Interdisciplinary Thematic Unit Development
A1
TEACHING UNIT OUTLINE
INTERDISCIPLINARY THEMATIC UNIT DEVELOPMENT
Steward, Schorg, Overmohle, Elementary Curriculum 4150, Solar System, 5th Grade
“See Me In Space”
A TEACHING UNIT OUTLINE, INTERDISCIPLINARY THEMATIC UNIT DEVELOPMENT
o Myah Steward, Brooke Schorg, Shelby Overmohle, Elementary Curriculum, 4150, Section 4
o Solar System: Math, Science, Social Studies, Language Arts, Art, 5th Grade
Meyer, Spring 2012
B. Overview of Unit
We; Myah Steward, Brooke Schorg, Shelby Overmohle, have written this interdisciplinary thematic unit outline, See me in Space Unit Plan, as equal contributors. We chose a unit topic for students in grade 5 and the student learning objectives were selected from the Core Curriculum source Iowa Core Curriculum. Our theme is derived primarily from the content area of Science, but we also have lessons in the content areas/multiple intelligence areas of Language Arts, Math, Social Studies, and Art. We selected this topic “the solar system” because it is a great topic for 5th graders because it is an interesting topic that students are eager to learn about, there are also lots of interactive lessons to be done with them that keep them engaged and learning.
We also understand our students often need six or more exposures to a concept or skill before they can easily recall concepts or perform tasks; therefore, we have included five interdisciplinary connections in our unit:
-One example of interdisciplinary connections provided to our students is when they learn the concept/skill of physical attributes of the planets. Our students will learn about the characteristics of the planets and depict the attributes of a planet in an art project.
The BIG IDEA we hope our students take with them is knowledge and understanding of the solar system.
The BIG SKILL we hope our students take with them is for them to recognize and elaborate on each of the planets.
And finally, the BIG UNDERSTANDING we hope our students take with them is for them to be able to transfer knowledge from one curricular area to the next.
C. Context of Teaching
o Cedar Falls Lincoln, Cedar Falls, Iowa
o Elementary School
o Fifth Grade
o Science, Math, Language Arts, Social Studies, Art
o Instructional setting - attached
o Students
o Number in school: 460
o Per grade level: approximately 80
o How many students in YOUR class: 24
-2 African Americans, 1 Hispanic, 18 Caucasian
-16 Middle-class, 5 Low-income, 3 Upper-class
-2 students with ADHD, 1 child with behavioral problems, 1 child visual impairment
D. Concepts/Vocabulary
TITLE OF UNIT:
See Me in Space!
SUBJECT AREA: Science - Solar System
Alternative Subject Area(s): Language Arts, Social Studies, Math, Art
Planets
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
My Very Educated Mother Just Served Us Nachos
People
Astronauts
NASA
Tools
Satellite
Rocket
Rover
Space Shuttle
Space Station
Probe
Telescope
Objects in Space
Meteors
Meteorites
Comets
Asteroids
Sun
Moon
Milky Way
Stars
Galaxy
Constellations
Rings
Other
Orbit
Gravity
Mass
Density
E. Learning Objectives for Students
Knowledge
1. Given the said lesson plans, the 5th grade students, will apply knowledge of the properties, movements, and locations of objects in our solar system, with 100% accuracy.
Citation: Standard: Understand and apply knowledge of the properties, movements, and locations of objects in our solar system.
Skills/Performances
1. Given the said lesson plans, the 5th grade students, will be able to communicate the information about each of the planets, with 100% accuracy.
Citation: Standard: Communicate scientific procedures and explanations.
Affective/Dispositions
1. Given the said lesson plans, the 5th grade students, will be able to use their critical thinking skills to elaborate on each planets characteristics and learn information about the planets.
Citation: Standard: Understand and apply knowledge of the properties, movements, and locations of objects in our solar system.
F. Ideas and Materials for this Unit
Materials:
Science Lesson-
Teacher:
*Pre-Assessment Worksheet
1. Mobile computer lab (1 computer with Internet and Inspiration software per student)
2. Television to watch video on
3. Video: National Geographic “Solar System 101”
4. Poster paper and markers
Students:
1. Notebook and Writing Utensil for notes
Math Lesson-
Teacher:
1. Gravity and Mass Worksheets (See Math Lesson)
2. 3 small boxes (same size) taped shut
a. 1 empty, 1 filled with cotton balls, 1 filled with rocks
Student:
1. Notebook and Pencil for notes and showing work
Language Arts-
1. Creative Writing Form
2. Computer
Social Studies-
1. Reaching for the moon by Buzz Aldrin
2. Timeline
3. Worksheets
4. Resources
Art Lesson-
1. Newspaper (cut into strips)
2. Paint
3. Flour
4. Water
5. Yarn
6. Objects to create planet - wire, Styrofoam ball
7. Salt
8. Poster with Sun painted on it - hanging on wall
G. Student-Generated Questions-Suggestions
Brayden, 5th Grade Student
●What do you think students should learn about the topic I am writing a unit about called, See Me in Space?
-They need to know about the different planets.
-They need to learn about the Sun and the Moon.
-They need to learn about famous astronauts.
●What would you like to know about this topic?
-I would like to know about all the planets.
-I want to know which planet is the biggest and the smallest.
-I want to learn about the Moon and the Sun.
-I want to know about landing on the Moon.
-I would like to learn about the stars.
●What do adults do with information about this topic?
-They teach it to us and want us to learn about it.
-They have us do assignments that teach us about the solar system and they give us tests.
●Does anyone need to know about the information in my unit for their job? Which careers require this information?
-Yes, astronauts need to know about this and people that work at NASA.
-Science teachers need to know about the solar system.
Kayla, 4th grade student
●What do you think students should learn about the topic I am writing a unit about called, See Me in Space?
-I think that students should learn about the planets and the moon.
-Students should learn about different things the happen in space
●What would you like to know about this topic?
-I want to learn all of the planets!
-I think it would be cool to learn about any famous astronauts.
-I want to learn the shape and size of the planets.
-I would like to learn about the moon and sun.
●What do adults do with information about this topic?
-Adults can teach us about the information that they know about this topic.
●Does anyone need to know about the information in my unit for their job? Which careers require this information?
-Astronauts need to know this and maybe people that work at NASA.
-Science teachers should know about the solar system so that they can teach it to their students.
- Also people who study stars should know about the solar system. Astronomers I think they are called.
H. Resources
H.1. Teacher Print Resources with Annotations
Resources Only Adults View In Their Entirety
1.CITATION:
Cole, J., & Degen, B. (1990). The magic school bus, lost in the solar system. New York: Scholastic
Inc..
ANNOTATION: Teachers can use this book as a read-aloud at the beginning of the unit and read it more than once. You can also offer it to students during independent reading time.
2.CITATION:
Educator Resources - Exploring the Solar System - Planets, Moons, Comets, Meteors. (n.d.). Lunar
and Planetary Institute (LPI). Retrieved April 11, 2012, from
ANNOTATION: This website is great for teachers because it has different activities, information, and additional resources. Teachers can click on the links to get additional information.
3.CITATION:
InflatableSolarSystemSet by: Scholastic
ANNOTATION: Teachers can use this set to model the solar system with inflatable balls that they can hang from the ceiling. Students will be able to visualize the formation and lay out of the solar system.
4.CITATION:
Vogt, G. (2003). The solar system. Mankato, Minn.: Bridgestone Books.
ANNOTATION: Teachers can use this book as a source of information when having students write reports. It gives information for each planet and students can use the facts to write a research paper.
5.CITATION:
Bar-Yam, S. (n.d.). Science Standards 5th Grade science resource for fifth grade.
Internet4Classrooms - Helping Students, Teachers and Parents Use the Internet
Effectively. Retrieved April 10, 2012, from
ANNOTATION: This website would be great for teachers because it has the 5th grade Science Standards aligned with different activities for your students.
H. Resources
H.2. Media/Online Resources w/Annotations
Appropriate for Use by Students
1.CITATION:
Astronomy For Kids - KidsAstronomy.com. (n.d.). Astronomy For Kids - KidsAstronomy.com. Retrieved April 9, 2012, from
ANNOTATION: This website contains different links that go to explorations, news, dictionary, and games. Clicking on the different links will pull up more information for students about the solar system. Students can use this site to explore and look for information about the solar system and enjoy fun activities.
2.CITATION:
The Solar System. (n.d.). MIStupid.com - The Online Knowledge Magazine. Retrieved April 9, 2012, from
ANNOTATION: This website is made up of the eight planets and Pluto. The opening page has the planets in order of how close they are to the sun. Once students click on a planet, the page will open up with facts about that planet. Students can use this site to find fast facts on each planet.
3.CITATION:
Examine Earth from a new perspective.. (n.d.). ClassZone. Retrieved April 9, 2012, from
ANNOTATION: This website contains pictures of Earth at different conditions. It shows the surface of Earth at it’s Atmosphere, Sea Surface Temperature, Earthquakes, Volcanoes, Ocean Basins, Land Changes, Water Vapor, and the Earth’s Night Sky. Students will be able to click on a picture of the Earth at the different changes and watch how it rotates.
4.CITATION:
3D Solar System Simulator. (n.d.). ForgeFx. Retrieved April 9, 2012, from
ANNOTATION: This website starts off with a 3D Solar System Simulator, where they are able to explore the solar system, including the sun, planets, asteroids, and the Kuiper Belt. Also on this website are fact cards for each of the planets. At the end of the site is a one and a half minute video explaining the solar system and it’s order.
5.CITATION:
Sword, B. (2005, May 10). Welcome to the Planets. Welcome to the Planetary Data System. Retrieved April 9, 2012, from
ANNOTATION: This website contains information/facts about each of the eight planets, Pluto, a glossary of key solar system terms, and different explorers that have been to the planets. Students will click on the different planets or explorers they would like to learn about and they will be given facts about that particular thing. Within the website is a collection of many of the best images from NASA’s planetary exploration program. Students can use this site to explore different pictures of the planets and look information about them.
H. Resources
H.3. Student Print Resources with Annotations
BOOKS: Appropriate for Use by Students
1.CITATION:
Bentley, M. L. (19971996). Astronomy smart junior: the science of the solar system and beyond.
New York: Random House.
ANNOTATION: This book is about taking a field trip with Bridget, Babette, Barnaby, and Beauregard take you on a tour of the solar system, including stops at colonies on the Moon and Mars. Along the way students will learn about our galaxy and its stars and planets.
2.CITATION:
Carson, M. K. (2006). Exploring the solar system: a history with 22 activities. Chicago, Ill.:
Chicago Review Press.
ANNOTATION: This book describes the different planets, voyages, and famous people dealing with the solar system. Within this book are different activities and projects the students would be able to do. The book has wonderful pictures the students would love to look at.
3.CITATION:
Goldsmith, M. (2004). Solar system. Boston: Kingfisher.
ANNOTATION: This book is for children to discover the world of science with this remarkable book filled with stunning photographs zoomed in on intriguing details, while lively text explores the facts about familiar subjects. It is filled with fun activities and projects that allow the students the opportunity to learn more.
4.CITATION:
Ride, S., & Shaughnessy, T. E. (2003). Exploring our solar system. New York: Crown Publisher.
ANNOTATION: This book describes what we have learned about our solar system from telescopes and spacecraft, focusing on the characteristics of the planets and their moons.
5.CITATION:
Simon, S. (1992). Our solar system. New York: Morrow Junior Books.
ANNOTATION: This book describes the origins and characteristics of the sun, planet, moons, asteroids, meteoroids, and comets.
SECTION I
A ONE WEEK UNIT OUTLINE
See Me in Space!
Solar System: Science, Mathematics, Social Studies, Language Arts, and Art
5 Days
(50 minutes per Lesson)
Lesson Plans Include
●OBJECTIVES
●MATERIALS and RESOURCES
●ACTIVITIES
●ASSESSMENTS and EVALUATIONS
Interdisciplinary Thematic Unit
See Me in Space!
Lesson One – Monday
Day One- Science Lesson Plan
(A pre-assessment will be given before beginning the Unit Lesson Plans)
Lesson Title: Characteristics of the Planets
Grade Level: 5th grade
I. Desired Results
1.Content Areas:
a.Science
2.Iowa Core Standards for Science
a.Understand and apply knowledge of the properties, movements, and locations of objects in our solar system. (ICC Science: Earth and Space: Grades 3-5)
3.Outcome(s)/Behavior(s):
a.Given an introductory video on the solar system, 5th grade science students will be able to identify all of the components that compose the solar system with 100% accuracy.
b.Given a National Geographic virtual tour of the solar system, 5th grade science students will be able to categorize the characteristics of all planets within the solar system with 100% accuracy.
II. Assessment Evidence
A. Performance Task: The students will create a graph organizing the characteristics of the planets.
B. Criteria: After watching the video and taking the virtual tour, the students will create a graph organizing the creation and characteristics of the eight planets (Pluto is optional). They will need to include 5 facts about each planet on their graph. This graph can be done on Inspiration or on a poster.
III. Active Learning Plan
A. Reminders for Teachers
1. After the students are all sitting and have their notebooks and writing utensils ready, start the class by asking what the solar system is. Ask what the students know about our solar system and write their answers on the board.
2. After establishing the students’ background, introduce the video and tell the students to take notes on the information in the video as it may be helpful for their assignment.
3. Play the video “Solar System 101” for the students. When it is finished, ask students to say one thing they found interesting about the video.
4. After the video and discussion are finished, bring in the mobile computer lab and have each student take one.
5. Once everyone has a computer, explain the assignment: “Once you have finished taking the virtual tour, you will be creating a graph that will organize what you have learned about the planets. You will need to do all eight planets and may include Pluto if you would like. I will be looking for an organized graph with at least five facts about each planet. You may use any information you learned from the video or from the tour you are about to take. This graph can be made on Inspiration on the computer or as a poster, which I will have materials for at my desk. This project will be due on Wednesday and you will have time in class tomorrow to work on it. If you have any questions, you may raise your hand or come back to my desk.”
6. Lead the students to the virtual tour website:
7. Tell them to go through the virtual tour of each planet and to write down information they feel is important as they will need it for their assignment.
8. Check for understanding: “Give me a 5 in front of your chest if you understand, a 3 if you are a little confused, or a 1 if you are not sure and do not understand.”
9. Answer any questions students have and then let them work for the remainder of the class period.
10. With five minutes left of class, give the students a five-minute warning and ask them to finish what they are working on and to carefully place the computers back in the mobile lab.
B. Steps for Students:
1. Enter the classroom, find seat, and get out a notebook and writing utensil.