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Unit Plan Science 5th Grade

This unit plan focuses on teaching 5th grade students about constellations. Over the course of 5 days, students will learn about different constellations visible in the night sky, how they change throughout the year, and write and illustrate their own legend for a constellation. Assessment includes students creating a constellation story and model to demonstrate their understanding. The plan outlines guiding questions, standards, objectives, resources, instructional strategies incorporating language arts and arts, technology used, and a rubric for evaluation.

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Natalie Shalda
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160 views5 pages

Unit Plan Science 5th Grade

This unit plan focuses on teaching 5th grade students about constellations. Over the course of 5 days, students will learn about different constellations visible in the night sky, how they change throughout the year, and write and illustrate their own legend for a constellation. Assessment includes students creating a constellation story and model to demonstrate their understanding. The plan outlines guiding questions, standards, objectives, resources, instructional strategies incorporating language arts and arts, technology used, and a rubric for evaluation.

Uploaded by

Natalie Shalda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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1 Shalda

5E INQUIRY UNIT PLAN

Name: Natalie Shalda__________________ Date created: December 2, 2018__________


Unit Title: I Wish, I Wish Upon a Star____
Grade level: 5th Grade_________________ Content area: Science__________________
Siena Course: LAN—341______________
Approval of Methods Faculty:

Unit Plan (CAEP Standards 1.1, 1.4)

GUIDING QUESTIONS

 What do you see in the sky at night?


 What do you notice about the stars?
 Do you think people on the other side of the world see the same stars and constellations
as we do?
 What do the season have to do with the stars?
 After looking at a constellation, what story can you write about them?

MICHIGAN ACADEMIC STANDARDS

5-ESS1-2— Represent data in graphical displays to reveal patterns of daily changes in length
and direction of shadows, day and night, and the seasonal appearance of some stars in the
night sky.

ART.D.II.5.1—Create a sequence with a beginning, middle, and end, both with and without a
rhythmic accompaniment. Identify each of these parts of the sequence.

CCSS.ELA-LITERACY.W.5.3.B
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences
and events or show the responses of characters to situations.

CCSS.ELA-LITERACY.W.5.3.D
Use concrete words and phrases and sensory details to convey experiences and events
precisely.

CCSS.ELA-LITERACY.W.5.6
With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
2 Shalda

OBJECTIVES

Students will be able to:

 Demonstrate their understanding of constellation patterns and earths movement by


writing and illustrating a legend about a specific constellation.
 Name the constellations and which constellations are visible from earth during
summer, spring, autumn, and winter.
 Research constellations on computer and in the library

KNOWLEDGE OF STUDENTS

 5-PS2-1--Support an argument that the gravitational force exerted by Earth on objects


is directed down.

 5-ESS1-1--Support an argument that differences in the apparent brightness of the sun


compared to other stars is due to their relative distances from Earth.

UNIT DEVELOPMENT RESOURCES

Teacher Resources:
 Discovering the Stars by Laurence Santrey
 Books on constellations
 Video: Constellations: Connect the Dots in the Sky - https://www.youtube.com/watch?
v=1sZ15SUeS9w

Student Resources:
 Science interactive notebooks

TIME

5 days (60 minutes per day)

Evaluate (CAEP Standards 1.1, 1.2, 1.4)

SUMMATIVE EVALUATION

Summative Assessments:
 Constellation story
 Constellations model, drawing, or drama
Self-Assessments:
 Self-rubric on peer reviews
Other Evaluations/Formative Assessments:
3 Shalda

 Exit tickets about what constellation the student chooses

Content (CAEP Standard 1)

INSTRUCTIONAL STRATEGES

Large group:
 Group discussion about what students see in the night sky
 Listen/discussion on the book Discovering the Stars
 Watch the video, Constellations: Connect the Dots in the Sky!
Small group:
 Making a list about what they learned in the book, Discovering the Stars
 Peer/small group reviews on paper
 If students wish, they made act out their constellation and story with partners.
Independent:
 Predictions in science notebooks while reading the book Discovering the Stars
 Write a story about the constellation they chose and the back group of the
constellation, having fun with it.

SIX AREAS OF LANGUAGE ARTS

Reading:
 Researching the constellation and the meaning behind it
 Reading books in the library about their constellation
Writing:
 Predictions in science notebooks while reading the book Discovering the Stars
 Writing their own stories about the constellation they chose
Listening:
 Listen on the book Discovering the Stars
 Listen to peers stories about constellations
Speaking:
 Discussion on the book Discovering the Stars
 Speaking to peers about their papers
Viewing:
 Watch the video, Constellations: Connect the Dots in the Sky!
 Viewing the pictures in the book Discovering the Stars
Visual Representation:
 Students will create a model of the constellation they chose
4 Shalda

THE ARTS

Visual:
 Students must create models of their constellation
Drama:
 Students may work in groups and act out their constellation and story.
Movement:

Music:
 Music in the video Constellations: Connect the Dots in the Sky

TECHNOLOGY

 Computers
 Doc Cam
 YouTube

Comments:
5 Shalda

4 3 2 1 0

Student has a Students includes Student has 5-7 Student has 3-5 Student has 3-0
multi-paragraph 7-10 sentences sentence paper on sentence paper on sentence paper on
paper on how paper on how how their how their how their
their constellation their constellation constellation was constellation was constellation was
was developed. was developed. developed. developed. developed.

_______ ______ _______ _______ _______

Student explains Student informs Student uses little Student uses no Student does not
in detail when and the reader with to no detail to detail to explain explain when and
where the little detail when explain when and when and where where the
constellations can and where the where the the constellation constellation can
be seen on Earth. constellation can constellation can can be seen from be seen from
be seen from be seen from Earth. Earth.
Earth. Earth.

_______ ________ _______ _______ _______


Student has an Student has a Student has a Student has a Student has no
accurate model, semi-accurate model, drawing, model, drawing, model, drawing,
drawing, or drama model, drawing, or drama of the or drama of the or drama of the
of the or drama of the constellation and constellation and constellation and
constellation and constellation and story that is not story that is story.
story. story. completely incomplete and
accurate. inaccurate.

_______ ______ _______ _______ _______

Constellation Story and Model Rubric

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