I. Unit Theme: Solar System

Project GLAD

Richland School District

Solar System

Levels 3-5 WA

IDEA PAGES

I. Unit Theme: Solar System

Enduring Understanding: Systems, Subsystems, and Space Exploration

·  Our lives are affected by the sun and the moon

·  The earth is part of a large system called the Solar System

·  The moon appears to change every night

·  Science today is affected by Space Exploration

·  People around the world are affected by Space Exploration

·  Early Astronomy was impacted by Greek myths and legends

·  Historic Space Exploration events

II. Focus and Motivation

·  Cognitive Content Dictionary

·  Big Book

·  Inquiry Charts

·  Observation Charts

·  Scientist Awards

·  Songs, Chants, Poetry

·  Personal Interaction

III. Closure

·  Teachers and student made quizzes: The Solar System and Space Exploration

·  Assessment of Learning Log

·  Expository essay about the Solar System and it’s subsystems (planets)

·  Create and use a research question to conduct research on a Solar System event or planet

·  Space Exploration timeline mural

·  Process all charts

·  Evaluation letter to go home

IV. Concepts

·  The Solar System is a system with subsystems

·  Phases of the Moon

·  Earth, it’s Gravity and Motion

·  Patterns of Constellations always have the same shape

·  Characteristics of the Earth, Moon, and Sun

·  Sun is the central and largest body in our Solar System

·  Historic Space Exploration events grouped on a timeline

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Standards

Washington State Essential Academic Learning Requirements

(EALRS)

Science

·  2-3 ES1A The shape of the moon goes through one entire set of phases during the course of its 28-day cycle

·  2-3 ES1B Patterns of stars (constellations) always have the same shape

·  4-5SYSA Systems contain subsystems and are themselves parts of larger systems

·  4-5 SYSB A System can do things that none of it’s subsystems can do by themselves

·  4-5 ES1A The earth is a huge ball in space. People are held on it’s surface by gravity.

·  4-5 ES1B Earth spins on it’s axis once a day and orbits the Sun once a year.

·  4-5 ES1C The sun is a star. It is the central and largest body in the solar system. The sun is the major source of energy for earth.

·  4-5 ES1E A view through a telescope or binoculars reveals many details of the moon, including mountains, craters, and lava flows.

Social Studies

·  EALR 4: HISTORY – The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

To meet the standard the student will:

o  Component 4.1 Understands historical chronology. Understands and creates timelines to show how historical events are organized into time periods and eras.

·  EALR 5: SOCIAL STUDIES SKILLS-The students understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

To meet the standard the student will:

o  Component 5.2 Use inquiry-based research. Understands the main ideas from an artifact, primary source, or secondary source describing an issue or event.

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Reading

EALR 1: The student understands and uses different skills and strategies to read.

To meet the standard, the student will:

·  Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.

·  Component 1.3: Build vocabulary through wide reading.

·  Component 1.4 Apply word recognition skills and strategies to read fluently.

EALR 2: The student understands the meaning of what is read.

To meet the standard, the student will:

·  Component 2.1: Demonstrate evidence of reading comprehension.

·  Component 2.2: Understand and apply knowledge of text components to comprehend text.

·  Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

·  Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.

EALR 3: The student reads different materials for a variety of purposes.

·  Component 3.1: Read to learn new information

·  Component 3.4: Read for literacy/narrative experience in a variety of genres.

Writing

EALR 1: The student understands and uses a writing process.

To meet the standard, the student will:

·  Component 1.1: Prewrite to generate ideas and plan writing.

·  Component 1.2: Produce drafts.

·  Component 1.3: Revise to improve text.

·  Component 1.4: Edit text.

·  Component 1.5: Publish text to share with audience.

·  Component 1.6: Adjust writing process as necessary.

EALR 2: The student writes in a variety of forms for different audiences and purposes.

To meet the standard, the student will:

·  Component 2.1: Adapt writing for a variety of audiences.

·  Component 2.2: Write for different purposes.

·  Component 2.3: Write in a variety of forms/genres.

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EALR 3: The student writes clearly and effectively.

To meet the standard, the student will:

·  Component 3.1: Develop ideas and organize writing.

·  Component 3.2: Use appropriate style.

·  Component 3.3: Know and apply appropriate grade level writing conventions.

EALR 4: The student analyzes and evaluates the effectiveness of written work.

To meet the standard, the student will:

·  Component 4.1: Analyze and evaluate others’ and own writing.

·  Component 4.2: Set goals for improvement.

Communication

EALR 1: The student uses listening and observation skills and strategies to gain understanding.

To meet the standard, the student will:

·  Component 1.1: Use listening and observation skills and strategies to focus attention and interpret information.

·  Component 1.2: Understand, analyze, synthesize, or evaluate information from a variety of sources.

EALR 2: The student uses communication skills and strategies to interact/work effectively with others.

To meet the standard, the student will:

·  Component 2.1: Use language to interact effectively and responsibly in a multicultural context.

·  Component 2.2: Use interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.

·  Component 2.3: Use skills and strategies to communicate interculturally.

EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.

To meet the standard, the student will:

·  Component 3.1: Use knowledge of topic/theme, audience, and purpose to plan presentations.

·  Component 3.2: Use media and other resources to support presentations.

·  Component 3.3: Use effective delivery.

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EALR 4: The student analyzes and evaluates the effectiveness of communication.

To meet the standard, the student will:

·  Component 4.1: Assess effectiveness of one’s own and others’ communication.

·  Component 4.2: Set goals for improvement.

LANGUAGE PROFICIENCY LEVELS

GRADES 3-5

3-5 / Listening/Speaking / Reading / Writing /
Beginning / ·  Very limited understanding of English
·  Learns to distinguish and produce English phonemes
·  Uses words, gestures, and actions
·  Practices repetitive social greetings
·  Imitates verbalizations of others to communicate:

• Basic needs
• Participate in discussions and activities
• Respond to simple directions

/ ·  Expresses self using words, drawings, gestures, and actions:

• Sequences simple text
• Answers literal questions
• Makes simple predictions

·  Aware of familiar sounds
·  Recognizes and produces rhyming words containing familiar sounds
·  Uses and comprehends highly contextualized vocabulary
·  Follows simple written directions (e.g., color, cut, glue)
·  Reads sight words
·  Begins to understand concepts of print / ·  Draws, labels
·  Writes familiar words and sight words
·  Writes to name, describe, or complete a list
·  Begins to use invented spelling, capital letters, participates in group editing
·  Audience may be self, teacher, or known person
·  Sequences pictures to assist with organization
·  Uses graphic organizers to convey main ideas and details
·  Participates in group writing process
Advanced
Beginning / ·  Uses words and/or phrases
·  Uses appropriate social greetings
·  Participates in social discussions on familiar topics and in academic discussions
·  Develops correct word order in phrases
·  Begins to use content-related vocabulary
·  Retells simple stories and identifies the main points / ·  Expresses self using words and/or phrases to identify:

• Characters
• Setting
• Main idea and details
• Compare and contrast
• Cause and effect

·  Aware of familiar and unfamiliar sounds
·  Employs word-meaning strategies
·  Applies inflectional endings to words
·  Increases sight-word and content-area vocabulary
·  Distinguishes between genres
·  Reads highly contextualized text composed of simple sentences
·  Applies concepts of print
·  / ·  Writes unfamiliar words and phrases
·  Begins to write based on a model or frame
·  Demonstrates inconsistent use of:

• Capitals
• Punctuation
• Correct spelling

·  Participates in group brainstorming
·  Writes rough draft and revises
Intermediate / ·  Uses simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement
·  Tells a story, informs, explains, entertains, and participates in social and academic discussions
·  Begins to use root words, affixes, and cognates to determine the meaning of new words / ·  Expresses self using simple sentences
·  Produces unfamiliar sounds
·  Decodes word patterns
·  Employs word-meaning strategies
·  Begins to read familiar text fluently
·  Increases vocabulary through reading across content areas
·  Uses text features to:

• Gain meaning
• Monitor for comprehension
• Describe images from text
• Connects text to prior knowledge

·  Distinguishes between:
o  Fiction/non-fiction
o  Fact/opinion
o  Fantasy/reality
·  Infers and makes generalizations from text
·  Reads text at student’s reading level across content areas / ·  Writes simple sentences
·  Demonstrates increasing control of:

• Capitals
• Punctuation
• Correct spelling
• Word order
• Subject/verb agreement

·  Develops own voice in writing
·  Distinguishes between writing for different audiences and purposes
·  Uses basic transitions
·  Writes individually and in a group process
·  Writes rough draft independently
Advanced / ·  Uses descriptive sentences with common grammatical forms with some errors
·  Participates in academic and social discussions using appropriate ways of speaking based on audience and subject matter
·  Tells a story, informs, explains, entertains, and persuades
·  Uses simple figurative language and idiomatic expressions in discussions
·  Uses root words, affixes, and cognates to determine the meaning of new words / ·  Expresses self using descriptive sentences

• Identifies theme
• Recognizes literary devices
• Compares and contrasts

·  Uses a variety of strategies to monitor comprehension
·  Recognizes phonemes within multi-syllabic words
·  Uses word parts to determine word meanings
·  Reads with increasing fluency
·  Independently confirms word meanings
·  Uses a variety of resources for research
·  Follows multi-step written directions
·  Text increases in length and complexity / ·  Uses descriptive sentences
·  Writes for a variety of audiences and purposes
·  Uses grade level conventions inconsistently
·  Refines voice in writing
·  Uses a topic sentence and supporting details
·  Follows the five step writing process (with assistance in editing and revising)
Transitional / ·  Has met criteria for exiting Transitional Bilingual Instructional Program (TBIP)
·  Speaks clearly and comprehensibly using standard English grammatical forms with random errors
·  Applies content-related vocabulary in a variety of contexts and situations
·  Gives oral presentations / ·  Adjusts reading rate as needed
·  Uses specialized vocabulary, uses multiple meaning words appropriately
·  Analyzes literary elements
·  Uses comprehension and questioning strategies, summarizes text, analyzes and applies persuasive devices
·  Explains cause and effect, citing evidence from text
·  Develops research skills
·  Follows increasingly complex written directions
·  Comprehends grade level text / ·  Uses specialized vocabulary across content areas
·  Uses standard grammar and conventions with lapses characteristic of ELL students

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V. Vocabulary

Solar System Levels 3-5 WA 2

Beach, Mack, Wingert - Project G.L.A.D (4/10)

Analyze
asteroid
astronaut
Astronomer
Astronomy
atmosphere
aurora
axis
billion
blue
bright
Chromospheres
cold
collect
comet
conclude
constellation
convective zone
corona
crater
crescent phase
dust
dwarf
Earth
ecliptic
Equator
gibbous phase
First Quarter
Full Moon
galaxy
gas
gravity
green
hard
ice
Jupiter
Last Quarter
Mars
Mercury
metal
meteor
meteorite
meteoroid
miles
million
nebula
Neptune
New Moon
observe
occulation
orbit
Oxygen
phase
photosphere
Planet
Pluto
predict
pulsar
quasar
red
revolution
revolve
rocky
rotation
satellite
Saturn
shine
solar flare
solar prominence
Solar System
Space Shuttle
star
Sun
super cluster
supergiant
supernova
Telescope
thousand
tilts
transit
Trojan asteroids
Uranus
Venus
Waning Crescent
Waning Gibbous
Waxing Crescent
Waxing Gibbous
white dwarf
zodiac

Solar System Levels 3-5 WA 2

Beach, Mack, Wingert - Project G.L.A.D (4/10)

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VI. ORAL LANGUAGE/READING/WRITING SKILLS

·  Vocabulary development

·  Writing for different audiences

·  Use style appropriate to the audience and purpose

·  Writing process

·  Express personal thoughts in a group

·  Use communication strategies and skills to work effectively with others

·  Uses listening and observation skills to gain understanding

·  Words in context

·  Recall specific details

·  Cause/effect relationships

·  Predicting outcomes

·  Read and write charts, poems, books and students writing

·  Journaling

·  Analyze and evaluate the effectiveness of written work

·  Written and oral activities

·  Revising, editing, and publishing text

VII. SOCIAL STUDIES SKILLS

·  Compare and contrast

·  Analyze

·  Categorize and classify

VIII. Math

·  Chronological order of events

·  Compare distance in miles

RESOURCES AND MATERIALS Fiction

Ham the Astrochimp by Richard Hilliard (Narrative input)

My Place in Space by Robin and Sally Hirst