Integrated Curriculum and Instruction Design: Inquiry-Based Learning Authors: Tomi Diefenbach & Leslie Harder

Title: Solar System Grade Level: 3

CONTEXT STANDARDS: (#’S) CONTENT Performance Outcomes

State Goal 12 : Understand the fundamental concepts, principals, and interconnections of the life, physical and earth/space sciences.

Standard F: Know and apply concepts that explain the composition and structure of the universe and Earth’s place in it. (1). Compare and describe the characteristics and orbital pathways of the planets and the effects of the sun’s energy on the planets. (2). Identify and recognize constellations. (3). Distinguish between asteroids, meteors, and comets and how they effect the solar system. (4). Evaluate a space mission to include: the people involved, technology used, and the path the mission took.

State Goal 1: Read with understanding and fluency. Standard A: Apply word analysis and vocabulary skills to comprehend selections. Standard B: Apply reading strategies to improve understanding and fluency. Standard C: Comprehend a broad range of reading materials.

Engaging the Learner

The class visits the Star Lab and is introduced to the wonders of space. Students will be shown pictures of different constellations and asked to identify the shapes. Students receive a letter from the librarian requesting students to create informational books about the Solar System.

Teaching and Learning Events • NOTE: QAR is introduced before unit • After viewing Star Lab and receiving the letter from the librarian, students will define the task and ask essential questions (code questions R/T or TS) • Mini lesson: Making Connections Open or Closed Word Sort. • Inquiry begins with students seeking information; jigsaw information and record

important facts • Hands-On: The Moon’s Phases (show how moon moves around Earth) • Mini lesson: Determining Important Information create semantic features chart or team planet chart; teams share and individual students take notes • Begin construction of models of the solar system (planets) in groups. • Teams write descriptive paragraphs about each planet • Groups begin working on their books about the solar system. • Hands On: Make Craters • Return to questions to provide answers and ask additional questions (RT/TS) • Using information from semantic features chart regarding distances between planets

and from the sun, students will continue constructing their models. Continue working on their solar system books adding new information.

• Students will design a tourism advertisement for one of their planets. • Hands On: Comparing Distance • Synthesis: Goldilocks • Students will begin inquiry about constellations. They will jigsaw information and record important facts. • Groups will share information with the class. Class will then begin construction of a mural of the constellations. • Hands On: Make Martian Sand Mini lesson: Making Connections (IWAC) • Inquiry process begins with asteroids, meteors, and comets. Information with group and them with class. Continue working on solar system books by adding new information. • Asteroids, meteors and comets are added to the constellation mural. • Groups will research space missions and choose one to research and report the information in some way to the class.

Individual Student Assessments Students will identify the planets; including order and

characteristics. Students’ advertisements will be assessed using a rubric. Students will be assessed on numerous constellations. Students will be able to describe the differences between

meteors, asteroids, and comets.

Final Team Performance • Students will create informational books containing information about our Solar System including stars, planets, exploration, and other bodies to be placed in the school library. • Students will create an exhibit to be displayed in the school. √() = outcome is assessed

(Number refers to assessment)

Emily Alford, 1998 *Numbers after Teaching and Learning Events refer to Assessments

January 10, 2002

[Click here and type recipient’s address]

Dear students,

The other night I walked out and looked up. I looked at the moon and the stars in the sky. I began wondering about things that are in the sky that I was missing. I thought about the planets, the different constellations, meteors and comets, and our galaxy. I began to wonder about how astronauts have explored space and how new technology has improved space exploration.

I came to school to look up some of this information and could not find very much information in our library. Your classroom has received some very special books about space that the other students will not be able to read. Do you think your class could help provide our library with up-to-date information about our Solar System that can be checked out as resource material for their classroom? Other students need to know about the planets, stars and constellations, other solar bodies and space exploration!

I will be contacting you in a few days to see if your class would be willing to help me with this project!

Sincerely,

Mrs. Whelan Librarian

Unit Title: Solar System Authors Names: Tomi Diefenbach

Teaching and Learning Events (Engaging Activities)

State Goal: State Goal 1: Read with understanding and fluency.

Standard A: Apply word analysis and vocabulary skills to comprehend selections.

Activity Name: Open and Closed Word Sorts (Pre-Reading Activity) Directions:

1. Choose 10-20 important words from the articles and books. 2. Have the students work in pairs or small groups 3. List the categories and vocabulary words in such a way that they are distinguished

from one another. (Example: Different color paper) 4. In the small groups, have the students discuss the words and place them under the

categories. (The words and categories can be written on slips of paper so that they can be moved around.)

5. Be sure that the students discuss their reasons for categorizing.

6. Have the entire class discuss their decisions for categorization.

(This will launch the students into the inquiry mode)

7. Have the student read their selection of books, revise the category choices in their small groups and then discuss their results with the entire class.

8. The open word sort is used to allow students to see connections between words

without pre-established categories. Repeat steps 4 – 7 for open word sorts with teams deciding the categories.

You may do this as a post-reading activity also to assess a student’s increased knowledge and understanding. During the post-reading activity, the category “no clue” is not an option.

Closed Sort

Categories Constellations Planets and Their Characteristics Other Solar Bodies Man-Made Objects

meteor satellites

telescopes Mercury Earth Big Dipper probes collide Space Station Sun asteroid Venus Pluto clusters Fahrenheit

atmosphere Seven Sisters

Hands On: The Moon’s Phases The Sun lights half of the Moon at one time. The Moon moves around the Earth. Because of its orbit, the Moon seems to change shape. People see phases of the Moon.

What you need Basketball or soccer ball Flashlight A dark room A friend

What you do 1. Place the ball on a table. Put something next to the ball so it does not roll. 2. Turn on the flashlight.

3. Turn off the lights.

4. Have your friend shine the flashlight on the ball.

5. The ball represents the Moon. The flashlight represents the Sun.

6. Walk around the ball.

As you walk around the ball, you will notice that you can see only part of it at one time. This is like seeing the Moon’s phases. The Moon’s revolution around the Earth causes phases.

Unit Title: Solar System Authors Names: Tomi Diefenbach

Teaching and Learning Events (Engaging Activities)

State Goal: State Goal 1: Read with understanding and fluency.

Standard B: Apply reading strategies to improve understanding and fluency. Standard C: Comprehend a broad range of reading materials.

Reading Strategy: Determining Importance Activity Name: Semantic Features Chart Description and detailed sequence of activities:

1. Groups will work together to complete the semantic chart feature. 2. Expert groups will use books and the Internet to provide information about their

individual planet.

3. Groups then present their information to the other expert groups. The groups take notes and eventually have a semantic features chart representing each planet.

4. Variation: Groups work together to complete their own semantic features chart for

each planet. Then Expert groups present their information about their planet and act as a facilitator to record any other information that is provided by other groups.

Time Line: Technologies used and technical skills needed: Surfing the Internet to gain information Equipment Name: Supply/Materials Source and Ordering Info:

• Nonfiction books about individual planets Resources – Web Sites: Resources – Software, Source and Ordering Info: Milestones :

Hands On: Make Craters Small and large craters cover Mercury’s surface. Meteorites formed the craters when they crashed into the planet. You can make your own craters with mud and pebbles.

What you need An empty pie plate Mud Pebbles and small rocks

What you do 1. Fill the pie plate with mud. 2. Carefully drop some pebbles and small rocks on the mud.

3. Leave the pebbles and rocks in the mud. Let the mud dry for several

hours.

4. Remove the pebbles and rocks. Craters have formed in the mud.

The mud is like the surface of Mercury. The pebbles and rocks are like meteorites that crashed into Mercury. You removed the pebbles and rocks yourself. But the real meteorites that crashed into Mercury exploded into small pieces.

Right There Think and Search Questions

The Planets

Right There Questions Think and Search Questions 1. How many planets in our Solar

System? 2. What galaxy do we live in?

3. How was our Solar System born?

4. How many planets are name after

Greek or Roman Gods?

5. About how old is our sun?

1. Why are Mercury and Venus called the “hot planets”?

2. What would happen to life on

Earth if we were closer to the sun?

3. What would happen to life on

Earth if we were farther away from the sun?

4. What other planets would you

believe that life could exist on?

5. What planet would you like to explore and why?

Hands On: Comparing Distance Pluto usually is the farthest planet from the Sun. You can make a model of the Solar System. The model will show you how far Pluto is from the Sun and the other planets.

What you need Nine sticks at least 1 foot (30 centimeters) long Strips of colorful fabric Tape Beach Ball Yard stick or meter stick Football field or park

What you do 1. Tape one strip of fabric to one end of each stick to make nine flags. 2. Place the beach ball on the ground. The ball represents the Sun.

3. Measure 1 foot (30 centimeters) from the Sun. Place a flag in the ground.

This flag represents Mercury.

4. Measure 2 feet (61 centimeters) from the Sun. Place a flag in the ground. This flag represents Venus.

5. Continue with the other planets according to the above chart.

In your model, 1 yard (91 centimeters) equals 93 million miles (150 million kilometers). Astronomers call this distance 1 Astronomical Unit (AU). Pluto is about 39.5 AU from the Sun. A space probe would take about 8 to 10 years to get to Pluto.

Distance from the Sun Planet U.S. Metric

Mercury 1 foot 30 centimeters Venus 2 feet 61 centimeters Earth 3 feet 91 centimeters Mars 4.5 feet 1.4 meters Jupiter 5 yards 4.6 meters Saturn 9.5 yards 8.7 meters Uranus 19 yards 17.4 meters Neptune 30 yards 27.4 meters Pluto 39.5 yards 36.1 meters

Unit Title: Solar System Authors Names: Tomi Diefenbach

Teaching and Learning Events (Engaging Activities)

State Goal: State Goal 1: Read with understanding and fluency.

Standard B: Apply reading strategies to improve understanding and fluency. Standard C: Comprehend a broad range of reading materials.

Reading Strategy: Synthesis Activity Name: Goldilocks This activity is designed to teach students how to synthesis information. Description and detailed sequence of activities:

1. Gather students together and read Goldilocks and the Three Bears. 2. Discuss how Goldilocks compared things that were to hot or cold, large or small,

hard or soft. 3. Generate discussion about the characteristics of planets as compared to earth. 4. Students then go back to their expert groups and write a story about their planet as

compared to earth. Time Line: 2 class periods Technologies used and technical skills needed: Equipment Name: Book, Goldilocks and the Three Bears Supply/Materials Source and Ordering Info:

• Resources – Web Sites: Resources – Software, Source and Ordering Info: Milestones :

Hands On: Make Martian Sand The sand on Mars is orange-red. Iron oxide gives the sand its color. Iron oxide also is called rust. You can make your own Martian sand.

What you need Three large pieces of steel wool Scissors Pie Plate Sand Water

What you do 1. Cut the steel wool into small pieces. 2. Fill your pie plate half full with sand.

3. Mix the small pieces of steel wool with the sand.

4. Mix one cup of water with the sand and steel wool.

In a few days, your sand will look orange-red. The iron in the steel wool mixed with oxygen in the water to make iron oxide. The iron oxide mixed with the sand as it does on Mars. You now have sand that is similar to the sand on Mars.

Unit Title: Solar System Authors Names: Tomi Diefenbach

Teaching and Learning Events (Engaging Activities)

State Goal: State Goal 1: Read with understanding and fluency.

Standard A: Apply word analysis and vocabulary skills to comprehend selections Reading Strategy: Making Connections Activity Name: Important Words and Concepts (IWAC) The concept of determining the importance of information was introduced to the students using big books. Students will work in their expert groups to select words or phrases that are important to their planets. Description and detailed sequence of activities:

1. Expert groups will be given IWAC chart. (see attachment) Students will fill out the chart using information they have gained through research about their planet.

2. Groups may use their completed semantic features chart to aid them in this

activity. 3. Experts will share this information with the other groups.

4. This information will be used to help groups complete their finished projects.

Time Line: Technologies used and technical skills needed: Equipment Name: Supply/Materials Source and Ordering Info:

• Nonfiction books about individual planets Resources – Web Sites: Resources – Software, Source and Ordering Info: Milestones:

IWAC: Important Words and Concepts

A B C D E

F G H I J

K L M N O

P Q R S T

U V W X Y

Z

Final Product for Solar System

Features of Planet vs. Earth

Temperature Surface Atmosphere Sun’s affect Revolution / rotation Moons

1

Descriptive Information about the Planet

How Planet got named Distance from sun Order of the planet Atmosphere Surface of the Planet Phases

2

Constellations

Show diagram of Tell where located in sky History Myth associated with

3

Exploration

Names of missions Time and distance Manned or unmanned The day in the life of

an astronaut

Interaction of

Other Solar Bodies

o Affects of 1. comets 2. meteors 3. asteroids 4. moon 5. other planets 6. Earth 7. Sun

Goldilocks Earth is the perfect planet.

o Temperature/seasons o Distance from sun o Surface o atmosphere

Relate why Earth is just right and why each student thinks space is important.

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