Unit Title: Exploring the Solar System Teacher: Pam Marks

Grade Level: 3
rd


Subject: Science, Math, Language Arts Time Frame: 5-6 weeks
Objectives:
Students will gain new information about elements in our solar system through the activities in
this unit. They will have a greater understanding of the differing characteristics of each of the
planets and be able to confidently share newly acquired facts with classmates and teacher.
Students will create seven projects and one culminating project about the solar system in order
to demonstrate their understanding.

Intelligences:
Verbal, Interpersonal, Kinesthetic, Intrapersonal, Naturalist, Visual, Musical, Logical
Technologies in the unit:
Computer, iPad, iPhone, iPod, Internet, printer, headphones, portable speakers
Programs:
Gmail accounts, Skype, Google docs, Word, Excel, PowerPoint
Apps:
Solar System, StickyNotes, Survey on the Go, Flashcards Deluxe, Outline, Night Sky,
Interactive Minds Solar System, NoteShelf, Waveboard, DropVox, Course Notes, Dragon
Dictation, Pixie, Facetime, iMovie, Paper FiftyThree, Numbers, Pandora
Websites:
Tagxedo, National Aeronautics and Space Administration, Scholastic News, Text2Mindmap ,
HubbleSite, Planets For Kids, Quizlet, National Geographic website NASA, Rhyme Zone,
NASA Kids,
Audacity, Weebly, Science Monster, Enchanted Learning, Our Planets & Sun Size Comparison,
Griffith Observatory
YouTube Videos:
Griffith Observatory, I Love Rockets, Solar System, Bill Nye-Outer space, Gustav Holsts Planets
Common Core standards:
Speaking and Listening
Comprehension and Collaboration:
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher led) with diverse partners on grade 3 topics and texts, building on others ideas and
expressing their own clearly.
a. 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.
b. 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).
c. Ask questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information
Multiple Intelligences
Unit Plan Template
EDUC 522

presented in diverse media and formats, including visually, quantitatively, and orally.
Presentation of Knowledge and Ideas:
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace. (Plan and deliver an
informative/explanatory presentation on a topic that: organizes ideas around major points of
information, follows a logical sequence, includes supporting details, uses clear and specific
vocabulary, and provides a strong conclusion. CA)
SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at
an understandable pace; add visual displays when appropriate to emphasize or enhance certain
facts or details.

Writing
Text Types and Purposes:
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
a. Introduce a topic and group related information together; include illustrations when
useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas
within categories of information).
d. Provide a concluding statement or section.
Production and Distribution of Writing:
W.3.4 With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose.
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.
W.3.6 With guidance and support from adults, use technology to produce and publish writing
(using keyboarding skills) as well as to interact and collaborate with others.

Reading Informational Text (RI)
Key Ideas and Details:
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support
the main idea.
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
RI3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently.
Integration of Knowledge and Ideas:
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).

Math
Mathematical Reasoning:
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical reasoning.
2.4 Express the solution clearly and logically by using the appropriate mathematical notation
and terms and clear language; support solutions with evidence in both verbal and symbolic
work.

Science Content Standards: California
Physical Sciences:
Students know energy comes from the Sun to Earth in the form of light.
Earth Sciences:
Students know that Earth is one of several planets that orbit the Sun and that the Moon orbits
Earth.
Investigation and Experimentation:
Use numerical data in describing and comparing objects, events, and measurements.
Technology standards:
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and 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
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.
a. Interact, collaborate, and publish with peers, experts, or others employing a
variety of
digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
d. Contribute to project teams to produce original works or solve problems
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
d. Process data and report results
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.
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
Material: (digital and non-digital)

Computer
Intelligences:

logical, visual,
kinesthetic


iPad


iPhone

iPod

Internet








Printer

Headphones

Portable speakers



Programs:

Gmail accounts

Skype


Google docs

Word


Excel

PowerPoint

Apps:
Solar System
https://itunes.apple.com/us/app/reading-comprehension-
solar/id531292495?mt=8

logical, visual,
kinesthetic


interpersonal,
visual

musical, visual

logical, visual,
kinesthetic,
verbal, naturalist,
musical,
intrapersonal,
interpersonal



visual

musical

musical






interpersonal

verbal
interpersonal


visual, logical

intrapersonal,
visual, logical

logical, visual

logical, visual,
kinesthetic


verbal, visual










StickyNotes
https://itunes.apple.com/us/app/sticky-notes-reminders-
notes/id346224003?mt=8


Survey on the Go
https://itunes.apple.com/us/app/surveys-on-the-go/id443052658?mt=8


Flashcards Deluxe
https://itunes.apple.com/US/app/id307840670?mt=8


Outline
https://itunes.apple.com/us/app/outline./id451920439?mt=8

Night Sky
https://itunes.apple.com/us/app/the-night-sky/id475772902?mt=8


Interactive Minds Solar System
https://itunes.apple.com/us/app/interactive-minds-solar-
system/id593614944?mt=8


NoteShelf
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interpersonal
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kinesthetic,
visual verbal







logical, visual




naturalist
kinesthetic






visual, logical






logical, visual,
intrapersonal






musical




https://itunes.apple.com/us/app/noteshelf-notes-pdf/id392188745?mt=8


Waveboard
https://itunes.apple.com/us/app/waveboard/id544597426?mt=8


DropVox
https://itunes.apple.com/us/app/dropvox-record-voice-
memos/id416288287?mt=8


Course Notes app
https://itunes.apple.com/us/app/coursenotes/id364183278?mt=8


Dragon Dictation
https://itunes.apple.com/us/app/dragon-dictation/id341446764?mt=8


Pixie
https://itunes.apple.com/us/app/pixie-by-tech4learning/id609012680?mt=8


Facetime
https://itunes.apple.com/us/app/facenow-facetime-
messages/id379980390?mt=8




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verbal







visual, logical,
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interpersonal,
verbal





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interpersonal


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interpersonal




iMovie
https://itunes.apple.com/us/app/imovie/id377298193?mt=8


Paper FiftyThree
https://itunes.apple.com/us/app/paper-by-fiftythree/id506003812?mt=8


Numbers
https://itunes.apple.com/us/app/numbers/id361304891?mt=8


Pandora
https://itunes.apple.com/us/app/pandora-radio/id284035177?mt=8


Websites:
Tagxedo
http://www.tagxedo.com/


National Aeronautics and Space Administration
http://solarsystem.nasa.gov/multimedia/download-detail.cfm?DL_ID=1


Scholastic News
http://teacher.scholastic.com/scholasticnews/indepth/space/spacestories/index.a
sp?article=exploration


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musical






visual, logical,
kinesthetic






visual,
intrapersonal





visual, logical,
intrapersonal






visual, logical,
intrapersonal





visual,
naturalistic,
intrapersonal




naturalist
visual, musical



Text2Mindmap
https://www.text2mindmap.com/


HubbleSite
http://hubblesite.org/gallery/album/solar_system/


Planets For Kids
http://www.planetsforkids.org/


Quizlet
http://quizlet.com/13584927/flashcards


National Geographic website
http://kids.nationalgeographic.com/kids/photos/gallery/planets/#/planet-jupiter-
jupiter-by-hubble_15308_600x450.jpg


NASA
http://spaceplace.nasa.gov/switch-a-roo/en/




Rhyme Zone
http://www.rhymezone.com/



visual, logical,
kinesthetic





visual,
kinesthetic,
naturalistic,
intrapersonal





visual, musical,
kinesthetic








musical, verbal






logical, visual,
kinesthetic






verbal, musical,
interpersonal,
logical




interpersonal
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intrapersonal




NASA Kids
http://solarsystem.nasa.gov/kids/index.cfm#


Audacity
http://audacity.sourceforge.net/


Weebly
http://marksthespot17.weebly.com/


Science Monster
http://www.sciencemonster.com/astronomy/index.html


Enchanted Learning
http://www.enchantedlearning.com/subjects/astronomy/planets/


Our Planets & Sun Size Comparison
http://www.kiroastro.com/writings/perspective.html


Griffith Observatory
http://www.griffithobservatory.org/teachers/pdf/Glossary.pdf

http://www.laparks.org/observatory/vmap.html


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YouTube Videos:

Griffith Observatory
http://www.youtube.com/watch?v=fadQVcA62vA

http://www.youtube.com/watch?v=ZgMRSq7e9V8

http://www.youtube.com/watch?v=fzv35gg4f4M


I Love Rockets
http://www.youtube.com/watch?v=3ovJc0hDaT4


Solar System
http://youtu.be/LR8j7I2gOsk


Gustav Holst
Saturn: http://www.youtube.com/watch?v=MO5sB56rfzA

Venus: http://www.youtube.com/watch?v=EE6_PacCnRw

Jupiter: http://www.youtube.com/watch?v=Gu77Vtja30c

Mars: http://www.youtube.com/watch?v=Jmk5frp6-3Q


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Neptune: http://www.youtube.com/watch?v=v4wuV14QlNM

Uranus: http://www.youtube.com/watch?v=aDFGmiXnLjU

Mercury: http://www.youtube.com/watch?v=RkiiAloL6aE

Earth: http://www.youtube.com/watch?v=fd1R56uvftg


Bill Nye-Outer space
http://www.youtube.com/watch?v=2T0waK-y0Ic


Art Supplies:

12 yellow highlighters
12 orange highlighters
note cards
paper
pencils
newspaper
glue
paint







logical, visual,
kinesthetic,
verbal, naturalist,
musical,
intrapersonal,
interpersonal


Procedures

Lesson 1
Day 1:
Have students select a partner to work with and find a place in the classroom to
sit together. The teacher will pass out one iPad to each pair. Together students
will locate the Solar System app:
https://itunes.apple.com/us/app/reading-comprehension-
solar/id531292495?mt=8
Each pair will alternate turns reading the comprehension passage to their
partner. Students will work together to complete the questions at the end of
each passage. Each group needs to complete this activity for the following:
Intelligences:




visual,
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Our Solar System, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and
Neptune. If time allows, the students may read any of the other passages.
Students will power down their iPads and helpers of the day will collect, store
and plug in iPads into cart.

Day 2:
Students will again work with the partner they were with yesterday. Teacher
will pass out an iPad to each student. Direct one of the pair to locate the Solar
System app from yesterday and the other will find the app Dragon Dictation
https://itunes.apple.com/us/app/dragon-dictation/id341446764?mt=8
Students will work together and revisit the passages from yesterday. Each pair
will record two important facts about each planet using the dictation app.
When complete, students will export data to each of their gmail accounts to be
used in tomorrows lesson. Students will power down their iPads and helpers
of the day will collect, store and plug in iPads into cart.

Day 3:
Take students to computer lab. Students will work in pairs with the same
partner from the previous days activity. Each student will be at a computer
sitting next to their partner. Each will log on to their gmail account and retrieve
their dictation notes from yesterday. Each student will open the notes from
their work yesterday and upload it into a word display using Tagxedo
http://www.tagxedo.com/ Each student is responsible to create their own
display and print out to turn in to the teacher. When done, ask students to log
out of all programs.

Day 4:
Take students to the computer lab and hand back their word displays from
yesterdays lesson. Have students sit next to partner sharing one computer.
Using their word displays, students will identify and summarize in their own
words key information about the planets. The will work together to organize
and write a paragraph using
Google docs. They will change the setting to share it with each other and their
teacher on Google docs. When done, ask students to log out of all programs.

Day 5:
Explain to the entire class that each team will be recording their podcast today.
Introduce the requirements on the rubric and answer questions.
Take students to the computer lab. Sharing a computer, the pair will log on to
Google docs and print their paragraph from yesterday. Students will plan and
make a script for a podcast sharing and highlighting the speaking parts
equitably. The team will then record a podcast http://audacity.sourceforge.net/.
All groups will share their production will the class on the following day.
When done, ask students to log out of all programs.

Lesson 2



verbal, visual,
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visual,
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kinesthetic






interpersonal,
logical, visual






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Day 1:
Take class to the computer lab. Students will sit at the number that corresponds
to their class number. Have student helpers for the day pass out a note card and
pencil to each student. Each will log on and find the following video:
http://www.youtube.com/watch?v=2T0waK-y0Ic Using the headphones,
students will watch video and write a list of key ideas on note cards. Each
student should record at least five ideas. When done, ask students to log out of
all programs.
For homework, students will take their notes cards and create five well written
sentences with the information from their note cards. Students will submit their
sentences to their teacher using Google docs.

Day 2:
Have class helpers pass out an iPad to each student. Guide students will to
locate the Enchanted Learning
http://www.enchantedlearning.com/subjects/astronomy/planets/
Students will compare the distance each planet is from the sun. Each will
sequence this information and record it using Course Notes app
https://itunes.apple.com/us/app/coursenotes/id364183278?mt=8
on the iPads for them to use on a future activity. Students will power down the
iPads and helpers of the day will collect, store and plug in all iPads into cart.

Day 3:
Take class to the computer lab and bring the iPad cart with you. After students
sit at their number computer, have helpers of the day also give an iPad to each
student. Guide students will to locate the app Our Solar System on the iPad at
https://itunes.apple.com/us/app/interactive-minds-solar-
system/id593614944?mt=8. Allow students to compare the diameters using the
size comparison page. Instruct class to open Excel on the computer in from of
them to create a table. Using the measurements given in the app, each student
will construct a chart displaying the diameters of the planets using Excel.
Students will email their document to their teacher when completed. When
done, ask students to log out of all programs and power down iPads before the
helpers collect to charge and store.


Day 4 and 5:
Share with the class that today they will begin working on their PowerPoint
presentation project. Review the rubric and answer any questions.
Take class to the computer lab and bring the iPad cart with you. Have helpers
of the day also give an iPad to each student. After students sit at their number
computer, ask them to gather their data from the previous 3 days from the
computer and the iPad. (Excel file from yesterday, Course Notes from Day 2
and Google doc from Day 1) Students will be using this information to
produce a multimedia presentation showcasing all the planets and their sizes to




logical, visual











logical, visual,
kinesthetic










logical, visual,
kinesthetic,
intrapersonal,
interpersonal




















Interpersonal,
intrapersonal,
verbal

present and explain to classmates using PowerPoint.
After all their information is gathered, students will begin to create their show
starting with the theme of slides. Direct all students to locate the website
http://solarsystem.nasa.gov/kids/index.cfm# and go to the Homework Helper
section. Students will choose a slide theme to support the project they will
create using PowerPoint. Each will continue to work on their project
independently, striving to meet the requirements of the rubric. When working
is done for the day, students will power down their iPads and helpers of the
day will collect, store and plug in iPads into cart. When done, ask students to
log out of all computers programs.
The following day, each student will present their PowerPoint to the class to be
graded by the teacher.

Lesson 3
Day 1:
Students will select groups made up of three students to work on this project.
As homework, each of the groups will Facetime each other using
https://itunes.apple.com/us/app/facenow-facetime-
messages/id379980390?mt=8 about what they know about the planets. Each
group member will be prepared to discuss information in their conversation for
tomorrows activity.

Day 2:
The helpers of the day will pass out one iPad to each of the groups of three.
Using the StickyNotes app https://itunes.apple.com/us/app/sticky-notes-
reminders-notes/id346224003?mt=8 students will identify at least five
questions that can be used to make a questionnaire about classmates favorite
planets. With these questions, students will use the Survey on the Go app at
https://itunes.apple.com/us/app/surveys-on-the-go/id443052658?mt=8 to create
a survey for classmates. Each group must have their interview completed by
the end of the work period. When working is done for the day, students will
power down their iPads and helpers of the day will collect, store and plug in
iPads into cart.

Day 3:
The helpers of the day will pass out one iPad to each of the groups of three.
Today groups will take turns interviewing all students in the other groups using
the survey they created. When interview are completed, students will examine
and categorize the results of the classmates interviews into a table using
Numbers app https://itunes.apple.com/us/app/numbers/id361304891?mt=8
When working is done for the day, students will power down their iPads and
helpers of the day will collect, store and plug in iPads into cart.

Day 4:
Take students to computer lab. Each student group will gather around a
computer. Today triads will post it their findings to our class blog using




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interpersonal,
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interpersonal,
verbal, logical,






logical, visual,
kinesthetic,
verbal, naturalist,
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intrapersonal,
interpersonal





Weebly at http://www.weebly.com/weebly/main.php
and encourage classmates to comment on the results of their interviews.
Once all groups have posted their results, groups will read one anothers
findings and post a comment to at least 3 of the groups. When working is done
for the day, students will power down their iPads and helpers of the day will
collect, store and plug in iPads into cart

Day 5:
Explain to the entire class that each team will be writing and practicing their
skit today. Introduce the requirements on the rubric and answer questions.
Take students to computer lab. Each student group will gather around a
computer. Students will collaborate to write a 3-4 minute skit about
classmates favorite planets using Google docs. At the end of the work time,
students will share their Google doc with the teacher and print out a copy of
each member of the group.

Day 6:
The helpers of the day will pass out one iPad to each of the groups of three.
Students will produce their skit and record it using iPhone or iPad. Remind the
class that each member of the group needs to work collaboratively to fulfill the
requirements of the rubric. When done, support each group in posting their
movie on the class website on Weebly at
http://www.weebly.com/weebly/main.php. Remember to have one member of
each group power down the iPad and return to proper spot on the cart.

Lesson 4
Day 1:
Take the class to the computer lab and have each student sit at the computer
corresponding to their class number. Pass out paper and pencils and have each
student log on to the class blog at http://marksthespot17.weebly.com/. Using
the headphones, students will listen to the planet podcast and complete the key
information worksheet.
Ask students to log off computer, bring paper and pencil and return to class.
Use iPod and Pandora https://itunes.apple.com/us/app/pandora-
radio/id284035177?mt=8
to quietly play space music as students work with their table buddy. Groups
will restate the key points from the podcast to a classmate.

Day 2:
Take the class to the computer lab and have each student sit at the computer
corresponding to their class number. Guide student to log on to NASAs Space
Place Solar System Switch-a-Roo http://spaceplace.nasa.gov/switch-a-roo/en/
Students will demonstrate their ability to recognize the planets, sun and moons
by solving the puzzle game. Students will continue to solve the puzzle for each
of the planets. When done, ask students to log out of all programs.


musical, visual,
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logical, visual,
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Day 3:
Explain to class that today is independent brainstorming day. They will take
time today to come up with ideas for our next project. Take the class to the
computer lab and bring the iPad cart and writing supplies with you. After
students sit at their number computer, have helpers of the day also give an iPad
to each student, along with a paper and pencil. Students will use the computer
to identify rhyming words they can use to write a song/rap or poem about the
solar system using http://www.rhymezone.com/. They may take notes on
paper. When done, each student will use the iPad to decide what sound effects
and musical instruments they may add to their song/rap/poem using
https://itunes.apple.com/us/app/waveboard/id544597426?mt=8. When done,
ask students to log out of all programs and have helpers store iPads.


Day 4-5:
Explain to the entire class that each team will be writing a song/rap/ poem and
recording it today. Introduce the requirements on the rubric and answer
questions. Allow students to select groups of four. Have students collaborate to
create and write down one of the following: song, rap or poem. Allow time for
groups to rehearse several times.
Take class, the iPad cart and portable speakers to the MPR. Ask groups to
spread out for space to work and give each group of four an iPad. Direct the
class to use DropVox
https://itunes.apple.com/us/app/dropvox-record-voice-
memos/id416288287?mt=8 to record their work with the group. Encourage all
members of each group to take an active role to meet the requirements of the
rubrics.

When all groups are done, use the groups iPad and portable speakers to listen
to all the songs, raps or poems as a whole class. Encourage class to give
positive feedback.

Lesson 5
This group of activities will lead up to a class field trip to Griffith Observatory.
Day 1:
Before the lesson begins, bring up the videos and prepare to project them to
whiteboard for the class with Apple TV. Videos for whole class:
http://www.youtube.com/watch?v=fadQVcA62vA
http://www.youtube.com/watch?v=ZgMRSq7e9V8
http://www.youtube.com/watch?v=fzv35gg4f4M
Afterwards, pick partners with name sticks. Have partners discuss their top five
points of interest that was in the videos that they hope to see on the field trip.

Day 2:
Have partners find seat next to each other. One of the pair goes to iPad card to
retrieve their iPad. Groups will locate the observatorys website at
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logical, visual,
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http://www.griffithobservatory.org/teachers/pdf/Glossary.pdf. Work together
find the glossary tab. Predict what the ten most important words you might
need on a trip to the observatory. Pair will work together using the words they
chose and make a set of electronic flashcards to flip through using
Flashcards Deluxe https://itunes.apple.com/US/app/id307840670?mt=8. When
done, ask another group to switch iPads and flip through the other groups
flashcards. Repeat with another group as time allows. The other partner will
power down and return the iPad to the cart when activity is complete.

Day 3:
Take class to the computer lab and bring the iPad cart with you. Each pair can
choose which partners number they want to use to determine computer they
will use. After students sit at their computer, have helpers of the day also give
an iPad with matching number to each pair. Have groups use computer to log
on to http://www.laparks.org/observatory/vmap.html. Each pair will map out
and outline a field trip to the Griffith Observatory using Outline app
https://itunes.apple.com/us/app/outline./id451920439?mt=8. Each team will
conference with the teacher and prioritize the pictures you will need to take on
your trip to the observatory using Notes on your iPhone as a checklist.

Day 4:
They day of the field trip, make sure each pair has one iPhone or iPad to take
pictures and check off the shots on Notes app as they move through the
Observatory. If the students own device was used, remind students to bring
this device to school tomorrow to upload their photos and/or create their video
field trip.

Day 5-6:
Explain to the entire class that each team will be creating their video today.
Introduce the requirements on the rubric and answer questions. Ask students
get the device they used yesterday at the field trip. Allow those who used an
iPhone to upload pictures and videos. Have groups begin producing and
editing their video using iMovie. Encourage students to think about the
requirements on the rubric as they work.
When all groups are finished working we will watch all videos. Each group
will share their video field trip to the Griffith Observatory with the class using
Apple TV. Encourage audience to provide positive feedback.


Lesson 6
Day 1:
Take the class to the computer lab. Students will work with their number pair
(For example: 1 and 2, 3 and 4)
Students will locate and watch the video on the solar system at
http://www.planetsforkids.org/. Students will work with their number pair and
recall the key points using of the solar system video using Quizlet
verbal,
interpersonal








logical, visual,
kinesthetic,
intrapersonal





logical, visual,
naturalist,
intrapersonal








logical, visual,
kinesthetic,
intrapersonal,
interpersonal











logical, visual,
kinesthetic,
verbal, naturalist,
intrapersonal




logical, visual,
verbal, naturalist,
interpersonal

http://quizlet.com/13584927/flashcards. Groups will review their answers and
discuss incorrect responses. When done, ask students to log out of all
programs.


Day 2:
Pass out iPads to each student. Guide them to open the app
https://itunes.apple.com/us/app/interactive-minds-solar-
system/id593614944?mt=8 . Each student will collect ten important facts about
the planets and write them on flashcards. Students will power down and return
the iPad to the cart when they have completed activity. Cards need to be saved
for tomorrows activity.


Day 3:
Take the class to the computer lab with their cards from yesterday. Have
students find their computer and begin to work. Students will sequence the
information from flashcards into an organized flow chart using Google Docs.
Students will compile colorful pictures of the planets to support ten solar
system facts using
http://kids.nationalgeographic.com/kids/photos/gallery/planets/#/planet-jupiter-
jupiter-by-hubble_15308_600x450.jpg. Each student will share their Google
document with their teacher to submit for review. When done, ask students to
log out of all programs.

Day 4-5:
Explain to the entire class that each team will be creating a brochure about the
planets today. Introduce the requirements on the rubric and answer questions.
Pass out an iPad to each student. Have all students log on and retrieve their
Google doc from yesterday. Have them open another window with Pixie app at
https://itunes.apple.com/us/app/pixie-by-tech4learning/id609012680?mt=8.
Allow students to work with these two programs to create a colorfully
illustrated brochure including the important facts and pictures. Students may
choose to create their own illustrations for their assignment. When done, each
will submit their work to K12Share.com to share with classmates and for
teacher assessment. Remember to power down and store iPads in cart.

Lesson 7
Day 1:
Pass out an iPad to each student. Ask them to locate Solar System app
https://itunes.apple.com/us/app/interactive-minds-solar-
system/id593614944?mt=8. Focusing on The History of Astronomy page,
students will proceed through the timeline and read each of the and
supplemental slides. When done, ask the class to power down iPads. Then have
them reflect on the importance of these events and journal their thoughts for a
homework assignment.










logical, visual,
naturalist,
intrapersonal
















logical, visual,
naturalist,
intrapersonal


















Day 2:
Take the class to the computer lab and have students sit at their numbered
computer. Using the headphones students will watch a video on space travel
with actual footage at http://www.youtube.com/watch?v=3ovJc0hDaT4.
Afterwards, students will pair up with a classmate sitting next to them and
examine the space exploration timeline at
http://solarsystem.nasa.gov/multimedia/download-detail.cfm?DL_ID=1 and
compare their thoughts. When done, ask students to log out of all programs
For homework each student will report what they learned to a friend or family
member on Facebook or Skype. Students must come to school the following
day prepared to review who they communicated with, what they discussed and
what insights they discovered.

Day 3:
Explain to the class that today they will begin working on their opinion paper
about the future of space travel. Take class to the computer lab and bring the
iPad cart with you. After students sit at their number computer, have helpers of
the day also give an iPad to each student. Guide students will to
http://teacher.scholastic.com/scholasticnews/indepth/space/spacestories/index.a
sp?article=exploration. Students will read the article about Space Exploration
and Travel. Afterwards students will indentify the key points from the article
that help to support their opinion of space travel. With the iPad, students will
make notes to justify their reasons why or why not we should continue space
exploration using Text2Mindmap https://www.text2mindmap.com/. Each
student will save and print out a hard copy to use for future activities. Remind
class to log out of programs and power down iPads. Helpers will collect and
store iPads.
For homework, those with access to an iPad at home may use their Mind Map
created in class, others may use the hard copy to prepare a rough draft of their
opinion paper for the future of space travel.

Day 4-5:
Explain to the entire class that each student will be writing their opinion paper
presenting their feelings about the future of space travel today. Introduce the
requirements on the rubric and answer questions. Take class to the computer
lab, bring the iPad cart with you and have students bring any materials they
may need to work on their paper. Have students log on to computer and open
Word. Allow students who need to gain access to MindMap get their iPad from
the cart. Allow students time to compose their paper. Circulate around the
room to troubleshoot problems and support students. (If another day is needed,
continue this activity the following day.) When final editing is complete,
students will email a copy to their teacher for submission. Remind students to
log off, power down and store iPads.














Lesson 8- Culminating Unit Project
Day 1:
1. Students will view the You Tube video: http://youtu.be/LR8j7I2gOsk
The video will show the students a view from their school out to the outer
planets of the solar system using view from Google Earth.

2. Students will be assigned to a triad and will be given a planet to research.
These groups will use an iPad or computer to gather information about their
assigned planet. They can use Enchanted Learning
http://www.enchantedlearning.com/subjects/astronomy/planets/
or Solar System lite app https://itunes.apple.com/us/app/interactive-minds-
solar-system/id593614944?mt=8
The group must find the following information and record it using the
Notability app: https://itunes.apple.com/us/app/notability/id360593530?mt=8

Order of all the planets out from the sun
Identify their planets place in this order
Diameter of their planet in miles
Two interesting facts about their planet
Students will individually submit the information to the teacher using
Google
Docs.

3. As the groups are working, set up the computer with the conversion chart
using the LCD projector:

When completed, students will enter their information for their planet onto the
class graph. Have a whole class discussion of the size variations of the planets.

4. Using iPad, have each group locate the following page:
http://www.kiroastro.com/writings/perspective.html
Read through the paragraphs together to emphasize the difference in size.
Share with the class that each group will be going to make a papier-mch
representation of their planet. Explain that we obviously cannot make our
Intelligences:

visual, naturalist,
musical,
intrapersonal


logical, visual,
kinesthetic,
verbal, naturalist,
interpersonal

















Visual, logical,
interpersonal



logical, visual,
kinesthetic,
verbal, naturalist




kinesthetic,
models to scale but we will attempt to make the planets as proportional as
possible. Show the size conversions for the papier-mch models of the
planets.

5. Give each group the necessary supplies for them to construct their model.
(Balloon, ruler, glue and paper strips.) Monitor as each group inflates their
balloon to the correct size and tape down the neck. While the groups are
working, play the Planets by Gustav Holst for the class.
http://www.youtube.com/watch?v=dxEekUy0Ehk

7. When all are done, instruct students to locate the follow site:
http://marksthespot17.weebly.com/ to watch the video My Planet Project.
This will give step by step directions on how to make their planet. Encourage
groups to discuss and review the steps as they watch.

8. Allow each group to use their personal devices to locate the Holst music for
their planets as begin to construct their project.
Saturn: http://www.youtube.com/watch?v=MO5sB56rfzA
Venus: http://www.youtube.com/watch?v=EE6_PacCnRw
Jupiter: http://www.youtube.com/watch?v=Gu77Vtja30c
Mars: http://www.youtube.com/watch?v=Jmk5frp6-3Q
Neptune: http://www.youtube.com/watch?v=v4wuV14QlNM
Uranus: http://www.youtube.com/watch?v=aDFGmiXnLjU
Mercury: http://www.youtube.com/watch?v=RkiiAloL6aE
Earth: http://www.youtube.com/watch?v=fd1R56uvftg
Monitor as groups work to insure they are sharing the work and using the
proper procedures. When done each group may use an iPad and the app Paper
Fifty-Three https://itunes.apple.com/us/app/paper-by-
fiftythree/id506003812?mt=8 to sketch their planet on the iPad while
continuing to listen to the music.

Day 2:
9. Have students use iPads to locate the Hubble Site Gallery
http://hubblesite.org/gallery/album/solar_system/ and discuss and decide what
colors they will need to paint their planet. Help each group gather the supplies
need to complete their planet. (brushes and paint) Encourage each member of
the group to participate.

Day 3:
10. As a culminating activity, each group will create a video presenting their
planet. Using iPads and iMovie
https://itunes.apple.com/us/app/imovie/id377298193?mt=8
Students will plan, shoot and edit an informational video about their planet.
The video must include:
Each member speaking equally
Name of planet
naturalist,
musical



visual, logical,
interpersonal,
verbal



visual,
kinesthetic,
verbal, naturalist,
musical,
interpersonal












visual,
kinesthetic,
verbal, naturalist,
interpersonal




logical, visual,
kinesthetic,
verbal, naturalist,
musical,
interpersonal



Number planet is from the sun
The diameter of planet in miles
The planet most similar in size
Two additional interesting facts of their choice about their planet.

Each group will be given a grade as a group using the following rubric:
Assessment (quantitative rubric):
Planet Project Rubric:
1 2 3 4
creativity Model does
not meet the
measuremen
t of their
planet and
only one
color is use
to represent
their planet
Model has 2
or more
colors to
represent
their planet
but does not
meet the
correct
measuremen
t
Model meets
the correct
measuremen
t but only
one color is
used to
represent
planet
Model meets
the correct
measurement
and two or
more colors
used to
represent
their planet
information Only 1 piece
of
information
given is
accurate
2-3 pieces of
information
given is
accurate
4-5 pieces of
information
given is
accurate
All
information
given is
accurate
presentation 1 of the 3
members of
the group
speak on the
video
2 of the 3
members of
the group
speak on the
video
All members
of the
groups
speak on the
video but
not equally
All members
of the groups
speak on the
video equally




Assessment (quantitative rubric):
Podcast Rubric:
1 2 3 4
information Only 1 piece
of
information
given is
accurate
2-3 pieces of
information
given is
accurate
4-5 pieces of
information
given is
accurate
All
information
given is
accurate
presentation 1 of the 2
members of
the group
speak
All
members of
the
members of
All members
of the
groups
speak
All members
of the group
speak clearly
and equally
clearly on
the podcast
the group
speak but
not clearly
on the
podcast
clearly but
not equally
on the
podcast
on the
podcast









Assessment (quantitative rubric):
Multimedia Presentation Rubric:
1 2 3 4
creativity Presentation
only has text
on each slide
Presentation
has text and
picture on
less than
half
of the slides
Presentation
has text and
picture on
more than
half of the
slides
Presentation
has text and
picture on
every slide
information Only 2
informationa
l slides in
presentation
3-4
informationa
l slides in
presentation
5-6
informationa
l slides in
presentation
6 or more
informational
slides in
presentation
presentation Student only
reads text on
slides during
presentation
Student
verbally
adds only 1-
2 pieces of
additional
information
during
presentation
Student
verbally
adds 3-4
pieces of
additional
information
during
presentation
Student
verbally adds
5 or more
pieces of
additional
information
during
presentation






Assessment (quantitative rubric):
Skit Rubric:
1 2 3 4
creativity 1 of the 3
members of
2 of the 3
members of
All members
of the
All members
of the groups
the group
speak in the
skit
the group
speak in the
skit
groups
speak in the
skit but not
equally
speak in the
skit equally
information Only 1 piece
of
information
given
2 pieces of
information
given
3-4 pieces of
information
given
5 or more
pieces of
information
given
presentation Skit is less
than a
minute in
length
Skit is
between 1-2
minute or
less in
length
Skit is
between 2-3
minute or
less in
length
Skit is
between 3-4
minute or
less in length







Assessment (quantitative rubric):
Song/Rap/Poem Rubric:
1 2 3 4
creativity No rhyming
phrases of
the song, rap
or poem
1 rhyming
phrases in
song, rap or
poem
2-3 rhyming
phrases in
song, rap or
poem
4 or more
rhyming
phrases in
song, rap or
poem
information Only 1 piece
of
information
given is
accurate
2-3 pieces of
information
given is
accurate
4-5 pieces of
information
given is
accurate
All
information
given is
accurate
presentation 1 of the 4
members of
the group
speak on the
recording
2 of the 4
members of
the group
speak on the
recording
All members
of the
groups
speak on the
recording
but not
equally
All members
of the groups
speak on the
recording
equally


Assessment (quantitative rubric):
Video Field Trip Rubric:
1 2 3 4
creativity No
additional
1-3
additional
4-
6additional
7-10
additional
glossary
words or
information
is used in
the video
glossary
words or
information
is used in
the video
glossary
words or
information
is used in
the video
glossary
words or
information
is used in the
video
information 1-2 points of
interest from
the
Observatory
are included
in video
3 points of
interest from
the
Observatory
are included
in video
4 points of
interest from
the
Observatory
are included
in video
5 or more
points of
interest from
the
Observatory
are included
in video
presentation None of
members of
the group
speak on the
video
1 of the 2
members of
the group
speak on the
video
All members
of the
groups
speak on the
video but
not equally
All members
of the groups
speak on the
video equally









Assessment (quantitative rubric):
Brochure Rubric:
1 2 3 4
creativity Brochure
has only text
on every
page
Brochure
has text and
pictures on
less than
half
of every
page
Brochure
has text and
pictures on
more than
half of every
page
Brochure has
text and
pictures on
every page
information Only 1 piece
of
information
given is
accurate
2-3 pieces of
information
given is
accurate
4-5 pieces of
information
given is
accurate
All
information
given is
accurate
presentation Brochure is
1 page in
length
Brochure
is 2 pages in
length
Brochure
is 3 pages in
length
Brochure
is 4 or more
pages in
length



Assessment (quantitative rubric):
Future of Space Travel Opinion Paper Rubric:
1 2 3 4
creativity The writer
states no
reason and
gives no
example
for their
opinion
The writer
states
reason and
gives 1-2
examples
for their
opinion
The writer
states
reason and
gives 3-4
examples
for their
opinion
The writer
states reason
and gives 5
or more
examples
for their
opinion
information Only 1 piece
of
information
given and no
transition
words are
used
2 pieces of
information
given
and 2
transition
words are
used
3-4 pieces of
information
given and 3-
4 transition
words are
used
5 or more
pieces of
information
given and 5
or more
transition
words are
used
presentation Writer has
not
expressed an
opinion
Writer has
expressed an
opinion
The writer
has an
opening
sentence,
which
includes an
Opinion.
The writer
clearly states
an
opening
sentence,
which
captures the
readers
attention
and includes
an opinion.

Video Link: https://www.youtube.com/watch?v=BXtDVbo4NOw