Unit Plan - Outer Space

Fifth Grade STEAM Unit
October 29, 2018

Table Of Contents
TITLE OF LESSON PAGE NUMBER

Letter to Families 3
Lesson 1: Provocation/Introduction to Outer Space 4
Lesson 2: Looking at the Solar System 7
Lesson 3: Pluto – planet or not? 10
Lesson 4: What’s Outside our Solar System 13
Lesson 5: PBL Project – Living on Mars 16
Lesson 6: Pollution/Beach Clean Up 20
Lesson 7: Stars/Constellations 21
Lesson 8: Shadows Move! 24
Lesson 9: Can we travel outside this world? – A Look outside our Solar System 27
Lesson 10: Notable Space Travelers 29
Summative: ‘Mini-Experts’: Independent research about topic of choice 31
2
Hello Fifth Grade Families!
Over next few months, your students will be learning about outer space! They will begin by
looking at the solar system and learning about the different objects (other than planets) that
make up our solar system/galaxy. This unit is primarily a science unit where we will focus on a
few different Next Generation Science Standards (NGSS) such as:
• Earth’s Place in the Universe and how this affects light, shadows and life on
earth.
• The habitats on earth and what is necessary for life and if this can be carried
onto other planets
• Looking at the earth’s gravitational pull.
In addition to focusing on science, several lessons will incorporate California Common Core
State Standards from Mathematics, Art, and English Language Arts. Through the inclusion of
many other subjects with science, students will be able to dive deeper into the scientific
concepts of what they are learning about outer space and the universe.
During this unit students will be working to build a habitat on another planet! This will require
students to utilize their 21st century skills of creativity, critical thinking, collaboration and
communication through working in teams. Students will also learn about the pollution
happening on our earth and doing a beach cleanup! At the end of the unit, students will
become ‘mini-experts’ on a topic that sparked their interest and present a written piece or
model/diagram of their learning to the class!
If you want to join in on any of the fun larger

projects, please feel free to jump in! I look
forward to taking off into space with your
student and filling our minds with knowledge!
Smiles,
Ms. Hiles
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Lesson 1
Name: Provocation/Introducing the idea of Outer Space
Subject: Science
1. Standards
2. Instructional Resources and Materials
a. Books about planets, galaxies, notable astronauts and NASA members, stars,
black holes, etc. (information about space)
b. Models of Planets
c. Posters of outer space
d. Model space ships or moon rover
e. Videos about outer space (possibly: the solar system, star formation, milky way
galaxy, living in outer space)
f. Space Science notebook (have on the students desks) and pencil
3. Lesson Objectives
• The student will be able to begin thinking about our solar system, galaxy and
stars by exploring different materials with information or through asking
questions about their interests using the materials they observed.
• Key Vocabulary: solar system, galaxy, outer space, sun, planet,star
4. Assessment
• Formative: closure card
• Summative: Collection of the writing about what sparked their interest and why.
5. Instructional Strategies and Learning Tasks
a. Anticipatory Set
i. Engaging students: Have students walk into room but do not touch the
materials and models that are set out, have them just walk around the
room silently and look at the materials set out.
ii. Activating Prior Knowledge: Ask students about what they see. Do the
materials they see spark their memory about something they learned
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before? Can they recall what they learned about outer space when they
were younger. Have them summarize what they learned (share out)
b. Instruction and Modeling
i. Note to self: The materials will be placed in stations (some stations such
as books will be in stations based on categories, i.e. stars, solar system,
galaxy, space travel).
ii. Pull up a picture of Jupiter (don’t tell them the name of planet and ask
them to NOT CALL OUT THE NAME)
iii. Have students turn to a partner and pick out 3 to 5 things they observe
about the picture (it can also include their prior knowledge).
a) Write down in science journal
iv. Model what I observe about picture
v. Have them share out other observations or thoughts about the planet to
class.
c. Guided Practice
i. Students will be in groups (numbered of 1 to 6) and then have them go to
each station to look at materials and write observations, information
learned, ideas about the tool in front of them.
ii. Write the information down into their science journals, can also talk to
group members about what they see and think
iii. Conversations about the materials are encouraged
d. Closure
i. Students will write one thing that sparked their interest.
e. Independent Practice
i. Students will use technology or the books in classroom to find
information about any topic, preferably one different than the one that
sparked their interest. They will then read the article/book about it and
write a short summary of what they learned in their science notebooks.
Student will also describe why they found this topic interesting.
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6. Inclusive Practices
• If books are too difficult, there are posters and other physical models that
students can use, interactions with different types of materials,
• Students are welcome to use of technology or books or observations
• If writing information is too difficult, students can draw what sparks their
interest
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Lesson 2
Name: Introduction to The Solar System (Math)
Subject: Science, Math
1. Standards
a. NGSS: 5-ESS1-1, Earth’s Place in the Universe
b. CCSS Math: 5.NBT.A1
a. Ruler, pencil, eraser
b. To scale model/drawing of plants in solar system
c. Science notebooks
d. Poster of the solar system
3. Lessons Objectives
• Students will be able to tell how far apart plants are from the sun by learning and
understanding scientific notion and standard form.
• Key Vocabulary: Scientific notion, exponent, standard form, Power of 10,
multiplication
4. Assessment
• Formative: clipboard assessment (checking with students about their
understanding), whiteboards
• Summative: have them write out how far away the planets are from the sun in
scientific notation.
a. Anticipatory Set
i. Engaging students: Watch video about Solar System
https://video.nationalgeographic.com/video/101-videos/solar-system-
101
ii. Activate Prior Knowledge: Ask students if they have ever seen a shooting
star, comet or meteor shower, the sun and moon. Have them tell what
they know about each one.
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i. Talk about how to write millions and billions. (ones, tens, hundreds,
thousands, millions, billions)
ii. The solar system is HUGE – and it’s difficult to write all the zeros we need
to find a way to make it easier to write it all out.
iii. Introduce the concept of scientific notation/power of 10 (positive
direction).
1. Exponent = number of decimal places that you need to move over
to switch from scientific notation to standard form.
2. Each planet is a certain distance from the sun (Mercury =
36,000,000 miles; Venus = 67,200,000 miles; Earth = 93,000,000
miles; Mars = 141,600,000 miles; Jupiter = 483,800,000 miles;
Saturn = 890,900,000 miles; Uranus = 1,800,000,000 miles;
Neptune = 2,800,000,000 miles)
iv. Do a few examples for the students and have them turn and do two with
partner (I DO) – write on white boards and show answers
c. Guided Practice
i. Pass out practice work sheet with simpler numbers (i.e. 100 thousand, 3
million, 5 billion, 1 trillion
ii. WE DO. Have them work in partners to complete the worksheet and then
share answers and correct together.
d. Closure
i. Give three challenge problems to students and have them independently
write them in scientific notation (white boards)
i. Complete a worksheet with the distances of the planets to the sun. The
standard notation will already be given, and they must write it in
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1. Bonus will be writing a number that is in scientific notation into
standard form (asteroid belt).
• If any students have difficulty with this worksheet, students can work in
partners or in a small group to have extra practice.
• GATE students can practice going in the opposite direction if they want to with
extra practice problems given to them.
**Worksheet example (planets): https://www.teacherspayteachers.com/Product/Using-

Scientific-Notation-3551453
**Worksheet example (GATE students):
https://www.pinterest.com/pin/119063983875944808/?lp=true
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Lesson 3
Name: Pluto, Planet or Not? (Close Reading)
Subject: ELA, Science
1. Standards:
a. CCSS ELA: 5.RI.1, 5.RI.7, 5.W.1, 5.SL.4
b. NGSS: 5-ESS1-2 Earth’s Place in the Universe
a. Articles
b. Classroom technology
c. Science notebooks
d. Paper/pencil
a. Students will be able to form an opinion about whether they agree with Pluto’s
status as a dwarf planet by reading articles, debating about it and writing an
opinion piece.
b. Key Vocabulary: Pluto, dwarf planet, debate, opinion
4. Assessment
a. Summative: Listening to students’ conversations, exit tickets
b. Formative: Listening to debate/reading opinion piece
a. Anticipatory Set
i. Engaging Students: Watch
https://video.nationalgeographic.com/video/101-videos/pluto-101
ii. Activate Prior Knowledge: Ask them if they noticed we didn’t look at any
planets yesterday. (If already mentioned, have them turn and talk about
why they think we didn’t talk about Pluto).
i. Pass out article number 1 and read as a class.
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ii. As we read, model annotating but encourage students to annotate what
they find to be important too (close reading for important information
about why Pluto is not a planet any more)
1. GATE students can annotate on their own without following my
direction
2. As we read, take breaks to talk about what we have read so
students can better understand if needed
iii. Discuss what the article said and what we learned
iv. Ask if they think the planet should be considered a planet or not.
1. Draw a chart with comparisons about whether it is a planet or
not.
2. Discuss how they are debating ideas using facts.
v. Talk about how people form opinions are back their opinions with facts
vi. Pass out article 3 and read it together. Talk about how the opinion is
formed.
c. Guided Practice
i. Students will read article 2 on their Newsela accounts and then discuss as
a group what they learned
ii. They must annotate as they read so they can show evidence about their
claims
1. State if anything they read changed their mind.
iii. Students will break into groups based on their opinion and begin to write
down reasons WHY they believe that drawing from evidence from articles
one and two.
1. Have them make three points they can argue
iv. Begin debate
d. Closure
i. On an exit slip, students will write where they stand with their opinions
and give at least two reasons why
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i. Students will write a short opinion piece based on their stance after the
debate (it if has changed after debate, they must explain why).
a. Newsela has adjustable reading levels so all students can read the same article at
their independent reading level.
b. Audio read aloud for students who still struggle with reading independently or
need the extra support
c. Two articles have the option for ELA students.
ARTICLES USED:
1. “Pluto, the dwarf planet” https://newsela.com/read/lib-nasa-pluto/id/22998/
2. “Exploring Our Solar System: The dwarf planet Pluto” https://newsela.com/read/elem-sci-
space-pluto/id/33839/
3. “Opinion: Yes, Pluto is a planet” https://newsela.com/read/opinion-pluto-planet/id/43413/
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Lesson 4
Name: What’s outside our solar system?
Subject: Science
1. Standards
a. NGSS: 5-ESS1-1, Earth’s place in the universe
a. Science notebooks
c. Informational textbooks about each topic
d. Photos of each item.
a. The students will be able to become more knowledgeable about what is outside
our solar system by presenting about different topics to the class. (large group
jigsaw)
b. Key Vocabulary: Milky Way Galaxy, black holes, galaxy, Kepler-186f, exoplanet
lightyear, density
4. Assessment
a. Formative: Reflection about group work and how group work went, thumbs
up/down
b. Summative: Group presentation to class
a. Anticipatory Set
https://www.youtube.com/watch?v=DWouwx3Hxmk
ii. Activating Prior Knowledge: Ask students what they see in the night sky?
Do you know anything about what makes up galaxies? What do you know
about what’s outside the earth?
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i. After video introduce the key vocabulary and give students a quick
definition. Write these in science notebooks
1. A lightyear is a unit of measurement. The distance light travels in
one year (a huge number – 6 trillion miles a year)
a. Have students practice writing in standard form and in
2. A galaxy is a grouping of stars, gas, and dust that is incredibly
large (10,000-500,000 lightyears in diameter [across]).
3. Milky Way Galaxy: the galaxy which our solar system is in.
4. Black Hole: an area of mass so dense nothing can escape it’s
gravitational pull
5. Andromeda Galaxy: closest galaxy to earth
6. Kepler-186f: an exoplanet (a planet outside of our solar system)
that is orbiting a different sun.
ii. Students will be in groups working to gather information about key terms
3-6.
c. Guided Practice
i. Guidelines for presentation
1. Can use technology to present or use poster paper.
2. Visual elements must be included
3. Definition/description of their topic
4. Interesting facts
5. Importance
ii. Groups break out
iii. After posters are made, students will gather to listen to presentations
about each topic
1. They will take notes
d. Closure
i. Students will reflect on their experience
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i. Students will talk about what they contributed to group work.
ii. Students will write a detailed summary about what they learned from
their topic and two to three things about what they learned about the
other topics.
a. Newsela is always a resource student can use to read information at their level
b. GATE students can dive deeper into the topic during independent practice when
writing a reflection on their presentation
c. Different leveled books in classroom that offer information.
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Lesson 5: Living on Mars Project
Name of Project: Let’s move to Mars!

Duration: 3 weeks
Subject/Course: Physical Science
Teacher(s): Miss Hiles
Grade Level: 5th
Other subject areas to be included, if any: ELA, Art, Math
Key Knowledge and Understanding (CCSS or other standards)

CA NGSS standards: 5-ESS2 – 1, Earth’s Systems; 5-ETS1-1, Engineering Design; 5-ESS3-1, Earth
and Human Activity
CCCSS Math: 5.NF.6, 5.MD.3, 5.MD.4
CCCSS ELA: RI.5.7, RI.5.9, RF.5.4a
CCCSS Art: Visual Arts 5,2.4; 5,5.1
21 Century Skills
st
(Name which of the 4 Cs are evident in Project and how they are engaged): Critical thinking,
Collaboration, Communication and/or Creativity
Critical Thinking: Students must come up with creative ways to build a place to live on another
planet. This requires students to think outside the box. Asking questions is essential to this
project and they need to find ways to answer those questions together.
Collaboration: Students must work together to build a habitat and place where humans can live
and survive on another planet. Students must work together as team and contribute to the
project equally.
Creativity: They must think about they different systems we have on earth (ocean, rain,
mountains) and how that might affect their new habitats. They can be as creative as they want
with this portion of the project.
Communication: Along with collaborating with each other, student must communicate clearly
with one another to have a better idea about how to build a habitat for humans to live in.
Project Summary
After reading two articles and watching a video about the planet Mars and the potential of
living on the planet, students will work together in groups to create and build a habitat for
humans to live and survive in on the planet Mars. There is the assumption there is a place for
humans to live (inside a dome like structure), and it is up to the fifth-grade students to create
an environment where humans can have access to basic need (food, water, sun, etc.). The
amount of space they have to build is given and students must agree how the space will be
allotted. The students must work together to think what must go in to building the habitat and
what will work or not.
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We will discuss what humans need to survive, how we get our resources, and how use them.
This will help students begin to think about what they will need to incorporate into their
habitats. Each group will have the opportunity to create a small habitat for humans to live in
with their resources readily available to them. In the end, all the habitats/communities groups
will present what they have created and explain their reasonings for why they chose what they
did and their thinking process behind their habitat.
At the end of the project, students will be asked to think about why humans want to live on
another planet. Hopefully, after creating a habitat, students might be able to realize the
different challenges we have on earth. We will begin to talk about pollution and how that is
changing our habitats. This will lead into the next lesson.
Articles: “Get Your Future Issue of ‘Your Martian Daily’” https://newsela.com/read/elem-

questions-about-living-on-mars/id/43506/
“Large Reservoir of Salty Water Found at the South Pole of Mars”
https://newsela.com/read/mars-ice-cap-water/id/45001/
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Lesson 6
Name: Pollution/beach clean-up (Changemaking)
Subject: Science
1. Standards
a. NGSS: 5-ESS2-1, Earth’s systems; 5-ESS3-1, Earth and Human Activity
a. Science notebooks
b. Cleaning tools for beach clean up
c. Projector for Slides about the atmosphere
a. The students will be able to understand the dangers and potential solutions for
pollution by doing a beach clean-up and brainstorming ways to help eliminate
trash on campus.
b. Key Vocabulary: Pollution, atmosphere, atmospheric layers (troposphere,
stratosphere, mesosphere, thermosphere, exosphere), carbon footprint
4. Assessment
a. Formative: Sticky Notes, thumbs up, thumbs down
b. Summative: Mini (2 -3 paragraphs) informational essay about the pollution of
earth’s atmosphere
a. Anticipatory Set
i. Engaging Students: Look at pictures of polluted areas (see below) and
pulling up google images of pollution.
ii. Activating Prior Knowledge: Look at diagrams of the atmosphere and
biosphere
i. Explain how most planets have an atmosphere, and Earth’s atmosphere is
just right to sustain life.
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ii. There are certain things we do as humans that damage our atmosphere,
changing the life on earth
1. Talk about glaciers melting, rising air and water temperatures, etc.
iii. When there is pollution, it also damages our atmosphere**
1. Define it: the gas that surrounds the earth (like a blanket)
2. Talk about how when we burn fossil fuels, bad gases (greenhouse
gasses) are released into atmosphere that help to create these
changes.
3. There are different layers
a. Troposphere: lowest layer of atmosphere, where most
weather takes place
b. Stratosphere: second layer of atmosphere. Planes fly here
because it is stable, also where the ozone is
c. Mesosphere: third layer from earth, this is where meteors
burn up
d. Thermosphere: fourth layer out, space satellites/shuttles
are usually found in this layer.
e. Exosphere: last and topmost layer of the atmosphere.
iv. Create a list together about ways we create waste or pollute our earth
1. This is our carbon footprint – amount of CO2 produced by all our
activities.
2. Students work in groups to find solutions to lowering their carbon
foot print by finding easy doable solutions for each activity on list
c. Guided Practice
i. Create a list together about ways we create waste or pollute our earth
1. This is our carbon footprint – amount of CO2 produced by all our
activities.
ii. Talk about another way to pollute is by littering, that’s why we are going
to do a Beach Clean up.
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iii. Beach Clean up
iv. When back on campus: reflect about the day, what did they notice? Was
it upsetting? (share out)
v. Begin to find ways to eliminate pollution on our own campus.
1. EX: after lunch, different groups go around and pick up the excess
trash students leave.
d. Closure
i. Write down their biggest take away from the lesson and day.
i. Students will talk about how they can reduce their carbon footprint and
keep a journal of it for a week.
ii. Have students
a. GATE students can dive deeper into the lesson by talking
b.
*anticipatory set examples:
**Use this visual for instruction and modeling:
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Lesson 7
Name: Stars and Constellations
Subject: Art, Science
1. Standards
a. NGSS: 5-ESS1-2, Earth’s Place in the Universe
b. CCSS Art: 2.1, 2.3
c. CCSS ELA: 5.W.3
a. Constellation Legend
b. Construction paper
c. Paint, glitter glue
d. Optional: Computer designing program for art
a. Students will be able to understand the importance of constellations and how
we see them in the night sky by learning about an important constellation in our
night sky and then creating their own constellation art work and legend.
b. Key Vocabulary: Constellation, legend,
4. Assessment
a. Formative: Student conversations, group discussion, reflection about project
b. Summative: Students constellation stories with art piece
a. Anticipatory Set
i. Engaging Students: Show a picture of the night sky (in summer) and see if
any students recognize any star. Show the nigh sky (in winter) and see
what students observe being different about the two pictures.
ii. Activate Prior Knowledge: Ask students what they see when they look up
at the night sky. If they know any constellation names or stories/legends
about them.
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i. The night sky has many different stars, some are closer to us (brighter)
others are farther (not as light), but all make up the night sky. (these are
lightyears away)
ii. Explain to students when we look at the night sky, the stars tell stories
iii. Read aloud the legend of Orion’s Belt and show picture of Constellation
1. The star on the left is 817 lightyears away!
iv. Tables will turn and talk to classmates about how they think the story
originated and they can talk about what they see when they look at the
constellation
1. Does it look like a person? What do you see and what do you
think the story would be?
v. Introduce students to the project, of making their own constellation and
writing their own legend/story behind the constellation
1. Show many different constellations so students can see a variety
of star formations
vi. Demonstrate how I would make my constellation (paper or digitally) and
how I could tell a story of a hero
c. Guided Practice
i. Students can choose if they want to make their constellation digitally or
on paper with paint. They can include other stars (outside of their
constellation) if they want.
ii. Students will grab materials and begin to make their own constellation,
name it and brainstorm stories behind their constellation.
iii. After students begin to wrap up the art project, we will do a share out of
some of their ideas to help other students come up with ideas.
1. Can also have students show their constellation and have
suggestions from other students about what their constellation
story will be (“I wonder if this constellation is ___ . OR I think it
looks like ___).
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d. Closure
i. Students will write a one to two sentences about how they feel about the
process for coming up with their constellation idea.
i. Students will begin to write their constellation stories, they can be
written in a traditional story form, in a series of pictures and descriptions,
or as drawing of a scene.
a. For students who might need extra support with understanding or reading, the
class will read parts of the legend as a coral reading
b. Pictures will be provided.
c. ELL students have the options to draw their story but must be able to explain it
(can be in native language) and can also be a story about where they are from.
d. Students can use stories their families have passed down for this, pulling culture
into the classroom
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Lesson 8
Name: Shadows Move
Subject: Science, Math
NOTE: This lesson will take place over one week
1. Standards
a. NGSS: 5-ESS1-2, Earth’s Placement in the Universe
b. CCSS Math: 5.MD.1
2. Instructional Materials and Resources
a. Yard stick/ruler/tape measure
b. Science notebook
a. The student will be able to understand the length and direction of their shadow
changes throughout the day by measuring their shadow and seeing the changes
of there where shadow is.
4. Assessment
a. Formative: Conversations, sticky notes about what they see
b. Summative: Students turn in their final data charts and graph
a. Anticipatory Set
https://www.youtube.com/watch?v=Lvhjbrr5GI8
ii. Activating Prior Knowledge: Have students turn and talk to their partner
about shadows and what they notice about the shadows they see on
campus.
i. The earth turns, so throughout the day our shadows move
ii. Even though we are moving too, our shadows will move. Compare it to a
building or a tree (as seen on campus)
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iii. Have students partner up and tell them they will be measuring each
other’s shadows.
iv. Go outside and observe the shadow of my water bottle (measure it and
then record it in CM or M)
1. Make predictions what will happen to the shadows throughout
the day
v. Review with students how to move decimal place forward or backward to
convert from meters to centimeters or vice versa.
1. Partners work together to solve 5 different problems and then
two independently.
c. Guided Practice
i. Students will them move into measuring their own object
ii. Then they will find a place where they can measure their shadow
(partner 1 measures partner 2 and vice versa)
iii. Record data into chart
1. They will also note what direction their shadow is pointing.
iv. When we enter back into the classroom, students will convert their data
from either centimeter back to meters practicing moving the decimal
forward or backward.
v. Continue this throughout the week (before recess, before lunch and once
in afternoon (but same time every day)).
vi. AFTER the week:
1. Have students make observations about their data collection and
compare it to predictions
d. Closure
i. Students will turn in sticky notes with their data daily/show their data
recording in their science notebook
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i. Students will then look at their data and make a graph comparing the
time of day and the length of their shadows to visually see how their
shadow changes throughout the day.
ii. They will note anything interesting they find.
a. GATE students can convert the measurements from meters to feet or cm to
inches.
b. Partner groups will be assigned so students are working with someone they can
focus with or help support one another.
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Lesson 9
Name: Name that Object! Looking at Meteors, Meteoroids, Meteorite, Asteroid, and Comet
Subject: Science
1. Standards
a. NGSS: 5-ESS1-2, Earth’s Place in the Universe; 5-PS2-1, Motion and Stability:
Forces and Interactions
a. NASA board game and questions
b. 15 Die
c. Science Journals
d. Worksheet
a. The students will be able to explain the differences between the “flying objects”
by playing a board game.
b. Key Vocabulary: Meteors, Meteoroids, Meteorite, Asteroid, and Comet
4. Assessment
a. Formative: Thumbs up thumbs down for understanding the differences, writing
in journals
b. Summative: Students will write down similarities and differences between two of
the “flying objects”
a. Anticipatory Set
https://www.youtube.com/watch?v=ygqwP62QwzI
ii. Activating Prior Knowledge: Ask if they have seen a meteor shower
before, maybe a shooting star. What is it?
i. Have students write in their science journal what they remember about
each object talked about in video.
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ii. Go through and talk about what each one is as a class
1. Meteor: flash of light we see in the night sky (shooting stars) this
is often when a rock comes into the earth atmosphere
2. Meteoroid: the left overs of a meteor
3. Meteorite: this is the left overs that land on earth if the meteoroid
isn’t completely burned up
4. Asteroid: larger rocks that come from asteroid belt between Mars
and Jupiter
5. Comet: asteroids that are covered in ice, methane and ammonia.
We see these when the sun begins to melt the frozen surrounding
layer and a ‘tail’ is formed.
6. Talk about similarities and differences between each type of flying
object and how they are connected.
iii. Introduce game and go over instructions.
c. Guided Practice
i. Students will work with partners and then form small groups
1. Different groups of students will play at the same time
d. Closure
i. Students will reflect in their science journal about the game and what
they learned, what they wished was different, how it could be improved.
i. Students will fill out a worksheet/graphic organizer about the
characteristics of each object.
a. Movement, listen portion, visuals included
Link to the board game instructions:
https://www.lpi.usra.edu/education/space_days/activities/spaceRocks/boardGame.pdf
**Note: this game will not be played with parents, but as a whole class with partners
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Lesson 10
Name: Notable Space Travelers
Subject: Science/ELA
1. Standards
a. CCSS ELA: 5.SL.4, 5.SL.1, 5.SL.6
a. Books
c. Jigsaw note sheet
d. Post-its
a. The students will be able to learn and discuss about famous space travelers by
reading about different travelers and reflecting on what they learned through a
jigsaw activity.
4. Assessment
a. Formative: Listening to conversations, post-its
b. Summative: Jigsaw activity note page
a. Anticipatory Set
i. Engaging Students: Watch video https://www.youtube.com/watch?v=4-
XUgIF7RcU
ii. Activating Prior Knowledge: Who are people we know are famous
astronauts? What do they have to do? Would you want to be an
astronaut?
i. Read aloud excerpts of “Who is Neil Armstrong?”
ii. Have students listen and take notes if they would like
iii. Talk about different important fact about his life, what he contributed to
space travel and knowledge
29
iv. We saw Sally Ride in the video, how did she make an impact on space
travel
1. Discuss the importance of diversity and how ANYONE can achieve
what they want
v. Introduce jigsaw activity.
c. Guided Practice
i. Students break out and use books and classroom technology to find
information about a certain space traveler
1. Ellen Ochoa, Mae C. Jemison, John Glenn, Jim Lovell, Ellison Shoji
Onizuka
ii. Students will write notes on post-its or separate paper before
transferring it to final note paper
iii. Collaboration with other students to find information is encouraged but it
must be original work
d. Closure
i. Students will hand in a post it with something they learned about their
astronaut.
i. Students will write down one thing they learned or liked about each
astronaut they learned about on the back side of their note page from
the jigsaw activity page.
a. Students can work together with other students to support each other or
individually.
b. Students can access articles on Newsela and read articles at their reading level
c. Students can also use a range of books to gather information, videos will also be
available (ones provide)
d. Presentation skills for building speaking
30
Summative
Name: ‘Mini- Expert’: Independent research about topic of choice
Subject: Science, ELA
1. Standards
a. CCCSS ELA: 5.W.2, 5.W.4, 5.W.7, 5.SL.4, 5.W.6
b. NGSS: 5-ESS1-1, 5-ESS1-2, 5-ESS2-1
2. Instructional Methods
a. Books
c. Science journals
a. The students will be able to become ‘mini experts’ on a topic of their choice by
researching about it and presenting the information to their classmates.
4. Assessment
a. Formative: sticky notes
b. Summative: their presentation about their topic of choosing must touch upon at
least one/two topics we learned about in class.
a. Anticipatory Set
i. Engaging Students: Have the same materials from first day set up,
students are welcome to look at them and touch them again.
ii. Activating Prior Knowledge: Pass back their exit slips from first day of
class to remind them what they were interested in learning more about.
Students will also think about everything we have learned throughout the
unit too.
i. Students will select a topic of their choosing that interests them (can be
same or different from their first day slips).
31
ii. Show students what I am expecting, demonstrate how they can collect
information and potentially create a piece of art/writing
1. Say I am interested in Jupiter, I will find a book, find three facts,
then draw a picture
2. IF POSSIBLE: show an example project from other students.
c. Guided Practice
i. Talk about any questions the students may have about space
1. Topics we covered
ii. Time to explore room with original materials and gather ideas/talk to
partners about what they are interested in
d. Closure
i. Sticky note with what their final topic is. If they changed from first day,
why. If they kept the same idea, why?
i. Students will independently collect information and find a way to present
it. This can be a picture, writing piece, slide show or other digital means
of presenting information, model (tools from STEM bins may be used).
ii. At the end of independent practice, students will present their project to
the class and their reasoning as to WHY they chose their particular topic.
(no longer than 5 min)
a. Students can dive as deep as they want to into this project. GATE students will
have the opportunity to challenge themselves with finding more information
b. Information can be accessed via audio.
Rubric on next page
32
1 2 3 4
Effort Little or no Some effort Nicely done but Attention to
effort in writing went in but it is lacks in-depth details, made
or final art piece, not their best information nicely/written
does not touch work. Little about the topic with skills
on an information and work does learned from
appropriate about topic not show the writing.
topic student’s best
effort.
Following No parts relate Only have one 2 topics from Incorporates
Instructions to unit of study, or two topics our unit, and relates to
presentation is from unit of presentation more than 2
very short, does study, is over or time is followed topics from our
not include under time with (or over) but unit of study,
information little to no information is presentation
about what they information scattered or piece follows
researched. presented about lacks important time
topic. details requirements
and explains the
WHY
Creativity Student does The project The project is Students took a
not think meets the meets topic and wrote
outside the box requirements expectations but a story well or
with topic idea but does not could be created a piece
and how it reach outside of expanded of work for the
related to two the resources further. Student presentation
topics. used. The might not have that related to
students keep it reached as far as the topics AND
very matter of they could have shows
fact with little but has the originality. They
uniqueness. information incorporate the
present. necessary
components and
add a piece of
their own
personality or
outside learning
into the project.
Presentation Very quiet, no Okay speaking Good volume, Loud voice, eye
skills eye contact, not volume, little to some eye contact,
engaging. no eye contact, contact, some engaging
not engaging engagment
33

Unit Plan - Outer Space

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Unit Plan - Outer Space

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Fifth Grade STEAM Unit

October 29, 2018

TITLE OF LESSON PAGE NUMBER

If you want to join in on any of the fun larger

**Worksheet example (planets): https://www.teacherspayteachers.com/Product/Using-

Name of Project: Let’s move to Mars!

Other subject areas to be included, if any: ELA, Art, Math

Key Knowledge and Understanding (CCSS or other standards)

Articles: “Get Your Future Issue of ‘Your Martian Daily’” https://newsela.com/read/elem-

**Use this visual for instruction and modeling:

Rubric on next page

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