Unit+Plan

Name: Vincent Moceri

//(focused on student using technology)// //(focused on teacher’s using technology)// || **Instructional Objectives** //(Must contain a performance)// || **Tools and Resources** ||
 * **Curriculum Unit Plan:**
 * Subject Area: Solar System**
 * Grade Level: 5**
 * Unit Title:** || **GLCE /HSCE-**
 * //Grade//**
 * //Level//**
 * //Content//**
 * //Expectation//** || **METS-S**
 * OR**
 * NETS-T**
 * Fill-in-the-blank (Idealistic) || ** S.IA.05.11 ** Analyze information from data tables and graphs to answer scientific questions. || Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Apply existing knowledge to generate new ideas, products, or processes. || The student will discover the size and mass of each planet in our solar system. First, he or she will make a list of the planets beginning from the sun to Pluto. This list must be typed and turned in before proceeding. Second, the student has to use //Discovery Science// to find the size and mass of each planet. Third, the student will construct a two pie graphs on a piece of computer paper. The graphs must be color coated for each planet with each color representing a planet. The mass will be represented by a numeral in the middle of each portion or slice. The portion of each color represents the size of each planet. Answer the following questions using your pie chart...

1) Name the largest planet? 2) Name the smallest planet? 3) Which planet has the most mass? 4) Which planet has the least mass?

When he lesson is over, the student will be able to name the largest planet to the smallest, list the order of planets from the Sun to Pluto, and remember the masses of each planet. || Experimental Laboratory books, Class Tools to complete lesson || Textbooks, You Tube, Wikipedia ||
 * Newton’s Forces || ** P.FM.05.22 ** Demonstrate contact and non-contact forces to change the motion of an object. || Critical Thinking, Problem Solving, and Decision Making. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Collect and analyze data to identify solutions and/or make informed decisions. || The student must be able to know, comprehend, and use Newton's Three Laws of gravity. First, he or she must understand the law of 'inertia' using devices and materials. The law states, "An object in motion tends to stay in motion unless acted upon by an unbalanced force." Here, the student must set up a ramp with a book in front of it. A toy car must be placed on the ramp and a ball must be placed in the drivers seat. Have the car run down the ramp and hit the book. How far does the ball roll? Use the formula to determine the force? The student must measure the distance of the ball from the race car. Second, the child must experiment with Newton's second law involving force, acceleration, and mass. The student will sit on a chair and have another person push him. For every five seconds, while pushing, another student must give the child in the chair an extra book to hold? After 45 seconds, ask the student pushing the chair, "Is the chair harder to push with the books in the students hand?" Answer the questions using your journals? Lastly, he or she must think and draw a picture of the last law, 'every reaction has a equal and opposite reaction.' Here, the student will draw a picture of a rocket taking off into space. Use arrows to draw the direction of the rocket and its resistance into space. Do you think that the force of the rocket fuel propelling the rocket into space is defying gravity? These three laws will be demonstrated in an hour time frame using material supplied by the teacher. When the assignment is completed the student can demonstrate use of the formulas and have thorough knowledge of Newton's three laws. || All experimental, Toy Car, Ruler, Measuring Tape, Texbooks ||
 * Student Choice! || ** S.IA.05.14 ** Draw conclusions from sets of data from multiple trials of a scientific investigation. || Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Select and use applications effectively and productively. || Each student will be given a round styrofoam ball, pencil, marker, and a cup. He or she has to take the pencil and stick it through the round styrofoam ball. The pencil depicts the axis of the Earth. After that, the child will stick the lead portion of the pencil through the bottom of the cup to formulate a stand. Then, the student will take a black marker and put a dot on the ball that depicts Michigan. The child will be considered the sun. Spin the ball in front of you and see what happens to the pencil and dot (Michigan). Write a research essay based on your findings... Is it day or night when the dot is not facing the student? How does the pencil move when the student is turning the ball? Explain how the Earth's axis works. This assignment will teach the student night and day how the four seasons change. || Internet,
 * Reflection and Social Implications || ** S.RS.05.17 ** Describe the effect humans and other organisms have on the balance in the natural world. || Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Demonstrate personal responsibility for lifelong learning. || The student must find primary and secondary research about the effects of pollution on the O-zone layer. Use the internet, textbooks, and personal public opinions to validate your findings. If needed, create a survey worksheet and distribute to the local neighborhood to answer. Questions such as....

1) Do car fumes harm the O--zone layer? 2) Does factory smoke harm the O-zone layer? 3) What can we as a society do to stop pollution?

must be asked to the public to get opinions. Use your research to write a persuasive essay about whether, 'humans and other organisms are destroying the O-zone layer because of pollution.'

The student will be able to give an opinion about whether the O-zone layer is affected by pollution through research, reading, speaking, and writing. || Textbooks, Internet, Library, Teacher || Textbook, Primary and Secondary Research ||
 * Scientific Processes: Inquiry Processes || ** S.IP.05.11 ** Generate scientific questions based on observations, investigations, and research. || Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media. || The student must pick fifteen constellations and obtain a visual description of each constellation. Then he or she must find ten different facts about each constellation and formulae a ten to fifteen sentence paragraph about the history of the constellation. Therefore, there will be a total of fifteen paragraphs. The student will then make a book out of a folder, construction paper, and other materials that will show visuals and give a historical description of each constellation. Finally, he or she will give a presentation on their findings of one constellation. The student will learn historical facts about fifteen constellations that can be used for informational presentations. || Field Experience,