Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Unit Test
Teacher Guide
Unit Title: Earth and Beyond

Essential Question(s): The essential questions will be: Why does the Sun appear to be at different places in the sky during the day? Why do shadows get longer or shorter and change reactions? What is the order of the planets from our Sun? Why do we have seasons?

Grade Level and Curriculum Areas:  Third Grade - Science and Language Arts

Learner Characteristics:  This is a third grade class which consist of eleven boys and ten girls.  This group of students learn new concepts best when they are taught through a hands-on approach.   The students have been introduced to the concept of the nine planets.  However, they do not bring a knowledge of how the Solar System is organized and how it moves.  The room is decorated with a  pace theme to help motivate and set the mood for the space unit.

Overview:  The instructional unit was developed to meet the third grade GLEs set by the Louisiana  State Department   of Education. This is a hand-on science and technology integrated unit.

Learning Objectives:  Students will create a KWL chart of what they know and what they want to  learn. Students will observe, measure and record the length of their shadow throughout the day.  Students will create a graph using this data. Students will use technology software to record their  data and create a graph to compare their results.  Students will access the “Mission Possible”,  Internet scavenger hunt.  Students will be assigned one planet to visit to research.  Students will list the planets in order from the sun.   Students will label the phases of the moon.  Students will go to the computer lab and type their postcard to their parents about their trip to the Internet Solar System tour.

GLEs:  53. Identify, in order, the planets of the solar system (ESS-E-B1), 54. Describe the patterns   of apparent change in the position of the Sun (ESS-E-B2), 55. Explain the results of the rotation and revolution of Earth (e.g., day and night, year) (ESS-E-B4), and 56. Compare shadow direction and ength at different times of day and year (ESS-E-B4).  1. Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI-E-A1), 2. Pose questions that can be answered by using students’ own observations, scientific knowledge, and testable scientific investigations (SI-E-A1),  4. Predict and anticipate possible outcomes (SI-E-A2), 7. Measure and record length, temperature, mass, volume, and area in both metric system and U.S. system units (SI-E-A4).

Time:  Six Days

Instructional Methods:  One of the methods I will use is the Constructivism which emphasizes the  students' ability to research, experiment, and learn from their own investigations. Students will work in cooperative groups for many of their lab experiments rather than individually. I feel that this will allow for a higher level of learning.

Technology tools and Resources:  The technology tools that my students will use will be PowerPoint, the Internet, Kid Pix, and Excel. The students will access a Scavenger Hunt type lesson that I have created. They will access a PowerPoint guided lesson which I have created for them to research the planets and create a PowerPoint slide themselves. These websites will allow the students to be able to access a large amount of information in an organized and safe manner.