Marjorie Barnes and Sharon Glasgow EDU SPRING 2009

Inquiry unit: 12 THE EARTH IN SPACE Lesson numberTitle of lessonsBloom’s TaxonomyGardner’s Multiple IntelligenceAdditives #1To Infinity and Beyond The Solar System Knowledge & Comprehension Linguistic Kinesthetic Visual  KWHL  PET Manipulative: Grouping Object by engineering and design #2Happy New Year! The Natural Cycle of the Earth Comprehension & Application Linguistic Logical  Graphic organizers:  Bar graphs  Line Graph #3Eclipses! Moon, Earth, Sun Interaction Application & Analysis Linguistic Visual  Scavenger Hunt  Filamentality #4Werewolves? Phases of the Moon Analysis & SynthesisLinguistic Logical Spatial Musical  Pictograph #5How Far Will It go? Laws of Motion SynthesisLinguistic Spatial Kinesthetic  PET Manipulative:  Ball and Ramp #6What Goes Up Must Come Down The theory of Gravity EvaluationLinguistic Spatial Intrapersonal Naturalist  Filamentality

 This unit adheres to O’Connor-Petruso’s (2003) Model for Implementation: Integrating Mathematics and Technology in the Elementary Science Inquiry Classroom.  We have applied many of the strategies learned throughout this advance pedagogy such as opening the unit with a holistic web, adding and designing lessons that contained the cognitive levels according to Bloom Taxonomy, a series of behavioral objectives with corresponding hands- on activities according to Gardner and their respective assessments.

 Generated a KWHL chart.  The Magic School Bus Lost in the Solar System by Joanna Cole Know about the solar system Wonder about the solar system How can we obtain information Learned about our solar system Earth is a part of the solar system Will the sun die? Literature Filamentality Research The sun is the center of our solar system Is there life on other planets?

 Conduct research to:  Classify the inner and outer planets.  Explain what dwarf planets are and explain why Pluto is current downsized to fit in this category.  Constructing mobiles -allowing the students to work in groups of twos to build a mobile of the solar system to develop a deeper understand of the position of the Earth and the other planets in comparison to the sun. They will need to create a sun, the inner and outer planets, the asteroid belt, etc.

 What Makes Night and Day? by Franklyn M. Branely  Motivational activity: Teacher will ask students to engage in a small video clip on the video jug Web site (the Earth’s perfect orbit). earth-has-a-perfect-orbit-video.htm earth-has-a-perfect-orbit-video.htm  Research and create a graphic organizer that charts each of the planets natural cycle (revolution) in our solar system.

 Select one category for the spreadsheet and create a mathematical representation.  Analysis: The closer the planets are to the sun the less days it takes to complete a cycle; any volunteers for Mercury?

 Motivational activity: Teacher will ask students to engage in a small video clip on how stuff work Web site – Filamentality. eclipses-and-conclusion-video.htm eclipses-and-conclusion-video.htm  (Scavenger hunt) Students will participate in teams of two. Each team is expected to:  View the video clips and answer questions.  Draw diagrams of the earth’s motion in space.  Create a poem that contains moon, star, or earth.  Produce a writing piece (2-3 Paragraphs) of their experience conducting the scavenger hunt  Give a 5 minutes oral presentation at the completion of the scavenger hunt.

 Complete the lunar challenge (Scavenger hunt).  Teacher monitors the students and present a data that asked the students to work in groups of threes to create a pictograph with the data.  Table: Stages of the lunar challenge # of students that completed each stage

Stages Representation for # of Students Key =2 =1

 Bloom’s Taxonomy: Synthesis & Evaluation Surfaces: Sand paper covered Wax paper covered Foil paper covered Angle>>>>>>> 45 degree angle Rubber ball Tennis ball Styrofoam ball

 Bloom’s Taxonomy: Synthesis & Evaluation Object AngleSurface Sand paper covered Wax paper covered Foil paper covered Rubber ball 45 degree angle73 cm cm cm Tennis ball 45 degree angle54 cm 138 cm 118 cm Styrofoam ball 45 degree angle29.5 cm 75 cm 71 cm

 Analysis:  The surface that was covered with sand paper provided friction and the distance from the edge of the inclined plane was less than that of the wax paper and the foil paper.  The set of angles provided an easier way to compare the results.  The golf ball’s uneven surface also affected its result.  The balls gained momentum when descending the inclined plane but began slowing down then stopped as it moved along the flat surface.

 Motivational activity: Teacher will conduct an interactive read aloud and incorporate a video clip- physics-primal-forces-video.htm physics-primal-forces-video.htm

 Students will participate in teams of two. Each team is expected to:  Produce a writing piece (2-3 Paragraphs) of their experience conducting the scavenger hunt  View the video clips and attach a comment on the video selection  Create a poem that contains moon, star, or earth  Give a 5 minutes oral presentation at the completion of the scavenger hunt.  Why does the Earth have seasons? Visit  Is it a full moon or is it a new moon? Find out at ml. Please define and create a drawing to go along with the definition. ml  Complete the lunar cycle challenge. Visit n_challenge.html n_challenge.html

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 "Today, more than ever before, science holds the key to our survival as a planet and our security and prosperity as a nation. It's time we once again put science at the top of our agenda and work to restore America's place as the world leader in science and technology.“ -- President Barack Obama

 Why does the Earth have seasons? (2006). Video Jug: Life explained on film. Retrieved March 31, 2009, from  Col, Jeananda. (1996). Enchanted Learning. Retrieved March 31, 2009, from  Earth has a perfect orbit (1998). How stuff works videos. Retrieved March 31, 2009, from perfect-orbit-video.htm perfect-orbit-video.htm  Clark, A.C. & Webie, E.N. (April 18, 2002). Scientific visualization. Retrieved March 31, 2009, from  Why is it warmer in the summer than in the winter? (n.d.). Blurt it science. Retrieved March 31, 2009, from  Science close up (n.d.) Retrieved March 31, 2009, from  Col, Jeananda. (1996). Enchanted Learning. Retrieved March 31, 2009, fromhttp://  Lunar cycle challenge. (n.d.). Retrieved March 31, 2009, from  Module 3: the Earth and the moon. (2007). Retrieved March 31, 2009 from the University of Alberta, Centre for mathematics, science, and technology education Web site: