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Grade Level Plan

SPACE

Jordan Chase, Katie Brobst & Emily Ketron

EDU 305 – Classroom Management

Table of Contents

1. Yearly Schedule

2. 9-Weeks Schedule

3. Weekly Schedule

4. Daily Schedule

5. Specials Schedule

6. Math Lesson Plans – Ms. Brobst

7. Language Arts Lesson Plans – Ms. Ketron

8. Science Lesson Plans – Ms. Chase

Standard Monday Tuesday Wednesday Thursday Friday

Week 1October 17-

21

Standard 1:Technology and Manipulatives

Using Models to show less than,

greater than, and equal to

(Fractions)

Using Models to show less than,

greater than, and equal to

(Fractions)

Match spoken, written or pictorial representations of halves, thirds

and fourths

Develop a story problem that

illustrates addition or subtraction

number sentence

Develop a story problem that

illustrates addition or subtraction

number sentenceWeek 2

October 24-28

Standard 2:Place Value

Counting by ones, twos and fives to

1000

Counting by tens and hundreds to

1000

Reading and writing numbers up to 1000 using

numerals

Reading and writing numbers up to 1000 using

numerals

Read and write numbers up to

100 using words

Week 3October 31-November

4

Standard 2:Place Value

Read and write numbers up to

100 using words

Locate and interpret numbers on a number line

Locate and interpret numbers on a number line

Place-Value Notation

Place Value Notation

Week 4November

7-11

Standard 2:Base-Ten

Numeration

Order multi-digit numbers

Order multi-digit numbers

Methods to illustrate addition and subtraction



Week 5November

14-18

Standard 2:Base-Ten

Numeration

Addition Facts Subtraction Facts Base-ten Blocks/Pictures

Base-ten Blocks/Pictures

Base-ten Blocks/Pictures

Week 6November

21-25

Standard 2:Multi-digit

Addition and Subtraction

Multi-digit Addition and Subtraction





Week 7November

28- December 2

Standard 2:Multi-digit

Addition and Subtraction






Week 8December

5-9

Standard 2:Multiplication

Multiplication Multiplication Multiplication Multiplication Multiplication

Week 9 December

12-14

Standard 2:Multiplication

Skip counting on a number line



Patterns in skip counting

Patterns in skip counting

Math - Ms. Brobst’s 9 Week Plan (2nd Nine Weeks –October 17th-December 14)

Language Arts - Ms. Ketron’s 9 Week Plan (2nd

Nine Weeks- October 17th – Dec. 16th)

Monday Tuesday Wednesday Thursday FridayWeek 1 (Oct. 17th – Oct. 21st)

Standard 8 (Literature)Parts of Books

Parts of Books

Genres(Short Stories)

Genres (Fiction/Nonfiction)

Genres (Fantasy/ Reality)

Week 2 (Oct. 24th- Oct. 28th)

Standard 8 (Literature)Genres(Fables/ Folk Tales)

Genres(Fairy Tales)

Genres(Poetry)

Setting of a story

Characters and Plot

Week 3 (Oct. 31st - Nov. 4th)

No Class No Class Standard 4 (Research)Research Question

Types of information

Library/Media sources

Week 4 (Nov. 7th- Nov. 11th)

Standard 4 (Research)Gathering Information

Gathering Information

Three Sources

Write a Simple Research Report

Write a Simple Research Report

Week 5 (Nov. 14th- Nov. 18th)

Standard 3 (Writing)Journaling

Sequencing Sequencing Venn Diagram

New Endings

Week 6 (Nov. 21st- Nov. 25th)

Standard 3 (Writing)Summarizing

Summarizing Topic Sentences

Thanksgiving Break

Thanksgiving Break

Week 7 (Nov. 28th- Dec. 2nd)

Standard 3 (Writing)Prewriting

Drafting Revising Editing Publishing

Week 8 (Dec. 5th- Dec. 9th)

Standard 3 (Writing)Description

Description Graphics in Writing

Audience Writing to Inform

Week 9 (Dec. 12th- Dec. 16th)

Standard 3 (Writing)Friendly Letters

Friendly Letters

Beginning/middle/end

Beginning/middle/end

No Class

9 Weeks Standard Covered

Monday Tuesday Wednesday Thursday Friday

Week 1:Oct. 17-21

Standard 4:Heredity

Intro. Life cycles:

Butterflies

Chickens Frogs Humans Continue Humans and family trees

Week 2:Oct. 24-28

Standard 4:Heredity

Share family tree

projects

Continue presentation

s

Fish Review Day Heredity Test

Week 3:Oct. 31- Nov. 4

Standard 5: Biodiversity

and Change

Halloween Science

Experiment

No School No School Introduce Biodiversity and Change

Begin talking about Biomes-

Forrest

Week 4:Nov. 7-11


and Change

Jungle Desert Arctic Ocean No School

Week 5:Nov. 14-

18


and Change

Project work day

Students start to present Biome

projects

Continue project

presentations

Fossils More fossils—Activity

Week 6:Nov. 21-

25


and Change

Review Biodiversity

and Change

Biodiversity and Change

Test

Early Dismissal

No School No School

Week 7:Nov. 28-Dec. 2

Standard 6: The

Universe

Introduce the

Universe—Order of

the Planets

The Rotation of the Solar System

Sun & Sun Chart

Earth Moon-Phases

activity & begin Moon

Chart

Week 8:Dec. 5-9

Standard 6: The

Universe

Solar System

Tour

Stars& Constellatio

ns

Asteroids Craters Life on other Planets

Week 9:Dec. 12-16

Standard 6: The

Universe

Go over Moon Chart

& Moon phases

Review the Universe

Test on the Universe

Early Dismissal

No School

Team’s Weekly Schedule

Science - Ms. Chase’s 9 Week Plan (2nd Nine Weeks – October 17-Deceber 14)

Time Monday Tuesday Wednesday Thursday Friday

7:45- 8:00 Morning Work Morning Work Morning Work Morning Work Morning Work

8:00- 9:00 Math Math Math Math Math

9:00- 9:45 Language Arts/Reading

Language Arts/Reading




9:45-10:00 Snack and Bathroom

Snack and Bathroom

Snack and Bathroom

Snack and Bathroom

Snack and Bathroom

10:00-10:30 Language Arts/Reading





10:30-11:00 Special Special Special Special Special

11:00-11:30 Lunch Lunch Lunch Lunch Lunch

11:30- 11:40 Bathroom Break

Bathroom Break

Bathroom Break

Bathroom Break

Bathroom Break

11:40- 12:10 Reading Free time

Reading Free time

Reading Free time

Reading Free time

Reading Free time

12:10- 1:00 Science Science Science Science Science

1:00-1:30 Recess Recess Recess Recess Recess

1:30-1:45 Independent Work

Independent Work

Independent Work

Independent Work

Independent Work

1:45- 2:30 Social Studies Social Studies Social Studies Social Studies Social Studies

2:30 Pack up Pack up Pack up Pack up Pack up

2:35 Bus Riders Bus Riders Bus Riders Bus Riders Bus Riders

2:40 Car Riders/ Walkers

Car Riders/ Walkers

Car Riders/ Walkers

Car Riders/ Walkers

Car Riders/ Walkers

Team’s Daily Schedule

7:45- 8:00 Morning Work

8:00- 9:00 Math9:00- 9:45 Language

Arts/Reading

9:45-10:00 Snack and Bathroom

10:00-10:30 Language Arts/Reading

10:30-11:00 Special11:00-11:30 Lunch11:30- 11:40 Bathroom Break

11:40- 12:10 Reading Free time

12:10- 1:00 Science1:00-1:30 Recess1:30-1:45 Independent Work

1:45- 2:30 Social Studies

2:30 Pack up2:35 Bus Riders2:40 Car Riders/ Walkers

Team’s Specials ScheduleMonday Tuesday Wednesd

ayThursday Friday

Ms. Chase Gym Music Art Technology Library

Ms. Brobst

Music Art Technology Library Gym

Ms. Ketron

Art Technology Library Gym Music

Ms. Brobst

Day 1 - Estimating

Math – Space Theme

Standards:

Standard 2 Number and Operations: GLE 0206.2.3 Use efficient and accurate strategies to develop fluency with multi-digit addition and subtraction.

Objectives:

TSWBAT estimate the distances of planets using a number line.

TSWBAT understand the rules for estimating by filling out a worksheet.

Materials:

Dry Erase Board and Markers

List of estimating examples

Mini solar system worksheet and number line (one for each student)

Set/Focus:

Activate Background Knowledge – In 1986, there was an event that took place in the United States called Hands across America. People from across the country came together and held hands. They wanted to see how many people it would take to make a chain that went from the west coast to the east coast. They estimated that there would be over 5 million people. When the event took place, it took 6.5 million people to make the chain.

Involve All – How many students do you think it would take to make a chain from one end of the classroom to the other? Everyone write your guess down on a piece of paper. Write down the guesses on the board.

Relate to Real Life – Have students form a chain holding hands and figure out how many students it would take to stretch from one end of the room to the other. Compare the answers. Were some too many? Too few?

Label Learning – Today we are going to talk about estimating

Instruction:

1. What did we just do? We were estimating. Estimating is used when we are trying to make a guess about something. We sometimes use it when we are dealing with money, telling time, or figuring out a distance.

2. Write some examples up on the board and explain that if the last digit of a number is 1, 2, 3, or 4, they will round down. If the last digit is 5, 6, 7, 8, or 9, round up. 34 = 30143 = 140705 = 71059 = 608 = 10(After giving a couple examples, call on students to help answer)

3. Give each child a number line and planet worksheet (See attachment)4. Tell the students: Our solar system is very, very big. If we were to travel to the other end

of the solar system it could probably take years to get there. We are going to pretend that there is a very small solar system out there where the planets are pretty close together. On the worksheet that you just got, I want you to put the distances on the number line and then estimate the distances to the nearest ten.

5. Remember:

If the last digit is 1, 2, 3, or 4, round down.

If the last digit is 5, 6, 7, 8, or 9, round up to the next ten.

6. Take up the worksheet when the students are finished.

Closure

As the students are finishing up and turning in their worksheet, have each student estimate a number that you give them. This can be their exit slip to make sure you see if they understand the basic concept of estimating.

Additional Practice:

“Kerlop Goes on a Vacation” Worksheet (See Attachment)

Kerlop Goes on a Vacation!Kerlop is an alien who lived on the planet Shrenot. He is going on vacation to visit the other planets in his galaxy. He wants to know approximately how many miles he will have to travel throughout his entire trip. His first stop is 54 miles away. The next planet is 17 miles from the first one. The third planet is 68 miles away from the second one.

1. Estimate the amount of miles it will take Kerlop to get to planet 2.

2. Estimate how many miles it will take for Kerlop to get home after his vacation.

Ms. Brobst

Day 2 - Regrouping


Standards:

Standard 2 – Numbers and Operations; GLE 0206.2.3 Use efficient and accurate strategies to develop fluency with multi-digit addition and subtraction.

Objectives:

TSWBAT find the sum of two-digit number addition problems.

TSWBAT use the base-ten blocks to represent the sum of addition problems.

Materials:

2-Digit number Space flash cards

Base-Ten Blocks

Paper

Pencil

Set/Focus:

Activate Background Knowledge: How many of you play sports, watch sports or have a favorite sport?

Involve All: Share your favorite sport with the person sitting next to you.

Relate to Real Life: Do you ever have to do math when you play sports or other activities? (Keeping score, counting players to make sure there are enough) Is it more fun to play sports by yourself or in groups?

Label Learning: Today we are going to play a game using the base-ten blocks and adding.

Instruction:

Divide the students into groups of 2 by folding the line (form one big line and have the two on the end pair up and then the next two on the ends pair up, etc.)

Give each pair a set of Space Cards with the instruction sheet Explain the game to the students:

o Place the cards face down on the table.

o Take turns drawing a pair of cards.o Show each number on the cards with base-ten blocks.o Now, combine the blocks to show the sum. (Try to use the fewest blocks

possible.)o Write down the problems on a separate sheet of paper and make sure you put the

sum!o If the sum of a pair of cards is 100, keep the cards.o Continue playing until all of the cards have been paired to make 100.

Closure:

For a closing activity, give each group a more difficult problem to solve using the base-ten blocks. Then have students write their problem down and the sum and turn it in at the end of the lesson.

Final addition problems:

o 115 + 58o 142 + 16o 85 + 122o 69 + 82o 180 + 14o 110 + 72o 36 + 123o 145 + 35o 117 + 56o 137 + 16o 95 + 73

65 3943 1661 2857 7235 84

Ms. Brobst

Day 3 - Regrouping


Standards:

Standard 2 – Number and Operations, GLE 0206.2.3 Use efficient and accurate strategies to develop fluency with multi-digit addition and subtraction.

Objectives:

TSWBAT solve 2 digit numbers using regrouping.

TSWBAT create their own addition problems that require regrouping for a partner to solve.

Materials:

Index Cards

Pencil

White board and dry erase markers

Regrouping Addition Worksheet

Set/Focus:

Activate Background Knowledge: Put up a simple 2-digit addition problem on the board making sure you draw the numbers in columns so the students can see the tens and ones column.

Relate to Real Life: We solved problems like these last week so this should be review for you.

Involve All: On your hands I want you to show me how many fingers would you hold up to represent the sum of the “ONES” column? (8) How many fingers would you hold up to represent the sum of the “TENS” column?

Label Learning: Today we are going to talk about regrouping and how to solve problems that change the place value of numbers.

Tens Ones 3 2 + 4 6

Instruction:

Show students examples of how you solve an addition problem when regrouping is necessary. Use the following examples:

26 + 35 55 + 27 39 + 53 64 + 28

Split students into groups of 2 and have them work through the problems on the regrouping addition worksheet (See Attachment).

When they are finished they can bring their worksheet to you and you can check the problems with the answer sheet (See Attachment).

Closure:

Pass out the index cards (One card for each student). Have the students each write down an addition problem that requires regrouping on one side of the card. Have the students pass their card to their partners and their partners have to solve the problem. Return the cards to the original owners and they now check to see if their partner solved the problem correctly.

Ms. Brobst

Day 4 – Regrouping and Problem Solving


Standards:


Objectives:

TSWBAT solve addition problems that require regrouping twice.

TSWBAT create a word problem that contains an addition problem requiring regrouping.

TSWBAT solve a classmate’s word problem that contains an addition problem requiring regrouping.

Materials:

Whiteboard and dry erase markers

Regrouping worksheet

Write Your Own Word Problem worksheet

Alien addition worksheet

Set/Focus:

Activate Background Knowledge/ Relate to Real Life: Give each child the alien addition worksheet. This will be review of yesterday’s regrouping problems.

Involve All: Work with a partner to complete the worksheet. See if you can figure out the way to get the most aliens in the ship.

Label Learning: We are going to continue working on regrouping, but today we are going to solve problems that require us to regroup twice.

Instruction:

Some addition problems don’t require us to regroup at all, some we have to regroup once and others we have to regroup more than once. Here is an example:

49 + 51 = 100 74 + 38 = 112 99 + 9 = 108 87 + 75 = 162

Now that we have done some examples together, I want you to work on some problems on your own.

(Pass out the Regrouping worksheet – See Attachment) Allow students enough time to work through the problems and ask questions as they

come up. Pass out the “Write your own word problem” worksheet (See Attachment) Read the instructions to the students and give them time to write their responses. Take up the worksheets.

Closure:

Pass the word problem worksheets back out to different students. Have them put their name at the bottom of the page and solve their classmate’s problem. Collect the papers at the end.

Name:

Alien Addition

These aliens want to ride on the spaceship, but the space ship will only hold 50 lbs. Their weights are listed below. Using addition, see how many aliens you can get onto to the spaceship without going over the weight limit. You might need to use a separate sheet of paper to jot down some addition problems. Cut out the aliens if that is more helpful.

25 lbs17 lbs.

5 lbs.

11 lbs. 9 lbs. 21 lbs.

Name:

Write a word problem containing an addition problem that requires you to regroup. Make your math problem about space (Ex. a trip on a space shuttle, an encounter with aliens, living on the moon, etc.)

Final Rubric

Student Name: ___________________________________________________________

3 2 1 0Alien Addition All work is

shown. All problems are

complete.

All problems are complete, some work is

shown.

Some problems are not complete, some work is

shown.

No work shown,

problems left incomplete.

Regrouping Worksheet

All problems are complete and work is

shown.

Not all work is shown. All

problems are complete.

Some problems are incomplete, not all work is shown.

No work shown,

problems left incomplete.

Create your own word problem

Well thought out problem. Fits with the space theme.

Follows all instructions.

Follows instructions,

needs improvement

on regrouping.

Fits with theme.

Fits with the theme, but the problem is not clear.

Does not follow space theme. Does

not show regrouping problem.

Complete a classmates

word problem

Shows all work. Fully

understands the concept.

Shows work but needs

improvement on

understanding the

concept.

Shows little work and does not grasp the

regrouping concept.

Does not show work.

Leaves problem

incomplete.

Teamwork Works well with others. Cooperative.

Works well with

classmates but doesn’t

offer as much as he/she

could.

Works with others but does not

contribute.

Uncooperative, unwilling to

participate with others.

Total /15

Ms. Brobst

Day 5 – Multi-digit Subtraction


Standards:


Objectives:

TSWBAT define what a subtraction problem is.

TSWBAT solve 2-digit subtraction problems using base-ten blocks.

TSWBAT solve a 2-digit subtraction problem using paper and pencil.

Materials:

Base-Ten Blocks

Flash Cards (1 set for each pair) (See Attachment)

Paper

Pencils

Set/Focus:

Activate Background Knowledge/Relate to Real Life: How many of you remember what the answer is called in a subtraction problem? (An addition problem has a sum.) It is called a difference.

Involve All: On a piece of paper, write down in your own words what a subtraction problem is. Take up definitions.

Label Learning: Today we are going to start talking about how to subtract multiple digits.

Instruction:

Split the class into groups of 2 students. Have each group get a set of base-ten blocks and a set of flash cards. The students will also need paper and pencils Have them count out 99 on their table with the blocks. The flash cards should be picture up on the table.

Each student takes turns drawing a card and as they do, they have to take away that many blocks from their 99.

They also need to write their subtraction problems down. (for example, if the first card drawn is a 12, then the first problem would be 99-12 = 87 and then the next problem would start with 87 - ?)

After the group has worked through the cards, they can clean up their materials and turn in their worksheet.

Closure:

Give students 3 problems on the board to solve as assessment. They should write these on a piece of their own paper.

1. 32-11 = ? 2. 45-31 = ? 3. 57-24 = ?

5 68 1112 2217 19

Week 7– Monday’s Lesson (Nov. 28th): PrewritingLanguage Arts- Ms. Ketron

Theme- Space

StandardsStandard 3- GLE 0201.3.2 Employ various prewriting strategies- 0201.3.3 Brainstorm ideas with teachers and peers, use graphic organizers independently and/or in group, and use a variety of resources to gather information

Objectives- TSWBAT plan a story using a 5 senses prewriting sheet.

MaterialsPrewriting sheets

SetABK/RRL - How many of you have ever had trouble writing? What was so hard about trying to write? Did you do anything special to try and help you write?IA- With your partner I want you to talk about these things. (Then talk as a big group). LL- For the next week we are going to be working on writing and the writing process. Today, we are going to work on some prewriting strategies so we can have an easier time writing.

Instruction- Ask them if they have ever heard of brainstorming. - Write down what they think it is (brainstorm on the board).- Explain what brainstorming and prewriting help us do. - Brainstorming is a type of prewriting. Prewriting helps us figure out what we want to write about. We actually just did a brainstorm on the board of what we thought brainstorming was. - Explain that there are different types of prewriting. - Brainstorming - Charts - Free write - Etc. - Tell them that they are going to write a short story about space and we’re going to start off by doing a 5 senses prewriting sheet. - Introduce the 5 senses prewriting paper. As a class we will fill one out together so they understand how to do it. It will be about a new planet they helped discover. - For their prewriting they do not have to write complete sentences they can just list things. They don’t need to write sentences because they will be doing that tomorrow. - After the 5 senses paper is filled out about a new planet tell them that they are going to write about a new planet in space by themselves. Read them the prompt. - After the prompt has been read give them a 5 senses prewriting sheet and have them fill this out on their own. They can be as creative as they want.

Closure - Go around the room and have them share one thing about their planet. - Students will turn in their prewriting sheets so I can make sure they have been completed. They will get a completion grade for it.

Prompt

You are so lucky! You have been chosen as the first student to go into space. You’re

going to go up in a space ship and spend your time with astronauts as they discover a new planet.

Since it’s a new planet you get to help them name it and explain what it is like to other people.

Since you’re the first student to go up in space everyone back home is so curious about what the

new planet is like. Everyone keeps asking you to tell them what the new planet is like, and so

you decide to write a little paper on what it’s like so you can just hand it out to people who want

to know so don’t have to explain it a hundred times. To make it easier for people to understand

you decide to write it using your 5 senses.

Name: ________________________________

5 Senses Prewriting

Topic: ______________________________________

Name of your Planet: ___________________________

I see _________________________________________________________________________

______________________________________________________________________________

I smell _______________________________________________________________________

_____________________________________________________________________________

I taste ________________________________________________________________________

______________________________________________________________________________

I hear ________________________________________________________________________

_____________________________________________________________________________

I touch ______________________________________________________________________

_____________________________________________________________________________

Week 7– Tuesday’s Lesson (Nov. 29th): Drafting Language Arts- Ms. Ketron

Theme- Space

StandardsStandard 3- 0201.3.1 Write to describe, entertain, and inform. - 0201.3.5 Compose first drafts using the appropriate parts of the writing process with an emphasis on planning, organizing and self correcting.

Objectives- TSWBAT compose a first draft of a creative informational story.

MaterialsPaper

SetABK/RRL/IA- Who remembers what we did yesterday in language arts? Turn to your partner and tell them what we did yesterday. Maybe even tell them what you wrote about. LL- Today, you are going to write your first draft of your awesome story.

Instruction - Turn their 5 senses prewriting back to them so they can use it to write their story. - Tell them that their prewriting paper will be very helpful for them to use because it has all their thoughts written on it, and they can just turn those thoughts into sentences.- Tell them what you want their writing to look like. - It needs to include all their 5 senses. - They can be as creative as they want. - They need to come up with a title to their story - They need to write the story in their best handwriting. If they want they can do it in cursive. - Best handwriting means that others can read it and the words need to be spaced out (finger space).- Show them the example of what it could look like and sound like by using the prewriting sheet from yesterday.- After you have read them the story ask them to tell you the different parts (the 5 different senses). Underline or highlight the different parts with different colors so they can see that there are 5 sense included. - Students will have around 30 minutes to write their paper.

ExampleTitle: My New PlanetI went into space and discovered a new planet. My new planet is named Awesome. It smelled like dirty feet. It looked like a rainbow and tasted like cotton candy. It felt squishy like mud. The planet made a walrus sound.

Closure - They will turn in their stories and will get a completion grade (the whole story will be graded after they have made it through the all the steps in the writing process). I will look over it to make sure that their handwriting is legible and their story is complete. - After they have turned in their stories I will go around and ask them what they titled their story.

Week 7– Wednesday’s Lesson (Nov. 30th): RevisingLanguage Arts- Ms. Ketron

Theme- Space

StandardsStandard 3- 0201.3.4 Revise first drafts for clearer meaning, correct capitalization and punctuation. - 0201.3.5 Evaluate own and other people’s written work.- 0201.3.10 Evaluate own and other people’s written work through small group discussion and shared work.

Objectives- TSWBAT revise their peer’s story using a checklist. - TSWBAT revise their own paper using peer comments.

MaterialsPeer editing checklists

SetABK/IA/RRL- So yesterday we wrote our stories about space. I want you turn to someone sitting next to you and tell them what your story is about. LL- Today, you are going to be revising each other’s stories you wrote yesterday.

Instruction - Explain what revision is. - When we revise we try and make our story better. - We want to look to see if the story makes sense. - We also make suggestions for what we think would make the story better. - After we have revised our story or our partner’s story we then rewrite the story with the suggestions. - As a whole class we are going to revise my story together using a peer response form, and then they are going to read and respond to your friend’s story.- Give them a peer response form and explain it to them. - Read them the example again and also put it up on the board so they can see it the whole time.- As a whole class use the peer response form to correct my example. - After we have corrected my story as a class have them get into pairs. In these pairs they will swap stories and use the peer response form to correct the paper. (around 20 minutes)- After the papers have been looked at by their friends they will then look at the peer response form and make the corrections (rewrite if needed). (around 20 minutes)

ExampleTitle: My New PlanetI went into space and discovered a new planet. My new planet is named Awesome. It smelled like dirty feet. It looked like a rainbow and tasted like cotton candy. It felt squishy like mud. The planet made a walrus sound.

Closure- Students will turn in their peer response forms and rewritten papers for completion. - Before they leave everyone will go around and say one thing that they changed in their paper.

Peer Response Checklist

Name: ____________________________________________________

Name of friend’s paper: _______________________________________

1. Is there a title for the story?

_______ Yes ________ No

2. Are all 5 senses in the story?

________ Yes ________ No (if there aren’t all 5 senses, what sense

or senses are missing?)

___________________________________________

3. Is the story about a new planet in space?

________ Yes __________ No

4. Does the story make sense?

_______ Yes _________ No

5. Name one thing that you like about the paper. ______________________________________

_____________________________________________________________________________

6. Make one suggestion. __________________________________________________________

______________________________________________________________________________

Week 7– Thursday’s Lesson (Dec. 1st): Editing Language Arts- Ms. Ketron

Theme- Space

StandardsStandard 3 - 0201.3.4 Revise first drafts for clearer meaning, correct capitalization, and punctuation - 0201.3.5 Evaluate own and other people’s written work- 0201.3.10 Evaluate own and other people’s written work through small group discussion and shared work- 0201.3.12 Use a simple rubric to evaluate writing- 0201.3.9 Create legible documents for reading by forming legible letters and utilizing correct spacing. Objectives- TSWBAT write their story in their best handwriting. - TSWBAT evaluate their peer’s story using an editing checklist. - TSWBAT revise their first drafts.

MaterialsEditing checklist Writing paper

SetABK/RRL/IA- Yesterday we revised our stories. Does anyone know what editing is? Turn to your partner and tell them what you think editing is. LL- Today, you are going to be editing your friend’s story.

Instruction - Explain what editing is - It’s similar to revising, but when we edit we look at the grammar. - We check for capitalization, punctuation, and things like that. - We also make sure the story makes sense.- Tell them that they will exchange their rewritten papers from yesterday with a new partner so they can peer edit them.- They will use the peer editing sheet below. - They will first read their peer’s story and then use the checklist to correct it. - They will have about 15 or 20 minutes to edit their peer’s paper.- After the papers have been edited by their peers they will then rewrite them. These will be their final drafts.- Remind them that these are their final drafts so they need to be written in their best handwriting.

Closure - I will go around the room and each student will say one thing that they changed from their first draft to their final draft.

- Students won’t turn in their final draft yet because they will be doing one more thing to their final story tomorrow.

Editing Checklist

Name: _____________________________________________________________

Name of friend’s paper: _______________________________________________

1. Are there punctuation marks at the end of every sentence?

________ Yes ________ No (if not, put them where they belong)

2. Is the first word of every sentence capitalized?

________ Yes ________ No (if not, capitalize them)

3. Is there handwriting neat?

________ Yes ________ No

4. Does the story make sense?

________ Yes ________ No

5. Are the words spelled correctly?

________ Yes ________ No (if not, help them by correcting them)

6. Are all sentences complete sentences? (Remember there is supposed to a noun- subject and a verb- action word)

_______ Yes ________ No (if not, circle the sentences that aren’t complete)

Week 7– Friday’s Lesson (Dec. 2nd): Publishing Language Arts- Ms. Ketron

Theme- Space

StandardsStandard 3- 0201.3.6 Determine how, when, and whether to incorporate graphics into written work. - 0201.3.13 Incorporate photographs or illustrations in written work. - 0201.2.6 Speak clearly, properly, and politely (Communication)

Objectives- TSWBAT draw a picture to accompany their story. - TSWBAT present their stories by reading them to the class.

MaterialsCrayons, markers, colored pencilsWritten stories from yesterday

SetABK/RRL/IA- Who remembers what we did every day this week? What do you think our last step is in the writing process? With your partner start guessing some ideas. LL- Today, you are going to add a picture to your story, then you’re going to read your story to the class.

Instruction - Students will take out their finished stories from yesterday, and they will draw a picture of what their story is about. Their stories should have been written in their best handwriting. - After the students have had time to draw their picture they will present their stories to the class.- They will present their story to the class by sitting in the author chair. After they have read their story they will explain what their picture is about.- In the author chair they will have to speak loud and clear so everyone can hear. - After they have presented their stories their friends can ask them questions about their new planet. - Tell the students that after they have all read their stories they will turn them in and they’ll be made into a classroom book. - They’ll have published their first book.

Closure- Students will turn in their stories so I can give them a grade. - The stories will also be turned into a class book. - Students will go around the room and say one thing they learned today.

Title: _________________________________________________________________________

Written by: ____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Final Rubric

Student Name: ___________________________________________________________

Title of Story: ____________________________________________________________

3 2 1 0Writing Process All parts of the

writing process were complete.

Four parts of the writing process were complete.

Three parts of the writing

process were complete.

0-2 parts of the writing process were complete.

Editing/Revising Both peer response forms were thoroughly

completed.

Both peer response forms were completed

but not thoroughly.

Only one peer form was

completed.

No peer forms were completed or only one was

completed but no effort was put

forth.Handwriting Handwriting was

easy to read.Handwriting was legible but a little

messy.

Handwriting was messy.

Handwriting could not be

read.Final Draft Story made

complete sense.Story made sense most of the time.

Story made a little sense but was a little off

topic.

Story did not make sense and was off topic.

5 Senses All 5 senses were included in the

story.

Four senses were included in the

story.

Three senses were included in

the story.

0-2 senses were included in the

story.Picture Picture included

and was about the story.

Picture included and was mostly about the story.

Picture included but was not

about the story.

No picture included.

Presentation Story was read in a clear, loud

voice.

Story was read in a somewhat

clear, loud voice.

Story was either read clear or loud, but not

both.

Did not present story.

Total

Jordan Chase

2nd Grade

Science

Space

Monday

Standards:

GLE 0207.6.1 Realize that the sun is our nearest star and that its position in the sky appears to change.

GLE 0207.6.2 Make observations of changes in the moon’s appearance over time.

Objectives:

TSWBAT memorize the mnemonic for the planets order.

TSWBAT memorize the order of the planets in the Solar System.

Materials:

Facts about the Solar System (Attached)

SmartBoard

Solar System Pictures

Paper

Set:

ABK/IAL/RRL: Who has ever heard about the Universe is before? What about the Solar System? How about the planets? Turn to a neighbor and tell them what you know. Have several groups tell you what they know.

LL: Today we are going to learn about the Solar System and its nine planets

Instruction:

Tell facts about the Solar System. (Attached)

It is composed of the Sun, nine planets, and the asteroid belt.

Display picture of each on SmartBoard as talking about each piece of the solar system.

After talking about each planet, ask if anyone remembers the correct order of the planets.

Take a few volunteers to see if anyone does.

Now tell them you are going to teach them a mnemonic device (something to help you remember) that is going to help them remember the order of the planets.

My Very Educated Mother Just Served Us Nine Pizzas

Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto

Go through it several times to get them to memorize it.

Have them draw a picture of the mnemonic device so they can visualize it to help them remember it.

Closure:

On a piece of paper, have the student write down the mnemonic device to help them remember the correct order of the nine planets. Then the students should write down the correct order of the nine planets below that.

Fun Facts about the Solar System:

1. Sun – The sun is a big star made around 5 billion years ago. There are many other stars as big and even bigger than our sun. Most of them have their own systems of planets, moons, and comets. The sun has sun spots which are areas that are slightly cooler than the rest of the sun. These sun spots usually decrease and change every 11 years.

2. Mercury – Mercury has less gravity than Earth because it is smaller, so you would weigh less on Mercury. This planet is closest to the sun. Because it is so close to Earth, it is called the morning star because it shines so bright in the early morning before the sun rises. It is a very heavy planet because it is made of heavier elements like iron. Mercury is a scarred planet. Because it has such a thick crust, when it was hit with asteroids and comets many, many years ago, it was unable to heal itself like some other planets.

3. Venus – Venus is the second closest planet to the sun. It is often referred to as Earth’s sister planet because of the similar size, gravity and density. BUT Venus is very hot and the atmosphere is made up mainly of carbon dioxide. The temperature can reach almost 900 degrees Fahrenheit. There are many volcanoes, mountains and sand on this planet.

4. Earth – Earth is the biggest of the terrestrial or dense planet. It is covered about 70% with water and 30% with land. The only planet in our solar system to support life. Nearly 7 billion people live on Earth. It has one moon named Luna.

5. Mars – Mars is often referred to as the “Red Planet.” This is because the surface of Mars is red from the dirt and rocks. Mars once had rivers, lakes and oceans, but they have permanently evaporated. The only water left on this planet is either frozen or underground. It is one of the most well explored planets besides Earth.

6. Asteroid Belt – An area between Mars and Jupiter that contains large rocks believed to be the remains of a planet that broke up or a planet that never formed. It is thought to have formed from remnants of the formation of the solar system but the pieces never formed into a planet because of the gravitational pull of Jupiter.

7. Jupiter – The largest planet in the solar system. Earth could fit into Jupiter over 1,000 times. Jupiter is a very colorful planet. This is caused by the clouds and storms that are constantly in the atmosphere. It does not have a solid surface, but it is made up of hydrogen and water. The sky and the ocean blend together. Jupiter has three tings. You can see Jupiter’s four moons with a pair of binoculars at night!

8. Saturn – Saturn is smaller than Jupiter but it is the second largest planet in the solar system. It is made up of hydrogen and helium which makes it the lightest planet. It is the one planet that is not completely round because it spins so fast.. Saturn has 7 rings surrounding it that are held in place by its moons.

9. Uranus – Uranus is the only planet that spins on its side. It is thought that long ago a large object crashed into the planet and caused it to change directions. It has rings that are made up of black dust particles and rocks. Uranus has 27 moons. It is thought that there is a large ocean on the surface of Uranus, but it could be very hot, up to 5,000 degrees Fahrenheit.

10. Neptune – Neptune is the smallest gas planet made up of hydrogen, helium and methane. It is a vivid blue color and has a large white cloud that moves through the atmosphere. It is a very windy planet. There are six rings that circle the planet but it is thought that they are fairly new because of their irregularity.

11. Pluto – Pluto is a dwarf planet. It was discovered in 1930 by an 11 year old. It is currently not considered a planet because it is so small. It has 3 moons. Not much is known about Pluto because it is so far away.

Jordan Chase

2nd Grade

Science

Space

Tuesday

Standards:


Objectives:

TSWBAT identify where they belong in the activity by what planet they are given.

TSWBAT define “revolution” on an exit slip.

TSWBAT recreate the model from the activity in a drawing.

Materials:

Yellow Ball

Colored Balloons (9 different colors 4 balloons of each color)

Chalk

Info about the revolution paths of the planets around the Sun

Set:

ABK/IAL/RRL: We talked all about the Solar System yesterday. Turn to a partner and tell them 2 things that you learned. You should not have the same two things. (Go around and ask a few pairs to share)

LL: Today we are going to talk more about the Solar System, and more specifically about the way that it rotates.

Instruction:

Today we are going to talk about how the Solar System rotates. We talked about how the Sun is the center of our Solar System yesterday. Now today we are going to talk about how all everything revolves around the Sun. We are going to do a fun activity to model this.

I am going to take the students outside to the playground (weather permitting). On the blacktop, I will have the sun located in the middle and all the orbit pathways of the other planets drawn in chalk around the sun.

I will give each student a balloon. The different colors will represent he different planets. Children will have to listen carefully to hear what planet they are.

They should remember the planet order from yesterday and be able to find their correct orbit pathway without me telling them which planet is which because they should know the order of the planets. There will be multiple people who are going to have to be the same planet.

Once they all find the correct orbit pathway, we will begin. I will be holding the yellow ball in the center and will be the sun. All the other students will be holding their balloon and following their orbital pathway. Explain this as what is called revolution.

Closure:

“Did you guys like the activity that we did day?” Have the students write down a simple definition of the word “revolution” on a piece of paper. Also have them draw the Solar System as we modeled it today in class in the activity.

Jordan Chase

2nd Grade

Science

Space

Wednesday

Standards:


0207.6.1 Observe and collect data on the sun’s position at different times of the day.

Objectives:

TSWBAT record observations about the sun’s location at various times throughout the day.

TSWBAT draw a recreation of the sun’s location throughout the day.

TSWBAT explain orally why the sun’s position changes throughout the day.

Materials:

Sun Chart (attached)

Set:

ABK/IAL/RRL: Yesterday we talked about the way the planets rotate around the sun. Does the sun always stay in the same place each day? Talk with a neighbor about the sun. Ask several pairs if they think the Sun always stays in the same place.

LL: Today we are going to talk about why the Sun changes location during the day.

Instruction:

First we will go out and record another observation on our Sun Chart.

-We will start the Sun Chart that morning during our morning work time. We will go outside to the playground. I will have a long line drawn on the playground in chalk that we will use each time we go out to observe. The line will go from East to West. The students will all face the same way on the line. This line is shown on their Sun Chart (attached). The students will draw themselves in the center of this line. Then every time we go

outside to record an observation, they will draw on their picture where the sun is in the sky in relation to their body. Under each observation, they will write the time that we went out at. We will go out to observe five different times (morning work, snack time, lunch, science, and pack up).

We will talk in science about what the students have observed of the sun so far. The students will compare their charts to one another. Then I will explain to the students that the Sun isn’t moving. It is actually us on Earth who are moving. The Sun only looks like it is moving because we are rotating and revolving around it. I will relate it to the rotation activity that we did the previous day.

Closure:

We will finish our Sun Chart after we go out and do our last observation before we pack up for the end of the day. The students will then turn in their charts. I will have them tell me individually about the Sun’s “movement” while they are packing up to go home.

Jordan Chase

2nd Grade

Science

Space

Thursday

Standards:


GLE 0207.6.2 Make observations of changes in the moon’s appearance over time.

Objectives:

TSWBAT draw the relationship between the sun, earth, and moon.

TSWBAT follow directions to do the kinesthetic activity successfully.

TSWBAT orally define gravity.

Set:

ABK/RRL: How many of you know the song BINGO? Well I am going to sing about Earth to that same tune, and then you are going to help me by singing along.

We all live on the great big planet and Earth is its name-o

E-A-R-T-H

E-A-R-T-H

E-A-R-T-H

And Earth is its name-o

IAL: Everyone sing along!

LL: Today we are going to talk about the planet that we live on, EARTH!

Instruction:

Teach basic facts about the Earth

-The Earth is the planet we live on.

- It is the third planet from the sun.

-It is the only planet with known life in our Solar System.

-There are seven continents and five oceans.

- Earth has gravity…that is what holds us down so we don’t float away.

Now we are going to go more into gravity. The whole Solar System has gravity and that is what holds it all together and makes it rotate like we already talked about. Gravity is also what keeps the moon revolving around the Earth. Now we are going to do an activity to model the gravity between the sun, the earth, and the moon.

- Students in groups of 3

Tallest will be the sun, shortest will be the moon, middle height will be the earth.

- Have the Earth and the Sun get arms distance in between them. The Moon should get half arms distance from the Earth.

- Start off by just having the Earth walk slowly around the Sun. Explain how the gravity of the Sun pulls the planets towards it and makes them revolve around it.

- Then you very carefully explain that the Moon is now going to revolve around the Earth as it continues to revolve around the Sun. Explain that students should walk slowly. Poor behavior will have consequences.

o Explain how the gravity of the Earth does the same thing to the moon that the gravity of the Sun does to the Earth. It makes it revolve around it.

Closure:

Have students draw a picture and label it that shows the activity that we did today in class. Ask the students what gravity is.

Have the students combine everything that they have learned this week in a drawing. This should include the order of the planets with distances to scale, their revolution paths around the sun, the moons revolution path around the earth, etc.

Combination Universe Drawing Rubric

1 2 3

Missing more than three planets Missing one to three planets All planets are drawn and labeled

Three or more planets are not in the correct order

One to three planets are not in the correct order

Planets are put in the correct order with the sun in the middle

The size proportions were clearly not taken into account

There are no more than three planets whose sizes are not to

scale

The planets are the right size in relation to each other

The distance proportions were clearly not taken into account

There are no more than three planets whose distances are not

to scale

The planets are very close to the right distance apart to scale

There are no orbital pathways drawn for the planets

The orbital pathways for the planets around the sun are

present but somewhat unclear

The planets have clearly marked orbital pathways around the sun

The moon is not drawn orbiting a planet

The moon is orbiting another planet

The moon is orbiting the Earth

Jordan Chase

2nd Grade

Science

Space

Friday

Standards:

GLE 0207.6.2: Make observations of changes in the moon’s appearance over time.

0207.6.2 Use science journals to draw and record changes in the moon over a period of time.

Objectives:

TSWBAT recreate the four basic phases of the moon using Oreos.

TSWBAT orally list the four main phases of the moon.

Materials:

Regular Oreos (4 per student)

Paper Towels

Paper plates

Plastic spoons

Cake frosting

Pre-made example for me to show

Moon Chart and Instructions (to take home)

Set:

ABK/IAL/RRL: We talked a little bit about the moon yesterday. Who all remembers what the moon is? Tell a partner what the moon is. Who has ever looked up at night and seen the moon? Does it always look the same?

LL: Today we are going to talk about why the moon doesn’t look the same and discuss the four phases that the moon goes through.

Instruction:

1. “We talked a little bit about the moon yesterday and how it rotates around the Earth. Well this rotation is why the Earth will look different to you at night during different times of the month.”

a. Explain how it is the reflection off of the sun and the rotation of the Earth around the sun affects what the moon looks like. Explain there are different phases that describe what the moon looks like at different times.

b. Tell them about the Moon Chart that is going to be in their folder. They should show it and the letter attached to their parents. In this chart they will record data daily about what the moon looks like that night.

2. “Now we are going to do a little fun craft activity that will help us remember the four main phases of the moon.”

3. Show my own example and explain what they are going to be doing once they get back to their seat.

4. Hand out the paper plates, spoons, and Oreos (No one eat the Oreos!)5. Instruct them to write their name and label their plates where the example is labeled.

(Must do it correctly or you won’t be able to see their labels.6. Have them carefully split their Oreos. Then use their spoon to fix any Oreo stuffing

that is not where it should be. The Oreos should look just like mine on the example.7. Once they are done and have the Oreos sitting on their plate in the correct places, they

may raise their hand, and I will come around and check it.8. If it is correct then I will take the cake frosting and use it like glue to spread on the

back of the Oreo and stick it onto the plate.

Closure:

Once the students have completed the activity and I have stuck down their Oreos, they should draw a picture of the Oreo creation and color it with the appropriate colors. Have the student’s say the four major phases of the moon to me as they walk out the door to go to recess.

Example of the Activity

What’s happening with the Moon??

Date and Time Phase Picture

Moon Chart Instructions:

Dear Parents,

In class right now we are covering the topic of the Universe. This topic includes such things as the moon. We are interested in our class about the phases of the moon and how it looks different at different times of the month. It is always changing. We would like for you to help us look at the moon daily so we can chart the changes in the moon. Ideally, you would help us look at the moon everyday but we understand that there are some circumstances that will make some days hard for us to be able to look at the moon that night. On the attached chart we need to write the date and time in the first column. The second column should come from the knowledge that we have learned in class. We learned the basic four phases of the moon and should be able to tell you which one it is. This phase will be written in the center column. The third column is where we should draw a picture of the moon as we saw it in the night sky on that date. Please help our class out and help us record our data!

Thanks,

Ms. Chase and her space cadets

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