Unit Title: Name:

Moon and Constellation Integrated Unit Jacqueline Lahaise

Number of Lessons: 13

Time: (in weeks) Grade(s):

4 3

Subject(s): Science Stars and Planets

Rationale: This integrated unit allows students to explore the moon and constellations in a variety of subject areas. Integrating the science curriculum within various subject areas allows for efficiency within the school day, and encourages students to make connections to science in all areas of their lives. This unit will give students a beginning understanding of the foundational skills and processes of science, along with the basic knowledge of the moon and constellations that will be built upon in intermediate grades. Overview: This unit is designed to help students explore the moon and constellations in a multifaceted way that caters to all learning styles. Students will participate in a variety of cross-curricular activities including lessons in Science, Language Arts, Visual Art, Music, Drama, and PE. Students will participate in lessons that explore the moon, how it moves, and the different phases it moves through on a monthly basis. Students will also explore constellations, including myths and legends about their origins, local aboriginal connections, and seasonal positions. Prescribed Learning Outcomes from IRPs: Science Process of Science SA1askquestionsthatfosterinvestigationsandexplorationsrelevanttothecontent Earth and Space Science: Stars and Planets SB1describecharacteristicsandmovementsofobjectsinoursolarsystem SB2comparefamiliarconstellationsinseasonalskies SB3demonstrateawarenessofthespecialsignificanceofcelestialobjectsforAboriginalpeoples Language Arts LA-A4 use a variety of strategies when interacting with others, including: accessing prior knowledge; making and sharing connections; asking questions for clarification and understanding; and taking turns as speaker and listener. LA-A6 use a variety of strategies when listening to make and clarify meaning, including: accessing prior knowledge; making predictions about content before listening; focussing on the speaker; asking questions; and recalling and summarizing. LA-A9 use speaking and listening to extend thinking, by: acquiring new ideas; making connections; inquiring; comparing and contrasting summarizing
Macintosh HD:Users:jacquelinelahaise:Documents:BEd:Second Year:EDTL 4100:unitplanandlesson:Moon and Constellations Integrated Unit Plan.doc

Page 1 of 14

LA-B2 read fluently and demonstrate comprehension of grade-appropriate information texts , LAC3createavarietyofimaginativewritingandrepresentationsfollowingpatternsmodelledfromliterature,featuring:sentence fluencydevelopedthroughexperimentingwithsomesmoothpatterns,andphrasingthatisbeginningtosoundnatural; experimentationwithwordchoicebyusingnew,unusualwordsandvarieddescriptiveandsensorylanguage;anemergingvoice demonstratingadevelopingwritingstyleanorganizationthatdevelopslogicallyfromanengagingopeningthroughtoa satisfyingending LAC6useavarietyofstrategiesafterwritingandrepresentingtoimprovetheirwork,including:checkingtheirworkagainst establishedcriteria;revisingtoenhancewritingtraits(e.g.,ideas,sentencefluency,wordchoice,voice,organization);and editingforconventions(e.g.,capitals,punctuation,spelling). Drama D-A1 use imagination, exploration, and reflection to create drama D-D1 engage actively in drama presentations Music M-A1 sing and play classroom repertoire M-B2 sing simple melodies Visual Arts VA-A1 use a variety of image sources to create images, including feelings, imagination, memory, observation, and sensory experience VA-A4 experiment with materials, technologies, and processes to create particular effects VA-B2 describe and apply specific visual elements and principles of design in images and in natural and human-built environments, including: colour; shape; line; pattern; and texture. VA-C1 describe a variety of reasons people make and use visual arts Mathematics MA-B2 demonstrate an understanding of decreasing patterns by: describing; extending; and creating patterns using diagrams. Physical Education PE-B2 demonstrate proper technique for performing specific locomotor movement skills PE-C1 demonstrate safe behaviours while participating in a variety of physical activities

Macintosh HD:Users:jacquelinelahaise:Documents:BEd:Second Year:EDTL 4100:unitplanandlesson:Moon and Constellations Integrated Unit Plan.doc

Page 2 of 14

Prerequisite Concepts and Skills: This Moon and Constellation Integrated Unit will be introduced after students have participated, studied and completed lessons in the following units: The Sun; Earth; Solar System; and Stars. Students should be able to read, identify and highlight important information, have a basic understanding of sequence, write creative stories, use basic questioning and exploration skills, and build upon grade 2 PLOs. Teacher Preparation Required: Prepare letter home to parents introducing unit and explaining lessons students may need to continue at home: Moon Journal, Constellation activity and creative writing lessons. Photocopy worksheets and other materials. Schedule and book Elder speaker. Gather supplies for various lessons. Cross-Curricular Connections: The foundation of this unit stems primarily around Science, however this integrated unit explores lessons across the curriculum including: Language Arts, Visual Art, Music, Drama, and PE. Extensions to Unit: After this unit, students could participate in a Learning Centres unit as a wrap-up and/or extension to their learning about Stars and Planets. Students could extend their Constellation Tableaus and write skits, practice and perform them for another class. Students could also compile a class Constellation Book and create pictures and include good copies of their creative writing. A further exploration of Van Goughs artwork, including brush strokes, color mixing and interpretation would also be a fun extension. Students will continue their Moon Journal and explore constellations in the night sky their findings should be discussed and shared at Calendar Time throughout the rest of the month/year. Differentiated Instruction (Universal Design for Learning UDL): Remedial: Adaptations to lessons will be made for students who experience learning difficulties. There will be an emphasis placed on quality of student work, not quantity. The lessons in this unit were designed with Universal Design for Learning in mind, and are comprised of a mix of individual, whole class, group, and student-centred work which allows students a variety of ways to enhance their learning. Questions will be adjusted to foster the different levels of learners. Furthermore, a variety of supports will be put in place and available for students use such as: specialized worksheets, a Learning Resource Teacher, a special quiet working area, flexible grouping, and scaffolding from teacher, and/or other students where appropriate. Aboriginal Learners: This unit includes various connections to Aboriginal ways of knowing. A special guest Elder will provide their expertise on the constellations and links to local aboriginal connections to celestial objects. A focus and special attention to an aboriginal connection will be celebrated throughout this unit. Aboriginal students will be given the option to share their personal connections if they so chose.
Macintosh HD:Users:jacquelinelahaise:Documents:BEd:Second Year:EDTL 4100:unitplanandlesson:Moon and Constellations Integrated Unit Plan.doc

Page 3 of 14

Enrichment: Gifted students will be provided with open-ended and tiered assignments to foster a desire to delve deeper into the subject area or specific projects. Students may be given a greater choice (eg. represent their finished product in a different way, use different strategies to acquire information, etc). Students may be given the option of working at an accelerated pace. Furthermore, students will be given the choice to act as a peer tutor or resident expert to assist their peers. Resources: So Thats How the Moon Changes Shape Allan Fowler Moon Song author unknown Stars author unknown Stars and Planets Teachers Guide and Student Resources Pan Canadian Science Place Team Sensationally Simple Science Barbara Ann Novelli Various other resources and ideas taken from Lorraine Brooks School District 73 teacher NASA Kids Space Place Website: http://spaceplace.nasa.gov/menu/space/ Starry Starry Night Painting by Vincent Van Gough Vincent Don McLean Super Teacher Worksheets http://www.superteacherworksheets.com

Overview of Lessons:
Lesson # and Title (time in minutes) PLOs in lesson (a) Instructional Objectives (b) Teaching Strategies Lesson Activities Assessment Strategies Materials (Specific to This Lesson)

#1 What is the Moon Like? 45 minutes

M-A1 M-B2 S-A1 S-B1 LA-C3

(a) TSWBAT Describe characteristics and movements of objects in our solar system. Communicate their observations, experiences, and thinking in a variety of ways. Show scientific interest and curiosity. (b) Questioning Song Read and respond Creative writing

Moon Song Teacher will introduce students to the Moon Song Invite students to follow along (lyrics on chart paper) Moon Conversation Teacher will lead students in a discussion about the Moon. Teacher will guide students in reading and highlighting text and answering questions on a worksheet Creative Writing

Collection of the reproducible: What Is the Moon Like? Observation on students ideas and language.

Moon song on chart paper Stars and Planets workbook Reproducible: What Is the Moon Like?

Macintosh HD:Users:jacquelinelahaise:Documents:BEd:Second Year:EDTL 4100:unitplanandlesson:Moon and Constellations Integrated Unit Plan.doc

Page 4 of 14

Individual work

#2 How does the Moon Move? 60 minutes

S-A1 S-B1 LA-A4 LA-A6 LA-A9 LA-B2

(a) TSWBAT ask questions that foster investigations and explorations, make and share connections. Describe, recognize and label the different phases of the moon. (b) Experiment Hands-on Guided instruction

Students will write an imaginative story about how the Moon came to be. Wrap-up Students share their stories with an elbow buddy Story book Teacher will start discussion by asking students if they ever notice the Moon changing. Ask students what types of shapes they see. Teacher will read So Thats How the Moon Changes Shape stopping at predetermined spots to discuss Light Experiment Students will each get a Styrofoam ball. Teacher will direct students through experiment, stopping at the half moon, first quarter, new moon and last quarter. Students record their observations and questions. Teacher then guides students through the other 4 phases. Students record their observations and questions. Cut and Paste Moon Phases Teacher will review with students material covered in previous lesson. Discussing

Collection of the Moon light experiment worksheet to check for student understanding.

So Thats How the Moon Changes Shape Allan Fowler Styrofoam balls Moon phase template 120watt bulb Observation worksheet.

#3 Phases of the Moon 60 minutes

S-A1 S-B2 MA-B2

(a) TSWBAT demonstrate an understanding of decreasing patterns. Show an understanding of the different

Collection and mark of the Moon Phases Quiz.

Moon Phases worksheet Scissors Glue

Macintosh HD:Users:jacquelinelahaise:Documents:BEd:Second Year:EDTL 4100:unitplanandlesson:Moon and Constellations Integrated Unit Plan.doc

Page 5 of 14

Moon phases. (b)Hands-on manipulatives Quiz Homework preparation

the different Moon phases. Students will cut out Moon phases and put them in the correct decreasing pattern. Overview of Calendar Teacher will review the calendar with students. Pointing out the Moon phases. Encouraging them to make observations and ask questions. Introduce Moon Journal Teacher will explain the Moon Journal- students will be taking their Moon Journals home to record their observation of the Moon each night. Moon Quiz Students individually write the Moon Quiz Collection of the abstract art pieces. Teacher will mark pieces based on the class made criteria.

Calendar showing phases of the moon Moon Journal Template Moon Quiz

#4 Abstract Moon Art 60 minutes

VA-A1 VA-A4 S-B1

(a) TSWBAT experiment with Introduce Abstract Art different materials to create an Teacher guides students abstract piece. Use their through a review of the knowledge on the different Moon phases. Moon phases to create their art. Teacher shows examples of (b) Individual work abstract art. Having students Art comment on the different examples. Teacher explains the art activity. Teacher/students set criteria for the art piece. Moon Phase Abstract Students pick a moon phase and represent using various

Examples of abstract art Crayons Paint and brushes Pastels Newspaper Tissue paper Glitter Glue

Macintosh HD:Users:jacquelinelahaise:Documents:BEd:Second Year:EDTL 4100:unitplanandlesson:Moon and Constellations Integrated Unit Plan.doc

Page 6 of 14

#5 Moon Review PE 35 minutes

PE-B2 PE-C1 S-B2

(a) TSWBAT use their locomotor movement skills to safely take part in a PE game. Use their knowledge of the Moon phases while playing the game. (b) Physical activity Interactive game

multi-media: crayon, paint, tear newspaper/tissue, glitter, pastel, etc. Students share with the class their Moon phase. Teacher collects the art to display. Name the Walls/Warm up With the students help teacher will name the four walls in the gym. Using the different phases for names. Students will help put up pictures as a reminder while playing the game. Teacher will lead students in a warm up. Game Teacher will review the rules of the game: - Each wall is phase of the Moon. - When the teacher yells, Moon jump to the half-moon All students must moon jump to the corresponding wall. - There will be 4 different commands all corresponding to the phases on the wall. - Teacher may also call out other commands such as, blast off students will then have to stop whatever locomotor skill they are doing and squat down then jump up like a rocket. The teacher and students can come up with different commands

Teacher will observe students while playing game. Teacher will look to see if students are going to the correct wall. Students will give themselves a selfassessment effort mark out of 4.

Large pictures showing the phases of the moon Tape

Macintosh HD:Users:jacquelinelahaise:Documents:BEd:Second Year:EDTL 4100:unitplanandlesson:Moon and Constellations Integrated Unit Plan.doc

Page 7 of 14

that relate to space. Students participate in the game. Cool Down Star of the week leads the class in a cool down/stretch. #6 What Are Constellations? 45 minutes M-A1 M-A2 LA-B2 S-A1 S-B2 (a) TSWBAT sing a simple melody, and demonstrate comprehension by answering most questions correctly. (b) Song Read & Respond Partner Work Preparation Homework Star Songs Teacher will ask students to recall songs about stars, and introduce and teach students a new Star Song. Pictures in the Sky Teacher will guide students in reading and highlighting text and answering questions on a worksheet. Constellation Creation Students will draw 20 star dots, switch their paper with a partner, and create and name their constellation. Preparation Homework Tell students about guest speaker tomorrow and discuss examples of appropriate questions they might want to ask the Elder. Students will write out questions, and finish their questions for homework. Introduction Discuss appropriate behaviour and expectations for guest speaker. Special Helper of the day will Teacher mark of completeness and understanding of worksheet. Song lyrics Pictures in the Sky worksheet Highlighters Blank paper Pencils

#7 Aboriginal Celestial Story Time 90 minutes

S-A1 S-B2 S-B3 LA-A4 LA-A6

(a) TSWBAT ask questions that foster investigations and explorations, make and share connections, and begin to createanimaginativepiece

Teacher observation of student behaviour and participation during Elder visit

Guest speaker Prepared questions Paper Pencils

Macintosh HD:Users:jacquelinelahaise:Documents:BEd:Second Year:EDTL 4100:unitplanandlesson:Moon and Constellations Integrated Unit Plan.doc

Page 8 of 14

ofwritingfollowingpatterns modeledfromliterature. (b) Guest Speaker Storytelling Questioning Individual Work

#8 Star Finder Origami 60 minutes

S-A1 S-B2 VA-A4

get to introduce the guest speaker. Elder Speaker & Story Time Students will listen to the Elder tell stories about the aboriginal peoples connection to and significance of celestial objects. Questioning Students will ask questions they have prepared. Creative Writing Using their constellation from yesterday, students will begin to write a story about how their constellation came to be. Students will take inspiration for the Elders stories. Wrap Up Students will share their story ideas with their elbow partner and hand in their work. (a) TSWBAT assemble an Origami Star Finder origami star finder, select a Teacher will show example of constellation, and prepare a can Origami Star Finder and star finder. provide information on seasonal (b) Guided Instruction constellations. Hands-on Manipulatives Teacher will provide a step-by Ticket Out step guided lesson on folding an origami star finder. Partner Exploration Students will play the origami (fortune teller) game to select a seasonal constellation. Can Star Finders Students will use the constellation chosen for them

Ticket out name of constellation and self assessment on origami skills

Example of origami star finder. Star Finder printout according to month Cardstock paper Nails or push pins Cans Elastic bands Tape Ticket Out

Macintosh HD:Users:jacquelinelahaise:Documents:BEd:Second Year:EDTL 4100:unitplanandlesson:Moon and Constellations Integrated Unit Plan.doc

Page 9 of 14

#9 Constellation Projectors 50 minutes

S-A1 S-B2 LA-C3 LA-C6

#10

VA-A4

during the origami game, and prepare a Can Star Finder by poking holes in paper to represent their constellation for tomorrows activity. Ticket Out Students will clean up supplies and complete a Ticket Out students will name their constellation and write a brief assessment of their origami skills. Instruct students to try to find their constellation in the sky tonight. (a) TSWBAT produce a light Can Star Finders reflection of their constellation Teacher will review the on the ceiling, compare seasonal constellations and constellations in seasonal skies, demonstrate how to use their and revise their writing to Can Star Finders. enhance writing traits. Students will take turns using (b) Hands-on Manipulatives their Can Star Finders to reflect Individual Work/Partner their constellation on the Work/Conferencing ceiling. Creative Writing Students will be given time to revise their writing by adding details, editing for sentence structure, spelling, etc. Partner Review Students will exchange their writing with a partner for further review and editing. Students will hand in their writing draft for teacher review. (a) TSWBAT describe the Introduce Van Goughs Starry

Teacher observation of students demonstration of skill using their star finder

Star Finders from previous day Creative writing draft Pencils Flashlights

Teacher observation

Van Goughs

Macintosh HD:Users:jacquelinelahaise:Documents:BEd:Second Year:EDTL 4100:unitplanandlesson:Moon and Constellations Integrated Unit Plan.doc

Page 10 of 14

Starry Starry Night 1 90 minutes

VA-B2 VA-C1

specific techniques Van Gough used in his art work, and experiment with the process to create a particular effect. (b) Direct Teaching Discussion & Questioning Skill Development & Practice Art

#11 Starry Starry Night 2 60 minutes

VA-A4 VA-B2 VA-C1 LA-C3 LA-C6

(a) TSWBAT create an authentic piece of artwork using Van Goughs techniques, and review and revise their creative writing. (b) Art Individual Work/Partner Work/Conferencing

Starry Night & Vincent Poem Teacher will show painting and read the poem to students. Exploration and Questioning Teacher will guide the students in exploration and questioning of the painting, techniques, mood of the poem, etc. Assignment Teacher will introduce Crayon Resist Activity and show example. Teacher will model how to use crayons to achieve the look of Van Goughs brush strokes. Practice Time Students will use a scrap piece of paper to practice the crayon strokes, trying to mimic Van Goughs technique. Pencil Sketch Teacher will show example of a pencil sketch of Starry Starry Night and ask students to begin sketching their own version of the painting in preparation for tomorrows lesson. Clean up. Starry Starry Night Show completed Crayon Resist Starry Starry Night and introduce next steps of art project: crayon markings and black paint. Students will finish their sketch, do crayon drawing, and paint.

of student involvement and effort

Starry Starry Night painting and other examples of his work Vincent poem Crayons Practice paper Pencils Cardstock

Written comments on finished art product

Example Sketch from previous day Paint and brushes Creative writing draft Pencils

Macintosh HD:Users:jacquelinelahaise:Documents:BEd:Second Year:EDTL 4100:unitplanandlesson:Moon and Constellations Integrated Unit Plan.doc

Page 11 of 14

#12 Space Authors Chair 60 minutes

LA-A4 LA-A6

(a) TSWBAT interact effectively with others, taking turns as the speaker and the listener, and express their response to a piece of work by providing a vote and constructive feedback. (b) Authors Chair Response Card

Finished projects will be hung to dry. Students will clean up their work station. Final Writing Revisions Students will make final revisions of their creative writing, and take it to complete for homework if they are not done. Teacher will introduce Authors Chair lesson tomorrow and tell students they can practice reading their stories out loud. Story Time Teacher will review expectations of students during presentations (listening, protocol for applause, etc) and hand out Voting Response Cards. Names will be drawn for order of presentations, and students will each read their story to the class. Teacher will make anecdotal written comments as each student presents their work. Anonymous Vote During the reading, students will choose their 2 favourite stories and write a brief reason why they chose each story. Wrap-Up Teacher will explain next days drama assignment and reveal

Crayons

Written comments on students written work Peer assessments of students work in the form of their feedback and vote on Response Card for the teachers eyes only.

Special chair Creative Writing pieces Voting ballots/Response Cards Pencils

Macintosh HD:Users:jacquelinelahaise:Documents:BEd:Second Year:EDTL 4100:unitplanandlesson:Moon and Constellations Integrated Unit Plan.doc

Page 12 of 14

#13 Constellation Tableaux 60 minutes

D-A1 D-D1

(a) TSWBAT engage actively in dramatic tableau presentations, and use their imagination to create an effective tableau of their Constellation Story. (b) Direct Teaching Group Work Drama - Tableau

what the votes will be used for. Introduction to Tableaux Checklist of Teacher will explain presentation and components of tableaux and use Tableau elements volunteers to model a Tableaux performance. Reveal the 4 chosen Constellation Stories for performance. Explain variation of Tableaux using a narrator to tell the story. Assign students into 4 groups. Group Work & Practice Students will choose narrator and tableaux actors. Divide story into 3 parts: beginning, middle and end. Create and practice 3 freeze scenes. Performances Audience: class lights out, use overhead with coloured cellophane as spotlight, audience heads down and eyes closed, look up when light clicks on or when group leader snaps fingers. Presenters: narrator to give name of title, read narration and to snap when actors are in place and frozen, quiet during tableau scene changes, turn BTA back to audience if an actor is not in the scene/tableau. Wrap-Up Teacher will commend students

Copies of 4 stories Overhead projector with colored cellophane. Pick-a-Person popsicle sticks to draw names.

Macintosh HD:Users:jacquelinelahaise:Documents:BEd:Second Year:EDTL 4100:unitplanandlesson:Moon and Constellations Integrated Unit Plan.doc

Page 13 of 14

on participation and a job well done.

Macintosh HD:Users:jacquelinelahaise:Documents:BEd:Second Year:EDTL 4100:unitplanandlesson:Moon and Constellations Integrated Unit Plan.doc

Page 14 of 14