TO THE PLANETS AND BACK

Teachers: Daniella Simari, Allison Gray, Angela Dunay, Subject: 5th grade science; Planetary Dictionary

Content Standard(s):
6.3.PO1: Identify the known planets of the solar system.
6.3.PO2: Describe the distinguishing characteristics of the known planets in the solar system.

ELA Standard(s):
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5.RI.1)
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (5.RI.2)
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a
problem efficiently. (5.RI.7)
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5.RI.9)
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (5.W.2)
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade
specific expectations for writing types are defined in standards 13 above. (5.W.4)
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 5.)
(5.W.5)
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5.W.7)
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.
(5.W.6)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of disciplinespecific tasks, purposes, and audiences. (5.W.10)
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (5.L.3)
 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development
of main ideas or themes. (5.SL.5)
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
(5.SL.2)
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace. (5.SL.4)

ELP Standards:
Reading:
Comprehending Text B-21:
B-30:
Writing:
Writing Applications (Expository) B-5:
Speaking/Listening:
Comprehension of Oral Communications B-4: retelling the main idea/concept and key points/details of a presentation using
sentence frames
B-5: responding to academic discussions by sharing ones view on facts, ideas and/or events using academic vocabulary
B-6: responding to comprehension questions by comparing concepts and related facts using academic vocabulary
B-7: following multi-step directions/ instructions containing prepositions
B-8: responding to social conversations by rephrasing and repeating information, sharing ones experiences, and expressing ones
thoughts.
Delivery of Oral Communications B-4: participating in social conversations with familiar and unfamiliar people; sharing personal
information, experiences, opinions, abilities, and needs using complete sentences

Measurable Learning Objective (Explicit):

Students understand multiple facts about our solar system, and demonstrate their listening and notetaking skills to be able to effectively
communicate their knowledge by writing.
Key vocabulary: Materials: Smartboard/projector screen
BICS graphic organizer, venn diagram, creative writing, fill-in-the-blank worksheets
diagram, rubric printed articles about planets
CALP solar system, planet, Sun, moon, rotation, orbit, notebook paper to make graphic organizers
space, aliens board and Expo markers/chalk

ENGAGE Teacher Will: Student Will: Listen to the teachers explanation, answer his/her
Build/build on prior Ask who knows about the planets questions, and observe the video attentively.
knowledge and their rotations around the
sun. Write their answers on the
board. Then the teacher will show
fun music video (We Are the
Planets) to introduce the new
concept.

Co-Teaching Strategy/Differentiation
visuals paired with music
visual words on board

EXPLORE Teacher Will: Student Will:

Guided exploration of Make magnetic diagram on board Work with movable papers on desk with partner to make a diagram of
concepts/vocabulary/mater once students try themselves. what they believe to be the order of the solar system.
ials
 Co-Teaching Strategy/Differentiation
visuals
hands on
working with partner

EXPLAIN Teacher Will: Pass out worksheets Student Will: Take notes on their worksheets according to facts on the
Instructional Input to take notes. Will also write board and what they are lectured on. One student becomes teacher and
important facts about each planet moves the solar system according to how other students ask him/her
on the board. Lecture, using an to.
interactive solar system from
website online. Then the teacher
will allow the students to play
with the solar system themselves.
Allow student to become teacher
and facilitate any
confusion/disruption while new
teacher uses interactive solar
system.

Co-Teaching Strategy/Differentiation
graphic organizer (note-taking sheet)
visual of the interactive solar system
hands-on if they play with it themselves

ELABORATE Teacher Will: Student Will: Create graphic organizer with partner of
Guided & Independent Provide students with any comparing/contrasting 3 planets (2 have to be their favorite, and the
Practice clarifying help they may need; 3rd will be Earth); share out their graphic organizers
rotate through tables and talk to
each group about their
comparisons; facilitate share out

Co-Teaching Strategy/Differentiation
Teacher goes around and gives special attention to certain tables with ELLs who may have questions
working in pairs
graphic organizer to help them learn

EVALUATE Teacher Will: Student Will:

Provide rubric for creative-writing Write a creative writing paper in which they are required to use certain
paper, including vocabulary vocab words based on what they learned in class, pick at least one
words, length, and subject, (i.e. planet to center the story around, and write a minimum of 2 pages;
planet) including grammar and peer editing
creativity guidelines; facilitate
peer-editing and make a checklist
that provides students with
certain things to look for while
editing

Co-Teaching Strategy/Differentiation
rubric provided
peer-editing, focusing on ELLs
vocab sheet