A Unit Study of the Mysteries of Earth and Mars

5^th Grade - Science & Math

Aspect 1: The Syntax

Learning Goals

Instructional Strategies

Instructor Actions

Student Activities

1. Research to identify the 9 planets in our solar system

• Explain their position in relation to the Sun.

Questioning, Guided Instruction, Discussion

• Ask pre-lesson questions to class “What is the science behind a spacecraft launch?”
• Show Video Introduction on LCD projector
• Give instructions & Handout
• Provide links & instructions for  completing spreadsheet

·         Students watch Intro Video on DVD

·         Use internet links to complete spreadsheet on planets

·         Record any new vocabulary words for Space dictionary

2. Explain science behind a spacecraft launch and how Newton’s Laws of Motion apply to spacecraft launches

( two or three classes)

Guided Instruction, Collaborative Learning, Role Play

Using analogy of runners on a track – Earth is on the inside lane; Mars is in outer orbit or outside lane. Take students to playground   & have them act out the movements of Earth & Mars as they orbit the Sun.

·         Assign one student role of Sun

·         Assign two others the roles of Earth & Mars

·         Challenge students to adjust their relative speeds till they find a speed where Earth laps Mars every second

·         Invite rest of class to suggest optimal time for launching a spacecraft from Earth to Mars

·          Students Role Play orbit of Earth and Mars & Sun

·         Rest of class suggest when is the best time for a spacecraft launch from Earth land on Mars

Collaborative Learning through Questioning

Ask thought provoking questions about Cause and effects.

Have groups defend their answers and form questions of their own.

Class will break into groups discuss and answer questions as a group. Form questions of their own to ask.

Use multimedia to present new learning; use questioning to motivate thought and inquiry

Play 2 segment on DVD about Physical Science & Newton’s three Laws of Motion

Ask open-ended questions

Students will use video log to record observations and findings then record in their online journals. Record any new vocabulary words in Space dictionary

Observing

Conduct Demonstrations

Problem solving

Perform demonstrations of Newton’s Laws of Motion

1^st Law-Inertia

2^nd Law-Force & Acceleration

3^rd Law-Every action has an equal & opposite reaction

Have students perform some demos on their own

Prepare Worksheet with question scenarios

Students will observe and break into groups to perform demonstrations on their own

Students will apply Newton’s laws to answer questions on a teacher worksheet.

Guided Learning through Questioning

Ask questions for student discussion; how might they apply to a spacecraft launch

Have students rotate on 3 classroom computers to record in their journals (using established classroom computer rules)

Students will record observations and findings in their online journals. Record any new vocabulary words in Space dictionary

Lecture

Use LCD projector to view Jason online resources to examine third law to explore algebra

Students investigate linear relationships with algebra to calculate amount of force needed to launch a rocket.

3.  Work in diverse learning groups to plan, form hypotheses, analyze data, draw conclusions

 *Special Needs Students will have equal access by pairing with a student in the group.

Collaborative discussion and feedback

Use Scientific Methods of reasoning

Direct students to worksheets: Think Like a Scientist on page 10 in student activity book

 Students will collaborate with their group to complete worksheet and form their hypotheses

Collaborative Learning Questioning

Have students go to computer lab to use Digital Lab to design their own spacecraft and form a deeper understanding of rocket science.

Special needs students will receive assistance from partner to record group discussion results and worksheets

Students will work in pairs to explore some of the challenges of a spacecraft launch by performing exercises in online Lab.

4. Observe and identify factors of launch of rockets and draw final conclusion.

(two or three class periods)

Collaboration / cooperation

Supply template & materials for students to build their own spacecraft

Students will work in groups to determine how to make their rocket go higher

Questioning

Problem solving

Ask questions to help students determine whether rocket’s mass affects how high it will travel

* Furnish a template to those who finish first to construct a paper Altitude Tracker or Inclinometer.

Students will build two rockets and alter design by mass then measure both for chart

Extra activity: someone in group will build simple Altitude Tracker from pattern

Observe

Problem solving

Go outside mark off heights on wall of school. Assist groups to launch rockets.

Use  Inclinometers or Altitude Trackers to measure height.

Students will measure height of flight and add to their table.

Determine which rocket went the highest.

Some can use Altitude Trackers to measure.

Observe

Questioning

Video and show launches- discuss factors that seemed to affect the maximum height of flights

Ask questions about observations

Answer questions from observation

Demonstrate

Questioning

Demo to show students how to enter data from table to form graph.

Ask questions about conclusions.

Students will enter their own data into table and create a graph; record relationship between mass and maximum height of flight; answer questions & draw conclusions

Problem solving

Instruct students to record findings and conclusions in Journals.

Record findings in Journal and final conclusions. Add new words to Star dictionary

Compiling Information Observing

Questioning

Invite students use LCD to share graphs and discuss information and findings from their Journals that relate.

Have each student print journals and Star dictionaries to bind with other handouts and materials. Use rubric for assessment.

Present compiled information in electronic format.

Classmates will take turns sharing their observations and ask questions.

Aspect 2: The social system

Describe the interpersonal structure of the instructional experience.

Cooperation and interpersonal skills need to be monitored for students to work effectively as a collaborative group. They will be changing locations from a classroom, to lab setting and outside to research, investigate; they will have to agree on a design, work as a team to build and launch rocket; finally they will compile and analysis information.

Aspect 3: The role of the instructor

Describe your general instructional role. For example, will you present material, guide students as they research their own issues, etc?

The instructor will act as a guide and facilitator to learners. Students will conduct demonstrations and research their group’s design. Instructor will help to organize the learners and lead them through questioning to focus on observations and draw conclusions.

Aspect 4: The support system

Describe the types and amount of instructional, technical, and other resource support required for the instruction (e.g., instructional materials, communication capabilities).

For support instructor will need parents or assistants to help monitor groups both inside and outside. They will also help distribute materials and handouts to students. Lab times and camera will need to be reserved. Instructor will walk around the room marking on a checklist the levels of student participation she observes. Instructor communication will be through questions, feedback, direct and intermittent instructions.