Multiple Intelligences Unit Plan Template EDUC 522 Unit Title: Space in Space Grade Level: 3rd Subject:

Science Time Frame: 3 Weeks Objectives: Students will be able to use the information they learn in this unit about the Solar System to distinguish major components in our universe including the sun, the eight planets, and their moons. Intelligences: Verbal/ Linguistic, Musical, Visual, Kinesthetic, Interpersonal, Intrapersonal, Naturalist, Logical Technologies in the unit: Computer/ Laptops iPads Several Apps including: o PaperDesk o Talking Tom and Dan News o GarageBand o BookCreator o Notepad o Picture Gallery o Camera o Pinnacle o iMovie o Interactive Whiteboard o Notablity o Spotify Projector YouTube Prezi Classroom Blog iTunes Document Camera (Elmo) Microsoft Word Audacity (Podcasts) Websites o Temecula Valley Astronomers o Wikipedia o Read, Write, and Think. (Comic creator) o Animoto o Google Scholar o MindMeister Teacher: Hedder Gomez

o iStock o Wordle o Online Survey o Google Images Content standards: Third Grade Common Core Standards English Language Arts CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. CCSS.ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-Literacy.W.3.7 Conduct short research projects that build knowledge about a topic. CCSS.ELA-Literacy.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. CCSS.ELA-Literacy.SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. Mathematics CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers CCSS.Math.Content.3.G.A.1 Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category Science (Content Standards) Science Area : Physical Sciences

Sub-Strand 1: Energy and matter have multiple forms and can be changed from one form to another. As a basis for understanding this concept: Standard a: Students know energy comes from the Sun to Earth in the form of light. Area : Earth Sciences Sub-Strand 4: Objects in the sky move in regular and predictable patterns. As a basis for understanding this concept: Standard a: Students know the patterns of stars stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons. Standard b: Students know the way in which the Moons appearance changes during the four week lunar cycle. Standard c: Students know 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 the number that can be seen by the unaided eye. Standard d: Students know that Earth is one of several planets that orbit the Sun and that the Moon orbits Earth. Standard e: Students know the position of the Sun in the sky changes during the course of the day and from season to season. Area : Investigation and Experimentation Sub-Strand 5: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: Standard b: Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed. Standard c: Use numerical data in describing and comparing objects, events, and measurements. Standard e: Collect data in an investigation and analyze those data to develop a logical conclusion. Technology standards: 1.Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5.Digital Citizenship Students understand human, cultural, and

societal issues related to technology and practice legal and ethical behavior. Students: b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6.Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. Materials: (digital and non-digital)

Intelligences: Digital: Computer/ Laptops Verbal, Logical, Visual, Musical iPads Visual, Kinesthetic, Logical, Musical, Intrapersonal

Several Apps including: o PaperDesk Intrapersonal, Verbal, Visual Intrapersonal, Visual Musical, Logical Verbal, Visual Intrapersonal Logical, Visual

o Talking Tom and Dan News o GarageBand o BookCreator o Notepad

o Picture Gallery/ Camera Naturalist, Visual o Pinnacle Logical, Musical o iMovie Visual, Logical, o Interactive Whiteboard Interpresonal, Kinesthetic Visual, Kinesthetic o Notablity o Spotify Musical, Intrapersonal

Visual Visual, Musical, Verbal YouTube Visual, Logical Prezi Logical, Naturalist, Visual, Intrapersonal Classroom Blog Musical iTunes Visual Projector

Document Camera (Elmo) Verbal, Intrapersonal

Microsoft Word Verbal, Interpersonal, Musical Audacity (Podcasts) Visual SketchPad App Logical, Visual, Websites Intrapersonal, Musical, o Temecula Valley Astronomers Verbal, Interpersonal, o Wikipedia Naturalist o Read, Write, and Think. (Comic creator) o Animoto o Google Scholar o MindMeister o iStock o Wordle o Online Survey through Google Docs o Google Images Visual, Logical, Verbal, Markers Interpersonal, Paper Intrapersonal, Microscopes Kinesthetic, Naturalist Index Card Science Journals Sticky Notes Beads Yarn The Important book by Margaret Brown Paint Paper Plates Poster Board Pencils Intelligences: Non Digital:

Procedures: Week 1: Introduction

Day 1: What is the Solar System? Teacher will ask students to fill out a KWL chart about the solar system. Next students will be shown a short video clip of a song about the name of the Planets. Students will be assigned the first chapter of our solar system unit and will be asked to list any vocabulary words that he/she encounters saving data into their iPad PaperDesk app. Day 2:What is in our Solar System? Students will examine pictures, saved in the picture gallery on the iPad classroom set, of the solar system and all that it consists of. Students will then proceed to reflect on the universe and summarize their findings by creating a Wordle of what the solar system consists of (printed and put into science journal). Day 3: The Order of our Planets A video on the formation of the solar system and a quick introduction to the planets will be shown to the students. Students will examine the video once, then will answer as many questions on a google doc Survey they can about it (video), then watch it once more and draw a picture (SketchPad app) of what order our planets are in and what else is surrounding them. Day 4: Measuring distances between Planets Students will interpret the astronomical Unit in creating a living scale model of the Solar system, using other classmates as the planetary bodies themselves properly placed in order of planets. Students will then proceed back to the classroom and will have a discussion about units of measure that includes notions about measuring the size of the solar system. A video of how the Astronomical Unit was first discovered will be presented.

Verbal Musical Naturalistic Intrapersonal

Intrapersonal Visual

Visual Logical

Kinesthetic Interpersonal Verbal Logical Visual

Day 5: The Sun Students will be given time to research the Sun through a variety of Verbal websites they find on Google Scholar and they will paraphrase their Logical findings of the Sun that they have learned. They will design a Podcast, in a Interpersonal group of 4, (Garageband/Audacity) talking about their favorite facts they have found about the Sun. Week 2: Our Planets Day 6: Rocky Planets- Mercury, Venus, and Mars Students will be paired with shoulder buddy and they will be asked to critique each others planets (which they have been assigned to and asked to research) and will create a MindMeister display to record their debate. Day 7: Rocky Planets- Earth Students will design a book of their own based on the story The Important book by Margaret Brown. They will write 1-2 sentences on 6 pages on what they think is important about the Earth. Students will write a rough draft and then type it out into a Microsoft Word document to paste into their storybooks and illustrate. Students will then be asked to create a multi-media experience on Prezi, of the natural environments of different parts of the world at home for homework, making sure to include a concluding slide defending their idea of why they think it is important/not important to recycle on our planet (to be posted on Classroom blog).

Interpersonal Logical Verbal

Visual Verbal Interpersonal Naturalist

Day 8: More on the Earth Students will experiment and test the Earths rotation and see it in action. Students will go out to the playground and use chalk to trace the shadows of their bodies (group of 4) while standing in the same place different times during the day. Data will be recorded with iPad camera to later upload via iPhoto to display to class. Day 9: Gas Planets- Jupiter, Saturn, Uranus Students will work in groups to design their very own acrostic poem about their special planet that is assigned including a Visual image to attach to it. After this assignment students will be asked to watch a video on YouTube in order to classify the different rhythmic elements of the solar system combined with the natural physical properties of sound to identify sounds on each planet. Day 10: Gas Planets- Neptune and Wheres Pluto? Students will be asked to model and identify the planet Neptune that they have researched by creating a dance that interprets the atmosphere or being of the planet (different music can be played or can be created). Students will then examine in groups of 4 on various websites, why Pluto is no longer a planet. They will gather their results in their science journals. Week 3: Our Universe Day 11: The Planet You Students will be asked to describe and think of themselves as a planet, to consider the features of their own Planet You. Next, the students will be asked to describe what they think is important to have on their planet (weather, landscape, how many moons?). Students will then devise rules that they would enforce on their own planet by creating a checklist on Notepad on the iPad. Finally students will be asked to draw their planet and all it consists of in Notability app. Day 12: The Moon Prior to today, students will be asked to identify when the next full moon will come (date) and will take a survey online to explain why they think so as homework. Next students will examine and observe light being refracted, reflected, and absorbed by making a silhouette using their whole body and a flashlight within a group of 5 in the classroom. The students will then be making a chart on the phases of the moon using a diagram of the earth and its moon positions and Oreo cookies to manipulate what the moon looks like at each stage. Day 13: Our Stars and Constellations Students will draw a constellation of their own using yellow dots from a hole punch, black paper, and chalk. They will attach a creative story of how their constellation originated using descriptive language. Day 14: The Galaxy Students will create and paint a spiral galaxy to represent the milky way (on paper plates) while listening to Gustav Holst. During this time, students will judge different pieces (songs) that Gustav Holst, Johann and

Kinesthetic Visual Interpersonal Logical Interpersonal Visual Verbal Naturalist Musical

Kinesthetic Musical Visual Interpersonal

Intrapersonal Naturalist Visual

Logical Kinesthetic Visual Naturalistic

Verbal Visual Intrapersonal Musical Visual Logical

Richard Strauss have written to represent space and planets. They will create a compare and contrast chart that represent similar attributes to each piece and their differences to attach to their painting they have made. Day 15: Becoming an Expert Prior to class this day students will be asked to create and write an instruction online book (BookCreator app) by examining the precautions of going into space as an astronaut for homework as well as visit the TVA website to jot down any questions or data they can to ask the scientists at the field trip. Class will then take a field trip to a meeting of the Temecula Valley Astronomers to further instill the excitement of interacting with other astronomy and space enthusiasts. For homework tonight, students will summarize their findings when using the iPad outside to use the SkyView app to explore the stars and sky. Week 4: Review Day 16: Reviewing order Students will produce a solar system bead necklace that discusses the distance between solar system parts from the sun. They will be given a with distance from the sun and length of year. For homework students will be asked to display their understanding of what order the planets are in by creating a visual display on Animoto with pictures they have found themselves on the internet of the planets or that they have drawn themselves.

Intrapersonal

Verbal Logical Interpersonal Naturalist

Visual Kinesthetic Logical

Day 17: Reviewing planet descriptions Kinesthetic Students will plan, as a small group of 4, a dramatization for the classroom. Musical Students will select from among the planets in the group and work out a Visual skit based on the ideas which will go into detail about one planet or a group of planets, including narration, sound, and action. Day 18: Comparing Planets Students in the classroom will be able to compare and contrast planets when put in a team of weather persons who report the weather forecast for each planet. This will be set up as a real TV broadcast to be video taped or using the Tom News App. For homework students will write a sonnet summarizing what they have learned about the difference between gas and rocky planets using Notability (app), incorporating visuals or sounds. Day 19: Comparing Planets pt.2 Students will be asked to collect rocks from home and bring them into the classroom in order to examine them using microscopes in the science corner. In the classroom students will describe each planet in groups of 4 making a large poster board using facts and information which others would find interesting (billboard). The posters will be hung up around the classroom for a gallery walk to study for before assessment. Day 20: Unit Assessment Students will design a 3D model of the planets making sure to colorfully and accurately display the order of the planets. Students will first draft their 3D model on the iPad using Notability to sketch out. Once the finals are brought in, there will be a gallery walk to view the models and students

Musical Visual Interpersonal Verbal

Naturalist Interpersonal Verbal Visual

Visual Logical Intrapersonal

will walk around with sticky notes and grade other students projects providing feedback and criticism. Product: -KWL chart and Vocabulary List on PaperDesk app -Wordle -Worksheet and drawing -Podcast -MindMeister -Student created book, Prezi, classroom blog check -Poem with image -Dance and science journals -Notepad shared and Notability drawing

Naturalist Intelligences: Naturalistic Intrapersonal Visual Visual, Intrapersonal Verbal, Muscial Logical, Interpersonal,Visual Visual Musical, Visual, Verbal Kinesthetic, Interpersonal, Visual Visual, Logical, Naturalist, Intrapersonal Visual, Logical, Naturalist, Kinesthetic Verbal, Visual Visual, Logical Verbal, Logical, Visual Visual, Logical

- Survey data, moon diagram -Constellation drawing and descriptive paragraph -Paper Plate Painting and compare and contrast chart -Online book -Bead Necklace, Animoto Presentation -Group Skit

Interpersonal, Verbal, Visual, Musical, Kinesthetic Interpersonal, Visual, Musical, Naturalist Visual

-Weather report, Sonnet (Notability) -Poster board -Rough draft on Notability and final of 3D Model of Planets

Visual, Logical, Kinesthetic

Assessment (quantitative rubric): Rubric for Wordle Category Accuracy of Information 3 Student does not demonstrate a complete understanding of the lesson: notes were unclear and key information was not present. Student writes some sentences in his or her own words. Most sentences are exactly as written in the original text. 2 Student demonstrates a mostly complete understanding of the lesson: notes were somewhat clear and most key information was present. Student writes most sentences in his or her own words. Some sentences are exactly as written in the original text. 1 Student demonstrates a complete understanding of the lesson: all key pieces of information are correct. Student writes all sentences in his or her own words. Some original thought is shown by elaborating on the topic. 1 Showed 0-1 research facts without mention of the Sun

Original Thought

Rubric for Podcast Category Research

Podcast

Participation

3 Showed strong research skills by gathering 4-5 facts about the Sun in order to effectively gather information to create an Audio Podcast Developed creative and innovative audio podcast through use of fun and engaging facts found to properly display what our Sun is about; including 3 sound effects Participated actively in group research and in Podcast project made appearance at least 2-3 times in Podcast

2 Showed only 2-3 research facts about the Sun to gather information for Podcast Developed competent way to work with audio podcast but only included 1 audio effect in project

Did not complete audio Podcast

Somewhat engaged in group research and in audio project made appearance once

Not engaged in group research and no Podcast made or no appearance

Rubric for MindMeister Category 3 Summarization The information from the assigned planet was well summarized and easy to understand

2 The information from the assigned planet was adequately summarized and somewhat easy to understand.

1 The information from the assigned planet was not well summarized and unclear.