Riedel+UbD+Lesson

-The Earth’s orbit around the sun is our year. -The sun provides us with heat and light. -Due to the composition of the Earth’s atmosphere and land, life is possible on our planet. |||| -How are we affected by the movement in the solar system (sun, moon, planets)? -How is the Earth alike and different from the other planets in our solar system? -Why is the sun important? Do we need it? -Can there be life on other planets? Why? || - Vocabulary (solar system, star, moon, gravity, shadow, constellation, sun, rotate, orbit, planet, atmosphere). -The movement of objects in the solar system. |||| -Determine importance of information when reading a non-fiction text. -Compare and contrast planets in our galaxy both written and orally. -Recognize, define, and use solar system vocabulary in context. || a. What makes day and night? b. How long is a year on the planets? c. What planet would be best for him to live on (consider planet’s atmosphere and composition)? d. Include important vocabulary from the unit. || Post the students’ shadow persons in the school hallway. ||
 *  **Title of Lesson** || Out in Space || **Grade Level** || Two ||
 * **Curriculum Area** || Science- Solar System || **Time Frame** || One week (science every other day) ||
 * **Developed By** |||||| Kelly Riedel ||
 * **Identify Desired Results (Stage 1)** ||
 * **CONTENT STANDARDS: Science (5.9):**5.9.2 A. Earth, Moon, Sun System 1. Recognize that the sun supplies light and heat to the Earth. 2. Observe the patterns of day and night and the movements of the shadows of an objects on the Earth during the course of a day. 5.9.2 B. Solar System 1. Recognize that the sun can only be seen during the day, but the moon can be seen sometimes at night and sometimes during the day. ||
 * **Understandings** |||| <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Essential Question(s)** ||
 * <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Overarching Understanding** |||| <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Overarching** ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">-The rotation of the Earth is what creates day/night.
 * <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Related Misconceptions** ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">- Students should know the seasonal pattern and characteristics of each planet prior to this lesson unit. ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">**Knowledge** Students will know… |||| <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">**Skills** Students will be able to… ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">-The order of the planets from the sun and key facts for each.
 * <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Assessment Evidence (Stage 2)** ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">**Performance Task Description:** **Travel Brochure for the Milky Way** ||
 * <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: right;"><span style="height: 467px; left: 0px; margin-left: 90px; margin-top: 0px; position: absolute; width: 502px; z-index: 251658237;"> **Goal** |||||||| <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Gain perspective, application of knowledge, and explanation of content. ||
 * <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: right;">**Role** |||||||| <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Facilitator/ Coach ||
 * <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: right;">**Audience** |||||||| <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Second grade students ||
 * <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: right;">**Situation** |||||||| <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">A collision is taking place between two other galaxies and one of them will no longer exist. The alien Zork from the planet Zip has come to visit. He comes to us from the galaxy that will be soon be gone! He knows nothing about the Milky Way or the movement of our solar system. He is looking for a new place to live since his galaxy is colliding in space. ||
 * <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: right;">**Product/**
 * Performance** |||||||| <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students will create a travel brochure for the Milky Way galaxy in order to educate the alien on our solar system. The brochure must answer and include:
 * <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Learning Plan (Stage 3)** ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">** Shadow Persons: ** |||||||| <span style="color: black; font-family: 'Comic Sans MS',cursive;">Working in teams of 2, students go out in the school year to trace their shadows. One student stands facing south while his/her partner traces the resulting shadow on the asphalt with chalk. The students return to the same spot several more times during the day, especially at noon. Each time they will sketch the new shadows on the pavement. Students draw pictures of the sun’s position in the sky at the same time they observe their shadows. They will answer questions such as: How did your shadow change? Are any shadows on top of each other? Where was the sun each time you sketched your shadow? How did the sun’s position change? Which of the shadows you drew was the shadow of local noon?
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">** Day and Night: **

|||||||| <span style="color: black; font-family: 'Comic Sans MS',cursive;">This activity simulates day and night and demonstrates the effects of sunlight on Earth. Using small building blocks, students create a model of their home, school, street, or neighborhood. They include buildings, plants, people, and animals. To simulate daytime, the students shine flashlights onto the block model. They move the appropriate pieces to depict the actions of living things during daytime. They notice that the flashlight is giving off light, and they identify its effect on the model town. Next, the students turn off the flashlights, simulating nighttime. They answer questions such as the following: What changes take place in the environment? How do the actions of living things change? When flashlights are turned on and off at regular intervals, students begin to realize that the orderly occurrence of day and night affects life on Earth || [] || <span style="color: #394093; font-family: 'Comic Sans MS',cursive;">How was it creating this lesson? Creating this lesson was NOT easy especially since the only experiences I have had in the classroom were 5 years prior as a elementary school student teacher. I have not worked with lesson plans or curriculum since so creating a lesson in general is a task. Take it a step further and creating a UbD lesson unit was even more challenging.
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">** Objects in the day and night sky: ** |||||||| <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Demonstrate the concepts of sun, moon, and stars with visual aids such as big books, posters, and pictures. Students draw pictures of objects that they can see in the day sky and night sky. They also identify pictures and diagrams of these objects. Afterwards, students put on a play in which classmates guess the answers to questions like "What am I?" and "Do you see me in the day or night?"
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">** Graph Orbits ** |||||||| <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students will create a bar graph that depicts the length of each planet’s orbit around the sun. This will create a visual to show the length of a year on each planet. ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">**KWL** |||||||| <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students will independently create a KWL, then discuss whole class and create a class KWL which will lead into the essential questions being posted in the room. ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">**Partner Planet Projects** |||||||| <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students will be placed in groups of 2 or 3 and assigned a part of the solar system (planets, the sun, our moon, etc.) Students are to first write 3-5 questions about their topic. Research is conducted using internet and text sources. Students prepare a poster using 5-10 facts they learned. They present their poster to the class, while their classmates practice note-taking for each planet. ||

What difficulties did you encounter? In order to find information and content for this lesson I went back into my student teaching files/boxes to former lesson plans and units. Previously I did a lesson unit on space with 2nd graders however not using UbD. At first it was difficult to format concepts from a previous domain to this current one. After getting started and understanding my focus/essential questions, the remainder of the lesson unit planning flowed easier and more creatively. I did refer back to activities I had done with my class but this time there was a different perspective and mission to how and why these activities were being conducted.

Did you like the format? Again, after getting over the initial task and my preconceived notions of lesson planning, I was fine! After looking at the end result, I do prefer the UbD format to the existing "Madeline Hunter" type lesson planning formats.

// Good lesson. I like the question about life on other planets. There is so much room for exploration there. The activities are multisensory and appeal to a variety of learning styles. The poster project and the play will inspire a lot of creativity. One misconception that you might want to address is the confusion that students have between revolution and rotation which continues to persist at the high school level. A good kinesthetic activity is to demonstrate this with two students. One student stands still portraying the sun and the other does the dual motions of rotation ad revolution to demonstrate the difference. //// Brenda H. //