Unit Plan For Portfolio Curriculum and Planning

Anita Hughes
Overview of My Unit Plan
My path of study for my degree is elementary education K-6. The topic that I chose to
center my unit plan on is Science. My unit plan is for 4th grade. The major concept of my unit
plan is centered on students learning about the solar system. I planned instruction in a way that
would engage multiple styles of learning by integrating group activities, hands on projects, and
written and verbal discussions. The four different learning styles that my lesson plan takes into
consideration are: kinesthetic, visual, auditory, and tactile. Students learn best from instruction
that allows them to learn in a variety of different ways.
Throughout my lesson plan, students will be learning about the solar system through
direct instruction, group activity, hands on projects, and written and verbal discussions. My unit
plan will challenge students throughout by requiring them to use critical thinking in order to
answer important questions on the solar system. They will also be given multiple opportunities to
express what they have learned and to ask questions when they do not understand a portion of
the unit. The group activities will help students learn collaboration skills and also why it is
important for the classroom to work together as a team. Ultimately, my lesson plan uses a
multitude of different learning strategies that is centered on meeting the needs of all students in
the classroom.
The different styles of learning that my unit plan incorporates will help students to reach
the intended goals that are set for them in each lesson. Students also play a big role in whether
they reach the intended goals set for them. If the students follow along with the direct instruction,
participate fully in the group activities, integrate themselves into class discussion, follow the
directions that are given to them, and work together with their peers to complete the hands on
projects, students will be on the right path to reaching the intended goals set for them.
I anticipate the outcome from my unit plan on the solar system will be that all students
are able to understand and explain to a great degree what the planets of the solar system are, the
planets different characteristics, what stars are, what other objects are in our solar system, and
how math, reading, and social studies can be used in relation to science instruction. I want
students to be able to apply what they have learned from this unit plan and be able to later use
what they have learned about the solar system in other grade levels. I also anticipate that I myself
will have learned the effectiveness of my unit plan once it is as been used in the classroom. I will
use student feedback, questions, and comments to reassess my unit plan and make corrections
where they are needed.
Bluefield State College

Daily Lesson Plan
Name: Anita Hughes
Date: February 27, 1016
Subject: Science
Topic: The Solar System
Grade: 4th
Length of Lesson: 45 minutes
Introduction (Essential Question): How does Earth Move around the Sun? What effect does
the way Earth moves have on the seasons?
Standard: Science
Cluster: Content of Science
Objective:
A. General: C.O.4.2.31 explain the effects of alignment of earth, moon and Sun on the
earth.
B. Specific: Students will receive a grade on their graphic organizer on, Earths Tilt and the
Seasons. Students will receive a satisfactory score on their graphic organizer if they
complete the main idea section and have at least six supporting details listed. Students
will complete a fill in the blank worksheet on, The Effect of the Alignment of Earth and
Sun on the seasons. This will assesses if students understood the science lesson, which is
explain the effects of the alignment of Earth and Sun on the seasons. Once the worksheet
has been completed they will be evaluated. Students will need to get eight out of the ten
questions correct in order to receive a passing score of 75 or above.
Method(s):
Students will be given direct instruction introducing how the earth moves around the Sun
and what effect this has on the seasons.
Students will take turns reading the first part of Chapter 9, pages 308 and 309, in their
Science book.
Students will watch a short YouTube video, Earth's Tilt and the Seasons, to help them
further understand instruction on how the earth moves and what effect this has on the
seasons. The YouTube video can be found at: https://www.youtube.com/watch?
v=vDgUmTq4a2Q.
Students will break up into groups of three to complete a graphic organizer on, Earths
Tilt and the Seasons, which will be on the information that they read from Chapter 9 in
the Science book, this will help to further their understanding of how the earth moves and
how this effects the seasons.
Students will complete a fill in the blank worksheet on, The Effect of Alignment of Earth
and Sun on the Seasons.
Materials:
Each student will need the fourth grade Science book (Bell, 2006, pgs.308-309).
A smart board with a computer will be needed to show students the YouTube video,
Earths Tilt and the Seasons. The video can be found at: https://www.youtube.com/watch?
v=vDgUmTq4a2Q.
Each group will need the graphic organizer, Earths Tilt and the Seasons.
Each student will need the worksheet, The Effect of the Alignment of Earth and Sun to
the seasons.
Direct Instruction:
Students will be given direct instruction introducing how the earth moves and what effect
this has on the seasons. We divide our year into four seasons. The four seasons are:
spring, summer, autumn, and winter. Each season lasts roughly three months. Earth
experiences four seasons because of its changing relationship to the Sun. The Earth
travels around the Sun in a path called an orbit once a year, and a year consists of 365
days. As the Earth orbits the Sun the amount of sunlight our planet gets changes slightly.
This change is what causes the different seasons we have on Earth. The Earth not only
orbits around the Sun but also spins in a circle every 24 hours. This is what we call a day.
However the Earth doesnt spin straight up and down but is slightly tilted on its axis. An
axis is an imaginary line through the north and south poles. (Bell, 2006).
Guided Practice:
After I finish introducing the topic of our Science lesson, which is how Earth moves
around the Sun and the effect this has on the seasons, I will have students open their
Science books to pages 308 and 309 and will instruct them to follow along as we will
read Earths Tilt and the Seasons together as a class. I will ask for volunteers to read.
Each volunteer will read a paragraph then another student will be called on. I will let
students know that it is very important that they follow along in their books while we
read through this information as a class.
Once we have read through the information on pages 308 and 309 as a class, I will ask
students a few questions on the information we have just read. The questions that I will
ask are: can anyone tell me how Earth moves, how long does it take Earth to complete
one rotation on its axis, and can anyone tell me how the way Earth moves effects the
seasons?
Once the students have answered the questions, I will show them the short YouTube
video, Earths Tilt and the Seasons. The YouTube video can be found at:
https://www.youtube.com/watch?v=vDgUmTq4a2Q.
Once the Video has been shown, I will divide students into groups of three and each
group will get the graphic organizer on, Earth's Tilt and the Seasons. Students will work
together to complete the graphic organizer by first writing in the main idea of the
information we have just read about on pages 308 and 309 in their Science book.
Students can decide amongst each other which student will write in the main idea
information. Students will then list at least six supporting details that correspond to the
main idea. Each group member will have the responsibility of writing at least two
supporting details. Students can collaborate with their group members to pinpoint what
they think is the most important supporting details to the main idea.
Once the graphic organizer, Earth's Tilt and the Seasons, is complete students will remain
in their groups and we will go over them as a class.
Differentiation
The direct instruction and group instruction may benefit the auditory learners.
The graphic organizer and the video may benefit the visual learners.
The group activity may benefit the kinesthetic learners.
Lesson Closure: The students will reflect back on the lesson by discussing the bell ringer
questions from the beginning of class. This will help to assess that the students understood the
material they were just taught.
Independent Practice: Students will complete the worksheet, The Effect of the Alignment of
Earth and Sun to the seasons. There are 10 questions on the worksheet. Each question is worth 10
points each. Students need to get 8 out of the 10 questions correct in order to receive a passing
score of 75 or above.
Assessment: An assessment can be made of the students knowledge by grading the group
graphic organizer on, Earths Tilt and the Seasons. Students will receive a satisfactory score on
their graphic organizer if they complete the main idea section and have at least six supporting
details listed. Students will have a worksheet to complete at the end of the lesson. The worksheet
has 10 fill in the blank questions on it. Students will need to get eight out of the ten questions
correct in order to receive a passing score of 75 or above.
Time: The length of this lesson is 45 minutes.
Resources:
Bell, M. J. (2006). Science gray wolf. Orlando: Harcourt School.
Earth's Tilt and the Seasons - for Planetarium Show. (n.d.). Retrieved February 27, 2016, from
https://www.youtube.com/watch?v=vDgUmTq4a2Q.
Group Members Names:
Earths Tilt and the Seasons
Main Idea-
Supporting Details
Name:
The Effect of the Alignment of Earth and Sun on the Seasons
1.
2.
3.
4.
5.
6.
Earth rotates and spins on its ____________.

It takes about 24 hours for _______ to complete one rotation on its axis.
Earths orbit around the Sun is almost a perfect ___________.
The energy that the Earth takes in from the Sun is in the form of __________.
The Earth has a ________and __________ Hemisphere.
When Earth is tilted away from the Sun the North Hemisphere is experiencing
___________.
7. When the Earth is tilted toward the Sun the Southern Hemisphere is experiencing
___________.
8. The earth _______________around the Sun.
9. The path of one object in space around another object is its __________.
10. The part of Earth that is tilted away from the Sun takes in less __________ from the Sun.
Word Bank
Energy
Revolves
Orbit
Summer
Heat
Circle
Axis
Earth
North
South
The Effect of the Alignment of Earth and Sun on the Seasons
Answer Key
1. Earth rotates and spins on its axis.

2. It takes about 24 hours for Earth to complete one rotation on its axis.
3. Earths orbit around the Sun is almost a perfect circle.
4.
5.
6.
7.
The energy that the Earth takes in from the Sun is in the form of heat.
The Earth has a North and South Hemisphere.
When Earth is tilted away from the Sun the North Hemisphere is experiencing winter.
When the Earth is tilted toward the Sun the Southern Hemisphere is experiencing
summer.
8. The earth revolves around the Sun.
9. The path of one object in space around another object is its orbit.
10. The part of Earth that is tilted away from the Sun takes in less energy from the Sun.

Daily Lesson Plan
Name: Anita Hughes
Subject: Science
Grade: 4th
Introduction (Essential Question): What are the different phases of the moon? How does the
moons location of orbit to the Earth cause the different phases of the moon that we see?
Standard: Science and English Language Arts- Writing
Cluster: Content of Science, Application of Science, and Text Types and Purposes
Objective:
A. General: SC.O.4.2.31 explain the effects of alignment of earth, moon and sun on the
earth.
SC.O.4.3.2 create models as representations of real things.
ELA.4.W.C9.2 write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
introduce a topic clearly and group related information in paragraphs and sections;
include formatting (e.g., headings), illustrations and multimedia when useful to aiding
comprehension.
develop the topic with facts, definitions, concrete details, quotations or other information
and examples related to the topic.
link ideas within categories of information using words and phrases (e.g., another, for
example, also, because).
use precise language and domain-specific vocabulary to inform about or explain the
topic.
provide a concluding statement or section related to the information or explanation
presented.
B. Specific: Students will complete, in groups, a moon phase poster board for a grade. The
poster boards are to have 10 moon phases drawn on it. If all 10 moon phases are drawn
the students will receive a score of 100% for this assignment. Students will also be
writing a short paragraph explaining, in their own words, why the moon has different
phases and what these phases are for a grade (Students can use their Science book as a
guide to help them write this paragraph). The paragraphs will be graded using the West
Virginia 4th grade writing rubric which can be found at:
http://wvde.state.wv.us/teach21/writingrubrics/.
Method(s):
Students will be given direct instruction introducing the different phases of the moon.
Students will take turns reading allowed the information on Moon Phases from their
Science book on pages 310 and 311.
Students will be shown the Harcourt School Publishers video, Full Moon to New Moon.
The video can be found at:
http://www.harcourtschool.com/menus/science/grade4_nl.html.
Students will participate in a whole group activity that will help show them how the
moons location of orbit to the Earth causes the different phases of the moon that we see.
Students will break up into small groups and create a moon phase poster to help further
their understanding of the different moon phases.
Students will write a short paragraph explaining in their own words why the moon has
different phases and what these phases are. (Students can use their Science book as a
guide to help them write this paragraph).
Materials:
Each student will need the 4th Grade Science book (Bell, 2006).
A smartboard with a computer will be needed to show students the Harcourt School
Publishers video, Full Moon to New Moon. The video can be found at
http://www.harcourtschool.com/menus/science/grade4_nl.html.
A flashlight, and two small bouncy balls will be needed for the whole group activity.
Seven small white poster boards will be needed for the group activity.
Seven packs of colored markers will be needed for the group activity.
Students will need a blank sheet of notebook paper to write their short paragraph
explaining in their own words why the moon has different phases and what these phases
are.
Direct Instruction:
Students will be given direct instruction introducing how the moons location of orbit to
the Earth causes the different phases of the moon that we see. The moon is like a small
planet-like body that orbits Earth. The moon orbits Earth, rather than the sun. Due to this
the moon appears to shine but it is actually light being reflected on it from the sun. As the
moon orbits Earth we can only see different amounts of its lit surface. This is what gives
the moon the appearance of different phases. (Bell, 2006).
Guided Practice:
After I have finished introducing the topic of our Science lesson, which is how the moons
location of orbit to the Earth causes different phases of the moon, I will have students
open their 4th Grade Science books to pages 310 and 311 and will instruct them to follow
along as we read the information on, Moon Phases, together as a class. I will ask for
volunteers to read. Each volunteer will read a paragraph then another student will be
called on. I will let students know that it is very important that they follow along in their
books while we read through this information as a class.
Once we have read through the information on pages 310 and 311 as a class I will ask
ask are: what is the moon, why does the moon appear to shine, and what are some of the
different moon phases?
Once the students have answered the questions, I will show them the Harcourt School
Publishers video, Full Moon to New Moon. This video can be found at:
http://www.harcourtschool.com/menus/science/grade4_nl.html/
Once students have watched the video, Full Moon to New Moon, we will do a whole
group activity as a class, modeling the moon phases. I will demonstrate the activity with
the assistance of two student volunteers. To complete this activity two students will come
up to the front of the class and I will give each one of them a bouncy ball. I will be
holding a flashlight. I will instruct students to pay attention so that we can talk about
what they observed during the activity. I will turn on the flashlight and then instruct a
student to go turn out the lights. I will let students know that I am using a flashlight as the
sun and the two bouncy balls are the moon and Earth. I will shine the sun toward Earth,
and have the student that is holding the moon move it around Earth. Once we have
completed this I will ask students what they observed. I will also ask students if there
were certain times that they could only see parts of the moons surface because of where
the moon was located.
After the whole group activity students will be split up into groups of four. Each group
will get a small poster board and a pack of colored markers. Students will be instructed
that they are going to draw the different moon phases on their poster board and that they
have approximately thirty minutes to complete this activity. (Students will also be told
that they can use their books as a reference guide on how to draw their moon phases).
Each group will be instructed that they have to draw the ten phases of the moon that they
see in their book and label each one. Every student in the group will be required to
participate. The teacher can help guide the students into determining each group
members job. There are four students in the group so three of them can drawl the moon
phases while the last group member labels them. The student that labels the moon phases
can also be the time keeper. This student will let their group members know periodically
how much longer they have to complete the group activity.
Differentiation
The reading and direct instruction may benefit the auditory learners.
The video that is shown may help the visual learners.
The group activity may help the kinesthetic learners.
questions from the beginning of class. This will help to asses that the students understood the
Independent Practice: Students will write a short paragraph explaining, in their own words,
why the moon has different phases and what these phases are. (Students can use their Science
book as a guide to help them write this paragraph).
Assessment: An assessment can be made of the students knowledge by grading their moon
phases poster boards and their short paragraphs on why the moon has different phases and what
these phases are. The moon phase poster board should have 10 moon phases on it. If students
have drawn all 10 phases they will get a 100% for this assignment. The paragraphs will be
assessed using the West Virginia 4th grade Writing Rubric which can be found at:
http://wvde.state.wv.us/teach21/writingrubrics/. Students need to get 23 out of 30 possible points
to receive a passing score of 75 or above.
Resources:
Grade 4. Full Moon to New Moon (n.d.). Retrieved February 28, 2016, from
http://www.harcourtschool.com/menus/science/grade4_nl.html
Writing Rubrics. (n.d.). Retrieved February 28, 2016, from

Daily Lesson Plan
Name: Anita Hughes
Subject: Science
Grade: 4th
Introduction (Essential Question): What are the names of the different planets in our solar
system? What are each planets placement in our solar system and how does this affect them.
Standard: Science
Objective:
A. General: SC.O.4.2.32 describe and explain the planets orbital paths.
B. Specific: Students will complete a group activity on our solar system. Students will be
completing a Venn diagram for a grade. Students in each group are required to pick two
planets and write three similarities between these two planets and three differences for
each planet which will consist of eight key points that they have to have for the Venn
diagram. Students in each group will be expected to have at least seven of the eight key
points on their Venn diagram in order to receive a passing score of 75 or above. Students
will complete the Our Solar System Test at the end of the lesson to assess that they have
understood the science lesson, which is on describing and explaining the planets and
there orbital paths. The test will have 10 questions on it, five true/false and five multiple
choice. Students need to answer 8 out of 10 questions correctly to receive a passing score
of 75 or above.
Method(s):
Students will be given direct instruction introducing the different planets in our solar
system and how each planets placement in our solar system affects them. Students will
take turns reading allowed the information on our solar system on pages 316 -319.
Students will participate in a whole group activity that will help show them the size
difference of the planets in our solar system.
Students will break up into small groups and complete a Venn diagram for a grade.
Students will be given a, Our Solar System, test at the end of the lesson.
Materials:
A basketball, marble, and a table tennis ball will needed for the whole group activity.
Each group will need a copy of the Venn diagram for the group activity.
Each student will need the, Our Solar System Test.
Direct Instruction:
Students will be given direct instruction introducing the different planets in our solar
system and each planets placement in our solar system in relation to the other planets. A
planet is a large object that orbits a star. There are nine different planets in our solar
system. The first four planets are known as the Inner Planets which are: Mercury, Venus,
Earth, and Mars. The remaining five planets in our solar system are known as the Outer
Planets. These planets are: Jupiter, Saturn, Uranus, Neptune, and Pluto. Each planet in
our solar system has its own unique characteristics which consist of: diameter, distance
from the sun, and composition. (Bell, 2006).
Guided Practice:
After I have finished introducing the topic of our Science lesson, which is on the different
planets in our solar system and how the planets placement in our solar system affects
their orbit, I will have students open their Science books to pages 316 and 317 and will
instruct them to follow along as we read the information on Our Solar System together as
a class. We will be reading pages 316 through 319. I will ask for volunteers to read. Each
volunteer will read a paragraph then another student will be called on. Students will also
take turns reading the planet information beside each picture of the planets. I will let
students know that it is very important that they follow along in their books while we
Once we have read through the information on pages 316 through 317 as a class I will
ask students a few questions on the information we have just read. The questions that I
will ask are: what are the names of the four inner planets we just read about, what are the
names of the five outer planets we just read about, and what are some of the different
characteristics we just learned about the planets?
Once we have discussed aloud the questions I just asked we will do a whole group
activity as a class. For the group activity I will need three student volunteers; one will get
a marble which will represent the planet Pluto, one will get a table tennis ball which will
represent Earth, and one will get a basketball which will represent Jupiter. The students
will hold up the different objects to show the class a representation of the size difference
between the different planets. I will then ask students which one would best represent
Mars, Uranus, and Venus. What does this show us about the differences in the planets
size?
After the whole group activity students will be split up into groups of four to complete a
Venn diagram on the planets. The Venn diagram was found at: http://www.abcteach.com/.
The students will be instructed that each group is to pick two planets they just learned
about and compare and contrast them using a Venn diagram. Students will be instructed
to write the name of the two planets they have chosen over the two different circles on the
diagram. The similarities between the two planets will be written in the middle of the
Venn diagram and the differences will be written in the circle directly under the name of
each planet. Students will be instructed to write three differences and three similarities of
the two planets. Students will turn their Venn diagrams in for a grade.
Differentiation:
The reading and the group discussion may help the auditory learners.
The graphic organizer may help the visual leaners.
Lesson Closure: The students will reflect back on the lesson plan by discussing the bell ringer
questions from the beginning of class. Students will be encouraged to share what they have
learned from the lesson. This will help to assess that the students understood the material they
were just taught.
Independent Practice: Students will complete a test on our solar system. The test consists of ten
questions, five true/false, and five multiple choice. Students need to answer 8 out of 10 questions
correctly to receive a passing score of 75 or above.
Assessment: An assessment can be made of the students knowledge by grading their group
activity, a Venn diagram, and their test on our solar system. Students in each group will be
expected to have at least seven of the eight key points on their Venn diagram in order to receive a
passing score of 75 or above. Students will complete the Our Solar System Test at the end of the
lesson to assess that they have understood the Science Lesson, which is on describing and
explaining the planets and there orbital paths. The test will have 10 questions on it, five true/false
and five multiple choice. Students need to answer 8 out of 10 questions correctly to receive a
passing score of 75 or above.
Time: This length of this lesson is 60 minutes.
Resources:
Welcome to abcteach. Explore teaching materials, free printable worksheets, reading
comprehension, SMART Board lessons, and more. (n.d.). Retrieved February 29, 2016,
from http://www.abcteach.com/.
Group members names:
Name:
Our Solar System Test
1. Earth is the only planet known to have life.

A. True
B. False
2. A star is a large objet that orbits a planet.
A. True
B. False
3. There are nine planets in our solar system.
A. True
B. False
4. Our solar system consists of asteroids, planets, and moons.
A. True
B. False
5. The moon is a large object that orbits a planet.
A. True
B. False
6. The four Inner Planets are:
A. Mars, Earth, Mercury, and Neptune
B. Mars, Mercury, Saturn, and Jupiter
C. Pluto, Earth, Venus, and Mars
D. Mercury, Venus, Earth, and Mars
7. The five Outer Planets are:
A. Earth, Pluto, Saturn, Uranus, and Neptune
B. Pluto, Earth, Venus, Mercury, and Mars
C. Jupiter, Saturn, Uranus, Neptune, and Pluto
D. Earth, Venus, Mars, Uranus, and Pluto
8. The smallest planet in our solar system is:
A. Earth
B. Venus
C. Mars
D. Pluto
9. The largest planet in our solar system is:
A. Earth
B. Uranus
C. Neptune
D. Jupiter
10. This is the only planet that has liquid water on its surface
A. Mars
B. Jupiter
C. Saturn
D. Earth
Our Solar System Test (Key)

1. True
2. False
3. True
4. True
5. False
6. D
7. C
8. D
9. D
10. D

Daily Lesson Plan
Name: Anita Hughes
Subject: Science and Math
Grade: 4th
Introduction (Essential Question): What are some of the different types of measurements we
can use to figure out the diameters of the planets in our solar system? How can we use a table to
show these measurements?
Standard- Science and Math
Cluster: Content of Science and Measurement and Data
Objective:
A. General: M.4.MD.2 use the four operations to solve word problems involving distances,
intervals of time, liquid volumes, masses of objects and money, including problems
involving simple fractions or decimals and problems that require expressing
measurements given in a larger unit in terms of a smaller unit and represent measurement
quantities using diagrams such as number line diagrams that feature a measurement scale.
(CCSS Math.4.MD.2)
SC.O.4.2.32 describe and explain the planets orbital paths.
B. Specific: Students will complete a group activity using measurements to help get a better
understanding of the different diameters of the planets in our solar system. There will be
a total of 25 points possible for the group activity. There will be 9 points for just filling in
the blank section of the table, 9 points for having correct measurements filled in, and 7
points given for completing the whole activity. Students will need to get 19 points out of
25 in order to receive a passing score of 75 or above. Students will complete a Planet
Data Table at the end of the Science lesson, which is on each planets unique diameters
and their distance from the sun in different measurements. The test will have a total of 17
measurement answers for it. Students need to have 13 out of the 17 measurements correct
in order to receive a passing score of 75 or above.
Method(s)
Students will be given direct instruction on each planets unique diameters and distance
from the Sun.
Students will be given direct instruction on how to read a table and use the information
given to compare different measurements.
Students will be using the Planet Data table in the 4th grade Science book to show them
the different diameters of the planets.
Students will break up into groups of four to complete the blank part of the Planet Data
Table.
Students will be given a Planet Data Table to fill in at the end of the lesson.
Materials:
Each group will need a copy of the Planet Data chart located on pg. 315 of the 4th grade
Science book.
Eight pieces of 4 m length string is needed for the group activity.
At least seven tape measures are needed for the group activity.
At least seven different packs, nine different colors in all, of markers is needed for the
group activity.
Each student will need another copy of the Planet Data Table for the individual
assessment activity.
Direct Instruction:
Students will be given direct instruction on the different diameters of the planets. They
will be instructed to turn to pg. 315 of their Science book to follow along while I discuss
each planets different diameters and its average distance from the Sun. I will point out
that there are different types of measurements listed on the planet data table. The
measurements we are given of the planets distance from the sun is in kilometers and the
planets diameter is given to us in km. We are also given average distance from the Sun in
AU which is stands for astronomical unit of measure. We can see that there is a portion of
the table that is not completely filled in which is the cm scale of measurement. We are
now going to split up into groups of four and each group will be responsible for filling
out this portion of the Planet Date Table. (Bell, 2006).
Guided Practice:
After I have finished giving direct instruction on the planets diameters, distances from
the sun, and how the Planet Data Table is set up and what students are responsible for
filling in on the table I will split them up into groups of four and give each group a copy
of the Planet Data Table. Each student is expected to participate in the group activity.
Students in each group will determine which student will write down the data on the
table, which two group members will measure out where the placement of the planet will
go, and which group member will place the colored dot on the string. All group members
are expected to work together to figure out the measurements in centimeters for the
planets. Students will have thirty minutes to complete the group activity.
I will then give each group a piece of 4 m length of string, nine different colored
markers, and a tape measure. I will then demonstrate for the students what they are going
to be doing with the string, markers, and tape measure in order to fill out the portion of
the Planet Data Table that is not completely filled in. I will use my 4 m length piece of
string to show students how to complete this group activity. I will show them that they
will make a large knot at the end of the string which will represent the sun. Once this is
done I will explained to students that in our model 10cm will represent 1 Au. I will use
the tape measure to measure Earths distance from the knot that represents the sun. If we
look at the AU measurement for Earth in the table we can see that Earths distance from
the Sun in AU is 1. What we will do next is use our form of measurement, which is that
10cm represents 1 AU to find out Earths distance in cm. We know that 1 AU represents
10cm so we know that Earth distance from the sun will be 10cm. Now that we have
found what Earths distance from the Sun is in centimeters you will write 10cm in the
empty space across from Earth under the Scale (cm) part of your table. We will now use
our tape measure by lining it up with the string. Make sure that the end of your tape
measure starts at the knot, which is your sun. You will then pull your tape measure out to
10cm and use your marker to put a dot at the 10cm mark on your string this dot will
represent Earth. Make sure to record on your table which color you used to represent
Earth by placing a small dot with the marker you used next to the planets name on your
Planet Data Table. Each group will complete the Scale (cm) column of the table. Repeat
the step I just showed you for Earth for each planet. Use a different color marker for each
planet.
Once students have completed the group activity I will ask each group to come to the
front of the class to show their completed table and planet location on the string.
Differentiation
The direct instruction may benefit the auditory learners.
The table that students may use will benefit the visual learners.
The activity that students complete in their groups may benefit the kinesthetic learners.
Independent Practice: Students will complete a measurement table for the planets in our solar
system. The table will have a total of 17 measurement answers for it. Students need to have 13
out of the 17 measurement answers correct in order to receive a passing score of 75 or above.
Planet Data Table and their individual Planet Data Table. There will be a total of 25 points
possible for the group activity. There will be 9 points for just filling in the blank section of the
table, 9 points for having correct measurements filled in, and 7 points given for completing the
whole activity. The students will need to get 19 points out of 25 in order to receive a passing
score of 75% or above. Students will complete a Planet Data Table at the end of the Science
lesson, which is on each planets unique diameters and their distance from the sun in different
measurements. The table will have a total of 17 measurement answers for it. Students need to
have 13 out of the 17 measurement answers correct in order to receive a passing score of 75% or
above.
Resources:
Group Members:
Date:
Instructions: Fill in the blank portion Planet Data Table. In this table the 1 AU represents 10cm.
A calculator can be used to help calculate what the measurement for each planet will be in cm
using this model.
Planet Data Table
Planet
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Average
Distance
From the Sun
(km)
58 million
108 million
150 million
228 million
778 million
1429 million
2871 million
4500 million
5900 million
Average
Distance
from the Sun
(AU)
4/10
7/10
1
2
5
10
19
30
39
Scale
(cm)
Planets
Diameter
(km)
4
7
4876
12,104
12,756
6794
142,984
120,536
51,118
49,532
2274
Name:
Date:
Instructions: Fill in the blank portion Planet Data Table. In this table the 1 AU represents 20cm.
A calculator can be used to help calculate what the measurement for each planet will be in cm
using this model. Once you have filled in the cm section of the table you will use those
measurements to find out the difference in distance between Earth and each planet.
Planet Data Table
Planet
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Average
Distance
From the Sun
(km)
58 million
108 million
150 million
228 million
778 million
1429 million
2871 million
4500 million
5900 million
Planets
Mercury (Example)
Venus
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Average
Distance
from the Sun
(AU)
4/10
7/10
1
2
5
10
19
30
39
Scale
(cm)
Planets
Diameter
(km)
4876
12,104
12,756
6794
142,984
120,536
51,118
49,532
2274
The difference in the distance

of Earth from the Sun in
centimeters
12 cm
Planet Data Table (Key)

for Independent Practice
Planet
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Average
Distance
From the Sun
(km)
58 million
108 million
150 million
228 million
778 million
1429 million
2871 million
4500 million
5900 million
Planets
Mercury (Example)
Venus
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Average
Distance
from the Sun
(AU)
4/10
7/10
1
2
5
10
19
30
39
Scale
(cm)
Planets
Diameter
(km)
8
14
20
40
100
200
380
600
780
4876
12,104
12,756
6794
142,984
120,536
51,118
49,532
2274
The difference in the distance from the Sun

compared to Earth in centimeters
12 cm
6 cm
20 cm
80 cm
180 cm
360 cm
580 cm
760 cm
Planet Data Table (Key)

Group Activity
Planet
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Average
Distance
From the Sun
(km)
58 million
108 million
150 million
228 million
778 million
1429 million
2871 million
4500 million
5900 million
Average
Distance
from the Sun
(AU)
4/10
7/10
1
2
5
10
19
30
39
Scale
(cm)
Planets
Diameter
(km)
4
7
10
20
50
100
190
300
390
4876
12,104
12,756
6794
142,984
120,536
51,118
49,532
2274

Daily Lesson Plan
Name: Anita Hughes
Date: March 01, 1016
Subject: Reading
Grade: 4th
Introduction (Essential Question): How can you use details from a play to get more in-depth
information on the characters, setting, and the plot?
Standard-Reading and Reading- Writing
Cluster: Key Ideas and Details and Text Types and Purposes
Objective:
A. General: ELA.4.R.C1.3 describe in depth a character, setting or event in a story or
drama, drawing on specific details in the literary text (e.g., a characters thoughts, words
or actions). (CCSS RL.4.3). ELA.4.W.C9.3 write narratives to develop real or imagined
experiences or events using effective technique, descriptive details and clear event
sequences.
orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
use dialogue and description to develop experiences and events or show the
responses of characters to situations.
use a variety of transitional words and phrases to manage the sequence of
events.
use concrete words and phrases and sensory details to convey experiences and
events precisely.
provide a conclusion that follows from the narrated experiences or events.
B. Specific: Students will receive a participation score of 100 for the day by completing
their graphic organizer and completing the group activity. Students will write a paragraph
summarizing the play that we read in class. The paragraphs will be assessed using the
West Virginia 4th grade Writing Rubric which can be found at:
http://wvde.state.wv.us/teach21/writingrubrics/. Students need to get 23 out of 30
possible points to receive a passing score of 75 or above.
Method(s)
Students will be given direct instruction introducing the play we will be reading in the
classroom.
Students will participate in a group activity that will help give them the opportunity to
show that they read with sufficient accuracy and fluency.
Students will participate in a whole group activity that will help show them the
importance of details within a literary text. These important details consist of: characters,
setting, plot, and events.
Students will use the graphic organizer that they completed during the whole group
activity to help them write a summary of the plays: characters, setting, plot, and events.
Materials:
Each students will need the 4th grade reading book (Baumann, 2015).
Each student will need a copy of the graphic organizer, Story Structure.
Each student will need a blank sheet of notebook paper to complete the short summary
paragraph on the play.
Direct Instruction: Students will be introduced to the play that we are reading in the classroom
for the day. Students will be instructed to turn to page 174 and 175 in their reading book. I will
then let the students know that the name of the play that they will be reading today in class is,
Invasion from Mars. I will let students know that the author of this play is Howard Koch whom
began writing plays for theater and who later was hired to rewrite classical and modern literature
for radio plays. Radio plays were aired over a radio, in the early 1900s, where citizens could
listened to people read comedies and stories. Today we are going to read through the radio play
once as a class and then I will split you up into groups of seven. I will give each student a
character from the radio play. There are seven characters in the play to choose from. These
characters are: Announcer one- who opens the play, Philips, Policeman, Wilmuth, Pierson,
Voices, and Announcer Two. (Baumann, 2015).
Guided Practice:
After I finished my direct instruction I will split the students up into groups of seven and
assigned each student within the groups a role from the play. I will instruct students to
read through the play with their partners. Students will have fifteen minutes to read
through the play with their partners.
Once student practice reading through the play with their partners each group will take
turns coming to the front of the class and reading the play aloud to the class.
Once all group have completed their reading of the play I will have students go back to
their seats. I will then pass out the Story Structure graphic organizer.
Once every student has a graphic organizer I will project an image of it onto the smart
board and we will work together as a class to fill it out. I will let students know that they
are to be writing down the information we go over together on their own Story Structure
sheet.
Differentiation
The read aloud may benefit the auditory learners.
The whole group activity may benefit the kinesthetic learners.
The graphic organizer may benefit the visual leaners.
Lesson Closure: Students will reflect back on the lesson plan by discussing the bell ringer
question from the beginning of class. This will help to assess that the students understood the
Independent Practice: Students will write a paragraph summarizing the play that we have just
read in class. Students will be informed that they will use the Story Structure sheet we completed
together as a class to help them write their summarizing paragraph. Students will be informed
that they need to make sure they include the characters, setting, plot, and events in their
summary. They also need to make sure that they are using complete sentences and correct
punctuation.
Assessment: Students will receive a participation grade of 100 for the day as long as they
participate in reading the play and fill out the Story Structure graphic organizer. An assessment
can be made of the students knowledge by grading their summary of the play, Invasion from
Mars. The summary will be assessed using the West Virginia 4th grade Writing Rubric which can
be found at: http://wvde.state.wv.us/teach21/writingrubrics/. Students need to get 23 out of 30
Resources:
Baumann, J. F. (2015). Journeys. Orlando: Houghton Mifflin Harcourt Publishing Company
Writing Rubrics. (n.d.). Retrieved March 01, 2016, from
Name:
Story Structure
Characters:
Setting:
Plot:
Events:

Daily Lesson Plan
Name: Anita Hughes
Subject: Social Studies
Grade: 4th
Introduction (Essential Question): How did people adapt to the fact that not every place in the
U.S. has the same time? How did this affect the railroads?
Standard: Social Studies
Cluster: Geography and History
Objective:
A. General: SS.4.G.3 compare and contrast the physical, economic and political changes to
America caused by geographic conditions and human intervention (e.g., bridges, canals,
state boundaries, transportation, etc.).
SS.4.H.CL4.3 trace transportation innovations and explain their impact on Westward
Expansion (e.g., bridges, canals, steamboats, railroads, steam engines, clipper ships, flat
boats, roads, dams, locks, ports, harbors, etc.).
B. Specific: Students will receive a grade for their group activity/bell ringer paper and their
Time Zone Worksheet. The total points possible for the activity/bell ringer paper is 10.
Students will get 2 points each for the two questions they made and 2 points for the two
answers. Students will get 2 points for answering the bell ringer question and 4 points for
participating in the group activity. Students need 8 points out of 10 to receive a passing score
of 75 or above. Students will complete the, Time Zone Worksheet, at the end of the lesson.
This worksheet will have 10 questions on it. Students need to answer 8 out of the 10
correctly to receive a passing score of 75 or above.
Method(s):
Students will be given direct instruction on time zone maps and why they came into use.
Students will break up into groups of two to complete a time zone activity that will help
them to further understand their knowledge of how to read a time zone map.
Students will complete the Time Zone Quiz for assessment.
Materials:
Each student will need the Harcourt Fourth Grade Social Studies Book, The United
States: Making a New Nation.
Each student will need a blank sheet of paper for the group activity.
Each student will need the Time Zone Quiz at the end of the lesson.
Direct Instruction:
Students will be given an introduction on time zones and time zone maps. Students will
first be instructed to open their Social Studies books to pages 536 and 537. Before clocks
were invented people would use the Sun to tell time; because Earth rotates on its axis, the
time of day isnt the same for each state. Due to this, scheduling issues arose with the
railroads. In order to help, two men, Sanford Fleming and Charles Dowd, came up with
the idea of time zones. Once time zones were completed time zone maps were created to
help show the different time zones in each area of the United States and the world.
(Berson, 2012).
Guided Practice:
After I have finished introducing the Social Studies lesson on time zones I will let
students know that together as a class we will read the Learn section on page 536 of their
social studies book. I will ask for student volunteers to read. Each volunteer will just read
one paragraph.
Once we have read through the information on page 536 I will ask the students a few
questions on the information we have just read. The questions I will ask are: what is a
time zone, why were time zones created, and why do you think creating time zone maps
helped with railroad schedules?
Once we have discussed the questions as a class I will split the students up into groups of
two to complete a group activity. Each student will be instructed to get out a blank sheet
of paper and then refer to page 537 of their Social Studies book. I will ask them to read
the instructions under Apply in their book and follow the instructions to complete the
apply activity. Students will be instructed to turn in their papers at the end of class.
Differentiation:
The direct instruction and group instruction may benefit the auditory learners.
The written multiple choice test may benefit the visual leaners.
Lesson Closure: Students will reflect back on the lesson plan by writing down an answer on the
bottom of their group activity paper to the bell ringer questions. This will help to asses that the
students understood the material they were just taught. Students can share their answer with the
class if they like.
Independent Practice: Students will complete the Time Zone Worksheet. The worksheet will
consist of 10 questions overall. There will be 5 true/false questions and 5 multiple choice.
Students need to answer 8 out of the 10 questions correctly to receive a passing score of 75 or
above.
activity/bell ringer paper and their Time Zone Worksheet. The total points possible for the
activity/bell ringer paper is 10. Students will get 2 points each for the two questions they made
and 2 points for the two answers. Students will get 2 points for answering the bell ringer question
and 4 points for participating in the group activity. Students need 8 points out of 10 to receive a
passing score of 75 or above. Students will complete the Time Zone Worksheet at the end of the
lesson. The test will have 10 questions on it. Students need to answer 8 out of the 10 correctly to
receive a passing score of 75 or above.
Resources:
Berson, M. J. (2012). Harcourt social studies: The United States: Making a new nation. Orlando:
Harcourt Publishing Company.
Name:
Time Zone Quiz
1. Time zones east of you always have a later time than your time zone?
A. True
B. False
2. Each time zone on a time zone map is shown by a different color?
A. True
B. False
3. Time zones west of you always have an earlier time than your time zone?
A. True
B. False
4. The United States is the only country that has different time zones?
A. True
B. False
5. Problems with railroad scheduling is why time zones were created.
A. True
B. False
6. The United States is divided into
A. five time zones
B. four time zones
C. six time zones
D. three time zones
7. Earth was divided into
A. 23 time zones
B. 20 time zones
C. 15 time zones
D. 24 time zones
8. When the sun is at the highest point in the sky it was
A. 12:00 pm
B. 1:00 pm
C. 5:00 pm
D. 3:00 pm
9. Earth rotates on its
A. orbit
B. axis
C. axle
D. satellite
10. Before clocks people used the
A. moon to tell time
B. sun to tell time
C. stars to tell time
D. other planets to tell time
Time Zone Quiz (Answer Key)

1. True
2. True
3. True
4. False
5. True
6. C
7. D
8. A
9. B
10. B

Daily Lesson Plan
Name: Anita Hughes
Subject: Science
Grade: 4th
Introduction (Essential Question: What is the Sun classified as? Why is the Sun so important
to Earth? What are some of the other objects in space that we can see in the sky?
Standard: Science
Objective:
A. General: SC.O.4.2.30 identify the Sun as a star.
B. Specific: Students will complete a group activity on stars. Students will be
completing a graphic organizer for a grade. Students in each group will be expected to
write two supporting ideas for each three main ideas giving a total of six possible
points. Students in each group will need to get five out of the six points possible in
order to receive a passing score of 75% or above. Students will complete the Sun and
Other Stars Quiz at the end of the lesson to assess that they have understood the
science lesson on stars. The quiz will have 15 questions on it, five true/false and 10
multiple choice. Students need to answer 12 out of the 15 questions correct in order to
receive a passing score of 75% or above.
Method(s):
Students will be given direct instruction introducing what a star is classified as, why it is
so important to Earth, and what some of the other objects that can be seen in the sky are.
Students will be split up into groups to work on a graphic organizers.
Students will complete a 15 question quiz on the Sun and other objects in the sky.
Materials:
Each student will need the 4TH Grade Science book.
Each group will need the graphic organizer, Stars.
Each student will need a copy of the Sun and Other Stars Quiz.
Direct Instruction:
The students will be given an introduction on what a star is classified as, why is is so
important to Earth, and what the other objects we see in the sky are. The Sun is a star. A
star is a huge ball of superheated gas. The Sun is located at the center of our solar system.
The Sun is so important to Earth because it is the source of most of our energy. We see
other stars in the sky as well. Different groups of stars form constellations, which is a
group of stars that form an imaginary picture in the sky. Everything that exists in space is
known as the Universe. Stars also have seasonal positions, which is due to Earths
movement. (Bell, 2006).
Guided Practice:
After I have finished introducing the Science Lesson, which is on stars, I will ask
students if they have ever went outside and tried to find different constellations.
Students will then be instructed to open their science books to pages 324 and 325. I will
let students know that we are going to read pages 324 through 328 together to learn more
about stars. I will ask for student volunteers to read. Each volunteer will read a paragraph
then another student will be called on. While students are reading I will periodically bring
their attention to the key points connected to the pictures. I will read these key points
aloud to the students and encourage them to ask questions.
Once we have completed the reading I will split students up into groups of six and give
each group a copy of the graphic organizer on stars.
I will instruct each group that they are to fill in two supporting details for each main idea
about stars. Each group member will pick one main idea from the graphic organizer and
write two supporting details about it.
Once each group has completed their graphic organizer they will share them with the
class. At the end of the lesson the graphic organizers will be taken up for a grade.
Differentiation
The class discussion may benefit the auditory learners.
The graphic organizers may benefit the visual learners.
The kinesthetic learners may benefit from the group activity.
were just taught.
Independent Practice: Students will complete the Sun and Other Stars Quiz. The quiz will
consists of fifteen questions, five true/false and ten multiple choice.
activity graphic organizer and their quiz on the Sun and other stars. Students in each group will
be expected to write two supporting ideas for each three main ideas giving a total of six possible
points. Students in each group will need to get five out of the six points possible in order to
receive a passing score of 75% or above. Students will complete the Sun and Other Stars Quiz at
the end of the lesson to assess that they have understood the science lesson on stars. The quiz
will have 15 questions on it, five true/false and 10 multiple choice. Students need to answer 12
out of the 15 questions correct in order to receive a passing score of 75% or above.
Resources:
Group members names:

Graphic Organizer -Main Idea
Stars
The Sun and Other Stars
Supporting Details
Groups of Stars
Supporting Details
A.
A.
B.
B.
Seasonal Star Positions

Supporting Details
A.
B.
Name:
Sun and Other Stars Quiz
1. The Sun is a star.
A. True
B. False
2. The Sun provides just a small amount of energy to the Earth.
A. True
B. False
3. The Sun is the smallest object in our solar system.
A. True
B. False
4. The Sun is made up of gases, mostly hydrogen, and helium.
A. True
B. False
5. A stars colors cannot tell us about its temperature.
A. True
B. False
6. The Sun has dark spots called
A. moonspots on its surface
B. whitespots on its surface
C. greyspots on its surface
D. sunspots on its surface
7. Stars go through
A. cycles
B. seasons
C. stages
D. phases
8. A star is a huge ball of superheated
A. gases
B. fumes
C. vapor
D. smoke
9. The universe is
A. just a couple of planets in space
B. just a couple of stars in space
C. just one of the planets in space
D. everything that exists in space
10. Stars together form imaginary pictures called
A. constellations
B. galaxies
C. groups
D. collections
11. The positions of the stars appear to change with the
A. Seasons
B. Holidays
C. Sun
D. Moon
12. Earth revolves around the
A. Moon
B. Sun
C. Jupiter
D. Mars
13. A galaxy is a huge system of
A. gases, planets, and stars
B. gases, dust, and stars
C. gases, helium, and stars
D. gases, stars, and hydrogen
14. Stars form from
A. Clouds of spinning dust and gas
B. Clouds of spinning dirt and sand
C. Clouds of spinning gas and heat
D. Clouds of spinning dust and rock
15. People who live near the equator can see
A. none of the constellations of both hemispheres
B. one of the constellations of both hemispheres
C. two of the constellations of both hemispheres
D. some of the constellations of both hemispheres
Name:
Sun and Other Stars Quiz (Key)
1. True
2. False
3. False
4. True
5. False
6. D
7. C
8. A
9. D
10. A
11. A
12. B
13. B
14. A
15. D

Daily Lesson Plan
Name: Anita Hughes
Subject: Social Studies
Grade: 4th
Introduction (Essential Question: How is climate on Earth affected by the Sun? How does this
affect vegetation on Earth?
Standard: Social Studies
Cluster: Geography
Objective:
A. General SS.4.G.2 document the effects of and explain how people adapted to geographic
factors (e.g., climate, mountains, bodies of water, etc.) on the following:
transportation routes
settlement patterns and population density culture (e.g., jobs, food, clothing, shelter,
religion, government, etc.)
interactions with others (local and national).
B. Specific: Students will complete a group activity creating a climate poem. Students
poems are to have 10 lines altogether, each line will count for 2 points each for a total of
10 points. Student need to get 8 out of the possible 10 points in order to receive a passing
score of 75 or above. Students will also complete a climate and vegetation quiz. The quiz
will consist of 10 multiple choice questions. Students need to get 8 out of the 10
questions right in order to receive a passing score of 75 or above.
Method(s):
Students will be given direct instruction introducing how the Sun affects climate on Earth
and how this affects vegetation on Earth.
Students will break up into small groups of two to complete a poem on climate.
Students will complete a climate and vegetation quiz for assessment.
Materials:
Each student will need the Harcourt 4TH grade Social Studies book, The United States:
Making a New Nation.
Each student will need a copy of the, Climate Poem. This can be found at:
http://sciencepoems.net/sciencepoems/climate.aspx#.VtbxA-ZUWmI.
Each group will need a blank sheet of notebook paper for the group activity.
Each student will need the Climate and Vegetation Quiz.
Direct Instruction:
Before the Social Studies lesson begins students will be asked to look at the questions
written on the board and to think about them as we go through the lesson (These are the
bell ringer questions).Students will be given an introduction of our Social Studies lesson
for the day which focuses on climate and vegetation. The climate of the place a person
lives affects what they wear and what type of activities they do. The factors that affect the
climate of a place on Earth are: the distance from the equator, distance from oceans and
other large bodies of water, and elevation. Earths orbit also affects the change in seasons
that we have. The climate of a place has an effect on its natural vegetation, which is plant
life that grows naturally. The Earth can be divided into four main vegetation regions.
These four vegetation regions are: forest, grasslands, desert, and tundra. Due to Earth
being tilted on its axis places get different amounts of sunlight at different times of the
year which is what causes Earth to have different seasons, which also has an effect on
what type of clothes people wear and the activities they do. (Berson, 20012).
Guided Practice:
After I have finished introducing the Social Studies lesson for the day on climate and
vegetation, I will instruct students to get out their Social studies book and turn to pages
36 and 37 and will instruct them to follow along as we read the information on, Climate
and Vegetation. We will be reading pages 37 through 39. I will ask students to volunteer
to read; each volunteer will read a paragraph then another student will be called on. I will
let students know that it is very important that they follow along in their books while we
Once we have read through the information on pages 37 through 39 as a class, I will ask
ask are: what factors affect climate, how does the way Earth orbits cause us to have
seasons, and how does a places climate affect its natural vegetation?
Once we have discussed the questions I have asked as a class, I will split students up into
groups of two. Each students will get a copy of the Climate Poem. This can be found at:
http://sciencepoems.net/sciencepoems/climate.aspx#.VtbxA-ZUWmI. Once every student
has a copy of the poem I will have students volunteer to read the poem aloud to the class.
Once the poem has been read I will ask students, what is the poem talking about and what
was the author expressing in the poem? I will tell them that poetry is a form of writing
that helps us express our feelings by rhyming or by just writing what comes to mind. For
your group activity I want you and your partner to create a poem that talks about the
climate and vegetation of where you live. Your poems need to have two separate
paragraphs with at least five lines for each. You can be as creative as you want just make
sure you have written it to the guidelines I have just laid out.
Once each group is finished with their poems, they will read them aloud to the class.
Differentiation
The direct instruction and group discussion may benefit the auditory learners.
The example poem given may benefit the visual learners.
were just taught.
Independent Practice: Students will complete a quiz on climate and vegetation. The test
consists of 10 multiple choice questions. Students need to answer 8 out of the 10 questions
correctly to receive a passing score of 75% or above.
Assessment: An assessment can be made by grading the students poem from the group activity
and their climate and vegetation quiz. Students poems are to have 10 lines altogether, each line
will count for 2 points each for a total of 10 points. Student need to get 8 out of the possible 10
points in order to receive a passing score of 75 or above. Students will also complete a climate
and vegetation quiz. The quiz will consist of 10 multiple choice questions. Students need to get 8
out of the 10 questions right in order to receive a passing score of 75 or above.
Resources:
Berson, M. J. (2012). Harcourt social studies: The United States: Making a new nation. Orlando:
Harcourt Publishing Company.
Climate Poem. (2014). Retrieved March 01, 2016, from
http://sciencepoems.net/sciencepoems/climate.aspx#.VtbxA-ZUWmI.
Climate Poem
Hey, I'm freezing!
No, I'm hot!
Hey, it's humid!

No it's not!
What's the climate,
Of your zone?
That's the weather,
Truth be known...
Is it raining?
Does it snow?
Is it windy?
Let me know!
Dry, or high humidity?
Near a desert?
Near a sea?
Temperate?
Arctic?
Or equator?
In that zone,
Heat is greater!
Polar caps?
Ice cold breeze!
Permafrost!
Makes you freeze!
What's the climate,
Of your zone?
That's the weather,
Truth be known...
Found at: http://sciencepoems.net/sciencepoems/climate.aspx#.VtcBWOZUWmJ.
Name:
Climate and Vegetation Quiz
1. The climate of a place depends partly on its distance from the

A. Equator
B. Moon
C. Mercury
D. Mars
2. Earths orbit around the Sun causes changes in
A. Holidays
B. Events
C. Seasons
D. Celebrations
3. Plant life that grows naturally in a place is its
A. Primary vegetation
B. Seasonal vegetation
C. Secondary vegetation
D. Natural Vegetation
4. The four main vegetation regions are:
A. Forest, grassland, desert, and tundra
B. Forest, winter, desert, and tundra
C. Summer, winter, forest, and desert
D. Winter, fall, desert, and forest
5. Weather in the 48 contiguous states generally moves
A. West to north
B. North to south
C. West to east
D. East to north
6. The four seasons Earth experiences are:
A. Summer, Christmas, winter, and Autumn
B. Summer, Easter, Christmas, and winter
C. Summer, winter, autumn, and spring
D. Summer, Easter, Halloween, and winter
7. The climate a place can does not affect
A. What people wear
B. How people earn their living
C. What kinds of activity people do
D. The way the act
8. A tundra is
A. Warm and sunny
B. Cold and dry
C. Hot and sunny
D. Cold and wet

9. An acrid climate is
A. Wet
B. Dry
C. Damp
D. Rainy
10. Tundra regions are covered by
A. Ice for more than half the year
B. Snow for more than half the year
C. Rain for than half the year
D. Rainbows for more than half the year
Name:
Climate and Vegetation Quiz (Key)
1. A
2. C
3. D
4. A
5. C
6. C
7. D
8. B
9. B
10. B

Daily Lesson Plan
Name: Anita Hughes
Subject: Math
Grade: 4th
Introduction (Essential Question): How can we compare the diameters of the planets in our
solar system by using math symbols? How can we write out their diameters in written form?
Standard: Math
Cluster: Number and Operations in Base Ten
Objective:
A. General: M.4.NBT.2 read and write multi-digit whole numbers using base-ten numerals,
number names and expanded form and compare two multi-digit numbers based on
meanings of the digits in each place, using >, = and < symbols to record the results of
comparisons. (CCSS Math.4.NBT.2)
B. Specific: Students will complete two math worksheets for the whole group activity.
These worksheets consists of 20 questions in total, each question being worth 5 points.
Students need to have answered 15 out of the 20 questions correctly in order to receive a
passing score of 75 or above. Students will complete a test on writing numbers in written
form and using the <, =, and > symbols to compare numbers. The test will consist of 15
questions, 5 of them will be on writing numbers in written form and the other 10 of them
will be on using the <,=, and > symbols to compare numbers. Students need to answer 12
out of the 15 questions correctly in order to receive a passing score of 75 or above.
Method(s):
Students will be given direct instruction on how to write out numbers in written form and
how to compare numbers using the <, >, and = symbols.
Students will participate in a whole group activity where we complete two worksheets,
one on writing numbers in written form and the other comparing numbers with the <,>,
and = symbols, together as a class.
Students will be given a copy of a table that has the diameters of each planet in km. This
table can be found in the 4th grade Science book (Bell, 2006, p.315). They will then have
test questions where they have to refer to the table of the planets diameters and write
some of these numbers in written form and compare some of them to each other using
the <,>, and = symbols at the end of the lesson.
Materials:
A smart board will be needed to show the worksheets that will be used for the whole
group activity.
Each student will need a copy of the worksheets for the whole group activity.
Each student will need a copy of the test on writing numbers in written form and using
greater than, equal to, and less than symbols to compare numbers.
Direct Instruction:
Students will be given direct instruction on how to write numbers in written form and
how to use the symbols <, =, and > to compare numbers. There are many different ways
to write a number. We can write it out in number form, an example of this is the number
456, or we can write it out in its written form which will be four hundred fifty-six (This
will be written on the board so that students can see it). We can compare numbers in
different ways too. One way that we can compare numbers is by using symbols. The
symbols that we use to compare numbers are <, =, and > (these symbols will be written
on the smart board so that students can see them). An example is if I have the numbers 45
and 68 to show that 45 is less than 68 I can use this < symbol and write it like this: 45 <
68. This is just a different way to compare two numbers to each other.
Guided Practice:
After I have finished introducing the topic of our Math lesson, which is how to write
numbers in written form and using symbols to compare numbers, I will write a couple
more problems on the board for us to work through as a class. The first problem I will
write is: how do you write 7,500 in written form. I will ask for a student volunteer to
come up to the smart board to write their answer. Once we have the correct answer for
this problem, I will ask students to compare the numbers 78 and 89 using the math
symbols they have just learned. Once we have completed this problem, I will pass out the
two math worksheets that we will work through together as a class.
After all worksheets are passed out, I will first show the Writing Numbers in Written
Form worksheet on the smartboard first for us to work through. Once we have worked
through this worksheet I will show the Greater Than, Less Than, and Equal To worksheet.
Once we have finished with these two worksheets students will receive the test on this
lesson.
Differentiation
The whole group activity may benefit the kinesthetic learners.
The tables provided may benefit the visual leaners.
The direct instruction and group discussion may benefit the auditory learners.
Independent Practice: Students will complete a test on writing numbers in written form and
using the <, =, and > symbols to compare numbers. The test will consist of 15 questions, 5 of
them will be on writing numbers in written form and the other 10 of them will be on using the
<,=, and > symbols to compare numbers. Students need to answer 12 out of the 15 questions
correctly in order to receive a passing score of 75% or above.
Assessment: An assessment of the students can be made by grading their worksheets from the
whole group activity. These worksheets consists of 20 questions in total. Students need to have
answered 15 out of the 20 questions correctly in order to receive a passing score of 75 or above.
Students will complete a test at the end of the lesson to assess that they understand the concepts
on writing numbers in written form and using the <, =, and > symbols to compare numbers. The
test will consist of 15 questions, 5 of them will be on writing numbers in written form and the
other 10 of them will be on using the <,=, and > symbols to compare numbers. Students need to
answer 12 out of the 15 questions correctly in order to receive a passing score of 75 or above.
Resources: Bell, M. J. (2006). Science gray wolf. Orlando: Harcourt School.
Name:
Greater Than, Less Than, or Equal To
Directions: Use the > (greater than), < (less than), or = (equal to) symbols to compare the
measurements below.
1. 55km________65km
2. 650km_______ 750km
3. 340km_______560km
4. 23km________23km
5. 125,000km_________135,000km
6. 6780km_______5678km
7. 1500km_______1400km
8. 456km________456km
9. 100,000km_____142,000km
10. 234km_______345km
Name:
Writing Numbers in Written Form
Directions: Write the numbers below in written form.
Example: 7,800km in written form will be: seven thousand, eight hundred kilometers.
1. 238km=
2. 564km=
3. 74,000km=
4. 104,632km=
5. 2,345km=
6. 140,000km=
7. 234km=
8. 4,500km=
9. 75,029km=
10. 2,300km=
Name:
Date:
Written Form, Greater Than, Less Than, and Equal to Test
The Table shows the different planets and their diameters.

Planets
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Planets Diameter (km)

4876
12,104
12,756
6794
142,984
120,536
51,118
49,532
2274
Directions: Write the diameters in written form.

1. Write the diameter of Mercury in written form2. Write the diameter of Jupiter in written form3. Write the diameter of Earth in written form4. Write the diameter of Uranus in written form5. Write the diameter of Neptune in written formDirections: Compare the planets diameters using <, =, and > symbols.
1. Mercurys diameter is _______ Earths diameter.
2. Earths diameter is ______ Jupiters diameter.
3. Neptunes diameter is _______ Plutos diameter.
4. Mars diameter is _________ Earths diameter.
5. Plutos diameter is _________ Mercurys diameter.
6. Venuss diameter is ________ Uranuss diameter.
7. Saturns diameter is ________ Venuss diameter.
8. Venuss diameter is _______ Venuss diameter.
9. Saturns diameter is ______ Earths diameter.
10. Plutos diameter is _________ Jupiters diameter.
Name:
Greater Than, Less Than, or Equal To (Key)
Directions: Use the > (greater than), < (less than), or = (equal to) symbols to compare the
measurements below.
1. 55km < 65km
2. 650km < 750km
3. 340km < 560km
4. 23km = 23km
5. 125,000km < 135,000km
6. 6780km > 5678km
7. 1500km > 1400km
8. 456km = 456km
9. 100,000km < 142,000km
10. 234km < 345km
Name:
Writing Numbers in Written Form (Key)
Directions: Write the numbers below in written form.
Example: 7,800km in written form will be: seven thousand, eight hundred kilometers.
1. 238km= two hundred thirty-eight kilometers
2. 564km=five hundred sixty-four kilometers
3. 74,000km=seventy-four thousand, kilometers
4. 104,632km= one hundred four thousand, six hundred thirty-two kilometers
5. 2,345km= two thousand, three hundred forty-five kilometers
6. 140,000km= one hundred forty thousand, kilometers
7. 234km=two hundred thirty-four kilometers
8. 4,500km=four thousand, five hundred kilometers
9. 75,029km=seventy- five thousand, twenty-nine kilometers
10. 2,300km= two thousand, three hundred kilometers
Name:
Date:
Written Form, Greater Than, Less Than, and Equal to Test (Key)
The Table shows the different planets and their diameters.

Planets
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Planets Diameter (km)

4876
12,104
12,756
6794
142,984
120,536
51,118
49,532
2274
Directions: Write the diameters in written form.

1. Write the diameter of Mercury in written form- four thousand, eight hundred seventy-six
kilometers
2. Write the diameter of Jupiter in written form- one hundred forty-two thousand, nine
hundred eighty-four kilometers
3. Write the diameter of Earth in written form- twelve thousand, seven hundred fifty-six
kilometers
4. Write the diameter of Uranus in written form- fifty-one thousand, one hundred eighteen
kilometers
5. Write the diameter of Neptune in written form- forty-nine thousand, five hundred thirtytwo kilometers
Directions: Compare the planets diameters using <, =, and > symbols.
6. Mercurys diameter is < Earths diameter.
7. Earths diameter is < Jupiters diameter.
8. Neptunes diameter is > Plutos diameter.
9. Mars diameter is < Earths diameter.
10. Plutos diameter is < Mercurys diameter.
11. Venuss diameter is < Uranuss diameter.
12. Saturns diameter is > Venuss diameter.
13. Venuss diameter is = Venuss diameter.
14. Saturns diameter is > Earths diameter.
15. Plutos diameter is < Jupiters diameter.
Daily Lesson Plan
Name: Anita Hughes
Subject: Science
Grade: 4th
Introduction (Essential Question): What are some of the other objects in our solar system
besides the planets and stars?
Standard: Science
Objective:
C. General: SC.O.4.2.32 describe and explain the planets orbital paths.
D. Specific: Students will receive a grade on their group activity paper which is on other
objects in the solar system. Students in each group are expected to write three key points
each giving a total of six key points all together. Each key point will be worth 2 points
each for a total of 12 points. Students need to get 9 out of the 12 points in order to receive
a passing score of 75 or above. Student will complete a paragraph summary on other
objects in the solar system which will be turned in for a grade. The paragraphs need to
have at least five sentences. Their paragraphs will be graded using the West Virginia 4th
grade writing rubric. This can be found at:
http://wvde.state.wv.us/teach21/writingrubrics/. Students need to get 23 out of 30
Method(s):
Students will be given direct instruction on others objects in space.
Students will participate in a group activity.
Students will write a paragraph about what they have learned from the lesson on, other
objects in the solar system.
Materials:
Each student will need the 4TH grade science book. (Bell, 2006)
Each group will need a blank sheet of paper for the group activity and each student will
need a blank sheet of paper for their independent activity.
Direct Instruction:
Students will be given direct instruction on what other objects there are in the solar
system besides planets and stars. There are different objects in our solar system besides
planets and stars. Two of these objects are asteroids and comets. Asteroids are bits of rock
and metal. Most asteroids orbit the Sun in a belt located between Mars and Jupiter. The
other object, a comet, is a ball of rock, ice, and frozen gases. When a comets orbit brings
it closer to the Sun some of its frozen matter may turn into gas because of the Suns heat.
(Bell, 2006, p.320).
Guided Practice:
After I have given direct instruction on this science topic I will have students get out their
4th grade science books and turn them to page 320. We will read this page aloud. I will
ask students to volunteer to read. Each student will read one paragraph and then another
will be called on.
Once we have read I will ask students a few questions pertaining to the material we just
read. The questions I will ask are: what are the two objects in the solar system that we
just read about. How are these two objects different from each other?
Once we have discussed the information on page 320 I will split students up into groups
of two. Each group will need to take out one sheet of notebook paper. On this sheet of
notebook paper each group member will pick out three facts that they felt was very
important from the material we have just read. After students have completed this I will
ask if any group wants to read aloud to the class the facts they have written down. Once
this is completed students will turned this in for a grade.
.
Differentiation
The science book may help the visual learners.
The direct instruction may help the auditory learners.
Lesson Closure: The students will be asked to reflect back on the bell ringer question that was
written on the board. Students will be encouraged to share their answers with the class. This will
help to assess that the students understood the material they were just taught.
Independent Practice: Students will complete a paragraph, of at least five sentences,
summarizing what they have learned about other objects in the solar system. Students
paragraphs will be graded using the West Virginia 4th grade writing rubric. This can be found at:
activity papers and their paragraphs. Students in each group are expected to write 3 key points
each for a total of 6 key points. Each key point will be worth 2 points each for a total of 12
points. Students need to get 9 out of the 12 points in order to receive a passing score of 75 or
above.
Students will write a paragraph for their independent practice. Their paragraphs will be graded
using the West Virginia 4th grade writing rubric. This can be found at:
http://wvde.state.wv.us/teach21/writingrubrics/. Students need to get 23 out of 30 possible points
to receive a passing score of 75 or above
.
Time: The length of this lesson is 45 minutes
Resources:
Writing Rubrics. (n.d.). Retrieved March 01, 2016, from
Unit Plan Rubric: K-6 Elementary Education

200 points
Lesson
Evaluation
(ACEI 1.0)
17
17
ELA
(ACEI 2.1)
15
Science
(ACEI 2.2)
17
Mathematics
(ACEI 2.3)
15
TOTAL SCORE:
189 /
Accomplished (17 13 points)
Emerging ( 12 9 points)
Unsatisfactory (8 -0 points)
Candidate knows, understands, and

uses the major concepts,
principles, theories, and research
related to development of children
and young adolescents to construct
learning opportunities that support
individual candidates
development and acquisition of
knowledge, and motivation.
Candidate demonstrates some

knowledge, understanding, and
ability to use the major concepts,
learning opportunities that support
individual candidates development
and acquisition of knowledge, and
motivation.
Candidate demonstrates a high

level of competence in use of
English language arts and they
know, understand, and use
concepts, from reading, language
and child development, to teach
reading, writing, speaking,
viewing, listening, and thinking
skills and to help candidates
successfully apply their developing
skills to many different situations,
materials, and ideas.
Candidate demonstrates a moderate

level of competence in use of
English language arts and they know,
understand, and use some concepts,
from reading, language and child
development, to teach reading,
writing, speaking, viewing, listening,
and thinking skills and to help
candidates successfully apply their
developing skills to many different
situations, materials, and ideas.
Candidate demonstrates minimal

ability to use the major concepts,
learning opportunities that may or
may not support individual
candidates development and
acquisition of knowledge, and
motivation.
Candidate demonstrates a low level
of competence in use of English
language arts and they know,
understand, and use few concepts,
from reading, language and child
development, to teach reading,
writing, speaking, viewing, listening,
and thinking skills that may or may
not help candidates successfully
apply their developing skills to many
different situations, materials, and
ideas.

uses fundamental concepts of
physical, life, and earth/space
sciences. The candidate can
design age-appropriate inquiry
lessons to teach science, to build
candidate understanding for
personal and social applications,
and to convey the nature of
science.
uses the major concepts and
procedures that define number and
operations, algebra, geometry,
measurement, and data analysis
and probability. In doing so, they
consistently engage problem
solving, reasoning and proof,
communication, connections and
representation.

knowledge, understanding, and use
of fundamental concepts of physical,
life, and earth/space sciences. The
candidate did design at least 6 ageappropriate inquiry lessons to teach
science, to build candidate
understanding for personal and social
applications, and to convey the
nature of science.
of the major concepts and procedures
that define number and operations,
algebra, geometry, measurement, and
data analysis and probability. In
doing so, they engage problem
solving, reasoning and proof,
communication, connections and
representation.
Candidate demonstrates little

of fundamental concepts of physical,
life, and earth/space sciences. The
candidate did design at least 3 ageappropriate inquiry lessons to teach
science, to build candidate
understanding for personal and social
applications, and to convey the
nature of science.
of the major concepts and procedures
that define number and operations,
algebra, geometry, measurement, and
data analysis and probability. In
doing so, they may or may not
engage problem solving, reasoning
and proof, communication,
connections and representation.
Social Studies
(ACEI 2.4)
15
Integrating and
Applying
Knowledge for
Instruction
(ACEI 3.1)
16
Adaptation to
Diverse
Candidates
(ACEI 3.2)
16
Development of
Critical Thinking
and Problem
Solving
(ACEI 3.3)
17
Active
Engagement in
Learning
(ACEI 3.4)
17
Communication
to Foster
Collaboration
(ACEI 3.5)

uses the major concepts and modes
of inquiry from the social studiesthe integrated study of history,
geography, the social sciences, and
other related areas- to promote
elementary candidates abilities to
make informed decisions as
citizens of a culturally diverse
democratic society and
interdependent world.

of major concepts and modes of
inquiry from the social studies- the
integrated study of history,
other related areas- to promote
elementary candidates abilities to
make informed decisions as citizens
of a culturally diverse democratic
society and interdependent world.

of major concepts and modes of
inquiry from the social studies- the
integrated study of history,
other related areas- that may or may
not promote elementary candidates
abilities to make informed decisions
as citizens of a culturally diverse
democratic society and
interdependent world.
Candidate plans and implements

instruction based on knowledge of
candidates, learning theory,
connections across the curriculum,
curricular goals, and community.

most instruction based on knowledge
of candidates, learning theory,

some instruction based on knowledge
of candidates, learning theory,
Candidate understands how

elementary candidates differ in
their development and approaches
to learning, and creates
instructional opportunities that are
adapted to diverse candidates.

understanding of how elementary
candidates differ in their
development and approaches to
learning, and creates instructional
opportunities that are adapted to
diverse candidates.

understanding of how elementary
candidates differ in their
development and approaches to
learning, and may or may not create
instructional opportunities that are
adapted to diverse candidates.
Candidate understands and uses a

variety of teaching strategies that
encourage elementary candidates
development of critical thinking
and problem solving.
Candidate understands and uses

some variance of teaching strategies
that encourage elementary
candidates development of critical
thinking and problem solving.
Candidate understands and uses little

variance of teaching strategies that
encourage elementary candidates
development of critical thinking and
problem solving.
Candidate uses their knowledge

and understanding of individual
and group motivation and behavior
among candidates at the K-6 level
to foster active engagement in
learning, self-motivation, and
positive social interaction.
Candidate uses their knowledge and

understanding of individual and
group motivation and behavior
among candidates at the K-6 level to
foster moderate levels of active
engagement in learning, selfmotivation, or positive social
interaction.
Candidate may or may not use their

knowledge and understanding of
individual and group motivation and
behavior among candidates at the K6 level to foster minimal levels of
active engagement in learning, selfmotivation, or positive social
interaction.
Candidate uses their knowledge

and understanding of effective
verbal, nonverbal, and media
communication techniques to
foster activity inquiry,
Candidate uses their knowledge and

understanding of effective verbal,
nonverbal, and media
communication techniques to foster
some opportunities for activity
Candidate may or may not use their

knowledge and understanding of
effective verbal, nonverbal, and
media communication techniques to
foster few opportunities for activity
16
Assessment for
Instruction
(ACEI 4.0)
16
Organization/
Clarity
5
Additional
Evaluation
collaboration, and supportive

interaction in the elementary
classroom.
inquiry, collaboration, and supportive

classroom.
inquiry, collaboration, and supportive

classroom.

uses formal and informal
assessment strategies to plan,
evaluate, and strengthen
instruction that will promote
continuous intellectual, social,
emotional, and physical
development of each elementary
candidate.

ability to use formal and informal
evaluate, and strengthen instruction
that will promote continuous
intellectual, social, emotional, and
physical development of each
elementary candidate.

ability to use formal and informal
evaluate, and strengthen instruction
that will may or may not promote
continuous intellectual, social,
emotional, and physical development
of each elementary candidate.
The plan is very well organized.

There are no
grammatical/mechanical errors.
The plan is well organized. There are

only a few grammatical/mechanical
errors that do not detract from the
plan.
The plan is lacking organization.

There are several
grammatical/mechanical errors that
do detract from the plan.
The overview contains the

required information and is
included with the plan. The selfevaluation rubric is completed and
included with the plan.
The overview contains most of the

required information and is included
with the plan. The self-evaluation
rubric is completed and included
with the plan.
The overview contains some of the

required information and is included
with the plan. The self-evaluation
rubric is completed and included
with the plan.
Adapted from 2007 ACEI Standards.

Unit Plan For Portfolio Curriculum and Planning

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Unit Plan For Portfolio Curriculum and Planning

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Anita Hughes

Overview of My Unit Plan

Bluefield State College

Name: Anita Hughes

Date: February 27, 1016

Topic: The Solar System

Length of Lesson: 45 minutes

Group Members Names:

Earths Tilt and the Seasons

The Effect of the Alignment of Earth and Sun on the Seasons

Earth rotates and spins on its ____________.

1. Earth rotates and spins on its axis.

Bluefield State College

Name: Anita Hughes

Date: February 28, 1016

Topic: The Solar System

Length of Lesson: 60 minutes

Bluefield State College

Name: Anita Hughes

Date: February 29, 1016

Topic: The Solar System

Length of Lesson: 60 minutes

Each student will need the, Our Solar System Test.

Group members names:

1. Earth is the only planet known to have life.

Our Solar System Test (Key)

Bluefield State College

Name: Anita Hughes

Date: February 28, 1016

Subject: Science and Math

Topic: The Solar System

Length of Lesson: 80 minutes

Planet Data Table

Planet Data Table

The difference in the distance

Planet Data Table (Key)

The difference in the distance from the Sun

Planet Data Table (Key)

Bluefield State College

Name: Anita Hughes

Date: March 01, 1016

Topic: The Solar System

Length of Lesson: 60 minutes

Bluefield State College

Name: Anita Hughes

Date: February 28, 1016

Subject: Social Studies

Topic: The Solar System

Length of Lesson: 60 minutes

Time Zone Quiz (Answer Key)

Bluefield State College

Date: February 26, 1016

Topic: The Solar System

Length of Lesson: 60 minutes

Group members names:

Seasonal Star Positions

Bluefield State College

Date: March 01, 1016

Subject: Social Studies

Topic: The Solar System

Length of Lesson: 60 minutes

Hey, it's humid!

1. The climate of a place depends partly on its distance from the