Student: Allison McDermott Course EDU: 521.

01 Grade: 3 Topic: Earths Place in the Solar System

Professor: R. Moroney Date: August 7, 2013 Content Area: Science

INSTRUCTIONAL OBJECTIVE(S) After viewing two YouTube video The Solar System Song by: KidsTV123 and Layers of the Earth Rap by Mr. Lee and then participating in a class discussion about our Earth each student will create a KWL chart on the layers of the Earth with at least 75% (3 out of 4 on a teacher created rubric) accuracy to present to their classmates using the class SMART Board. Key concept: Students will demonstrate their knowledge of The Earth. STANDARDS AND INDICATORS CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-Literacy.SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CCSS.ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the discussion. CCSS.ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). CCSS.ELA-Literacy.RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

Indicators NETS for Students Standards 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Indicators

The students will use evidence on the Smart board lesson create their KWL charts and present them to the class indicating what the layers of the Earth are and how we can apply them to our lesson. Motivation The teacher will come to class in an Earth costume. A three-dimensional model of the Earth will be provided for student hands-on learning Materials KWL Charts, SMART Board, computers with Internet access, three-dimensional model of the Earth. STRATEGIES Cooperative learning, group discussion, directs instruction, role-playing and teacher demonstration. ADAPTATIONS For the student who has a hearing impairment will be provided with a closed captioned video about planet Earth, the teacher will wear an amplifier. DIFFERENTIATION OF INSTRUCTION

Tier I Students will use selected (by the teacher) online and print materials to review content to include in their KWL Chart and use at least three examples for each section.

Tier II Students will brainstorm (based on their prior knowledge and guided by the teacher) and choose their own materials (both online and print materials will be made available) to use in the KWL Chart, as well as create, at least four examples for each section.

Tier III Students will use the Internet independently to conduct research on the Earth, and then select which materials they would like to use in the KWL Chart, creating at least five examples for each section. DEVELOPMENTAL PROCEDURES Students will use the YouTube video, The Solar System Song to familiarize themselves with the planets in our solar system. (What are the planets? Why do we have to know about the planets? What could we learn about the planets? What does a planet look like? What characteristics would a planet have?) Students will use the YouTube video Layers of the Earth Rap to learn about the layers of the Earth to begin to think about planet Earth. (How is Earth different than other Planets? Where is Earths place in the Solar System? Why is this important? How do you think Earth was formed? What are the different layers of the Earth? What are their characteristics? Why is each important and what are its characteristics?) Students will brainstorm and research in preparation for creating their KWL Charts. (Where can you find information about the Earth? How do you know your information is accurate? How will you use your information?) Students will then have enough information to begin to create KWL chart on planet Earth working with a partner. ASSESSMENT Students will be assessed using a 4 point teacher created rubric. They are expected to score at least a 3 out of 4 or 75% competency.

Our Solar System Teachers Name: Allison McDermott Students Names: ____________________________________________

CATEGORY Data (Research) Collection

4 Data was collected several times. It was summarized, independently, in a way that clearly describes what was discovered. Provided an accurate, easy-to-follow diagram with labels to illustrate the procedure or the process being studied.

3 Data was collected more than one time. It was summarized, independently, in a way that clearly describes what was discovered. Provided an accurate diagram with labels to illustrate the procedure or the process being studied.

2 Data was collected more than one time. Adult assistance was needed to clearly summarize what was discovered. Provided an easy-tofollow diagram with labels to illustrate the procedure or process, but one key step was left out. Identified, with adult help, a question which could be investigated.

1 Data was collected only once and adult assistance was needed to clearly summarize what was discovered.

Diagrams (KWL Chart)

Did not provide a diagram OR the diagram was quite incomplete.

Idea

Independently identified a question which was interesting to the student and which could be investigated.

Identified, with adult help, a question which was interesting to the student and which could be investigated.

Identified a question that could not be tested/investigated or one that did not merit investigation.

Display (Chart)

Each element in the display had a function and clearly served to illustrate some aspect of the Earth. All items, at least 5 in each section were neatly and correctly labeled. Student provided a detailed conclusion clearly based on the data and related to previous research findings.

Each element had a function and clearly served to illustrate some aspect of the Earth. Most items, at least 4 in each section were neatly and correctly labeled.

Each element had a function and clearly served to illustrate some aspect of the Earth. Most items, at least 3 in each section were correctly labeled. Student provided a conclusion with some reference to the data.

The display seemed incomplete or chaotic with no clear plan. Many labels were missing or incorrect.

Conclusion/Summary

Student provided a somewhat detailed conclusion clearly based on the data.

No conclusion was apparent OR important details were overlooked.

INDEPENDENT PRACTICE The students will be given time to go to the science center. They will have access to the teachers Weebly webpage about the Solar System on an internet connected computer or tablet (iPad). There they will be able to participate in activities such as a word search and a matching game on the layers of the Earth.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT Direct Teacher Intervention: The student, under direct intervention with the teacher, will use a series of online and print activities to help the student reinforce the layers of the Earth. Academic Enrichment: The student will use the computer to complete further research about the Earth or another planet; this information will be synthesized for presentation to the class using either Prezi or Glogster.

REFERENCES 4Teachers.org (2013) Rubistar. Retrieved from http://rubistar.4teachers.org/ Brainpop. (1999). Retrieved from http://www.brainpop.com/ Del Rosa, M., Lockwood, A., & McDermott, A. (2013, July). The Solar System. Retrieved from http://www.weebly.com/weebly/main.php Glogster EC, Inc. Glogster edu. Retrieved from http://edu.glogster.com/ KidsTV123. (2011, June 21). The Solar System Song. Retrieved from http://www.youtube.com/watch?v=BZ-qLUIj_A0 Lee, M. (2011). Layers of the Earth. Retrieved from http://www.youtube.com/watch?v=Kkn7fwrzuyA Prezi, Inc. (2013). Prezi. Retrieved from http://prezi.com