Space: 3rd Grade Thematic Unit

EDU 537
Summer Session I
Katie Risolo, Caitlin Kellegher and Jason Fiscina

Tables of Contents
Rationale

p. 2

Essential Questions

p. 3

Graphic Organizer

p. 4

Content Lesson Plans:

Science (Katie Risolo)
English (Caitlin Kellegher)
Social Studies (Jason Fiscina)
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p. 5-16
p. 17-22
p. 23-

Additional Materials:
PowerPoint
Unit Weebly Website
Field Trip Letter

p. 35-37
p. 37
p. 37-38

Alternative Unit Assessment:

Rubric

p. 39
p. 40

References

p. 41

Individual Reflections:
Katie
Caitlin
Jason

p. 42
p. 43
p. 44

Rationale
The goal of the thematic unit of space is to foster the creativity of students and to inspire
the students to learn about the final frontier. The goal is also to motivate students to develop
theories and plans using the acquired knowledge in the lessons. Humans live in a small portion

of the universe and we still have much more that we can learn from it. With so much untapped
knowledge in the universe, students must learn to address problems and create solutions in order
to learn all of the secrets of the universe.

Essential Questions
1. What can we learn from space?
2. How can space help us in the future?

Template

Katie Risolo

Dr. Mason

Course: EDU 537

Date: June 16, 2015

Grade: 3rd Grade

Topic: Space

Content Area: Science

Lesson Objectives
While exploring Space, a realm where not many have had the chance to travel to, the students
will have the opportunity to partake in four diverse simulation tasks.
During the mini-group activity, the students will answer response questions pertaining to the
Getting Around in Space! tasks on the accompanying worksheet.
At the end of the mini-group activity, the class will come together to share their experiences,
discoveries and any findings.
CCLS/ +NYS Standards and Indicators
Science (NYS): Interconnectedness: Common ThemesModels (E.C2.1):
Analyze, construct, and operate models in order to discover attributes of the real thing.
Indicator:
This will be evident when the students are following the directions of each task
and complete each activity. The activity serves as a means to simulate what it is like to be
an astronaut in outer space completing the same task.
Science (NYS): Analysis, Inquiry and DesignEngineering Design (E.T1.4):
Plan and build, under supervision, a model of the solution, using familiar materials, processes,
and hand tools. b) Build a model of the object, modifying the plan as necessary
Indicator:

This will be evident when the students are actively participating in the simulation
of being an astronaut. The students will be using familiar materials to complete each task
and modeling what it is like to be in a confined space with working limitations.
Science (NYS): Analysis, Inquiry, and DesignScientific Inquiry (E.S3.2):
Interpret organized observations and measurements, recognizing simple patterns, sequences, and
relationships. a) State, orally and in writing, any inferences or generalizations indicated by the
data collected.
Indicator:

This will be evident when the students are completing each of the four tasks and
experiencing the simulation of being an astronaut in space. The students will write down
their observations and inferences on the accompanying sheet.
English Language Arts (CCLS) Speaking and Listening (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.
Indicator:

This will be evident when the student present their findings along with their group
to the class effectively and on task for the class discussion. The students will recount their
experiences, with specific examples, in regards to the activity.
Motivation
The teacher will begin with a Bill Nye the Science Guy episode (Season 1, Episode 6) entitled
Gravity played on the Smart Board to start the lesson. Students will take brief notes on the
episode. After the video, the teacher will ask the students to share one word that they remember
that pertains to gravity and gravitational pull in Space. Then, the teacher will write the terms on
the Smart Board. The teacher will discuss those most significant to the lesson before going over
the Getting Around in Space! activity.
Materials

16 plastic ziplock bags

4 packs of Lifesavers
4 pieces of string measuring 10 inches
12 pieces of Legos
4 small items to wrap with wrapping paper
Wrapping paper cut in four pieces
4 rolls of tape
4 pieces of 8.5 x 11in. paper
4 envelopes
4 different colored pieces of paper, each cut into four (red, yellow, blue and

green)

Pens
Timer
4 sets of garden or rubber gloves
Getting Around in Space! worksheet for each student
SmartBoard
iPads
Learning Strategies

Teacher Demonstration: This will be evident when the teacher models each of the four tasks
in front of the class before the students are divided into groups to perform the tasks
themselves.
Cooperative Learning groups: This will be evident when the students work together in groups
of 3-5 students to complete each of the four tasks.

Experiment: This will be evident when the student groups are working on each of the four
tasks.
Group Discussion: This will be evident when the whole class participates in a discussion
about the simulation tasks and the activity.
Adaptations

Christopher:
o The student with a significant grapho-motor disability will use a
voice-to-text application and/or iPad usage for writing assignments.
o The student will be provided with a list of specific keywords
pertinent to the activity and unit ahead of time. This can be used during the
activity.
Wo Lin:
o The student will be provided with a rubber grip for the writing
utensil.
o The student will be provided with a list of vocabulary words, their
English translation and visual aids that are pertinent to the activity and unit ahead
of time. This can be used during the activity.
o The student will be provided with an iPad for writing assignments,
but has the option to use a voice-to-text application.
Herbie:
o The student with a significant grapho-motor disability will use a
voice-to-text application and/or iPad usage for writing assignments.
o The student will be given a list of vocabulary words and their
definitions pertinent to the activity and unit ahead of time. This can be used
during the activity.
Differentiation of Instruction

Tier 1: Students will be given a list of specific keywords pertinent to the activity and unit the
night before. Each keyword will be listed with the definition and a corresponding picture.
The students are to look over and study the words in preparation for the activity. They are to
use these keywords as a guide while completing the tasks within their group of 3 students.
Tier 2: Students will be given a list of specific keywords pertinent to the activity and unit
ahead of time. The students are to look over and study the words in preparation for the
activity, and to draw a corresponding picture next to each accompanying definition. They are
able to use this list as a guide while completing the tasks within their group of 3-4 students.
Tier 3: Students will be given a list of specific keywords pertinent to the activity and unit the
night before. They are to define each keyword using their notes and/or textbook, and to draw
a corresponding picture next to each definition. This sheet is to serve as preparation for the
activity and is not needed to accompany them throughout each task. They will be working in
a group of 3-5 students.

Developmental Procedures

Students will participate in a whole class discussion after watching the Bill Nye
the Science Guy episode (Season 1, Episode 6) entitled Gravity played on the
SmartBoard.
(What words or phrases were important to the episode? How are these words important
in our Space unit?)

As a class, the teacher and students will go over the corresponding list of specific
keywords, definitions and accompanying pictures that was assigned the night before.
(Students will be given the opportunity to come to the SmartBoard and draw their
corresponding picture next to the appropriate definition)

Students will be broken up into 4 groups (according to color: red, yellow, green
and blue) and the teacher will go over the handout with the entire class.
(What are some strategies you can use during the activity to ensure the group
successfully works together? Will you be able to use any information from the Bill Nye
video while conducting this activity?)

Students will rotate in their groups to each task (every 15 minutes).

(Are each group member going through the same experiences? What difficulties are you
facing, if at all? Are any activities easier than others?)

Students will fill out the questions on their handout to the best of their ability
while at each task.
Students will present their experiences to the class.
(What did you learn at each specific task? How did you adapt while performing the
tasks? Were there any difficulties or struggles you faced individually or as a group? Was
there a time during the activity that your group overcame any obstacles together?)
Students will return to their desks to participate in a group discussion and to go
over any questions, comments, or concerns regarding the activity, vocabulary words and
any definitions.
(How do you think any of the simple tasks completed be done easier, if at all? How might
astronauts adapt while in Space and doing manual tasks? What kinds of things do you
wish you knew ahead of time that might have better prepared you for this activity? Now
that you have gone through the simulations, if you were an astronaut in space completing
the same tasks, would you go about the task the a different way?)
Assessment
Students will complete each task according to the directions in their assigned groups (minimum
of 3 students per group and no more than 5 students).
Students will participate in their mini-group discussions to answer the questions on the
worksheet to the best of their abilities.
Students will come together as a class to participate in a class discussion and reflection of the
activity. The class will go over the questions on the worksheet and any questions pertaining to
the activity. The teacher will also ask students follow-up questions.
Independent Practice

Following the Getting Around in Space! activity, the students will individually answer specific
questions about their experiences during the simulation, while also using prior knowledge of
gravity in Space. After completing the short answer questions, students will draw a picture of
what gravity means to them. The students will be encouraged to use any vocabulary from the
activity, opening video for the activity and also the overall unit.
Follow-up: Direct Teacher Intervention and Academic Enrichment
Direct Teacher Intervention:
The teacher will work independently with the student who had difficulty
completing the lesson. The teacher and student will go over each task together, so that the
student can receive a thorough understanding of the purpose of each manual task.
The teacher will also use YouTube video clips to provide the student with another
visual of how each task is to be completed and its corresponding activity done in space.
The teacher and student will complete the Getting Around in Space! worksheet
together.
Academic Enrichment:
The student will research what gravity is and what it is like to be in a spaceship
using their textbook, The student is to write, in their own words, what it is like to be in
Space and why it is important for astronauts to practice living in Space while on Earth.
They are to also draw a sketch of the inside of a spaceship, where the astronauts live.
The student will present their findings and information to the class the following
day.

Teacher References
Keller, R. (2012). Focus on Elementary Astronomy. Gravitas Publications.
Life in Space. (2014). European Space Agency.

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http://www.esa.int/esaKIDSen/SEM3RIWJD1E_LifeinSpace_0.html
Moving and Working in Space. (2014). How to Smile - All the best Science & Math activities.
http://howtosmile.org/record/17104

Student References
Keller, R. (2012). Focus on Elementary Astronomy. Gravitas Publications.
Sumners, C. (1997). Toys in Space: Exploring Science with the Astronauts (2nd ed,). Durham,
NC: Learning Triangle Press

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Name: ___________________________

Date: _________________

Getting Around in Space! Activity

Directions: While working in groups of 3-5 students, you will be each complete 4
different manual tasks. Each task is detailed on the attached directions cards,
along with all of the materials necessary. While working on the tasks, you must be
wearing the supplied rubber gloves and remain attached to the supplied piece of
string. Please answer the following questions throughout the activity.

Task #1: Stringing 3 Lifesavers candies in a red-yellow- orange and then

tying the string to make sure no Lifesavers fall off.
What difficulties (if any) did you face while completing this task?

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Which senses were key in completing this task? How?

Task #2: Attach 3 Lego pieces together.

What difficulties (if any) did you face while completing this task?
Which senses were key in completing this task? How?

Task #3: Wrap a small present.

What difficulties (if any) did you face while completing this task?
Which senses were key in completing this task? How?

Task #4: Fold a letter and put it in an envelope.

What difficulties (if any) did you face while completing this task?
Which senses were key in completing this task? How?
Follow-Up Questions:
How might the restriction of the gloves (or for an astronaut, their
space suit) be a potential problem?
Why is it important for an astronaut to be tethered down while in the
spaceship or out in space?

Getting Around in Space! Activity

ANSWER KEY

Task #1

What difficulties (if any) did you face while completing this task?

Restrictions in being able to pick up each individual Lifesaver while also holding
onto the string; picking up the small string; tying the end of the string several
times to make sure no Lifesavers fall off.

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Which senses were key in completing this task? How?

Seeing: the directions, Lifesavers (different colors), string. Touching: Lifesavers,

string. Hearing: working with group members; directions read
Task #2

What difficulties (if any) did you face while completing this task?

Being able to grab each Lego separately.

Which senses were key in completing this task? How?

Seeing: the directions, the Lego pieces. Touching: Lego pieces. Hearing: working
with group members; directions read
Task #3

What difficulties (if any) did you face while completing this task?

Making sure not to rip the paper in any way, otherwise I would have to use
tape to cover it, or start over again; standing up while wrapping a present is hard,
especially when having to lean over the tethers to do so; ripping off pieces of tape
while wearing gloves is a sticky situation because the tape gets attached to the
glove quickly.
Which senses were key in completing this task? How?

Seeing: the directions, the present, wrapping paper, tape. Touching: present,
wrapping paper, tape. Hearing: working with group members; directions read;
listening for any tears or rips.
Task #4

What difficulties (if any) did you face while completing this task?

Folding the letter properly so it will fit into the envelope; putting the letter in the
envelope without making a rip in either.
Which senses were key in completing this task? How?

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Seeing: the directions, letter, envelope, tape. Touching: letter, envelope, tape
Hearing: working with group members; directions read; listening for any tears or
rips.
Follow-Up Questions:

How might the restriction of the gloves (or for an astronaut, their space suit)
be a potential problem?

The gloves become an extension of yourself. It is important to become adjusted to

the gloves while completing each task. Astronauts must practice what it is like to
wearing a spacesuit before they go into Space because they cannot take it off
when they are out of the spaceship.
Why is it important for an astronaut to be tethered down while in the
spaceship or out in space?

Due to gravity and its differences from Earth to outer Space and even inside the
spaceship, it is important to be tethered down. While performing a task, an
Astronaut may face some kind of obstacle that might take them farther away
from where they need to be. A tether is another support to keep them safe and
where they need to be.

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Homework Assignment
Getting Around in Space!
Directions: Draw a detailed cartoon comic strip in the following boxes of an
Astronaut in space. (For example: the astronaut can be inside the spaceship,
or in Outer Space, or even a planet.) Remember to use prior knowledge of
Astronauts and Space while completing the assignment.

Homework Assignment
Getting Around in Space!
EXAMPLE

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Student: Caitlin Kellegher

Course: EDU 537
Grade: Third

Topic: Space

Professor: Dr. Mason

Due: 06/16/15
Content Area: English Language Arts

Instructional Objective

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Following the students going through stations that simulate space, the students will read the first
chapter of The Magic Tree House: Midnight on the Moon by Mary Pope Osborne. Then, the
teacher will help the class write a middle and an end of a story using the first chapter of The
Magic Tree House: Midnight on the Moon as the beginning. Students will then create their own
stories using the first chapter of The Magic Tree House: Midnight on the Moon as the beginning.
Students will swap stories and read them when they have been completed. This will be done with
85% accuracy.
NYS Standards and Indicators
Common Core Language Arts:Language: Conventions of Standard English
Students will demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Indicator:
This will be evident when the students correctly identify nouns and verbs and use
them in their own sentences.
Common Core Language Arts: RL.3.3
Describe characters in a story (e.g., their traits, motivations or feelings) and explain how their
actions contribute to the sequence of events.
Indicator:
This will be evident when the students create a personality for the main characters
that affects the plot of their stories.
Common Core Language Arts: W.3.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details and clear event sequences.
Indicator:
This will be evident when the students create an original plot for their stories
using various details that help the plot make sense in the order the information is
presented.

Motivation
The teacher will read The Magic School Bus: Lost in the Solar System by Joanna
Cole to the students.
Materials
Paper, pencil, The Magic School Bus: Lost in the Solar System, The Magic Tree
House

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Strategies
Direct instruction and indirect instruction
Adaptations
Christopher has difficulty spelling and will be provided with a device that
provides text to speech. Additionally, he will be provided with a list of events that
occurred in the first chapter of The Magic Tree House: Midnight on the Moon.
Herbie has difficulty identifying word sounds and thus has difficulty reading. This
problem also creates a difficulty in learning how to write since sounds often follow a
specific pattern of letters. He will be provided with a device that provides text to speech
capabilities.
Wu Lin has difficulty with fine motor skills and thus has difficulty writing. She
will be provided with a rubber pencil grip in order to help her develop the necessary
muscles and skills for writing. She also does not have a large sight vocabulary in English
due to her bilingual upbringing and her recent relocation to the United States from
Malaysia. She will be provided with a proscribed list of vocabulary words with
translations from Google Translate.
Differentiation of Instruction
The teacher realizes that students learn differently. The auditory learners will have a mock
interview with an astronaut who tells them what their day is like. The visual learners will watch a
video on the creation of the universe. The tactile learners will look at a picture of the Milky Way
galaxy and write a story about it. The auditory learners will make a song or rap about space.
Developmental Procedures
The students will read the first chapter of The Magic Tree House: Midnight on the
Moon by Mary Pope Osborne. (Who is Jack? Who is Annie? What does the tree house
do? Where is the tree house taking Jack and Annie?)
The teacher will help the class write a middle and an end of a story using the first
chapter of The Magic Tree House: Midnight on the Moon as the beginning. (What
happened? What was the last M object? How did the class describe the moon? Did the
class free Morgan Le Fay from the curse?)
Students will then create their own stories using the first chapter of The Magic
Tree House: Midnight on the Moon as the beginning. (What happened? What was the last
M object? What was the moon like in your version of the story? Did you free Morgan Le
Fay from the curse? What characteristics did you give Jack? What characteristics did
you give Annie? )
Students will swap stories and read them when they have been completed. (Did
you like your classmates stories? Why or why not? What did your classmates do
differently than you? What were some objects selected by your classmates as the M

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object? Would you change anything about their stories after listening to your classmates?
Explain.)
Assessment
As a class, the teacher will help the students create a class list of characteristics
used in each students story. Additionally, the teacher will create a class list of vocabulary
words the students used to describe the moon and space.
Independent Practice
The students will go home and write a short story from the point of view of an
alien visiting Earth. The students must write the story as if the alien has never been to
Earth before. They will include details about what the alien sees, feels, hears, tastes, and
touches. They will also include what he does and whether or not he finds Earth and
humans to be strange or exciting.
Direct Teacher Intervention
For the students who did not meet the objective, the teacher will allow the
students to create a story map graphic organizer as a plan for a story. The students will be
required to name the characters, setting, events, mood, problem, and solution. This will
promote attention to detail and still inspire the student to think creatively.
Academic Enrichment
For the students who met and exceeded the objective of the lesson, they will be
able to create an creative short story about space using the characteristics and vocabulary
words made in class. They can use new characteristics and vocabulary words in addition
to the ones previously listed.
Teacher References
Cole, J. Deagan, B. (1990). The Magic School Bus: Lost in the Solar System. New York, NY;
Scholastic Inc.
Osborne, M. P. (1996). Chapter 1. In The Magic Tree House: Midnight on the Moon. New York:
Random House.

Name:_________________
Finish a Story: Planning Page

Date:___________

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Together as a class, we read the beginning of The Magic Tree House: Midnight on the
Moon. As part of independent work, you will now finish the story. You may want to
include specific details such as whether or not Jack and Annie will find the last M object
and whether or not they will free Morgan Le Fay. How will they do what you plan for
them to do? Be sure to include how the characters feel, and their specific actions, even
if it is a simple act, such as picking up a pen to write down a note for later. Also include
a time of day. If you want the story to last for a certain period of time, mention that in the
story. Some other things you might want to include are the setting, mood, any problems,
and any solutions. Use this page to plan, then write your story on the looseleaf that will
be provided.

Name:__________________
Homework: Finishing a Story

Date:___________

Directions: Lets use our imaginations. You are an alien from outer space. It is your very
first visit to Earth! Write a story in which you tell the reader all about what you see, hear,
feel, taste, and touch. Who will you come into contact with? Will you have a good time?

21

Is Earth scary? Is it exciting? What planet do you come from? Are you happy to be on
Earth, or will you miss your home planet?

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Jason Fiscina
Course: EDU 537
Grade: 3rd Grade
Studies

Topic: Space

Dr. Mason
Date: June 16, 2015
Content Area: Social

Lesson Objective:
After a lesson on space students will demonstrate their understanding of the importance of
events that happen near and distant by constructing a timeline of 4 major events related to
space over a 40 year period.
NYS Standards and Indicators
New York State Standard Social Studies Grade 3 Social Studies 2.2.2
2.2.2. Students develop timelines that display important events and eras from world
history.
Indicator:

This will be evident when students construct timelines of 4 major events that
happened in space over the past 50 years
New York State Standard Social Studies Grade 3 Social Studies 2.2.4
2.2.4 Students compare important events and accomplishments from different time periods
in world history.
Indicator:

This will be evident when students when students compare the significance of
each event to its time period.
New York State Standard Social Studies Grade 3 Social Studies 2.3.2
2.3.2 Students gather and present information about important developments from world
history.
Indicator:

This will be evident when students rotate between 4 stations gathering

information on major events in space.

This will be evident when students present the importance of an individual

event to word history.
English Language Arts (CCLS) Speaking and Listening (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.
Indicator:
This will be evident when the student present their findings on a particular
event in space, explaining not only the space event but the time period it took place
in and its importance to world history.
New York State Art Standard 3

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Students will respond critically to a variety of works in the arts, connecting the individual
work to other works and to other aspects of human endeavor and thought.
Indicator:

This will be relevant when students listen to clips from particular time periods based
on major events in space.
Motivation
Teacher will gage student interest by first playing the songs from the same time-period of
the 4 major events that will be discussed. Elvis Presleys All Shook Up (1957), Archiess
Sugar, Sugar (1969), Michael Jacksons Billie Jean (1983) and Ushers Yeah (2004)
will be played in a short clip of 30 seconds. While the clip is playing the year that each song
was written in will appear on the board. During the 30 second listen students will take
prior knowledge from space and other world events and will write down a few thoughts of
what they felt was important during that time period. Students will be given an
opportunity briefly to share their thoughts with a partner in a quick think pair share.
Materials
Notebooks/IPad (to take notes)
4 bulletin board sheets (one for each group)
Markers
Crayons
Scholastic blurbs of 4 major events
SmartBoard
Wall Space (To hang up bulletin board sheets)
Tape
Pens
Timer
Space timeline worksheet
Learning Strategies
Teacher Demonstration: This will be evident when the teacher models the role of each
person in the group (recorder, researcher, artist, and presenter)
Cooperative Learning groups: This will be evident when the students work together in
groups of 3-5 students to prepare presentation on space event to class.
Presentation: This will be evident when the student groups present individual space events
to the class.
Group Discussion: This will be evident when the whole class participates in a discussion
about each event and its significance to only space but world history.
Adaptations

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Christopher:
The student with a significant grapho-motor disability will use
a voice-to-text application and/or iPad usage for writing assignments.
The student will be provided with a list of specific keywords
pertinent to the activity and unit ahead of time. This can be used during the
activity.
Wo Lin:
The student will be provided with a rubber grip for the writing
utensil.
The student will be provided with a list of vocabulary words,
their English translation and visual aids that are pertinent to the activity and
unit ahead of time. This can be used during the activity.
The student will be provided with an iPad for writing
assignments, but has the option to use a voice-to-text application.
Herbie:
The student with a significant grapho-motor disability will use
a voice-to-text application and/or iPad usage for writing assignments.
The student will be given a list of vocabulary words and their
definitions pertinent to the activity and unit ahead of time. This can be used
during the activity.
Differentiation of Instruction
Tier 1: Students will be given a list of key terms along with their pictures the night before
on flash cards. They will be given the flash-cards to class to help in their group work on
space event.
Tier 2: Students will be given a list of key terms without picture, just definitions of each
term. They will bring these flash-cards to help interpret information from group discovery
of individual space events.
Tier 3: Students will be given a list of specific terms the night before. The students will
look up each key term and bring those definitions to class the next day. These terms will
help during group discovery on individual space events.
Developmental Procedures
Students will listen to a 30 second clip of Elvis Presleys All Shook Up
(1957). (Students write down thoughts or prior knowledge of 1950s. They then share
those thoughts with a partner. Think, Pair, Share)

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Students will listen to a 30 second clip of Archiess Sugar, Sugar (1969).

(Students write down thoughts or prior knowledge of 1960s. They then share those
thoughts with a partner. Think, Pair Share)
Students will listen to a 30 second clip of Michael Jacksons Billie Jean
(1983). (Students write down thoughts or prior knowledge of 1980s. They then share
those thoughts with a partner. Think, Pair, Share)
Student will listen to a 30 second clip of Ushers Yeah (2004).
(Students will write down thoughts or prior knowledge of 2000s. They then
share those thoughts with a partner. Think, Pair, Share)
Teacher will go over each role (recorder, researcher, artist and presenter).
(The recorder will write down facts from space event blurb. The researcher will
read the blurb and highlight key information on event. The artist will create picture of
event on large bulletin board paper. The Presenter will share bulletin board sheet to
class.)
Students split up into four groups of minimum 4 students (if more students
than 4 duplicate jobs)
(Assign roles to each student. Make sure all groups understand task and each
student has a role)
Set timer for 20 minutes and tell students begin their research on each
individual space event.
(1957 group First Satellite To Orbit Earth, 1969 group First Moon
Landing, 1983 group First American Woman in Space and 2004 First Spacecraft
to orbit Saturn).
After the 20 minutes are up students return to their seats and get settled in to
listen to presentations on each space event.
As each of the four groups presents the individual space events, students take
down notes based on each presentation.
Students then complete a timeline based on the four events each group
presented.
After students complete the timeline, led by teacher questioning students
participate in a group discussion reviewing their opinion of the lesson.
(What did you like? What did you dislike? What would you change?)

Assessment
Students will construct a four event timeline in correct chronological order for the following
major space event, First Satellite To Orbit Earth (1957), First Moon Landing (1969), First
American Woman in Space (1983) and First Spacecraft to Orbit Saturn (2004).
Independent Practice
After students construct their time-lines, students will pick two of the four space events and write
down 2-4 sentences that describe the importance of each event to space history.

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Follow-up: Direct Teacher Intervention and Academic Enrichment

Direct Teacher Intervention:
The teacher will work independently with the student who had difficulty
completing the lesson. The teacher and student will go over each event together, so that
the student can receive a thorough understanding of the purpose of each event..
The teacher will also use pictures clips of each event to provide the student with a
visual to help aid acquisition of event time period..
The teacher and student will complete a review each of the 4 major space events
together.
Academic Enrichment:
The student will research 4 additional space events
The student will present their findings and information to the class the following
day.

References
NASA Challenging the Space Frontier. (2015)
http://teacher.scholastic.com/space/mission.htm

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Major Space Events

Group 1- 1957

First Satellite to Orbit Earth

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October 4, 1957
The Soviet Union launches the first artificial satellite. Called Sputnik, a combination of words
meaning "fellow-traveler of Earth," it weighs about 184 pounds. Sputnik circles the globe
beeping radio signals, demonstrating that the Soviets have rockets that could send warheads
anywhere on Earth. This event triggers the space race between the United States and the
Soviet Union.

Group 2- 1969

First Moon Landing

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July 20, 1969

During the flight of Apollo 11, Neil Armstrong becomes the first man to walk on the moon.
Buzz Aldrin is the second. Armstrong says, "That's one small step for man, one giant leap
for mankind." Millions of people watch live on television.

Group 3- 1983

First American Woman in Space

June, 18, 1983

Sally Ride is part of the crew for the seventh space shuttle flight, STS-7. The first AfricanAmerican astronaut, Guion Bluford, follows on the next flight on August 30.

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Group 4- 2004

First Spacecraft to Orbit Saturn

July 1, 2004
Cassini-Huygens became the first spacecraft to go into orbit around Saturn. Later in the
year the spacecraft flew within 800 miles of Saturns largest moon, Titan. Titan is also the
only moon in our solar system with an atmosphere.

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Name:

Date:

Directions: Please cut pictures of each space event on the next page and glue in
chronological order on this page

1957

1983

1969

2004

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Directions: Cut these images out and glue on previous page in chronological order.

33

Additional Materials
PowerPoint

34

35

Unit Weebly Website

http://unitonspace.weebly.com/

36

Field Trip Letter

Dear Parents/Guardians,
We are excited to announce that this year our third grade class trip is to Hayden Planetarium of
the American Museum of Natural History in New York City. We will be attending a special
celestial show!
This is a great opportunity for your child. Educational travel adds further context and substance
to the classroom material. It reinforces concepts learned throughout the school year. School trips
form long-lasting positive memories for students.
The exact date and cost for our trip is to be determined. Further information will be sent home as
soon as possible.
Our class will be departing school at 9:00 AM promptly on the selected date. Students are to
bring a bagged lunch with their name and class written clearly on the front. We will be having a
lunch and learn with a former member of NASA while at the Hayden Planetarium. Our class
returns to school at approximately 2:30 PM, in time for regular dismissal.
We are looking for parent volunteers to attend the trip with us as well. Please fill out the attached
permission slip for your child and you (if you are interested in volunteering).
Thank you for your support!
Sincerely,
Ms. Risolo, Ms. Kellegher and Mr. Fiscina

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Alternative Unit Assessment

To assess the students at the end of the unit, the students will create an original play using
the knowledge obtained from the unit. They will create their own script, designate roles, create
their own props and costumes, and perform the play. Students will be assessed on the creativity
of the play, proper use of mechanics of the English language in the script and speech, historical
accuracy, and scientific accuracy.

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Alternative Unit Assignment

An Original Space Play
Rubric
Student Name _______________________
CATEGORY

Mechanics

Writer makes no
errors in grammar or
spelling that distract
the audience/reader
from the content.

Writer makes 1-2

errors in grammar
or spelling that
distract the
audience/reader
from the content.

Writer makes 34 errors in

grammar or
spelling that
distract the
audience/reader
from the
content.

Writer makes
more than 4 errors
in grammar or
spelling that
distract the
audience/reader
from the content.

Historical
Accuracy

All historical
information
appeared to be
accurate and in
chronological order.

Almost all
historical
information
appeared to be
accurate and in
chronological
order.

Most of the
historical
information was
accurate and in
chronological
order.

Very little of the

historical
information was
accurate and/or in
chronological
order.

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Scientific
Accuracy

All scientific
information
appeared to be
accurate and in
appropriate order.

Almost all
scientific
information
appeared to be
accurate and in
appropriate order.

Most of the
scientific
information was
accurate and in
appropriate
order.

Very little of the

scientific
information was
accurate and/or in
appropriate order.

Creativity

Student has taken the

factual information
and totally made it
his/her own. The
student's
personality/voice
comes through.

Student has taken

the technique
being studied and
has used source
material as a
starting place.
The student's
personality comes
through in parts
of the painting.

Student has
copied some
information
from the source
material. There
is little evidence
of creativity, but
the student has
done the
assignment.

Student has not

made much
attempt to meet
the requirements
of the assignment.

References
Cole, J. Deagan, B. (1990). The Magic School Bus: Lost in the Solar System. New York, NY;
Scholastic Inc.
Eaton, D. (1996). Moon Stories. Parsippany, NJ: Modern Curriculum Press.
Keller, R. (2012). Focus on Elementary Astronomy. Gravitas Publications.
Life in Space. (2014). European Space Agency.
http://www.esa.int/esaKIDSen/SEM3RIWJD1E_LifeinSpace_0.html
Moving and Working in Space. (2014). How to Smile - All the best Science & Math activities.
http://howtosmile.org/record/17104
NASA Challenging the Space Frontier. (2015)
http://teacher.scholastic.com/space/mission.htm

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Osborne, M. P. (1996). Chapter 1. In The Magic Tree House: Midnight on the Moon. New York:
Random House.

Individual Reflections
Katie Risolo
Collaboratively, my group work very well throughout the entire process of creating our
unit plan. Each of us were given specific content areas to work on separately but we collectively
brainstormed ideas for each of us to focus on. As for areas of the project that were not individual,
my group took upon a different part of the project whether it be the PowerPoint, Weebly or
simply setting up Google Docs/Slides so that we can all be working on the project at the same
time on our laptops. I thought this was an incredibly effective tool and way to make the most of
our in-class time to work on the project. Thankfully, we all brought our laptops to class and could
even work on the same (or different) document or presentation slides at the same time so that we
all were involved in the development of our unit plan. I feel that this group project was quite
thorough and extremely thought out. Each group member worked well with one another and got
their work done, while also helping each other out when it was needed.

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While discussing ways of providing adaptations for each of our students (Christopher,
Wo-Lin and Herbie) we referred back to prior group work with all of the other future elementary
school educators in our class. However, as our own group we re-evaluated any of the adaptations
we previously discussed and focused it more on our overall unit plan specifically.

Individual Reflections
Caitlin Kellegher
I had a very positive experience working with my partners. Between Katie, Jason, and
myself, I think we were able to effectively work together. Everyone seemed to be excited about
the material and I cannot remember having any conflicts with them.
I liked that we were able to bounce ideas off of each other for our lessons. This helped me
most during the adaptations section of the lesson. Since I am new learning about special
education, it helped that my partners already had some experience with this.
Additionally, my partners were very positive to my ideas. I tend not to be very confident
in areas that are new to me, but they helped me to be more comfortable with contributing to the
class and group.
I found it interesting how little my group talked to each other and still maintained
effective communication. We did not spend a lot of time chatting, but because we had shared
documents online using Google Documents, we were able to see what someone else was doing

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and we were able to reflect and contribute to that. This even includes our Weebly website and our
Google Slides presentation, which we are all able to access online.
Even though we were quieter than most groups, we did still talk. Often we would look on
one anothers computer to see how each of us were doing or to check out something that a group
member what us to check on. It was very constructive experience
I would happily work with my partners again. Our collaboration created a nearly stress
free environment. Usually, I find stress in a group project comes from group members who
conflict with each other or do not do their work. But in our group, everyone seemed to be on the
same page and did their work on time.
Individual Reflections
Jason Fiscina
Overall working with Katie and Caitlin was a pleasure. We worked collaboratively as a
team, which made the creation of our Unit Plan not only efficient but successful as well. With
the aid of Google Docs we were able to upload and look over each others work. Planning a unit
plan could become a complicated process especially when having multiple teachers with vary
styles planning it. I can honestly say we each were able to bounce strategies off each other
which made them stronger. Whether it was planning motivations or implementing adaptations
for Christopher, Wo-Lin and Herbie our discussions made our lessons plans even better. In
conclusion as a teacher I gained great knowledge through collaboration with my partners and am
very proud of the unit plan we created.