Our Solor System

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Author(s):


Donna Miller & Lindsey Candler

Grade Level:

Third grade
Timeframe:
Class periods?
Number of hours? Minutes?
Students will spend 3 weeks completing this project. Students will spend every other day working on this project as well. Students will spend about two hours a week working on this project; will have more time at the end of each day to work on this another work if needed. Students will spend a total of 18 hours completing this project. Students will only work on this in class. This project will not have the student work at home unless the student wants to do so.
Lesson Description or Explanation

Solar System
Students will be learning about the solar system. Students’ well be researching, documenting, and creating an Internet based project over the solar system. Students’ will research and watch videos on websites like NASA online and National Geographic. Students’ will then choose to focus on one particular aspect of our solar system, such as planets, stars, comets, asteroids, and moons. Students’ will then be grouped with other students focusing on the same thing. These students will then put their information together and create a webpage over their topic. Students’ will share their webpage with the class and it will be open for community access.

Indiana Curricular Standards


Within each of the subject matters we will be covering these standards:
Writing:
Decoding and Word Recognition
3.1.2 Read words with several syllables.
3.1.3 Read aloud grade-level-appropriate literary and informational texts fluently and accurately and with appropriate timing, change in voice, and expression.
Vocabulary and Concept Development
3.1.5 Demonstrate knowledge of grade-level-appropriate words to speak specifically about different issues.
3.1.6 Use sentence and word context to find the meaning of unknown words.
3.1.7 Use a dictionary to learn the meaning and pronunciation of unknown words.
Structural Features of Informational and Technical Materials
3.2.1 Use titles, tables of contents, chapter headings, a glossary, or an index to locate information in text.
3.2.9 Identify text that uses sequence or other logical order (alphabetical, time, categorical).
Analysis of Grade-Level-Appropriate Nonfiction and Informational Text
3.2.2 Ask questions and support answers by connecting prior knowledge with literal information from the text. Example: When reading informational materials about science topics or social science subjects, compare what is read to background knowledge about the subject.
3.2.3 Show understanding by identifying answers in the text. Example: After generating a question about information in a text, skim and scan the remaining text to find the answer to the question.
3.2.4 Recall major points in the text and make and revise predictions about what is read. Example: Listen and view Steve Jenkins’ book Actual Size; discuss his examples representing the physical dimensions of various animals and their habitats. Also discuss the artistic methods Jenkins used to represent the animals.
3.2.5 Distinguish the main idea and supporting details in expository (informational) text. Example: Read an informational text, such as Volcano: The Eruption and Healing of Mount St. Helen’s by Patricia Lauber, and make a chart listing the main ideas from the text and the details that support them.
3.2.6 Locate appropriate and significant information from the text, including problems and solutions.Example: Identify the problem faced by a character in a book, such as A Gift for Tia Rosa by Karen T. Taha, and explain how the character solved his or her problem. Identify how problems can form the motivations for new discoveries or inventions by reading informational texts about famous inventors, scientists, or explorers, such as Thomas Edison or Jonas Salk.
3.2.7 Follow simple multiple-step written instructions.
3.2.8 Distinguish between cause and effect and between fact and opinion in informational text.
Organization and Focus
3.4.1 Find ideas for writing stories and descriptions in conversations with others; in books, magazines, or school textbooks; or on the Internet.
3.4.2 Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas.
3.4.3 Create single paragraphs with topic sentences and simple supporting facts and details.
3.4.9 Organize related ideas together within a paragraph to maintain a consistent focus.
Research Process and Technology
3.4.4 Use various reference materials (such as a dictionary, thesaurus, atlas, encyclopedia, and online resources).
3.4.5 Use a computer to draft, revise, and publish writing.
Evaluation and Revision
3.4.6 Review, evaluate, and revise writing for meaning and clarity.
3.4.7 Proofread one’s own writing, as well as that of others, using an editing checklist or list of rules.
3.4.8 Revise writing for others to read, improving the focus and progression of ideas.
In addition to producing the different writing forms introduced in earlier grades, Grade 3 students use the writing strategies outlined in Standard 4 — Writing Processes and Features to:
3.5.1 Write narratives that:
· provide a context within which an action takes place.
· include details to develop the plot.
Example: Write a story based on an article in a magazine, such as Cricket or Stone Soup, about what life was like 100 years ago.
3.5.2 Write descriptive pieces about people, places, things, or experiences that:
· develop a unified main idea.
· use details to support the main idea.
Example: Write a description for how to make a model boat. Include clear enough directions so that a classmate can make the model. Write a description of a favorite place using clear details so that the reader can picture the place and understand why it is a favorite place.
3.5.4 Use varied word choices to make writing interesting.Example: Write stories using varied words, such as cried, yelled, or whispered instead of said.
3.5.5 Write for different purposes and to a specific audience or person.Example: Write an article about the library at your school. Include a list of ways that students use the library.
Research Application
3.5.8 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
· uses a variety of sources (books, technology, pictures, charts, tables of contents, diagrams) and documents sources (titles and authors).
· organizes information by categorizing it into more than one category (such as living and nonliving, hot and cold) or includes information gained through observation.
Example: After making observations and completing research at the library, write a report that describes things found in nature and things that are found outside of nature.
Handwriting
3.6.1 Write legibly in cursive, leaving space between letters in a word, words in a sentence, and words and the edges of the paper.
Sentence Structure
3.6.2 Write correctly complete sentences of statement, command, question, or exclamation, with final punctuation.
· Declarative: This tastes very good.
· Imperative: Please take your seats.
· Interrogative: Are we there yet?
· Exclamatory: It’s a home run!
Grammar
3.6.3 Identify and use subjects and verbs that are in agreement (we are instead of we is).
3.6.4 Identify and use past (he danced), present (he dances), and future (he will dance) verb tenses properly in writing.
3.6.5 Identify and correctly use pronouns (it, him, her), adjectives (brown eyes, two younger sisters), compound nouns (summertime, snowflakes), and articles (a, an, the) in writing.
Punctuation
3.6.6 Use commas in dates (August 15, 2001), locations (Fort Wayne, Indiana), and addresses (431 Coral Way, Miami, FL), and for items in a series (football, basketball, soccer, and tennis).
Capitalization
3.6.7 Capitalize correctly geographical names, holidays, historical periods, and special events (We always celebrate the Fourth of July by gathering at Mounds State Park in Anderson, Indiana.)
Spelling
3.6.8 Spell correctly one-syllable words that have blends (walk, play, blend), contractions (isn’t, can’t), compounds, common spelling patterns (qu-; changing win to winning; changing the ending of a word from -y to -ies to make a plural, such as cherry/cherries), and common homophones (words that sound the same but have different spellings, such as hair/hare).
3.6.9 Arrange words in alphabetical order. Example: Given a list of words, such as apple, grapefruit, cherry, banana, pineapple, and peach, put them into correct alphabetical order: apple, banana, cherry, grapefruit, peach, and pineapple.
Comprehension
3.7.1 Retell, paraphrase, and explain what a speaker has said.
3.7.3 Answer questions completely and appropriately.
3.7.15 Follow three- and four-step oral directions.

Math
Students understand the relationships among numbers, quantities, and place value in whole numbers* up to 1,000. They understand the relationship among whole numbers, simple fractions, and decimals.
3.1.1 Count, read, and write whole numbers up to 1,000.Example: Write 349 for the number “three hundred forty-nine.”
3.1.6 Round numbers less than 1,000 to the nearest ten and the nearest hundred.Example: Round 548 to the nearest ten.
Students solve problems involving addition and subtraction of whole numbers. They model and solve simple problems involving multiplication and division.
3.2.1 Add and subtract whole numbers up to 1,000 with or without regrouping, using relevant properties of the number system.Example: 854 – 427 = ?. Explain your method.
3.2.2 Represent the concept of multiplication as repeated addition.Example: Lynn made 3 baskets each week for 4 weeks. Draw a picture to show how many baskets she made.
3.2.8 Use mental arithmetic to add or subtract with numbers less than 100.Example: Subtract 35 from 86 without using pencil and paper.
Students select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number and functional relationships.
3.3.1 Represent relationships of quantities in the form of a numeric expression or equation.Example: Bill’s mother gave him money to buy three drinks that cost 45 cents each at the concession stand. When he returned to the bleachers, he gave 25 cents change to his mother.Write an equation to find the amount of money Bill’s mother originally gave him.
3.3.2 Solve problems involving numeric equations.Example: Use your equation from the last example to find the amount of money that Bill’s mother gave him, and justify your answer.
Students choose and use appropriate units and measurement tools for length, capacity, weight, temperature, time, and money.
3.5.1 Measure line segments to the nearest half-inch. Example: Measure the length of a side of a triangle.
3.5.2 Add units of length that may require regrouping of inches to feet or centimeters to meters.Example: Add the lengths of three sheets of paper. Give your answer in feet and inches.
3.5.7 Estimate and measure weight using pounds and kilograms. Example: Estimate the weight of your book bag in pounds.
3.5.8 Compare temperatures in Celsius and Fahrenheit. Example: Measure the room temperature using a thermometer that has both Celsius and Fahrenheit units. If the temperature in the room measures 70ºF, will the Celsius measurement be higher or lower?
3.5.9 Tell time to the nearest minute and find how much time has elapsed. Example: You start a project at 9:10 a.m. and finish the project at 9:42 a.m. How much time has passed?
3.5.12 Carry out simple unit conversions within a measurement system (e.g., centimeters to meters, hours to minutes).Example: How many minutes are in 3 hours?
Students make decisions about how to approach problems and communicate their ideas.
3.6.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.Example: Solve the problem: “Start with any number. If it is even, halve it. If it is odd, add 1. Do the same with the result and keep doing that. Find what happens by trying different numbers.”Try two or three numbers and look for patterns.
3.6.2 Decide when and how to break a problem into simpler parts.Example: In the first example, find what happens to all the numbers up to 10.
Students use strategies, skills, and concepts in finding and communicating solutions to problems.
3.6.3 Apply strategies and results from simpler problems to solve more complex problems.Example: In the first example, use your results for the numbers up to 10 to find what happens to all the numbers up to 20.
3.6.4 Express solutions clearly and logically by using the appropriate mathematical terms and notation. Support solutions with evidence in both verbal and symbolic work.Example: In the first example, explain what happens to all the numbers that you tried.
3.6.5 Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.Example: Measure the length and width of a room to the nearest meter to find how many student desks will fit in it. Would this be an accurate enough method if you were carpeting the room?
3.6.6 Know and use strategies for estimating results of whole-number addition and subtraction.Example: You buy 2 bags of candy for $1.05 each. The cashier tells you that will be $1.70. Does that surprise you? Why or why not?
3.6.7 Make precise calculations and check the validity of the results in the context of the problem.Example: In the first example, notice that the result of adding 1 to an odd number is always even. Use this to check your calculations.
Students determine when a solution is complete and reasonable and move beyond a particular problem by generalizing to other situations.
3.6.8 Decide whether a solution is reasonable in the context of the original situation.Example: In the example about fitting desks into a room, would an answer of 1,000 surprise you?
3.6.9 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.Example: Change the first example so that you multiply odd numbers by 2 or 3 or 4 or 5, before adding 1. Describe the pattern you see.

Science
Scientific Inquiry
3.1.3 Keep and report records of investigations and observations* using tools, such as journals, charts, graphs, and computers.
3.1.4 Discuss the results of investigations and consider the explanations of others.

* observation: gaining information through the use of one or more of the senses, such as sight, smell, etc.

The Scientific Enterprise
3.1.5 Demonstrate the ability to work cooperatively while respecting the ideas of others and communicating one’s own conclusions about findings.
Technology and Science
3.1.6 Give examples of how tools, such as automobiles, computers, and electric motors, have affected the way we live.
3.1.7 Recognize that and explain how an invention can be used in different ways, such as a radio being used to get information and for entertainment.
Computation and Estimation
3.2.1 Add and subtract whole numbers* mentally, on paper, and with a calculator.

* whole number: 0, 1, 2, 3, etc.
3.2.4 Appropriately use simple tools, such as clamps, rulers, scissors, hand lenses, and other technology, such as calculators and computers, to help solve problems.
Communication Skills
3.2.6 Make sketches and write descriptions to aid in explaining procedures or ideas.
Critical Response Skills
3.2.7 Ask “How do you know?” in appropriate situations and attempt reasonable answers when others ask the same question.
Students observe changes of Earth and the sky. They continue to explore the concepts of energy* and motion*.
The Universe
3.3.1 Observe and describe the apparent motion of the sun and moon over a time span of one day.
3.3.2 Observe and describe that there are more stars in the sky than anyone can easily count, but they are not scattered evenly.
3.3.3 Observe and describe that the sun can be seen only in the daytime.
3.3.4 Observe and describe that the moon looks a little different every day, but looks the same again about every four weeks.

* energy: what is needed to make things move
* motion: the change in position of an object in a certain amount of time

Matter* and Energy
3.3.8 Investigate and describe how moving air and water can be used to run machines like windmills and waterwheels.

* matter: anything that has mass* and takes up space
* mass: a measure of how much matter is in an object

Numbers
3.5.1 Select and use appropriate measuring units, such as centimeters (cm) and meters (m), grams (g) and kilograms (kg), and degrees Celsius (°C).
3.5.2 Observe that and describe how some measurements are likely to be slightly different, even if what is being measured stays the same.
Reasoning and Uncertainty
3.5.5 Explain that one way to make sense of something is to think of how it relates to something more familiar.
Models and Scale
3.6.3 Explain how a model of something is different from the real thing but can be used to learn something about the real thing.


ISTE Standards

Standard 2: Students practice responsible use of technology systems, information, and software.Standard 3: Students use technology tools to enhance learning, increase productivity, and promote creativity.
Assessments
Formative/Summative

Formative Assessment: As students are researching and watching videos, they will be documenting their understandings in a journal or log notebook. This will be picked up weekly to check for student effort and understanding. Students will be observed over the course of this project to see how they interact with other students, and how responsible they are with the technology. For this part of the project students will be graded on effort and completion.

Summative Assessment: The webpage that the students create will provide assessment. The word choice, depth of information, vocabulary, organization and artwork will be the basis for the assessment. Students’ will be presenting these webpage’s to the rest of the class and sharing all of the information they learned. There will also be writing prompt that all of the students will be doing. This writing prompt will ask the students to write a paragraph over new ideas the learned about the solar system from other student’s web pages.

Prior Knowledge

Curricular Knowledge or Skills: Will be going to the library to search for different books over the solar system. Students will know the difference between non-fiction and fiction books from their previous years in school. Students will document some of the research they find in these books, or will just read them to gain a better understanding of our solar system.
Technology Knowledge: In previous classes, students will be introduced to creating webpage’s and the type of information that they include. For example, we will be working with the computer teacher to show the students how to create a webpage, and then the students’ will create their own page. We will also be discussing in class what are facts and what are opinions, and their differences when conducting research. We have spent time focusing on what facts are the most important to include in research and webpage’s. Student’s will be exposed to Microsoft Word by typing and publishing from previous years.


Technology


Internet Resources: (please list URLs) www.nasa.gov, www.nationalgeographic.com/solarsystem, www.kidsastronomy.com

Hardware: Laptop computers, or the computer lab both must have internet access

Software: Microsoft Word

Procedure

Day 1:
Students are brought together for circle time. During this time the teacher will read “The Magic School Bus Lost in the Solar System”. During the story the teacher will point out different things that are happening or going on in space that students may be interested in. Students will then be asked to talk about what they know about space, so that the teacher can assess their prior knowledge.
Teacher will create a KWL chart to find students knowledge and what they what to learn about space. This will provide information to the teacher in what the students know, and what they want to learn more about. From this information the teacher will be able to create centers for the following day that will relate more to the student’s interest.

Day 2:
Four stations will be set up for students to visit. One station will focus on planets, one on stars, one over moons, and the last on comets and asteroids. This will give the students the opportunity to explore different aspects of space. Students should begin thinking about what piece of the solar system they want to focus on. Students will be given a folder that has notebook paper in it for them to take notes on to help them decide what they would like to learn more on. When students are visiting the center the teacher will be walking around to each on making sure students are explore in an engaging manor. This will also give the teacher time to see what the students are finding interesting for their learning. It will also give time for the teacher to work with small groups.

Day 3:
Research day. Students will be put into groups based on interest. Students who are ESL and special needs will be included in what group they would like to be in, but will also be paired with students that can help support their needs. Each group will start to research their topic and take notes on what they find to be important. There will be a list of questions for each group for the students to make sure they present in their project. This will allow for some guideless when researching their topic. Also student will be able to add any interesting facts they find or other information the questions left out.

Day 4:Planning the outline of the web page. Students will be working on what they want their web page to look like, and what information they are going to cover. Students are also going to address who is in charge of what, and how their project is going to be demonstrated. Students will do this part of the activity within 15 minutes of being grouped. Once they have chosen who will do what they will start completing their part of the project and putting it together on the webpage. Students will have access to more then one computer per group. This will allow for more information to be put into the webpage in a timely manor.

Day 5:
Creating web page Students will work together to figure out what is going to go into each part of the webpage while creating the webpage. Students will also work together based on the chose they made from the day before on what part they will be doing.

Day 6:
Presentations. Students will be asked to write a paragraph stating new facts they learned over the solar system from other students.
Differentiated Instruction

ESL
Students that are ELL learners will be able to access the websites the same as all of the other students. If the student can not speak any English, student will be paired with other students for help. The research can be translated so they have the opportunity to read the same material as everyone else. Students may be responsible for some of the graphics, and will not have to focus on written language. Student will be graded on ability.

Challenge/Extend

If students finish early, they will be given a chose of the following projects:
~Creating a physical model of the topic being discussed in their group.
~Student can write a fictional story about their topic.
~Student can write a factual document about their topic.

Special Needs

Students that have a hearing disability would not struggle with this project. The students in their group would know how to communicate with them, because of the community in the classroom.

Students that are blind will be able to use research material that is written Brail. Students will be able to access JAWS programs when accessing internet sites. Students can verbalize their information to other students and they can do the writing for them.

Students with a mild disability will be placed in a group were other students will support them. Students will be expected to participate with group activities but will be assessed more on their ability to socially work with others in the group,