Sarah Jacobs Overall Objective/ Introduction: For this unit plan assignment we chose to create a Science topic geared

towards students in a third grade class and the many unique learners within it. The main topic of the unit is based on the solar system. Throughout the unit there are many different activities and information that are being taught to the students so they can get a better understanding of the overall topic of the unit, which is the solar system. Each lesson within the unit plan is implemented for a third grade class with 22 students. The main focus of the assessments in this unit is for students to learn about the solar system and the different planets. Within this unit there are six lessons where students will build on their knowledge of the solar system and each planet to form a final project. The final project will be on one planet and the students will present it to the class in their groups. The overall main objective of the unit plan is the students will be able to understand and identify each planet and their different characteristics. Rationale: We are teaching the Solar System unit because it provides an essential foundation to understanding outer space. Being able to understand and identify each planet is a crucial element for all third grade elementary students. The unit starts off by introducing the topic of the solar system and each planet. The students are participating in singing a You Tube song related to the solar system. The students will then work on a planet unscramble worksheet. The students will be informed about their upcoming project, which they will start to gather information for throughout each lesson. During the upcoming lesson the students will learn about gravity on the each planet

by using mathematics to determine how high they jump on each planet. The next lesson will consist of the students learning the order of the planets. The students will then create a poster of the lay out of the solar system in its correct order. In the forth lesson, the students will take part in an activity to learn the different characteristics of each planet. The students will be broken into three different groups and will partake in the same activity, which is, the ball toss. The students will throw the ball to another student say the students name and read a characteristic about a planet aloud that their right thumb is on. The students in the group will look at their worksheet and fill in the characteristics for that particular planet. The student will then continue the cycle of throwing the ball and reading the characteristics of the planet by their right thumb. In the next lesson the students will then use the planet characteristics, which they learned during the pervious lesson (lesson 4) to form a narrative. The students are apparently random assigned to a partner and a planet. The students will create a narrative using the characteristics and read them aloud to the class. The narrative will also be used in the students final solar system project/presentation. The students will began to put to together and research their mini solar system project/presentation. Each group will have access to the Internet along with in class solar system and planet related books. The students will include their narrative in this project along with pictures, fun facts, and any education video clips. The students will do an oral presentation on their project and will be expected to use either power point or a poster. Throughout these lessons many standards are integrated into the unit and are listed below. Not only are the standards from the Science department incorporated, but

in these lessons there are standards relating to Language Arts Literacy, and Mathematics.

Adaptation: With in this third grade classroom of 22 students, there are three students who have an IEP or 504 plans. These students have specific accommodations that they are entitled to in order to succeed. Some of the students get pulled out of the classroom for speech class. The students who have a specific learning disability are provided the support and accommodations, which stated in their plan. This unit plan has six differentiated lessons that will meet the needs of each student in the class. The students who have IEPs and 504s will get the specific accommodations stated in their plan as well as some extra support to successfully participated and learn the same materials as the rest of the class. Each lesson is adapted to meet these students needs but still do the same activities as the rest of their peers. For example, there are extra worksheets to guide the students through their project, there are, hands on activities, visuals, and music to help brain-based learning and kinesthetic learners. Between various learning needs teaching across the curriculum helps meets all the diverse and individual needs of each different and individual learner in the classroom.

Lesson 1: Objective: The students will be able to identify the different planets in the solar system. Standards: Standard 1.1.2: The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art Materials: You Tube song Solar System Song By Mr. Parr o http://www.youtube.com/watch?v=GH61v4_eVNA Student Participation Procedures: Directions: 1. The teacher will go over each planet in order with the students. 2. The teacher will then use YouTube to play the Solar System Song. 3. The students will listen to the song in its entirety first. 4. The students will then have a chance to sing the song with the video. Grouping: The students will work together as a whole class in this activity. Anticipatory Set: Students will be asked what they already know about the solar system, as well as which planets they have heard or learned about. Key Questions: Throughout the lesson the students will be asked many different questions about planets in the solar system. The students will be asked which planets they can remember learning about, what they know about that planet, and how far away is it from the sun. Practice: The students will be provided with a worksheet of each planets name scrambled up. The students will then be required to unscramble the names. Assessment: The students will be assessed throughout the lesson based on their participation. The students will also be assessed on the word-scrambled worksheet. Adaptations: This lesson works with students of higher levels of learning because it is challenging not only their knowledge, as well as their spelling skills. It also benefits brainbased learners along with auditory learners because a song is provided.

Name______________________________________________________________________ Solar System Unscramble each planet.

Lesson 2 (Math) Objective: The students will be able to calculate their height of jumping on different planets including the moon by using a mathematical equation. Standards: 3.OA.8 Solve two-step word problems using four operations. Represent these problems using equations with a letter standing for the unknown quantity.

Materials: Pencil Worksheet Calculator Scrap paper Procedures: Directions: 1. The students will learn about how each planet has different forces of gravity. 2. The teacher will then show the students the equation for each planets gravitational force. 3. Students will use the equations to calculate their height of jump for each planet. 4. Students will record their data in a chart provided to them. Grouping: Students will be grouped in pairs to work on this assignment. Anticipatory Set: Students will review the planets they learned about in the lesson before.

Key Questions: The students will be asked which planet they were able to jump the highest on, and the lowest. They will also be asked to predict why they think this happened. Practice: The students will go over and explain the equations and the difference in gravity on each planet. Assessment: The students will be assessed by handing in their worksheets with the correct answers to each height to show that they successfully used the equations given to them.

Adaptations: Students with lower learning levels will have to find the answers to four planets instead of all of them. The students who struggle with math can use a calculator, scrap paper or manipulatives to help solve each equation. This lesson benefits visual students as well as students with organizational needs because of the chart.

Lesson 3 (Science) Objective: The students will be able to identify the numerical position of each planet.

Standards: 3. RIT.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a test and using language that pertains to time, sequence and cause/effect. 5.4.4.A.4 Earth is the third planet from the Sun in our solar system, which includes seven other planets.

Materials: PowerPoint Crayons/Markers Poster Procedures:

Directions: 1. Have students review the different planets. 2. Ask the students if they know which planet is closest to the sun. 3. Show the students using the Velcro chart the order of the planets. 4. Teach students mnemonic to remember the order. 5. Have students take turns putting the next planet on the chart. Grouping: Students will work as a whole for this assignment. Anticipatory Set: Review with the students how they learned in the last lesson how and why each planet is different. Explain that the difference in gravity may have to do with their positions from the sun. Key Questions: Students will be asked if they remember which planet is closest to the sun, and to the earth. Practice: Teach the students the mnemonic to the numerical positions of the planets. Use the Velcro chart as a visual to show students the order. Assessment: Students will be assigned to use construction paper and a marker to come up with their own mnemonic for remembering the order of the planets. Adaptations: The teacher will provide sample for the students who may need extra support.

Some students will receive a board and will have the place the planets in the correct location using Velcro. This lesson supports visual learners, as well as students of lower learning levels.

Lesson 4 Objective: The students will be able to identify specific characteristics of each planet through discussing, reviewing, and sharing information and perspectives. Standards: Standard 3.1.1: Follow oral directions that involved several actions Materials: Beach Ball Permanent Marker Planet characteristic worksheet Procedures: Directions: 1. Toss the ball to a student to begin the game. That student answers the question that her right thumb has landed on. If the question has already been asked, the student can pick a new question under another finger. 2. IF the student has answered the question incorrectly, she may toss the ball to another student, peers may help out. 3. The ball can only be thrown to those who have not had a turn. 4. Once a characteristic is said about a given planet, write it down on the Planet Characteristic Worksheet for reference. 5. Continue tossing the ball until everyone has had a chance to participate or until all questions have been answered. Grouping: The whole class will take part in the activity but the students will be broken up into apparently random assigned groups. These groups will be based on the students academic level. The class will be broken into 3 groups but participating in the same activity. Anticipatory Set: Now that you have learned how to identify all of the different planets in the solar system, and their numerical position, we are going to use this activity to see which characteristics we remember about the planets! Key Questions: There will be many different types of questions listed on the ball about characteristics of the planets that correspond to their worksheet. Questions will include This planet is the only planet that contains life! This planet has sets of rings orbiting around it Name one characteristic of the planet Mars etc.

Practice: Before we start the activity, we can replay the Solar System YouTube clip and have a practice round with the beach ball to model how the activity is implemented. Assessment: The Planet Characteristic Worksheet will serve as a form of assessment to see if the students gathered all of the data that was said and their oral responses will serve as a form of assessment to see how well they have grasped the content. Adaptations: This strategy can be adapted to meet the needs of students in our class by breaking the whole class into smaller groups and grouping students based on ability level. There can be multiple groups with different beach balls that range in questions some being more challenging than others for the higher learners in the class.

Lesson 5 (Language Arts) Objective: The students will be able to use the characteristics they learned during the last class to form a narrative. Standards 3.W.3 Write narratives to develop real or imagined experience or events using effective technique, descriptive details, and clear event sequence Standard 2.4.2: Develop and refine fine-motor skills

Materials: Planet characteristic worksheet Pencil Writers notebook. Timer (25 minutes to write a creative narrative) Procedures: Directions: In this activity students will work in groups to write a creative narrative about a specific planet using their planet characteristic sheet, which they made during the pervious class. Each student will be assigned a partner and a planet. Grouping: The students will be grouped by apparently random grouping. There will be about 2-3 students in a group. Anticipatory Set: Yesterday, you learned many different characteristics about each planet! Today we are going to use those characteristics and create a narrative in groups. Key Questions: Have students come to the front of the room once the timer goes off. Each group will share their stories and will be asked specific questions regarding the characteristics of the planet they wrote about. Practice: Students will use their planet characteristic sheet and will pick 3 main characteristics to include in their narrative. The students are expected to use at least 3 characteristics but could use more. The students could also use other resources in the classroom to find more characteristics or facts about the planet.

Assessment: The students will be assessed throughout the writing and sharing activity. Each student will be assessed on the information they provide to the class along with their narrative and group participation. Adaptations: For the students whom need additional support they will receive a completed planet characteristic worksheet stating each characteristic of all of the planets. These students will also be given a specific planet and peers to work with on the writing activity. They will be paired with someone who has the opposite strength so they can form a well-balanced group.

Planet Characteristic Worksheet

Planet Sun Moon Mars Mercury Jupiter Venus Saturn Neptune Taste Hot/Spicy Salty Bitter Mixed Sweet Sour Astringent Gem/Metal Copper Ruby Gold Alloys Silver Pearl Iron Lucky Gem Ruby Pearl Coral Emerald Zircon Diamond Sapphire Element Fire Earth Air Water Earth Water Fire

Lesson 6 Objective: The students will be able to create a mini oral presentation on a designated planet and will be able to present it to the class. Standards: 3.SL.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. Materials: Poster or PowerPoint School Laptops Markers

Procedures: Directions: In this activity students will create an oral presentation on one of the planets. The students will be working the same pairs/groups they worked in when creating their narrative and will be using the same planet. In the presentation the groups will include their narrative along with the planets specific characteristics, facts and visual aids such; you-tube video clips/pictures of the planet. The students are expected to present their oral project using a poster or a PowerPoint. Grouping: The students will be working in the same groups they worked in for the planet characteristic narrative. The students were apparently randomly assigned to the groups. Anticipatory Set: We have been learning all about the solar system and the different planets. We have gathered all types of information and will now be putting it all together to create a mini presentation. You will be able to use the books in the classroom as a resource along with the Internet. The students will began their projects by putting all the materials needed together. For example, the students with gather their planet characteristic narrative, there poster, and addition pictures and videos. The students will be expected to research more information about the topic using the resources provided.

Key Questions: After students present their oral presentation on their planet, they will be asked several different questions. The students will be asked, What is one interesting fact that you have learned about your planet? Would you ever travel to the planet, why or why not? Assessment: The students will be assessed throughout the preparation for the final project. They will be assessed on the facts and characteristics they provided in their narrative and in their presentation. They will also be assessed on the oral presentation as a whole as well as their participation.

Adaptations: For the students who may need additional support the teacher will provide the student with a lay out on how they can set up their presentation. After the presentation is giving the teacher will ask these students specific questions that they would be able to answer.

Planet Oral Presentation Project

Project should include: Title: Name of Planet & name of Presenters Narrative: Story about your Planet and its characteristics. Facts: Facts about the planet. Characteristics: Specific characteristics about the planet. Visual Display: The students could use either a poster or PowerPoint Visual Aids: Students should include several different pictures and/or you tube clips in their project.

Rubric for Final Project/Presentation 1 Minimal Planet characteristics and facts were displayed but not clearly. 2 Students included the at least 3 planet characteristics and facts. 3 Student clearly included several different characteristics and facts about the planet. Students were well organized and had all materials needed for the final project. Feedback

Planets characteristics /Facts

Oral Presentation:

Students presented but were not organized and did not include all the material needed. The student did not have any visual aids that related to their planet but included a poster.

Students were some what organized but missed some materials needed.

Visual Aids:

The students had very few visual aids presented in their project.

The student had many visual aids that related to their planet throughout their project.

Total: _________ /9 Additional Feedback: _________________________________________________________________________________________________

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