Earth and the Solar System - Developed with the Northside Tech Ninjas PLN
Video presentation: If available, use Brain Pop, Jr. app or web site to show the “Solar System” video to the class, share out "what I noticed" and "questions I have," then add to the Solar System Word Wall together.
If Brain Pop, Jr. is not an option: View NASA Multimedia https://solarsystem.nasa.gov/multimedia/videos/03_Orbital-Mechanics_Grav...
Brain Pop: Students then choose to take the Easy Quiz or Hard Quiz (Online Version) independently if they have access to their own machines, or they can do this together as a class, and raise their hand when done to show the teacher their understanding of the video (i.e. 4/5). For any remaining time, students can explore the “Solar System” activities, such as “Write About It,” “Draw About It,” “Activity,” “Belly Up,” and/or “Game.” If students have access to a printer, they can print one of the above activities.
If not Brain Pop: Create a quiz or adapt a quiz on Socrative.com (also available as app) or Quizlet.com
2 Direct Instruction
Mini lesson using "The Sun and Earth’s Orbit" Prezi by Sarah Rice on 19 February 2013 Public and Reusable https://prezi.com/lauukm9yk4h3/1st-grade-science-the-sun-and-earths-orbit/
Read and discuss the article on newsela.com "NASA finds 3 new planets where life could exist." Guide students to identify the evidence or reasons these may be considered planets. Compare and contrast these characteristics with Earth on a venn diagram using an interactive whiteboard or chart paper.
Work with a partner to create a concept map or graphic organizer using Kidspiration or Popplet to show what elements or qualities make a planet.
3 Guided Practice
Direct students to practice their space vocabulary: Spelling City Space Science Earth 1st grade word lists 1-3 http://www.spellingcity.com/first-grade-science-vocabulary.html
Demonstrate for students how to navigate through Brittanica Kids: solar system. Highlight the videos and games that reinforce what they are learning. Students may explore with a partner or independently.
Complete Word Work: Spelling City Space Science Earth 1st grade word lists 1-3 http://www.spellingcity.com/first-grade-science-vocabulary.html
Explore your own interests and prepare to choose a focus for your own presentations.
4 Independent Practice
Partners/small groups will choose a planet to explore further and take notes on. Facilitate learning by asking probing/guiding questions. If teacher assistant or volunteer available, they will also help keep students focused and support beginning readers.
Each pair or small group should find at least five interesting facts about their planet. One required element will be how long it takes the planet to orbit the sun. Students may use text and illustrations in their notes.
Allow at least one class period for students to create their Educreation presentations about their chosen planet. A second class period will be needed for class presentations.
If time is limited, groups may simply present to only one other group and leave it to the teacher to review them later for assessment purposes.
For kinder you can limit this to one page and illustration while for third grade you may choose to have them add pictures from the photo library on several pages.
Using Educreations, students will draw their planet in relation to the other planets in the Solar System. They will then record themselves "teaching" about their chosen planet.
Depending on the grade level, this activity can be adjusted. Kindergarten may simply draw and label the planet and record their facts while 2nd and 3rd may add an additional page that shows all the planets in their order from the Sun.
Key Standards Supported
|RI.K: Integration of Knowledge and Ideas|
|RI.K.7||With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).|
|RI.K.8||With prompting and support, identify the reasons an author gives to support points in a text.|
|RI.K.9||With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).|
|Key Ideas and Details|
|RI.K.1||With prompting and support, ask and answer questions about key details in a text.|
|RI.K.2||With prompting and support, identify the main topic and retell key details of a text.|
|RI.K.3||With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.|
|RI.1: Integration of Knowledge and Ideas|
|RI.1.7||Use the illustrations and details in a text to describe its key ideas.|
|RI.1.8||Identify the reasons an author gives to support points in a text.|
|RI.1.9||Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).|
|Key Ideas and Details|
|RI.1.1||Ask and answer questions about key details in a text.|
|RI.1.2||Identify the main topic and retell key details of a text.|
|RI.1.3||Describe the connection between two individuals, events, ideas, or pieces of information in a text.|
|RI.2: Integration of Knowledge and Ideas|
|RI.2.7||Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.|
|RI.2.8||Describe how reasons support specific points the author makes in a text.|
|RI.2.9||Compare and contrast the most important points presented by two texts on the same topic.|
|Key Ideas and Details|
|RI.2.1||Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.|
|RI.2.2||Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.|
|RI.2.3||Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.|
|RI.3: Integration of Knowledge and Ideas|
|RI.3.7||Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).|
|RI.3.8||Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).|
|RI.3.9||Compare and contrast the most important points and key details presented in two texts on the same topic.|
|Key Ideas and Details|
|RI.3.1||Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.|
|RI.3.2||Determine the main idea of a text; recount the key details and explain how they support the main idea.|
|RI.3.3||Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.|