Unit Framework- Email the Teacher
Title: Sun, Stars and The Galaxy
Subject and Level: Social Studies; Fifth Grade
Learner Description - Seven, fifth grade girls and ten, fifth grade boys from Eisenhower Elementary school.
Overview
How will be taught?
What will the students do and learn?
Rationale
Why would you teach this unit?
Astronomy is a topic that our school district studies during fifth grade.
This is an engaged learning project using the following indicators:
The Vision of Learning includes:
The Tasks are:
The Assessments are:
Instructional Models are:
Learning Context is:
Grouping:
Teacher Roles:
Student Roles:
Technology is an important component of this unit because students used:
Why is this project authentic/meaningful, and challenging for students?
The students will be in charge of what they are studying. They will be engaged in authentic tasks as they research the sun, stars, or the galaxies and prepare their class presentations. The students will be practicing and improving their research and writing skills as they look for articles on the Internet and write up their findings. They will also be developing their presentation skills as they present their findings to their fellow classmates.
Goals, Content, Cognitive and Social
The purpose of this unit is multifaceted. Children will gain knowledge of the sun, stars, and the galaxies. In addition, they will learn research skills, writing skills, cooperation, communication skills, listening skills, and technology skills.
National, State benchmarks/Standards addressed:
IL-1.A STANDARD: Apply word analysis and vocabulary skills to comprehend selections.
IL-3.A STANDARD: Use correct grammar, spelling, punctuation, capitalization and structure.
IL-3.B STANDARD: Compose well-organized and coherent writing for specific purposes and audiences.
IL-5.A STANDARD: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
IL-11 GOAL: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.
IL-11.A STANDARD: Know and apply the concepts, principles and processes of scientific inquiry.
IL-11.B STANDARD: Know and apply the concepts, principles and processes of technological design.
IL-12 GOAL: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
IL-12.C STANDARD: Know and apply concepts that describe properties of matter and energy and the interactions between them.
IL-12.E STANDARD: Know and apply concepts that describe the features and processes of the Earth and its resources.
IL-12.F STANDARD: Know and apply concepts that explain the composition and structure of the universe and Earth's place in it.
IL-13 GOAL: Understand the relationships among science, technology and society in historical and contemporary contexts.
IL-13.B STANDARD: Know and apply concepts that describe the interaction between science, technology and society.
Learning Activities
The activities the children will experience during this unit are:
-Guidelines discussed and created in class.
Student Assessment
Students will be assessed in two different ways. Both will be using a rubric, one for their cooperation in their groups, and the second will be a student created rubric for their overall end product. Examples of each are below as a link.
Cooperation Rubric End project rubric
Management
The teacher managed the students by circulating around the room and assisting children as needed. This helped to keep children on task and assist with any questions about the project, their topic or any technology concerns.
This project was completed in a classroom with 4 Internet connected computers and 5 Internet connected laptops. This allowed the students the opportunity to research and type up their findings in word processing documents. The students that were not using computers had books (textbooks, encyclopedias, and library books) available to them to use as researching tools.
Unit Evaluation
Allowing the students their choice of topic before the groups were picked was valuable I think because it kept students on target. Regardless of whom they were working with, they were studying and researching the topic that interested them.
I think it would have been beneficial to the students if I had done some direct instruction of how to do a presentation before they presented. Some of the students had note cards and some did not, this made a difference in eye contact and voice level. I think some of the students would have received better grades if they had had some guidance beforehand.