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The Distance between Us

An Integrated Thematic Unit on Space for Grade 6

Science, Math and English Language Arts

02:475 ELA across the Curriculum

Dr. Donna Forsyth

Thursday, December 13th, 2012

Louise Poirier 080040

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Table of Contents

Thematic Unit Essential Questions …………………………………………………………….... 1

Curricular Outcomes Conceptual Map ………………………………………………………….. 2

Week One and Two Outline …………..………………………………………………………… 3

Lesson Plan 1 ………………………………………………………………………………….… 4

Lesson Plan 2 ………………………………………………………………………………….… 6

Week Three and Four Outline ……………………………………………………………...……. 8

Lesson Plan 3 ……………………………………………………………………………………. 9

Lesson Plan 4 …………………………………………………………………………………... 10

Week Five Outline …………………………………………………………………………...… 13

Lesson Plan 5 ………………………………………………………………………………...… 14

Lesson Plan 6 ………………………………………………………………………………...… 16

Focus for Assessment Statements …………………………………………………………….... 19

Assessment Tool 1: How Was My Group Work? (BLM-42) ………………………………….. 21

Assessment Tool 2: Self-Assessment of a Collaborative/ Co-operative Task (BLM-57) ……... 22

Assessment Tool 3: Distances and Sizes of the Planets Rubric …………………………...…… 23

Assessment Tool 4: Demonstration involving Earth Rubric …………………………………... 24

Assessment Tool 5: Reflection Journal Checklist …………………………………………...… 25

Assessment Tool 6: Metacognitive Reflection ……………………………………………….... 26

Resources ………………………………………………………………………………….…… 27

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Theme: Where Does Earth Fit Into our Universe?

Grade: Six

Curriculums: Solar System Science, Math and ELA

Duration: Five weeks

Essential questions and understandings from each subject area:

Grade 6 Science Outcomes: Solar System

Essential question: Where does Earth fit into our universe?

Essential understanding: Earth has many similar traits with other planets including size, rotation and revolution that can help with predicting points of reference in the sky.

Grade 6 Math Outcomes

Essential question: How can we express numbers in a variety of ways? What role do angles play with moving objects like planets and stationary objects like constellations.

Essential understanding: Numbers can be used to calculate and solve problems related to science and everyday life. Angles are measured to help determine placement and size of objects.

Grade 6 ELA OutcomesEssential question: What are the most effective ways to acquire and use information to

demonstrate knowledge of solar systems.

Essential understanding: Students will learn to make predictions, use prior knowledge and textual cues to make notes on a topic. Students will demonstrate the knowledge learned by preparing reports and classroom presentations.

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Curricular Outcomes

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Week One and TwoOutcomes Instructional Strategies Assessment MaterialsScience6-4-09 - Identify the planets in the solar system and describe their size relative to the Earth and their position relative to the Sun.

ELA1.1.1 - Engage in exploratory communication to share personal responses, make predictions, anddiscover own interpretations1.2.1 - Reflect on prior knowledge and experiences to arrive at new understanding2.1.3 - Use textual cues […] to construct and confirm meaning3.3.2 - Make notes on a topic, combining information from more than one source; referencesources appropriately

Math6.N.1 - Demonstrate an understanding of place value for numbers (greater than one million and less than one-thousandth)6.N.2 - Solve problems involving large numbers, using technology.6.N.5 - Demonstrate an understanding of ratio, concretely, pictorially, and symbolically.6.N.6 - Demonstrate an understanding of percent (limited to whole numbers) concretely, pictorially, and symbolically.

Activating Students will participate in a

brainstorming session either on Popplet (iPad) or Bubbl.us (laptops) on the differences and similarities of planets

Acquiring Students will receive a package

to fill in basic information on each planet and small word games to help students gain more information on the planets in our solar system

Students will use the blanks within the solar system package to research specifically for the planet sizes and the distance between each planet and the Sun for next lesson’s activity

Applying Students will arrange a variety of

spheres based on the sizes of the planets.

Students will plot the distance of the planets using a string in the hallway or outside. They may work individually or in pairs

Formative (1.1.1, 1.2.1) Group work self-

assessment(BLM-42, BLM-57)

Student/ Teacher Conferences

Summative(Math, 2.1.3, 3.3.2) Rubric for planet size

and distance demonstration including criteria on:

Provide accurate distance between each planet and approximate ratio proportions of each planet

Good mathematical calculations to arrive at proper ratios and distances, solve problems involving large numbers

Understanding number place values

Able to work individually or as a team

Projector

Internet access

iPad/laptop or paper/pencil if technology is unaccessible with whiteboard

Solar System package

Various sizes of spheres for visual representation of planet sizes

String for distance between the planets

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Lesson Plan 1 Duration: 50 minutes

Outcomes Addressed:Science 6-4-09 Identify the planets in the solar system and describe their size relative to

the Earth and their position relative to the Sun.

ELA 1.1.1 - Engage in exploratory communication to share personal responses, make predictions, and

discover own interpretations1.2.1 - Reflect on prior knowledge and experiences to arrive at new understanding2.1.3 - Use textual cues […] to construct and confirm meaning.

Activating Strategies The teacher will start the class by asking the students what the names of the planets are in our

solar system. The teacher and the students will add in each of the planets on either Popplet (iPad) or

Bubbl.us (PC’s) and leave room for adding in information on each planet for the Acquiring Strategy.

The class will take a couple minutes for a discussion which can include why Pluto is not a planet anymore.

Acquiring Strategies The teacher will move on to ask the students for ideas on the characteristics for each of the

eight planets. The teacher and the students will illustrate these characteristics with a mind map (if

permitted) such as Popplet (iPad) or Bubbl.us (PC’s) on their own while participating in the discussion as a class. If technology is unavailable, the students will use a paper and pencil to outline the brainstorming session.

The teacher and the students will work together to add in as much information about each of the planet as possible before moving on to the next part of the lesson.

Applying Strategies The class will use the points from the discussion and separate the similarities from the

differences between each planet using a T-Chart. (Refer to the next page for a template) The teacher will highlight the distances and the sizes for each planet to use for later in the

unit.

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T-Chart Graphic Organizer

Similarities between the 8 Planets Differences between the 8 Planets

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Lesson Plan 2Duration: 9 x 50 minutes

Outcomes Addressed:Science 6-4-09 Identify the planets in the solar system and describe their size relative to

the Earth and their position relative to the Sun.

ELA 1.1.1 - Engage in exploratory communication to share personal responses, make predictions, and

discover own interpretations1.2.1- Reflect on prior knowledge and experiences to arrive at new understanding2.1.3- Use textual cues […] to construct and confirm meaning3.3.2- Make notes on a topic, combining information from more than one source; reference sources appropriately

Math6.N.1 - Demonstrate an understanding of place value for numbers (greater than one million and

less than one-thousandth)

Activating Strategies The class will participate in a 5 minute discussion going over the mind map from the lesson

before. Students may add in more points if they remembered. The students will look over the T-Chart comparing the similarities and the differences while

making appropriate changes if needed. They should be able to place the planets in order based on their distances then on their sizes on a separate lined page for future reference.

Acquiring Strategies (+ Activating Strategies = 4 x 50 minutes) Once the students are finished with the first part of the discussions, the teacher will hand out

a booklet that includes a page with blank spaces to fill in basic information for each planet. Students will be able to watch Bill Nye the Science Guy: The Planets DVD to acquire more

information about the distances between the planets and their sizes to help them with their project. It will require one class to watch the DVD. The students will be able to add information to their mind map and to their T-Chart for reference with their final project.

If iPads are available at the school, the students may research the information with Apps on the planets. If there are only laptops or computers, the students may look through the NASA website as well as books from the library to find the information. (See attached resources)

The students will particularly be looking for the distances between each planet and from the Sun as well as the sizes, but they can still add in other information for more knowledge on the subject. The students should not take longer than 3 classes researching this information.

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For the students who have finished early, they can start working on the mathematical calculations part of the assignment and will have to calculate for proper ratios of distances and sizes for the planets and the Sun to fit into a classroom size model. They will have to show proper place value in order to calculate the distances and sizes while using a calculator, paper and pencil.

Once all the students have finished filling out the basic information for each of the planets, not including the mathematical part, the teacher will present a lesson on how to properly calculate the ratios or proportions in order to have a smaller model of planets and of the Sun so that the students can better understand how to complete the project.

Applying Strategies (5 x 50 minutes) Once the students have individually written down the mathematical calculations of the

assignments, they may start working in pairs and compare their calculations before moving on with the project.

First, the students will write the distances between each planet and the Sun so that they see an overview for the project. They will also show the size of each planet and the Sun on a separate page.

As part of their first assignment, the students will have to demonstrate that they understand the size percentages between each planet and Sun as per their calculated ratios.

After the students have completed this first part of the project, they will blow up balloons depicting their smaller proportioned planets from their calculations and create papier maché planets. They will have 3 classes to complete this task in which the papier maché will dry overnight in order for the students to complete the last part of their project.

Finally, the students will take their planets (balloons) and plot their distance with a string in the hallway or in the gym if permitted.

The teacher will use a rubric for better assessment strategies (See Distances and Sizes of the Planets project rubric in the assessment section)

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Week Three and FourOutcomes Instructional Strategies Assessment MaterialsScience6-4-12 - Explain, using models and simulations, how the Earth’s rotation causes the cycle of day and night, and how the Earth’s tilt of axis and revolution cause the yearly cycle of seasons.

ELA1.1.1 - Engage in exploratory communication to share personal responses, make predictions, anddiscover own interpretations

1.2.1 - Reflect on prior knowledge and experiences to arrive at new understanding

4.4.1 - Share information on a topic with class members in a planned and focused group session using a variety of strategies [such as interactive dialogues, demonstrations, dramatizations, audio-visual and artistic representations…]

Math6.SS.1 - Demonstrate an understanding of angles…

6.SS.4 - Construct and compare triangles, including Scalene, isosceles, equilateral, right,

obtuse, acutein different orientations.

Activating Put a long stick into the ground

and observe the shadow cast on it at various times during the day

Students will participate in discussions based on the PowerPoint shown on the board including cause for seasons, day and night, difference in temperatures around the world

Acquiring Students go in partners, one stands

with a globe and the other stands with a flashlight at different angles of the globe and make observations based on their findings. Students will write their observations in their science journal and write a reflection

Applying Students will chose a season and

present a demonstration with a globe, lamp and nail to show the characteristics of their season

Formative(1.1.1, 1.2.1) Group work self-

assessment(BLM-42, BLM-57)

Student/ Teacher Conferences

Summative(4.4.1, 6.SS.1, 6.SS.4) Rubric on season

demonstration including: Creativity of

demonstration with models

Quality of information presented

Understanding of angles and proper measurement and categorization of angles

Able to correctly provide information on the topic

Dowels

Earth globe, lamp/flashlight (hopefully have more than one in the class)

Large/small protractors

Calendars

Clocks/timers

PowerPoint on cycles of seasons, day and night, etc.

Science Journal for reflections

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Lesson Plan 3

Duration: 2 x 50 min, plus time over the course of a day on the first day

Outcomes Addressed:

Science6-4-12 - Explain, using models and simulations, how the Earth’s rotation causes the cycle of day and night, and how the Earth’s tilt of axis and revolution cause the yearly cycle of seasons.

ELA1.1.1 - Engage in exploratory communication to share personal responses, make predictions, and discover own interpretations1.2.1 - Reflect on prior knowledge and experiences to arrive at new understanding

Math6.SS.1 - Demonstrate an understanding of angles…

Activating Strategies The teacher will introduce a new lesson by inviting the students outside where he/she has a

stick in the ground. The teacher will tell the students that over the course of a day, they will all observe the shadow cast on the stick by the Sun and write a reflection in their science journals.

Acquiring Strategies During regular class time, there will be a PowerPoint presentation displayed that includes

topics for discussion such as the cause for the seasons, moon phases and the difference in temperatures and eclipses, etc. It may take 2 classes for these discussions to finish.

The teacher will be particularly looking for the students to explain the reasons for these topics and how they understand the topics.

Applying Strategies At the end of the day, the students will write a reflection on the causes of the shadow moving

throughout the day. They must include points such as angles and reasons why the shadows move across the stick throughout the course of the day. They will discuss their points the next day at the beginning of class to lead into the next lesson.

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Lesson Plan 4Duration: 8 x 50 minutes

Science6-4-12 - Explain, using models and simulations, how the Earth’s rotation causes the cycle of day and night, and how the Earth’s tilt of axis and revolution cause the yearly cycle of seasons.

ELA1.1.1 - Engage in exploratory communication to share personal responses, make predictions, and discover own interpretations1.2.1 - Reflect on prior knowledge and experiences to arrive at new understanding4.4.1 - Share information on a topic with class members in a planned and focused group session using a variety of strategies [such as interactive dialogues, demonstrations, dramatizations, audio-visual and artistic representations…]

Math6.SS.1 - Demonstrate an understanding of angles… 6.SS.4 - Construct and compare triangles, including

Scalene, isosceles, equilateral, right, obtuse, acutein different orientations.

Activating Strategies Students will engage in a 10 minute discussion of their reflections from the day before on the

stick and its moving shadows. The teacher can choose 2-3 students to read their reflections and expand on their reasoning for the moving shadows on our Earth.

Acquiring Strategies Following the discussions, the students will be grouped into partners and are allowed to use

balls to depict the Sun, Moon and Earth (or a globe) in which they will make observations based on them placing the objects at different angles. The students are to write their observations in their science journal and write a reflection based on their findings and hypotheses. This process should last for the rest of the 50 minutes of class.

The students should be able to do an inquiry process without the aid of the teacher and can look into different problems with this task. However, the teacher will be circling around and conferencing with the students to ensure that inquiry is being done and new information is being learned based on their prior knowledge of previous lessons.

During math class, there will be a lesson on triangles and the names for each of the triangles. The students will be looking at the triangles in different situations that they can apply to their science project and will be able to work on it during this math class if time is available.

Applying Strategies

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Each pair of students will chose a topic for their demonstration. Such topics will include one of the four seasons, moon phases, solar eclipse, lunar eclipse or the difference in temperatures and climate. They are allowed any object to show the scientific accuracy including a calendar and a clock or timer.

Students will also have to use the Inquiry Chart (following page) to outline their research and sources. They may enlarge the chart so that they can fit more information on it in order for them to finish their project.

The students will have to demonstrate the reason behind their topic. For example, the students will have to explain the winter season in which Canada receives snow and how the lower countries do not.

The students will need to outline the demonstration and the information to include. Students will be graded on their demonstration based on a rubric that will cover all of the

aspects required by the teacher. (See Demonstration involving Earth rubric in the assessment section)

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Week FiveOutcomes Instructional Strategies Assessment MaterialsScience6-4-15 - Identify points of reference in the night sky and recognize that the apparent movement of celestial objects is regular, predictable, and related to the Earth’s rotation and revolution.Examples: planets, constellations...

ELA1.1.1 - Engage in exploratory communication to share personal responses, make predictions, and discover own interpretations1.2.1 - Reflect on prior knowledge and experiences to arrive at new understanding3.3.2 - Make notes on a topic, combining information from more than one source; reference sources appropriately4.4.1 - Share information on a topic with class members in a planned and focused group session using a variety of strategies […]

Math6.SS.1 - Demonstrate an understanding of angles…6.SS.4 - Construct and compare triangles […] in different orientations.6.SS.5 - Describe and compare the sides and angles of regular and irregular polygons.

Activating There will be a PowerPoint of

different famous constellations shown at the beginning of the class. Students will participate in a class discussion and rely on prior knowledge to name the constellations on the board

Acquiring Students will cut out the sheets

required to put together a star wheel. Students will look over the star map, gaining information on the various constellations viewed in the night sky

Field trip to observatory (Brandon University) and reflect in their science journals their experience and thoughts/questions

Applying Students will create a Shoebox

Constellation. I will have a model made already and will help students in small rotating groups finish their own Shoebox Constellation. They will be able to make more than one constellation.

Students will show their constellations to other classmates who will guess the constellations as part of their prior knowledge and information learned.

Formative(1.1.1, 1.2.1) Observation on

participation and understanding of directions for star wheel and shoebox constellation

Metacognitive Reflection

Summative(3.3.2, 4.4.1, Math) Reflection Journal

should include: The best and

worst part of the evening

2 things that they learned from the observation

What they would like to see next time

Questions they still might have after the observation night

Any additional comments/ thoughts

Text References (see attached sheets containing books on constellations

Cereal boxes/shoeboxes

Small scrapbook hole punches

Packing tape, Exacto knife, pencil, scissors

Paper star wheels, glue stick

Science journals for reflections

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Lesson Plan 5

Duration: 50 minutes + 1 evening

Outcomes Addressed:

Science6-4-15 - Identify points of reference in the night sky and recognize that the apparent movement of celestial objects is regular, predictable, and related to the Earth’s rotation and revolution.Examples: planets, constellations...


Activating Strategies To start the lesson, there will be a PowerPoint of different famous constellations shown. The

students are to give an answer for each constellation slide. If the students are having a difficult time thinking of the answer, the teacher can play “Hangman” until one of the students gives the answers so that their prior knowledge can be activated.

Acquiring Strategies Once the students have guessed all the constellations on the slides, the teacher will hand each

student two sheets of paper with designated spaces to cut out to make their star wheel. The teacher will observe the students to ensure that they are correctly cutting and clueing

where it is appropriate. While the other students are finishing their star wheel, the early finishers can start to play around with their star wheel by looking at the different constellations and when they are seen in the sky and at what time of the year. This will allow the students to learn more about the various constellations in the night sky while the other students are finishing their star wheel.

The students are allowed to bring their star wheel when they come to the observatory at Brandon University during the evening that day or week depending on the weather.

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Applying Strategies To apply the information learned, the students are invited to go the observatory at Brandon

University to observe constellations and the stars. They are allowed to bring their star wheels made in class that day so that they can see the constellations in the sky with their bare eyes and through a telescope for a better and different view.

As part of their assignment, the students will have to write a reflection in their science journal on their experience and if they would or would not continue going to the observatory after the unit has finished. (See Reflection Journal Checklist in the assessment section)

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Lesson Plan 6Duration: 5 x 45 minutes (allow for rotation centres during the day) + an extra 50 minutes

Outcomes Addressed:Science6-4-15 - Identify points of reference in the night sky and recognize that the apparent movement of celestial objects is regular, predictable, and related to the Earth’s rotation and revolution.Examples: planets, constellations...


Math6.SS.1 - Demonstrate an understanding of angles… 6.SS.4 - Construct and compare triangles […] in different orientations.6.SS.5 - Describe and compare the sides and angles of regular and irregular polygons.

Activating Strategies Students will review their star wheel and choose at least two constellations to outline for their

constellation cards as part of their Shoebox Constellation. They will need a protractor kit to measure the angles in order to be as accurate as possible.

The students should be able to measure the angles independently following a math lesson on angles and how to measure them from the previous week.

Acquiring Strategies Students will create a Shoebox Constellation (instructions are after this lesson) through group

rotations since it is better to observe smaller groups of 3-4 students to ensure they are cutting the box like they are supposed to.

The teacher will either create the small group or already have them in table groups in which the groups can choose which activity to do first (there will be other projects that would need to be done).

The groups will rotate every 45 minutes to allow all the students to finish their Shoebox Constellation as well other homework projects. The students will be able to make more than

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one card of constellations if time is available since it depends on how the students work together in their group and how efficient they are when the teacher is helping other students cut and shape their boxes.

Applying Strategies Students will be separated into partners and will show their constellations to them who will

guess the constellations on the cards based on their shape and angles formed. This should activate and reinforce their prior knowledge and information learned through the past couple lessons on stars and constellations and the activities they did to acquire this information.

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Shoebox Constellations

To create a simulated planetarium, have students follow these steps:1. Bring to class a shoebox and cut a rectangle out of one end of it, leaving a 2 to 3 cm border

of cardboard.

2. Cut a hole in the opposite end of the shoebox just large enough to look through.

3. Cut a narrow slit in the lid of the box approximately 2 cm from one end and slightly less than

the entire width of the lid, ensuring that the slit is just wide enough to allow a thin cardboard

card to be inserted but not so wide as to allow excess light into the box.

4. Paint the inside of the box black, or cover it with black construction paper.

5. Create constellation cards by cutting pieces of light cardboard/heavy paper that fit the width

of the slot in the lid of the shoebox but are slightly taller than the box. Then, using a sharp

pencil, punch holes in each card to represent a different constellation (leave a 2 to 3 cm

border without holes).

6. Place a constellation card in the slot, hold the box toward a light source, and look through the

eyehole to observe the constellation. (An alternative is to enlarge the eyehole to fit the end of

a flashlight and shine the light through the box so that the constellation can be projected onto

a screen or light coloured wall.)

7. Have students share their constellations with other students and challenge them to identify

the constellations depicted.

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Focus for Assessment Statements

By the end of this Integrated Thematic Unit, students should be able to:

1.1.1 Demonstrate willingness to share personal responses Make connections and predictions based on personal experiences Reflect upon personal experiences and interpret information and experiences

1.2.1 Demonstrate willingness to listen to others’ viewpoints Make connections and comparisons between personal responses and the responses of

others Choose selectively from others’ responses and ideas Show evidence of changes and progress in thinking, based on the following indicators:

- Increasing flexibility and ability to see other points of view- Persevering when the solution is not immediately apparent- Using past knowledge and experience- Demonstrating metacognitive awareness (thinking about his/her own thinking)- Checking for accuracy- Using precise language

2.1.3 Use textual cues to construct meaning in oral, literacy, and media texts Recognize main ideas Recognize supporting details Use book parts and textual organization to construct meaning (table of contents, chapter

headings, glossary, index)

3.3.2 Make effective notes from a variety of source materials Use notemaking methods to record information from more than one source Use an organized system of recording notes Cite references in bibliographic format, citing authors’ names in alphabetical order, title,

and publication date

4.2.5 Use pre-established organizers, templates, and presentation techniques to prepare reports,

compositions, presentations, inquiry, and research projects

4.4.1

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Present a planned and focussed group session Organize working materials logically for easy access Develop own guidelines Follow teacher-directed guidelines Engage audience’s attentions Maintain audience’s attention Use clear, fluent, and expressive language Look at the audience when speaking Assume a comfortable posture Use appropriate gestures Bring closure to the presentation Make good use of presentation time Demonstrate effective group participation skills and strategies Recognize and use audience feedback Use interactions during presentations (respond to questions, etc.) Prepare effective presentations in a variety of forms, such as

- Interactive dialogues- Demonstrations- Dramatizations- Audio-visual representations- Visual arts representations

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Distances and Sizes of the Planets Rubric

Categories Not Meeting Meeting Approaching ExceedingGroup Work Did not use time wisely and

stayed on task Work individually within the

group Did not listen to group members Did not share ideas and

opinions

Had trouble staying on task and using time effectively

Did not share the workload and only shared some ideas and opinions

Rarely listened to group members

Used time efficiently and stayed on task most of the time

Shared the workload Listened to group members Contributed ideas and

opinions

Used time wisely and stayed on task throughout

Shared the workload Listened to group members Contributed ideas and opinions

Reference of SourcesOrganization of Information

No reference of sources No notes made from source

materials

3 or more mistakes in referencing sources

Included 1 source

2 mistakes in referencing sources

Included 2 sources Made notes from the same

type of text sources

Referenced sources correctly Included more than 3 sources Made effective notes from a

variety of source materials

Math Understanding

Did not demonstrate an understanding of place value for numbers (greater than 1 000 000 and less than 0.1000th

Was not able to solve problems involving large numbers, using technology

Did not demonstrate an understanding of ratio of either concretely, pictorially, and symbolically

Did not demonstrate an understanding of % concretely, pictorially, and symbolically

Demonstrated a basic understanding of place value for numbers (greater than 1 000 000 and less than 0.1000th

Solved a few problems involving large numbers, using only technology

Demonstrated an understanding of ratio by using 1 of the following: concretely, pictorially, and symbolically

Demonstrate an understanding of % concretely, pictorially, and symbolically

Demonstrated a basic understanding of place value for numbers (greater than 1 000 000 and less than 0.1000th

Solve problems involving large numbers, using technology

Demonstrated an understanding of ratio with 2 of the 3: concretely, pictorially, and symbolically


Demonstrate a clear understanding of place value for numbers (greater than 1 000 000 and less than 0.1000th

Solve problems involving large numbers, using technology and without

Demonstrate an understanding of ratio of all 3: concretely, pictorially, and symbolically


Style/ Creativity

Made an outline of the presentation and didn’t fill it in

Did not start the project to present

Is missing details in the presentation

Needs more time to finish project to present

Added only the required information for the presentation

Maintained the basic presentation format

Added details to improve the presentation

Modified the presentation to make it unique

Demonstration involving Earth Rubric

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Categories Not Meeting Meeting Approaching ExceedingGroup Work Did not use time wisely and

stayed on task Work individually within the

group Did not listen to group members Did not share ideas and

opinions

Had trouble staying on task and using time effectively

Did not share the workload and only shared some ideas and opinions

Rarely listened to group members

Used time efficiently and stayed on task most of the time

Shared the workload Listened to group members Contributed ideas and opinions

Used time wisely and stayed on task throughout

Shared the workload Listened to group members Contributed ideas and

opinions

Reference of SourcesOrganization of Information

No reference of sources No notes made from source

materials

3 or more mistakes in referencing sources

Included 1 source

2 mistakes in referencing sources

Included 2 sources Made notes from the same

type of text sources

Referenced sources correctly Included more than 3 sources Made effective notes from a

variety of source materials

Math Understanding

Did not demonstrate an understanding of angles Identifying examples of

angles in the environment Classifying angles

according to their measure Determining angles

measures in degree Did not construct and compare

triangles including: Scalene Isosceles Equilateral Right Obtuse acute

Tried to demonstrate an understanding of angles Identifying examples of


according to their measure

Determining angles measures in degree

Constructed, but didn’t compared triangles including: Scalene Isosceles Equilateral Right Obtuse acute

Demonstrated a basic understanding of angles Identifying examples of


according to their measure Determining angles

measures in degree Constructed simple triangles to

compared triangles including: Scalene Isosceles Equilateral Right Obtuse acute

Demonstrate an understanding of angles Identifying examples of


according to their measure

Determining angles measures in degree

Constructed and compared triangles including: Scalene Isosceles Equilateral Right Obtuse acute

Style/ Creativity

Made an outline of the presentation and didn’t fill it in

Did not start the project to present

Is missing details in the presentation

Needs more time to finish project to present

Added only the required information for the presentation

Maintained the basic presentation format

Added details to improve the presentation

Modified the presentation to make it unique

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Name: ____________________ Date: _______________

Reflection Journal Checklist

Topic: Constellations

Yes No

Reflected on if he/she is going to continue to visit the observatory

Writing proves deep thoughts on the experiences at the Brandon University

observatory

Made notes on the different constellations seen with the naked eye

Made notes on the constellations seen through the telescope

Reflected on classes thus far relating to constellations and the angles that

constructs them

Wrote complete sentences in varying length and easy to understand

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Text Resources

Connected to science (planets and constellations), math (angles), ELA (reading and taking notes)

I believe that this book will be useful with my students because there are plenty of descriptive images to attract the students’ attention. The information is also organized in a way that it is easy for students who read below grade 6 to understand and enjoy looking through the planets’ information. This can help the students find the information and organize it for their summative project like a report or class presentation.

National Geographic Kids. (2012). National geographic kids: Almanac 2013. Washington D.C.: National Geographic Society.

Reading Difficulty: Easy/ at grade level Owned by Louise Poirier

Connected to science (planets), ELA (read and take notes) The students will use the information in this book for notes in order to

write a report and/or presentation for a summative assessment. Although each planet does not display the preview details such as distance from the Sun and the diameter, etc., I believe that the students can use this book for light reading and find the rest of the information under the glossary at the end of the book.

Aguilar, David A. (2011). 13 planets: The latest view of the solar system. Washington D.C.: National Geographic Society.

Reading Difficulty: Easy/ at grade level Able to be obtained through the Brandon Public Library

Connected to science (planets, constellations), math, (constellations, angles), ELA (read, take notes)

This is another book where it will help students who read below grade level find the necessary information for a report or presentation. There are bigger letters for easier skimming through the pages. There are also good descriptive images and explanations to help the students with understanding the information for their project. The constellations also help the students understand angles and predicting their positions in the sky.

Becklake, Sue. (2002). All about space. London, U.K.: Scholastic Teaching Resources.


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Connected to science (planets), ELA (read, take notes) This is a more difficult book for students to understand. Therefore, it will

be good for the stronger students in the class when trying to find information for their project. The reason for the difficulty is due to the smaller letter size for the descriptors of the images compared to the main text for the topic. There are also words that may be hard for weaker students to understand, however stronger students may enjoy this challenge.

Lippincott, Kristen. (1995). Astronomy: Explore the planets and stars of the universe and discover the mysteries of the oldest science. London, U.K.: DK Publisher.

Reading Difficulty: Advanced/ at grade level Able to be obtained through the Brandon Public Library

Connected to science (planets), ELA (read and take notes) This book is more like a story of each planet rather than facts and

descriptive images. This can interest students and help them with finding needed information from a story rather than listing them. However, some information on each planet is listed at the beginning and at the end of the book.

Simon, Seymour. (2007). Our solar system. New York: Harper Collins Publisher


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Website Resources

Reading Difficulty: Easy/ at grade level I would like the students to use this website to

research for the basic facts and information on each of the planets. Other than the Solar System, the students can very easily look through the rest of the site for more in depth information.

Solar System Exploration: Planets: Mercury: Overview. (n.d.). Solar System Exploration. Retrieved December 12, 2012, from http://solarsystem.nasa.gov/planets/profile.cfm?Object=Mercury

https://bubbl.us/ This website is very useful for students to create mind

maps like the one in this thematic unit for the curriculum outcomes. The students will be able to use this website on the laptops or PC’s for brainstorming sessions at the beginning of this unit (Lesson Plan 1)

http://popplet.com/ Popplet can be specifically used on the iPads for the

students to have that extra connection to technology and use more of their kinesthetic skills. The iPad App is available for free to download, however students can also use the website to create their mind maps as part of their brainstorming session in Lesson Plan 1.

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http://solarsystem.nasa.gov/planets/profile.cfm?Object=Mercury

http://solarsystem.nasa.gov/planets/profile.cfm?Object=Mercury

Videos/DVDs

Bill Nye the Science Guy: The Planets This DVD is very useful for the students because it is a modern

version of Magic School Bus information and the students seem to like him very much so it doesn’t seem like they are learning and acquiring the information, but they are! Bill Nye explains very well the distances and the sizes of the planets so the students can watch this DVD as an acquiring strategy and to apply on their final project in Week One and Two instructional strategies.

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