Samantha Marsh
4/1/15
Thematic Unit
5th Grade Science
Solar System
Thematic Question: We will be uncovering what impact the sun has on our daily lives. This will be related to our area by drawing connections to agriculture. We will discover the rotations/ tilt of the sun, and how this effects/ creates seasons. We will also focus on the order of the solar system. This will be accomplished by using the acronym “My Very Excited Mother Just Served Us Noodles”.
Centers: We will look at the different growing seasons, and when / where various crops thrive. We will go into further explanation of the planet order. We will also make a diagram of the solar system, this will be done by tables/ groups. When making each planet, we will describe characteristics form that planet. A PowerPoint will be used to allow the students to show what they have learned, and what they found interesting about the lesson. (This will be done in groups) I will create a Jeopardy game for the students to play, and quiz their knowledge. I will use http://edtechnetwork.com/powerpoint.html to create the game.
Technology: We will use the internet, and google images to show some examples of the vast space and solar system. We will also use this tool to shoe different agricultural environments. I will create a relevant jeopardy game to reinforce the topics and test the student’s gains in knowledge. (Again the website Students will http://edtechnetwork.com/powerpoint.html utilized to generate the game). For the purpose of generating grades on participation, content, and team work, the students will be assigned a PowerPoint project.
Assignments: To get students involved with the PowerPoint program, they will choose from topics such as: expanding their ideas and information on a chosen planet, discovering differences in agriculture, or researching and explaining our area and agriculture. The students will generate three separate grades from this project. We will construct solar system diagrams. Verbal quizzes will be given on the order of the planet, and the various characteristics that were discussed during the creation of the model solar system.
Student portfolio: Students will have their PowerPoint presentation in their portfolio. They can reference this when we take our unit test. They will also have their models of the solar system to recall the order. The Jeopardy game will be available on my website for the students to use and quiz themselves as a study tool. As a class we will make a replication what our area deems “ideal” agricultural environments and settings. Students will also be able to describe what is important to us agriculturally in our area. The information will be relevant to the students because agriculture is heavily pertinent in the area.
Standards: Strand II: Content of Science
Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among
them, and the processes and interactions of Earth’s systems.
5-8 Benchmark I: Describe how the concepts of energy, matter, and force can be used to explain the observed behavior of the solar system,
the universe, and their structures.
1. Know that many objects in the universe are huge and are separated from one another by vast distances (e.g., many stars are larger than
the sun but so distant that they look like points of light).
2. Understand that Earth is part of a larger solar system, which is part of an even larger galaxy (Milky Way), which is One of many
galaxies.
3. Know that there have been manned and unmanned journeys to space and to the moon.
5-8 Benchmark II: Describe the structure of Earth and its atmosphere and explain how energy, matter, and forces shape Earth’s systems.
1. Understand that water and air relate to Earth’s processes, including:
• how the water cycle relates to weather
• how clouds are made of tiny droplets of water, like fog or steam.
2. Know that air is a substance that surrounds Earth (atmosphere), takes up space, and moves, and that temperature fluctuations and other
factors produce wind currents.
3. Know that most of Earth’s surface is covered by water, that most of that water is salt water in oceans, and that fresh water is found in
rivers, lakes, underground sources, and glaciers.
4. Recognize that the seasons are caused by Earth’s motion around the sun and the tilt of Earth’s axis of rotation.
Strand III: Science and Society
Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by,
individuals and societies.
4/1/15
Thematic Unit
5th Grade Science
Solar System
Thematic Question: We will be uncovering what impact the sun has on our daily lives. This will be related to our area by drawing connections to agriculture. We will discover the rotations/ tilt of the sun, and how this effects/ creates seasons. We will also focus on the order of the solar system. This will be accomplished by using the acronym “My Very Excited Mother Just Served Us Noodles”.
Centers: We will look at the different growing seasons, and when / where various crops thrive. We will go into further explanation of the planet order. We will also make a diagram of the solar system, this will be done by tables/ groups. When making each planet, we will describe characteristics form that planet. A PowerPoint will be used to allow the students to show what they have learned, and what they found interesting about the lesson. (This will be done in groups) I will create a Jeopardy game for the students to play, and quiz their knowledge. I will use http://edtechnetwork.com/powerpoint.html to create the game.
Technology: We will use the internet, and google images to show some examples of the vast space and solar system. We will also use this tool to shoe different agricultural environments. I will create a relevant jeopardy game to reinforce the topics and test the student’s gains in knowledge. (Again the website Students will http://edtechnetwork.com/powerpoint.html utilized to generate the game). For the purpose of generating grades on participation, content, and team work, the students will be assigned a PowerPoint project.
Assignments: To get students involved with the PowerPoint program, they will choose from topics such as: expanding their ideas and information on a chosen planet, discovering differences in agriculture, or researching and explaining our area and agriculture. The students will generate three separate grades from this project. We will construct solar system diagrams. Verbal quizzes will be given on the order of the planet, and the various characteristics that were discussed during the creation of the model solar system.
Student portfolio: Students will have their PowerPoint presentation in their portfolio. They can reference this when we take our unit test. They will also have their models of the solar system to recall the order. The Jeopardy game will be available on my website for the students to use and quiz themselves as a study tool. As a class we will make a replication what our area deems “ideal” agricultural environments and settings. Students will also be able to describe what is important to us agriculturally in our area. The information will be relevant to the students because agriculture is heavily pertinent in the area.
Standards: Strand II: Content of Science
Standard III (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe, the interconnections among
them, and the processes and interactions of Earth’s systems.
5-8 Benchmark I: Describe how the concepts of energy, matter, and force can be used to explain the observed behavior of the solar system,
the universe, and their structures.
1. Know that many objects in the universe are huge and are separated from one another by vast distances (e.g., many stars are larger than
the sun but so distant that they look like points of light).
2. Understand that Earth is part of a larger solar system, which is part of an even larger galaxy (Milky Way), which is One of many
galaxies.
3. Know that there have been manned and unmanned journeys to space and to the moon.
5-8 Benchmark II: Describe the structure of Earth and its atmosphere and explain how energy, matter, and forces shape Earth’s systems.
1. Understand that water and air relate to Earth’s processes, including:
• how the water cycle relates to weather
• how clouds are made of tiny droplets of water, like fog or steam.
2. Know that air is a substance that surrounds Earth (atmosphere), takes up space, and moves, and that temperature fluctuations and other
factors produce wind currents.
3. Know that most of Earth’s surface is covered by water, that most of that water is salt water in oceans, and that fresh water is found in
rivers, lakes, underground sources, and glaciers.
4. Recognize that the seasons are caused by Earth’s motion around the sun and the tilt of Earth’s axis of rotation.
Strand III: Science and Society
Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by,
individuals and societies.