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Out of This World!


Integrated Thematic Unit of Study
EDU 424
Spring 2018
Kelly Hull
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Integrated Thematic Unit of Study


EDU 424 Spring 2018

Table of Initial Information


Your Name: Kelly Hull Date: April 27, 2018 Main Content: Science
ITU Name: Out of This World
ITU Big Idea: Exploring space is important to learn about to understand our world.
Anticipatory for introducing the ITU: To introduce the unit, I will first decorate my room with
space related items. Then, we will discuss the decorations as a class to see what the students find
interesting. Finally, we will watch a
Each lesson will contain a literacy feature: Reading, Writing, Listening, Speaking, Viewing
Each lesson will contain one of the special features below. Copy and paste the special feature into
the lesson under “SPECIAL FEATURE.”
Differentiating: Differentiating: Content Integrate Community
Include an Include an Integration: children’s Involvement
adaptation for adaptation for Integrate literature. Include some form of
the low achiever the high another content Book title: community
by changing the achiever by area. Name the involvement. .
content, the changing the subject:
process and/or content, the
the product. process and/or
Describe the the product.
adaptation Describe the
below: adaptation
below:

Lesson 1
Literacy Feature: Name of Lesson: Planets in Space
Writing Brief summary of this lesson: In this
lesson, students will learn about the
planets in the solar system.
Estimated number of class periods: 2
Standard/s: 2-ESS1- Earth's position in the universe. Procedure for Instructional Activities
Learning Objective/s: Students will be able to First: I will ask students what they
identify the planets in the Earth's solar system. know any facts about planets. We will
Materials: fill out the order of the planets
Order of planets worksheet worksheet together as we discuss the
Planet report sheet planets.
Assessment: Next: We will create a song as a class
Product: Solar System Quiz to remember the order of the planets.
Tool: 4 Point Rubric
Technology: Then: Students will choose a planet
Chromebook for research that they want to learn more about.
Elmo
Resources for this lesson: Last: Individually, students will
https://www.teacherspayteachers.com/Product/Order- research their planet and complete
of-the-Planets-Mnemonic-Device-1198925 their report worksheet.
https://www.teacherspayteachers.com/Product/Planet-
Science-Report-1047156
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Closure: Each student will share with


SPECIAL FEATURE: Differentiating: Include an the class one fact they learned about
adaptation for the high achiever by changing the their planet.
content, the process and/or the product. Describe the
adaptation below: For this activity, students who
finish early may color their order of the planets
worksheet and create an alien that would live on the
planet they researched.
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5
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Solar System Quiz

What planet is closest to the sun?

Which planet has the “Great Red Su


Spot”? n
Uranus
Which planet is known as the “Red
Planet”? Mercur
y
Which planet is turned on its side?

Which planet has clouds, water, and Pluto


life? Jupiter

Which planet in the hottest?


Mars
The center of our solar system.
Venus
This planets rings are made of ice
and dust. Eart
h
This planet is cold and windy. Saturn

This is the smallest planet also known as a


Neptune
dwarf planet.
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Four Point Rubric

Got it Not There Yet


Evidence shows that the student essentially has Student shows evidence of major
the target concept or idea misunderstanding, incorrect concept or
procedure, or failure to engage the task
4 3 2 1
Excellent: Full Proficient: Marginal: Partial Unsatisfactory: Little
Accomplishment Substantial Accomplishment Accomplishment
Strategy and execution Accomplishment Part of the task is The task is attempted
meet the content, Could work to full accomplished, but and some effort is
processes, and accomplishment with there is lack of made. There may be
qualitative demands of minimal feedback. evidence of fragments of
the task. Errors are minor, so understanding or accomplishment but
Communication is teacher is confident evidence of not little or no success.
judged by that understand is understanding. Direct
effectiveness, not adequate to input or further
length. My have minor accomplish the teaching is required.
errors objective.

Lesson 2
Literacy Feature: Name of Lesson: Going to the Moon
Reading Brief summary of this lesson: Students
will learn about the phases of the
moon.
Estimated number of class periods
Standard/s: 2-ESS1- Earth's position in the universe Procedure for Instructional Activities
Learning Objective/s: First: I will read The Moon Book out
By the end of this lesson, students will understand loud while students follow along.
the phases of the moon.
Materials: Next: Students will put together and
The Moon Book by Gail Gibbons read through My Phases of the Moon
Poster board book. They will read it once on their
Markers own and once with a partner.
Phases of the moon book
Technology: Then: As a class, we will create a phase
None of the moon poster and we will go over
Assessment: each phase.
Product: Phase of the moon poster
Tool: Checklist Last: Students will create their own
Resources for this lesson: phase of the moon poster.
https://www.teacherspayteachers.com/Product/Blast-
off-to-the-Moon-Two-free-Moon-readers-plus- Closure: Students will think-pair-share
visual-plans-475762# about the order of the phases.

SPECIAL FEATURE:
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Integrate children’s literature.


Book title: The Moon Book by Gail Gibbons.
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10
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Phases of the Not there On target Above and Comments 12

Moon yet beyond


Puts phases in
correct order.
Correctly draws
each phase.
Correctly labels
each phase.

Lesson 3
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Literacy Feature: Speaking Name of Lesson: Constellations


Around the World
Brief summary of this lesson: In this
lesson, students will learn about
constellations and research a
constellation in their culture and a
constellation in a different culture.
Estimated number of class periods: 1-
2
Standard/s: 2.H.2 Students will analyze and evaluate Procedure for Instructional Activities
the impact of people, events, ideas and symbols upon First: I will begin this lesson by
history using multiple sources introducing different cultures from
2-ESS1- Earth's position in the universe around the world. Then I will
Learning Objective/s: At the end of the lesson, introduce constellations by showing
students will understand how different cultures the class this video
interpret constellations. https://www.youtube.com/watch?v=M
Materials: ZffhapfOgg
Black construction paper I will tell students how different
White chalk cultures interpret stars in different
Star stickers ways. We will look at different
Constellation Mini Book cultures as a class and discuss the
Assessment: different interpretations.
Product: Presentation
Tool: Presentation Checklist Next: As a class, we will put together
Technology: the Constellation Mini Book and talk
Chromebook for research about each constellation and what
SmartBoard to show video makes it different from the others.
Resources for this lesson:
http://www.freehomeschooldeals.com/free- Then: In groups of two, students will
constellations-mini-book/ choose a constellation to research.
https://wvde.state.wv.us/teach21/documents/OralPres Then, they will research how our
entationRubric-Primary_000.doc culture and another culture interprets
https://www.onecommunityglobal.org/outer-space- their constellation. After their
lesson-plan/ research, they will draw their
constellation on the front of
SPECIAL FEATURE: Content Integration: construction paper and how the two
Integrate another content area. Name the subject: different cultures interpret the
Social Studies constellation on the back.

Last: Each pair will present their


research. They will tell the class about
the constellation they chose, how our
culture interprets their constellation,
and how another culture interprets
their constellation.

Closure: Space Exit Ticket (I created


these)
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Oral Presentation Rubric


Category 4 3 2 1
Always has eye Most of the time Sometimes has Does not have
Eye Contact contact with has eye contact eye contact with eye contact with
audience. with the the audience. the audience.
audience.
Very Most of the time Sometimes Does not appear
enthusiastic enthusiastic enthusiastic enthusiastic
Enthusiasm about the topic about the topic about the topic about the topic
during the during the during the during the
presentation. presentation. presentation. presentation.
Very prepared Most of the time Somewhat Does not appear
Preparedness and and organized prepared and prepared and to have prepared
Organization during the organized organized for for the
presentation. during the the presentation. presentation.
presentation.
Speaks very Most of the time Sometimes Does not speak
Speaks Clearly clearly. Very speaks clearly. clearly. Difficult
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easy for the speaks clearly. Sometimes easy for the audience
audience to Easy for the for the audience to understand.
understand. audience to to understand.
understand.
Knowledge of Knowledge of Knowledge of Knowledge of
Knowledge of recycling is very recycling is recycling is recycling in not
Content/Recycling clear. Student clear most of the sometimes clear. Student
shows full time during the evident during does not show
understanding of presentation. the presentation. understanding
content during during
presentation. presentation.
COMMENTS:

Exit Slip Exit Slip


Name:
Name:

Write about one thing you learned today


Write about one thing you learned today
and one thing you still have questions
and one thing you still have questions
about.
about.
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Lesson 4
Literacy Feature: Name of Lesson: Following the Sun
Viewing Brief summary of this lesson: Students will learn
about how the Earth orbits the Sun.
Estimated number of class periods: 2-3
Standard/s: 2-ESS1- Earth's position in Procedure for Instructional Activities
the universe. First: We will watch this video about how the Earth
2.SL.2. Recount or describe key ideas or orbits the Sun.
details from a text read aloud or https://www.youtube.com/watch?v=6FB0rDsR_rc
information presented orally or through &list=PLhz12vamHOnagseIgy26MoPI79NXiFBw
other media. N
Learning Objective/s: After watching
the video and completing the activity, Next: We will discuss as a class how the Earth and
students will understand how the Earth all planets orbit the Sun.
orbits the Sun.
Materials: Then: Students will color and cut out their pieces of
Markers Space: Model of Earth & Moon's orbit sheet. After
Paper Fasteners they have colored and cut out their pieces, they will
Sun activity sheets get help from myself to put it together.
Scissors
Assessment: Last: We will talk about the Sun’s energy. If
Product: Earth orbit activity and melting weather permits, we will go outside and try to melt
prediction worksheet. different objects with the Sun. Students will have to
Tool: Observation Rubric predict if they think the Sun will melt each object
Technology: before we go outside.
Smartboard for showing video.
Resources for this lesson: Closure: Students will think-pair-share what they
https://www.teacherspayteachers.com/P learned about the Sun.
roduct/Space-Model-of-Earth-Moons-
orbit-565681
https://drive.google.com/file/d/1_9O9bp
SzfYoD5IX5ksjuRCh0Z4_M2pIS/view

SPECIAL FEATURE:
Differentiating: Include an adaptation
for the low achiever by changing the
content, the process and/or the product.
Describe the adaptation below: For this
activity, low achieving students will
have their product cut out and put
together for them.
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Above and Beyond


Clear understanding. Communicates concept
in multiple representations. Shows evidence
of using idea without prompting.
 Clearly understands how Earth orbits
the Sun.
 Melting predictions make sense.
 Student needs no help.
On Target
Understands or is developing well. Uses
designated models.
 Beginning to understand how Earth
orbits the Sun.
 Most predictions make sense.
 Student needs prompt to identify.
Not There Yet
Some confusion or misunderstands. Only
model’s idea with help.
 Needs help with whole activity. No
confidence.
Lesson 5
Literacy Feature: Name of Lesson: Speaking of… space
Listening Brief summary of this lesson: I will have someone who works at
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the South Dakota Air and Space Museum come and talk to the
class.
Estimated number of class periods: 2
Standard/s: 2.SL.3 Ask Procedure for Instructional Activities
and answer questions First: I will introduce our speaker and make sure my class
about what a speaker says understands how to be a good audience.
in order to clarify
comprehension, gather Then: At the end of the speaker, students will have the
additional information, or opportunity to ask questions. After our speaker leaves, students
deepen understanding of a will think about what they learned from our speaker.
topic or issue.
Learning Objective/s: Next: I will ask if any students want to share what they learned
By the end of our speaker, from our speaker.
students will deepen their
understanding of Last: Students will write thank you letters to our speaker. They
everything they have will need to use complete sentences, include one interesting fact
learned in the unit. they learned from our speaker, and a summary of what they
Materials: learned for the week.
Guest Speaker
Construction paper and Closure: As a class, we will review the order of the planets, facts
markers for thank you about the sun, and the moon phases.
cards.
Assessment:
Product: Thank you letters
Tool: Rubric
Technology:
None
Resources:
None

SPECIAL FEATURE:
Community Involvement
Include some form of
community involvement:
South Dakota Air and
Space Museum speaker.

Needs Fair Good Excellent


Improvement

Complete
Sentences

One thing
learned from
speaker
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Summary of
items learned is
clearly stated.

Thank you letter


is clear and
consistent.
Flows and
makes sense.