NJ PROJECT PLANNING GUIDE
Project Title: Earth and the Solar System / Teachers: Myers, Leach, Johnson / Gr. Level: 5thStart Date: 10/31 / End Date: 2/03 / Duration: 9 weeks
School Wide Learning Outcomes:
What specific Content Standards and Skills will be taught and assessed? / ➔ Scaffolding:
How will students be supported
in learning content and skills? / ➔ Assessments:
How will students be assessed in the targeted content and skills?
ESS1-1 Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
Why is the sun so bright compared to other stars?
ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
What causes shadows?
Do our shadows always look the same/same length?
What makes night and day?
Why do we have different seasons?
Do we always see the same stars in our night sky?
What is gravity? How does gravity work?
RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
/ ➔ ESS1-1 - AIMS:
◆ How Far is the Sun (59) 2 days
◆ Star Near Star Far (65) 1 day - make sure to include moon scale
➔ ESS1-2 - AIMS:
◆ Make a Sundial (147) 3 days - day one 30 min, days 2-3 about 15 min each. read shadow tracker (133)
◆ Sunny Side Up (149) 2 days, one day is set up and hourly data collection. day 2 is graphing results.
◆ STEM Lab Lesson: Night and Day-East to West Path across the Sky from Earth’s View & Solar System View
◆ Night and Day (175) 2 days - Day 1 - hour, activity and first data page. Day 2 research aprox 30 minutes with laptops.
◆ Daylight Data (185) - 1 day about an hour.
◆ STEM Lab: Reasons for Seasons
◆ Pasta Parallels (201) 1 day about an hour
◆ Seasonal Do-Si-Do (211) 1 day about 1 hour.
◆ STEM Lab: Seasonal Stars and Circumpolar Stars
PS2-1
➔ Students will work in pairs and whole group to learn about gravity (science readers, BrainPop video, Trueflix text)
➔ STEM Lab: The Pull of Gravity- “How High Will It Bounce?” Experiment
ETS1-1, ETS1-2, ETS1-3:
➔ Students engage in Engineering standards and the Engineering Design Process through EiE Kit-A Long Way Down: Designing Parachutes
➔ Teacher-led vocabulary discussions and review
➔ Teacher-guided writing lessons specific to informative/expository text / ➔ Pre/post-assessment
PS2-1
➔ Post assessment on gravity (online BrainPop quiz)
POST ASSESSMENT RUBRIC
ETS1-1, ETSi-2, ETS1-3
➔ teacher observation and analysis of student work during engineering design process (revising parachute based on learning)
➔ Assess individual vocabulary knowledge
➔ Informative writing rubric
Collaboration: / ➔ Groups will be given time to reflect on their collaborative (descriptor) as a group
➔ Whole group discussion as needed / ➔ Groups will reflect on identifies descriptor using a team reflection form and protocol
Agency (rubric descriptor):
Sees failures and challenges as an opportunity for growth / ➔ Students will use engineer design process and be given time to reflect on and improve parachute design based on learning and previous attempts / ➔ Teacher observation and consideration of students’ reflections (Did they revise design based on previous learning?)
MAGNET STANDARDS
(NJ’s School Wide Learning Outcomes): / ➔ Scaffolding:
How will we explicitly teach these skills? / ➔ Assessments:
When will we assess these skills (use rubric)?
*Agency:
● Starts tasks quickly
● Perseveres through tasks
● Sees failure as a learning opportunity
● With minimal support, uses goals, feedback and reflections to improve outcomes / Magnet Standards Rubric
Cover Sheet
*Collaboration:
● Shares ideas
● Gives kind and specific feedback
● Listens and takes direction from other group members
● Contributes to problem solving
● Maintains focus in order to successfully complete group work
● Takes other ideas into consideration when contributing to conversations
*Oral Communication:
● Uses loud and clear voice, appropriate pace and complete sentences
● Uses eye contact
● Uses professional posture and gestures
● Responds appropriately to audience questions
● Organizes content and includes academic vocabulary
Engineering Design Process (include if engineering standards are in PBL):
● Asks questions to identify the problem
● Is able to imagine multiple solutions
● Is able to contribute to group plan
● Is able to create the group’s plan, test it, and analyze results
● Is able to make revisions to improve the design and test again
Digital Communication (include if technology is used for final product/presentation):
● Digital product has well-organized content
● Digital product is visually appealing
● Digital product meets the needs of the audience and context of the project (if tool is chosen by student)
Driving Question:
What Driving Question will inspire students, relate to the real world, and require inquiry-driven research?
How do we as scientists help to clear up misconceptions about earth’s position in our solar system and how it affects our everyday lives?Entry Event:
How will you launch this project in order to engage students and spark inquiry around the DQ?
Students will conduct an interview with families/community with a focus on one of the three NGSSs (ESS1-1 sun’s brightness, ESS1-2 shadows, night & day, seasons/stars, and PS2-1 gravity.)Anticipated Need-to-knows:
What Need-to-Knows do you expect/anticipate students will have after the Entry Event?
How will we be researching/learning about Earth and the solar system?Who will we work with?
When is it due?
Who is our audience?
How long does the slideshow have to be?
What needs to be included in our slideshow?
Benchmarks:
What subtasks (“stepping stones”) support student progress and work toward final product(s)? / ➔ Products:
What will students do/write/create/build/perform?
How are products authentic and show evidence of student learning?
Informative draft(s) / Group:
Individual:
➔ Informative Writing Piece Rubric
Final Presentation/Exhibition:
Where will the final event/exhibition take place? How will students present their work? How might you incorporate an authentic audience?
Groups will exhibit Google Slideshows - parents, community members, experts, and students will be invited to attend and fill out presentation rubric for feedback.Project Summary:
Brief description of your project:
Reflection:
How will students look back on content, skills, and process?
Group:(ie: whole-group discussion, fishbowl discussion, group reflection protocol, other) / Group reflects on specific collaboration skill using team reflection form
Individual:
(ie: journal, survey, open-ended questions, reflection form, other) / Individuals reflect on project using (plus/delta) project reflection form
Resources Needed:
Texts: / Tech Integration: / Experts/Community resources: / Field Trips:-EiE
-AIMS
- Science readers (for groups)
- Online research using True Flix book on Outer Space (including gravity) / Star patterns
Sun & Moon Times
Gravity article and drawing video
Ed1Stop login (for BrainPop) - Gravity quiz, video and activities
What causes day and night? (a bit more complicated article, but good)
http://www.universetoday.com/59707/what-causes-day-and-night/
Gravity of the earth (quick close read)
http://www.universetoday.com/26775/gravity-of-the-earth/
What causes the seasons? (close read)
http://spaceplace.nasa.gov/seasons/en/
Scientific reason behind earth’s seasons- good graphics http://www.nbcnews.com/id/3077384/ns/technology_and_science-science/t/learn-scientific-reasons-behind-earths-seasons/#.VMBf-2TF8mc
Day and night (good quick info./graphic)
http://www.suntrek.org/earth-beyond/spinning-orbiting-earth/day-night.shtml
Why four seasons?
http://www.suntrek.org/earth-beyond/spinning-orbiting-earth/what-causes-seasons/why-four-seasons.shtml
What causes seasons? (tilt of earth)
http://www.suntrek.org/earth-beyond/spinning-orbiting-earth/what-causes-seasons/watch-tilt.shtml
Seasonal Merry-Go-Round (close read)
http://www.windows2universe.org/the_universe/uts/seasons2.html
Keeping cool with shadows. (close read)
http://www.nasa.gov/audience/forstudents/k-4/stories/F_Keeping_Cool_With_Shadows.html
Where does gravity come from? (close read)
http://www.universetoday.com/75705/where-does-gravity-come-from/
Both of the following videos go with the close reading “Where does gravity come from?”
video Gravity-From Newton to Einstein-The Elegant Universe-interesting--Also another video Gravity Visualized that give students more visuals to understand how gravity works
What is gravity? (close read)
http://scienceforkids.kidipede.com/physics/space/gravity.htm
Steve Perry shared Solar System to scale
Layers of Our Atmosphere
Art
https://www.pinterest.com/pin/9851692909857050/
Writing Links:
Choose topic: https://www.youtube.com/watch?v=NG9FFkiE8Vk&nohtml5=False
Plan writing: https://www.youtube.com/watch?v=jbR6yO4nRiM&nohtml5=False
Writing an Intro: https://www.youtube.com/watch?v=XmzhagFzerg&nohtml5=False
Organize Ideas w/Headings: https://www.youtube.com/watch?v=xRNRzwMMfPI&nohtml5=False
Writing a Draft (1): https://www.youtube.com/watch?v=QCCRpM4BVoc&nohtml5=False
Writing a Draft (2): https://www.youtube.com/watch?v=Xo8T0lWRVLE&nohtml5=False
Writing a Draft (3): https://www.youtube.com/watch?v=adHUW84IVzM&nohtml5=False
Writing a Draft (4): https://www.youtube.com/watch?v=qD0rMZIY_ek&nohtml5=False
Writing a Conclusion: https://www.youtube.com/watch?v=tLb1J2yBb-4&nohtml5=False
Add Transitional Words & Phrases: https://www.youtube.com/watch?v=v6K0c9gYuoA&nohtml5=False
Site Sources: https://www.youtube.com/watch?v=l65KE_L9O_4&nohtml5=False / Nepris request: responses pending / California Academy of Sciences - Planetarium
Calendar: List daily lessons for project implementation
Weekly Time for Magnet Theme Integration
2016-2017
English / S.S. / Math / SciencePlanned / 7.5 / 0 / 0 / 1
Actual
Week One
Monday 10/31 / Tuesday 11/01 / Wednesday 11/02 / Thursday 11/03 / Friday 11/04ELA:
Vocab Words:
sun
star
solar system
orbit
satellite
gravity
force
mass
PBL:
Entry Event
-Interview questions sent home week before
-Carousel
-Driving Question
-Know/Need-to-Know
STEM Lab: The Pull of Gravity- “How High Will It Bounce?” / Why is the sun so bright?
Key Ideas- Sun’s Brightness:
● Define sun/facts about size, temp, as a star
● Distance, effect of distance on earth, distance of other stars
● How does it compare to other stars, solar system
ELA: Close Read True Flix on Solar Systems (partners)
p.11-13
PBL:
BrainPop video (Solar System) and activity page / ELA:
Video on the sun
Article on sun’s size compared to other stars
Short video comparing sizes of stars (fun) / ELA:
PBL:
-AIMS-How Far is the Sun? (pg 59)
Use 1 sun, and have groups predict and mark with chalk.
-Watch BrainPop “Sun” video
-Go back outside and adjust prediction (in a different color) and stand in that position.
-Do actual measurement to show where the earth is in relation to the sun. / What is gravity and how does it work?
KI- Gravity:
● Define (what is it)
● How does it work? (Orbits, mass & distance, how it affects us, history & discovery)
ELA:
Gravity Activity
Bill Nye Gravity Video
Another link to bill nye
PBL:
Week Two
Monday 11/07 / Tuesday 11/08 / Wednesday 11/09 / Thursday 11/10 / Friday 11/11ELA:
Vocab Words:
Gravitational pull
Tides
Relativity
Exert
Shadow
Sunrise
Sunset
Axis
Motion
PBL-
Brain Pop Video on Gravity
Close Watch.
Note Catcher for Brain Pop Video
STEM Lab: Night and Day-Earth-Based Perspective & Space-Based Perspective / What causes shadows?
Do our shadows always look the same (have the same length)?
KI- Shadows:
● Define
● Earth’s rotation (sunrise/sunset, looks like sun moving across the sky)
● How sun’s position affects the angle and length
ELA:
Writing: explore information essay.
PBL:
Children’s University (resource for shadows, day and night, etc.)
-Personal shadow hourly data collection and graphing. (use AIMS Me and My Shadow (157) procedure / ELA:
Writing: explore information essay. / What makes night and day?
KI- Day/Night:
● Earth’s rotation/axis (vs. revolution)
● How the sun relates to our rotation (sunrise/sunset, line of termination, shadows)
ELA:
Writing: explore information essay.
PBL:
-AIMS: Night and Day (175), hour, activity and first data page.
Research approx. 30 minutes with laptops. http://teachingwithstowe.blogspot.com/2012/07/revolve-and-rotate.html / No School (Vet’s Day)
Week Three
Monday 11/14 / Tuesday 11/15 / Wednesday 11/16 / Thursday 11/17 / Friday 11/18ELA:
Vocab Words:
Rotate
Revolve
Rotate vs. Revolve anchor chart
Slideshow showing Earth rotations
PBL:
STEM Lab: Reasons for Seasons and ACES-Lesson 5: Seasons of Change / Why do we have different seasons?
KI- Seasons:
● Earth’s Position (orbit, tilt)
● N&S Hemispheres (how tilt affects hemispheres)
● Describe seasons in N Hemisphere (when, weather, why)
ELA:
Informational Writing Rubric
BrainPop video on Seasons
-Students plan ideas/materials for videos and/or books
PBL: / ELA:
Analyze Informational Writing outlines- option ONE
-AIMS: Seasonal Do-Si-Do (Science Lab?) / Do we always see the same stars in every season?
KI- See same stars?:
● Celestial sphere (earth’s revolution through the sky)
● Zodiac (categorize)
● History (who noticed and mapped and named the constellations)
ELA:
Analyze Informational Writing outlines- option TWO
PBL:
Brain pop video on seasonal constellations
CHECK THIS OUT! STAR SEARCH DAILY NIGHT SKY Constellations are Seasonal- Kids use student computers to access and play to learn / ELA:
Video clip for stars in different seasons
Seasons & Stars Website
PBL:
Groups/Group Contracts
Fall Break
Week Four
Monday 11/28 / Tuesday 11/29 / Wednesday 11/30 / Thursday 12/01 / Friday 12/02ELA:
Outlines
PBL:
Slideshow mini-lesson
STEM Lab: Seasonal Stars and Circumpolar Stars / ELA:
Outlines
PBL:
Layout / ELA:
Outlines / ELA:
Rough Draft (Intro.)
PBL:
Layout / ELA:
Rough Draft (Intro.)
PBL:
Layout
Week Five
Monday 12/05 / Tuesday 12/06 / Wednesday 12/07 / Thursday 12/08 / Friday 12/09ELA:
Peer Critique/Revise
PBL:
Slideshow / ELA:
Rough Draft (Topic 1)
PBL:
Slideshow / ELA:
Rough Draft (Topic 1) / ELA:
Peer Critique/Revise
PBL:
Slideshow / ELA:
Rough Draft (Topic 2)
PBL:
Slideshow
Week Six
Monday 12/12 / Tuesday 12/13 / Wednesday 12/14 / Thursday 12/15 / Friday 12/16ELA:
Rough Draft (Topic 2)
PBL:
Slideshow / ELA:
Peer Critique/Revise
PBL:
Slideshow / ELA:
Rough Draft (Topic 3) / ELA:
Rough Draft (Topic 3)
PBL:
Slideshow / ELA:
Peer Critique/Revise
PBL:
Slideshow
Winter Break
Week Seven
Monday 1/09 / Tuesday 1/10 / Wednesday 1/11 / Thursday 1/12 / Friday 1/13ELA:
Rough Draft (Conclusion)
PBL:
Slideshow / California Academy of Science Field Trip / Kaiser Assembly?
ELA:
Rough Draft (Conclusion) / ELA:
Peer Critique/Revise
PBL:
Slideshow / ELA:
Peer Critique/Editing (Conventions)
PBL:
Slideshow
Week Eight
Monday 1/16 / Tuesday 1/17 / Wednesday 1/18 / Thursday 1/19 / Friday 1/20No School (MLK Day) / ELA:
Finalize
PBL:
Slideshow / ELA:
Finalize / ELA:
Finalize
PBL:
Slideshow / ELA:
Finalize
PBL:
Slideshow
Week Nine
Monday 1/23 / Tuesday 1/24 / Wednesday 1/25 / Thursday 1/26 / Friday 1/27ELA:
PBL:
Slideshow / ELA:
PBL:
Slideshow / ELA: / ELA:
Practice
PBL:
Practice / Presentation Day
Grade Level Post Project Reflection: 2014-2015, 2015-2016