Teacher: Miyuki Sekimitsu

Grade Level: 3rd Grade

General Information: Room Number: #25
Content Area: SCIENCE- Space Sciences
Unit: Mission Sol-Luna (8 lessons total)
Within Progression of Unit: Lesson #7 [application]
Lesson Information: Title: NASA Educators: Share Your Space Knowledge!
Length: 120 minutes (over two days)
Number of Students: 25 (24 at school, 1 in ILC)
Number of Female Students: 9 students
Number of Male Students: 24 students
Age Range: Third Grade, 8-9 years old
Mental, Physical, Social Notes:
• One student with ED who is in a separate placement (ILC)-> off
campus
• Two students who received ELL services- one student just moved
to the US this year, speaks Native Mandarin, no previous English
language experience
• Five students with chronic self-regulation and self- control issues
• Several students with Native Hawaiian ancestry
• Majority of students have Asian and Pacific Islander ethnicity
• Small number of students struggle with working together and
collaboration
Current Knowledge/ Prerequisites/ Learner Attitudes:
• Class discussions have taken place based on read-alouds relating
to space- Fiction & Non-Fiction texts
Analyze • Students know about Earth’s relative Moon and Sun, and many
learner students know different parts of the solar system
characteristics • Many have questions about the depth of space, but understand the
basics
A • Majority of students struggle with describing gravity’s roll on
Earth, outside of our atmosphere, and in space
• Learners are eager to use technology to learn, and have expressed
interest multiple time in space concepts, such as rovers, asteroids,
multiple moons, and planetary rings.
Learner Styles:
• Visual: 100% I believe that all of my students benefit from visual
support.
• Auditory: 45% This percentage would be higher when in
conjunction with visual learning style.
• Kinesthetic: 40%
Based off of the beginning of the year, it is clear to me that my
students all benefit from a combination of all learning styles in order
to comprehend and apply concepts.
**By this point in the unit, students will have explored the target
vocabulary words, and come up with a plan for roles for creating
product.
 Standard 8: Physical, Earth, and Space Sciences: Earth & Space
Science:
• Understand the Earth and its processes, the solar system, and the
universe and its contents
HCPS III 3rd Grade Standards:
• Safely observe and describe the basic movements of the sun and
moon
• Describe that constellations stay the same, though they “appear” to
move across the night sky
ISTE Technology Standards:
3. Knowledge Constructor- Students critically curate a variety of
resources using digital tools to construct knowledge, produce creative
artifacts and make meaningful learning experiences for themselves
and others.
3a Students plan and employ effective research strategies to
locate information and other resources for their intellectual or
creative pursuits.
6. Creative Communicator- Students communicate clearly and
express themselves creatively for a variety of purposes using the
platforms, tools, styles, formats and digital media appropriate to their
goals.
6a Students choose the appropriate platforms and tools for meeting the
desired objectives of their creation or communication.
6b Students create original works or responsibly repurpose or remix
State digital resources into new creations.
objectives 6c Students communicate complex ideas clearly and effectively by
creating or using a variety of digital objects such
as visualizations, models or simulations.
6d Students publish or present content that customizes the message and
medium for their intended audiences.

S Objectives
I can…
 Purposefully investigate space concepts related to the
movements of the Sun, Moon, and the Earth and how they
relate to each other
o Students will be able to successfully identify,
describe, and apply at least 80% of target vocabulary
words on the summative assessment
 Create an educational video and Twitter post showing and
describing the movements of the Sun, Moon, and the Earth
and how they relate to each other
o Students will be able to successfully describe and
show the Sun, Moon, and Earth’s movements using a
technology tool of their choice- Video, PowerPoint,
Google Slides, Show Me
 Share knowledge with real life audiences (Hokulea Star
Navigators, NASA [potential])
 o Students will be able to ask and answer questions
when talking to an adult.
 PLEASE SEE RUBRIC!
Methods:
- Collaboration / Cooperative Learning
- Demonstration
- Problem Based Learning
*This lesson will require each 3 person team to work together to
create an educational aide for NASA. This will be problem based as
we set up the task for the entire unit- NASA’s Education Department
is down and needs our help. How can students create a simple model
to show the movements of Sun, Moon, and Earth in relation to one
another.
*This lesson will need a demonstration by the teacher in order to
provide an example, as well as to show step by step instructions.

Media:
- Google Slides, Show Me, Camera (video)
*The media tools will be particularly helpful as students create.

Materials:
- iPad
Select, modify, - Mission Binder (notes, research, project packet)
or design - Shifu Space Cards (augmented reality)
S materials - Merge Cube (augmented reality)
- ThingLink- online resources
*These materials are necessary in order to provide students with
choice when it comes to what they will create for NASA
*The digital nature of media will allow us to create something that
mirrors real life experiences, as well as increasing our digital
citizenship. It will allow us to communicate with others.
*The ThingLink and Mission Binder will be the students’ resources-
notes from previous lessons in the unit will be housed together, as
well as teacher selected resources (via ThingLink).
------------------------------------------------
UNIT MATERIALS:
ThingLink: https://www.thinglink.com/scene/993716265317040129
iPads: Generation 6 x8
Merge Cube
Shifu Space Cards
NASA Resources:
https://www.nasa.gov/feature/journey-of-a-lifetime-mars-education-
resources
- Create star compass?
1. Preview materials
Utilize
materials
 - Shifu Space Cards, ThingLink links, Merge Cube Space app- make
sure all applications work, and that content is appropriate and
matches lesson
U 2. Prepare materials
- iPads need to be properly prepared, add Guided Access feature so
students cannot use extra applications
- distribute materials into team baskets
- template google slides, go over proper use of iPads
- provide and go over rubric
3. Prepare environment
- half of classroom lit, other half dim
- flexible seating classroom- allows for space for team and
collaboration- students can also work at desk as a team, outside also
an option
- due to outdoor nature of school, there are warm temperatures- fans
will be turned up and doors/windows open
- teams will be spread out
4. Prepare the learners
- students will review content through interactive SMARTboard
activity at the beginning, as well as an evaluation of a successful “
teaching aide” vs. a not-helpful “teaching aide.”
5. Provide learning experiences
- students jobs
- group goal
- group work rubric & self-assessments and reflections
- kinesthetic students- acting out rotation vs. revolution
- auditory students- speak and discuss group project, provide voice
overs through Show Me application
- visual learners- review own knowledge through Merge Cube and
Shifu space cards- remind self of movements and relationship to
apply
- student jobs
- group goal
- group work rubric & self-assessments and reflections
- kinesthetic students- acting out rotation vs. revolution
- auditory students- speak and discuss group project, provide voice
overs through Show Me application
- visual learners- review own knowledge through Merge Cube and
Require learner Shifu space cards- remind self of movements and relationship to
R apply
response
*teacher will be moving around to provide assistance to each group
individual group, scaffolding and supporting as needed
*students will review and create appropriate materials as a team, and
will be held accountable for their own actions, as well as their group’
s result and product
* students will be able to choose what product they will create so that
they can tailor to their own interests and needs
 * all learners will be required to keep notes, as well as hand in
independent Tweets & ideas first (iteration 1- personal thinking,
iterations afterwards- collaborative)
**Next lesson will be a summative assessment (second- paper and
pencil test)- this will also allow students to engage in this hands on
lesson, as they will be told beforehand that they can use this
opportunity to prepare for their test)
1. Student Performance-> See separate document for rubric
2. Technology & Media Effectiveness
- student survey
E Evaluation
- look at data to see how successful students were at creating product
& Tweet
- gather feedback from adults (student constructed survey)