1. The Earth and Her Neighbors in the Solar System
By:
Maria Mercado, Yves Antenor, Shiuli Arshad, Lisa Cruz, April Barabash, Melanie Ma, and Angela Nannetti
Summer 2013

2. Visual-Spatial, Linguistic, Kinesthetic,
Lesson #
Responsible Party
Title of Lesson
Blooms Taxonomy
Gardner’s MI(s)
Additive
Lesson 1a
Maria Mercado
The solar system
Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation
Visual-Spatial, Linguistic, Kinesthetic,
KWL Chart, Computer to watch a video
Lesson 1b
Yves Antenor
The Final Frontier Scavenger Hunt
Interpersonal,
Visual
Knowledge, & Comprehension
Scavenger hunt,
Filamentailty,
Web 2.0 Tool
Lesson 2
Lisa
Space Relations
Remembering, Understanding, Applying, Analyzing, Evaluating & Creating
Visual and Spatial, Interpersonal, & Intrapersonal
Globe
KWL Chart,
Internet access/ Computer to watch videos,
Styrofoam balls,
Chart paper, Graphing sheet
Lesson 3
April
The Seasons & Climates of the North & South Hemispheres
Understand &
Analyze
Spatial Intelligence, Linguistic Intelligence
Thermometer ,
Bar graph,
Smartboard,
Internet resources,
Web 2.0 tool
Lesson 4
Melanie
How the Moon was created
Knowledge, Comprehension, Application and Analysis
Visual-Spatial, Interpersonal, and Logical-Mathematical
KWL chart,
Internet access, Children’s Literature,
National Geographic, Smart Board
Lesson 5
Angela
Moon phases
Comprehension, Synthesis
Spatial, Bodily-Kinesthetic, Naturalistic
Children's Literature,
Manipulative: Oreos
Lesson 6
Shiuli Arshad
Earths Water Cycle
Analysis, Application
Visual-Spatial, Interpersonal,
Graphic Organizer,
SmartBoard
Children’s Literature

3. Introduction
Think about your environment, everything around you is affected by one main thing: The Sun
The Sun is the center of our solar system and affects everything around us.
To understand how we live, we must first understand our environment and this is why we choose Earth and Space as our unit topic

4. The Solar System Behavioral Objectives:
To understand and apply knowledge of planet earth in the solar system based on readings, a video and class discussion.
To create a chart categorizing planets in the solar system, including dwarf planets.
To synthesize their comprehension of the solar system by creating an art project or short film using technology
Motivational/Constructivist Question(s):
The teacher will introduce the lesson by asking a motivational question. Have you ever wondered why we don’t fall off our very round planet? Did you know that the sun’s gravity is what holds the solar system together? Teacher will show an online book titled The Solar System by Ari Hopman, This book will serve as an introductory field trip to space, and the solar system.

5. The solar system NAEP Process Skills: Scientific Inquiry:
Closed ended questions:
1. What is the difference between a star and a planet?
Answer: Stars are much bigger than planets. Stars shine all
by themselves. Planets do not shine. We can see planets because
a star shines on it. We only see the part of the planet that faces the star.
2. Name inner planets; explain why they are called Inner planets?
Answer: Mercury, Venus, Mars, and Earth, surfaces are made of
rocks.
3. Name outer planets; explain why are they called outer
planets?
Answer: Jupiter, Saturn, Neptune, Uranus, gaseous surfaces are
found beyond the asteroid belt.
NAEP Process Skills:
Scientific Inquiry:
S4.2 Conduct scientific investigations using appropriate tools and techniques.
S4.3 Identify patterns in data and/ or relate patterns in data to theoretical models.
Open-Ended Questions:
Why is gravity important to earth?
What is the solar system composed of?
Which planets can be seen without a telescope?
What is gravity?
Open ended questions:
What is gravity?
Why is gravity important to earth?
What is the solar system composed of?
Which planets can be seen without a telescope? 5

6. Procedures
Students will be encouraged to use technologies previously used in class.
They may create a movie at ( Create a power point presentation, or an art project depicting the solar system.
Students answer 1 of the following questions;
The earth orbits the sun in 365 days, how long does it take each planet to orbit the sun? Construct a chart or graph to analyze and interpret data.
Create a short film using to illustrate a new planet. What would you name it, describe its structural components and identify its place in the solar system, and why. Compare and contrast your planet to other planets. Be creative!
Create a science/art project explaining the solar system. Distinguish the following objects: star, planets, dwarf planets, moons, comets, asteroids, and meteors.
After completion of the activities, students will present their final product. Lessons should be interactive and animated. Other students will be encouraged to ask questions.
Behavioral Target Satisfactory Unsatisfactory Student Objective(s) “3” “2” “1” Rating
Behavioral Objective #1: Students are able to successfully incorporate technology to produce a complete explanation of the solar system.
Students in- formation are accurate and organized. Students are able to name 8 planets in the solar system, including dwarf planets.
Student’s content is accurate with minimal error.
Students are not able to properly conduct research on their own. Information is inaccurate.
Behavioral Objective#2: Students are able to categorize how long it takes each planet to orbit the sun.
Students are able to recognize that it takes Mercury , 88 earth days Venus, 225 days Earth, 365 days Mars, 685 days Jupiter,12 earth years Saturn, 29 years Uranus, 84 years Neptune ,165 years.
Students are able to recall some information with teacher’s assistance.
Students are not able to categorize any of the planets in the solar system.
Behavioral Objective#3: Students are able to name important facts pertaining to earth, the sun, and the moon
Students are able to recall 5 moon, earth, and sun facts.
Students are able to mane 3 or more, earth, sun, and moon facts.
Students are not able to name solar planet facts. 6

7. The final frontier Scavenger Hunt
Utilize the following links to beam you into space to complete the scavenger hunt:
; ;
The Earth 1. Our home planet, Earth, has the metric mass of _______________kg. 2. Earth has a diameter of _______________kg. 3. The number of moon(s) that orbit the Earth: ____________ The minimum & maximum surface temperature of Earth in Celsius (°C): Maximum Temp ________° C; Minimum Temp _________° C   The Sun 5. The sun is a_________, a hot ball of glowing gases at the heart of our solar system. 6. Sun is so big, you could fit ___________________ Earths inside of it.   7. On the surface of the sun, it is ___________ ° F. At the center of the sun it is _________________ ° F.   The Moon 8. The dark patches on the moon are called _______________ which is Latin for ____________ (although there is no water on the moon).   9. The craters we see on the moon were caused by _____________ and ______________ hitting the surface many years ago, because the Moon lacks an _______________. The Solar System 10. There are __________ planets in our solar system. 11. The four terrestrial planets are _______, ________, ______, and _____ The four gas giants are _______, ________, ______, and _____ _______ was reclassified as a dwarf planet in 2006.
References:
(n.d.). Retrieved from
Harvey, S. (n.d.). Retrieved from
To learn more about your planet Earth and its neighbors in the solar system, check out your 4th grade Filamentality page to continue your exploration:

8. Startalk radio podcast
Neil Degrass Tyson, an astrophysicist and director of the Hayden Planetarium, is the host of this weekly podcast.Hear him discuss the Earth and our solar system.
This podcast on Earth was published online 7/14/13. Click to play:
This podcast on the tour of the solar system was published online 2/21/1. Click to Play:

9. Extending Classrroom learning opportunities
With the help of our fourth grade Filamentality web page, learning about the solar system and planet Earth will not be confined in the classroom. Information through interactive websites, blogs, podcasts and videos are easily accessible by students at home. Their journey of learning about this unit can travel with them, wherever they go, using any net-enabled device.

10. The Water Cycle Lesson Summary
Motivation
Q: “When it rains there are puddles on the ground. A few days later we don’t see the puddle. Where do you think rain came from? What happens to the puddle? Where did the water go?”
A: List answers on Smartboard.
Procedure
1. Video of the Earths Water Cycle.
Visuals and a song are used to help students memorize the Water Cycle & essential vocabulary terms.
2. Read aloud: Inside the Water Cycle: Earth and Space by William B. Rice.
The book reinforces new and old vocabulary words.
Procedure
3. Students will work in groups of three and do research on concepts using the vocabulary words that make up the water cycle.
4. Students will create a graphic organizer (poster board) of the water cycle with their group and present to each other.
Follow Up
5. Students will do individual writing assignments to demonstrate what they learned about the water cycle.

11. Behavioral Objectives
1.Students will be able to explain why the sun is important in the Earths Water Cycle
2.Students will do research on the Water Cycle
3.Student will create a graphic organizer as a poster board on their topic of the Water Cycle
Open ended Questions
1. Question: How does the Sun effect our water cycle?
2. Question: Why do you think the water cycle is important ?
Closed-Ended Questions
1. Question: What are the three key terms that make up the Water Cycle?
i. Answer: The three key terms that make up the Water Cycle is evaporation, precipitation, and condensation.
2. Question: What does evaporation do?
i. Answer: It’s the process that changes liquid water into water vapor.
Assessment
1. Target rating: “3”
2. Students are able to create a poster board on their topic of the Water Cycle including all the required elements. Write two paragraphs including topic explanations, what they learned from other group’s presentation and explain the importance of the sun in the Water Cycle with no grammatical errors.
Materials:
Inside the Water Cycle: Earth and Space by William B. Rice
Video:
Smart board, Computers, Internet, Poster boards, Color pencils,
NAEP Science Content Standard
E4.3: The surface of Earth changes. Some changes are due to slow processes such as erosion and weathering, and some changes are due to rapid processes such as landslides, volcanic eruptions, and earthquakes.

12. Behavioral
Objectives
Target 3
Satisfactory 2
Unsatisfactory 1
Student
Rating
Objective #1
Required Elements
Of Poster Board
Poster includes
all required
elements enriched
with student
research fact
All but 1 of the
required elements
are included on
the poster.
Several required
elements were
missing.
Objective #2
Research
Student did a
proficient research
that demonstrates
their new
knowledge.
Student did
adequate research
Which
Demonstrates
partial knowledge.
Student did minimal
research which
demonstrates their
lack of
Understanding
of topic.
Objective# 3
Written paragraph
on the
Water Cycle
The two
paragraphs include
thorough research
of each topic, with
Complete
explanations of
the suns’ role in
the Water Cycle.
There is a concise
evaluations of
other groups
Presentations.
Two or less
Grammatical
and/or sentence
structure errors.
The two paragraphs
Included
Inadequate
research of each
topic, with less
Than complete
explanation of the
suns role in the
Water Cycle. Brief
and superficial
evaluation of other
group presentation.
Two or more
grammatical and/or
sentence structure
errors.
Unclear paragraphs
with no adequate
facts that
Demonstrate
understanding of the
topic. Missing or off
topic evaluations of
presentations. Three
or more grammatical
structure errors.
Student Performance based Product (Target rating) for Behavioral Objective #1
Student Performance based Product (Target rating) for Behavioral Objective #3
We have been doing research on the Water Cycle and learned how it works. The main three things that make up the Water Cycle are evaporation, condensation and precipitation. The sun is a big source of energy on Earth and plays and important role in the Water Cycle. When the sun heats up the water in rivers, lakes or oceans and turns it into water vapor or steam which then goes into the air. When the water vapor in the air gets cold it changes back into liquid and form a cloud. Precipitation is when the cloud gets heavy because of all the liquid so then the water falls back to the earth in the form of rain, snow, hail or sleet.
I really liked watching the other groups present their poster board. I got to see the different way they made their Water Cycle project. I learned different things from each group and how they worked together. We all learned that the sun is a very important planet and we need it in order to survive. Without the sun we would have light or heat energy. Without any heat we wouldn’t have a water cycle because the liquids wouldn’t turn into vapor. We need liquid to fall back to earth so it can spread water to different places so it wouldn’t be dry.

13. LIST OF TEMPERATURES: October 14- 18, 2013, NY, NY
Concept 3: The Seasons & Climates of the Northern & Southern Hemispheres
LIST OF TEMPERATURES: October , 2013, NY, NY
Motivation/Constructivist Activity: For five days students record the daily temperature on a thermometer outside the classroom window. The daily temperature is recorded on poster board in a bar graph. After the week is over students will find the median, mode and mean of the temperatures.
Mean
Mode
Median
Min
Max
Range

14. Concept 3: The Seasons & Climates of the Northern & Southern Hemispheres
Procedures
Teacher Talk: (Sample) Oral Q &A: I). Closed-Ended Questions Q: What season are we in? A: Fall II). Open ended Questions Q: What are some signs of fall? Acceptable Answer: Cool weather, falling leavings, windy days Today we will learn why our seasons change.
Time Duration: 2 periods 
2. Aim: – Why do the North and South Hemispheres have opposite seasons and climates?                        
3. Do Now   Distribute handouts with words on top. Students fill in the correct word with the sentence as teacher takes attendance. Every word should be a review from prior terms. Beware- One word is not used!! 1. Climate      Revolves 3. Equator             Season       Globe         6. Temperature 1. Every day in class we use a thermometer to find the ______________ outside our window. 2. The __________________is an imaginary line around the center of the earth. 3. In the winter ___________ the air is usually cold. 4. A ________ is a round image of our earth. 5. The earth ____________around the sun. Teacher Talk: Review answers with students.
4. Turn on Smart board. Go to website that shows picture of earth circling the sun and how the different tilt of the hemispheres creates climate/seasons  ("Earth's tilt 1:" 2012)

16. Concept 3: The Seasons & Climates of the Northern & Southern Hemispheres
5. Read Round Robin- Hand Out to discuss video:
Why Does the Earth have different Seasons? (sample notes) 1. The earth is separated into four quarters called hemispheres.  The top quarter is called the Northern hemisphere.  2. When earth revolves around the sun the earth the southern hemisphere and the northern hemisphere take turns tilting away and toward the sun.   3. The north and south have opposite seasons and climate because of this tilt. 
6. Activity: Have volunteers use the globe to demonstrate the earth’s tilt.

17. Part 2: Group work in the computer lab
Country & Weather GROUP WORK SHEET (SAMPLE QUESTIONS) Names____________________      ___________________         ______ _______________
Choose a leader, a recorder, a time keeper. Materials - blank paper and some crayons to draw a map. This group work should take 12 – 15 minutes. 1. Directions- Circle one city in the southern hemisphere. Sao Paulo, Brazil Rio De Janeiro, Brazil Sydney, Australia 2. What season is it in the southern hemisphere right now? ____________________ 3. Make a prediction. Will it be warmer or colder than New York City? Why?______________________________________________________ _ 4. Go to: weather.com on the Google bar  5. In the search box write your southern city. ____________________________ 6. The leader will read out loud the temperature predicted for the next four days. _________________ sentences to tell what you learned from weather.com about the climate and seasons of both cities.

18. Homework/Follow up Activity:
For the next week each student will go online to weather.com and look up the weather for their city. They will go onto their blog and post the temperature. They will briefly compare their opinions about the weather in their city and New York. Students will be given ten minutes during lunch to do this work if they do not have a computer at home.
Blogger.com is a free blog provided by Google which allows anyone to create, update and maintain an open forum of thoughts, discussion, photos and podcasts. It is the writers’ choice to host their own blog or create one with multiple contributors.

19. Two to three answers are wrong. Two to three mistakes in grammar
Behavioral Objective
Target 3
Satisfactory 2
Unsatisfactory 1
Behavioral Objective #1 Understand how the tilt of the earth towards or away from the sun causes climate/seasons by answering questions 1-7.
The written answers are all correct.  There are no mistakes in grammar or sentence structure. 
Two to three answers are wrong. Two to three mistakes in grammar
Four or more answers are incorrect. Incorrect grammar and incomplete sentences.
Behavioral Objective #2 Student will work with a group to analyze the differences in season and climates between the north and the south hemisphere found in question 8 through drawing and writing.
The students cooperate without too much assistance from teacher.  The map has precise lines to show the different hemispheres.
Students stay organized and their disagreements are settled without excessive teacher intervention. The map is not drawn clearly.
Teacher intervention is needed to organize the sheet. Constant monitoring is necessary for any work to proceed. The map is incorrectly drawn.

20. What is the moon and what are it’s phases Manipulative activity
After a read-aloud of The Moon Book by Gail Gibbons, students will be asked to create a model of the 9 moon phases they learned about using Oreo cookies.
Rationale: This lesson is designed to make a challenging concept accessible to all students, by providing them with a hands-on experience. We hope that our students will be more engaged and retain more of what they learn this way. 20

21. Materials “The Moon Book” by Gail Gibbons
28 Zip-Lock Bags, each containing 9 Oreos
28 Popsicle Sticks
28 Paper Plates
Elmer’s Glue

22. CRITERIA for Behavioral Objectives
Assessment
CRITERIA for Behavioral Objectives
“3”
Target
“2”
Satisfactory
“1”
Unsatisfactory
To construct one complete moon phase cycle using Oreo cookies
All 9 moon phases were present and correctly represented, placed in the correct sequence, and correctly labeled
7 or more moon phases were present and correctly represented, with no more than 1 sequencing or labeling error
Less than 7 moon phases were present and correctly represented, and there were more than 1 sequencing or labeling error

23. Spreadsheet and Congruent Mathematical Representation
Each student will be asked to translate the data in a SPREADSHEET to a BAR GRAPH using Microsoft Excel.
Question
Answer in
days
Number of days moon takes to disappear (or wane) 7
Number of days moon is dark 4
Number of days it takes to fill up (wax) to ½ moon
Number of days it takes moon to go from ½ to full 8
Number of days moon is full

24. CRITERIA for Behavioral Objectives
Assessment
CRITERIA for Behavioral Objectives
“3”
Target
“2”
Satisfactory
“1”
Unsatisfactory
To translate data from a spreadsheet to a bar graph using Microsoft Excel
All 5 pieces of data from the spreadsheet were accurately represented in the bar graph, graph is titled, and axes are labeled
3 or more pieces of data from the spreadsheet were accurately represented in the bar graph, the graph is titled, and axes are labeled
Less than 3 pieces of data from the spreadsheet were accurately represented in the bar graph, the graph is titled, but the axes are not labeled

25. Concept 1: The Solar System
NAEP Process Skills: Scientific Inquiry: S4.2 Conduct scientific investigations using appropriate tools and techniques. S4.3 Identify patterns in data and/ or relate patterns in data to theoretical models.
Technology: T4.3 Apply science principles or data to anticipate effects of technological design.
NAEP Science Content Standard Objects in the Universe: Patterns in the sky E4.1: Objects in the sky have patterns of movement. The Sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The Moon appears to move across the sky on a daily basis much like the Sun. E4.2: The observable shape of the Moon changes from day to day in a cycle that lasts about a month.
NCTM Math Skills Process Standards: Knowledge of Mathematical Connections Recognize and use connections among mathematical ideas Recognize and apply mathematics in contexts outside of mathematics. Content Standards: Knowledge of numbers and operations Use properties involving numbers and operations, mental computation, and computation estimation Use technological tools to explore algebraic ideas and representations of information and in solving problems.
ISTE NETs Standards for Literate Students Standards: 3D- Process data and report results. 5B- Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.

26. Concept 1b: The Final Frontier Scavenger Hunt
ISTE NETs Standards for Students: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: C. use models and simulations to explore complex systems and issues Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: A. interacts, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. D. Contribute to project teams to produce original works or solve problems. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: A. understands and uses technology systems. B. selects and uses applications effectively and productively. D. transfer current knowledge to learning of new technologies. NAEP Science Standards: Earth & Space Sciences: E4.1 Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The moon appears to move across the sky on a daily basis much like the sun, E4. 7 The sun warms the land, air, and over the seasons.

27. Concept 2: Space Relations
NAEP Process Skills Scientific Inquiry: S4.1- Design and critique aspects of scientific investigations S4.2- Conduct scientific investigations using appropriate tools and techniques S4.3- Identify patterns in data and or relate patterns in data to theoretical models S4.4- Use empirical evidence to validate or criticize conclusions about explanations and predictions E4.1- Objects in the sky have patterns of movement E4.2- the observable shapes of the moon changes are from day to day in a cycle that lasts about a month. E4.8- Weather changes from day to day and over the seasons E4.9- Scientists use tools for observing, recording, and predicting weather changes from day to day and over the seasons.
NAEP Science Content Standard: Earth in space & time Sun and Moon: Patterns of movement based on time of day or season Observable shape of moon changes day to day and last approximately one month NCTM Math Skills Process Standards: Organize mathematical thinking through communication.
Content Standards: Use properties involving number and operations, mental computation, and computational estimation Use technological tools to explore algebraic ideas and representations of information and in solving problems Design investigations, collect data, and use a variety of ways to display data and interpret data representations that may include vicariate data, conditional probability and geometric probability Recognize the common representations and uses of measurement and choose tools and units for measuring Apply appropriate techniques, tools, and formulas to determine measurements and their application in a variety of contexts.
ISTE NETs Standards for Literate Students: 3D- Process data and report results 5B- Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity

28. Concept 3: The Seasons & Climates of the Northern & Southern Hemispheres
NAEP Process Skills S4.1 Design and critique aspects of scientific investigations (e.g., involvement of control groups, adequacy of sample); S4.2 Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity—length, volume, mass, weight, time interval, temperature—with the appropriate level of precision); S4.3 Identify patterns in data and/or relate patterns in data to theoretical models; NAEP Science Content Standard E4.1: Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The moon appears to move across the sky on a daily basis much like the sun. NCTM Math Skills Understand measurable attributes of objects and the units, systems, and processes of measurement: Grades 3–5 Expectations: - Understand that measurements are approximations and how differences in units affect precision.                                                                    - Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angle ("Measurement standard," ) ISTE NETs Standards for Literate Students: List Standard (s) 6. Technology Operations and Concepts A. Students demonstrate a sound understanding of technology concepts, systems, and operations.  B, students: a... Students understand and use technology systems. C. selects and uses applications effectively and productively. D. transfer current knowledge to learning of new technologies. ("Nets for students 2007,")

29. Concept 4: How the moon was created
NAEP Science Content Standard: E4.1: Objects in the sky have patterns of movement. The Sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The Moon appears to move across the sky on a daily basis much like the Sun. E4.2: The observable shape of the Moon changes from day to day in a cycle that lasts about a month.
NCTM Math Skills: Process Standards Knowledge of Mathematical Connections 4.1 Recognize and use connections among mathematical ideas Recognize and apply mathematics in contexts outside of mathematics.
Content Standards Knowledge of Numbers and Operations 9.2 Use properties involving number and operations, mental computation, and computation estimation.
ISTE Nets Standards for Literature Students: Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. Apply existing knowledge to generate ideas, products, or processes b. Create original works as a means of personal or group expression
Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance to support individual learning and contribute to learning of others. Students: a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media formats.
Research and Information Fluency: Students apply digital tools to gather, evaluate and use information. Students: b. Locate, organize, analyze, evaluate, synthesis, and ethically use information from a variety of sources and media c. Evaluate and selection information sources and digital tools based on the appropriateness to specific tasks.

30. Concept 5: Moon Phases
NAEP Process Skills Scientific Inquiry: S4.3 Identify patterns in data and/or relate patterns in data to theoretical models Technology: T4.1 Propose or critique solutions to problems, given criteria and scientific constraints
NAEP Science Content Standards E4.1: Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The moon appears to move across the sky on a daily basis much like the sun. E4.2: The observable shape of the Moon changes from day to day in a cycle that lasts about a month.
NCTM Math Skills Process Standards: Connections, Representations Content Standards: Data Analysis & Probability ISTE NETs Standards for Literate Students Standard 3c: Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Standard 4b: Students plan and manage activities to develop a solution or complete a project.

31. Concept 6: Earths Water Cycle
NAEP Process Skills Scientific Inquiry S4.4 Use empirical evidence to validate or criticize conclusions about explanations and predictions (e.g., check to see that the premises of the argument are explicit, notice when the conclusions do not follow logically from the evidence given).
Technology T4.1 Propose or critique solutions to problems, given criteria and scientific constraints;
NAEP Science Content Standard E4.3: The surface of Earth changes. Some changes are due to slow processes such as erosion and weathering, and some changes are due to rapid processes such as landslides, volcanic eruptions, and earthquakes.
NCTM Math Skills No math skills in this lesson
ISTE NETs Standards for Literate Students: List Standard (s) 3. Technology productivity tools Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

32. Multi-Media Elements Lesson 1: Space Relations
The video is a visual tool and introduces key terms to explain the reasons for day and night. YouTube. (2013). Day and Night and Earth's Rotation. Retrieved from
This video defines and explains key ideas about both the earth’s rotation on its own axis and how its’ revolution and tilt around the sun cause the seasons to change. YouTube. (2012). What Causes Earth's Seasons. Retrieved from
In this video children learn why we seem to see different phases of the moon. This video describes lunar eclipses. YouTube. (2013). The Moon for Kids 1-3. Retrieved from 
Lesson 1.b: The Final Frontier Scavenger Hunt
Kidblog – After the scavenger hunt each team updates their blog on this website. Pictures from the decorated bulletin boards will inspire the students to write a paragraph about what they learned after visiting the various sites. ("Kidblog," ). [Web log message]. Retrieved from
The Planetary Society - This is a companion site containing blogs from scientists to reinforce knowledge about the planets. ("The Planetary Society ," ) [Web log message]. Retrieved from

33. Multi-Media Elements
Lesson 3: The Seasons & Climates of the Northern and Southern Hemispheres
This blog has been created by students in the classroom.  They will log on daily to record the temperature of the weather outside the classroom. This purpose of this activity is to combine scientific research with computer technology. [Web log message]. Retrieved from
This site lists ten cities in southern hemisphere. They will understand many countries are located in the southern hemisphere. Annabelle . (2012). The 10 greatest southern hemisphere cities. Untwisted Vortex, Retrieved from cities/.                
Based on Gardner’s intelligences, this video will enhance the learning ability of students through listening and visual images. Earth's tilt 1: The reason for the seasons [Web]. (2012). Retrieved from
Weather.com is a common useful sight that will enable students to become familiar and competent on the internet. National and local weather forecast. The Weather channel, Retrieved from

34. Multi- Media Elements Lesson 4: How the moon was created
This video provides a guide for students through the process of organizing and presenting their research. Editing and sequencing skills are reinforced.
Lesson 5: N/A
References:
Animoto. (2013). Retrieved from 

35. Multi-Media Elements Lesson 6: Earth’s Water Cycle
This 2.0 website has videos teachers have already evaluated and posted. One video provides a simple and easy to understand visual presentation. The site lists keys words with definitions that are easy to comprehend. The Water Cycle. (2011). Neok12. Retrieved from
Vocabulary:Water Cycle. (2011). Neok12. Retrieved from

36. References Animoto. (2013). Retreived from http://animoto.com
Annabelle . (2012). The 10 greatest southern hemisphere cities. Untwisted Vortex, Retrieved from
Docstoc.2013.Types of Precipitation Retrieved from
Earth's tilt 1: The reason for the seasons [Web]. (2012). Retrieved from
Gibbons, G. (1997). The Moon Book. New York: Holiday House.
Glogster Condensation Retrieved from 6mdr2i1bfq35laf4s7rhaa0?old_view=True
Gold ridge.n.a. Water Cycle Collection Retrieved from
Google.n.a. picture of evaporation Retrieved from
NSTA. (2012). NSTA standards. Retrieved from

37. References
Rice. W.B. (2007). Inside the Water Cycle: Earth and Space. Science Readers Series. Teacher Created Material.
The Water Cycle. (2011). Neok12. Retrieved from
The Weather channel, Retrieved from
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