MKaras

Morgan Karas EDC 448 Dr. Coiro **__ The Solar System (Earth, Moon, and Sun) __** **__ CONTEXT FOR USING THE TEXT SET __:** This collection of texts would be used in a middle school physical science classroom. This classroom that I am basing my text set on is an inclusive classroom consisting of a variety of learning abilities and levels. This text set encompasses a wide range of media and textual materials to cover the broad range of students present. This set is on the solar system but primarily focuses on the Earth, Moon, and Sun. Specifically how the Earth rotates on an axis and orbits the sun, how the Moon acts as Earths satellite, and how the position of the Moon and the Sun affect the Earth.

** A) __PRINT RESOURCES:__ **  ** TEXT #1: Space Science (text book) **   · __Citation:__ //Space science.// (2007). Evanston, IL: McDougal Littell Science.    · __Text Summary:__ This is the text book the students would be provided with. It covers a lot of different aspects of space science. It identifies misconceptions, other resources that can be utilized to increase understanding.    · __Use of the text:__ I selected this text because all of the students will have access to it and I also feel it would be a good informational resource. I would use the book as a guide to the lesson, picking the labs or questions I felt were relevant. This text also does a nice job relating the topic to everyday life. It also has an on-line component which provides quizzes and other activities to reinforce the information.    · __Attachment:__ N/A   ** Text #2: Picture Book **   · __Citation__: Kudlinski, K. (2008). //Boy, were we wrong about the solar system.// New York, NY : Dutton Children’s Books. · __Text Summary__: This is a children’s book with a reading level for 4-8 year olds. It addresses past ideas regarding the solar system that have been disproven. Like the earth being flat and the sun rotating around the Earth. The illustrations are very intense and interesting. · __Use of the text__: I selected this text because I felt it would be a great way to start the lesson. The pictures are intense and I feel would spark conversations trying to interpret them, at the same time so confusing and difficult concepts are addressed in a simplistic way. This would at least introduce the topic before getting into more complicated information. · __Attachment__: N/A

** Text #3: Magazine article ** · __Citation__: Raymer,D. (2009,May). //Return to the moon.// National Geographic Kids, 2-7. · __Text Summary__: This is an article that focuses on mans adventures to the moon and what NASA is planning for future voyages. · __Use of the text__: I selected this text mainly to connect the solar system with events in history that they are aware of and also expose them to historic events that will happen in their lifetime. I feel this will help the interest in the topic become more intrinsically motivated. · __Attachment__: See attachment # 1 retrieved from [] ** Text #4: Workbook ** · __Citation:__ Sadler,R. (2005). //Solving math problems in astronomy.// Quincy,IL: Mark Twain Media,Inc. · __Text Summary:__ This text relates math concepts with the solar system. Including mass, weights, force, gravity, and so on. It provides problems for the students to solve which incorporate the solar system as well. · __Use of the text:__ I selected this text because of the incorporation of math and science. Both subjects tend to be difficult for students so the more exposure they encounter the more comfortable they will become. I would use this text throughout the lesson using the problems that correspond with the topic being taught. · __Attachment:__ N/A ** Text #5: Poem ** · __Citation:__ Philips,E.A. (2010, Aug 29). //Standing on the sun.// (n.d) Retrieved Oct 20, 2010 from: [] · __Text Summary:__ This poem describes the feelings of a person who is standing on the sun. · __Use of text:__ I selected this text because I felt it would be a great way to incorporate a writing project into this lesson. I would do this activity at the end of the unit so the students have been exposed to all the unit has to offer so they have a better understanding of the topic in order for them to write intelligibly on it. I would read them the poem out loud and then they would be required to construct their own poem using what we have just learned as inspiration. After the poems are completed we would have a poetry jam with refreshments. I feel this would be a great way to conclude the unit and ease the stress and tension following the test. · __Attachment:__ See attachment #2

** B.) ** **__MEDIA RESOURCES__**  ** Text #6: Video clip **   · __Citation:__ Spitzer, J. (2007, Feb 12). Why Isn’t Pluto a Planet Anymore [Video file]. Video posted to []   · __Text Summary:__ This is a short video clip designed to explain in a simple way why Pluto is no longer considered a planet.    · __Use of text:__ I selected this video because I found it funny and also informative. It also addresses a topic that is current and that the students have heard about but may not understand.    · __Attachment:__ N/A   ** Text #7: Audio file **   · __Citation:__ Sun, earth, moon. [Audio file]. (2006). Cambridge, Mass: Rhythm, Rhyme, Results LLC. []   · __Text Summary:__ This is a rap song that incorporates factual information regarding the Sun, Earth, and Moon.    · __Use of text:__ I selected this text because I feel this would be a fun way to introduce the unit. I would play the song within the first 5 min while I was taking attendance and then ask what they think the next unit will be about. I would also ask them if they remember anything specific from the song and then list their answers on the board. · __Attachments:__ See attachment # 3 for print out of the lyrics.

** C.) ** **__INTERACTIVE RESOURCES__**

** Text #8: ON-LINE GAME ** · __Citation:__ Farrell,R. (2001). //Earth sun & moon.// (n.d.). Retrieved Oct 19,2010 from [|http://www.earthsunmoon.co.uk] · __Text summary:__ This is an online game where the object is to set out from an alien world to explore the moon, sun, and Earth and then to return to the planet and tell your alien friend all about what you have learned. Just be sure to avoid the asteroids. · __Use of text:__ I selected this game because I feel it was a fun quick game that the students would enjoy and would also foster a little competition. I can use it before or after my lesson to assess either prior knowledge or learned material. It is a fun and educational game that I feel would appeal to the majority of my students and does not require a lot of preparation or time. · __Attachment:__ N/A ** Text #9: ON-LINE TUTORIAL ** · __Citation:__ //The cosmic concept.// 2007. Retrieved Oct 20, 2010 from [] · __Text summary:__ This is an interactive on line tutorial addressing the phases of the moon. The tutorial consists of 3 separate lessons with summary questions to reinforce the information covered in the lessons. · __Use of the text:__ I choose this site because I feel it gave a good visual explanation of the Moon’s phases, which is not the easiest topic to teach or understand. It provides good thought provoking questions not just questions they can go back and look up. I would use this text while introducing the section on Moon phases as to provide a visual guide along with verbal explanations, and also to assess their prior knowledge of the topic. I feel it would also be good as something to use after the lesson in order to compare their score before and after the lesson to see what they have learned and what needs to be reinforced. · __Attachment:__ N/A ** D) __INSTRUCTIONAL__ **  ** TEXT #10: Research/Informational Website **   · __Citation:__ Cheeks, J.S. (2005, Aug 5). //The solar system.// Kennesaw, GA: Education Tech Center. Retrieved Oct 20,2010 from []   · __Text Summary:__ This is a website designed for both teachers and student but is more focused on the teaching aspect. It contains lesson plans, quizzes, activities, and also a link to chat with actual “space team experts”.    · __Use of text:__ I selected this resource because it provides access to a wide variety of resources that would expand my understanding of the topic and also on different ways to teach it. I could also utilize the live chat to ask any questions I may have to the experts and also gather information about current events on the space science front. With this information I feel confident that I will be able to convey this topic effectively to my students while also engaging them. · __Attachment:__ See print out # 4, which is a copy of the front page of the website.

**__Using these texts together in class:__** I will start the lesson off by playing the rap song Sun, Earth, Moon, in the background while I either due attendance or collect homework. There will be a question on the board asking them what they believe to be the next unit and also to right down anything they feel is important that they hear in the song. By doing this I hope to start the lesson in a fun manner while at the same time providing them with some important information that will be helpful throughout the lesson. I will also have a platform to start a conversation in terms of what they thought of the song, was it helpful, what did they feel was important, etc. I will then pass out their text books and provide them with the learning objectives for this unit and post them in the room. Over the course of the week I will read the picture book, discussing the misconceptions brought up and how and why they think these ideas ended up being proven wrong and what has replaced that misconception and why. This I feel will also introduce important topics in a fun easy way. I will them start getting into more present day topics. They will read and take notes on the magazine article, addressing areas they do not understand. I will then ask them if they have heard any other news regarding developments regarding space science. This would be a good place to show the Pluto video, since it is a current event and also an important one. The math work book will be incorporated throughout the lesson. The on-line tutorial and game will be used to reinforce the concepts we go over and their scores will allow me to see what areas need to be explained again. I will introduce the poem at the very end of the lesson. They will be required to create their own solar system related poem and we will have a poetry jam with refreshments as a way of winding down and for a job well done. Throughout this lesson I have no doubt that the solar system website will be invaluable in helping me come up with assessment activities and tests, and also allow me to find information on a subject that might help me teach it in a different way. I feel with the variety of media used in this lesson, it addresses students of all different learning types and abilities. It also connects this topic to their everyday life and does so in an entertaining way.

**__ Learning Objectives: __** ü Earth rotates on an tilted axis and orbits the sun ü What causes day and night ü Why there are seasons ü The Moon is Earth’s natural satellite ü The structure and motion of the Earth’s Moon ü How the position of the Sun, and Moon affect Earth ü To know the phases of the Moon including eclipses ü How the Moon affects the tides **__ Earth Science Content Area Standards: __** o **__ ESS2- The earth is part of a solar system, made up of distinct parts that have temporal and spatial interrelationships. __**

**Ø ****__ESS2 (5-8) MAS-6: __****Compare and contrast planets based on data provided about size, composition, location, orbital movements, atmosphere, or surface features (including moons). **

** · ****Students demonstrate an understanding of characteristics of the solar system by: ** § 6a __identifying and comparing the size, location, distances, and movement (e.g. orbit of planets, path of meteors) of the objects in our solar system.__ § 6b __comparing the composition, atmosphere, and surface features of objects in our solar system.__

= o __ESS2- The earth is part of a solar system, made up of distinct parts that have temporal and spatial interrelationships. __ = = · __ESS2 (5-8) NOS – 7: __ Explain how technological advances have allowed scientists to re-evaluate or extend existing ideas about the solar system . = = · //Students demonstrate an understanding of how technological advances have allowed scientists to re-evaluate or extend existing ideas about the solar system by… // = = § 7a __identifying major__ __discoveries from different scientists and cultures and describing how these discoveries have contributed to our understanding of the solar system (e.g. timeline, research project, picture book).__  = = o __ESS2 - The earth is part of a solar system, and made up of distinct parts that have temporal and spatial interrelationships __. = = · __ESS2 (5-8) SAE+ POC-8: __ Explain temporal or positional relationships between or among the Earth, Sun, and Moon or how gravitational force affects objects in the solar system. =  · **Students demonstrate an understanding of temporal orpositional relationships between or among the Earth, sun, and moon by … **

§ 8a __using or creating a model__ of the Earth, sun and moon system to show __rotation and revolution.__

§ 8b __explaining night/day, seasons, year, and tides as a result of the regular and predictable motion of__ __the Earth, sun, and moon.__

§ 8c __using a model of the Earth, sun and moon to recreate the phases of the moon.__

· ** ESS2 (7-8) - 8  **

§ 8d __describing the relationship between mass and the gravitational force between objects__.

§ 8e __describing the relationship between distance and the gravitational force between objects.__

§ 8f __explaining that the sun’s gravitational pull holds the Earth and other planets in their orbits, just as the planet’s gravitational pull keeps their moons in orbit.__

**__ Reading Standards: __** **__R-10-2: __**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Students identify the meaning of unfamiliar vocabulary **__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">R-10-7: __**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Demonstrate initial understanding of informational texts (expository and practical texts) **__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">R-10-7.1: __**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Obtaining information fro text features, contents, glossary, index, transitions words/phrases, transitional devices, bold or italicized text. **__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">R-10-7.3: __**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Organizing information to show understanding or relationships among facts, ideas, and events. **__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">R-10-7.4: __**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Generating questions before, during, and after reading to enhance understanding and recall. **__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">R-10-12: __**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes