1

Katie Risolo

Dr. Mason

Course: EDU 537

Date: June 16, 2015

Grade: 3 Grade
rd

Topic: Space

Content Area: Science

Lesson Objectives
While exploring Space, a realm where not many have had the chance to travel to, the students
will have the opportunity to partake in four diverse simulation tasks.
During the mini-group activity, the students will answer response questions pertaining to the
Getting Around in Space! tasks on the accompanying worksheet.
At the end of the mini-group activity, the class will come together to share their experiences,
discoveries and any findings.
CCLS/ +NYS Standards and Indicators
Science (NYS): Interconnectedness: Common ThemesModels (E.C2.1):
Analyze, construct, and operate models in order to discover attributes of the real thing.
Indicator:
This will be evident when the students are following the directions of each task and
complete each activity. The activity serves as a means to simulate what it is like to be an
astronaut in outer space completing the same task.
Science (NYS): Analysis, Inquiry and DesignEngineering Design (E.T1.4):
Plan and build, under supervision, a model of the solution, using familiar materials, processes,
and hand tools. b) Build a model of the object, modifying the plan as necessary
Indicator:
This will be evident when the students are actively participating in the simulation of
being an astronaut. The students will be using familiar materials to complete each task
and modeling what it is like to be in a confined space with working limitations.
Science (NYS): Analysis, Inquiry, and DesignScientific Inquiry (E.S3.2):
Interpret organized observations and measurements, recognizing simple patterns, sequences, and
relationships. a) State, orally and in writing, any inferences or generalizations indicated by the
data collected.
Indicator:

This will be evident when the students are completing each of the four tasks and
experiencing the simulation of being an astronaut in space. The students will write down
their observations and inferences on the accompanying sheet.

English Language Arts (CCLS) Speaking and Listening (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.
Indicator:
This will be evident when the student present their findings along with their group to the
class effectively and on task for the class discussion. The students will recount their
experiences, with specific examples, in regards to the activity.
Motivation
The teacher will begin with a Bill Nye the Science Guy episode (Season 1, Episode 6) entitled
Gravity played on the Smart Board to start the lesson. Students will take brief notes on the
episode. After the video, the teacher will ask the students to share one word that they remember
that pertains to gravity and gravitational pull in Space. Then, the teacher will write the terms on
the Smart Board. The teacher will discuss those most significant to the lesson before going over
the Getting Around in Space! activity.
Materials

16 plastic ziplock bags

4 packs of Lifesavers
4 pieces of string measuring 10 inches
12 pieces of Legos
4 small items to wrap with wrapping paper
Wrapping paper cut in four pieces
4 rolls of tape
4 pieces of 8.5 x 11in. paper
4 envelopes
4 different colored pieces of paper, each cut into four (red, yellow, blue and green)
Pens
Timer
4 sets of garden or rubber gloves
Getting Around in Space! worksheet for each student
SmartBoard
iPads
Learning Strategies

Teacher Demonstration: This will be evident when the teacher models each of the four tasks
in front of the class before the students are divided into groups to perform the tasks
themselves.
Cooperative Learning groups: This will be evident when the students work together in groups
of 3-5 students to complete each of the four tasks.
Experiment: This will be evident when the student groups are working on each of the four
tasks.
Group Discussion: This will be evident when the whole class participates in a discussion
about the simulation tasks and the activity.
Adaptations

Christopher:
o The student with a significant grapho-motor disability will use a voice-to-text
application and/or iPad usage for writing assignments.
o The student will be provided with a list of specific keywords pertinent to the
activity and unit ahead of time. This can be used during the activity.
Wo Lin:
o The student will be provided with a rubber grip for the writing utensil.
o The student will be provided with a list of vocabulary words, their English
translation and visual aids that are pertinent to the activity and unit ahead of time.
This can be used during the activity.
o The student will be provided with an iPad for writing assignments, but has the
option to use a voice-to-text application.
Herbie:
o The student with a significant grapho-motor disability will use a voice-to-text
application and/or iPad usage for writing assignments.
o The student will be given a list of vocabulary words and their definitions pertinent
to the activity and unit ahead of time. This can be used during the activity.
Differentiation of Instruction

Tier 1: Students will be given a list of specific keywords pertinent to the activity and unit the
night before. Each keyword will be listed with the definition and a corresponding picture.
The students are to look over and study the words in preparation for the activity. They are to
use these keywords as a guide while completing the tasks within their group of 3 students.
Tier 2: Students will be given a list of specific keywords pertinent to the activity and unit
ahead of time. The students are to look over and study the words in preparation for the
activity, and to draw a corresponding picture next to each accompanying definition. They are
able to use this list as a guide while completing the tasks within their group of 3-4 students.

Tier 3: Students will be given a list of specific keywords pertinent to the activity and unit the
night before. They are to define each keyword using their notes and/or textbook, and to draw
a corresponding picture next to each definition. This sheet is to serve as preparation for the
activity and is not needed to accompany them throughout each task. They will be working in
a group of 3-5 students.
Developmental Procedures

Students will participate in a whole class discussion after watching the Bill Nye the
Science Guy episode (Season 1, Episode 6) entitled Gravity played on the SmartBoard.
(What words or phrases were important to the episode? How are these words important
in our Space unit?)
As a class, the teacher and students will go over the corresponding list of specific
keywords, definitions and accompanying pictures that was assigned the night before.
(Students will be given the opportunity to come to the SmartBoard and draw their
corresponding picture next to the appropriate definition)
Students will be broken up into 4 groups (according to color: red, yellow, green and blue)
and the teacher will go over the handout with the entire class.
(What are some strategies you can use during the activity to ensure the group
successfully works together? Will you be able to use any information from the Bill Nye
video while conducting this activity?)
Students will rotate in their groups to each task (every 15 minutes).
(Are each group member going through the same experiences? What difficulties are you
facing, if at all? Are any activities easier than others?)
Students will fill out the questions on their handout to the best of their ability while at
each task.
Students will present their experiences to the class.
(What did you learn at each specific task? How did you adapt while performing the
tasks? Were there any difficulties or struggles you faced individually or as a group? Was
there a time during the activity that your group overcame any obstacles together?)
Students will return to their desks to participate in a group discussion and to go over any
questions, comments, or concerns regarding the activity, vocabulary words and any
definitions.
(How do you think any of the simple tasks completed be done easier, if at all? How might
astronauts adapt while in Space and doing manual tasks? What kinds of things do you
wish you knew ahead of time that might have better prepared you for this activity? Now
that you have gone through the simulations, if you were an astronaut in space completing
the same tasks, would you go about the task the a different way?)
Assessment
Students will complete each task according to the directions in their assigned groups (minimum
of 3 students per group and no more than 5 students).
Students will participate in their mini-group discussions to answer the questions on the
worksheet to the best of their abilities.

Students will come together as a class to participate in a class discussion and reflection of the
activity. The class will go over the questions on the worksheet and any questions pertaining to
the activity. The teacher will also ask students follow-up questions.
Independent Practice
Following the Getting Around in Space! activity, the students will individually answer specific
questions about their experiences during the simulation, while also using prior knowledge of
gravity in Space. After completing the short answer questions, students will draw a picture of
what gravity means to them. The students will be encouraged to use any vocabulary from the
activity, opening video for the activity and also the overall unit.
Follow-up: Direct Teacher Intervention and Academic Enrichment
Direct Teacher Intervention:
The teacher will work independently with the student who had difficulty completing the
lesson. The teacher and student will go over each task together, so that the student can
receive a thorough understanding of the purpose of each manual task.
The teacher will also use YouTube video clips to provide the student with another visual
of how each task is to be completed and its corresponding activity done in space.
The teacher and student will complete the Getting Around in Space! worksheet together.
Academic Enrichment:
The student will research what gravity is and what it is like to be in a spaceship using
their textbook, The student is to write, in their own words, what it is like to be in Space
and why it is important for astronauts to practice living in Space while on Earth. They are
to also draw a sketch of the inside of a spaceship, where the astronauts live.
The student will present their findings and information to the class the following day.

Teacher References
Keller, R. (2012). Focus on Elementary Astronomy. Gravitas Publications.
Life in Space. (2014). European Space Agency.
http://www.esa.int/esaKIDSen/SEM3RIWJD1E_LifeinSpace_0.html
Moving and Working in Space. (2014). How to Smile - All the best Science & Math activities.
http://howtosmile.org/record/17104

Student References
Keller, R. (2012). Focus on Elementary Astronomy. Gravitas Publications.
Sumners, C. (1997). Toys in Space: Exploring Science with the Astronauts (2nd ed,). Durham,
NC: Learning Triangle Press