Multiple Intelligences Unit Plan Template EDUC 522

Unit Title: Exploring the Solar System Grade Level: 3rd Subject: Science, Math, Language Arts Time Frame: 5-6 weeks Objectives: Students will gain new information about elements in our solar system through the activities in this unit. They will have a greater understanding of the differing characteristics of each of the planets and be able to confidently share newly acquired facts with classmates and teacher. Students will create seven projects and one culminating project about the solar system in order to demonstrate their understanding. Intelligences: Verbal, Interpersonal, Kinesthetic, Intrapersonal, Naturalist, Visual, Musical, Logical Technologies in the unit: Computer, iPad, iPhone, iPod, Internet, printer, headphones, portable speakers Programs: Gmail accounts, Skype, Google docs, Word, Excel, PowerPoint Apps: Solar System, StickyNotes, Survey on the Go, Flashcards Deluxe, Outline, Night Sky, Interactive Minds Solar System, NoteShelf, Waveboard, DropVox, Course Notes, Dragon Dictation, Pixie, Facetime, iMovie, Paper FiftyThree, Numbers, Pandora Websites: Tagxedo, National Aeronautics and Space Administration, Scholastic News, Text2Mindmap , HubbleSite, Planets For Kids, Quizlet, National Geographic website NASA, Rhyme Zone, NASA Kids, Audacity, Weebly, Science Monster, Enchanted Learning, Our Planets & Sun Size Comparison, Griffith Observatory YouTube Videos: Griffith Observatory, I Love Rockets, Solar System, Bill Nye-Outer space, Gustav Holsts Planets Common Core standards: Speaking and Listening Comprehension and Collaboration: SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. 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. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Presentation of Knowledge and Ideas: SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. CA) SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an Teacher: Pam Marks

understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. Writing Text Types and Purposes: W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information). d. Provide a concluding statement or section. Production and Distribution of Writing: W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. Reading Informational Text (RI) Key Ideas and Details: RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Integration of Knowledge and Ideas: RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Math Mathematical Reasoning: 2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. 2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work. Science Content Standards: California Physical Sciences: Students know energy comes from the Sun to Earth in the form of light. Earth Sciences: Students know that Earth is one of several planets that orbit the Sun and that the Moon orbits Earth. Investigation and Experimentation: Use numerical data in describing and comparing objects, events, and measurements. Technology standards: 1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative

products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression 2. Communication and collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats d. Contribute to project teams to produce original works or solve problems 3. Research and information fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media d. Process data and report results 4. Critical thinking, problem solving, and decision making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions Intelligences: Material: (digital and non-digital) Computer
logical, visual, kinesthetic logical, visual, kinesthetic

iPad

iPhone iPod

interpersonal, visual musical, visual

Internet

logical, visual, kinesthetic, verbal, naturalist, musical, intrapersonal, interpersonal

Printer Headphones Portable speakers

visual musical musical

Programs: Gmail accounts Skype

interpersonal verbal interpersonal

Google docs Word

visual, logical intrapersonal, visual, logical logical, visual logical, visual, kinesthetic

Excel PowerPoint Apps: Solar System https://itunes.apple.com/us/app/reading-comprehension-solar/id531292495?mt=8

verbal, visual

StickyNotes https://itunes.apple.com/us/app/sticky-notes-reminders-notes/id346224003?mt=8

logical, visual

Survey on the Go https://itunes.apple.com/us/app/surveys-on-the-go/id443052658?mt=8

interpersonal verbal, logical

Flashcards Deluxe https://itunes.apple.com/US/app/id307840670?mt=8

kinesthetic, visual verbal

Outline https://itunes.apple.com/us/app/outline./id451920439?mt=8

logical, visual

Night Sky https://itunes.apple.com/us/app/the-night-sky/id475772902?mt=8

naturalist kinesthetic

Interactive Minds Solar System https://itunes.apple.com/us/app/interactive-minds-solar-system/id593614944?mt=8

visual, logical

NoteShelf https://itunes.apple.com/us/app/noteshelf-notes-pdf/id392188745?mt=8

logical, visual, intrapersonal

Waveboard https://itunes.apple.com/us/app/waveboard/id544597426?mt=8

musical

DropVox https://itunes.apple.com/us/app/dropvox-record-voice-memos/id416288287?mt=8

musical, verbal

Course Notes app https://itunes.apple.com/us/app/coursenotes/id364183278?mt=8

logical, visual, kinesthetic

Dragon Dictation https://itunes.apple.com/us/app/dragon-dictation/id341446764?mt=8

verbal

Pixie https://itunes.apple.com/us/app/pixie-by-tech4learning/id609012680?mt=8

visual, logical,

kinesthetic

Facetime https://itunes.apple.com/us/app/facenow-facetime-messages/id379980390?mt=8

interpersonal, verbal

iMovie https://itunes.apple.com/us/app/imovie/id377298193?mt=8

logical, visual, kinesthetic, verbal, naturalist, musical, intrapersonal, interpersonal

Paper FiftyThree https://itunes.apple.com/us/app/paper-by-fiftythree/id506003812?mt=8

visual, verbal, kinesthetic, logical, interpersonal

Numbers https://itunes.apple.com/us/app/numbers/id361304891?mt=8

logical, visual

Pandora https://itunes.apple.com/us/app/pandora-radio/id284035177?mt=8

musical

Websites: Tagxedo http://www.tagxedo.com/

visual, logical, kinesthetic

National Aeronautics and Space Administration http://solarsystem.nasa.gov/multimedia/download-detail.cfm?DL_ID=1

visual, intrapersonal

Scholastic News http://teacher.scholastic.com/scholasticnews/indepth/space/spacestories/index.asp?arti cle=exploration

visual, logical, intrapersonal

Text2Mindmap https://www.text2mindmap.com/

visual, logical, intrapersonal

HubbleSite http://hubblesite.org/gallery/album/solar_system/

visual, naturalistic, intrapersonal

Planets For Kids http://www.planetsforkids.org/

naturalist visual, musical

Quizlet http://quizlet.com/13584927/flashcards

visual, logical, kinesthetic

National Geographic website http://kids.nationalgeographic.com/kids/photos/gallery/planets/#/planet-jupiterjupiter-by-hubble_15308_600x450.jpg

visual, kinesthetic, naturalistic, intrapersonal

NASA http://spaceplace.nasa.gov/switch-a-roo/en/

visual, musical, kinesthetic

Rhyme Zone http://www.rhymezone.com/

musical, verbal

NASA Kids http://solarsystem.nasa.gov/kids/index.cfm#

logical, visual, kinesthetic

Audacity http://audacity.sourceforge.net/

verbal, musical, interpersonal, logical

Weebly http://marksthespot17.weebly.com/

interpersonal musical, visual, intrapersonal

Science Monster http://www.sciencemonster.com/astronomy/index.html

visual, logical, kinesthetic

Enchanted Learning http://www.enchantedlearning.com/subjects/astronomy/planets/

logical, visual

Our Planets & Sun Size Comparison http://www.kiroastro.com/writings/perspective.html

visual, naturalist, logical, intrapersonal

Griffith Observatory http://www.griffithobservatory.org/teachers/pdf/Glossary.pdf

visual, logical

http://www.laparks.org/observatory/vmap.html

YouTube Videos: Griffith Observatory http://www.youtube.com/watch?v=fadQVcA62vA

kinesthetic, visual

http://www.youtube.com/watch?v=ZgMRSq7e9V8

http://www.youtube.com/watch?v=fzv35gg4f4M

I Love Rockets http://www.youtube.com/watch?v=3ovJc0hDaT4

visual, intrapersonal

Solar System http://youtu.be/LR8j7I2gOsk

visual, musical

Gustav Holst Saturn: http://www.youtube.com/watch?v=MO5sB56rfzA

musical, visual, naturalist

Venus: http://www.youtube.com/watch?v=EE6_PacCnRw

Jupiter: http://www.youtube.com/watch?v=Gu77Vtja30c

Mars: http://www.youtube.com/watch?v=Jmk5frp6-3Q

Neptune: http://www.youtube.com/watch?v=v4wuV14QlNM

Uranus: http://www.youtube.com/watch?v=aDFGmiXnLjU

Mercury: http://www.youtube.com/watch?v=RkiiAloL6aE

Earth: http://www.youtube.com/watch?v=fd1R56uvftg

Bill Nye-Outer space http://www.youtube.com/watch?v=2T0waK-y0Ic

visual, logical,

Art Supplies: 12 yellow highlighters 12 orange highlighters note cards paper pencils newspaper glue paint Procedures Lesson 1 Day 1: Have students select a partner to work with and find a place in the classroom to sit together. The teacher will pass out one iPad to each pair. Together students will locate the Solar System app: https://itunes.apple.com/us/app/reading-comprehension-solar/id531292495?mt=8 Each pair will alternate turns reading the comprehension passage to their partner. Students will work together to complete the questions at the end of each passage. Each group needs to complete this activity for the following: Our Solar System,
logical, visual, kinesthetic, verbal, naturalist, musical, intrapersonal, interpersonal

Intelligences:

visual, interpersonal, kinesthetic

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. If time allows, the students may read any of the other passages. Students will power down their iPads and helpers of the day will collect, store and plug in iPads into cart. Day 2: Students will again work with the partner they were with yesterday. Teacher will pass out an iPad to each student. Direct one of the pair to locate the Solar System app from yesterday and the other will find the app Dragon Dictation https://itunes.apple.com/us/app/dragon-dictation/id341446764?mt=8 Students will work together and revisit the passages from yesterday. Each pair will record two important facts about each planet using the dictation app. When complete, students will export data to each of their gmail accounts to be used in tomorrows lesson. Students will power down their iPads and helpers of the day will collect, store and plug in iPads into cart. Day 3: Take students to computer lab. Students will work in pairs with the same partner from the previous days activity. Each student will be at a computer sitting next to their partner. Each will log on to their gmail account and retrieve their dictation notes from yesterday. Each student will open the notes from their work yesterday and upload it into a word display using Tagxedo http://www.tagxedo.com/ Each student is responsible to create their own display and print out to turn in to the teacher. When done, ask students to log out of all programs. Day 4: Take students to the computer lab and hand back their word displays from yesterdays lesson. Have students sit next to partner sharing one computer. Using their word displays, students will identify and summarize in their own words key information about the planets. The will work together to organize and write a paragraph using Google docs. They will change the setting to share it with each other and their teacher on Google docs. When done, ask students to log out of all programs. Day 5: Explain to the entire class that each team will be recording their podcast today. Introduce the requirements on the rubric and answer questions. Take students to the computer lab. Sharing a computer, the pair will log on to Google docs and print their paragraph from yesterday. Students will plan and make a script for a podcast sharing and highlighting the speaking parts equitably. The team will then record a podcast http://audacity.sourceforge.net/. All groups will share their production will the class on the following day. When done, ask students to log out of all programs. Lesson 2 Day 1: Take class to the computer lab. Students will sit at the number that corresponds to their class number. Have student helpers for the day pass out a note card and pencil to each student. Each will log on and find the following video: http://www.youtube.com/watch?v=2T0waK-y0Ic Using the headphones, students will watch video and write a list of key ideas on note cards. Each student should record at least five ideas. When done, ask students to log out of all programs.

verbal, visual, interpersonal, kinesthetic

visual, interpersonal, logical, kinesthetic

interpersonal, logical, visual

verbal, logical, interpersonal, kinesthetic, musical, visual

logical, visual, musical, intrapersonal

For homework, students will take their notes cards and create five well written sentences with the information from their note cards. Students will submit their sentences to their teacher using Google docs. Day 2: Have class helpers pass out an iPad to each student. Guide students will to locate the Enchanted Learning http://www.enchantedlearning.com/subjects/astronomy/planets/ Students will compare the distance each planet is from the sun. Each will sequence this information and record it using Course Notes app https://itunes.apple.com/us/app/coursenotes/id364183278?mt=8 on the iPads for them to use on a future activity. Students will power down the iPads and helpers of the day will collect, store and plug in all iPads into cart. Day 3: Take class to the computer lab and bring the iPad cart with you. After students sit at their number computer, have helpers of the day also give an iPad to each student. Guide students will to locate the app Our Solar System on the iPad at https://itunes.apple.com/us/app/interactive-minds-solar-system/id593614944?mt=8. Allow students to compare the diameters using the size comparison page. Instruct class to open Excel on the computer in from of them to create a table. Using the measurements given in the app, each student will construct a chart displaying the diameters of the planets using Excel. Students will email their document to their teacher when completed. When done, ask students to log out of all programs and power down iPads before the helpers collect to charge and store.

logical, visual

logical, visual, kinesthetic

Day 4 and 5: Share with the class that today they will begin working on their PowerPoint presentation project. Review the rubric and answer any questions. Take class to the computer lab and bring the iPad cart with you. Have helpers of the day also give an iPad to each student. After students sit at their number computer, ask them to gather their data from the previous 3 days from the computer and the iPad. (Excel file from yesterday, Course Notes from Day 2 and Google doc from Day 1) Students will be using this information to produce a multimedia presentation showcasing all the planets and their sizes to present and explain to classmates using PowerPoint. After all their information is gathered, students will begin to create their show starting with the theme of slides. Direct all students to locate the website http://solarsystem.nasa.gov/kids/index.cfm# and go to the Homework Helper section. Students will choose a slide theme to support the project they will create using PowerPoint. Each will continue to work on their project independently, striving to meet the requirements of the rubric. When working is done for the day, students will power down their iPads and helpers of the day will collect, store and plug in iPads into cart. When done, ask students to log out of all computers programs. The following day, each student will present their PowerPoint to the class to be graded by the teacher. Lesson 3 Day 1: Students will select groups made up of three students to work on this project. As homework, each of the groups will Facetime each other using

logical, visual, kinesthetic, intrapersonal, interpersonal

Interpersonal,

https://itunes.apple.com/us/app/facenow-facetime-messages/id379980390?mt=8 about what they know about the planets. Each group member will be prepared to discuss information in their conversation for tomorrows activity. Day 2: The helpers of the day will pass out one iPad to each of the groups of three. Using the StickyNotes app https://itunes.apple.com/us/app/sticky-notes-remindersnotes/id346224003?mt=8 students will identify at least five questions that can be used to make a questionnaire about classmates favorite planets. With these questions, students will use the Survey on the Go app at https://itunes.apple.com/us/app/surveys-on-the-go/id443052658?mt=8 to create a survey for classmates. Each group must have their interview completed by the end of the work period. When working is done for the day, students will power down their iPads and helpers of the day will collect, store and plug in iPads into cart. Day 3: The helpers of the day will pass out one iPad to each of the groups of three. Today groups will take turns interviewing all students in the other groups using the survey they created. When interview are completed, students will examine and categorize the results of the classmates interviews into a table using Numbers app https://itunes.apple.com/us/app/numbers/id361304891?mt=8 When working is done for the day, students will power down their iPads and helpers of the day will collect, store and plug in iPads into cart.

intrapersonal, verbal

verbal, logical, interpersonal, kinesthetic

interpersonal, verbal, logical, visual

Day 4: Take students to computer lab. Each student group will gather around a computer. Today triads will post it their findings to our class blog using Weebly at interpersonal, http://www.weebly.com/weebly/main.php verbal, visual and encourage classmates to comment on the results of their interviews. Once all groups have posted their results, groups will read one anothers findings and post a comment to at least 3 of the groups. When working is done for the day, students will power down their iPads and helpers of the day will collect, store and plug in iPads into cart Day 5: Explain to the entire class that each team will be writing and practicing their skit today. Introduce the requirements on the rubric and answer questions. Take students to computer lab. Each student group will gather around a computer. Students will collaborate to write a 3-4 minute skit about classmates favorite planets using Google docs. At the end of the work time, students will share their Google doc with the teacher and print out a copy of each member of the group. Day 6: The helpers of the day will pass out one iPad to each of the groups of three. Students will produce their skit and record it using iPhone or iPad. Remind the class that each member of the group needs to work collaboratively to fulfill the requirements of the rubric. When done, support each group in posting their movie on the class website on Weebly at http://www.weebly.com/weebly/main.php. Remember to have one member of each group power down the iPad and return to proper spot on the cart.

interpersonal, verbal, logical,

logical, visual, kinesthetic, verbal, naturalist, musical, intrapersonal, interpersonal

Lesson 4 Day 1: Take the class to the computer lab and have each student sit at the computer corresponding to their class number. Pass out paper and pencils and have each student log on to the class blog at http://marksthespot17.weebly.com/. Using the headphones, students will listen to the planet podcast and complete the key information worksheet. Ask students to log off computer, bring paper and pencil and return to class. Use iPod and Pandora https://itunes.apple.com/us/app/pandora-radio/id284035177?mt=8 to quietly play space music as students work with their table buddy. Groups will restate the key points from the podcast to a classmate. Day 2: Take the class to the computer lab and have each student sit at the computer corresponding to their class number. Guide student to log on to NASAs Space Place Solar System Switch-a-Roo http://spaceplace.nasa.gov/switch-a-roo/en/ Students will demonstrate their ability to recognize the planets, sun and moons by solving the puzzle game. Students will continue to solve the puzzle for each of the planets. When done, ask students to log out of all programs. Day 3: Explain to class that today is independent brainstorming day. They will take time today to come up with ideas for our next project. Take the class to the computer lab and bring the iPad cart and writing supplies with you. After students sit at their number computer, have helpers of the day also give an iPad to each student, along with a paper and pencil. Students will use the computer to identify rhyming words they can use to write a song/rap or poem about the solar system using http://www.rhymezone.com/. They may take notes on paper. When done, each student will use the iPad to decide what sound effects and musical instruments they may add to their song/rap/poem using https://itunes.apple.com/us/app/waveboard/id544597426?mt=8. When done, ask students to log out of all programs and have helpers store iPads.

musical, visual, kinesthetic, verbal, logical

Logical, visual, kinesthetic, musical

musical, logical, kinesthetic, intrapersonal

Day 4-5: Explain to the entire class that each team will be writing a song/rap/ poem and recording it today. Introduce the requirements on the rubric and answer questions. Allow students to select groups of four. Have students collaborate to create and write down one of the following: song, rap or poem. Allow time for groups to rehearse several times. Take class, the iPad cart and portable speakers to the MPR. Ask groups to spread out for space to work and give each group of four an iPad. Direct the class to use DropVox https://itunes.apple.com/us/app/dropvox-record-voice-memos/id416288287?mt=8 to record their work with the group. Encourage all members of each group to take an active role to meet the requirements of the rubrics. When all groups are done, use the groups iPad and portable speakers to listen to all the songs, raps or poems as a whole class. Encourage class to give positive feedback. Lesson 5 This group of activities will lead up to a class field trip to Griffith Observatory.

musical, logical, verbal, interpersonal, kinesthetic, verbal

Day 1: Before the lesson begins, bring up the videos and prepare to project them to whiteboard for the class with Apple TV. Videos for whole class: http://www.youtube.com/watch?v=fadQVcA62vA http://www.youtube.com/watch?v=ZgMRSq7e9V8 http://www.youtube.com/watch?v=fzv35gg4f4M Afterwards, pick partners with name sticks. Have partners discuss their top five points of interest that was in the videos that they hope to see on the field trip. Day 2: Have partners find seat next to each other. One of the pair goes to iPad card to retrieve their iPad. Groups will locate the observatorys website at http://www.griffithobservatory.org/teachers/pdf/Glossary.pdf. Work together find the glossary tab. Predict what the ten most important words you might need on a trip to the observatory. Pair will work together using the words they chose and make a set of electronic flashcards to flip through using Flashcards Deluxe https://itunes.apple.com/US/app/id307840670?mt=8. When done, ask another group to switch iPads and flip through the other groups flashcards. Repeat with another group as time allows. The other partner will power down and return the iPad to the cart when activity is complete. Day 3: Take class to the computer lab and bring the iPad cart with you. Each pair can choose which partners number they want to use to determine computer they will use. After students sit at their computer, have helpers of the day also give an iPad with matching number to each pair. Have groups use computer to log on to http://www.laparks.org/observatory/vmap.html. Each pair will map out and outline a field trip to the Griffith Observatory using Outline app https://itunes.apple.com/us/app/outline./id451920439?mt=8. Each team will conference with the teacher and prioritize the pictures you will need to take on your trip to the observatory using Notes on your iPhone as a checklist. Day 4: They day of the field trip, make sure each pair has one iPhone or iPad to take pictures and check off the shots on Notes app as they move through the Observatory. If the students own device was used, remind students to bring this device to school tomorrow to upload their photos and/or create their video field trip. Day 5-6: Explain to the entire class that each team will be creating their video today. Introduce the requirements on the rubric and answer questions. Ask students get the device they used yesterday at the field trip. Allow those who used an iPhone to upload pictures and videos. Have groups begin producing and editing their video using iMovie. Encourage students to think about the requirements on the rubric as they work. When all groups are finished working we will watch all videos. Each group will share their video field trip to the Griffith Observatory with the class using Apple TV. Encourage audience to provide positive feedback.

logical, visual, verbal, naturalist, intrapersonal, interpersonal

interpersonal, logical, visual, kinesthetic, verbal

logical, visual, kinesthetic, verbal, naturalist, interpersonal

logical, visual, kinesthetic, verbal, naturalist, interpersonal

logical, visual, kinesthetic, verbal, naturalist, musical, intrapersonal, interpersonal

Lesson 6 Day 1:

Take the class to the computer lab. Students will work with their number pair (For example: 1 and 2, 3 and 4) Students will locate and watch the video on the solar system at http://www.planetsforkids.org/. Students will work with their number pair and recall the key points using of the solar system video using Quizlet http://quizlet.com/13584927/flashcards. Groups will review their answers and discuss incorrect responses. When done, ask students to log out of all programs.

logical, visual, kinesthetic, verbal, interpersonal

Day 2: Pass out iPads to each student. Guide them to open the app https://itunes.apple.com/us/app/interactive-minds-solar-system/id593614944?mt=8 . Each student will collect ten important facts about the planets and write them on flashcards. Students will power down and return the iPad to the cart when they have completed activity. Cards need to be saved for tomorrows activity.

logical, visual, kinesthetic, intrapersonal

Day 3: Take the class to the computer lab with their cards from yesterday. Have students find their computer and begin to work. Students will sequence the information from flashcards into an organized flow chart using Google Docs. Students will compile colorful pictures of the planets to support ten solar system facts using http://kids.nationalgeographic.com/kids/photos/gallery/planets/#/planet-jupiterjupiter-by-hubble_15308_600x450.jpg. Each student will share their Google document with their teacher to submit for review. When done, ask students to log out of all programs. Day 4-5: Explain to the entire class that each team will be creating a brochure about the planets today. Introduce the requirements on the rubric and answer questions. Pass out an iPad to each student. Have all students log on and retrieve their Google doc from yesterday. Have them open another window with Pixie app at https://itunes.apple.com/us/app/pixie-by-tech4learning/id609012680?mt=8. Allow students to work with these two programs to create a colorfully illustrated brochure including the important facts and pictures. Students may choose to create their own illustrations for their assignment. When done, each will submit their work to K12Share.com to share with classmates and for teacher assessment. Remember to power down and store iPads in cart. Lesson 7 Day 1: Pass out an iPad to each student. Ask them to locate Solar System app https://itunes.apple.com/us/app/interactive-minds-solar-system/id593614944?mt=8. Focusing on The History of Astronomy page, students will proceed through the timeline and read each of the and supplemental slides. When done, ask the class to power down iPads. Then have them reflect on the importance of these events and journal their thoughts for a homework assignment. Day 2: Take the class to the computer lab and have students sit at their numbered computer. Using the headphones students will watch a video on space travel with actual footage

logical, visual, naturalist, intrapersonal

logical, visual, kinesthetic, intrapersonal, interpersonal

logical, visual, kinesthetic, verbal, naturalist, intrapersonal

logical, visual,

at http://www.youtube.com/watch?v=3ovJc0hDaT4. Afterwards, students will pair up with a classmate sitting next to them and examine the space exploration timeline at http://solarsystem.nasa.gov/multimedia/download-detail.cfm?DL_ID=1 and compare their thoughts. When done, ask students to log out of all programs For homework each student will report what they learned to a friend or family member on Facebook or Skype. Students must come to school the following day prepared to review who they communicated with, what they discussed and what insights they discovered. Day 3: Explain to the class that today they will begin working on their opinion paper about the future of space travel. Take class to the computer lab and bring the iPad cart with you. After students sit at their number computer, have helpers of the day also give an iPad to each student. Guide students will to http://teacher.scholastic.com/scholasticnews/indepth/space/spacestories/index.asp?arti cle=exploration. Students will read the article about Space Exploration and Travel. Afterwards students will indentify the key points from the article that help to support their opinion of space travel. With the iPad, students will make notes to justify their reasons why or why not we should continue space exploration using Text2Mindmap https://www.text2mindmap.com/. Each student will save and print out a hard copy to use for future activities. Remind class to log out of programs and power down iPads. Helpers will collect and store iPads. For homework, those with access to an iPad at home may use their Mind Map created in class, others may use the hard copy to prepare a rough draft of their opinion paper for the future of space travel.

verbal, naturalist, interpersonal

logical, visual, naturalist, intrapersonal

Day 4-5: Explain to the entire class that each student will be writing their opinion paper presenting their feelings about the future of space travel today. Introduce the requirements on the rubric and answer questions. Take class to the computer lab, bring logical, visual, naturalist, the iPad cart with you and have students bring any materials they may need to work on their paper. Have students log on to computer and open Word. Allow students who intrapersonal need to gain access to MindMap get their iPad from the cart. Allow students time to compose their paper. Circulate around the room to troubleshoot problems and support students. (If another day is needed, continue this activity the following day.) When final editing is complete, students will email a copy to their teacher for submission. Remind students to log off, power down and store iPads.

Lesson 8- Culminating Unit Project Day 1: 1. Students will view the You Tube video: http://youtu.be/LR8j7I2gOsk The video will show the students a view from their school out to the outer planets of the solar system using view from Google Earth. 2. Students will be assigned to a triad and will be given a planet to research. These groups will use an iPad or computer to gather information about their assigned planet. They can use Enchanted Learning http://www.enchantedlearning.com/subjects/astronomy/planets/ or Solar System lite app https://itunes.apple.com/us/app/interactive-minds-solarsystem/id593614944?mt=8 The group must find the following information and record it using the Notability app: https://itunes.apple.com/us/app/notability/id360593530?mt=8

Intelligences: visual, naturalist, musical, intrapersonal

logical, visual, kinesthetic, verbal, naturalist, interpersonal

Order of all the planets out from the sun

Identify their planets place in this order

Diameter of their planet in miles

Two interesting facts about their planet

Students will individually submit the information to the teacher using Google Docs. 3. As the groups are working, set up the computer with the conversion chart using the LCD projector: When completed, students will enter their information for their planet onto the class graph. Have a whole class discussion of the size variations of the planets. 4. Using iPad, have each group locate the following page: http://www.kiroastro.com/writings/perspective.html Read through the paragraphs together to emphasize the difference in size. Share with the class that each group will be going to make a papier-mch representation of their planet. Explain that we obviously cannot make our models to scale but we will attempt to make the planets as proportional as possible. Show the size conversions for the papier-mch models of the planets. 5. Give each group the necessary supplies for them to construct their model. (Balloon, ruler, glue and paper strips.) Monitor as each group inflates their balloon to the correct size and tape down the neck. While the groups are working, play the Planets by Gustav Holst for the class. http://www.youtube.com/watch?v=dxEekUy0Ehk 7. When all are done, instruct students to locate the follow site: http://marksthespot17.weebly.com/ to watch the video My Planet Project. This will give step by step directions on how to make their planet. Encourage groups to discuss and review the steps as they watch. 8. Allow each group to use their personal devices to locate the Holst music for their planets as begin to construct their project. Saturn: http://www.youtube.com/watch?v=MO5sB56rfzA Venus: http://www.youtube.com/watch?v=EE6_PacCnRw
Visual, logical, interpersonal

logical, visual, kinesthetic, verbal, naturalist

kinesthetic, naturalist, musical

visual, logical, interpersonal, verbal

visual, kinesthetic, verbal, naturalist, musical,

Jupiter: http://www.youtube.com/watch?v=Gu77Vtja30c Mars: http://www.youtube.com/watch?v=Jmk5frp6-3Q Neptune: http://www.youtube.com/watch?v=v4wuV14QlNM Uranus: http://www.youtube.com/watch?v=aDFGmiXnLjU Mercury: http://www.youtube.com/watch?v=RkiiAloL6aE Earth: http://www.youtube.com/watch?v=fd1R56uvftg Monitor as groups work to insure they are sharing the work and using the proper procedures. When done each group may use an iPad and the app Paper Fifty-Three https://itunes.apple.com/us/app/paper-by-fiftythree/id506003812?mt=8 to sketch their planet on the iPad while continuing to listen to the music. Day 2: 9. Have students use iPads to locate the Hubble Site Gallery http://hubblesite.org/gallery/album/solar_system/ and discuss and decide what colors they will need to paint their planet. Help each group gather the supplies need to complete their planet. (brushes and paint) Encourage each member of the group to participate. Day 3: 10. As a culminating activity, each group will create a video presenting their planet. Using iPads and iMovie https://itunes.apple.com/us/app/imovie/id377298193?mt=8 Students will plan, shoot and edit an informational video about their planet. The video must include: Each member speaking equally Name of planet Number planet is from the sun The diameter of planet in miles The planet most similar in size Two additional interesting facts of their choice about their planet. Each group will be given a grade as a group using the following rubric:

interpersonal

visual, kinesthetic, verbal, naturalist, interpersonal

logical, visual, kinesthetic, verbal, naturalist, musical, interpersonal

Assessment (quantitative rubric): Planet Project Rubric: 1 creativity Model does not meet the measurement of their planet and only one color is use to represent their planet information Only 1 piece of information given is accurate 1 of the 3 members of the group speak on the video

2 Model has 2 or more colors to represent their planet but does not meet the correct measurement 2-3 pieces of information given is accurate 2 of the 3 members of the group speak on the video

3 Model meets the correct measurement but only one color is used to represent planet

4 Model meets the correct measurement and two or more colors used to represent their planet All information given is accurate All members of the groups speak on the video equally

4-5 pieces of information given is accurate All members of the groups speak on the video but not equally

presentation

Assessment (quantitative rubric): Podcast Rubric: 1 information Only 1 piece of information given is accurate presentation 1 of the 2 members of the group speak clearly on the podcast

2 2-3 pieces of information given is accurate All members of the members of the group speak but not clearly on the podcast

3 4-5 pieces of information given is accurate All members of the groups speak clearly but not equally on the podcast

4 All information given is accurate All members of the group speak clearly and equally on the podcast

Assessment (quantitative rubric): Multimedia Presentation Rubric: 1 creativity Presentation only has text on each slide

2 Presentation has text and picture on less than half of the slides 3-4 informational slides in presentation Student verbally adds only 1-2 pieces of additional information during presentation

information

presentation

Only 2 informational slides in presentation Student only reads text on slides during presentation

3 Presentation has text and picture on more than half of the slides 5-6 informational slides in presentation Student verbally adds 3-4 pieces of additional information during presentation

4 Presentation has text and picture on every slide

6 or more informational slides in presentation Student verbally adds 5 or more pieces of additional information during presentation

Assessment (quantitative rubric): Skit Rubric: 1 creativity 1 of the 3 members of the group speak in the skit information Only 1 piece of information given presentation Skit is less than a minute in length

2 2 of the 3 members of the group speak in the skit 2 pieces of information given Skit is between 1-2 minute or less in length

3 All members of the groups speak in the skit but not equally 3-4 pieces of information given Skit is between 2-3 minute or less in length

4 All members of the groups speak in the skit equally 5 or more pieces of information given Skit is between 3-4 minute or less in length

Assessment (quantitative rubric): Song/Rap/Poem Rubric: 1 creativity No rhyming phrases of the song, rap or poem information Only 1 piece of information given is accurate 1 of the 4 members of the group speak on the recording

2 1 rhyming phrases in song, rap or poem 2-3 pieces of information given is accurate 2 of the 4 members of the group speak on the recording

3 2-3 rhyming phrases in song, rap or poem 4-5 pieces of information given is accurate All members of the groups speak on the recording but not equally

4 4 or more rhyming phrases in song, rap or poem All information given is accurate All members of the groups speak on the recording equally

presentation

Assessment (quantitative rubric): Video Field Trip Rubric: 1 creativity No additional glossary words or information is used in the video information 1-2 points of interest from the Observatory are included in video None of members of the group speak on the video

2 1-3 additional glossary words or information is used in the video 3 points of interest from the Observatory are included in video 1 of the 2 members of the group speak on the video

3 4-6additional glossary words or information is used in the video 4 points of interest from the Observatory are included in video All members of the groups speak on the video but not equally

presentation

4 7-10 additional glossary words or information is used in the video 5 or more points of interest from the Observatory are included in video All members of the groups speak on the video equally

Assessment (quantitative rubric): Brochure Rubric: 1 creativity Brochure has only text on every page

2 Brochure has text and pictures on less than half of every page 2-3 pieces of information given is accurate Brochure is 2 pages in length

information

presentation

Only 1 piece of information given is accurate Brochure is 1 page in length

3 Brochure has text and pictures on more than half of every page 4-5 pieces of information given is accurate Brochure is 3 pages in length

4 Brochure has text and pictures on every page

All information given is accurate Brochure is 4 or more pages in length

Assessment (quantitative rubric): Future of Space Travel Opinion Paper Rubric: 1 2 creativity The writer The writer states no states reason reason and and gives 1-2 gives no examples example for their for their opinion opinion information Only 1 piece 2 pieces of of information information given given and no and 2 transition transition words are words are used used presentation Writer has not expressed an opinion Writer has expressed an opinion

3 The writer states reason and gives 3-4 examples for their opinion 3-4 pieces of information given and 3-4 transition words are used

The writer has an opening sentence, which includes an Opinion.

4 The writer states reason and gives 5 or more examples for their opinion 5 or more pieces of information given and 5 or more transition words are used The writer clearly states an opening sentence, which captures the readers attention and includes an opinion.

Video Link: https://www.youtube.com/watch?v=BXtDVbo4NOw