Backwards Design Plan & Curriculum Map: Courtney Benton, Caroline Coble, Shawnee Knott, Megan McGuire, Dorian Scheuch, & Rebekah Stewart

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1 Backwards Design Plan & Curriculum Map: Courtney Benton, Caroline Coble, Shawnee Knott, Megan McGuire, Dorian Scheuch, & Rebekah Stewart Standard(s) We Will Address For Our Group Unit: -S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and planets. -S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon. Backwards Design Plan Unit Name: Out of This World Science- Exploring Space From Planet Earth Unit Created By: Courtney Benton, Caroline Coble, Shawnee Knott, Megan McGuire, Dorian Scheuch and Rebekah Stewart Stage 1 Desired Results Established Goals Earth Science S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and planets. a. Recognize the physical attributes of stars in the night sky such as number, size, color and patterns. b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky. c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times. d. Identify how technology is used to observe distant objects in the sky. S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon. a. Explain the day/night cycle of the earth using a model. b. Explain the sequence of the phases of the moon. c. Demonstrate the revolution of the earth around the sun and the earth s tilt to explain the seasonal changes. d. Demonstrate the relative size and order from the sun of the planets in the solar system. Standards Unpacked S4E1a Students know that there are billions of stars in they sky. Students know that the size of stars vary greatly. Some stars may be large, while others are small. Students know that its temperature determines the color of a star. Hotter stars appear blue, while middle ranged stars may be white or yellow. Students know that stars create patterns or pictures in the sky called constellations. S4E1b Students know that stars are spheres of gas, while planets are objects that orbit a star, are a round shape, and have a clear area around its orbit. Students know that there are eight planets the orbit the sun and billions of stars. S4E1c The patterns of stars stay the same due to their position in the solar system. Stars are at such a far distance from the Earth that their movement is not noticeable in our lifetime. It takes thousands of years for stars to move. Planets move at a faster rate due to their orbit around the sun (a requirement to be a planet). Each planet takes a different amount of time to make a full orbit. It takes the Earth about 365 days to make one complete orbit around the sun. Students will know that the rate of movement of planets and stars differ due to distance.

2 S4E1d Students know that the technology used to observe distant objects in the sky, include telescopes and satellites. S4E2a Students know that the earth has a cycle of day and night. This cycle is equivalent to twenty-four hours. Students also know and understand that his cycle is different for various continents around the world. S4E2b Students know that the moon does not physically change, but the part of the moon we see here on earth changes depending on the day within the cycle. This is caused by the amount of light from the sun that illuminates the moon and the changing angles of the earth, moon, and sun as the moon orbits the earth. S4E2c Students know that seasonal changes are caused by the earth s tilt toward or away from the sun as it completes a full 365 days in the orbit around the sun. Students also know that the hemisphere tilting toward the sun is receiving more light and more heat and therefore is in the spring and summer months, while at the same time the hemisphere tilting away from the sun is receiving less light and less heat and therefore is in the autumn and winter months. This knowledge can be demonstrated through the use of earth models, pictures, or written explanations. S4E2d Students know that the first four planets in the solar system are much smaller compared to the last four and that the first four planets have a much rockier surface than the gaseous last four planets. Students also know the order of the planets to be Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and the dwarf planet of Pluto. Additional Standards Addressed Throughout This Unit: ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. a. Initiates new topics in addition to responding to adult-initiated topics. b. Asks relevant questions. c. Responds to questions with appropriate information. d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., What if ; Very likely ; I m unsure whether ). e. Confirms understanding by paraphrasing the adult s directions or suggestions. f. Displays appropriate turn-taking behaviors. g. Actively solicits another person s comments or opinions. h. Offers own opinion forcefully without domineering. i. Responds appropriately to comments and questions. j. Volunteers contributions and responds when directly solicited by teacher or discussion leader. k. Gives reasons in support of opinions expressed. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. ELALSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When delivering or responding to presentations, the student: a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members. b. Uses notes, multimedia, or other memory aids to structure the presentation. c. Engages the audience with appropriate verbal cues and eye contact. d. Projects a sense of individuality and personality in selecting and organizing content and in delivery. e. Shapes content and organization according to criteria for importance and impact rather then according to availability of information in resource materials. S4CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Keep records of investigations and observations and do not alter the records later.

3 b. Carefully distinguish observations from ideas and speculation about those observations. c. Offer reasons for findings and consider reasons suggested by others. Understandings (BIG IDEA SO WHAT?) Students will understand that The phases of the Moon are created by the relationship between the Earth, Moon and Sun. Additional Understandings Include: The patterns of stars in the sky stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons. Telescopes magnify the appearance of some distant objects in the sky, including the moon and the planets. The number of stars that can be seen through telescopes is dramatically greater than can be seen by the unaided eye. Planets change their positions against the background of stars. The earth is one of several planets that orbit the sun, and the moon orbits the earth. Stars are like the sun, some being smaller and some larger, but so far away that they look like points of light. Big Idea Question: What relationship do the phases of the moon have with the Earth, Moon, and Sun? Essential Questions Why can we see the Moon? Where does the light from the moon come from? What causes the various shapes of light and shadow on the Moon? What role has the Moon played in human history? What is a star? How are stars alike and different from each other? How does the sun compare to other stars in the night sky? How are constellations alike and different? Why are some constellations observed during some seasons, but not during other seasons? How are planets and stars alike and different in relation to appearance, position, and number in the night sky? Why are planets seen in different locations in the night sky throughout the year? How can technology be used to observe distant objects in the sky? Why are different phases of the moon observed throughout the month? What is the sequence of those phases? What are the relative sizes of the planets in our solar system? What is the relative order of the planets from the sun

4 in our solar system? Students will know. Students will be able to There are more stars in the sky than a person can count one-at-a-time during an entire lifetime. Some stars are bigger than other stars. The colors of stars vary according to how hot the stars are. Stars are grouped together according to patterns known as constellations. For a comparison of planets to stars in regard to appearance, both planets and stars look like points of light in the night sky, because they are so far away. When viewed through a telescope or binoculars, planets are not as bright as stars. In addition, planets appear as disks, whereas, stars look like fuzzy lights. When a comparison of the actual sizes and compositions of planets and stars is made, many differences exist. Observe and describe how parts influence one another in things with many parts. Use number sequences, graphs, diagrams, sketches, maps, and stories to represent corresponding features of objects and processes in the real world. In addition, students will be able to identify ways in which the representations do not match their original counterparts. Identify patterns of change in things-such as steady, repetitive, or irregular change-using records, tables, or graphs of measurements. Planets are much smaller than stars. In regard to composition, planets are made of substances which reflect sunlight, whereas, stars consist of hot gases which produce light. For a comparison of planets to stars in regard to position, planets appear to change their positions in relation to the stars, whereas, stars appear to remain in fixed positions in relation to each other. Conduct scientific investigations. Use technology to increase their power to observe things and to measure and compare things accurately. For a comparison of planets to stars in regard to number, planets and stars in the night sky appear quite different; only a few planets, but many stars, can be seen. Demonstrate comprehension of a variety of literary and informational texts. Because stars are so far away from us, changes in their positions are barely noticeable; thus, constellations appear to remain the same. Produce informational writing (e. g. report, procedures, and correspondence.) Planets are closer to us than stars and the planets are in constant motion as they orbit the sun; therefore, they can be seen in different locations in the night sky in relation to the constellations. Participate in student-to teacher, student-tostudent, and group verbal interactions. Technological resources, such as telescopes and space probes, are used to observe distant objects in the sky. The position and the motion of the Earth in relation to the sun causes night and day. Because of the moon s orbit around Earth, the moon appears to change its shape every night, but it looks the same again about every four weeks. Because the Earth is tilted on its axis as it orbits the sun, seasonal changes occur on Earth. Students will compare and contrast the physical attributes of stars, star patterns, and planets. Students will model the position and motion of the Earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon. Our solar system includes different-sized planets, which are located at different distances from the sun.

5 Stage 2 Assessment Evidence Performance Tasks Other Evidence Reflective Journals Formative Assessments Rubric for summative project Final group summative project Oral presentation in front of an authentic audience (parents, teachers, and peers) Written Component of the assignment Daily observation Student conferencing Engagement checklist Other informal assessment strategies Stage 3 Learning Plan Learning Activities Our interactive Prezi link is below. This is what students will be viewing for the completion of this unit. Resources Here is the link to our concept map: text2mindmap.com/rc3rrs Curriculum Map Topic/Goals Standards Essential Questions Content Skills Assessment Activities

6 READING: ELACC4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text ELACC4RI2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. ELACC4RI3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. How do good readers use literature to explore topics? How can a good reader explain ideas from a text? How do I produce a presentation for my class? -details -examples -main idea -presenting Teacher will introduce assignment and review literature circle role requirements. Students will read various moon books fiction and nonfiction. While reading, students will complete literature circle roles and discuss findings with their group. As a group, students will create a presentation to teach the class information learned from their book. determining main idea and key details explaining texts by using key details explaining concepts in informational texts determining meaning of academic vocabulary oral presentation of information learned in front of peers Reading fiction and nonfiction books about the moon. Complete literature circle roles during reading. Presenting information learned to the class. ELACC4RI4: Determine the meaning of general academic language and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

7 MATH: MCC4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. MCC4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. MCC4.MD.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. What are the various units of measurement and when should you use each one? What is an angle? How is it formed? How do you measure angles? What strategies can you use to determine what type of angle it is? -units of measurement -parts of a circle -angles -measuring angles The class will create a model of the phases of the moon. One student will stand in the middle of the room on an X. Then the students will make a circle with a radius of 1.5 meters and will mark the outer diameter. They will divide the circumference of the circle into 29 equal parts for the 29 days it takes the moon to orbit Earth. The students will discuss how the circle is divided into sections. They will measure each section or angle with a protractor. Three students will represent the Earth, the Moon, and the Sun. The Sun will hold a flashlight and the Earth and Moon will rotate around it for the students to make observations. This will allow students to make connections to the measurement standards. -understanding the units of measurement -knowing the parts of a circle -learning how to measure angles and the characteristics of the different types of angles -reflective journal and participation in the activity -creation of class model of the phases of the moon Language Arts: CCSS.ELA-LITERACY.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. CCSS.ELA-LITERACY.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the What is a poem? What do verse, rhyme, and meter mean in terms of a poem? What is a cinquain? How do I write a cinquain? -rhyme -meter -verse -cinquain Teacher will introduce poetry and several different types of poems (couplet, cinquain, diamante, free verse etc). Class will read several different types of poems about the moon and work together in pairs to answer various questions about verse, rhyme, and meter. These questions will be discussed with the class. After the whole group -Writing poems -Learn how to determine verse -Learn how to determine rhyme -Learn how to determine meter -Present a cinquain poem that is written by student -Reading various poems -Working in pairs to determine verse, rhyme, and meter -Write and present an original cinquain poem

8 grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. discussions students will be asked to individually write a cinquain poem about the moon and present it to the class. Writing: ELACC4W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases. (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. ELACC4W7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. ELACC4W8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. How can I write an informative piece to clearly explain the moon s phases or explain the different characteristics of stars and the various types of stars discovered? How can I group information appropriately? How can I develop my topic into a rich informational piece? What kind of vocabulary should I use for my informative essay? How can I gather research and keep up with who gets credit for the research? When taking notes, how do I categorize information? -research -gather notes -keep note of resources used -organize Students will prepare an informational writing piece, describing the phases of the moon or explaining the different characteristics of stars and the various types of stars discovered. Students will type their writing piece to share to the class Edmodo account where peers can respond with their comments. -Students will also create a picture book with captions describing the Earth s rotation and revolution around the sun. After completion, students will share their books via a gallery walk as a class. Students will leave helpful and kind comments on each other s books with post-it notes. -Research a given topic -record resources -gather notes and organize notes into logical sequence -write to clearly explain informational topics -develop a topic with rich details -use content appropriate vocabulary Students will be assessed via their presentation of the writing piece through the class Edmodo site and on their writing skills addressed under the skills section -they will also be assessed on their picture books according to accuracy of information and neatness Students will shard papers for peer commentary on class Edmodo site Peers will do a gallery walk of each other s picture books as well as share them with other students in primary grades.

9 Science S4CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Keep records of investigations and observations and do not alter the records later. b. Carefully distinguish observations from ideas and speculation about those observations. c. Offer reasons for findings and consider reasons suggested by others. Why is it important to distinguish observations from ideas? Why is it important to keep detailed records of observations? How can observational records help support ideas and hypothesis? 1.observation 2. record keeping 3. decipher ideas from observations. 4. Defend observations using reasoning -Students will keep a moon calendar for one month. During this month students will draw a picture of the moon they see in the sky and then name the phase of the moon. Students will discuss the moon phases with a partner or a small group. Through discussion they will defend their moon phase using the picture they drew during their observation. They will also make predictions of the next moon phase that will be seen, using the information they have previously gathered in their observations. 1.observation 2. record keeping 3. decipher ideas from observations. 4. Defend observations using reasoning 5. Make predictions using previous data. -Students will be assessed on the completion moon calendar. -Students will also be informally assessed based on their discussions of the moon phases, the correct use of vocabulary, and their predictions. -moon phase calendar -discussions Social Studies SS4G1 The student will be able to locate important physical and man-made features in the United States. Why is it important to know about physical and man-made features of the United States? What is the value in knowing the geography of our country and world? How does environment affect how you live? What role has the Moon played in human history? Was there a major event in human history impacted by an eclipse? - Geography - History Through different integrated texts, students will gain an appreciation for ancient and modern cultural traditions and heritage. Additional research will allow students to understand and determine the source of moonlight and what causes the various shapes of light and shadow on the Moon in different locations within the United States and world. Students will then create a legend or myth story or short play that explains the phases of the Moon not only in their - Distinguish between ancient and modern cultural traditions and heritage - Determine different locations within the United States and world - Compare the different moon phases from the four different geographic regions - Reflect on what role the moon has played in - Students are to compare the different moon phases from the four different geographic regions. The legend or myth story or short play needs to clearly articulate for others different phases of the moon. Additionally, it needs to include a reflection on what role the moon has played in human history. - If students complete the extension, the assessment component of that portion would be how the final product that the student created to showcase the research - Legend/Myth or Short Play Creation about four different geographical regions and their moon phases - Construction of the extension product that the student creates to showcase the research of historical cultural names for specific moon phases.

10 geographical regions but in at least three other places. Two geographic regions need to be from within the United States (one where you live and one from another part of the country) and the other two need to be outside of the United States. Students are to compare the different moon phases from the four different geographic regions. The legend or myth story or short play needs to clearly articulate for others different phases of the moon. Additionally, it needs to include a reflection on what role the moon has played in human history. As an extension, students are to research historical cultural names for specific moon phases. They will be given the option to create a piece of artwork, a poem, song, video collage, picture collage, skit, Prezi, Glogster, short story, website, or more to share what they learned for this name/phase. By taking this approach the students will have to do additional research and it will challenge them to dive deeper into the curriculum in order to support their creative piece. The students will be encouraged to try to use some of the vocabulary of the vocabulary from the standard as well. human history -Research historical cultural names for specific moon phases of historical cultural names for specific moon phases.