Maria+Johnson+and+Jamie+Kellerhouse

=Application Project Plan (APP) Planning Sheet=

Chris 12/14 Wow! An exciting interdisciplinary unit. We talked about having the students evaluate fact and fiction in various forms: comics, ads, movies, TV shows, etc. as well as web sites. We talked about giving each research group a few web sites for their study (e.g. Mars) to evaluate along with others (in a free search online). You would give them at least one site with inaccurate information, perhaps a site mostly for entertainment, perhaps a commercial site, as well as credible (and less credible?) education sites. You should think about using the 2nd semester intern (starting late Jan.) to search for these. I will bring a kit tomorrow that may be useful as a partiap model. Ask me for the "5th grade Peru Kit".


 * As you suggested, you should be sharing resources and perhaps even working with Christy and Janet **

Name
Maria Johnson and Jamie Kellerhouse

Tentative Title
//**Fact or Fiction in the Cosmos**//

Target Audience
5th Grade Science

Essential Question: How has man's perception of the solar system changed over time?
Students will become experts on variety of celestial bodies. Through the process of inquiry based learning, they will explore accurate and inaccurate information and previous understandings of their topics. They will research the current scientific knowledge on the topics. They will identify and analyze the misinformation in their textbook. They will compose a business letter to the publisher and include a scientific report that provides recommended changes. Using Glogster, the students will present their findings to an invited audience.


 * Curriculum Goals**

Students will understand how the perceptions of the solar system have changed over time. Elementary Science Standard 1: Science Standard 4: The Physical Setting Key Idea 1 The Earth and celestial phenomena can be described by principles of relative motion and perspective. The universe is comprised of a wide array of objects, a few of which can be seen by the unaided eye. Others can only be observed with scientific instruments. These celestial objects, distinct from Earth, are in motion relative to Earth and each other. Measurements of these motions vary with the perspective of the observer. Cyclical changes on Earth are caused by interactions among objects in the universe. Performance Indicator 1 Major Understandings: 1.1a Earth's Sun is an average-sized star. The Sun is more than a million times greater in volume than Earth. 1.1b Other stars are like the Sun but are so far away that they look like points of light. Distances between stars are vast compared to distances within our solar system. 1.1c The Sun and the planets that revolve around it are the major bodies in the solar system. Other members include comets, moons, and asteroids. Earth's orbit is nearly circular. 1.1d Gravity is the force that keeps planets in orbit around the Sun and the Moon in orbit around the Earth.

Connection to the Common Core:
 * 1) The unit is designed to be inquiry based, with a deep look at the specific topics within the content area.
 * 2) The lessons are designed to develop the students ability to engage in critical thinking
 * 3) This is a collaborative unit (science, library, ELA) as it is our// "Shared responsibility for students’ literacy development //."
 * 4) "To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new."
 * 5) The Grade 5 Common Core Learning Standards for ELA include the requirement for short research projects as well as media production.
 * 6) From the Common Core instructional shifts:
 * Knowledge in the disciplines: "Students learn through domain specific texts in science – rather than referring to the text, they are expected to learn from what they read."
 * Writing from sources: "Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative," "students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read."

Media Literacy Goals
> //Key Questions to Ask When Analyzing Media Messages)//.
 * 1) Students will engage in critical thinking when evaluating media messages (using
 * 1) Students will evaluate the credibility of information from different sources.
 * 2) Students will recognize the media's influence on beliefs, attitudes, regarding the solar system.
 * 3) Students will employ //Key Questions to Ask When Producing Media Messages// when creating their presentations

Other Goals

 * 1) Students will identify and differentiate between the different types of objects (planets, stars, comets, etc.) in space.
 * 2) Students will write a business letter and a scientific report.
 * 3) Students will create an annotated bibliography in MLA format.

Proposed Activities
>> > They will compose a business letter to the publisher and include a scientific report that provides recommended changes**. **(Some students will verify that the information in the textbook is current and their report will indicate that as well.) The students will use Glogster to present their findings to an invited audience. > Evaluating sources >
 * 1) Session one (co-teach): Media Literacy: Decode examples of moon/solar system misconceptions
 * Trip to the Moon movie
 * Table of information from textbook They will work in groups (5 min.) to identify and analyze the misinformation in their textbook. They will report out from their group and create a group list. "Where do you think this came from?"
 * 1) Session two (co-teach): Twenty questions-"Fact or Fiction" assessment using response devices (we'll use the list of topics to create the questions) to judge what they know/don't know.
 * 2) Session three (co-teach): Teachers will present a Glog for an introduction of project goals.Hand out projects and rubrics. Students will research the current scientific knowledge on selected topics. They will verify the information in two reliable sources.
 * 1) Science content 2-3 weeks including:
 * Historical background
 * Vocabulary
 * Inquiry Activity: Students will work with visiting professor on a hands on exploration of planet size and distance (performance indicators 1a, 1b, 1c)
 * 1) Library: Media Literacy: Orson Wells/War of the Worlds
 * 1) Reasearch (library/computer class): Students discover current understanding through research of up-to-date online and print resources
 * 2) Students compose a letter/report to the textbook publisher to recommend changes(ELA class)
 * 3) Students create a Glog to present their research (computer class)
 * 4) Present to a vested audience (administrators, BOE, parents, classes, etc.)
 * 5) Post assessment: Fact vs. Fiction

Assessment/Evaluation
Pre-assessment activity Projects will be assessed using a rubric Post assessment

Resources/Support
The classic 1902 film "A Trip to the Moon." http://www.youtube.com/watch?v=oYRemE9Oeso&ob=av1n A Ptolemaic (geocentric) map of the universe. Kind of hard to understand, and the fact that it's in Latin doesn't help. Can't find a date for this particular map. http://thesituationist.files.wordpress.com/2007/11/ptolemiac-system.jpg Another from 1568. http://en.wikipedia.org/wiki/File:Bartolomeu_Velho_1568.jpg And another in plain English. http://zebu.uoregon.edu/timages/cosmos.jpg A comic strip perpetuating a lot of myths. http://www.cartoonistgroup.com/store/add.php?iid=28655 War of the Worlds Broadcast (Orson Wells) Tom and Jerry clip from 1967 depicting the moon as a planet of cheese.There's a funny spaceship launch at the beginning as well, but most of the episode isn't relevant to your topic. http://youtu.be/eR2ylWpGlWw?t=5m59s Wallace and Gromit eating moon cheese. (Note: there are better quality clips for this scene, but this is the only one that cuts to the moon cheese. If you like this one I can get a better quality clip.) http://www.youtube.com/watch?v=05vYIFZEhzA

Planning Steps

 * 1) Time line of project: approximately 3-4 weeks
 * 2) Division of teaching responsibilities (science teacher/librarian/collaborative)
 * 3) Develop rubrics for project
 * 4) Create pre/post assessments
 * 5) Gathering of resources and materials (print, online, inter-library loan)