Solar System Unit

Week 1
Activity: Creating a podcast about the solar system
Grouping: pairs

Day 1
Objective: Students will use an iPad to read information and answer questions about the planets.
Standards:
Reading-RI.3.2 Determine the main idea of a text; recount the key details and explain
how they support the main idea.
Technology-3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media
Supplies: iPads (one for every 2 students), internet and Solar System app

Procedures:
Review iPad rules (see below)
Have students select a partner to work with and find a place in the classroom to sit
together. Pass out one iPad to each pair.
Together students will locate the Solar System app:
https://itunes.apple.com/us/app/reading-comprehension-solar/id531292495?mt=8
Each pair will alternate turns reading the comprehension passage to their partner.
Students will work together to complete the questions at the end of each passage.
Each group needs to complete this activity for the following: Our Solar System, Mercury,
Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
If time allows, the students may read any of the other passages.
Students will power down their iPads and helpers of the day will collect, store and plug in
iPads into cart.

Day 2
Objective: Students will use an iPad and app Dragon Dictation to record key facts they learned
yesterday about the planets. They will also export the data to their Gmail account.
Standards:
Speaking & Listening- SL.3.1 Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts,
building on others ideas and expressing their own clearly.
Technology- 3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media
Supplies: iPads (one for every student), internet, Solar System and Dragon Dictation apps, Gmail
logon information for student accounts

Procedures:
Students will again work with the partner they were with yesterday.
Review iPad rules (see below)
Pass out an iPad to each student.
Direct one of the pair to locate the Solar System app from yesterday and the other will
find the app Dragon Dictation
https://itunes.apple.com/us/app/dragon-dictation/id341446764?mt=8
Students will work together and revisit the passages from yesterday. Each pair will record
two important facts about each planet using the dictation app.
When complete, students will record their data to each of their Google Drive accounts to
be used in tomorrows lesson.
Students will power down their iPads and helpers of the day will collect, store and plug in
iPads into cart.

Day 3
Objective: Students will use their notes from yesterdays activity to create a word display in
Tagxego.

Standards:
Writing- W.3.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
W.3.6 With guidance and support from adults, use technology to produce and publish
writing (using keyboarding skills) as well as to interact and collaborate with others.
Technology standards-
1. Creativity and innovation. Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
b. Create original works as a means of personal or group expression
Supplies: computer (one for every student), internet, Gmail logon information for student
accounts, printer and paper
Procedures:
Take students to computer lab. Review computer lab rules (see below).
Students will work in pairs with the same partner from the previous days activity.
Each student will be at a computer sitting next to their partner.
Each will log on to their Google Drive account and retrieve their dictation notes from
yesterday.
Each student will open the notes from their work yesterday and upload it into a word
display using Tagxedo http://www.tagxedo.com/
Each student is responsible to create their own display and print out to turn in to the
teacher.
When done, ask students to log out of all programs.

Day 4
Objective: Students will write an organized paragraph using the ideas from their word displays
from yesterday.
Standards:
Writing- W.3.2 Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
b. Develop the topic with facts, definitions, and details.
W.3.5 With guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, and editing.
W.3.6 With guidance and support from adults, use technology to produce and publish
writing (using keyboarding skills) as well as to interact and collaborate with others.

Supplies: computers (one for every 2 students) word displays from yesterday, Google Drive
logon information

Procedures:
Take students to the computer lab and hand back their word displays from yesterdays
lesson. Review the computer lab rules (see below).
Have students sit next to partner sharing one computer.
Using their word displays, students will identify and summarize in their own words key
information about the planets.
They will work together to organize and write a paragraph using Google Drive.
Have all groups change the setting to share it with each other and their teacher on Google
Drive.
When done, ask students to log out of all programs.

Day 5
Objective: Students will use their paragraph to plan and record a podcast using Audacity and
present it to the class.

Standards:
Writing- W.3.2 Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
Speaking & 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.
Technology- 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. 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
Supplies: rubric for script, computers (one for every 2 students), internet, Google docs logon
information, printer, paper, highlighters, Audacity
Procedures:
Explain to the entire class that each team will be recording their podcast today.
Introduce the requirements on the rubric and answer questions. (see below).
Take students to the computer lab. Review computer lab rules (see below).
Sharing a computer, the pair will log on to Google docs and print their paragraph from
yesterday.
Students will plan and make a script for a podcast sharing and highlight the speaking
parts equitably.
The team will then record a podcast using http://audacity.sourceforge.net/.
All groups will share their production will the class on the following day.
When done, ask students to log out of all programs.



Assessment (quantitative rubric):
Podcast Rubric:
1 2 3 4
information Only 1 piece
of
information
given is
accurate
2-3 pieces of
information
given is
accurate
4-5 pieces of
information
given is
accurate
All
information
given is
accurate
presentation 1 of the 2
members of
the group
speak
clearly on
the podcast
All
members of
the
members of
the group
speak but
not clearly
on the
podcast
All members
of the
groups
speak
clearly but
not equally
on the
podcast
All members
of the group
speak clearly
and equally
on the
podcast




iPad Rules

By: Hech Tech

Computer Lab Rules
By: Ally Smith

by: AngelynCheatham

Internet Safety Rules