set of general rules describing when the Sun and Moon are
visible based on actual sky observations.
NJPST: Standard Six - Learning Environment: Teachers shall understand individual and
group motivation and behavior and shall create a supportive, safe and respectful learning
environment that encourages positive social interaction, active engagement in learning and selfmotivation.
26
Students will be able to identify the planets in the solar system to the 90% mastery level. This
will be assessed through class discussion and in writing.
What are the names of the other planets in our solar system?
What makes up our solar system?
How would it look if the moon was replaced by different planets?
Our galaxy is called the Milky Way
Planet Earth has one Sun and one Moon, other planets may have multiple moons.
practice):
The teacher will pull up the website on the smart board and students will access it
on their Chrome Books.
The teacher will take any questions prior to beginning the lesson.
The class will be focusing on the tabs: Home and Planets today, as well as
reviewing information from the home page (there are resources on this page as
well).
The teacher will also hand out students headphone for usage of the website.
Procedures: 5-10minutes:
The teacher will demonstrate which tabs students should be utilizing and what
each section is focused on.
The class will be given a checklist with directions and a graphic organizer,
naming the planets, to fill out.
Students will have their Science Journals out to write down essential information
about the solar system such as:
What are the planets in the solar system? What are the best parts about the virtual
tours? How would it look if our moon was replaced by different planets?
The teacher will go over these questions and write them on the board prior to
students to beginning to explore the website; these questions and topics will also
be one the Graphic Organizer as well.
The teacher will click on the home tab on the smart board and go over what is
under this category.
Students will follow along at their desks.
Students will then work in small groups (no more than three students) or
independently to begin navigating the website.
The teacher will circulate to conference and help guide students.
Students will explore the website and record information.
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They may discuss with classmates their findings as they continue taking their
virtual tours and watching the videos.
If they complete the majority of the webpage they may quiz themselves or play
educational games using resources from the Home page.
The teacher will answer any remaining questions at this time.
The teacher will remind students that the next day the class will be finishing their
virtual field trip.
Teacher will collect notebooks and graphic organizers.
areas):
Students may draw a picture or write very briefly.
Students can work one-on-one with the teacher and use the Smart Board to
navigate the website.
VI. Materials:
Chrome Books
White Board
Smart Board
Head Phones
28
Monmouth University
School of Education
Context:
2nd Grade/Science
A general education classroom with one student with cognitive impairment
within the lesson. The teacher will provide guided practice and demonstration; the class
will work together to explore the virtual field trip on the solar system as well as
answering questions. There will be consistent class discussion throughout the entirety of
the lesson.
Parents will be given the URL of the website so they may review it in advance. They
will be provided with a description of what will be covered in class so they can go over
any areas with their children prior to the class. Parents will be encouraged to email me
with any thoughts/concerns about the material.
Lesson Title: Exploring Space & The Milky Way
NCCCS: 5.4.2.A.1: Determine a set of general rules describing when the Sun and Moon are
visible based on actual sky observations.
NJPST: Standard Seven - Special Needs: Teachers shall adapt and modify instruction to
accommodate the special learning needs of all students.
Students will be able to identify the Milky Way to the 90% mastery level. This will be assessed
in writing.
29
Students will be able to name the phases of the moon to the 80% mastery level. This will be
What is the Milky Way?
What are the phases of the moon?
Our galaxy is called the Milky Way
Planet Earth has one Sun and one Moon, other planets may have multiple moons.
practice):
The teacher will pull up the website on the smart board and students will access it
on their Chrome Books.
The teacher will take any questions prior to beginning the lesson.
The class will be focusing on the tabs: Explore and The Milky Way
Procedures: 5-10minutes:
The teacher will demonstrate which tabs students should be utilizing and what
each section is focused on.
Students will have their Science Journals out to write down essential information
about the solar system such as:
What is the Milky Way? What are the phases of the moon? What is the most
interesting fact youve learned from the virtual field trip? (These will be written
on the board for reference).
The teacher will click on the Milky Way tab on the smart board and go over what
is under this category.
Students will follow along at their desks.
Students will then work in small groups (no more than three students) or
independently to begin navigating the website.
The teacher will circulate to conference and help guide students.
Students will explore the website and record information in their notebooks.
As the students work and explore the teacher will conference with students to
make sure they are on task, as well as taking questions and checking for
comprehension.
Students will write a few sentences about the information they have learned from
using the virtual field trip. The teacher will take these mini-paragraphs and
publish them to the website.
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The teacher will ask students to share their most interesting fact with the class.
Students will fill out an exit slip with one fun fact they learned from the VFT
experience.
The teacher will take any questions regarding the virtual field trip and what has
been covered so far.
Teacher will collect all materials from the day.
areas):
Students may draw a picture or write very briefly.
Students can work one-on-one with the teacher to navigate website.
VI. Materials:
Chrome Books
White Board
Smart Board
Head Phones
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Checklist &
Directions
First Day of Exploration!
Log on to our Solar System Webpage
(KatsarosSolarSystem.weebly.com)
Click on the tabs: Home and Planets
Answer these questions in your science journal:
o What are the planets in the solar system?
o What do you like best about virtual tours?
o How would it look if the moon was replaced by different
planets?
Dont forget to fill out your graphic organizer to help you!
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Checklist &
Directions
Second Day of Exploration!
Log on to our Solar System Webpage
(KatsarosSolarSystem.weebly.com)
Click on the tabs: Explore and The Milky Way!
Answer these questions in your science journal:
o What is the Milky Way?
o What are the phases of the moon?
o What is the most interesting fact youve learned from the
virtual field trip?
Dont forget to fill out your graphic organizer to help you!
M________________
V________________
E________________
M________________
J_______________
S_____________
U___________
N_________
P_____
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Name:___________________________________
Write in the ticket below: What is one fun fact you learned
from the Virtual Field Trip or about the Milky Way?
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Vocabulary Words:
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Sun
Moon
The Milky Way
Galaxy
Moon Phases:
1. New Moon
2. Waxing Crescent
3. First Quarter
4. Waxing Gibbous
5. Full Moon
6. Waning Gibbous
7. Last Quarter
8. Waning Crescent
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Name:_______________
Directions: Write 3-5 sentences about what you
have learned from using the Virtual Field Trip. Make
sure to proof-read! Your sentences will be
published on our web page!
Read the check list for more details!
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(Modified version)
Name:_______________
Directions: Write 1-2 sentences about what you
have learned from using the Virtual Field Trip. Make
sure to proof-read! Your sentences will be
published on our web page!
My favorite part of the virtual field trip was:
____________________________________________
____________________________________________
____________________________________________
____________________________________________
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Publishing our Pieces about our

Virtual Field Trip:
Directions: So now that we have explored all over outer space, taken
tours all over the galaxy, learned about the Milky Way, and played
games, its time to put our adventures into writing!
Write 3-5 sentences about your favorite parts of the Virtual Field
Trip. Make sure to include information from at least 2 tabs! Follow
the check list before you hand in your work!
Checklist for Published Pieces
Before you hand in your work ask yourself:

Did I
Write 3-5 sentences?

Proof read for grammar and
spelling?
Include information you
learned from the website and
resources?
Include information from 2 (or
more) tabs?
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Virtual Field Trip Rubric
+
Unsatisfactory/Needs
to be fixed
Length
Grammar
Wrote less than 3

sentences
Did not proof
read any of the
paragraph
Content/Informatio
n
Did not include

any information
from the Virtual
Field Trip
Resources
Did not include

any of the tabs
from the
webpage
Satisfactory
Excellent!
Wrote 3
Wrote 4-5
sentences
sentences
Showed
Two or less
signs of
mistakes
checking
grammar, but
still some
mistakes
Included
Included a
some
variety of
information
information
from the
from the
Virtual Field Virtual Field
Trip
Trip
Included one Included 2 or
tab from the
more tabs
website
from the
website
42
Monmouth University
School of Education
Context:
2nd Grade/Science
disability.
Lesson Title: Finishing Planets and Creative Writing
CCSS.ELA-LITERACY.RI.2.4: Determine the meaning of words and phrases in a text relevant
to a grade 2 topic or subject area.
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Students will be able to write about information and facts they have learned about from
the unit to the 85% mastery level. This will be assessed in writing.
Students will be able to complete a mostly informational writing piece based on the solar
system to the 80% mastery level. This will be assessed in writing.
What planets are like earth?
Which planet would be most fun to explore?
The nine planets vary in their characteristics and traits.
There arent any other planets in our solar system that are exactly like Earth.
practice):
The teacher will wrap the classs virtual field trip up and answer any final questions about
the subject matter
The teacher will give an overview of class today: finishing up posters, and being given a
creative writing assignment
Students will finish working on their posters.
As students are finished teacher will collect the posters and hang them around the room.
Once students have completed their posters the teacher will give students their creative
writing assignment and a graphic organizer and they can begin working on it.
Writing Assignment: Imagine you are on one of the planets we have learned about and
explored. What does it look like? Is it like earth? Who lives there? Include facts that we
have learned about. This can be strictly informational or you can include creative science
fiction touches. Creativity is encouraged! Have fun with it!
Independent Practice 25-40 minutes:
Students should all be working on their writing assignment at this point
The teacher will circulate the room and help students with their drafts.
Once their writing is completed the teacher will make copies and create a collection book
for all students to have
The class will finish up their writing where they are and put their work in their writing
folders.
The teacher will answer any questions students have.
areas):
Students will be given more time to complete their writing
Less writing will be acceptable
44
Students will be given an alternative assignment where they can draw pictures of which
planet they would like to explore
VI. Materials:
Paper
Writing utensils
Posters
Crayons/markers/colored pencils
Graphic organizers
45
Which planet are you writing about?
Who lives here?
Is this planet anything like Earth?
Facts & Information

Details
46
Monmouth University
School of Education
Context:
2nd Grade/Science
disability.
Lesson Title: Milky Way and NASA
Students will be able to demonstrate an understanding of what NASA is to the 85%
mastery level. This will be assessed orally through class discussion.
Students will be able to
47
What is NASA?
What is space exploration?
NASA is the National Aeronautics and Space Administration.
NASA is responsible for science and technology that relates to air and space.
practice):
The teacher will begin class by bring out the K-W-L chart
The class will all decide what information should be put into the L section of the chart
The class will go over all aspects of the Milky Way they have covered
The teacher will introduce NASA to the class
The teacher will give a brief overview of what NASA does
The class will then take their Chrome Books to their desks
10-25 minutes:
The class will spend time exploring: NASA for Students
(http://www.nasa.gov/audience/forstudents/index.html )
The teacher will circulate the classroom helping students and answering questions
Independent Practice: 25-43 minutes
Students will finish their creative writing assignments
The teacher will help students take their graphic organizers/drafts to turn them into
paragraphs (if necessary).
The teacher will collect everyones story to copy and put together for the class
The teacher will answer any final questions about the unit.
areas):
Students will be given more time to complete their in class work
Students will be given a vocabulary sheet or list
Students will be given separate assignment where they can draw pictures about other
planets instead of the writing assignment
VI. Materials:
Paper
Writing Utensils
Chrome Books
K-W-L chart
48
49
Appendix
Included in the Unit/Lessons

Component
Lessons connect to other disciplines
A lesson database where you could find more lessons about this topic/unit
Multimedia software that is learner-centered
Spreadsheet or graph that is learner-centered
Use technology to enhance the planning of the unit
Use technology to enhance the delivery of instruction
Use of technology to assess the learners
In lessons include list of websites,
virtual reality experience,
pre-existing game,
self-created game to enhance their learning
Individual technology for specific students individual needs
At least 1 lesson plan with cooperative learning (needs to include directions for the
students, team assignment and team preparation, creating positive interdependence
among students, individual accountability, direct teaching of social skills, and team
processing)
Multiple assessments for students to show what they learned
Inclusion of the VFT with lessons
Page
Number(
s) in Unit
6-12
20
20-39
31,32,43
20-39
20-39
20-39
20-39
20-39
20-28
20-28
20
20-22
2-45
20-28

Eleni Katsaros Solar System Unit Plan

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Running head: SOLAR SYSTEM UNIT PLAN

Solar System Unit Plan: Lessons and Resources

SOLAR SYSTEM UNIT PLAN

SOLAR SYSTEM UNIT PLAN

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The teacher will answer any questions the class has

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Teacher Candidates Name: Eleni Katsaros

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National Elementary Science Standards:

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Procedures: 5-25 minutes: Guided Practice:

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Publishing our Pieces about our

Checklist for Published Pieces

Before you hand in your work ask yourself:

Write 3-5 sentences?

SOLAR SYSTEM UNIT PLAN

Virtual Field Trip Rubric

Wrote less than 3

Did not include

Did not include

SOLAR SYSTEM UNIT PLAN

SOLAR SYSTEM UNIT PLAN

SOLAR SYSTEM UNIT PLAN

SOLAR SYSTEM UNIT PLAN

Which planet are you writing about?

Who lives here?

Is this planet anything like Earth?

Facts & Information