Multiple Intelligences

Unit Plan Template

EDUC 522
Unit Title: The Solar System
Video Link: http://youtu.be/SATtu9UMui0
Grade Level: Fifth
Subject: Science
Objectives:

Teacher: Janice Medina

1. Students will be able to state the location of the

sun and what it is composed of.

4. Students will complete a project showing the

phases of the moon.

2. Students will be able to identify all the elements of

the solar system, including the earth, moon, sun, the
other planets and their satellites, and smaller objects
such as asteroids and comets.

5. Students will complete an Excel spreadsheet

documenting the sizes of all of the planets.

3. Students will be able to explain that the path of a

planets orbit around the sun is due to gravitational
attraction between the sun and the planets.

Time Frame: 4 weeks/3 days per week/1 hr a day

6. Students will complete a Venn Diagram on

Explain Everything comparing and contrasting an
assigned planet with Earth.
7. Students will create a Travel Brochure
advertising travel to another planet.
8. Students will create a podcast describing the
elements of their assigned planet.

Intelligences: Visual, Verbal, Kinesthetic,

Naturalistic, Mathematical/Logical, Musical,
Intrapersonal, Interpersonal
Technologies in the unit:
Computer
NASA.org
YouTube
Excel Software
World Wide Web
Garage Band Software
CA- California Common Core State Standards
(2012)
Subject: English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects

iPad
Apps
Solar Walk
Explain Everything
Moon HD
Phases of the Moon
iThoughts
CA- California K-12 Academic Content
Standards
Subject: Science
Grade: Grade Five

Grade: Grade 5 students:

Area: Earth Sciences
Content Area: Informational Text K5
Strand: Reading
Domain: Key Ideas and Details
Standard:
3. Explain the relationships or interactions between two or
more individuals, events, ideas, or concepts in a historical,
scientific, or technical text based on specific information in

Sub-Strand 5: The solar system consists of planets and

other bodies that orbit the Sun in predictable paths. As a
basis for understanding this concept:
Standard a: Students know the Sun, an average star, is
the central and largest body in the solar system and is
composed primarily of hydrogen and helium.
Standard b: Students know the solar system includes
the planet Earth, the Moon, the Sun, eight other planets

the text.
Strand: Writing
Domain:
Research to Build and Present Knowledge
Standard:
7. Conduct short research projects that use several sources to
build knowledge through investigation of different aspects of
a topic.

and their satellites, and smaller objects, such as

asteroids and comets.
Standard c: Students know the path of a planet around
the Sun is due to the gravitational attraction between the
Sun and the planet.

Strand: Speaking and Listening

Domain:
Comprehension and Collaboration
Standard:
2. Summarize a written text read aloud or information
presented in diverse media and formats, including visually,
quantitatively, and orally.

Technology standards:
1. Creativity and innovation
Students demonstrate creative thinking,
construct knowledge, and develop innovative
products and processes using technology.
Students:
a. Apply existing knowledge to generate new
ideas, products, or processes
b. Create original works as a means of personal
or group expression
c. Use models and simulations to explore
complex systems and issues
d. Identify trends and forecast possibilities
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
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
c. Evaluate and select information sources
and digital tools based on the
appropriateness to
specific tasks
d. Process data and report results
5. Digital citizenship
Students understand human, cultural, and
societal issues related to technology and
practice legal and ethical behavior.
a. Advocate and practice safe, legal, and
responsible use of information and
technology
b. Exhibit a positive attitude toward using
technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for
lifelong learning
d. Exhibit leadership for digital citizenship

Materials: (digital and non-digital)

Digital:
Computers
Printer
iPads
iPad Apps
Solar Walk
Explain Everything
Moon HD
Phases of the Moon
iThoughts
GarageBand
Discovery Education.com
NASA.org
YouTube.com
Excel Software
World Wide Web
URLs
http://app.discoveryeducation.com/player/view/assetGuid/4C37092C-481F42D7-9525-B62ACFB25C2B
https://youtu.be/VIZRtPNdzvI
https://youtu.be/T7JSAdAJB80?list=PLc_259l2UL47Q5IQGN4AMRcImkWI1D9ES

https://youtu.be/j-v4F2TGVvE
https://youtu.be/GqAwTcH_EAE
http://youtu.be/Of1i5g4HVcs
http://youtu.be/_9LSdvuQqJc
Non-digital:
Pencils
Colored pencils/markers
Paper
Construction Paper
Styrofoam cups
Water
Glue
Scissors
Procedures:

Intelligences:
Visual, Verbal,
Kinesthetic,
Naturalistic,
Mathematical/Logical,
Musical,
Intrapersonal,
Interpersonal

Visual, Verbal,
Kinesthetic,
Naturalistic,
Mathematical/Logical,
Musical,
Intrapersonal,
Interpersonal

Visual, Kinesthetic,
Naturalistic,

Intelligences:

Week 1: Overview of the solar system/Location and composition of the sun.

Day 1: Watch video, TLC Elementary School: The Story of the Solar System.
http://app.discoveryeducation.com/player/view/assetGuid/4C37092C-481F-42D79525-B62ACFB25C2B

Visual, Musical,
Verbal
Mathematical,
Interpsersonal

Students will then use the Solar Walk App on the iPad and work in pairs to become
familiar with the app and how it works as well as what information can be found
about the solar system, with focus on the sun.

Visual, Verbal,
Kinesthetic,
Interpersonal,
Naturalistic,
Mathematical

Day 2: Watch video, Bill Nye: The Sun. (25 min.)

https://youtu.be/j-v4F2TGVvE
Students will then work alone with iPads on the Solar Walk App, gathering
information on the sun, focusing on the layers and composition of the sun. They will
take notes on the Explain Everything App.

Visual, Musical,
Verbal, Kinesthetic,
Intrapersonal,
Naturalistic,
Mathematical

Day 3: Students will draw a picture depicting the layers of the sun and label them
accordingly. Once completed, students will meet in groups of four and share their
drawings and discuss what they have learned about the sun.

Visual, Kinesthetic,
Interpersonal, Verbal

Week 2: Phases of the Moon/Gravity

Day 1: Watch video, Bill Nye: Phases of the Moon. (25 min.)
https://youtu.be/j-v4F2TGVvE
Students will then use iPads to access two Apps: Moon HD and Phases of the Moon.
They will simply work in pairs and play with the apps, discussing what they learn
about the surface of the moon and the phases of the moon.

Visual, Verbal,
Musical, Kinesthetic,
Interpersonal,
Naturalistic,
Mathematical

Day 2: Students will watch very short YouTube video on using Oreo Cookies to
create the phases of the moon http://youtu.be/Of1i5g4HVcs Students will then be
given 8 Oreo cookies each. They will once again use the Phases of the Moon App to
view the phases and create them using the Oreos.

Visual, Verbal,
Interpersonal,
Naturalistic,
Kinesthetic,
Mathematical

Day 3: Watch video, Bill Nye: Gravity. (25 min.)

https://youtu.be/VIZRtPNdzvI Students will then do an experiment that will amplify
and decrease gravity.
1. Poke a hole in the side of the cup. If you use a plastic cup, you might need an
adult's help because it'll be a bit trickier.
2. Cover the hole with your thumb and fill the cup with water.
3. Hold the cup up high and uncover the hole. You'll see that the water gushes out
steadily. What do you think would happen if you let go of the cup? Would the water
flow faster or slower out of the cup?
4. Hold the cup up high again and this time let it drop! Now watch what happens.
When you let go of the cup the water stops coming out of the hole. It stays put until it
hits the ground. The reason for this is that gravity works differently in different
conditions. When you're holding the cup, gravity pulls down on both the cup and
water. But the only thing that moves is the water, because you keep the cup in place.
The water gets pushed against the bottom of the cup and the weight of the water
forces it through the hole. Its a different story when you drop the full cup from a
height. Gravity pulls down on the cup and water equally and they fall at the same
speed. As they descend together, there is no force pushing the water through the hole.
The same principle is at work when astronauts are in space. They appear to be
weightless, but really gravity accelerates them at the same speed as the spacecraft.
When the spacecraft is on the ground though, it's gravity that pushes on the
astronauts and keeps them in their seats.

Visual, Verbal,
Kinesthetic, Musical,
Naturalistic,
Mathematical/Logical,
Interpersonal,

Students will write a paragraph explaining what happened in the experiment using
Google Docs.

Visual, Intrapersonal,
Kinesthetic

Week 3: The Planets (Inner/Outer, Sizes, Distance from Earth)

Day 1: Students will watch a very short video on the inner and outer planets.
http://youtu.be/_9LSdvuQqJc
Students will then use iPads and the Solar Walk App to research the sizes of the

Visual, Verbal,
Kinesthetic,
Naturalistic,

planets and their distance from the sun. They will then create an Excel Spreadsheet
showing the sizes of the planets and their distance from the sun.
Day 2: Introduce the Planetary Travel Brochure assignment.
Students will be working independently to research an assigned planet. Then they
will pretend to be an inter-galactic travel agent and create a travel brochure enticing
people to travel to this planet. The brochure must include the following:
Title Page: Include a slogan, picture of planet, name of travel agency, and
your name.
Distance from the sun
Planet Diameter
Period of Revolution
Period of Rotation
Moons and their names
Composition of planet
Atmosphere
Weather
Average day/night temperature
Namesake
Other interesting facts
This will be done on construction paper folded into thirds. All of the pictures needed
may be printed from the internet and glued on the construction paper.
Solar Walk may be used to conduct the research, as well as NASA.org. Pictures may
be found on NASA.org or by doing a Google search. Notes will be taken using
iThoughts.
Explain that they will be given the next day to conduct research at school. The
Brochure will be due next Monday, and they have the weekend to work on it at
home.
Also explain that next Monday they will be put together in groups of three (three
students with the same planet) to create a podcast advertising a trip to their planet.
They will be using GarageBand, and they will learn how to use it next week.
Answer everyones questions and pass around previous examples of the travel
brochures so students can see what is expected.
Day 3: Time with computers and iPads to conduct research/Listen to The Planets by
Gustav Holst while working.
Students will be given time to complete their research so that they may work on their
travel brochure at home.
Week 4: Podcasts using GarageBand
Day 1: View 5-minute video tutorial on making a podcast with GarageBand.
https://youtu.be/GqAwTcH_EAE
Students will then be placed into groups of 3 based upon the planet they did their
planet brochure on. They will play with the GarageBand App for 20 minutes, then
they will use the remaining time to begin to write their podcast, based upon their
notes and their brochures.

Mathematical/Logical,
Interpersonal,
Intrapersonal
Visual, Verbal,
Kinesthetic,
Naturalistic,
Mathematical/Logical,
Interpersonal,
Intrapersonal, Musical

Visual, Musical,
Kinesthetic,
Mathematical,
Intrapersonal
Visual, Verbal,
Musical, Kinesthetic,
Interpersonal

Day 2: Create Podcast

Students will be given the full time (1 hour) to work in groups of three and create
their podcasts and upload them to YouTube. Plenty of assistance is to be given by
teacher.
Day 3: Share Podcasts
Our time today will be spent listening to everyones podcasts and viewing all of the
travel brochures.
Product:
Week 1
Day 2: Notes on the Suns size and composition, taken on Explain Everything.
Day 3: Drawing of the sun showing and labeling the layers of composition.
Week 2
Day 2: Phases of the Moon Oreo project
Day 3: Paragraph written on Google Docs describing the gravity experiment, what
happened, and why.

Visual, Verbal,
Kinesthetic,
Interpersonal, Musical

Visual, Verbal,
Interpersonal, Musical
Intelligences:
Visual, Kinesthetic,
Mathematical,
Intrapersonal,
Naturalistic
Visual, Kinesthetic,
Intrapersonal,
Naturalistic
Visual, Verbal,
Kinesthetic,
Naturalistic
Visual, Intrapersonal,
Kinesthetic

Week 3

Visual, Kinesthetic,
Day 1: Excel Spreadsheet showing the sizes of the planets and their distance from the Mathematical,
Intrapersonal
sun.
Day 3: Travel Brochure
Week 4
Day 3: Podcast

Visual, Kinesthetic,
Intrapersonal
Visual, Verbal,
Musical, Kinesthetic,
Interpersonal,
Mathematical/Logical

Assessment (quantitative rubric):

CATEGORY
Internet Use

4
Successfully used
required internet
links to find
information and
navigated within
these sites easily
without assistance.

iPad App Use

Successfully used
required iPad Apps
to find information
and navigated App
easily without
assistance.

Explain Everything
Notes on the Sun

All of the pertinent

information was
recorded regarding
the layers and
composition of the
sun.

Drawing of the Sun

Drawing was neat

and complete. All
Layers of the sun
were shown clearly
and labeled clearly.

Oreo Phases of the

Moon

Project was
complete and all
eight phases of the
moon were shown.
All elements of the
experiment were
described and a
clear understanding
of the force of
gravity was shown.

Paragraph on
Google Docs re:
Gravity Experiment

Excel Spreadsheet
showing sized of
the planets and their
distance from the
sun.

All 8 of the
planets distance
from the sun and
size were included
in the spreadsheet.

3
Required minimal
assistance to use
required internet
links to find
information and to
navigate within the
site.

2
Required moderate
assistance to use
required internet
links to find
information and to
navigate within the
site.

1
Required constant
assistance and/or
supervision to use
the required
internet links to
find information
and to navigate
within the site.
Required minimal Required moderate Required constant
assistance to use
assistance to use
assistance and/or
required iPad Apps required iPad Apps supervision to use
to find information to find information required iPad Apps
and to navigate
and to navigate
to find information
App.
App.
and to navigate
App.
Most of the
Some of the
Very little to no
pertinent
pertinent
information was
information was
information was
recorded regarding
recorded regarding recorded regarding the layers and
the layers and
the layers and
composition of the
composition of the composition of the sun.
sun.
sun.
Drawing was neat Drawing was neat Drawing was
and most of the
and some of the
sloppy and/or
layers of the sun
layers of the sun
rushed and layers
were shown and
were shown and
were not shown or
labeled.
labeled.
labeled.
Only 6 phases of
the moon were
shown,

Only 4 phases of
the moon were
shown.

Less than 4 phases

of the moon were
shown.

Most of the
elements of the
experiment were
described and a
basic
understanding of
the force of gravity
was shown.
At least 6 of the
planets distance
from the sun and
size were included
in the spreadsheet

Few elements of
the experiment
were described and
a minimal
understanding of
the force of gravity
was shown.

Little to no
elements of the
experiment were
described and a
very weak
understanding of
the force of gravity
was shown.
Less than 6 of the
planets distance
from the sun and
size were included
in the spreadsheet

At least 6 of the
planets distance
from the sun and
size were included
in the spreadsheet

Travel Brochure

Podcast

Good Use of
Classroom Time

All 11 required
elements were
included in the
brochure, as well
as additional
interesting facts.
Podcast was
completed
advertising travel
to the specified
planet.
Assignments were
completed in the
allotted timeframe.

All 10-11 required

elements were
included in the
brochure, with no
additional facts.

7-9 required
elements were
included in the
brochure.

6 or less required
elements were
included in the
brochure.

Podcast was not

completed.

Assignments were
not completed in
the allotted time
frame.