VITAL INFORMATION
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Subject(s):
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Science, Technology |
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Topic or Unit of Study:
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The motions of the sun, moon,and earth. |
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Grade/Level:
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3-4 |
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Objective:
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Students will use a hot list to research for information on the sun, moon, and earth.
Students will use a hot list to find pictures of the sun, moon, and earth.
Students will use PowerPoint to create a presentation on the sun, moon, and earth.
Students will present their PowerPoint to the class. |
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Summary:
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Students will use hotlist to research information on the motions and other interesting facts of the sun, moon, and earth. Then students will create a PowerPoint Presentation with the information found. |
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IMPLEMENTATION
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Learning Context:
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This is the second lesson plan in the unit on the solar system. The first lesson was general information about the solar system. This second lesson will lead to another unit over all the other planets. |
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Procedure:
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Day One:
Discuss what students already know about the sun, moon, and earth.
Go over the information the students need to research about the sun, moon, and earth.
Pick 3 students that will hold 3 round balls representing the sun, moon, and earth. Have the student who has the sun be in the middle as still as possible. Then explain to the other two students how to rotate. Teacher can do this activity a few times with different students so they can start to understand the motions of the sun, moon, and earth.
Take students to lab where the media specialist will show them how to use hot list.
Day Two:
Take students to computer lab where they will use the hot list to research for information on the sun, moon, and earth.
Students should be looking for pictures and information on the motions of the sun, moon, and earth.
Day Three:
Take students to the computer lab where they can finish up their research and start their PowerPoint when research is complete.
Day Four:
Take students to computer lab to finish up their PowerPoint Presentation.
Have students save their PowerPoint Presentation on a USB Drive.
Day Five and Six:
Have students present their PowerPoint to the class in the computer lab. |
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Differentiated Instruction:
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The computer lab is set up for students with physical disabilities. The special education teacher will be available for students with learning disabilities. The students who are at risk of failing with not work together during this lesson. The advanced learners can find more information if they would like. |
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Sample Student Products:
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This lesson has not been taught yet so there are no student samples. |
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Collaboration:
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Students will work collaboratively. Students will work in groups of 2. |
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Time Allotment:
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6 class periods. 45 Min. per class. |
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Author's Comments & Reflections:
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Remember to reserve computer lab for all days and inform the special education teacher of the lesson. Also remember to talk to media specialist and make an appointment with them. |
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MATERIALS AND RESOURCES
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Instructional Materials:
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Resources:
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- Technology resources:
PowerPoint - The number of computers required is 1 per 2 students.
- Students Familiarity with Software Tool:
Students are already familiar with PowerPoint. - Make appointment with media specialist for Day one in the lesson.
Arrange to use computer lab for 6 sections.
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STANDARDS & ASSESSMENT
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Standards:
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 | | | | | | | | | |  USA- AASL- American Assc. of School Librarians: Info. Literacy Standards for Student Learning (old) | | • Area : Information Literacy
From Chapter 2, "Information Literacy Standards for Student Learning," of Information Power: Building Partnerships for Learning by American Association of School Librarians and Association for Educational Communications and Technology. Copyright 1998 American Library Association and Association for Educational Communications and Technology. Reprinted by permission of the American Library Association.
| |  Standard 1: The student who is information literate accesses information efficiently and effectively.
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| | Standard 2: The student who is information literate evaluates information critically and competently
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| | Standard 3: The student who is information literate uses information accurately and creatively
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USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students) (old) | | • Grade : Grades 3-5
Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools
Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.
| | Performance Objective 1: Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)
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| | Performance Objective 2: Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2)
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| | Performance Objective 3: Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2)
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| | Performance Objective 4: Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)
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| | Performance Objective 5: Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
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| | Performance Objective 6: Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests. (4)
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| | Performance Objective 7: Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5)
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| | Performance Objective 8: Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)
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| | Performance Objective 9: Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)
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MI- Michigan Curriculum Frameworks | | • Subject: Science
| | • Strand V: Using Scientific Knowledge in Earth Science
In the earth sciences, real-world contexts are often described in terms of systems and subsystems, such as atmospheric systems, crustal systems, solar systems, or galaxies, which are useful in explaining phenomena, including volcanic eruptions, earthquakes, thunderstorms, and eclipses.
| | • Standard V.4 : The Solar System, Galaxy and Universe
All students will compare and contrast our planet and sun to other planets and star systems; describe and explain how objects in the solar system move; explain scientific theories as to the origin of the solar system; and explain how we learn about the universe. We learn about neighboring and remote celestial bodies through our observations and exploration of space.
| | • Grade E - Elementary
| | Performance Benchmark 1: Describe the sun, moon and earth. ( Key concepts: Planet, star, sphere, space, solar system, larger/smaller, closer/farther, heat, light. Real-world contexts: Photos and videos from space of the sun, earth, moon, other planets.)
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| | Performance Benchmark 2: Describe the motions of the earth and moon around the sun. ( Key concepts: Perceived movement of the sun across the sky, orbit, month, year, day, night, spin, calendar. Real-world contexts: Models or diagrams of the positions and relative distances between the sun, earth, moon; models showing the motions of the earth and moon; outdoor observing of the sun’s motion.)
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Assessment/Rubrics:
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Students will be graded using the rubric created for this lesson plan. Teacher should also be aware of how the students participated through out the lesson. |
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