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Name:
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Multiplying Decimals is Out of This World!
Brooke Janssen
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Grade:
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5th Grade
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Subject:
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Math
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Content Standard:
● Perform operations with multi-digit
whole numbers and with decimals to hundredths.
Content Objective: Students will be able to perform multiplication problems of
digits containing decimals.
Music Standard:
● Composing and arranging music within
specified guidelines.
● Singing, alone and with others, a
varied repertoire of music.
Music Objective:
● Students will be able to compose and
sing a rap/jingle to help with memorization and understanding of the steps to
solving a multiplication problem containing decimals.
Materials for Instruction: (links,
books, supplies, handouts, etc…)
● Scale
● Weight Chart x # of students
● gravity, mass and weight handout
Rationale for Instruction:
Why is it important that
students learn this lesson? What will they gain from this content?
It is important that the students learn
to multiply numbers that contain decimals so they can apply it in their
everyday lives as well as their future math courses. Many everyday situations involve the
manipulation of numbers that contain decimals.
Multiplying decimals is just one tool that students can use to better
understand numbers. Going through this
process of learning creates a deeper level of thinking about real world
concepts. Not only is this a math lesson,but
it also incorporates science/physics terms as well. This inclusion allows students to make
connections with other content areas making their learning more circular.
How will the inclusion of
music enhance the overall lesson and the other subject matter?
The
inclusion of music in this lesson will provide students with a way to remember
the content better. This style is great
for boosting the students’ understanding of the material and will make them
more confident in their knowledge. The
creativity that this music aspect has, allows the students to have fun as well
as become more engaged in the topic.
|
Teaching Process: (Introductory Activity, Body of Lesson, Closing
Activity)
|
Introductory Activity: (Engage
students, use questions) (Activity to introduce concepts)
T: We are going to start out our math lesson by watching a
short video from the international space station.
T: When you are watching this I want you to think about why
the astronauts and their food are floating and what is different about where
they are at compared to where we are at.
T: I want you to share with your shoulder partner why you
think things float in space and not on earth. (1 min)
T: Who wants to share their ideas with the class?
S: (class discussion for 3 min or longer)
T: As some of you said, it has to do with gravity. We are going to talk a little more about
gravity as well as the terms mass and weight and then connect them to our math
lesson today.
Body of Lesson: (Use multiple
teaching strategies, multiple assessment activities/opportunities, engaged and
active learning)
Research
T: Let’s take a poll.
T:How many of you agree with the statement that you float in
space because your mass is less?
S: (pre assessment) (some students might raise hands)
T: Okay, how many of you agree with this statement that you
float in space because you weigh less?
S: (some students might raise their hands)
T: How many of you have no idea?
S: (some students might raise their hands)
T: I’m not going to tell you who was right and who was wrong
yet!
T: In order to do our lesson we need some background
information.
T: I’m going to split you up into groups and assign each
group a term to research. Once everyone
has a definition and some information over their word, we are going to come
back all together and your group will teach the rest of the class what your
word means.
T: (Splits up students into groups of gravity, mass, and
weight.)
S: (looks up terms and other useful information)
T: (once students have researched for about 10 min have each
group present their findings)
T: Okay so now that we have our background information, lets
try our poll again.
T: How many of you agree with the statement that you float in
space because your mass is less?
S: (formative assessment) (some students might raise hands)
T: Okay, how many of you agree with this statement that you
float in space because you weigh less?
S: (majority of the class should raise hands)
T: The correct answer is…..you weigh less in space!
T: (Explains the difference between mass and weight if
students struggle to grasp the concept)
Weight In
Space Pt. 1
T: So I bet you’re curious on how much you would weigh on
different planets.
T: I have a scale over here in which we are going to weigh
ourselves to find our mass as well as our weight here on Earth.
T:(pass out weight charts)
T: As you can see, there are different columns that need data
filled in. Once we weigh ourselves, we
can begin.
T & S: (weigh all the students)
T: What would be our mass for all the other planets?
S: It will be the same because mass always stays the same.
T: Excellent!
T: Now look at the formula we are going to be using that is
at the bottom of the charts. It says we need to multiply our mass by the force
of gravity in decimals so we need to convert our percents into decimals.
T: Using your previous knowledge on decimals, I want you and
the people around you to work together to convert these numbers.
S: (work together to convert numbers)
T: Let's run through them to make sure we are all on the same
page.
T & S: (compares answers as a class)
T: Now we are ready to start multiplying! But wait, we’ve
never multiplied with numbers that have decimals before!
Learning
to Multiply
T: (writes problem 32.1 x 2 on the board) Let’s walk through
this step by step. Follow along with this problem on your own sheet of paper.
T: Take a look at how I lined this problem up. I lined up all of the numbers to the right
side. Unlike adding and subtracting
decimals,we don’t line up the decimals, we just make sure that all of the
numbers are aligned with the right side.
We also must make sure that the longest number is on top.
T: Next, we multiply like we would any other problem. Don’t worry about the decimal point right
now. We will come back to it later.
T: (Finishes multiplication)
T: Let’s come back to our friend the decimal point.
T: Starting on the right side, we count the number of place
values until we reach the decimal point. In this case we have one.
T: Then we come down to our answer and plug the decimal point
back in. We count over the same amount
of place values and that where our decimal goes.
T: Let’s take a look at a video that a teacher in a different
5th grade classroom made for her students about multiplying with decimals to
help us get a better understanding of the steps we just took.
Weight In
Space Part 2
T: You are all going
to get the opportunity to create your own song just like the one you just
watched just a little later, but I bet you are all still curious about how much
you will weigh on different planets.
T: Let’s practice what we just learned by filling out the
rest of our charts.
S: (practice by filling out their charts)T:(walks around
making sure the students are understanding)
T:(once all students have finished filling out their charts)
Let’s discuss some trends we found out by calculating our weights on different
planets.
T& S:(discuss how planets with gravity over 100% were
larger than on Earth and those with less gravity had lower weights.)
Song
Creation
T: Okay so who had
trouble remembering the steps they needed to take while multiplying with
decimals?
T: Now you all are going to get the chance to compose your
own song or rap
T: I am going to split you up into group again and each group
will make their own unique song.
T: You may use any song approved by me to help
you. For example, the teacher in the
video used the Cupid Shuffle for the beat of her song. If you can’t think of a song you want to use,
come to me and I have some suggestions or you can just free-style it.
T: In your song, you must include the correct steps you must
take to multiply numbers that have decimals.
You may use any appropriate techniques to help you remember the
steps. This might include adding in some
dance moves!
T: We will be working on these songs today and revising and
presenting them tomorrow.
T: I want you to write down your lyrics and turn them in to
me at the end of this lesson.
T:(assessment) (After the students turn in their lyrics, they
will be assessed by using the checklist. Students’ lyrics will be edited and
given to the students to revise the next day.
As the students present, they will be assessed again using the same
checklist to see if they made the necessary improvements.)
T: (breaks up students into groups)
S: (collaborate to make their own unique song) (T should walk
around as the students are creating the songs to make sure they are on the
right track)
Once students are completely
finished with their revised song, they will present them to the class.
T: Now I want you to use these song that you created to help
you remember the correct way to multiply with decimals!
More
practice- Space Stations
T: (will have the room divided up into 4 stations: 1. space
food 2. rocket power 2. repair shop 3. super stars. Each station will have a word problem that
the students are to solve individually and check with each other)
T: We are going to do some international space station work
today. I have divided the room up into
four stations.
T: We are going to split up into groups and travel around to
the different stations.
T: At the stations, you will see a problem that the
astronauts need help figuring out. You will solve the problem individually and
then discuss with your group your answers.
T: Just because you are to solve the problem individually,
that doesn’t mean you can ask your group members for some help on the
process. Also, don’t forget about your
songs you came up with to help remember the process of multiplying with
decimals.
T: You will get 4 minutes at each station. When you hear the music, that means it is
time to change stations. https://www.youtube.com/watch?v=AHVsszW7Nds
S: (go through stations solving problems)
T: (assesses students on ability to properly solve the
problems)
Closing Activity: (Bring it all
together: Why did we do this lesson?
What was learned? Where is this
going? What connections can be made?)
T: Let’s talk about what we learned these past couple of days
in math.
T: I want you to draw a picture showing everything you
remember learning in the past couple of days about multiplying with
decimals.
T: I just want you to reflect and think how might this
information can be useful in the future.
T: You can get ideas from your neighbors but be creative and
unique.
S: (draw reflections)
T: Okay, now that you are finished drawing, I want you to
share with your shoulder partner everything on your picture and why you put
that on there.
T: (assessing whether or not the students retained any
information from the past few lessons)
Assessments: (How are you assessing?
What are you assessing? What are your goals for assessing? What were students gaining from assessment?)
There are
several different assessments throughout this lesson plan. The first one is a pre assessment that
informs of the students’ prior knowledge.
It is then followed up by a formative assessment by using the same
initial questions to gauge understanding.
This is done to check the understanding of the new physics concepts
being introduced. The next assessment is
done for the song creation portion. The students will be assessed using the
checklist below to make sure their song has all of the required components. The song is not based on musical talent, but
content that is discussed in it. The
checklist allows students to understand what is being looked for in their song. The next assessment is done by grading the
students’ ability to solve multiplication problems. This will show whether or not the content
objectives have been reached. The final
assessment is the reflection picture.
This will tell whether or not the students have retained any information
over the past few lessons. It is a way
for students to use creativity to show their knowledge and not be stressed out
about a test or big project.
Weight
Chart
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Location
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Mass
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Gravity in %
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Gravity
in decimals
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Weight
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Earth
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blank
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100%
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|
blank
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|
Outer space
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blank
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0%
|
|
blank
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|
Earth's moon
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blank
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17%
|
|
blank
|
|
Venus
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blank
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90%
|
|
blank
|
|
Mars
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blank
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38%
|
|
blank
|
|
Mercury
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blank
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38%
|
|
blank
|
|
Jupiter
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blank
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236%
|
|
blank
|
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Saturn
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blank
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92%
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|
blank
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Uranus
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blank
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89%
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blank
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Neptune
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blank
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113%
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blank
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Pluto*
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blank
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7%
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blank
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To calculate your weight: mass x gravity(in decimals) = weight
Suggested
Songs
● Cupid Shuffle
● Uptown Funk
● Shake It Off
● Happy
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Checklist
for Creative Multiplying With Decimal Song
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Song includes the correct way to line up the
numbers.
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Song includes that the longer number should be on
the top.
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Song includes the correct way to multiply.
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Song includes the correct way to find and place the
decimal point in the answer.
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All students contributed to the project.
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Word
Problems
1. Max the astronaut is preparing a
space dinner for him and his astronaut crew.
Besides Max,there are 5 other astronauts in the International Space
Station. Each astronaut is going to eat
an ice cream sandwich for dessert that is 1.13 ounces. How many ounces of ice cream sandwiches will
Max need to have for the space dinner?
2. A rocket zooms by the space
station. It uses 2.34 liters of fuel for
every mile traveled. How many liters of
fuel does the rocket use if it travels 26 miles?
3. A piece of metal broke off of the
shuttle outside of the space station.
The astronauts have 5 smaller pieces of metal that they are going to use
to repair it. Each piece is 3.87 feet
long. How many feet of metal do the astronauts have to repair the shuttle?
4. One star is 5 billion years old. Another star is 2.67 times as old. How old is the second star?
MUS 405
Lesson Plan Music Integrated Unit
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Name:
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Loni Kite
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Grade:
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Fifth
Grade
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Subject:
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Language
Arts/Writing
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Content Standards:
·
Common Core ELA:
Writing: Text Types and Purposes: 2. Write informative/explanatory texts to
examine a topic and convey ideas and information clearly. (b) Develop the topic
with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
·
Common Core ELA:
Writing: Production and Distribution of Writing: 4. Produce clear and coherent
writing in which the development and organization are appropriate to task,
purpose, and audience.
·
Common Core ELA:
Writing: Research to Build and Present Knowledge: 7. Conduct short research
projects that use several sources to build knowledge through investigation of
different aspects of a topic.
·
Common Core ELA:
Writing: Research to Build and Present Knowledge: 8. Recall relevant
information from experiences or gather relevant information from print and
digital sources; summarize or paraphrase information in notes and finished
work, and provide a list of sources.
·
Common Core ELA:
Writing: Production and Distribution of Writing: 5. With guidance from peers
and adults, develop and strengthen writing as needed through planning,
revising, editing, rewriting, or trying a new approach.
Content Objectives:
·
Students will be
able to investigate one of the planets in our solar system in depth using
multiple resources.
·
Students will be
able to collect the information they gather and use it to produce a short
research paper.
·
Students will be
able to inspect the work of their peers through the peer-editing process and
will be able to provide their peers with helpful feedback.
·
In preparation
for the revision process.
·
Students will be
able to reorganize their first draft into a final draft through the revision
process.
Music Standard:
·
MENC: 6.
Listening to, analyzing, and describing music.
.
Music Objectives:
·
Students will be
able to analyze the movement from Gustav Holst’s The Planets that corresponds to their research topic by identifying
the dynamics, tempo, rhythm, and mood of the piece.
·
Students will be
able to compare and contrast their analysis of the movement with the facts they
learned about the planet.
·
Students will be
able to discuss their ideas on how the music is similar to or different from
what they know about the planet in small groups.
·
Students will be
able to produce a summary of their ideas on how their assigned movement
compares to their knowledge of that movement’s planet, justifying their ideas
by using evidence from their analysis of the music and from their research
paper.
Materials for Instruction:
·
Bag
·
Small notebooks,
one per student
·
Paper
·
Pencils
·
Computers
·
Internet access
·
School Library
·
Headphones
·
Proofreading
Chart: https://www.teacherspayteachers.com/Product/FREE-Proofreading-Symbols-Chart-Editing-with-Hammingway-523717
·
YouTube videos
for each movement of Gustav Holst’s The Planets:
o Mercury:
https://youtu.be/RkiiAloL6aE?list=PLch3pEnvmZRGfxR1MS9HT3PbhuRtKammN
o
Venus:
https://youtu.be/EE6_PacCnRw
o
Mars:
https://youtu.be/L0bcRCCg01I?list=PLch3pEnvmZRGfxR1MS9HT3PbhuRtKammN
o
Jupiter:
https://youtu.be/Nz0b4STz1lo
o
Saturn:
https://youtu.be/MO5sB56rfzA?list=PLch3pEnvmZRGfxR1MS9HT3PbhuRtKammN
o
Uranus:
https://youtu.be/aDFGmiXnLjU
o
Neptune:
https://youtu.be/v4wuV14QlNM
·
Teacher Resource:
YouTube video listening guides for each movement of Gustav Holst’s The Planets
by Philharmonia Orchestra London, UK:
o
Mercury:
https://youtu.be/8ykZKsrs8LM
o
Venus:
https://youtu.be/-Ptd3_LusE8
o
Mars:
https://youtu.be/fdwwzn3X6hE?list=PLch3pEnvmZRGfxR1MS9HT3PbhuRtKammN
o
Jupiter:
https://youtu.be/-C1nC0NHnbo
o
Saturn:
https://youtu.be/e2CQlJe4rwc?list=PLch3pEnvmZRGfxR1MS9HT3PbhuRtKammN
o
Uranus:
https://youtu.be/yTSQm3aJbP8
·
Teacher Resource
for Holst Background Info:
·
Music Vocabulary
Sheet, designed by me:
Rationale for Instruction:
·
Students
need to learn how to turn research they do on a topic into an informational
piece of writing. This allows them to share what they have learned with others,
and allows them to better synthesize the information for themselves. Learning
the building blocks for informative writing provides students with a skill they
will use and develop throughout their academic career and beyond. Focusing on
one of the planets in their solar system allows students to focus on a topic
that goes beyond the reaches of where they live, and allows them to explore
concepts and facts that are not true of our own planet (such as differences in
gravity, atmosphere, etc.).
·
By introducing the movement from Gustav Holst’s The Planets that matches their (the
students’) research topic after the students have gathered information on it
allows them to take their research beyond the informative paper and into the
analysis of something new. By analyzing
the movement and comparing it to what they know about the planet that it is named
after allows them to consider how an artistic viewpoint both draws inspiration
from and strays away from the facts of the artist’s chosen topic. This
encourages the students to think about this topic on a deeper level, allows
them to better retain the information they have learned, and exercises their
higher order thinking skills.
|
Teaching Process: (Introductory Activity, Body of Lesson, Closing
Activity)
|
Introductory Activity:
·
T to S: “Today we
are about to start a new informative writing unit about the planets in our
solar system. I thought we could kick things off by talking about the elephant
in the room. Can anyone guess what that is?”
·
T pauses for S to
answer.
·
T to S: “The big
elephant in the room, or should I say the icy dwarf planet in the room, is
Pluto. Pluto was discovered in 1930, and was originally thought to be the ninth
planet in our solar system. It lost its planet status in 2006, however, and
this sparked a good amount of debate. I would like to show you a video made by
fifth graders like yourselves that explains this debate.”
·
T to S: “So what
do you all think about Pluto?”
·
T waits for S to
answer.
Body of Lesson:
DAY ONE
·
T to S: “Now that
we have learned a little about Pluto we are going to focus on the planets of
the solar system. In this bag I have pictures of each of the 7 non-Earth
planets of the solar system written on them. I want each of you to draw a
planet.”
·
T passes bag
around, S draw their planets.
·
T to S: “The
planet you drew is the planet you are going to research. You are going to get
into groups based on the planets you drew and these will be your research
groups. You will work together to gather materials and find information about your
planet. I have a small notebook for each
of you. In this notebook I want you to record the facts you find as well as
where you found each fact. If you find it on a website, write down the name of
the website. If you found it in a book, write the title and author of the book.
I will send one group at a time to the library to find print materials while
the rest of you use the internet to do some research.”
·
T sends S one
planetary group at a time to library, S who remain in class use Internet and
in-class resources to look into topic.
DAY TWO
·
S continues
research
DAY THREE
·
T evaluates S
research progress. If S need more time to research, allow them that time. If
all S seem to have a sufficient amount of information, move on to the next
phase.
DAY THREE/FOUR
·
T passes out
Expository Writing Worksheet to S.
·
T to S: “Today we
are going to start on our individual writing process. Today you are going to
start taking the information you have learned and putting it into a research
report. I have passed out a worksheet to help you get started. Use this
worksheet to organize your information and ideas. After you are finished
filling it out, you can start writing your rough drafts. Make sure to include a
list of where you found your information at the end of each of your drafts.”
·
T lets S fill out
worksheets and begin rough drafts, monitoring S progress and answering
questions as needed.
DAY FOUR
·
S continue
writing rough drafts.
DAY FIVE
·
As S finish their
rough drafts, T gives them a First Draft Checklist so they can self-evaluate
their work before peer editing begins.
DAY SIX
·
T evaluates S
progress, if more time is needed for writing, allow. If not, move on to Peer
Editing.
DAY SIX/SEVEN
·
T to S: “Today we
are going to begin peer editing. Find a friend in your planetary group to trade
papers with. First we are going to check for spelling and grammar errors. I
have a handout to help you as you edit your friend’s paper.”
·
T passes out
“Editing with Hammingway” sheet.
·
T monitors S peer
editing, circulating room and answering questions as needed.
·
Once most S are
done finding grammatical errors, T passes out “Peer Review Worksheet”.
·
T to S: “Each of
you will fill out this worksheet for the friend whose paper you were editing.
Please make sure to give helpful advice that your friend can use when they
write their final draft.”
·
T circulates and
monitors the peer review process, answering questions as needed.
DAY EIGHT
·
T to S: “Today we
begin typing our final drafts. Please feel free to ask any questions.”
·
S type final
drafts, T circulates room and answers questions as needed.
DAY NINE
·
S continue typing
final drafts.
DAY TEN
·
T evaluates S
progress, is more time needed for typing final drafts? If so, allow. If not,
move on to Holst portion of lesson.
DAY TEN/ELEVEN
·
T to S: “You have
all done a great job working hard on your research reports. Today we are going
to start something that I think you will all find a lot of fun. Before we
begin, I want to tell you about a man named Gustav Holst. Gustav Holst is a
composer who was born in England in 1874, and he played organ, piano, and the
trombone. He studied music composition at the Royal College of Music in London
and went on to teach at St. Paul’s Girl’s School in Hammersmith. His most
famous work is The Planets that he
wrote between 1914 and 1916. It has seven movements, each one named after a
planet in our solar system. This is all of the planets except for Earth. Each
movement about the planets is actually based not on what scientists thought
about the planets at the time but what astrologists thought about each planet.”
·
T to S: “In your
planetary groups, you are going to listen to the movement that matches your
planet. I need you to take out your headphones, a pencil, and some paper. As
you listen, I want you to write down descriptions of what you hear. I am
passing out a music vocabulary sheet that will help you put what you hear into
words. Please feel free to listen to your piece more than once if you need to.
I will go around and help you set up and start the movement you will need to
listen to.”
·
T passes out
“Music Vocabulary” sheet, and helps students pull up the movement YouTube clips
through a prepared Prezi for this purpose.
·
T circulates room
as S listen, making sure S stay on the right clip and are writing appropriate
descriptions.
·
After listening
is complete, T to S: “Now I want you to discuss what you heard with your group
members.”
·
T allows time for
S discussion.
·
T to S: “Now I
want you to discuss in your groups if what you heard reminded you in any way of
any of the facts about your planet. I want you to write down any similarities
you see between the music and the planet itself. Do the same for any
differences you find.”
·
T allows S time
for discussion, recording ideas.
·
T to S: “Keep
these in your folder, we will revisit these ideas tomorrow.
DAY TWELVE
·
T to S: “I want
you to take out your ideas from yesterday. Today I want you to think about
those ideas and write me a few paragraphs on the similarities and differences
between the actual planets and the music for your planet. I also want you to
write what you think Holst was trying to say about the planet. Use evidence
from your research paper and from your listening paper to justify your ideas.
The evidence is extremely important to the grade for this piece of writing,
some things to think about: What does the tempo tell you about Holst’s ideas
about this planet? How about the dynamics or the mood?”
·
T allows S time
to write
Closing Activity:
·
T to S: “Now that
we have finished our writing, I want you to discuss in your groups what the
most important things you learned about your planet and your planet’s piece of
music were. I want you as a group to determine 4 important facts from your
research and 4 important characteristics of the music. Each group will then
teach the class these important things about your planet and its music. Be
creative, you can tell us about it, write it on the board, sing it, put it in a
story, write a poem or rap it, just as long as you share with us what you
learned.”
·
T allows time for
S to discuss.
·
T calls up one
group at a time to teach class about their planet and their piece of music.
Assessments:
Self-Evaluation
Checklist:
Rubric for
Research Report:
Rubric for
Music and Information Compare/Contrast:
|
Name:
|
Nina
Hollingsworth
|
|
Grade:
|
5th
Grade
|
|
Subject:
|
Social
Studies
|
Content Standard:
·
SS.5.2- Exploration and
Conflict. Ideas: (a) technology (b) exploration
·
SS.8- Experiences that
provide for the study of relationships among science, technology and society
Content Objective:
·
Students
will be able to illustrate their knowledge of the history of the space race and
space exploration as a whole by creating a timeline detailing important events
in the history of space exploration
Music Standard:
·
Understanding
music in relation to history and culture
·
Composing
and arranging music within specified guidelines
Music Objective:
·
Students
will be able to demonstrate their understanding of the history of music in
space by composing their own song that they would send up to space if given the
chance
Materials for Instruction: (links,
books, supplies, handouts, etc…)
·
Accordion
Books (One for each group)
o
·
Pencils
·
Paper
·
iPads
or Computers (one for each group)
·
Variety
of instruments
Rationale for Instruction:
Why is it important that students learn this
lesson? What will they gain from this content?
·
There
are many “first times” in the race for space. “First dog in space, first human,
first probe, etc…” It is important for the students to have knowledge of the
milestones taken in the race for space. Giving the students a timeline allows
the students to visually track the historical events. It is also important to
recognize the accomplishment of “first music in space.” The students will gain
the knowledge of the race for space and also the knowledge that there are
always going to be “first times” for things. It will encourage the students to
welcome new and risky opportunities—just think, if no one had taken the risk to
build a rocket, we would not have the immense knowledge of space that we have
now.
How will the inclusion of music enhance the overall lesson and the other subject matter?
How will the inclusion of music enhance the overall lesson and the other subject matter?
·
By
having clips of the original recordings, the students are able to connect the
historical events with the music they are hearing. Giving the students the
opportunity to compose their own pieces of music, it encourages them to think
deeper about space, what it’s like, what it sounds like, what it looks like. By
including music, we are able to push our students to think critically about the
subject matter.
|
Teaching Process: (Introductory Activity, Body of Lesson, Closing
Activity)
|
Introductory Activity: (Engage
students, use questions) (Activity to introduce concepts)
T: “Listen
to this piece of music: while listening, I want you to try and figure out what
our subject for today is!”
T: “Can
anyone guess what we are going to be studying today?”
S: Provide a
variety of different guesses
T: “Today we
are going to take a look at a very big subject that only took up a very small
chunk of history. Today we are looking at space travel! Outer space wasn’t
always a place that we could just hop in a rocket and travel to! There was a
time when all we could do was look at it! There was a man named Copernicus that
lived a very long time ago. He was the first one to notice that the sun was the
middle of the galaxy. Before that, everyone thought that earth was middle of
the galaxy—they also believed that the earth was flat. And then some time Russia
decided that they wanted to go to the moon! Americans said no we want to. The
Race for Space ensued. No one knew who would get there first! However,
Americans were the first ones to set foot on the moon. Which is what we are
going to study today!”
Body of Lesson: (Use multiple
teaching strategies, multiple assessment activities/opportunities, engaged and
active learning)
Day 1
T: “Alright
class, today I’m going to need you to get into your groups.”
S: Get in
groups
T: Has each group create their own accordion
book. Each group will be given three of the following years:
1942,
1947, 1949, 1957, 1959, 1961, 1963, 1966, 1969, 1970, 1971, 1973, 1981, 1986
T: “Okay
students, now I would like on each of the pages in your accordion book to write
an individual year I have given you; start with the oldest year and go up
please. Once you have completed that, now is the time for your own individual
exploration. I would like to you use the resource
http://www.spacekids.co.uk/spacehistory/ (write on board) to fill in the events
that happened in the years that I have given you. For example: you have the
year 1942 written on a blank page. Research the year 1942 and on the same page,
write the major event that happened in that year. Then move to the next page and
the next year and do the same. Any questions?” Teacher answers any remaining
questions. “Alright, go ahead and begin!”
(10 minutes)
T: Start
from the first date (1942) and have the students explain what happens in each
of their years.
S: Present
in groups
T: Have
students hang their accordion books on the wall to make one giant timeline.
“Alright students, for the rest of today, I would like for you to pick one
specific event and research that event. Please write a half a page summary of
your event and turn it in.”
Day 2
T: “Welcome
back class! Today we are going to continue on with our space exploration!”
T: “How many
of you have ever played a prank before?”
S: Hands
raise
T: “What
kind of pranks have you played?”
S: Reply
with many different answers
T: “Those
are all very clever. Who all remembers Gemini 6 from yesterday?”
S: Raise
hands
T: “Very
good! Well, on Gemini 6, there were a couple pranksters such as yourself. In
1965, two astronauts snuck a harmonica and bells on board and recorded the
first ever music in space. Here’s what is sounded like. See if it sounds
familiar.”
T: “Could
anyone recognize that song?”
S: Answer
T: “What are
some different things that you noticed about the sound quality?”
S: Varied
answers
T: “Next we
are going to look at Astronaut Chris Hadfield. He has a new song out: a sweet
Christmas melody played by a guitar. We are going to take a moment to listen to
his work.”
T: “This
piece of music was recorded on the International Space station as it orbited
Earth at about 17,000 miles per hour, over 260 miles above us! Although this
was not the first piece of music recorded in space, this is the first piece of
music that was composed specifically to be recorded on the International Space
station.”
T: “Okay,
for this next activity, I need you to get in your groups again. Once in your
groups, you are going to be brainstorming what kind of music you would take up
to space. In your groups, I want you to use the instruments I have at the front
of the classroom and compose your own song, much like Astronaut Chris Hadfield,
to send up to space! What do you want it to sound like? What does it represent?
What instruments are you going to use?”
(20 minutes)
Closing Activity: (Bring it all
together: Why did we do this lesson?
What was learned? Where is this
going? What connections can be made?)
T: “I like what I am hearing so far! So now we are
going to present our songs. After each of you perform, I’d like for you to
return to your desks and write me a summary of why you chose the instruments,
style of music, and words that you did. So let’s begin with our first group!”
S: Each take
turns in their groups presenting their song.
S: Return to
their desks to write a summary of what they did
T: “I also
want you thinking about what else space exploration holds for us. Is there more
to explore? What is the future of space travel? You have the option of writing
or drawing this activity.”
S: Complete
activity
Assessments: (How are you assessing?
What are you assessing? What are your goals for assessing? What were students gaining from assessment?)
During these
activities, the idea of peer evaluating is very crucial. The teacher will pass
out peer evaluations for the students within each group. The teacher will be
assessing whether the students are able to create a song of their own that
represents space exploration. The teacher will also be assessing whether the
students understand the main events of the race for space and exactly what that
was. The teacher will be able to assess their knowledge, using the timelines
the students created and the pictures drawn at the end of the lesson. The
students will also be asked to research one of the events on their timelines.
Once researched, the students will work together to produce a newspaper with a
collection of the articles they have written.
Name: Julia George
Grade: Fifth Grade
Subject: English Language Arts - Reading
Standards:
- ELA Standard:
- CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a
story, drama, or poem from details in the text, including how characters in a
story or drama respond to challenges or how the speaker in a poem reflects upon
a topic; summarize the text.
- CCSS.ELA-LITERACY.RL.5.3
Compare and contrast two
or more characters, settings, or events in a story or drama, drawing on
specific details in the text (e.g., how characters interact)
- CCSS.ELA-LITERACY.RL.5.7
Analyze how visual and
multimedia elements contribute to the meaning, tone, or beauty of a text (e.g.,
graphic novel, multimedia presentation of fiction, folktale, myth, poem).
- Music Standard:
- Listening to, analyzing, and describing music.
- Understanding
relationship between music, other arts, and disciplines outside the arts.
- Composing
and arranging music within specified guidelines.
Objectives
- ELA Objective:
- Students
will be able to identify the mood of the events that have occurred thus
far in their reading of the novel “Cosmic”.
- Music Objective:
- Students
will collaborate in a group setting to create a song using the app
“Loopy”, inspired by an event in the novel.
Materials
for Instruction:
- iPads
(5-6)
- “Loopy”
App
- Novel
Comic by Frank Cottrell Boyce
- Key
word cards to place on the board
- 3-4
fly swatters
- Event
wheel worksheets (Students should already have started these)
- Extras
attached
- Question
list with answers
- Raffle
tickets (already in the classroom)
- Assessment
Checklist
Rationale
for Instruction:
- This lesson encourages students to use critical thinking
skills to determine mood of the events they have read thus far in the
novel. Having the students make a song that represents the mood
surrounding each event will help solidify the idea of mood both within a
novel and music. This will help students learn to express mood in news
ways and also see a connection between music and language arts.
Teaching
Process:
- Introductory Activity:
- T: Good afternoon class. We are going
to go ahead and move into talking about the book Cosmic we have been reading. To refresh our memories about
some important events that have happened so far, events that occurred in
your reading from last night, and some vocabulary words we are working
with we are going to play a game.
- T: On the board you will see words
with a little fly picture on them. We are splitting into (3-4 depending
on the attendance for the day, use your own preferences on team sizes)
teams and each team will select a representative. That person will come
up and grab a fly swatter. I will read out a question, definition, or
statement and the team to swat the correct word first wins a point. The
team with the most point will get to enter our classes raffle for a treat
out of the box at the end of the week. Any questions?
- S: (Students may or may not have
questions. If students aren’t signaling that they understand but there
are no questions have students give you thumbs up, down, or to the side
to show understanding. The class has used this tool before and will need
no explanation. )
- T: (Split teams, do not let students
choose teams, do not have students pick their own team. But teams can
pick a swatter.) (Hand each representative a swatter and read questions
from the page given with this lesson. Answers will be written under the
question so you know what you’re looking for.)
- T: (Read questions. If there is a tie,
use the tie breaker question otherwise don’t worry about the 14th
question.) (Have teams switch representatives after 4 questions)
- T: Well that was fun! We have been
reading this novel Cosmic and
should have read the part where Liam, Florida, and the other children
become lost in space; Earth is now out of sight. According to the map of
our solar system where can we predict the Infinite Possibilities ship is?
- S: (Answers will vary. Students will
share their theories)
- T: The ship getting lost into space is
a part of the plot of the story. Who can remind me what the plot is?
Remember we just needed the definition for our game.
- S: (Students answers should align with
the definition from the fly swatting game played: -The main events of the
story that occur throughout the beginning, middle and end)
- T: Good! The plot is made up of main
events. Can everyone pull out the event wheels we have already started?
We should have a total of 10 events so far. Three of those events should
have a star on them to show they are main events of the plot. Based on
the reading from last night what are events we can add to our wheel
today?
- S: (Students should answer: Everyone
takes off into Space. The rocket malfunctions the first time. The Ships
spins off and Earth goes out of sight. They see the moon.)
- T: Based on your answers, can we all
agree that we can add, everyone takes off into Space, the rocket
malfunctions the first time, the Ships spins off and Earth goes out of
sight, and they see the moon, to our event wheels?
- (What
for nods of confirmation)
- T: (Write the list of the events on the
bored) I’m going to give you time to write these down quickly, but we
aren’t going to work on the event wheels this class, we are going to do a
different activity. As you are writing down the event I’ll split you up
into groups.
- Body of Lesson:
- T: ( The class should be divided into
groups of 4. If not all 24 students are present group sizes can vary but
should not be larger than 5 or less than 3.)
- T: In groups today we are going to
focus on the mood of some of the events we have on our event wheels. Who
can describe mood for me?
- S: (Students will raise their hand and
share ideas)
- T: Very good! So in out groups I want
you to think about how a part of the book made you feel and how the
characters felt during the scene.
- T: I will be coming around with a hat.
When I reach your group please pick a piece of paper out of the hat. This
will be the event that your group will be working on.
- T: (As you walk around to the groups
with the hat explain activity). We are going to be using the app “Loopy”
today. You each have an event that you will be focused on. I want you to
think about the mood of the story when this even was happening. For
example, were the characters excited, nervous, worries, sad, etc.? Think
about how the characters interacted and what was going on in Liam’s head.
- T: With the “Loopy app” (all students
should have their event slips right now so you should go up to the front
of the room and use the document projector to show the iPad screen). We
can make music but just layering different sounds together. First you
click the home button (demonstrate each step) click on the loopy app and
choose six loops. Everyone will get a turn but one person will start and
make a sound that they feel represents the mood during your part of the
novel. After you have had you’re one noise pass the iPad and give the
next student a turn. The sound or pattern you choose can use body
percussion (give examples) humming, or any sound you can come up with.
Your sound can last until your circle is full but does not have to last
that long. Any questions
- S: (Ask question)
- T: (Answer questions if there are any)
Ok, you may all begin!
- T: (walk around making sure students are on
task, engaged, and don’t run into any issues. This activity can last around
20 minutes. Stop class at 20 minutes to check progress. You can stop them
sooner if everyone seems finished.)
- Closing Activity:
- T: Ok now that everyone is about
finished we are going to get ready to present our songs for the rest of
the class. Before we present you’re group will have 5 minutes to choose
ONE passage from the text to be read while your music is being played.
Go!
- S: (Students are given 5 minutes to
pick a quote, walk around again to make sure no one is having any
issues.)
- T: Ok who would like to present first?
(Pick whichever group raised their hand first.)
- S: (Students will take turns sharing
until all groups are done.)
- T: You all did so great. I loved hearing
how differ your songs were. Did you guys have fun using the “Loopy” app?
We’ll try and use it again some other time, but I want to know what did
you learn about mood from this activity?
- S: (Students share ideas)
- T: (transition to next activity)
- Assessments:
- The
children will be assessed using checklist. The assessment will be based
on the group activity the children completed, their efforts in it, and
how well they accomplished their task. (Checklist provided)
|
Assessment:
|
Poor
|
Proficient
|
Exemplary
|
|
Did the student
proficiently express the mood the event?
|
|
|
|
|
Did the student properly
use textual evidence to support their reasoning for their song choices?
|
|
|
|
|
Did the student take into
account factors that surround this specific event? i.e. Character
interaction, character self-reflections, character response, etc.
|
|
|
|
|
Did the song the group
created line up with chosen excerpt?
|
|
|
|
|
Was the student
participating in the group activity and engaging with the group members the
collaborate ideas?
|
|
|
|
|
|
|
|
|
List
of Events:
1. Liam rides “Cosmic”.
2. Liam begins to shave.
3. Liam gets mistaken for a teacher.
4. Liam nearly drives the Porsche.
5. Drax communications calls Liam and he wins the
chance to take part in the competition to ride the biggest thrill ride in the
world.
6. .Liam discovers he gets to go to the theme
park.
7. Florida finds out they are going to China.
8. Liam Drives a car
9. Liam realizes the ride is actually a trip to
space and he is in competition with the other children and their fathers
10. Liam wins the contest
11. Everyone takes off into Space.
12. The rocket malfunctions the first time.
13. The Ships spins off and Earth goes out of
sight.
14. They
see the moon.
Questions
for Swatting Game:
- Where did Liam and Florida say their
class was going for the field trip?
- Lake District
- This is known as the scariest roller
coaster ever.
- “Cosmic”
- Liam’s celebrity-obsessed best friend and
pretend daughter
- Florida Kirby
- Where the story takes place.
- Setting
- The main events of the story that occur
throughout the beginning, middle and end.
- Plot
- A person who appears in the novel.
- Characters
- Talking between Characters in a novel.
- Dialogue
- Who is the protagonist of this story?
- Liam Digby
- This story is written in this point of
view.
- First person
- The feeling a reader gets from a story.
- Mood
- What is the name of the rocket ship Liam
and the rest of the kids are trapped on?
- Infinity
Possibilities
- What is the name of the GPS system Liam
uses on his phone?
- DraxWorld
- After the Earth went out of sight,
besides stars what did the rocket see next?
- The Moon
-
Bonus Question: This character nearly
illegally test drove a Porsche.
o Liam Digby
Fly Swatting Words:
|
Lake
District
|
|
Cosmic
|
|
Florida
Kirby
|
|
Setting
|
|
Plot
|
|
Characters
|
|
Dialogue
|
|
Liam
Digby
|
|
First
Person Narrative
|
|
Mood
|
|
Infinite
Possibilities
|
|
DraxWorld
|
|
The
Moon
|
Event Wheel:
Courtney
June
5th
Grade
Science
- Constellations
Content Standard:
·
5-ESS1-2: Represent data in graphical displays to
reveal patterns of daily changes in length and direction of shadow, day and
night, and the seasonal appearance of some star in the night sky.
Content Objective:
·
Students will be able to define the term
constellation.
·
Students will be able to identify different
constellations by researching an assigned constellation and observing
classmates' work.
·
Students will be able to identify when certain
constellations are visible by standing in order of what month or season their
constellation can been seen.
Music Standard:
- Listening to, analyzing, and describing
music
Music Objective:
- Students will be able to define
constellation because of the song we listened to at the beginning of the
lesson.
Materials for Instruction:
·
The Constellations: Stars & Stories by Chris
Sasaki
·
https://www.youtube.com/watch?v=7t3aXb3LpWg “The Star
Song” by The Storybots
·
https://www.youtube.com/watch?v=1sZ15SUeS9w
“Constellations: Connect the Dots in the Sky!” by the SciShow Kids
·
https://www.youtube.com/watch?v=D94lSrpe7Qg music
playing in background while students work – Albedo 3.0 album by Vangelis
·
Flashlight
·
Black construction paper
·
White crayons and color pencils
·
Laptops, books, tablets to research constellations
·
Worksheet to collect information
·
List of constellations
(http://www.astro.wisc.edu/~dolan/constellations/constellation_list.html)
Rationale for Instruction: It
is important to learn about the constellations because not only will they be
able to identify constellations in the night sky, but they also represent
stories from many different cultures. Constellations are also important because
they serve as a celestial map. “The Star Song” at the beginning of the lesson
give the students a better understanding of what stars and constellations are.
The song is a fun way to inform students rather than lecturing on them.
Teaching Process:
Introductory Activity:
1. T: Alright class, today we
are going to be learning about constellations. We are first going to watch
these two videos.
2. Show the “Constellations:
Connect the Dots in the Sky!” video.
3. T: Does anyone recognize
these constellations they described? Alright, now we are going to listen to a
little song about the stars.
4. Show “The Star Song”, ask
students what the thought of the video. Collect details from what they learned
from the song.
Body of Lesson:
1. T: Now that we have a
grasp on what constellations are, we are going to make some ourselves! Please
come to me and I will assign you two constellations. You will then do some
research on your assigned constellation including what it looks like, why it is
named what it is, where it is located in the sky, etc. You may use the
technology in the room or
2. Students will research
their constellations. While they are researching their constellations, the
Vangelis’ Albedo 3.0 album will be playing in the background.
3. Students will collect one
piece of black construction paper which they will divide down the middle. On
this piece of paper they will draw will white colored pencil or crayon their
constellation and its name.
4. After the students have
completed their depiction of their constellation the teacher will ask the
students to get in order of when the constellation can be seen. Student will
stand in a line during the process.
Closing Activity:
1. All students will use
their pencil to poke holes through their stars in their constellation. After
this, the teacher will turn off the lights and while using a flashlight display
the constellation on the wall.
2. Teacher will bring the
students back together for a group discussion asking:
- What is the definition of a
constellation?
- What is one interesting fact that you
learned about your constellation today?
- Can we see all of the constellations year
round?
- Were there any constellations that you
can see year round?
- What do you think causes constellations
to not always be visible?
Assessments:
- Students will be assessed on their
research of their two constellations by a checklist rubric. Also on this
rubric is a checklist for their depiction of their two constellations on
the provided black construction paper.
- The teacher will also assess whether the
research was done correctly when the students are asked to line up
according to when their constellation is visible.
- The goals of the assessments are to
evaluate whether the students were able to research the constellation and
correctly draw the constellation given and to correctly identify when the
assigned constellation is visible.
|
·
Andromeda
·
Antlia
·
Apus
·
Aquarius
·
Aquila
·
Ara
·
Aries
·
Auriga
·
Boötes
·
Caelum
·
Camelopardalis
·
Cancer
·
Canes Venatici
·
Canis Major
·
Canis Minor
·
Capricornus
·
Carina
·
Cassiopeia
·
Centaurus
·
Cepheus
·
Cetus
·
Chamaeleon
·
Circinus
·
Columba
·
Coma Berenices
·
Corona Austrina
·
Corona Borealis
·
Corvus
·
Crater
·
Crux
·
Cygnus
·
Delphinus
·
Dorado
·
Draco
·
Equuleus
·
Eridanus
·
Fornax
·
Gemini
|
·
Grus
·
Hercules
·
Horologium
·
Hydra
·
Hydrus
·
Indus
·
Lacerta
·
Leo
·
Leo Minor
·
Lepus
·
Libra
·
Lupus
·
Lynx
·
Lyra
·
Mensa
·
Microscopium
·
Monoceros
·
Musca
·
Norma
·
Octans
·
Ophiuchus
·
Orion
·
Pavo
·
Pegasus
·
Perseus
·
Phoenix
·
Pictor
·
Pisces
·
Piscis Austrinus
·
Puppis
·
Pyxis
·
Reticulum
·
Sagitta
·
Sagittarius
·
Scorpius
·
Sculptor
·
Scutum
·
Serpens
|
·
Sextans
·
Taurus
·
Telescopium
·
Triangulum
·
Triangulum Australe
·
Tucana
·
Ursa Major
·
Ursa Minor
·
Vela
·
Virgo
·
Volans
·
Vulpecula
|
The Constellations
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