Maggie Green, Crystal Stevens, Stephanie DeHaan, Patrick Ahasic UBD Unit Planning Template Stage 1 - Desired Results

Enduring Understanding: Exploration of space systems help us make general comparisons to earth systems. Essential Questions:

Grade Level: 5

1) Why was space travel popular during this time? 2) Why is it important to understand distances in space? 3) What tools do you use to make/convert measurements? Why? 4) How do you go about solving real world problems? Common Core and/or Illinois Standards: Unit Objectives:
12F: Know and apply concepts that explain the composition and structure of the universe and Earths place in it 12.F.2a Identify and explain natural cycles and patterns in the solar system (e.g., order of the planets; moon phases; seasons as related to Earths tilt, ones latitude, and where Earth is in its yearly orbit around the sun). 12.F.2c Identify easily recognizable star patterns (e.g., the Big Dipper, constellations). CCSS.Math.Content.5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. S-ESS1-1 Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth.

Content Areas Addressed: Mathematics Science Reading/Writing

Assessment #1: Given charts and graphs of stars in space, the student will be able to compare stars and identify the brightness of 8 out of 10 stars when working with a partner. Assessment #2: The student will be able to use standard measurements with 80% accuracy and model the conversions in a multi-step, real world problem given a graph, ruler, and space dimensions. Assessment #3: Students will use books and the Internet to research driving causes for space travel and identify five main arguments that will be displayed in a visual presentation.

Stage 2 Assessment Evidence Assessment #1: Students will be assessed as astronomers: Given a formula to make calculations. Graph the stars in relation to relative distances from Earth. (Authentic) Assessment #2: Students will turn in their calculations using multi-step problems along with a writeup that explains how they came to their answers and why it is important to understand space dimensions. Students will use resources that they found useful to help form their opinions (Writing) Assessment #3: Students will create and present posters in groups that outline the causes and effects of space travel. (Performance) Stage 3 Learning Plan Bullet Your Lesson Plans: Lesson 1: Brightness of stars and relative distances Lesson 1: Brightness of stars and - 2 lessons = 60 minutes total relative distances - 2 lessons: Lesson 2: Conversions of space 1. Students are the astronomers dimensions who will use the formula to - 40 minutes calculate the brightness of stars. 2. Apply the brightness of stars in Lesson 3: Space Travel terms of relative distance from - 2 lessons = 90 minutes total Earth and graph these points. Lesson 2: Conversions of space dimensions 1. Students will be given a prompt (i.e. measure the distance from Earth to the moon using miles and feet). Students will show their work using multi-steps, conversions, and calculators. Lesson 3: Space Travel - 2 lessons: 1. Research the driving causes of space travel in a group. (Full lesson plan). 2. Use cause and effect scenarios to create a poster of research findings.

Assessment 1:

Assessment #2:

Assessment #3 4 Preparedness Student is completely prepared and has obviously rehearsed. Enthusiasm

2 1 The student is Student does somewhat not seem at all prepared, but it is prepared to clear that present. rehearsal was lacking. Facial expressions Facial expressions Facial expressions Very little use of and body and body and body facial language generate language language are used expressions or a strong interest sometimes to try to generate body language. and enthusiasm generate a strong enthusiasm, but Did not about the topic in interest and seem somewhat generate much others. enthusiasm about faked. interest in topic the topic in others. being presented.

3 Student seems pretty prepared but might have needed a couple more rehearsals.

Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic.

Content

Collaboration with Peers

Student is unable to accurately answer questions posed by classmates about the topic. Shows a full Shows a good Shows a good Does not seem understanding of understanding of understanding of to understand the topic. the topic. parts of the topic. the topic very well. Almost always Usually listens to, Often listens to, Rarely listens listens to, shares shares with, and shares with, and to, shares with, with, and supports supports the supports the and supports the efforts of efforts of others in efforts of others in the efforts of others in the the group. Does the group but others in the group. Tries to not cause sometimes is not group. Often is keep people \"waves\" in the a good team not a good team working well group. member. member. together.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Integrate Unit UBD Full Lesson Plan

Grade Level/Subject: 5 Science
th

Prerequisite Knowledge: Students are familiar with cause and effect scenarios. Students have utilized research strategies when using books or the Internet. Approximate Time: 50 minutes What Lesson is this in your Unit: Lesson 3, Part 1 Enduring Understandings: Exploration of space systems help us make general comparisons to earth systems. Essential Questions: Why was space travel popular during this time? Student Objectives: Students will use books and the Internet to research driving causes for space travel and identify 5 main arguments that can be turned into cause and effect situations and will be displayed in a visual presentation. Language Objectives (WIDA standards): ELD Standard 5: The Language of Social Studies Students research historical times and people sing informational texts in preparation for creating a timeline paper.

Common Core/Illinois Standards (for both subjects, copy appropriate ones from UBD template): CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Materials/Resources/Technology: Internet, resource books on space travel, poster board, or a Web 2.0 application Implementation: 8 minutes Opening of lesson: 8 minutes Play this video: http://www.youtube.com/watch?v=n4mr7rcAxmM Students will be given the prompt: Go back in time and pretend you are involved in the space race. Using books and the internet, research the driving causes for space travel. Identify five main arguments for spaces travel and turn them into cause and effect relationships (i.e. this happened, so this happened or this happened because). Expectations: Students are expected to be on task, quiet, and respectful during their exploration. If students are off task using the Internet, they will lose their privileges and must use books for the rest of their research. 35Procedures: 35 minutes minutes Students will have work time in the library using the resource books and the computers for Internet use. The teacher should supervise and answer questions related to the assignment, but give students the freedom to explore the topic. The students will be given these links to guide their research using the Internet: http://solarsystem.nasa.gov/kids/ www.spacekids.co.uk/spacehistory/ Critical Thinking Questions: 1) What were the driving forces of space travel? 2) How did they vary across different countries? 3) Which countries were excelling in space travel? What were the reasons behind their success? 4) Did your research surprise you in any ways? 5) How can you organize your information into cause and effect relationships? Accommodations for Individuals: Student 1 has difficulty typing and using the computer. This student will be paired up with a partner who will be given the task to type. Both students will work together to decide what information they will use for their five main arguments. Student 2 has difficulty focusing and staying on task. This student will be monitored regularly by the teacher to promote on task and efficient behavior. The student should be reminded the prompt multiple times.

7 minutes Summary/Closing: 7 minutes Students should have organized data of their research and explorations from the work period during the lesson. Have a discussion with students about the critical thinking questions. Students should share out their findings with the class. Identify similarities and differences across each students research findings with the class. Explain to the students that the next steps of the project will be to create a web 2.0 application to display the information they found. Student Assessment: Informal checks for understanding and monitoring on task behaviors. Future performance: Students will create and present posters in groups that outline the causes and effects of space travel.