Patterns of Time

An Interdisciplinary Curriculum

An Interdisciplinary CurriculumPatterns of Time

Introduction Denise Dickens

Science Blair Ducore

Karen Cerasiello

Geography Daniella Melo

Language Arts Literacy Donna Russello

Math Jennifer Pearl

Technology Kristel Farber

Prologue

Target Population Second grade elementary class, ages 7-8.

Characteristics of Setting Self-contained teacher covering multiple disciplines. Allow two-weeks to teach the unit.

Organizing Center/Big Idea Patterns of Time.

Essential Question How does the Pattern of Time affect me and the world I live

in?

Patterns of Time

Language ArtsLiteracy

ScienceGeography

Social Studies

TechnologyMath

Patterns of Time

Knowledge Comprehension Application Analysis Synthesis Evaluation

What are shadows and how do they affect me?

How do the sun, moon and earth affect each other and me?

Activities:Science

Activities:

ScienceActivities:

ScienceActivities:

Science

Activities:

How does the relationship of the sun and the Earth’s rotation affect me?

Activities:Geography

Activities:Geography

Activities: Activities:

Activities:Geography

Why are the sun and moon not always visible?

Activities:Language Arts Literacy

Activities:Language ArtsLiteracy

Activities:Language Arts Literacy

Activities:

Activities:

How does the pattern of time (day/night) affect me and the world I live in?

Activities:Math

Activities:Math

Activities:Math

Activities:Math

Activities:Math

Bloom’s Taxonomy

Science

Essential Question:

What are shadows and how do they affect me?

Skills

Student will be able to make a connection between the direction of the shadow and location of the sun.

Student will identify patterns of change in the shadows.

Students will predict the length of shadows and where they will fall on the sundial.

ScienceActivities:

Class will complete a KWL chart on shadows. Teacher will read the storybook Bear Shadow by Frank Asch as an

introduction. Class will review length, rotation, and other improtant terms regarding

the topic. Students will complete the “What Makes Shadows” and “Sundial”

worksheets.Student will work in groups to construct a sundial and collect data using the sundial.

Assessments: Review KWL chart focusing on “What We Learned”. Review written assignments (worksheets) in groups and with the class. Complete Sundial and Sundial Data.

Standards: NJCCS 5.9.2 A Observe the patterns of day and night and the movements of the shadows of an object on the Earth during the course of a day.

`ScienceEssential Question:

How do the sun, moon and earth affect each other and me?

Skills: The students will be able to identify the earth, sun and the

moon. The students will investigate and understand basic sequences

and cycles occurring in nature. Key concepts include sequences of natural events, such as, day and night.

Recognize the regular predictable patterns created by objects as they move through the skiy.

The students will understand that the earth orbits the sun and the moon orbits the Earth.

The students will identify the characteristics of the sun (gives off heat and light, is a star, etc.).

Science

Activities: Using a KWL chart investigate what students know about the sun,

moon, and earth.

Read the book The Sun is Always Shining Somewhere by A. Fowler. After which record this information in the W section of the KWL chart

Modeling the motions of the earth, moon and sun, students will act out the motions of the three objects.

Journal entries Students will assemble a journal from supplied dittos and draw a cover.

Wet towel experiment to show children that the heat from the sun helps water evaporate.

Science

Assessment:The students will create a science journal from provided dittos to

record their observations during their sun moon and earth activity and the wet towel experiment.

The students will also answer a set number of questions as prompts which will be part of their journal. The journal entries will give a good indication of what students have learned about the sun, moon and earth and what kinds of questions they are developing about the topic

Standards: NJCCS 5.9.2- Recognize that the sun supplies light and heat to theEarth.NJCCS 5.9.2 - Observe the patterns of day and night and the movements of the shadows of an object on the Earth during the course of a day.

Geography/Social StudiesEssential Question:

How does the relationship of the sun and the Earth’s rotation affect me?

Skills: Students will understand that the Earth’s rotation and the sun affects

daytime and nighttime in different countries of the world.

Activity: Students will be demonstrating the Earth’s rotation and where the sun

shines and doesn’t shine as it rotates. They will be using a globe, and students will act as the sun and countries on the opposite sides of the globe.

Assessment: Students will cut and paste a diagram based on what they

modeled/demonstrated in the activity.Standards: NJCCS: 6.6.2C Physical System – Recognize the relationship of the Earth To the sun and how it affects weather, conditions, and seasons. 6.6.2.A The World in Spacial Terms – Explain the spacial concepts of location, distance, and direction.

Language Arts Literacy

Essential Question: Why are the sun and moon not always visible?

Skills Students will be able to demonstrate their ability to recall facts and

details of text. Students will be able to critically listen to identify main ideas and

supporting details. Students will be able to listen and contribute to class discussion.

Students will be able to apply basic rules of grammar, spelling and handwriting.

Students will be able to use new vocabulary learned from classroom experiences.

Language Arts Literacy

Activities:

During each day of the unit, teacher will read aloud a variety of stories related to the unit of study. Example: The Sun is Always Shining Somewhere; The Moon Seems to Change; Nightgown of the Sullen Moon; The Daughter of the Sun; The Sun, the Moon and the Stars

Create a Word Wall and introduce new vocabulary words related to the unit of study. For example: Rotation, Axis, Revolution, Sphere

Using a dictionary, students will look for the definition of each word and write both the word and its definition in their vocabulary notebooks.

Students will visit the school library to obtain books related to the unit of study.

Language Arts Literacy

Assessments:

Vocabulary exercise: Students will be asked to use each new vocabulary word in a sentence which conveys the accurate meaning of the word.

In conjunction with the science demonstration, students in groups of 4 will write a skit which describes how the moon rotates and revolves around the Earth as the Earth rotates and revolves around the sun

Standards: 3.1.2G Comprehension Skills and Response to Text Demonstrate ability to recall factsAnd details of text; 3.2.2A Writing as a Process Generate ideas for writing, observe the modeling of Writing, begin to develop awareness of simple story structures, use sentences to convey ideas in writing;3.2.2B Writing as a Product Produce finished writings to share with classmates, produce storiesFrom personal experiences, produce a narrative with a beginning, middle and end,Write nonfiction piece; 3.2.2C Mechanics, Spelling and Handwriting Use correct and point punctuationApply basic rules of capitalization, used correct spelling of some high frequency words, applySounds/symbol relationships to writing words 3.3.2C Word Choice use new vocabulary learned from Literature and classroom experiences; 3.4.2A Listening listening critically to identify main ideas and Supporting details, begin to distinguish between types of speech.

Math

Essential Question: How does the pattern of time (day/night) affect me and the world I live in?

Skills Students will be able to recognize and complete a pattern. Students will create their own pattern.

Activities: Students will practice completing a pattern by placing cheerios representing

the sun and marshmallows representing the moon onto a licorice lace. Students will complete a day/night pattern sheet by coloring, cutting and

pasting suns and moons.

MathActivities (con’t)

Students will observe the traffic outside the school for 10 minutes in the morning and afternoon, and will choose how to graph the collected data. Also, students will compare and contrast the results.

Each student will create their own pattern and then pair up with another student. The students will switch patterns and then complete their partner’s pattern.

Assessments: Completed pattern sheet. Completed graph of traffic pattern. Observation of lacing activity.

NJCCCS : 4.3.2.A Patterns Recognize, describe, extend and create patterns. Using concrete materials, rhythms, and whole numbers. Descriptions using words and symbols. Repeating patterns. Whole number patterns that grow or Shrink as a result of repeatedly adding or subtracting a fixed number.

TechnologyEssential Questions:

Why are the sun and moon not always visible? How does the relationship of the sun and the Earth’s rotation affect me?

Skills: Computer skills are demonstrated through using the internet. Listening skills are used in order to follow the web lesson’s directions. Attention must be present when following along with or reading the

story. Reading and comprehension skills are utilized through this interactive

lesson through the use of literature as well as illustrations used as explanations.

The Technology of Teaching is utilized by using computer assisted instruction.

Activity:Visit the Beacon Learning Center website:

http://www.beaconlearningcenter.com/WebLessons/AsTheEarthTurns/turn01.htm and visit a lesson titled, As the Earth Turns. This is an interactive lesson where the students learn that the earth rotates through either an audio or text lesson.

Technology

Assessment:

The students understanding and comprehension will be assessed through the interactive summary questions throughout the entire lesson.

Standards: NJCCS: 5.4.2.B Nature of Technology – Simple tools and materials such as the computer and the internet are used in order to complete the task of answering our essential questions.

5.4.2.C Technological Design – Designing a plan in order to answer our questions about patterns of time and the earth, moon, and sun involves each step within this web lesson.