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Alissa Miller

Shooting Stars

Earth/Space Science Function Words

About

Above

Across

After

Around

At

All

Another

Any

Both

Beside

Between

By

Down

Except

Each

Either

For

From

Few

In

Itself

Inside

Into

Like

Little

Many

Most

Much

Near

None

Nothing

On

Onto

Out of

Outside

Over

One

Other

Past

Since

Several

Through

That

Them

These

They

This

Those

To

Toward

Under

Until

Up

Upon

With

Within

What

When

Which

Topic: What are shooting stars?

Sub-question 1: What causes a star to “shoot”?

Sub-question 2: Is a shooting star really a star?

Sub-question 3: How often do stars shoot per day?

Sub-question 4: Does something physically land on Earth?

Sub-question 5: How big are shooting stars?

1. Students select from the word list to describe what they discovered about shooting stars. Having students look at the function words will help them understand the language used in science.

a. Shooting stars are made out of metal and rocks. Shooting stars come from comets and asteroids. Another name for a shooting star is meteor. Shooting stars occur inside the Earth’s atmosphere.

(Bold words are function words, underlined words are vocabulary words that will be discussed throughout the unit).

b. Class Discussion:

i. Did all of the groups come up with the same words or are there different patterns?

ii. What do these patterns reveal?

iii. Record student responses.

2. Introduce a text about Shooting Stars; include any new vocabulary students need to know to understand what they are reading.

Vocabulary:

· Asteroid

· Atmosphere

· Comet

· Constellation

· Crater

· Meteor

· Meteor Shower

· Meteorite

· Meteoroid

Super Stars by David A. Aguilar

What is a Shooting Star? By Isaac Asimov

The Solar System by Kris Hirschmann

I Wonder Why Stars Twinkle by Carole Stott

Meteors and Comets by Gregory L. Vogt

3. Discuss and choose the appropriate text structure.

Super Stars by David A. Aguilar is an excellent book that provides vivid photographs of the stars and sun, as well as other atmospheric features. Aguilar gives accurate information that is broken down into easy to read text as well as “side notes” that can be found throughout the book. This book also provides pictures of star constellations, a glossary, possible classroom activities and the life cycle of a star.

What is a Shooting Star? By Isaac Asimov still provides accurate information even though it was published in 1991. The information is very basic to elementary students. Asmiov explains what a shooting star is and what aspects are involved in the process of a star to “shoot”.

The Solar System by Kris Hirschmann is a great choice for elementary aged children. The information is easy to read and understand and is in very basic terminology. Hirschmann does a terrific job of using compare and contrast to compare different aspects and parts of our solar system. There are also charts, graphs, pictures, and a glossary included in the text.

I Wonder Why Stars Twinkle by Carole Stott is a book that is directed towards younger ages, 5-8, but can also be useful for upper elementary kids as well. It provides a large amount of relatable pictures and the text is broken up into short bulleted segments surrounded by helpful graphics. Each page has a question about space that helps to direct the information and photos on the page.

Meteors and Comets by Gregory L. Vogt mainly focuses on meteors and comets and the similarities and differences between the two. It uses great descriptions, that are easy to understand, and has many helpful diagraphs.

4. Apply what we know about the chosen text structure to begin confirming or adjusting student thoughts from the initial activity. (This also helps with prediction skills)

a. Also, remind students to look for the function words provided in the initial activity - these are clues.

5. Class discussion to find out what students discovered.

a. Record student responses.

Begin the: activity - experiment, or class project......

Science

Semantic Map

Description: Characteristics about comets and meteors

Shooting stars are typically thought of stars falling from the sky; however shooting stars are meteors that are falling through the atmosphere, not stars at all. Meteors come from comets but are often confused as the same thing. Comets and meteors have similarities but their differences are more substantial. When a meteor breaks off from a comet and falls through the atmosphere it begins to heat up causing it to glow, this is the “shooting star”.

(What is a Shooting Star? By Isaac Asimov)

(Meteors and Comets by Gregory L. Vogt)

(Solar SystemMeteors“shootingstars”CometsHappen around 1 time every 100 yearsPieces of rock falling through the atmosphereMade of rockBreak off from a cometHappen every day and nightBall of Frozenrock & dustIrregular orbit around SunHave a tailBrightness lasts days/weeksFlash last 1-2 seconds)

Key Word: About

With this graphic organizer, the students will be able to organize main ideas. It demonstrates aspect of comets and meteors in a simplistic way.

Sequence Graphic Organizer

Description: Where a “shooting star” comes from.

The two ways that a meteor is formed is either from an asteroid or a comet. An asteroid becomes a meteor when the asteroid gets of out its’ orbit and floats around space. A comet becomes a meteor because they travel in paths around the Sun and sometimes the Earth crosses the path. When this happens a comet overheats and begins to melt. When rocks and dust trail behind and enter the Earth’s atmosphere while they are overheated the motion of the falling rock turns it white, which is why we see a streak through the sky. This is what we call a “shooting star”.


(The Solar System by Kris Hirschmann)

(An asteroid becomes a meteor when they get out of their orbit and float around space. Comets become meteors because they travel in paths around the Sun and Earth sometimes crosses their path. When a comet gets too close to the Sun the comet begins to melt.)

(Rocks and dust that trail behind and enter the Earth’s atmosphere.)

(The motion of the falling rock through the air heats it to white, which is why we see a streak in the sky.)

(This is a “SHOOTING STAR!”)

Key Word: From

With this graphic organizer a student is able to see the process of how a “shooting star” occurs through a sequence of events.

Compare and Contrast Graphic Organizer

Description: The differences between comets and meteors.

Comets and meteors are often confused as the same thing when in fact they have more differences rather than similarities.

CometsMeteors

(Glow only for a few secondsHappen every day & night Made of rock and metal)

· Travel in paths

around the Sun

· Oval shaped

· Made of frozen

rock and ice

· (DebrisCan see in the night sky)Have a tail,

sometimes 2

y

Key Word: Between

This graphic organizer is great for seeing the similarities and differences between comets and meteors.

Cause/Effect and Problem/Solution

Description: What happens when pieces break off of asteroids and comets.

Before a “shooting star” can be seen it is first broken off of either an asteroid or comet. When an asteroid is in its’ orbit and a piece breaks off, floating freely into space (meteoroid). When a comet is in its’ orbit and crosses paths with Earth the comet becomes hot and melts. Since it is going so fast and is so hot in the air it creates a white streak, which is what we see from earth as a “shooting star”.


(Meteors and Comets by Gregory L. Vogt)

(Meteoroids)

(Asteroids and comets have pieces of rock that break off and float freely in space)

(Comet gets hot and melts, pieces then enter the Earth’s atmosphere) (When a comet is in its’ orbit and crosses paths with Earth)

(“Shooting Star”) (Motion of falling rock heats the rock to white, creating a streak)

Key words: What, when

This graphic organizer can show the different outcomes from when comets or asteroids break off into pieces.

Literature Evaluation

Super Stars

By David A. Aguilar

Questions about the literature

Science Topic: Stars

Yes

No

Comments

Is the literature age appropriate?

x

5th grade and above, higher vocabulary level

What is the publication date? Is the book outdated?

x

2010, it’s not outdated

Is the Science material presented accurately?

x

The information seems very accurate.

Is the Science material presented clearly?

x

Yes, there is a lot of informational text and pictures that go along with it.

Does the literature add to the understanding of Science?

x

Yes, it adds to it because of all the information along with the pictures and side notes.

Will this literature promote interest in Science?

x

Yes, the back of the book also has class activities as well as related websites.

Is the literature sensitive to your minority students?

x

Yes, it is an informational book and does not discriminate, it is in all English.

Is the literature sensitive to your low socioeconomic students?

x

Yes, information is portrayed in a scientific way.

Is the minority or low socioeconomic student presented negatively?

x

No, information is portrayed scientifically, not in a storybook format.

Does the literature leave students ready to participate in the science lesson?

x

Yes, the author provides class activities as well as websites to check out.

What is a Shooting Star?

By Isaac Asimov


Science Topic: Shooting Stars

Yes

No

Comments


x

Easy to read for grades 3 and above


x

1991, information is still accurate even though it was published over 20 years ago.


x

Yes, it has a lot of information.


x

Yes, easy to read and understand.


x

Yes, it provides a lot of information.


x

I think that this book with spark interest about space science for children.


x

There are no characters in this book, however it does show a white family looking at the stars in a sketched format.


x

It is good for all students to read, it’s informational, not a story book.


x

There are no characters in this book or a story line.


x

I think that the book will leave students with more questions about meteors which will further their interest in science.

The Solar System

By Kris Hirschmann


Science Topic: The Solar System

Yes

No

Comments


x

2nd grade and above would be appropriate.


x

It was published in 2004.


x

It says that Pluto is still a planet, but all other information is accurate.


x

Yes, it is very basic and includes plenty of graphics to illustrate the information.


x

The majority of the information is about the Solar System but there is useful information about comets, asteroids, and meteoroids.


x

Yes, with the graphics and basic information it isn’t overwhelming, but interesting.


x

The book is an easy read for all students, very basic vocabulary.


x

There is no story line within the book, just information.


x

No students are portrayed in a negative way.


x

The book would be a great start into the unit because it touches all of the information that will be learned more in depth later in the lesson.

I Wonder Why Stars Twinkle

By Carole Stott


Science Topic: Stars

Yes

No

Comments


x

Ages 5-8


x

1993, Although it is a little old the information remains accurate and is presented in an interesting way.


x

The information is accurate.


x

The material is very easy to understand and directed towards young ages with cartoon illustrations to add humor and further understanding.


x

Yes, there is a lot of information but it isn’t overwhelming.


x

Yes, the information is presented in an exciting way and the pictures also add humor.


x

The pictures have kids of many different races.


x

The information is related to everyday life; it mentions vacations, presents, and eating ice cream. All of which might not be involved in every child’s life.


x

Although some information might not be relevant in every students’ life the minority/ low socioeconomic students are not portrayed in a negative way.


x

Yes, the information is presented in a very exciting way so the students will be ready to continue learning about stars.

Meteors and Comets

By Gregory L. Vogt


Science Topic: Meteors and Comets

Yes

No

Comments


x

The book is directed towards younger grades, 2nd and above, but the information is easy to understand and useful for any age.


x

2010, it even mentions that Pluto is no longer a part of our Solar System.


x

Yes, it even mentions that Pluto is no longer a part of our Solar System.


x

The information is very simple and easy to understand.


x

Yes, it provides a lot of information and photographs.


x

Yes, there are additional books and websites listed in the back of the book for further information.


x

It is informational with no characters.


x

Yes.


x

No students are portrayed negatively.


x

Yes, there are additional books and websites listed in the back of the book for further information.

Mapping

Use this template for mapping vocabulary words or concepts. For add a picture, simply add a picture of the word or concept focused on in the map,

(Comet and earth paths cross) (“Shooting Star”Only seen at nightWhite streak is seen in the skyMeteorRock and metal pieces)

Vocabulary

Vocabulary Word:

Asteroid

Definition:

Any of the small rocky celestial bodies found especially between the orbits of Mars and Jupiter.

In My Own Words:

Rocky objects that orbit the Sun.

A Picture to Help Me Remember:

http://www.nasa.gov/

Vocabulary Word:

Atmosphere

Definition:

The gaseous envelope surrounding the earth; the air.

In My Own Words:

The gases that surround the moon, star or planet.


chemwiki.ucdavis.edu

Vocabulary Word:

Comet

Definition:

A celestial body that appears as a fuzzy head usually surrounding a bright nucleus that has a usually highly eccentric orbit, that consists primarily of ice and dust, and that often develops one or more long tails when near the sun.

In My Own Words:

A frozen ball of ice made up of bits of rock and dust.


http://search.nasa.gov/search/search.jsp?nasaInclude=comet#~gsa~2~0

Vocabulary Word:

Constellation

Definition:

The configuration of stars especially at one's birth.

In My Own Words:

Patterns of stars.


eric-p.deviantart.com

Vocabulary Word:

Crater

Definition:

The bowl-shaped depression formed by an impact.

In My Own Words:

A hole in the ground that is a result of a meteorite or comet crashing into it.


http://www.nasa.gov/multimedia/imagegallery/image_feature_350.html

Vocabulary Word:

Meteor

Definition:

A streak of light found in the sky that results when a meteoroid hits the earth’s atmosphere and air friction causes the meteoroid to melt, vaporize, or explode.

In My Own Words:

A piece of rock or dust falling through the earth’s atmosphere.


blog.sci-fi-stuff.com

Vocabulary Word:

Meteor Shower

Definition:

When dozens or hundreds of shooting stars are in the sky at the same time.

In My Own Words:

When a bunch of meteors are shooting across the sky at one time.


news.blogs.cnn.com

Vocabulary Word:

Meteorite

Definition:

When a meteor lands on earth.

In My Own Words:

A meteor that lands on earth.


http://www.nasa.gov/mission_pages/mer/images/mer20090806a.html

Vocabulary Word:

Meteoroid

Definition:

A meteor with an irregular orbit.

In My Own Words:

Pieces that came from comets or asteroids that are floating around in space.


www.bis.gov.uk

Concept Circles

Inductive Reasoning (Has a tailMade of rock and metalCan create a Breaks off fromshooting star asteroid or comet)

Concept or Word: __________________________________________________

Deductive Reasoning

(Atmosphere )

Concept or Word: __________________________

Lesson Plan Template 10

Teachers Name: Alissa MillerDate:

Time:Location:

Temperature Outside:

Grade Level: 4th or 5th gradeIEP Students:

What I know about the learners in my class:

Topic:

· Why is this topic innovative?

· This topic provides students with answers about what shooting stars are.

· How assessable is this topic?

· This topic could be taught to children of any age since information is modifiable.

· How would you sell this topic to your administrator?

· I would show the administrator this unit plan and inform him/her of all of the information that interests children.

· What impact will this topic have on the student?

· I think that this topic can go into many directions since the atmosphere and Solar System is such a broad subject so hopefully it would spark the students’ interest in stars and they would be interested in finding out more about space science.

Established Goal:

· What is the big idea you unpacked?

· What a shooting star is.

Objectives:

· Describe what you expect students to achieve? Can it be measured?

· The students will be able to understand the basic characteristics of a comet.

· The students will be able to understand the basic characteristics of a meteor.

· The students will be able to understand the similarities and differences between comets and meteors.

· The students will be able to understand the basic process of a shooting star.

· The objectives above can be measured because the students will be able to explain what they understand through various activities.

Purpose/Intention:

· What will students walk away with?

· The students will walk away with a better understanding of what a shooting star actually is.

· The students will walk away with a better understanding of Earth space science terminology, specifically that involving comets and meteors.

· How will this help students achieve an understanding of the topic?

· The students will achieve an understanding by completing various activities that I will provide for them after showing them related and appropriate visuals.

· How will this make the topic innovative to the student?

· This will allow the students to unpack how a “shooting star” is formed and what it actually is.

Tools/Materials

· What tools will you use to meet your established goal?

· Paper

· Drawing utensils

· Scissors

· String

· Glue

· Clay

· How will your tools help students achieve an understanding of the topic?

· I will create an anticipatory set by using a model of an asteroid in its’ orbit showing pieces breaking off that become meteors and eventually “shooting stars”. Then as I unpack the information about the topic the students will be able to come up with various ways to show a model of the process of a shooting star. Along with showing the process the students will create other visuals of differences between meteors and comets.

Assessment

· What type of assessment will you be using? Summative or formative?

· I will be using summative assessment after the students create a visual for how a shooting star is formed then I will be using a formative assessment to assess how well they understand the vocabulary.

· How does your assessment align with the purpose/intention?

· The summative assessment will be given orally, having the students explain their model to me. When using the formative assessment I will be able to check for the students understanding on their individual knowledge of the topic so I am able to see if there is any information that I need to go over again.

Rubric

· List points needed (5 out of 5, 4 out of 5…) to achieve success for the established goal.

· 5 out of 5 = mastery of shooting stars

· 4 out of 5 = above average knowledge of shooting stars

· 3 out of 5 = average knowledge of shooting stars

· 2 out of 5 = below average knowledge of shooting stars

· 1 out of 5 = poor knowledge of shooting stars

· 0 out 5 = no knowledge of shooting stars

Implementing the Lesson:

The Hook:

· How will you catch your audience’s attention (how can you make something such as convection currents sound exciting?)

· I will show the students different atmospheric photographs, including pictures of shooting stars. I will then let the students use a smart board or promethean board (given that there is one in my classroom, or I will use a white board) and have the students write on the board their ideas about shooting stars, how they form, where they come from, what they are, etc.

Questioning:

· What questions will be generated during or after the hook?

· After the hook I will ask the students to put their ideas on the board for what they think shooting stars are, along with the other questions listen above.

· Will all your questions be open ended? Do not use yes/no questions.

· Yes, the questions will be open ended so that the students can generate more ideas about shooting stars.

· Allow students to formulate their own small groups to discuss questions.

· Challenge students with a question.

Experiment:

· Working as a facilitator, allow students to conduct an experiment to test their questions.

· Communicate with students during the experiment.

Modeling:

· What will you use to have the students show some performance or product they did during the experiment (white boards, small chalk boards, poster boards…)

1. Models and other visuals that will be put up around the classroom

· Have students perform gallery walks observing what other groups modeled (on their white boards, small chalk boards, poster boards…).

Assessment:

· Template integration: What will you use from the JUMP DRIVE to assess student understanding of the established goal?

· Teacher should provide 2 of the 20 choices from the JUMP DRIVE so that students have choice.

· I will use the sequence graphic organizer along with the compare and contrast graphic organizer that I created.

Reflection:

· Explore new discoveries made during and after the experiment. Do not grade reflections for anything besides ideas.

· I will have the students in small groups to discuss what they learned throughout the experiment and reflect upon the information that they discovered. I will also ask the students to discuss other questions they may have about the topic.

Rubric Template 11

Rubric for __________activity

Elements Graded

Outstanding

5 points

Lab Book

4

Needs Improvement

3 points

Lab Book

2

Unsatisfactory

1 point

Lab Book

Points Earned

(0-5)

* Is well organized, complete and clear

* Includes key ideas or concepts and personal response

* Exceptional Recording and Organization of Data

* Exceptional Technical Drawings

No Grammar Errors

Writing is clear and concise, excellent mechanics

* Is somewhat organized, clear

* Includes key ideas or concepts and personal response but is brief

* Good Recording and Organization of Data

* Good Technical Drawings

Some Grammar Errors

Mechanics in writing is not always clear

* Is poorly organized, unclear

* Omits key ideas or concepts and personal response

* Good Recording and Organization of Data

* Poor Technical Drawings

Poor Grammar

Poor Mechanics

_____

out of

5

possible

(0-5)

Responses

* Shows deep thought

* Evidence of recorded thinking

* Other added Elements

* Includes a minimum of one graph

Responses

* Shows some thought

* Some evidence of recorded thinking

*Very few added elements

* Includes a partially completed graph

Responses

* Shows little thought

* Poor evidence of recorded thinking

* No added elements

* Missing the graph

_____

out of

5

possible

Comments: Total Points: ____ + ____ = ______/10

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