ROVING THRU THE UNIVERSE, Author(s): Lorraine Messenger,Grade Level: 5 , Subject Area: Science and Technology - The purpose of this unit is to provide activities that will lead to student understanding of this complex system in our universe. The activities will demonstrate a number of science concepts in an inviting and motivational manner.

Planning Guide

Creating Learner-Focused
Schools

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LU Title: Roving Thru the Universe	Author(s): Lorraine Messenger
Grade Level: 5^th	School Address:Camden Central Schools 3^rd Street, Camden, NY
Subject Area: Science and Technology	School Phone/Fax: 245-2500

CONTENT KNOWLEDGE

Declarative	Procedural
Understand the enormity of the solar system in relation to the local community	Compare and contrast methods
K-W-L chart	Measuring distances
Planets positions in the system	Construct position, elliptical path, and balanced forces of planets
Terms: Revolution, Rotation, Orbit	Create acronymic phrase
Elliptical path of the planets	Make decisions within group
Gravitational force and momentum keeps the planets in balance	Research using the Internet
Surface gravity on other planets	Analyze perspectives
Possible terms from culminating activity: (knowledge will be gained through research of each planet)	Utilize organizational skills (note taking, outlining)
Distance	Develop study skills
Mythological origin	Create PowerPoint slide show
Diameter/circumference	Utilize skills in oral communication
Temperature range	Create a double-entry journal
Surface features	Reflect on group work
Common elements
Atmosphere
Planet's moons
Probes
Existence of life

ESSENTIAL QUESTIONS

How might you determine the relative size of our solar system compared to the size of your local community?
Why is it important to learn about the solar system?
How can math be related to the understanding our solar system?

INITIATING ACTIVITY

Using a series of maps, students will visualize the vastness of our universe. Place each map (noted below) in separate corners around the room. Divide students into 4 equal groups and have each group start in one corner and then rotate to the next after having done the following activity. Students will use yarn to measure distances in scale on each map noting distances between designated streets in their community (Rome), noting distances between designated cities on a map of their state (New York), noting distances between designated states on a map of their country (United States), and then noting distances between designated planets on an illustration of the solar system off of the web. After the students have visited all four areas, discuss the relative size differences among the four maps presented noting the vastness of our universe (farthest reaching planet in the solar system, Pluto, is 3,697 million miles away from the sun).

Follow up: Students will measure the perimeter of the classroom in inches. Point out that using inches to measure the size of the room is somewhat like using feet to measure distances in space. Both of these are too small to be useful. Note: Use local distances to express a mile for comparison.

Assessment: Teacher Observation

Connection to State Learning Standards

Content Area: Math, Science, and Technology

Level:

Benchmarks: Local Science Benchmark

Benchmarks: Local Math Benchmark

Standard: Math, Science and Technology Standard 2 Information Systems

Math, Science, and Technology Standard 3 Mathematics

Math, Science, and Technology Standard 4 Science

Math, Science, and Technology Standard 5 Technology

Math, Science, and Technology Standard 6 Interconnectedness: Common Themes

Standard: Math, Science, and Technology Standard 2 Information Systems

Math, Science, and Technology Standard 3 Mathematics

Math, Science, and Technology Standard 4 Science

Math, Science, and Technology Standard 5 Technology

Math, Science, and Technology Standard 6 Interconnectedness: Common Themes

Unit Theme: Solar System

Standard: English Language Arts Learning Standard 1 Language for Information and Understanding

English Language Arts Learning Standard 3 Language for Critical Analysis and Evaluation

English Language Arts Learning Standard 4 Language for Social Interaction

Standard:

Benchmarks: Local ELA Benchmarks

Benchmarks:

Learning Experiences

Declarative Knowledge

What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Understand the enormity of the solar system in relation to the local community

General knowledge and questions about the solar system

Plants positions in the Solar System

Rotation and orbit

Elliptical path of the planets

Surface gravity on other planets

Terms from culminating activity: (knowledge will be gained through research of each planet) distance mythological origin diameter/circumference temperature range surface features common elements atmosphere planet's moons probes existence of life

List components of a variety of different maps

K-W-L chart

Create a small scale model of planets

Use balloons representing each planet to model each concept

Use multimedia to present simulation of planets elliptical orbit and then create a visual example of the orbit using tacks and string

Use formulas to calculate weight on other planets

Research will be done on a variety of aspects of an assigned planet

Pictographic representation

K-W-L strategy

Physical representation

Pictographic and physical representation chart to calculate weight

Note taking strategy and graphic organizer for notes

List the components of maps in relation to their community, state, and country noting this as a comparison to the vastness of our universe.

Fill in what students know and want to know about the solar system

Students will glue small replicas of planets onto a long strip of white paper in inches according to their place within the solar system.

Students will use balloons to model each of these concepts while standing within the paths marked for each planet.

Using oval and circle shapes, demonstrate the elliptical path of the planets. Further exploration will be provided using a media gallery shot of the solar system from Encarta. Also, using a pencil tied on a string and then looped around 2 tacks, draw an ellipse.

Students will calculate their weight on other planets using specified formulas.

Students will explore these terms as a result of their research using the Internet and other informational books.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Measuring

Create acronymic phrase

Make decisions within group

Research using the Internet

Utilize organizational skills (note taking, outlining)

Create PowerPoint slide show

Utilize skills in oral communication

Create a double-entry journal

Reflect on group work

Use maps of local community, state, country, and solar system

Mnemonic device

Create a chart of questions chosen

Provide situations in which students can utilize this skill

Set of steps presented Create flow chart of information

Provide situations in which students can utilize this skill

Mental rehearsal Provide opportunities for student practice by setting up a practice schedule

Create organizational chart for listing information

Create organizational chart for reflection

Students will be expected to determine the relative distances of planets to one another within the system by measuring distances within an inch more or less on a strip of white paper.

Using the first letter of each planet's name, students create a phrase to remember the order of the planets from the sun.

Students will determine what questions to research.

Using the Internet, they will search for answers to their questions.

Students will organize their research within a log using notes and outlines.

Students will create slides for their presentation.

Students will be expected to present their planet's information to the class.

Students will take notes, while their peers are presenting the information on their planet and then react to the notes.

Students will reflect on the process and the product that went into the formulation of this project.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Using knowledge gained from the research on assigned planets, students will devise a creature that will physically survive in their given planet's climate.

Explorer Unit - can be linked to Social Studies

What is an explorer? What do you already know about explorers?

Comparing

Classifying

Inductive Reasoning
Deductive Reasoning
Error Analysis

Analyzing Perspectives

Constructing Support

Abstracting

Other:

Students will need to consider… *gravity, temperature (highs/lows), color, surface features, common elements present, atmosphere. Using this, they will have to determine certain adaptations that this creature will need to survive in the planet's particular habitat. They must describe its food sources, form of locomotion, and daily life.

*K-W-L chart, compare historical v. space, discuss events that have expanded exploration in both areas, explore the stars through as a means for charting exploration, stars - discuss birth, graph temperatures according to color, constellations - read ancient myths, locate Polaris, create constellation boxes, create a vehicle used by an explorer.

Planning Guide

Unit:

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
	[ ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [ ] Problem Solving (seeking to achieve a goal by overcomming constraints or lmiting conditions) [ ] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances
		Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Using key elements from Performance Task Vignette (above), students will help create the different levels of performance.
Weights
4
3
2
1

NOTE: Rubric or other performance asessment instruments may be used.

Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)

Key Questions:

* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?

This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.

Score Point 4	Score Point 3
[ ]	[ ]
[ ]	[ ]
[ ]	[ ]
[ ]	[ ]

Score Point 2	Score Point 1
[ ]	[ ]
[ ]	[ ]
[ ]	[ ]
[ ]	[ ]

Have You Considered These Yet?

Learn to Learn Skills:

1. Seven Intelligences, 2. Organizing Skills - graphic organizers, 3. Rubrics for evaluation, 4. Thinking Frames - learning logs/journals, research, outlines, 5. Metacognitive Reflection - journal entries, rubrics, inquiring questions

Assessment Modifications:

There are none. The above activity caters to all of the learning styles.

Unit Schedule/Time Plan:

6 weeks

Written Overview:

People have always been interested in space and the fascinating and mysterious factors surrounding it. Society and our fast paced technological world are proving just how important our solar system is to our future. There is so much of our universe to study.

The purpose of this unit is to provide activities that will lead to student understanding of this complex system in our universe. The activities will demonstrate a number of science concepts in an inviting and motivational manner.