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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.
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.
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.
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
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).
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.