4th Grade Lesson: Earth's Position & Phases of the Moon in Solar System, Assignments of Childhood Development

Download 4th Grade Lesson: Earth's Position & Phases of the Moon in Solar System and more Assignments Childhood Development in PDF only on Docsity! Domain 1 Artifact 1 This describes me This kinda describes me. This does not describe me T can play a musical instrument. T often have a song or piece of music in my head. 1 find & easy to make up stories . T have alvays been physicaly well co-ordinated (run, jump, balance, etc). Music is very important to me. Tam a good iar (if I want to be). T play a sport or dance. Tam a very socal person and lke being with other people. [find graphs, charts and diagrams easy to understand . T find it easy to remember quotes or phrases or poems or song lyrics. T can always recognize places that I have been before, even when I was very young. When I am concentrating I tend to doodle. T find mental arthmetic easy (sums in my head). ‘At school one of my favorite subject is Engish. T ike to think through a problem carefully, considering all the consequences. Tlove adrenaline sports and scary rides. T enjoy individual sports best. T find t easy to remember telephone numbers. T set myself goals and plans for the future. I can tell easily whether someone likes me or disikes me. To learn something new, I need to just get on and try it. often see dear mages when I close my eyes. T don't use my fingers when I count. At school I love / loved music lessons. find bal games easy and enjoyable. My favorite subject at school is math. T always know how I am feeling. T keep a diary. My favorite subject at schools art. really enjoy readng. Tt upsets me to See someone cry and not be able to heb. I prefer team sports. Singing makes me feel happy. Tam happy spending time alone. My fiends always come to me for emotional support and advice. Domain 1 Artifact 2 Lesson Plan – Solar System Grade Level: 4th Subject: Science Topic: The Solar System Duration: 40 minutes a day; 9 days Relevance: In order for the students to be able to understand how day and night is created, the weather and seasons, and the phases of the moon, the students must first understand Earth’s position in the Solar System. They must also understand the Earth’s position in relation to the other planets in the solar system. This lesson followed the GPS standards listed below. GPS Standard: S4E1 Students will compare and contrast the physical attributes of stars, star patterns, and planets. a. Recognize the physical attributes of stars in the night sky such as number, size, color and patterns. b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky. c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times. d. Identify how technology is used to observe distant objects in the sky. S4E2 Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon. a. Explain the day/night cycle of the earth using a model. b. Explain the sequence of the phases of the moon. c. Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain the seasonal changes. d. Demonstrate the relative size and order from the sun of the planets in the solar system. Prerequisites: The students will need to be able to work in small groups and individually and they will need to be able to voice their opinions, whether through written or oral communication. The students will need to be able to be attentive during Solar System lessons and discuss the items within the text for comprehension. The students will also need to be able to research the planets in order to create the final two assessments. Goals /Rationale: Students will better understand: • The patterns of stars in the sky stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons (Project 2061, p. 63). *Homework: Unit Resources p. 11 (How do scientists use telescopes?) moon? Friday: EQ: What are the relative sizes of the planets in our solar system? What is the relative order of the planets from the sun in our solar system? Assessment – informal observations of students during class wide instruction. *Homework – None on Friday Teacher will: • Talk to students about objects that are in the solar system. Not only are there planets and stars, but there are comets, asteroids, etc. • Discuss the planets with students using the large solar system panel in the back of the classroom. Student will: • Divide into groups of 2. Each group will work to create an informational poster about their object. The students choices are: Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto, and the Earth’s Moon. • Students will use research materials and the computers to answer questions about their planet (or Sun & Moon). Examples are: Is there gravity? Is it cold or hot? Could a person live there? Is there water? Etc. • Students will work on this information next week as well. Monday: EQ: What are the relative sizes of the planets in our solar system? What is the relative order of the planets from the sun in our solar system? Assessment – informal assessment of students discussing items Homework – Science Interactive Text pg. 8- 12 Teacher will: • Continue discussion with students about the solar system. Terms to be discussed will be inner planets and outer planets. Student will : • Read aloud from text. • Learn “My Very Energetic Mother Just Served Us Nine Pizzas” (to assist students in learning the order of the planets). • Be divided into groups of 2. Each group will work to create an informational poster about their object. The students’ choices are: Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto, and the Earth’s Moon. • Students will use research materials and the computers to answer questions about their planet (or Sun & Moon). Examples are: Is there gravity? Is it cold or hot? Could a person live there? Is there water? Etc. Tuesday: EQ: What are the relative sizes of the planets in our solar system? What is the relative order of the planets from the sun in our solar system? Inner Planets Teacher will: • Review characteristics of inner planets. Student will: • Continue their research about their planet. Assessment – informal assessment of students researching *Homework – pg. 13-18 in GA Science Interactive Text. Wednesday: EQ: What are the relative sizes of the planets in our solar system? What is the relative order of the planets from the sun in our solar system? Assessment – informal assessment of students working in groups. *Homework – pg. 19-23 in GA science Interactive Text. The Outer Planets Teacher will: • Discuss key characteristics of outer planets. Student will: • Continue research on their planets. Thursday: EQ: How can technology be used to observe distant objects in the sky? Assessment – *Homework: pg. 24-26 in GA Science Interactive Text. Teacher will: • Discuss with students things they learned about the outer and inner planets and will discuss Student will: • Read pg. 46-47 in text. This is a review of how technology can help us see the rings of Saturn. • Will make telescopes from pg. 15. • Will compare the differences between using the eyes and the lenses. Friday: EQ: What are the relative sizes of the planets in our solar system? What is the relative order of the planets from the sun in our solar system? Assessment – informal Teacher will: • Lead class in a discussion to fill in the L portion of their KWL chart that they created previously about the planets, solar system, and telescopes. • Did they learn what they wanted to? Student will: • Present facts about their planet to the class. observations of students during class wide instruction. *Homework – None on Friday Accommodations for Mainstreamed Students: Since the students will be in groups, they can serve as peer tutors or mentors during this time. There are no students in this class with disabilities; however, there are several EIP students whose reading level is at a lower rate. Ensuring that the websites are within a reading level of the students will help those who are struggling readers. Pairing a high-level reader with a lower-level reader will also help with this situation. The teacher will move between the groups to ensure that all groups are on task and that everyone is participating, as opposed to having one student doing all the work. Enrichment: Students will be doing homework throughout the week using their Interactive Textbooks. This will act as enrichment activities for students as they work on their Solar System. Follow-up: During subsequent lessons, the students will discover how the Earth’s location within the Solar System makes our environment a livable place. They will also discuss how the Earth’s rotation and revolution creates our day and night, the phases of the Moon, and the seasons. Reflection: During this lesson, I learned that there are some students who work better with others than other students. I also learned that while I might plan a lesson down the minutes, there are times when the lesson doesn’t always turn out exactly like I want it. Because of time constraints or going over during other lessons, the time will always need to be adjusted, but this is where flexibility in teaching comes into play. I feel that this lesson in its entirety was very effective, as displayed in the students’ posters and final paper and pencil test. Appendices: Rubrics attached as other documents, in addition to student examples of the work.