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Mariah McKinnon
4th Grade
Science
Mathematics
Science
Develop a model using an analogy, example, or abstract representation to describe a scientific principle. (4-PS4-1)
Develop a model to describe phenomena. (4-PS4-2)
Science findings are based on recognizing patterns (4-PS4-1)
Materials Needed:
Paper plates
Black and white images of planets to color
Crayons, markers, colored pencils
String/magnets
Place to hang/display paper plates
Books to be used to research the planets
Research devices (computers, laptops, iPads, etc.)
Prerequisite Skills:
Awareness of the planets and other objects in the solar system (names, etc.)
Reading and writing
Research procedures
Types of measurement (meters, miles, etc.)
Lesson Objective:
Fourth grade students will show their understanding of what a planet is when they are divided
into eight groups and each group will be given crayons and a paper plate, which they will color
the paper plate to look like their planet and write at least five accurate facts on the plate.
Mathematics
CCSS.ELA-Literacy.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing
their own clearly.
CCSS.ELA-Literacy.SL.4.1.a
Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-Literacy.SL.4.1.b
Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-Literacy.SL.4.1.c
Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
CCSS.ELA-Literacy.SL.4.1.d
Review the key ideas expressed and explain their own ideas and understanding in light of the
discussion.
Materials Needed:
Desks, arranged in a courtroom layout
Individual role readings
Graphic organizers (if necessary)
Notebooks/scratch paper for planning
Prerequisite Skills:
Knowledge of what makes a planet
Ability to make comparisons
How a courtroom works/the different roles in court (a witness, the jury, the judge, etc.)
Names of other students in the class
Prepare their reading/statement for the class
Lesson Objective(s):
a.
Academic in A B C D format
After being assigned a role and finishing an accompanying assignment before class, fourth
grade students will be able to prepare to clearly present information in a debate format with
each student speaking at least once.
b.
Social Goals for your lesson
Stick to a role in the debate
Work with their team to try to make the best case
Jury: discusses with each other to figure out what their final decision is
Listening to all presenters and coming up with responses
Cooperative Learning Grouping Structure: (see course pack.Jigsaw? Think Pair Share? etc)
Students will be placed in groups based on preferences and abilities. There were be two teams
of lawyers, two teams of witnesses, one jury, and a team of recorders/reporters. See below in
the organize students into learning teams section for exactly how to make the groups. This is
most similar to the group investigation strategy listed in the course packet.
Time: 2 minutes
Today we are going to learn about Pluto and discuss whether or not it is a planet, and practice
working together to present information, ask questions, and listen to each other. You will be
expected to present information as if we were in a courtroom and you will each play out your
roles.
2. Present information for the academic goal: (What are procedures for the academic goal?)
Time: 5 minutes
Give brief description of the history of Pluto
Give brief description of the debate
3. Organize students into learning teams:
Time: 10 minutes
a. Explain how theyll practice the social goal? (A brief explanation will be given. Students
should get these on information sheets that show some examples. The teacher will check in
with each group to make sure they understand what they are supposed to do.)
Lawyers:
Work together on their team to brainstorm questions for the other sides witnesses.
Work with their witnesses to ask questions that will best (clearly, succinctly) show their
argument.
Work together with the other lawyers on their team to come up with a starting statement that
summarizes all their main points.
Witnesses:
Individually know their information and prepare to present it to both sides.
Work with the lawyers on their team to come up with ways to present their information clearly
through the lawyers questions.
Work with other witnesses on their team to brainstorm possible questions the other side might
ask to that they are prepared.
Jury members:
Work together to brainstorm predictions possible ideas they might hear (they can check these
later)
Work together to come up with a way to remember everything the presenters have said (like
brainstorming their own notes sheet)
Court recorders and Reporters:
Practice beforehand listening to each other and drawing/writing what the other person says so
they are ready to draw/write during the real thing.
Reporters can come up with their own notes sheets to use during the debate.
b. How will you organize the groups?
Students who work better independently, comfortable with presenting: witnesses
Students who work better with other people, comfortable with presenting: lawyers
Students who are more comfortable with listening than presenting, like writing/drawing: jury,
reporters, recorders.
c.What group roles will you have?
In a class of 20
6 lawyers (3 from each side)
6 witnesses (3 from each side)
4 jury members
2 court recorders (one pictures, one words)
2 reporters (who will write articles about the proceeds)
(the teacher will be the judge)
4. Assist team work and study: Time: 30 minutes
During this 30 minute period, students will be working together in the groups assigned and
explained in the previous 10 minutes. They will be preparing together for the debate that will
take place in the next lesson, or next couple of lessons.
a. How will you monitor academic progress?
Conferences with each group before the court event to make sure they know the information
they are presenting. (spend approximately 5 minutes with each group)
Social: point out groups that showed good group work skills, like listening to each other or
encouraging others to share. Say, I like how the jury members listened to each other and
helped come up with a list of things to look out for, or I want to share with everyone how I
noticed that the reporters came up with a really awesome notes sheet together.
6. Assessment / Closure: (How do you evaluate student progress or end this lesson?)
Time: 8 minutes
At the end of the lesson we will have a class discussion about the positive and negatives of the
lesson.
what the students did and didnt like?
what could be improved next time?
should the roles be changed at all?
The students will also receive a rubric with comments and their score for the group work. (rubric
listed at the end of the lesson)
7. DIFFERENTIATION of Content, Process or Product:
a. Adaptation for students who need extra help, time, or attention?
Each students needs will be taken into account when assigning roles. If additional time is
needed throughout the lesson, students will receive additional time. If needed, the student will
be given a graphic organizer. This will give them a better layout for what information they need.
b. Extension for students of high ability? (Remember, gifted students need challenge).
Students of higher ability will be asked to finish a more in-depth graphic organizer with
information of Pluto. They can also write a persuasive essay or persuasive paragraph about
why they think their side is right.
TOTAL LESSON TIME: 60 Minutes
8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as
resources, online websites, your past experiences, or your own initiatives, etc):
Debate resources:
http://www.educationworld.com/a_lesson/lesson/lesson304.shtml
Pluto: a planet or a dwarf planet...or a plutoid? http://www.space.com/5527-pluto-identity-crisishits-classrooms-bookstores.html
Explanation of the Pluto debate on PBS: http://www.pbs.org/wgbh/nova/space/pluto-files.html
Points used for the rubric:
http://www.facdev.niu.edu/facdev/resources/guide/strategies/classroom_debate_rubric.pdf
Rubric for academic and social goals
Criteria
5 points
4 points
3 points
2 points
1 point
Understanding
of topic
The team
clearly
understood the
topic in depth
and presented
The team
clearly
understood
the topic in
depth and
The team
seemed to
understand
the main
points of the
The team
seemed
to
understand
the main
Total
Points
their
information to
each other
forcefully and
convincingly.
presented
their
information to
each other
with ease.
topic and
presented
those to each
other with
ease.
points of the
topic, but
didnt present
to each other
with ease.
Information
All Information
prepared for
this debate was
clear, accurate
and thorough.
Most
information
prepared for
this debate
was clear,
accurate and
thorough.
Most
information
prepared for
the debate
was clear and
accurate, but
was not
usually
thorough.
Some
information
was
accurate, but
there were
some minor
inaccuracies.
Information
had some
major
inaccuracies
OR was
usually not
clear.
Group work
Members
worked well
together and
were respectful
to all group
members
Members
worked fairly
well together
and were
respectful to
all group
members
Members
worked
somewhat
well together
and
somewhat
respectful.
Members did
not work very
well together
and the lack
of respect
was evident.
Members did
not work well
together and
there was no
respect
among the
group
members.
Grade Level: K 1 2 3 4 5 6
Mathematics
Science
Today, we are going to be learning about the solar system and the planets within our solar
system. We are going to do this by choosing a planet and learning some facts about it in books
and from websites that are on this list. Afterwards, you will make a research project with at least
five accurate or true facts about your planet and we will all present at a later time. You can
create a fact sheet, poster, brochure, etc. You will also need at least one colored picture on your
final product.
characteristics should quickly be pointed out. Products should be placed in a spot where
students can easily reference them.
3. Provide guided practice: (Guided practice with the teacher)
Time: 5 minutes
Okay, so lets pick a planet to learn about.
The teacher with the class will walk through one of the websites on the list.
The students should all be on their own computers (or, at least sharing with a partner for now)
Show all the important parts of the website (http://solarsystem.nasa.gov/kids/index.cfm#)
Show how the mouse directs the website (can highlight different sections, or moves the actual
page)
Show how to find the planet you chose (for Mars, go to Inner planets and then click on Mars).
Show how to navigate the planets page (students can find facts, extreme facts, facts about
current missions, facts about people or experts on the planet, or pictures.)
Demonstrate the same note-taking procedure as with the book.
4. Check for understanding and provide student feedback: (How will you know students
understand the skill or concept? How will they know they get it?)
Time: 30 minutes
Students will now have some time to research on their own and pick a planet they want to learn
about.
The teacher will walk around and clipboard cruise, checking for proper note-taking as shown
previously.
The teacher will talk to as many students as possible while they are researching:
What planet did you choose and why?
What website are you using and what website do you like the best?
Do you understand how to find relevant facts?
Any questions or anything I can help you with?
5: Provide extended practice and transfer: (Independent practice of the skill) Time: 30
minutes (same 30 minutes as step 4)
Individual research time. Students should be looking up facts that interest them and writing them
down in the taught format. Half of the class will use books to research while the other half will
use the computers. After 15 minutes, the class will switch. This way they are required to use
both forms of resources and they are given equal amounts of time with each resource.
6. Assessment / Closure: (How do you evaluate student progress or provide closure to this
lesson?) You MUST include rubric, checklist or assessment document.
Time: 15
minutes
Project-making time (student choice between a poster, a brochure, or fact sheet).
The student will have a rubric to reference while creating their research project.
The teacher will explain all parts of the rubric and answer any questions the students have.
CATEGORY
Organization
Information is very
organized with wellconstructed paragraphs
and subheadings.
Information is
organized with wellconstructed
paragraphs.
Information is
organized, but
paragraphs are not
well-constructed.
The
information
appears to be
disorganized.
Quality of
Information clearly
Information clearly
Information clearly
Information
Information
has little or
nothing to do
with the main
topic.
Amount of
Information
Only one
relevant and
accurate fact
was stated.
Mechanics
No grammatical,
spelling or punctuation
errors.
Almost no
grammatical, spelling
or punctuation errors
A few grammatical
spelling, or
punctuation errors.
Many
grammatical,
spelling, or
punctuation
errors.
Rationale
This astronomy unit requires teachers to know some degree of astronomy so that it can
be taught to the class. The topics included pertain to planets and their defining characteristics,
whether or not Pluto fits these characteristics, constellations and their accompanying
myths/stories, and what to consider when building a Mars rover. Teachers should know the
names of the planets, the names and stories behind well-known constellations, and stay
updated on the debate on whether or not Pluto is a planet and the progress of the Mars rovers.
For more information or opportunities to read up on these subjects, please see the attached
Resources for Teachers list. Teachers will need to teach specific math, literacy, and writing skills
that match each lesson. These include researching, writing narratives, participating in debates
or other discussions, and using the four mathematical operations to solve problems involving
measurement. Teachers might need to create their own examples so that students understand
what exactly is expected of them. Through these skills, students will be able to access the
astronomical knowledge that the unit is based around. Finally, teachers should find what
interests them about astronomy and try to fit that into the unit. Having this enthusiasm could
help students get involved in a subject that is not normally focused on.
Content Standards
Direct Instruction:
Content Standards:
W.4.7
Conduct short research projects that build knowledge through investigation of different aspects
of a topic.
W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Presentation with Advanced Organizer:
Common Core:
CCSS.ELA-Literacy.W.4.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
Concept attainment:
Common Core:
CCSS.ELA-Literacy.W.4.7
Conduct short research projects that build knowledge through investigation of different aspects
of a topic.
Science and engineering practices (from Next Generation Science Standards):
Develop a model using an analogy, example, or abstract representation to describe a scientific principle. (4-PS4-1)
Develop a model to describe phenomena. (4-PS4-2)
Science findings are based on recognizing patterns (4-PS4-1)
Cooperative learning:
CCSS.ELA-Literacy.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing
their own clearly.
CCSS.ELA-Literacy.SL.4.1.a
Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-Literacy.SL.4.1.b
Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-Literacy.SL.4.1.c
Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
CCSS.ELA-Literacy.SL.4.1.d
Review the key ideas expressed and explain their own ideas and understanding in light of the
discussion.
Inquiry Teaching:
Common Core:
CCSS.Math.Content.4.MD.A.2
Use the four operations to solve word problems involving distances, intervals of time, liquid
volumes, masses of objects, and money, including problems involving simple fractions or
decimals, and problems that require expressing measurements given in a larger unit in terms of
a smaller unit. Represent measurement quantities using diagrams such as number line
diagrams that feature a measurement scale.
Next Generation: Engineering Design
3-5-ETS1-1.
Define a simple design problem reflecting a need or a want that includes specified criteria
for success and constraints on materials, time or cost.
3-5-ETS1-3.
Plan and carry out fair tests in which variables are controlled and failure points are
considered to identify aspects of a model or prototype that can be improved.
Fourth grade students will show their understanding of what a planet is when they are divided
into eight groups and each group will be given crayons and a paper plate, which they will color
the paper plate to look like their planet and write at least five accurate facts on the plate.
After being assigned a role and finishing an accompanying assignment before class, fourth
grade students will be able to prepare to clearly present information in a debate format with
each student speaking at least once.
Given books and electronics and after being shown a teacher example, fourth grade students
will create an organized and neat research project with a colored picture and at least five
accurate facts in complete sentences about their given planet.
Summative Assessment
At the end of the unit we will have a summative assignment by having the students create a
model of a planet. The model has to be an accurate model of the planet they are assigned.
Color, shape, size, rings, moons, and temperature should all be taken into consideration when
creating the project. With their model they will type up a description of their planet, the
properties, and any further facts needed to know about the planet. They will also describe what
makes their planet a planet. They will be graded on the accuracy and quality of their model.
They will also be graded on their typed up facts sheet. Students will then be able to present their
planet to the group. They will talk about the materials needed, why they used those materials,
why they used the colors they did, their planets moons, and what they liked the best about this
project.
Possible Materials needed:
paper mache
construction paper
styrofoam ball
paint
paintbrushes
toothpicks