Transcript The Solar System

Debbie Walch
Motivating my students
using tiered activities
WOW-NICE!
• This looks really great. The kids at your new school are
lucky to be getting such a dynamic teacher.
• Another thing I really like is how you connected this to
your previous class. I’m sure Dr. O’Donnel would be
proud.
• As a peer who is learning from you and your
presentation, I would like to see the rationale for your
strategies tacked onto the bottom of the corresponding
slides. Like to copy this “Have the ability to overcome the lack of
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interest in reading and writing to learn. Allen, Janet, 2004; “Tools For
Teaching Content Literacy.” Stenhouse Publishers. Portland, Maine… And
paste it in on the bottom of the slide.
Another simple add would be to insert some internet resources for the
strategies. Better yet, video examples of the strategies being taught.
You really took this project to the next level. Great job.
My Experience
• I have taught 6 years in a parochial
school. I have had the opportunity to
teach at numerous grade levels over the
years and have drawn from each
experience. I started my career as a PreK teacher using centers and then moved
on to 1st and 2nd grade using cooperative
learning. My final year was with 4th and
5th grade continuing with cooperative
learning. I will be starting a new position
this year at another parochial school
teaching 6th, 7th, and 8th grade Science.
The Challenges
• Teaching in a parochial school has its
issues when you have 2 grade levels at
the same time. I felt like my time was
stretched and that my students didn’t
make meaningful connections within the
lessons. How do I motivate my students
to make meaningful connections? Will
giving them more choices in their learning
by using tiered activities motivate them to
make those connections?
My Definition of Reading
• Students make sense out of what they are
reading by making meaningful
connections. Reading requires students to
decode text by making sense of the
letters, sounds, words, and sentences.
They also have to then comprehend the
text and make a connection to their
personal background to internalize their
learning.
Reading and Writing
Strategies
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Imagery
Journaling
Sequencing
Cause/ Effect
Comparisons
Visualizing
Summarizing
Synthesizing
Making connections
Prior Knowledge
Inferring
Evaluating
Questioning
Tiered Activities=Blooms
Taxonomy
Comprehension
Sensory Memory:
Represents a student’s
ability to attend to
the task with a
reasonable degree
of focus. May be
affected by:
physical ability,
visible acuity,
student’s
perception of their
ability.
Working Memory:
Decoding skills
Word recognition
Vocabulary
Chunking
Root words
Punctuation
Fluency
Metacognition in:
Student’s ability and
willingness to
search for
connections from
their experiences
and memories
Permanent Memory:
Represents background
knowledge,
information based
personal
experiences,
opinions, etc. This
is where students
make connections,
think critically,
make
comparisons,
place new
information in
context, etc.
Metacognition out:
Student’s ability
(expressive
language) and
willingness to
retell /
paraphrase
indicating
comprehension
The Solar System
The Journey Begins
Time frame for lesson:
• 4 weeks – open to change based on
student interest and enthusiasm.
Procedures:
• Pre-assess using KWL
• Brainstorm ideas with students that
they may want to do that’s different
from mine.
• Inform students of the 3 levels they
must go through and how many they
must complete in each level. 600pts
total.
Objectives
• Students will identify characteristics of
objects in our solar system including the
sun, planets, meteorites, comets,
asteroids, and moons.
• Students will collect data by observing and
measuring.
• Students will analyze and interpret
information to construct reasonable
explanations from direct and indirect
evidence.
Level C = 40 pts
Sun
http://coolcosmos.ipac.caltech.edu/cosmic_kids/As
kKids/sun.shtml
• Take notes in journal of lecture (5pts)
• Learn vocabulary using flash cards, crosswords,
games, etc. (10pts)
• Draw a diagram of the sun and label it. (20pts)
• Create a travel brochure of an imaginary vacation
trip to the sun. Include sites to visit, a map and
travel tips. (20pts)
• Make a 3-D model of the sun and label it. (20pts)
• Write a book about the sun. (20pts)
• Watch a video or web quest about the sun and
summarize it. (10pts)
The Sun
Level C Cont.
Inner Planets
http://www.kidsastronomy.com/solar_system.htm
http://solarsystem.nasa.gov/planets/index.cfm?Display=Mercury
• Take notes in journal on lecture. (5pts)
• Learn vocabulary using flash cards, crossword, games, etc.
(10pts)
• Make a chart comparing the characteristics of the inner planets.
(10pts)
• Draw and label the inner planets. (10pts)
• Make a poster about exploring the inner planets. Include a
timeline. What spacecraft was used? What difficulties did they
encounter? (20pts)
• Write a story about taking a trip to the inner planets. Describe
how you would get there and what you would see and experience.
(20pts)
• Make a 3-D model of each of the inner planets. (20pts)
• Make a power point presentation of the inner planets and share
with the class. (20pts)
Level C Cont
Outer Planets
• Take notes in journal on lecture. (5pts)
• Learn vocabulary by using flashcards, crossword, games, etc.)
• Make a poster showing the characteristics of the outer planets.
(10pts)
• Make a chart comparing the characteristics of the outer planets.
(10pts)
• Look at the planet diameters and design a scale model that shows
the relative size of each of the outer planets. (20pts)
• Design a scale model of the outer planets that shows their relative
distance from the sun. (20pts)
• Make a chart or a poster showing important discoveries related to
the outer planets. (10pts)
• Make a chart showing how long it takes each of the outer planets
to get around the sun. (15pts)
• Identify and describe the systems of the outer planets. (10pts)
Level C Cont.
Comets, Asteroids, and Meteors
• Take notes in journal on lecture. (5pts)
• Learn vocabulary by using flashcards, crossword, games, etc.
(10pts)
• Describe a comet system using any form of communication you
want. (5pts)
• Make a model of a comet system. (5pts)
• Make a chart comparing and contrasting comets, asteroids, and
meteors. (15pts)
• Make a timeline showing major discoveries of comets, asteroids,
and meteors. (15pts)
• Describe an asteroid using any form of communication you want.
(5pts)
• Make a model of an asteroid. (10pts)
• Describe a meteor using any form of communication you want.
(5pts)
• Make a model of a meteor. (10pts)
Comets, Astroids, Meteors
Level C Cont.
Space Travel
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Take notes in journal on lecture. (5pts)
Learn vocabulary by using flashcards, crossword, games, etc. (10pts)
Make a timeline of travel in space. (20pts)
Make a chart comparing and contrasting rockets, satellites, and space
stations. (20pts)
Build a rocket. (20 pts)
What equipment is needed in space? Describe it and explain its use and
why its needed using any form of communication you want. (20pts)
Design a space colony. Draw a rough sketch and include water, electricity,
air and food. (20pts)
Design a tool to be used in space. Remember to consider gravity and how
to use it. (15pts)
Pretend you are the first human explorer to land on _______(pick a
planet). Write at least 5 journal entries about your experiences on the
planet. What did you explore? What problems did you have? What is the
planet like? Use at least 10 facts about the planet in your entries. (20pts)
Space Travel
Level C Cont.
Moon and Phases
• Take notes in journal over lecture. (5pts)
• Learn vocabulary using flashcards, crossword, games, etc.
(10pts)
• Design a chart that compares and contrasts solar eclipses
and lunar eclipses. (10pts)
• Design a children’s book that explains the phases of the
moon and why they happen. (20pts)
• Describe how we can know the time by looking at the moon
using any form of communication you want. (10pts)
• Design a chart that compares and contrasts spring and
neap tides. (10pts)
• Observe the moon for 5 days. For each day draw the
surface features you see and include the phase it is in.
(10pts)
• In a group of 3 or 4 write and perform a skit about the
phases of the moon. (20pts)
Moon Phases
Level B
Choose 1 for 50pts.
• Put together a trip through the solar system. What problems will
you encounter and how will you overcome them? What will you
see? Put together a brochure.
• Design a game that teaches the solar system or the moon and its
phases.
• Make a model of the entire solar system.
• Design a bulletin board with facts about the solar system. Use
color.
• Design a children’s book about the solar system. Be sure to
include a title, 10 facts about the solar system and pictures. Your
book must be colorful and neat.
• With no more than 2 other people, write a song or a skit about
the planets or the moon and its phases. Include at least 2 facts
about each planet or each phase. Perform for the entire class.
• Design our own space craft. (Use this website for ideas)
http://solarsystem.nasa.gov/kids/papermodels.cfm
Level A
Choose 1 for 50pts.
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Using 2 sources, write a 3 paragraph paper answering one question from below.
The first paragraph should be an introduction. The second paragraph should give
facts and information about your question, such as pros and cons. The third
paragraph should give your opinion based on your research. Be sure to list your
sources.
Should Pluto have been declassified as a planet?
Should humans try to colonize Mars?
Should humans be concerned about large objects in our solar system hitting the
Earth?
Could there be life on other planets?
Should we continue to exploration of the moon?
Interview 2 or 3 adults regarding t he subject of using satellites as devices for
spying. Should they be used or not? Write a 2 to 3 paragraph opinion paper.
Write 2 paragraphs on the topic of space junk. Use the internet or library to
research the topic. Look for answers to what should we do about how we can deal
with it, what will eventually happen if we ignore this subject, and how much junk is
really there.
Write your own science fiction short story about humans colonizing
___________(pick a planet). It should be at least 2 pages long, and include 5
facts about the planet in the story.
Extension Activities: Choose
1 for 60pts.
• Design and illustrate an informative timeline that shows major
cosmic events. You should begin with the Big Bang Theory and
end with the first appearance of dinosaurs on Earth. You should
include important events such as the creation of galaxies, the
formation of our Sun and Solar Systems, and the beginning of life
on Earth.
• Research the internet for articles about the first Apollo lunar
landing and moon walk. Reenact this event through a video
documentary, a play, or a front page news article. Compare
today’s space missions with the missions of nearly 40 years ago.
• Create a map that shows any geological regions on Earth that
match the geology of other planets or moons. You should
describe these geological formations and indicate which planets
have similar structures.
• Design a life form that would thrive on one of the other planets or
moons in our solar system. Give examples of where the life form
might also exist in an extreme environment on Earth. Include
food and habitat requirements.
Assessments
• Diagnostic- involves pre-assessing the students to find out
what they know and what they are interested in learning.
Using this assessment a teacher can adjust his/her lessons
to better fit her students’ needs. KWL, Observations,
Brainstorming
• Formative- is done throughout the unit to assess students’
learning. It gives feedback to the teacher and then she and
her students are able to again make adjustments and
enhance the learning experience. Observations, Journal
Entries
• Summative- can be used at the conclusion of the unit to
assess the overall learning of the students and their
understanding of the key concepts and objectives. Final
projects, Rubrics, Tests
Literature Review
Differentiate Instruction:
Individualized instruction, provide
choice, and develop a variety of
leveled texts.
Tovani, Cris, 2004; “Do I Really Have
to Teach Reading?.” Stenhouse
Publishers. Portland, Maine.
Students must be motivated to
become proficient at self-regulating
their own reading of text
Combs, Marths, 2002; “Readers and
Writers in the Middle Grades.”
Prentice Hall.
Students will read and study texts
using the strategies you show them.
Walker, Nancy T., Bean, Thomas W.,
Dillard, Benita R., 2010; “When
Textbooks Fall Short.” Heinemann.
Portsmouth, NH.
Have the ability to overcome the lack
of interest in reading and writing to
learn.
Allen, Janet, 2004; “Tools For
Teaching Content Literacy.”
Stenhouse Publishers. Portland,
Maine.
Students that are engaged are
1.)attracted to their work, 2.)persist
in their work despite challenges, and
3.)take joy in accomplishing their
goal.
Strong, Richard; Silver, Harvey F.,
Robinson, Amy, 1995; “What Do
Students Want (And What Really
Motivates Them?)” Educational
Leadership.
Reflections
• New Questions-Will I truly motivate my
students using tiered activities? YES. How
do I go further with these ideas? It’s all in
my hands and I’m running with it!!!
• Ideas that made an impressionEverything! Using the internet for
research and games, and You Tube
educational videos!
• Surprises-The amount of ideas out there!
Never ending!