Designing Curriculum and Instruction in Elementary Grades and Special Education

What you need to read. concepts routines Integration Review phases of instruction. generalize and apply logically progressive sequence knowledge systems knowledge elements integrated Translate into clear and concrete objectives Here are some tips for sequences IN a subject. correctingerrors, firming elements, and reteachingskills

You just got hired to teach math and science in middle or high school. Or, you just got hired to teach in elementary school. No need to panic. Follow these steps and you will be Commander of the Curriculum.

1. Read like crazy in your fields. Google, download, print, and bind docs that you find from searches for a. Big ideas in (science, biology, botany, astronomy, history, social studies, children’s lit,

secondary lit).

http://tools4teachingscience.org/tools/Big_Idea_Primer.pdfhttp://webtech.kennesaw.edu/tbrown/curiosity/bigideas.htm

http://ntisocialstudies.wikispaces.com/The+Five+Big+Ideas+of+Social+Studies

http://www.slideshare.net/mklingensmith/grapes-the-big-ideas-of-social-studies

http://teachersites.schoolworld.com/webpages/TBurke1/files/A7%20Historical%20Themes%20and%20Big%20Ideas1.pdf

b. (Elementary/secondary) projects in science, math, astronomy, ecology, plants, volcanoes…http://www.cool-science-projects.com/elementaryScienceProjects.html

http://chemistry.about.com/od/sciencefairprojects/a/sciproelem.htm

http://ethemes.missouri.edu/themes/830

c. Research on effective in instruction in math, chemistry, science, beginning reading, remedial reading.

http://reading.uoregon.edu/

d. Publishers: sra mcgraw-hill, curriculum associates, sopriswest, Singapore math, core knowledge, saxon math.

e. Scope and sequence charts in math, arithmetic, beginning reading, science.

More resources.

Florida Center for Reading Research. http://www.fcrr.org/ Assesses lots of programs!

https://www.mheonline.com/assets/sra_download/ReadingMasterySignatureEdition/MoreInfo/Scope%20and%20Sequence/RMSE_G1_Read_SS.pdf

http://www.fcrr.org/science/pdf/Foorman/Foorman_Role_of_Instruction.pdf

http://www.fcrr.org/publications/publicationspdffiles/critical_elements.pdf

Mathematically Correct. http://www.mathematicallycorrect.com Tells you how to teach math correctly. Tells you what to use and what NOT to use.

http://people.uncw.edu/kozloffm/reading.html

http://www.mathematicallycorrect.com/books.htm (reviews of materials)

http://www.mathematicallycorrect.com/booksy.htm

http://people.uncw.edu/kozloffm/Resources.html

http://sopriswest.com/

http://curriculumassociates.com/

http://www.curriculumassociates.com/products/detail.asp?title=SkillsSS GET THESE. Elementary

http://www.curriculumassociates.com/products/detail.asp?title=AdvSSS GET THESE. Secondary.

https://www.sraonline.com/

https://www.mheonline.com/discipline/tags/1/2/ Especially Language for Learning and Language for Thinking. Reach System [!!!]

https://www.mheonline.com/discipline/tags/1/3/ Especially Reading Mastery, Corrective Reading (grade three and up), DISTAR Arithmetic

Language! http://www.fcrr.org/FCRRreports/PDF/Language.pdf

DISTAR Arithmetic. https://www.mheonline.com/program/view/1/3/224/0076020231/

http://www.singaporemath.com/Default.asp?Redirected=Y

http://saxonpublishers.harcourtachieve.com/en-US/saxonpublishers.htm

http://www.keypress.com/

http://www.amazon.com/Designing-Effective-Mathematics-Instruction-Approach/dp/0131192442/sr=8-1/qid=1170731693/ref=sr_1_1/104-7061756-3418364?ie=UTF8&s=books GET THIS BOOK!!!

http://www.amazon.com/Teach-Like-Champion-Techniques-Students/dp/0470550473

http://coreknowledge.org/ Look up these. http://books.coreknowledge.org/search.php?mode=search&page=1

http://coreknowledge.org/CK/resrcs/index.htm

2. Make blank tables for each subject, large enough to write in objectives without squeezing them.

Beginning Reading.

My Objectives.

State Curriculum Objectives—some of which I add to MY objectives.

3. Use your subject matter knowledge (#1 above) to write in objectives for each subject semester or year. What do you want students to learn?

These tables are your Curriculum Map for each subject.

Arrange these in a logical sequence. Begin with the final performance: what concepts will students define and use, what rules or propositions about how things are connected, what models/theories, what descriptions will they develop, what projects will they do, what questions will they answer, what routines will they do?

NOTE: The final performance reviews and integrates what was taught throughout the curriculum.

Now work backwards from the final performance. Ask, “What do students need to know to DO these final objectives?... And what do they need to know before that?”

Beginning Reading

My objectives. By the end of the curriculum, students will1. Blend compound, 2-syllable, and 1-syllable words.

2. Segment 1-syllable words into their sounds.

3. Say the sound that goes with a. Vowels and consonants. b. Consonant blends. st, bl c. Digraphs. th, sh d. Diphthongs. ou, oi, oy.

4. Sound out regular words a. 1-syllable b. 2-syllables c. with suffixes. ing, ed, er

5. Read irregular words: the, said

6. Read fluently at all levels: letter-sounds, words, sentences, paragraphs, longer text.

7. Say definitions of words (vocabulary): a. Verbal definitions. “A farm is a plot of land where people live, and where

they grow food and animals, such as cows and chickens.” b. Synonyms. “A farm is where food is grown.” 8. Ask and answer questions about text (comprehension). a. Descriptions. who, what, when, where, how many, sequences. b. Explanations and predictions. why, what will happen next, causal sequences. c. Evaluations. feelings, motives, character development, character relationships, conflict, lessons, rules. Final performance: curriculum assessment; exit skills for my curriculum = entry skills for the next curriculum level. The final curriculum performance reviews and integrates all of the knowledge elements/objectives above.

Given end of first grade reading material that is 100% decodable (all letter-

sounds and irregular words have been taught), 500 word connected text, students will 1. Read at a rate of 60+ correct words per minute.2. Read with no more than one error in 20 words (95% correct) using knowledge of letter-sound correspondence.3. Answer 8 out of 10 questions that are descriptive, explanatory/predictive, and evaluative.

4. Now divide YOUR curriculum map (list of objectives from start to finish) into UNITS.

Think of large chunks---either.a. Topic units in content knowledge systems, such as science and history (fundamentals of life, plants, animals, ecosystems, astronomy). Or

b. Main chunks of skills in tool skill knowledge system, such as math and reading (counting, addition, subtraction, multiplication, division).

Beginning Reading

My objectives. By the end of the curriculum, students will learn

Unit 1. Basics. Lessons 1-201. Blend compound, 2-syllable, and 1-syllable words.

2. Segment 1-syllable words into their sounds.

3. Say the sound that goes with a. Vowels and consonants. b. Consonant blends. st, bl

4. Sound out words a. 1-syllable b. 2-syllables 5. Read irregular words: the, said

6. Read fluently: letter-sounds, words, sentences. 8. Ask and answer questions about text (comprehension). a. Descriptions. who, what, when, where, how many, sequences.

Unit 2. Expansion. More letter-sounds, words, sentences. Lessons 21-50.

1. Review blend compound, 2-syllable, and 1-syllable words.

2. Review segment 1-syllable words into their sounds.

3. Review earlier taught sounds that go with a. Vowels and consonants. b. Consonant blends. st, bl c. Digraphs. th, sh

Teach diphthongs. ou, oi, oy.

4. Sound out new words before reading text that contains those words. a. 1-syllable b. 2-syllables c. with suffixes. ing, ed, er

5. Review read irregular words: the, said

6. Review read fluently words, sentences, paragraphs.

Teach reading stories fast.

7. Say definitions of words: a. Verbal definitions. “A farm is a plot of land where people live, and where they grow food and animals, such as cows and chickens.” b. Synonyms. “A farm is where food is grown.” 8. Ask and answer questions about text (comprehension). a. Descriptions. who, what, when, where, how many, sequences. b. Explanations and predictions. why, what will happen next. c. Evaluations. feelings, motives, development, conflict, lessons.

Unit 3. Fluency, Stories, and Comprehension

4. Sound out new words before reading text that contains those words. a. 1-syllable b. 2-syllables c. with suffixes. ing, ed, er

6. Review read fluently words, sentences, paragraphs, stories.

7. Say definitions of words: a. Verbal definitions. “A farm is a plot of land where people live, and where they grow food and animals, such as cows and chickens.” b. Synonyms. “A farm is where food is grown.”

8. Ask and answer questions about text (comprehension). a. Descriptions. who, what, when, where, how many, sequences. b. Explanations and predictions. why, what will happen next. c. Evaluations. feelings, motives, development, conflict, lessons.

Final performance: curriculum assessment; exit skills for my curriculum = entry skills for the next curriculum level. The final curriculum performance integrates all of the knowledge elements/objectives above.

Given end of first grade reading material that is 100% decodable (all letter-sounds and irregular words have been taught), 500 words, students will 1. Read at a rate of 60+ correct words per minute.2. Read with no more than one error in 20 words (95% correct).3. Answer 8 out of 10 questions that are descriptive, explanatory/predictive/ and evaluative.

Note: You need to develop a final performance assessment for each unit.

5. Now copy and paste relevant sections of your state’s curriculum into one big fat document. Get on the web and open the docs (“Common Core” and/or “Essential Standards”) for the subjects you’ll be teaching. http://www.ncpublicschools.org/acre/standards/common-core/

6. Now examine sections of the state curriculum that are relevant to each subject in your curriculum.Paste these into your Curriculum Map UNDER your objectives.

Beginning Reading

My objectives. By the end of the curriculum, students will learn

Unit 1. Basics. Lessons 1-201. Blend compound, 2-syllable, and 1-syllable words.

Relevant State Objective.CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

2. Segment 1-syllable words into their sounds.

3. Say the sound that goes with a. Vowels and consonants. b. Consonant blends. st, bl

Relevant State Objective.CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words.

4. Sound out words a. 1-syllable b. 2-syllables 5. Read irregular words: the, said

6. Read fluently: letter-sounds, words, sentences. 8. Ask and answer questions about text (comprehension). a. Descriptions. who, what, when, where, how many, sequences.

Unit 2. Expansion. More letter-sounds, words, sentences. Lessons 21-50.

1. Review blend compound, 2-syllable, and 1-syllable words.

2. Review segment 1-syllable words into their sounds.

3. Review earlier taught sounds that go with a. Vowels and consonants. b. Consonant blends. st, bl c. Digraphs. th, sh

Teach diphthongs. ou, oi, oy.

4. Sound out new words before reading text that contains those words. a. 1-syllable b. 2-syllables c. with suffixes. ing, ed, er

5. Review read irregular words: the, said

Relevant State Objectives.CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.

6. Review read fluently words, sentences, paragraphs.

Teach reading stories first sounding out and second fast.

Add these from Common Core

CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print.

CCSS.ELA-Literacy.RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Notice, the above list of print sentence features is not complete. Can you think of the MOST general print feature?....How about WORDS? Isn’t that the first thing to teach? “Boys and girls. I’ll read you a story. Look at this. These squiggles are words. Every one of these words SAYS something. Look at this word…It says, BEANS.”….etc. and so forth.

7. Say definitions of words: a. Verbal definitions. “A farm is a plot of land where people live, and where they grow food and animals, such as cows and chickens.” b. Synonyms. “A farm is where food is grown.” 8. Ask and answer questions about text (comprehension). a. Descriptions. who, what, when, where, how many, sequences. b. Explanations and predictions. why, what will happen next. c. Evaluations. feelings, motives, development, conflict, lessons.

Unit 3. Fluency, Stories, and Comprehension

4. Sound out new words before reading text that contains those words. a. 1-syllable b. 2-syllables c. with suffixes. ing, ed, er

6. Review read fluently words, sentences, paragraphs, stories.

Relevant state objectives.

CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Notice that that is three separate objectives. Should we state it as three?

CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.

7. Say definitions of words: a. Verbal definitions. “A farm is a plot of land where people live, and where they grow food and animals, such as cows and chickens.”

b. Synonyms. “A farm is where food is grown.”

8. Ask and answer questions about text (comprehension). a. Descriptions. who, what, when, where, how many, sequences. b. Explanations and predictions. why, what will happen next. c. Evaluations. feelings, motives, development, conflict, lessons. Compare and contrast the adventures and experiences of characters in stories; Describe the connection between two individuals, events, ideas, or pieces of information in a text. Relevant state objectives

CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.

CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories. Add this.

CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text.

CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Add this.

Final performance: curriculum assessment; exit skills for my curriculum = entry skills for the next curriculum level. The final curriculum performance integrates all of the knowledge elements/objectives above.

Given end of first grade reading material that is 100% decodable (all letter-sounds and irregular words have been taught), 500 words, students will 1. Read at a rate of 60+ correct words per minute.2. Read with no more than one error in 20 words (95% correct).3. Answer 8 out of 10 questions that are descriptive, explanatory/predictive/ and evaluative.

STATE CURRICULUM OBJECTIVESExamine these. Identify which are the same as YOURS; which are irrelevant or not needed; and which would be good ADDITIONS. Paste these additions into

YOUR list, above.

English Language Arts Standards. Foundational Skills Grade 1 ELA-Literacy/RF/1Note. The first objective for each area---the one that has just numerals (such as 1.1)---is a general objective. The specific objectives---to work on—are below the general one, and have numerals plus letters, such as 1.1a.

Print Concepts

CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print.

CCSS.ELA-Literacy.RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Phonological Awareness

CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-Literacy.RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.Not needed.

CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Not needed

CCSS.ELA-Literacy.RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition

CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.

CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words.

CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions

for representing long vowel sounds.

CCSS.ELA-Literacy.RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Does anyone need to do this when reading? If not, do we need to teach it?

CCSS.ELA-Literacy.RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.

CCSS.ELA-Literacy.RF.1.3f Read words with inflectional endings.

CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.

Fluency

CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding.

CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Notice that that is three separate objectives. Should we state it as three?

CCSS.ELA-Literacy.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Note needed if you decode using letter-sound correspondence.

Reading: Literature

Key Ideas and Details

CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate

understanding of their central message or lesson.CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a

story, using key details.Craft and Structure

CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

CCSS.ELA-Literacy.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text

types.CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a

text.Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

(RL.1.8 not applicable to literature)CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and

experiences of characters in stories.Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade.

Reading: Informational Text

Key Ideas and Details

CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text.CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals,

events, ideas, or pieces of information in a text.Craft and Structure

CCSS.ELA-Literacy.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

CCSS.ELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas.

CCSS.ELA-Literacy.RI.1.8 Identify the reasons an author gives to support points in a text.

CCSS.ELA-Literacy.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.

Decide:a. Which state objectives are much the same as yours. Indicate this. For example, My objective. “Students say compound, 2-syllable, and 1-syllable words fast (blend). Common Core XXXX.”

b. Which state objectives are not needed (e.g., saying first, last, and medial sound in words) and which are simply too advanced.

c. Which are good ideas to add to YOUR objectives. Paste these into the sequence you made in step # 3.

Summary. So, what do you have?

A curriculum map---list---of all of your objectives and state objectives arranged into units in a logical sequence leading to a final performance

If you lay the tables for each subject Curriculum Map side by side, you can see the whole curriculum---what subject in taught at what time.

8:00-8:30 Lesson

8:40-9:20Lesson

10:05-10:40Lesson

10:45-11:15Lesson

12:40-1:20Lesson

1:25-2:00Lesson

2:05-2:30Lesson

Common Knowledge and LanguageFull sentences with proper grammar.

Names of persons, places.

Colors, shapes, prepositions: concepts

Days of the week; times of day; months; seasons.

Materials (wood, stone, paper, etc.) and qualities

Reading 1Saying words fast (blending sounds) and saying words slowly(segmenting).

Letter-sound correspondences(sounds that go with letters).

Sounding out words and saying them fast.

Comprehension (retelling) and vocabulary.

Reading sentences and longer text.

ScienceUnit 1. Foundations of Life

Unit 2. Plants: Kinds Life cycle

Unit 3. Animals

Unit 4. Ecology

Unit 5

Astronomy: Solar systems:sun, planets, orbits, moons.

Galaxies

Light years

MathMany routines.Rote counting(“one, two, three…”)

Rational counting.“One, two, three blocks.”

Group counting. “Three red blocks and 2 blue blocks.”

Addition

Subtraction

Multiplication.

StoryVocabulary/ concepts

Retell and predict, using proper grammar and syntax.

Applications/IntegrationTeachReal-world activities to generalize and apply knowledge:

Find shapes, colors

Draw stories

GardenMake mobiles of solar system

Invent ecosystem

Daily ReviewNote weak knowledge to firm or reteach now and to review the next day.See phases of instruction.

7. As you get close to the start of the year, use your Curriculum Maps to make Lesson Plans/Outlines. You might do these for a whole week, or even a unit. Make sure to plan for review/assessment at the end of lessons and units. Simply select from your curriculum map which objectives you will work on each lesson in tasks for that day.

This is the time to make all the objectives---yours and from the state curriculum---clear and concrete.

Each objective (written into your lesson plan/outline or, later, scripted lesson) should say:

a. What the Teacher says. “Sound out these words.” “What is the theme of “The chimney sweeper? Tell how you know using lines from the poem.”

b. What materials students respond to. Lists of word to read, math problems to solve, text to analyze.

c. What the students are supposed to do with the materials in response to questions and instructions. “Students will sound out each word and then say it fast.”

d. How students are supposed to do it (the standards). For example, (a) accuracy (% of correct answers, completeness, such as number of steps in a routine); and (b) speed (e.g., number of words read correctly per minute, how long it takes to sound out a word). “Students will sound out each word and then say it fast, within 5 seconds of the “go” signal and with 95% accuracy.”

Lesson Planner/Outline for a Week of Beginning Reading = “7 point lesson plan

Monday, Beginning reading. 8:40 -9:20 Unit 2, Lesson 45

Tuesday, Beginning reading. 8:40 -9:20 Unit 1, Lesson 46

Wednesday, Beginning reading. 8:40 -9:20 Unit 1, Lesson 47

Thursday, Beginning reading. 8:40 -9:20 Unit 1, Lesson 48

Friday, Beginning reading. 8:40 -9:20 Unit 1, Lesson 49

Task 1. Review blend compound, 2-syllable, and 1-syllable words.Objective. Teacher models saying word slowly, then gives student instruction to Say it fast. Student says it fast within 3 seconds.

bendingsittingslamslammingforget

2. Review segment 1-syllable words into their sounds.

bendblend

rampforgetstubbornneighbor

3. Review earlier taught sounds that go with a. Vowels and consonants.

g, l, u, ee, d, t, f, p b. Review consonant blends. st, ing Teach diphthongs. ou

4. Sound out new words before reading text that contains those words.a. 1-syllable

teenseentreebendsamfanup

b. 2-syllables

c. with suffixes. ing, ed, er

5. Review read irregular words: the, said

Teach new irregular word

is.

Relevant State Objectives.CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.

6. Review read fluently words, sentences, paragraphs.

Teach reading stories first sounding out and second fast.

“Sam is a cat.”

"Sam can stand up."

“This tree is standing up.”

"This tree cannot bend."

"Sam can bend.

"Sam cannot see." "This ram can fan."

"Sam is not a ram?"

“Now Sam is not bending.”

7. Say definitions of words: b. Synonyms.

bendfan

8. Ask and answer questions about text (comprehension). a. Descriptions. who, what, when, where, how many, sequences. b. Explanations and predictions. why, what will happen next. c. Evaluations. feelings, motives, development, conflict, lessons.

Lesson Planner/Outline for a Week of Science

Monday, Science, 1:00 – 2:00. Unit 2, Plants, Lesson 1

Tuesday, Science, 1:00 – 2:00. Unit 2, Plants, Lesson 2

Wednesday, Science, 1:00 – 2:00. Unit 2, Plants, Lesson 3

Thursday, Science, 1:00 – 2:00. Unit 2, Plants, Lesson 4

Friday, Science, 1:00 – 2:00. Unit 2, Plants, Lesson 5

Task 1. Review background knowledge from Unit 1: Fundamentals of life.a. Definitions of concepts: life, organism, growth, differentiation, death, cell.[Objectives: Students will….]

b. Life cycles.

c. Systems.

Task 2. New concepts.Kingdoms, species, genera,plants, animals, fungi, viruses, bacteria

Task 3. PlantsDefinition ofMain kinds

Task 4. Review.

8. Use the Lesson Plan/Outline to script each task in the lessons.

Here are resources.Be mindful of features, general lesson organization here and here, and here; explicit vs. more discussion and inquiry here; what to look for here (what to look for); big ideas here and here, all forms of knowledge here and here, concepts here, routines here, facts here, here; phases of knowledge mastery (acquisition, generalization, fluency, integration, retention here and here; knowledge analysis here and here.

Seven point lesson plan One way to organize lessons.

More examples of how to teach.

Task: Teaching Facts

Task: Teaching List. Panoply.

Task: Teaching List. Phases of Mitosis

Task: Teaching Sensory Concept. On

Task: Teaching Higher-order Concepts with Synonyms

Task: Teaching Higher-order Concept. Simile

Task: Teaching Rule-relationship: War

Lesson: Teaching Higher-order Concept. Granite

Lesson: Teaching Rule-relationship. Temperature/pressure

Lesson: Teaching Routine. Sounding Out Words

Lesson: Teaching Routine. Analyzing Declaration of Independence

Lesson: Teaching Routine. Slope

Lessons (several) on U.S. History

Examples of lessons on how to teach the six kinds of knowledge.

Example of unit organization: plant life cycle

How to introduce a unit on the Declaration of Independence. PPT

Unit on U.S. Constitution

If relevant, prepare guided notes and other advance organizers .

Monday, Beginning reading. 8:40 -9:20 Unit 2, Lesson 45

Tuesday, Beginning reading. 8:40 -9:20 Unit 1, Lesson 46

Wednesday, Beginning reading. 8:40 -9:20 Unit 1, Lesson 47

Task 1. Review blend compound, 2-syllable, and 1-syllable words.Objective. Teacher models saying word slowly, then gives student instruction to Say it fast. Student says it fast within 3 seconds.

bendingsittingslamslammingforget

“Boys and girls, get ready to learn!

Let’s review saying our words fast. First I’ll say a word slowly, and then I’ll say that word fast. Listen. Beeendiiiing. Now I’ll say it fast. Bending.

Now I’ll say a word slowly and you’ll say that word fast. Get ready! Beeendiiiing. Say it fast. (point)Yes, you said bending fast.

Next word. Siiiittiiiing. Say it fast. (point)Yes, you said sitting fast.

Next word. Slaaaammm. Say it fast. (point)Yes, you said slam fast.

Next word. Slaaammmiiiing. Say it fast. (point)Yes, you said slamming fast.

2. Review segment 1 and 2-syllable words into their sounds. Objectives when the teacher says the word at the regular speed and tells the student to say it slowly, students say the word slowly within three seconds.

bend

blendrampforgetstubbornneighbor

“Boys and girls, get ready to learn!

Let’s review saying our words slowly. First I’ll say a word, and then I’ll say that word slowly. Listen. Bend. Now I’ll say it slowly. Beeend. I said bend slowly.

Now I’ll say a word and you’ll say that word slowly. Get ready! Bend. Say it slowly. (point)Yes, you said bend slowly.

Next word. Blend. Say it slowly. (point)Yes, you said blend slowly.”

3. Review earlier taught sounds that go with a. Vowels and consonants. Objective. When teacher touches under a sound, and says “When I touch under a sound, YOU say the sound.” Kid says the sound within 2 seconds.

g, l, u, ee, d, t, f, p “Boys and girls, get ready.”

Let’s review our sounds. When I touch under the sound, you say the sound. Remember, quick and quiet. PRE-CORRECTION/HINT (touch under sound)Yes, the sound is ‘g’.”

If kid makes error: “That sound is ‘g’. What sound? Yes, the sound is ‘g’.”

b. Review consonant blends. st, ing

“Boy and girls, let’s review more sounds. When I touch under the sound, you say the sound. (touch under sound)Yes, the sound is ‘st’.”

If kid makes error: “That sound is ‘st’. What sound? Yes, the sound is ‘st’.”

Teach diphthongs. ou

“Boys and girls, new sound!

When I touch under the sound, I’ll say the sound. ‘ou’.

When I touch under the sound, we’ll say the sound together. (point) ‘ou’.

Now it’s your turn. When I touch under the sound, you’ll say the sound. (point)

Yes, ou.

4. Sound out new words before reading text that contains those words. Objective: When the teacher says “sound it out” the kids sound it out using knowledge of letter-sound correspondence within four seconds. a. 1-syllable

teenseentreebendsamfanup

“Boys and girls, now we are going to sound out 1-syllable words![Using third format.]

You’re going to sound out this word. Put your finger on the first ball. What’s the first sound you’re going to say? ‘t’. Right, ‘t’. Move your finger to the next ball. What is the next sound you’re going to say? ‘ee’. Right, ‘ee’. Move your finger to the next ball. What is the next sound you’re going to say? ‘n’. Right, ‘n’.

Now, put your finger on the first ball, and SAY the sound.

t

Now put your finger under the next ball….and say the sound.

ee

Now put your finger under the next ball….and say the sound…

Nnnn

Now put your finger on the first ball and say the whole thing.

Teen

YES, teen. This format does three things; One, teacher guides students to do each part. Two, teacher asks kids to do each part separately. Three, teacher asks kids to do the whole thing.

b. 2-syllablesc. with suffixes. ing, ed, er

5. Review reading irregular words: the, said

“Boys and girls were going to read some of our special words. (point to words) Sound it out.” Theh“Yes! That’s how we sound it out but how do we say it?”The“Yes! The.”

Teach new irregular word When the teacher says “Sound it out,” the kid sounds it out. Then when the teacher says, “But how do we say it?” the kid says it correctly.

is.

“Boys and girls, this is a special word (point to the word). Let’s sound it out.” Isss

“Yes, that’s how we sound it out but here is how we say it. Izzz. “

“Sound it out.”Isssss

“Yes, that’s how we sound it out but how do you SAY it?” Is“Yes! Is.”

Relevant State Objectives.CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.

6. Read story and answer comprehension questions.

Preparation.a. Make sure they read new words. Bend, standing.

Have them sound it out, and then read it fast.

“Boys and girls, you’re going to sound out this word. Put your finger on the first ball and sound it out…Say it fast.”

b. Firm up recent words. Cannot, fan. Make sure they read fast.

“Boys and girls, let’s review our new words. Put your finger on the first ball and sound it out.”

c. Teach vocabulary---bend.

“Boys and girls the new word today is bend. What’s the new word? Spell bend….Yes bend!”“I’ll bend this card! What am I doing with the card? Yes, I’m bending it.” (use various examples) Bend arm. “Now I am going to bend my arm.”Straighten arm. “This is NOT bending.”

Teach reading stories first sounding out and second fast.

“Sam is a cat.”

"Sam can stand up."

“This tree is standing up.”

"This tree cannot bend."

"Sam can bend.

"Sam cannot see." "This ram can fan."

"Sam is not a ram?"

“Now Sam is not bending.”

8. Ask and answer questions about text (comprehension). a. Descriptions. who, what, when, where, how many, sequences. b. Explanations and predictions. why, what will happen next. c. Evaluations. feelings, motives, development, conflict, lessons.

SCIENCE UNIT: ASTRONOMY

Curriculum Map: All Objectives

Astronomy:

SCIENCE UNIT: ASTRONOMY

My Objectives/Content to Teach

Focus on solar systems

We live on earth. [Show earth, different examples to show features such as rivers, mountains, oceans, land, forests, cities, ice caps]

Moon goes with earth, craters,

Students will define solar system.

When the teacher points to the different objects in the solar system, students will identify the sun, the planets, asteroids, and comets

When the teacher points to these different objects the students will state different characteristics.

Students will define orbit; they will state the rule that most objects in solar systems travel in orbits.

Connections stated as rules.

Students will state rule that the father the planets are from the sun, the larger the orbit. Given examples of planets that are closer and farther from the sun students will state which one has the larger/longest orbit.

Students will state rule that the farther away from the sun, the lower the temperature and the closer to the sun, the higher the temperature. Given examples, students will say which planets are colder or hotter than planet Earth.

Students will state the rule that there are certain planets that can sustain life and some cannot.

Beyond solar systems

Solar systems in galaxies:

Students will understand that solar systems are part of galaxies. They will state

that our solar system is in the galaxy called the “Milky Way” and there are billions of galaxies in space.

State Objective/Content to Teach

3. E.1 Recognize the major components and patterns observed in the earth/moon/sun system.

3. E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the earth is the third planet from the sun in our solar system.

3. E.1.2 Recognize that changes in the length and direction of an object’s shadow indicate the apparent changing position of the Sun during the day although the patterns of the stars in the sky, to include the Sun, stay the same.

Final Unit Performance and Objectives: Instructions, Materials, Performance, Standards

Review:

Have students tell facts about the objects in the solar system. Ask questions about gravity and heat. Have students state definitions of planet, moon, sun, and orbit. Have students describe each object and state rules.

Integration:

Have students make mobile, diorama, poster, or PowerPoint.

SCIENCE UNIT: ASTRONOMY Lesson Plans/Outlines [Objectives in Sequence]

Lesson 1 Lesson 2 Lesson3

Objectives/content

Focus on solar systems

We live on earth. [Show earth, different examples to show features such as rivers, mountains, oceans, land, forests, cities, ice caps]

Moon goes with earth, craters,

Students will define solar system.

When the teacher points to the different objects in the solar system, students will identify the sun, the planets, asteroids, and comets

When the teacher points to these different objects the students will state different characteristics.

Students will define orbit; they will state the rule that most objects in solar systems travel in orbits.

Final Performance and objectives

Objectives/content

Connections stated as rules.

Students will state rule that the father the planets are from the sun, the larger the orbit. Given examples of planets that are closer and farther from the sun students will state which one has the larger/longest orbit.

Students will state rule that the farther away from the sun, the lower the temperature and the closer to the sun, the higher the temperature. Given examples, students will say which planets are colder or hotter than planet Earth.

Students will state the rule that there are certain planets that can sustain life and some cannot.

Final Performance and objectives

Objectives/content

Beyond solar systems

Solar systems in galaxies:

Students will understand that solar systems are part of galaxies. They will state that our solar system is in the galaxy called the “Milky Way” and there are billions of galaxies in space.

Final Performance and objectives

SCIENCE UNIT: ASTRONOMY Scripted Lessons

Lesson 1 Lesson 2 Lesson3

Focus on solar systems

We live on earth. [Show earth, different examples to show features such as rivers, mountains, oceans, land, forests, cities, ice caps]

Moon goes with earth, craters,

Students will define solar system.

When the teacher points to the different objects in the solar system, students will identify the sun, the planets, asteroids, and comets

When the teacher points to these different objects the students will state different characteristics.

Students will define orbit; they will state the rule that most objects in solar systems travel in orbits.

Tasks

Final Performance and objectives

Tasks

Final Performance and objectives

Final Performance and objectives

This is what the whole thing looks like.

Curriculum for each knowledge system Unit 1 Unit 2 Unit 3 Unit 4

|__|_|_|_|_|_|_|_|__|__________________|______________|________________________

Lessons Final curric performance Task 1. Final unit performance and objectives: Gain attention and objectives a. Review, firm, reteach Frame instruction a. Review, firm, reteach b. Integrate Present information b. Integrate Lead? Final assessments consist of acquisition items and generalization items. Test/check. “Your turn.” Task 2--- Gain attention Frame instruction Present information Lead? Test/check

Task (Final) Final lesson performance: a. Review, firm, reteach b. Integrate

Notice…1. There is assessment, review, error correction (“That sound is rrr. What sound?”), firm up (“Let’s multiply the numbers in the ones column until you are firm on that part.”), or reteach, after every Task, Lesson, Unit, and the whole curriculum.

2. The EXIT performance for any Task, Lesson, Unit, or whole curriculum is supposed to BE the entry skills for the next Task, Lesson, Unit, or whole curriculum. So, do NOT go on until kids are firm!!

Here’s a copy.

But if there aren’t really TOPIC units, then how will you assess, review, firm, or reteach, as it shows in the diagram. Easy! You give curriculum-based mastery tests. Here are examples.

Example of Mastery Tests/Checkouts for 100 Easy Lessons .

Blank template for Mastery Tests/Checkouts for 100 Easy Lessons

A scope and sequence chart shows the subjects and the sequence of units-lessons in each subject. It shows (1) strands (main subjects) and substrands; and (2) when instruction on each strand starts and stops. Draw a vertical line through a lesson and you see everything worked on that lesson. Notice how knowledge elements (e.g., letter-sound correspondence) are taught before more complex skills that CONTAIN the elements (sounding out words). Draw a vertical line down from a lesson/day, and you can see what to work on in EACH LESSON for EACH SUBJECT/STRAND.

Scope and Sequence Chart

Lessons/Days 1 10 15 20 25 40 ….. 60……90……120…….

Strands/subjectsCommonknowledge and language Full sentences _________________________________________________________________________ Grammar _________________________________________________________________________ Names ____________________________________ Colors ____________ ___________ ____________ Shapes _______________ _________ ______________ Prepositions _____ ____ ____ Days/time Days and Weeks______________________________________________________________ Clock time ____________________________Reading [Unit 1………………………..][Unit 2……………………………………………….][Unit 3………………..] Blending _____________________ Segmenting _____________________ Letter-sound _______________________________________________ Sounding out ______________________________________________________________________ Vocabulary __________________________________________________________________________ [goes with language strand] Comprehension ___[hear story]______________________________________[read story]_______________ Sentences and longer text _________________________Science [Unit 1………………………………….][Unit 2………………………………………………………..][Unit 3……………………………] Plants __________________________ [Overlap: talking about connection between one subject and the next.] Ecosystems ______________________________________ Astronomy ___________________

Math [Unit 1……………………………………………………….][Unit 2…………………………][Unit 3……………………………….] Rote counting ______________ [Overlaps are for review and firming pre-skills for the next unit] Rational counting _________________ Group counting ________________ Addition ___________________________________ Subtraction __________________________ Multiplication ____________________

Story _____________________________________________________________________________________

Applications/integration _____________________________________________________________________________________

Day 20 Day 21

Make sure to review Day 20!

8:00-8:30 Subject: Common knowledge 8:00-8:30 Subject: Common knowledge Task 1 Facts knowledge hereReview: name of city, state, country, school, principal [retention]

Objective. With error correction and restart, all kids (group and individual turns) are 100% and within 4 seconds.

Procedure:…Gain attention. Boys and girls. Show me ready…. Yes, you got ready sooooo fast!

Frame. Let’s review our facts. When I ask a question, you answer that question fast.

What’s the name of our school principal? [write word on board and show how to sound it out.]

“Ms. Jennings.”Question/instruction (because this is review/assessment)

Verification/error correction“YES. The name of our school principal IS Ms. Jennings.”

[repeat and go fast?]

Next fact….

You are sooo smart.

Task 2Recite days of the week. Routine knowledge [Acquisition]

Objective. All kids (group and individual turns) say the whole list within 15 seconds.

Procedure

Boys and girls.Today we’re going to learn the days of the week.I’ll say the first days…. Monday, Tuesday, Wednesday.Your turn to say the first days of the week….Yes, Monday, Tuesday, Wednesday.The next days are Thursday, Friday.Say those 2 days…Now say all the days WITH me….Now say all the days by yourself….The last two days are Saturday and Sunday.Say those last two days…Now, say all the days of the week with me…Now your turn to say ALL the days of the week…Yes,….

Task 3Color green. Sensory concept knowledge [acquisition.] Acquisition set consists of circles, squares, blocks, balls, birds, house, trees. Several nonexamples are the same as examples, but not green. Same relevant features; different irrelevant features.

Objective. After error correction and restart, all kids (group and individual turns) correctly identify all examples and nonexamples 2 seconds.

Procedure.Boys and girls. Show me ready.Yes, I looove the way you showed me ready!!!New color. Green. What’s our new color…Yes, green.This is green…. What color? Yes, green,.THIS is green….What color is this?

Yes, green.This is green, too. What color?Yes, green.This is NOT green. Is this green?No. …

Test all examples and nonexamples in the acquisition set.

Task 4. Review/test all colors: red, blue, yellow, green. To ensure discrimination among different colors.

Objective. All kids (group and individual turns) are 100% after correction and restart.

Procedure

Task 5 [throughout]Say the whole thing. Higher-order concept. “Whole thing” means subject and predicate.”

All kids (group and individual turns) are 100% within 5 seconds, after correction and model.

“This IS green/not green.” “The principal is Ms. Jennings.”

“I live in the state of North Carolina.”

“His name is Melvin.”

“I am six years old.”

Procedure.

8:40-9:20 Reading

Task 1.Phonemic Awareness, Pronunciation (a, m, s)Rule and motor task. “Say what teacher says.”

Objective: All kids (group and individual turns), after correct and restart, are 100% within 4 seconds.

Procedure

Gain Attention: “Boys and girls!” Frame: “Let’s review our sounds. First I’ll say a sounds and

then you’ll say that sound” Model: “First sound: aaaaaa” Test: “Now you say that sound” (aaaaaa) Verify: “Yes! Aaaaa!” Correct: “This sound is aaaaa. Say the sound” Model: “Next sound: mmmmmm” Test: “Now you say that sound” (mmmmm) Verify: “Yes! Mmmm!” Correct: “This sound is mmmmm. Say the sound” Model: “Next sound: ssssss” Test: “Now you say that sound” (ssssss) Verify: “Yes! Ssssss!” Correct: “This sound is ssssss. Say the sound”

Task 2. Alphabetic principle. Letter-sound correspondence.New sound. long e

Objective. All kids (group and individual turn, after correction and repeat, correctly say the sound within 3 seconds when I touch under

the letter.

Procedure

Gain attention: “Boys and girls!” Frame: “New sound! First I’ll say a sound and then you’ll say

that sound!” Model: “New sound: eeeee” Lead: “Now we’ll say the sound. Get ready! Eeeeee.” Test: “Now you’ll say that sound. Get ready!” (eeeeee) Verify: “Yes! Eeeeee!)

Correct: “This sound is eeeeee. What sound?”

Task 3. Phonemic awareness. Blending, or say it fast.Review/retention: motorboat, ice cream, sister, if, me

Objective. All kids say it fast within 3 seconds, after correction and repeat.

Procedure

Gain attention: “Boys and girls!” Frame: “Let’s play say it fast with our old words. First I’ll say a

word slowly then I’ll say that word fast.” Model: “Listen. Motor…Boat. Now I’ll say it fast- motorboat.” Test: “Your turn to say it fast. Listen. Motor…Boat. Say it

fast!” (motorboat) Verify: Yes, motorboat! You said it fast!” Model: “Listen. Ice...Cream. Now I’ll say it fast- ice cream.” Test: “Your turn to say it fast. Listen. Ice…Cream. Say it fast!”

(ice cream) Verify: Yes, ice cream! You said it fast!” Model: “Listen. Sis…ter. Now I’ll say it fast- sister.” Test: “Your turn to say it fast. Listen. Sis…ter. Say it fast!”

(sister) Verify: Yes, sister! You said it fast!” Model: “Listen. iiiiifffffff. Now I’ll say it fast- if.”

Test: “Your turn to say it fast. Listen. iiiiiffffff. Say it fast!” (if) Verify: Yes, if! You said it fast!” Model: “Listen. mmmmmeeeee. Now I’ll say it fast- me.” Test: “Your turn to say it fast. Listen. mmmmmmeeeee. Say it

fast!” (me) Verify: Yes, me! You said it fast!”

Task 4. Phonemic awareness. Blending. words: see, that, if

Objective. All kids correctly say the words fast within 3 seconds, after correction and repeat.

Gain attention: “Boys and girls!” Frame: “Let’s play say it fast with our new words. First I’ll say

a word slowly then I’ll say that word fast.” Model: “Listen. Ssseeeeeeeee. Listen again. Sssssseeeeee.

Now I’ll say it fast. See.” Test: “Your turn to say it fast. Listen. Ssssseeeeee. Say it

fast.” (see) Verify: “Yes, see! You said it fast! Model: “Listen. Ththththaaaatttt. Listen again.

Ththththaaaaaat. Now I’ll say it fast. That.” Test: “Your turn to say it fast. Listen. Ththththaaaatttt. Say it

fast.” (that) Verify: “Yes, that! You said it fast! Model: “Listen. iiiiifffffff. Now I’ll say it fast- if.” Test: “Your turn to say it fast. Listen. iiiiiffffff. Say it fast!” (if) Verify: Yes, if! You said it fast!”

3rd Grade Physical Science Matter, Property and Change3.P.2 Understand the structure and properties of matter before and after change3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the Sun (a star), planets, and many moons and the earth is the third planet from the Sun in our solar system.

http://www.ncpublicschools.org/docs/acre/standards/extended/science/3-5.pdf

Final performances for all chunks (What students will do.) and Objectives (definition of proficient performances).

Guided Notes on Astronomy

Chunk 1. Overview of the Solar System

Task 1.Definition of the solar systemObjective. Students will be able to say the definition of the solar system.

“Boys and girls, show me ready.”“Today we’re going to learn what a solar system is.” Point to the solar system.“What are we going to learn?”Solar system.“That’s right. Spell solar system.”S O L A R S Y S T E M.“Yes. That’s how you spell solar system.”“The Solar System we call all the planets that go around the Sun.”“Say it with me.”The Solar System is all the planets that go around the Sun.“That’s right. What is the solar system?”All the planets that go around the Sun.“Good, yes. The solar system is all the planets that go around the Sun.”

Task 2. Brief definition of each part.Objective. Students will be able to say the definitions of different types of celestial objects—planets, moons, and stars.

“Now we’ll learn about the different types of things in the solar system.”“What are we going to learn?”The different types of things in the solar system.“That’s right. First we’ll learn about planets. What are we learning about?”

Overview of the Solar SystemYou will learn about all the different parts of the solar system.

Definition of solar system: The Solar System is made up of all the planets that go around the Sun. The Solar System also has moons, comets, and asteroids.

Definition of the parts:Planets: Round objects that circle around stars.Moons: A small, round object that circles around a planet.Stars: A big glowing object in space.

Planets.“That’s right; planets. Planets are round objects that circle around stars. Say it with me.”Planets are round objects that circle around stars.“That’s right! What are planets?”Planets are round objects that circle around stars.“Good, yes. Planets are round objects that circle around stars.”“Now we’ll learn about moons. What are we learning about?”Moons.“That’s right; moons. A moon is a small, round object that circles around a planet. Say it with me.”A moon is a small, round object that circles around a planet.“That’s right! What is a moon?”A small, round object that circles around a planet.“Good, yes. A moon is a small, round object that circles around a planet.”“Now we’ll learn about stars. What are we learning about?”Stars.“That’s right; stars. A star is a big glowing object in space. Say it with me.”A star is a big glowing object in space.“That’s right! What is a star?”A big glowing object in space.

Task 3. Identifying each partObjective. Students will correctly identify planets, moons, and stars.

Point to a planet. “Boys and girls, what is this?”A planet.“That’s right, a planet. This is a round object circling around a star.”Point to the sun. “What is this?”A star.“That’s right, a star. This is a big glowing object in space.”

Point to moon. “Boys and girls, what is this?”A moon.“That’s right, a moon. This is a small, round object circling around a planet.”

Chunk 2. The Sun The Sun.You’ll be learning about the Sun and what it does for us.

Task 1. Definition of the SunObjective. Students will be able to define the Sun.“Boys and girls, show me ready!”“I love the way you’re ready. Today we’re going to learn about the Sun. What are we going to learn about?”The Sun.“That’s right, the Sun. The Sun is the star that Earth circles around. Say it with me.”The Sun is the star that Earth circles around.“That’s right. What is the Sun?”The star that Earth circles around.“Yes. The Sun is the star that Earth circles around.”

Task 2. Features of the SunObjective. Students will be able to name four features of the Sun.“Boys and girls, we’re going to learn about what the Sun can do.”“The Sun has four features. How many features does the Sun have?”Four.“That’s right.” Hold up one finger. “The Sun is in the middle of the solar system.” Hold up two fingers. “All the planets in our solar system move around the Sun.” Hold up three fingers. “The Sun is what makes Earth warm.” Hold up four fingers. “The Sun is what gives Earth light.”“What is the first feature of the Sun?”The Sun is in the middle of the solar system.“Yes. The Sun is in the middle of the solar system. What is the second feature of the Sun?”All the planets in our solar system move around the Sun.“That’s right. All the planets in our solar system move around the Sun. What is the third feature of the Sun?”The Sun is what makes Earth warm.“That’s right. The Sun is what makes Earth warm. What is the fourth feature of the Sun?”The Sun is what gives Earth light.“That’s right. The Sun is what gives Earth light.”

Definition of the Sun—the Sun is the star that Earth circles around.

Features of the Sun:1. The Sun is in the middle of the solar system2. All the planets in our solar system move around the

Sun3. The Sun is what makes Earth warm4. The Sun is what gives Earth light

“Let’s review the four features. Say them with me. The Sun is in the middle of the solar system. All the planets in our solar system move around the Sun. The Sun is what makes Earth warm. The Sun is what gives Earth light.”Chunk 3. The Planets

Task 1. Naming the planetsObjective. Students will be able to name all eight planets in order. “Boys and girls, show me ready.”“I love the way you’re ready! We’re going to learn about the planets in our solar system. What are we going to learn about?”The planets in our solar system.“That’s right. There are eight planets in our solar system. How many planets are in our solar system?”Eight.“That’s right. The closest planet to the sun is Mercury. What planet is closest to the sun?”Mercury.“That’s right; Mercury is the first planet from the sun.”“The second planet from the sun is Venus. What’s the second planet from the sun?”Venus.“That’s right; Venus is the second planet from the Sun.”“The third planet from the sun is Earth. What’s the third planet from the Sun?”Earth.“That’s right. Earth is the third planet from the Sun.”“The fourth planet from the sun is Mars. What’s the third planet from the Sun?”Mars.“That’s right. Mars is the fourth planet from the Sun.”“The fifth planet from the Sun is Jupiter. What’s the fifth planet from the Sun?”Jupiter.“That’s right. Jupiter is the fifth planet from the Sun.”“The sixth planet from the Sun is Saturn. What’s the sixth planet from the Sun?”

The PlanetsYou’ll learn about all the planets in our solar system and be able to tell me facts about each one.

MercurySmallest planet in the solar systemVenusBrightest planet in the skyEarthWhere we liveMarsCalled the red planetJupiterThe biggest planetSaturnHas a big ring around itUranusThe coldest planetNeptuneHas the strongest winds

Saturn.“That’s right. Saturn is the sixth planet from the Sun.”“The seventh planet from the Sun is Uranus. What’s the seventh planet from the Sun?”Uranus.“That’s right. Uranus is the seventh planet from the Sun.”“The eighth planet from the Sun is Neptune. What’s the eighth planet from the Sun?”Neptune.“That’s right. Neptune is the eighth planet from the Sun.”“All the planets in order are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. Say them with me.”Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.“That’s right. Now just you say them.”Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.“Good! Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune are all the planets in our solar system.”

Task 2. Identify the planets.Objective. Students will identify planets when the teacher points to them.

“Now we’re going to look at all the planets. When I point to a planet, you tell me what planet it is.”Point to Mercury. “What planet is this?”Mercury.“That’s right. The first planet is Mercury.”Point to Venus. “What planet is this?”Venus.“That’s right. The second planet is Venus.”Point to Earth. “What planet is this?”

Earth.“That’s right. The third planet is Earth.”Point to Mars. “What planet is this?”Mars.“That’s right. The fourth planet is Mars.”Point to Jupiter. “What planet is this?”Jupiter.“That’s right. The fifth planet is Jupiter.”Point to Saturn. “What planet is this?”Saturn.“That’s right. The sixth planet is Saturn.”Point to Uranus. “What planet is this?”Uranus.“That’s right. The seventh planet is Uranus.”Point to Neptune. “What planet is this?”Neptune.“That’s right. The eighth planet is Neptune.”

Task 3. Features of the planetsObjective. Students will be able to tell one feature of each planet.“Boys and girls, now we’re going to learn more about each planet.”“First we’ll learn about Mercury. Fun fact: Mercury is the smallest planet. Say it with me.”Mercury is the smallest planet.“What’s our fact?”Mercury is the smallest planet.“That’s right; Mercury is the smallest planet.”“Next is Venus. Fun fact: Venus is the brightest planet in the sky. Say it with me.”Venus is the brightest planet in the sky.“What’s our fact?”Venus is the brightest planet in the sky.“That’s right; Venus is the brightest planet in the sky.”“Next is Earth. Fun fact: Earth is the planet we live on! Say it with me.”

Earth is the planet we live on.“What’s our fact?”Earth is the planet we live on.“That’s right. Earth is the planet we live on.”“Next is Mars. Fun fact: Mars is called the red planet. Say it with me.”Mars is called the red planet.“What’s our fact?”Mars is called the red planet.“That’s right. Mars is called the red planet.”“Next is Jupiter. Fun fact: Jupiter is the biggest planet. Say it with me.”Jupiter is the biggest planet.“What’s our fact?”Jupiter is the biggest planet.“That’s right. Jupiter is the biggest planet.”“Next is Saturn. Fun fact: Saturn has a big ring around it. Say it with me.”Saturn has a big ring around it.“What’s our fact?”Saturn has a big ring around it.“That’s right. Saturn has a big ring around it.”“Next is Uranus. Fun fact: Uranus is the coldest planet. Say it with me.”Uranus is the coldest planet.“What’s our fact?”Uranus is the coldest planet.“That’s right. Uranus is the coldest planet.”“Next is Neptune. Fun fact: Neptune has the strongest winds of all the planets. Say it with me.”Neptune has the strongest winds of all the planets.“That’s right. Neptune has the strongest winds of all the planets.”“Now we know facts about all the planets!”

Chunk 4. The Moons

Task 1. Our moonObjective. Students will be able to name 3 features of Earth’s moon.

MoonsYou will learn about moons on our planet and others.

Our moon

“Boys and girls, show me ready!”“Today we’re going to learn about the moon. What are we going to learn about?”The moon.“That’s right. The moon. Remember, a moon is a small, round object that circles around a planet. What is a moon?”A moon is a small, round object that circles around a planet.“Earth has one moon. How many moons does Earth have?”One.“That’s right. We’re going to learn three features of Earth’s moon. One: The moon goes around the Earth once every month. Two: The moon’s surface is full of craters. Three: The moon is the reason our oceans have tides.”“What is the first feature of the moon?”The moon goes around the Earth once every month.“Yes. The moon goes around the Earth once every month.”“What is the second feature of the moon?”The moon’s surface is full of craters.“Yes. The moon’s surface is full of craters.”“What is the third feature of the moon?”The moon is the reason our oceans have tides.“Yes. The moon is the reason our oceans have tides.”“Let’s review the features of the moon. Say them with me. One: The moon goes around the Earth once every month. Two: The moon’s surface is full of craters. Three: The moon is the reason our oceans have tides.”

Task 2. Other moonsObjective. Students will be able to name other planets with moons.“Now we’re going to learn about other planets in our solar system with moons. What are we going to learn about?”Other planets in our solar system with moons.“That’s right. Mercury has no moons. How many moons does Mercury have?”None.“That’s right. Mercury has no moons.”“Venus has no moons. How many moons does Venus have?”

1. The moon goes around the Earth once every month.2. The moon’s surface is full of craters.3. The moon is the reason our oceans have tides.

Other moons1. Mercury: 0 moons2. Venus: 0 moons3. Earth: 1 moon4. Mars: 2 moons5. Jupiter: 50 moons6. Saturn: 53 moons7. Uranus: 27 moons8. Neptune: 13 moons

None.“That’s right. Venus has no moons.”“Mars has two moons. How many moons does Mars have?”Two.“That’s right. Mars has two moons.”“Jupiter has fifty moons! How many moons does Jupiter have?”Fifty.“That’s right. Jupiter has fifty moons.”“Saturn has fifty-three moons. How many moons does Saturn have?”Fifty three.“That’s right. Saturn has fifty three moons.”“Uranus has twenty seven moons. How many moons does Uranus have?”Twenty seven.“That’s right. Uranus has twenty seven moons.”“Neptune has thirteen moons. How many moons does Neptune have?”Thirteen.“That’s right. Neptune has thirteen moons.”Chunk 5. Comets and Asteroids

Task 1. Definition of comets and asteroidsObjective. Students will be able to identify comets and asteroids.“Boys and girls, show me ready. I love the way you’re ready!”“Today we’re going to learn about comets and asteroids. What are we going to learn about?”Comets and asteroids.“A comet is a big ball of dust and ice with a tail on the end. What is a comet?”A big ball of dust and ice with a tail on the end“That’s right. A comet is a big ball of dust and ice with a tail on the end.”“An asteroid is a rocky ball that goes around a star. What is an asteroid?”A rocky ball that goes around a star.“That’s right.”

Comets and AsteroidsYou’re going to learn about the difference between a comet and an asteroid.

CometsA comet is a big ball of dust and ice with a tail on the end.

AsteroidsIt is a rocky ball that goes around the sun.

“This is a comet. It is a big ball of dust and ice and it has a tail on the end.”

“This is an asteroid. It is a rocky ball that goes around the sun.”

“Is this a comet or an asteroid?”A comet.“That’s right. This is a comet because it is made of ice and dust and it has a tail.”

“Is this a comet or an asteroid?”An asteroid.“That’s right. This is an asteroid because it is rocky and orbits around a star.”Chunk 6. Assessment

Task 1. Identifying objects in space.

Objective. Students will correctly identify all eight planets, the moon, the sun, a comet, and an asteroid when looking at a picture of the solar system.“Boys and girls, show me ready.”“It’s time to show me what you learned about space now.”

Point to the sun. “What is this?”The sun.“That’s right. What are the four features of the sun?”The Sun is in the middle of the solar system. All the planets in our solar system move around the Sun. The Sun is what makes Earth warm. The Sun is what gives Earth light.“That’s right.”Point to Mercury. “What is this?”Mercury.

“That’s right. What is one feature of Mercury?”Mercury is the smallest planet in the solar system.Point to Venus. “What is this?”Venus.“That’s right. What is one feature of Venus?”Venus is the brightest planet in the sky.Point to Earth. “What is this?”Earth.“That’s right. What is one feature of Earth?”Earth is where we live.Point to Mars. “What is this?”Mars.“That’s right. What is one feature of Mars?”Mars is called the red planet.Point to Jupiter. “What is this?”Jupiter.“That’s right. What is one feature of Jupiter?”Jupiter is the biggest planet.Point to Saturn. “What is this?”Saturn.“That’s right. What is one feature of Saturn?”Saturn has a ring around it.Point to Uranus. “What is this?”Uranus.“That’s right. What is one feature of Uranus?”Uranus is the coldest planet.Point to Neptune. “What is this?”Neptune.“That’s right. What is one feature of Neptune?”Neptune has the strongest winds.Point to the moon. “What is this?”The moon.“That’s right. What are three features of the moon?”The moon goes around the Earth once every month. The moon’s surface is full

of craters. The moon is the reason our oceans have tides.Point to the comet. “What is this?”A comet.“That’s right. Why is it a comet?”It is a ball of dust and ice with a tail on the end.Point to the asteroid. “What is this?”An asteroid.“That’s right. Why is it an asteroid?”It is a rocky ball circling around the Sun.