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Multiple Intelligences
Unit Plan
Revised for EDUC526
Unit Title: Space Exploration
Grade Level: 5
Subject: Science and Language Arts

Teacher: Kristen Baldwin

Time Frame: 2 weeks

Goals and Student Learning Outcomes

Goal 1: Students will analyze components of the solar system
Student Learning Outcome 1: Students will define specific terms about the solar system
to formulate a basic understanding.
Student Learning Outcome 2: Students will model their understanding by representing
the suns orbital pattern.
Goal 2: Students will conduct research on eight planets and eight satellites in the solar system.
Student Learning Outcome 1: Students will identify the important information about
particular research topic.
Student Learning Outcome 2: Student will work collaboratively with their classmates to
categorize their research by importance and relevance.
Goal 3: Students will use technology to create projects about the solar system.
Student Learning Outcome 1: Students will design and construct an online poster through
Glogster.
Student Learning Outcome 2: Students will create and compose a presentation through
Prezi.
By the completion of this unit, students will be able to:
1. Identify the eight planets in the solar system.
2. Research an assigned planet and formulate notes throughout the research process
3. Provide specific details about assigned planet
4. Construct a well-developed report
5. Present an oral presentation
6. Understand the orbital pattern between the sun, moon and Earth
7. Define and identify a satellite in the solar system
8. Work collaboratively with peers
9. Use time management skills to effectively navigate their way through research
10. Demonstrate proficiency in their understanding of the solar system
Intelligences:
1. Interpersonal
2. Intrapersonal
3. Visual/Spatial

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4.
5.
6.
7.
8.

Logical/Mathematical
Verbal
Musical
Kinesthetic
Naturalistic

Technology Used:
1. Laptop
2. iPad
3. Tablet
4. Apple Air Play
5. Projector Screen
6. Google Docs
7. Wordle
8. Glogster
9. QR Codes
10. Word Processor
11. Prezi
12. YouTube
13. Youtube https://www.youtube.com/watch?v=ZHAqT4hXnMw https://www.youtube.com/
watch?v=YONrbl6xLIM
14. https://www.nasa.gov/audience/forstudents/5-8/features/what-is-a-satellite-58.html#.VRjPjUbwOMb
15. http://www.esa.int/esaKIDSen/SEMPX7BE8JG_OurUniverse_0.html
16. http://www.wikiforkids.ws/
17. https://www.youtube.com/watch?v=rgfHdsGfQ2s
18. iPad Apps: iLearn Solar System HD: Making Science Fun, Quick Scan, Drawing Pad +,
Satellite Safari
19.Class Blog
California Standards- Earth Science
5.The solar system consists of planets and other bodies that orbit the Sun in predictable paths. As
a basis for understanding this concept:
a. Students know the Sun, an average star, is the central and largest body in the solar system and
is composed primarily of hydrogen and helium.
b. Students know the solar system includes the planet Earth, the Moon, the Sun, eight other planets and their satellites, and smaller objects, such as asteroids and comets.
c. Students know the path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet
Common Core Standards- Language Arts
CCSS.ELA-Literacy.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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CCSS.ELA-Literacy.W.5.2.b
Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
CCSS.ELA-Literacy.W.5.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.5.6
With some guidance and support from adults, use technology, including the Internet, to produce
and publish writing as well as to interact and collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of two pages in a single sitting.
ISTE Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative processes
using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety
of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
5. Digital Citizenship
Students understand human, cultural and societal issues related to technology and practice legal
and ethical behavior.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, an
productivety.
6. Technology Operations
Students demonstrate a sound understanding of technology concepts, systems and operations
b. Select and use applications effectively and productively
Materials
Students will have access to:
1. textbook
2. pencil
3. paper
4. notecards
5. Laptops
6. iPads
7. Tablets
8. Apple Air Play
9. Projector Screen

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10. Internet

Procedures: Students will be partaking in a two week unit plan about the solar system. One
lesson will take place five days per week for two weeks resulting in ten total lessons. These
lessons will range from forty-five minutes to one hour in length per day.
Week 1: Week one will be an introduction to the solar system and directly focus on the
eight planets.
Teacher Preparation: The teacher will prepare for this lesson by showing the two YouTube
videos and giving a brief introduction on the topic of orbital patterns.
Learning Environment: Flipped Classroom
Differentiation (GATE, SpEd, ELL):
GATE: GATE students will be asked to include a two-paragraph summary on their class blog
using the vocabulary words defined in the lesson.
SpEd: SpEd students will work 1-1 with the teacher during the reading time. He/she and the
teacher will alternate reading to ensure comprehension. In addition, SpEd students will have a
modified vocabulary assignment.
ELL: Using a SDAIE strategy ELL students will write the definition of the vocabulary word and
include a picture to increase understanding of the term. In addition, they can translate the English
vocabulary word into their language to also ensure understanding.
Day 1 (1 Hour): Students will be introduced to the solar system by listening to the song titled
Outer Space: We are the Planets (https://www.youtube.com/watch?v=ZHAqT4hXnMw). Students will then listen to the song titled Earths Orbit (https://www.youtube.com/watch?v=YONrbl6xLIM). Teacher will give a brief introduction on the topic of orbital patterns. Students will be
placed into groups of three and directed to go outside the classroom into an open grass area. Students will become a visual representation of the suns orbital pattern. One student will be the sun,
another the moon and the third student will be the earth. The three students will orbit around one
another to represent orbital pattern. Students will return to class and read the first chapter in their
science textbook about the solar system. Students will have the option to work independently or
with a partner. After reading the chapter students will complete a vocabulary activity. Students
will define all vocabulary terms from assigned chapter. Students will write the words and definitions on a piece of paper. Once completed students will get it checked by teacher and then transfer their information to their class blog under the science section.
Intelligences Addressed: intrapersonal, interpersonal, naturalistic, bodily/kinesthetic, musical,
visual/spatial, verbal
Teacher Preparation: The teacher will prepare for this lesson by giving each student an iPad to
use. Through the use of Apple AirPlay she will project the app from the iPad onto the classroom
projector screen. The teacher will give a brief overview of the app and explain the expectations
while using the app and the desired learning outcomes to the students.
Learning Environment: Flipped Classroom

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Differentiation (GATE, SpEd, ELL):
GATE: GATE students will be asked to write a review for the app after completing their experience with Astronaut Ashley. They will be asked to include both positive and negative aspects on
the app as well as examples to support both of their claims.
SpEd: SpEd students will be given a checklist of various content to cover while exploring the
app. In addition a time limit will be placed on each content area to ensure students do not get
stuck on one area and are able to benefit the most academically during this process.
ELL: ELL students will have access to a language translation to ensure understanding of the material being presented on the app.
Day 2 (45 Minutes): Students will embark on a virtual field trip to investigate the solar system
with Astronaut Ashley. Each student will be using an iPad and the app iLearn Solar System HD:
Making Science Fun. Astronaut Ashley will guide each student through a 3D model of the solar
system. This virtual field trip will ensure students content knowledge by asking them questions
throughout the exploration and provide feedback to their answers.
Intelligences Addressed: intrapersonal, visual/spatial, logical/mathematical, naturalistic, musical
Teacher Preparation: The teacher will assign each student in the classroom to a partner. She
will take into account students strengths, weaknesses, differences and personalities while choosing partners. In addition she will review the eight planets with the class and explain the research
process to them.
Learning Environment: Traditional Classroom
Differentiation (GATE, SpEd, ELL):
GATE: GATE students will have the option to choose two planets to research instead of one.
SpEd: SpEd students will be provided with a list of questions to be answered during this research process. This will allow them to have a clear and focused vision while completing their
research.
ELL: If available ELL students will be partnered with a bilingual partner during the research
process.
Day 3 (45 Minutes): Students will work with a partner to research one of the eight planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune) of their choice. Students will use a
laptop, iPad, or tablet to complete their research. Each students will take notes a on a piece of
paper or in a word processing system/notes app on the iPad and list the important facts.
Intelligences Addressed: interpersonal, visual/spatial, bodily/kinesthetic, logical/mathematical
Teacher Preparation: The teacher will explain the report requirements to students and review
the writing expectations.
Learning Environment: Traditional Classroom
Differentiation (GATE, SpEd, ELL):
GATE: If students chose to research two planets they will write two reports, one for each planet.
If students chose to research one planet they will construct a detailed six paragraph report.
SpEd: SpEd students will have a modified report by writing two paragraphs.

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ELL: ELL students will be able to write their report in their native language and use a translation
system to convert their report to English.
Day 4 (1 Hour): Students will independently use their research from day prior to construct a
four paragraph report on their planet. Students will write a well developed report to highlight the
most important information and interesting facts about their planet. Students will write their report in a word processing system and submit it to the teacher through Google Docs.
Intelligences Addressed: intrapersonal, verbal, bodily/kinesthetic, naturalistic
Teacher Preparation: The teacher will give a whole class lesson on creating a Wordle and QR
Code. She will give examples and step by step directions which will then be transferred into the
students creating their own Wordle and QR Code.
Learning Environment: Traditional Classroom
Differentiation (GATE, SpEd, ELL):
GATE: GATE students will be required to have thirty different words in their Wordle.
SpEd: SpEd students will be required to have fifteen different words in their Wordle.
ELL: ELL students will be required to have ten English words and ten words in their native language in the Wordle.
Day 5 (1 Hour): Students will learn to design a Wordle with the information from their planet
report. Students will create their own Wordle and invent a QR code for students to have direct
access. Students will use the Quick Scan app once their QR code is created to share their Wordle
with the class. Wordle creations can be displayed for the class to see through Apple Air Play onto
a projector screen.
Intelligences Addressed: intrapersonal, interpersonal, visual/spatial, logical/mathematical, naturalistic, verbal, kinesthetic, musical
Week 2: Week two will continue to discuss the solar system and have a direct focus on satellites.
Teacher Preparation: The teacher will prepare for this lesson by showing Bill Nye episode and
then explain the follow-up assignment to students. In addition she will
Learning Environment: Traditional Classroom
Differentiation (GATE, SpEd, ELL):
GATE: GATE students will be asked to include a two-paragraph summary on their class blog
using the vocabulary words defined in the lesson.
SpEd: SpEd students will work 1-1 with the teacher during the reading time. He/she and the
teacher will alternate reading to ensure comprehension. In addition, SpEd students will have a
modified vocabulary assignment.
ELL: Using a SADIE strategy ELL students will write the definition of the vocabulary word and
include a picture to increase understanding of the term. In addition, they can translate the English
vocabulary word into their language to also ensure understanding.
Day 1 (1 Hour): Students will watch a Bill Nye episode on Outer Space. This video will provide
students with an introduction to satellites. https://www.youtube.com/watch?v=rgfHdsGfQ2s

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Students will read their science textbook with a partner to learn about satellites in space. Once
satellite chapter is read students will complete a vocabulary activity. Students will define the vocabulary words on the class blog under the science section. Students will also use the Drawing
Pad + app on an iPad to sketch an image of a satellite.
Intelligences Addressed: intapersonal, interpersonal, visual/spatial, logical/mathematical, naturalistic, verbal, kinesthetic, musical
Teacher Preparation: The teacher will prepare for this lesson by giving each student an iPad to
use. Through the use of Apple AirPlay she will project the app from the iPad onto the classroom
projector screen. The teacher will give a brief overview of the app and explain the expectations
while using the app and the desired learning outcomes to the students.
Learning Environment: Flipped Classroom
Differentiation (GATE, SpEd, ELL):
GATE: GATE students will be asked to write a review for the app after completing their experience with Satellite Safari. They will be asked to include both positive and negative aspects on the
app as well as examples to support both of their claims.
SpEd: SpEd students will be given a checklist of various content to cover while exploring the
app. In addition a time limit will be placed on each content area to ensure students do not get
stuck on one area and are able to benefit the most academically during this process.
ELL: ELL students will have access to a language translation to ensure understanding of the material being presented on the app.
Day 2 (45 Minutes): Students will each have their own iPad and work independently as they
embark on a satellite safari. Using the Satellite Safari app students will be given a tour guide to
explore the universe of satellites. Students will obtain a vast amount of information from this app
about several satellites currently orbiting our solar system.
Intelligences Addressed: intrapersonal, musical, visual/spatial, naturalistic, logical/mathematical, kinesthetic
Teacher Preparation: The teacher will form groups of four students. She will take into account
students strengths, weaknesses, differences and personalities while choosing these groups. In
addition she will briefly discuss the eight satellites students are choosing from and give a review
of the expected research process.
Learning Environment: Traditional Classroom
Differentiation (GATE, SpEd, ELL):
GATE: GATE students will have the option to choose two satellites to research instead of one.
SpEd: SpEd students will be provided with a list of questions to be answered during this research process. This will allow them to have a clear and focused vision while completing their
research.
ELL: If available ELL students will be partnered with a bilingual partner during the research
process. In addition the will use the SADIE strategy KWL chart to document their knowledge of
the content area.
Day 3 (45 Minutes): Students will work in a group of four and choose one satellite from the following list to research:

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Hubble Space Telescope
International Space Station
Galaxy 14
GOES-12
KH-13
GPS IIR11
GoldenEye
NOAA 17
Once students have chosen a satellite they will begin researching it. They will need to find out
what a satellite is, what is the importance, how it orbits, its individual history and any interesting
facts. Students will conduct their research on a laptop, iPad or tablet and examine the most important information they find. Students will take notes on a piece of paper or a word processing
program.
Intelligences Addressed: interpersonal, verbal, kinesthetic, logical/mathematical, visual/spatial
Teacher Preparation: The teacher will give a presentation to students on both Glogster and
Prezi to introduce them to both programs. She will explain the requirements and expectations for
the assignment.
Learning Environment: Traditional Classroom
Differentiation (GATE, SpEd, ELL):
GATE: GATE students will create two presentations to highlight both satellites they researched.
SpEd: SpEd students will be given a specific task during this group project so they are included
and have a specific focus throughout their work.
ELL: ELL students will be able to use their English language translation dictionary to ensure
their understanding during the project.
Day 4 (1 Hour): Using their notes from their research students will choose to design a Glogster
poster on Prezi presentation about their assigned satellite. The poster/presentation will cover all
assigned information from previous day. It will justify their knowledge of assigned satellite and
identify what they have learned. Students will work collaboratively with their peers to construct
this presentation.
Intelligences Addressed: interpersonal, intrapersonal, verbal, visual/spatial, bodily/kinesthetic,
naturalistic, musical, logical/mathematical
Teacher Preparation: The teacher will create a grading rubric that will be present with her during the presentation process. This will allow her to grade each students presentation fairly and
accurately.
Learning Environment: Traditional Classroom
Differentiation (GATE, SpEd, ELL):
GATE: GATE students will be required to give an in depth explanation to their presentation and
explain the groups thought process during the assembly process.
SpEd: SpEd students will use a notecard during their presentation to keep their ideas clear and
focused during the presentation.

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ELL: ELL students will be given additional time to practice their portion of the presentation to
ensure they feel confident about presenting in English. One-on-One time will be given with the
ELL student and teacher so they are able to practice their presentation and have any questions
answered.
Day 5 (1 Hour): Using Apple Air Play students will project their poster or presentation onto a
projector screen. Each student in the group will be required to share one portion of their poster or
presentation. Students will display their knowledge of assigned satellite throughout the presentation by discussing their knowledge with their peers.
Intelligences Addressed: interpersonal, verbal, visual/spatial, bodily/kinesthetic
Product:
1. Report about assigned planet
2. Glogster poster or Prezi presentation
3. Video Link: https://www.youtube.com/watch?v=QceVT_lWf14
*See grading rubrics on following page

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Planet Report Rubric

Glogster and Prezi Rubric