1.

Overview: Earth, Moon, and Sun, Earth Science, Nicole Velez, 3rd Grade
2. Objectives/Justification/Standards

a) ESSENTIAL QUESTIONS / KEY IDEAS: What do the Earth, the Moon and the
Sun look like? Recall and retain information from a video to state a fact. What
characteristics of the Earth, the Moon and the Sun are interesting and important? Expand
on previous knowledge of these objects in space. Introduction to these object to build
background knowledge for later instruction.

b) OBJECTIVE:
- Students will be able to summarize informational videos about the Earth, the
Moon, or the Sun and describe the object in 3 to 5 new and interesting facts to the
class.
- Students will be able to demonstrate knowledge of the characteristics of the Earth,
Moon, and the Sun by creating paper plate planets, stars, or moons.
- Links for plate model idea
- https://spaceplace.nasa.gov/sun-paper/en/
- Links for videos:
- Earth:
https://youtu.be/IDhapt7nw4A?t=34s https://www.youtube.com/watch?
v=zXqjf8fycls
- Sun:
https://www.youtube.com/watch?v=6FB0rDsR_rc
https://www.youtube.com/watch?v=qvCrFc7yP44
- Moon:
https://youtu.be/JM21GBJecx0?t=35s
https://www.youtube.com/watch?v=i235Y2HRksA

c) Standards
- NJCCCS Science 5.1.4.A.2
Use outcomes of investigations to build and refine questions, models, and
explanations
- NJCCCS Science 5.1.4.B.2
Measure, gather, evaluate, and share evidence using tools and technologies.
- NJCCCS Science 5.1.4.B.3
Formulate explanations from evidence.
- NJCCCS Science 5.1.4.D.1
Actively participate in discussions about student data, questions, and
understandings.
- NJCCCS Science 5.1.4.D.2
Work collaboratively to pose, refine, and evaluate questions, investigations,
 models, and theories.
- NJCCCS Science 5.2.2.A.1
- Sort and describe objects based on the materials of which they are made and their
physical properties.
- CCSS ELA.3.SL.1D
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacherled) with diverse partners on grade 3 topics and texts, building on
others’ ideas and expressing their own clearly.
d. Explain their own ideas and understanding in light of the discussion.
- NJCCCS-Visual and Performing Arts 1.3.P.D.2
Create two and three-dimensional works of art while exploring color, line, shape,
form, texture, and space.

d) Justification: Based on the science curriculum, Earth science is the next science that
will be addressed, specifically the Earth, Moon, and Sun. This will allow to not only
introduce these bodies in space but also create a theme that will branch out into other
concepts. It will also assess prior knowledge when making students active members in
expanding this knowledge.

3. Assessment
a) Pre-Assessment: Prior to instruction, students will, as a whole group, complete a sort
in which they will be required to recall previous knowledge to classify basic facts as
relating to the Earth, Moon, or Sun.

b) Checking for understanding the students will watch videos to collect three facts
about the Earth, the Moon or the Sun and fill in their worksheet. In filling in this
worksheet I will be able to assess the students’ understanding of the videos as well as
whichever body in space they are researching.

c) Post-Assessment After completing their webquest, students will present their new
information to their classmates in their new groups.

4. Learning Experience
a) Brief description of sequence of learning experiences
To begin, the students, as a whole group, will work collaboratively to complete the fact
sort. This sort contains basic factual information about the Earth, Moon, and Sun and
students must use their prior knowledge to classify which is which. From there the
students will be told that they are being asked by NASA to collect more information
about these three bodies in space in addition to creating a model of it to share with
foreign exchange students from Mars. Students will be assigned groups and each group
will have either the Earth, the Moon or the Sun.
Depending on the object they get, they will put together a model of it with a paper plate,
shaving cream and food coloring. Then, they will all receive a chromebook and be told to
go onto their classroom page where there are links to educational videos about each of
these bodies in space. They will be told to watch the videos that correspond with their
object. Once completing this there is a worksheet for them to fill in with 3 to 5 new and
interesting facts to tell the foreign exchange students from Mars. Once they have
completed the assignment in full, Students will be regrouped into mixed groups so they
can share what they learned with one another and fill in the rest of their fact sheets.

b) Considerations for effective teaching and differentiating instruction for diverse

Learners:

1. Individual, small group and whole group experiences- utilizes whole group
in the pre-assessment in addition to their presentation of their information and
individual with the actually websearch on its own.
2. Interdisciplinary learning incorporates science, art, and writing.
3. Addressing higher level thinking skills and self-regulation-
4. Use of various autonomy levels- is teacher-directed and student-directed.
More student-directed in an attempt to involve students in their learning and have
the teacher be more of a guide.
5. Feedback and continuous scaffolding Students will receive feedback at the
end as they present their facts and models. Help will be provided throughout the
lesson with prompting and technological advice.
6. Multimodal experiences Lesson includes visuals, hands-on art experiences,
technology with audio and video in addition to typing and vocabulary skills.
7. Approaches to learning
a. initiative, engagement, and persistence- students must show initiative
in creating their model and pulling facts from the video. Using various
forms of technology and art keeps the students engaged and their
persistence will become apparent as they present their information and
models to the class.
b. creativity and imagination- They can be creative in their models as
well as in their facts. Outside the box facts are interesting and spark
motivation to learn more.
c. Children identify and solve problems-
d. Children apply what they have learned to new situations- Students
are taking what they learned in the video, working within their jigsaw
groups to create 3 to 5 facts and presenting them to their classmates.
8. Play (dramatic, social, block, games) and active construction of learning-
Creating their model would involve the active constructing of learning.