Thematic Unit Dr.

Watters March 18, 2013 University of Akron

Completed by: Kimberly Johnson Language Arts & Introduction Marie Bowman Science & Classroom layout Katelyn LaGambo - Math Alisha Tope Social Studies

Thematic Unit on Space This unit has been created for a first grade class in a rural community in a school that has been identified on the School Report Card as Excellent. There are twenty one students in this class. The class has eleven boys, ten girls, a Teacher, and a Teachers Aide. The diversity of the class includes fifteen Caucasians, two Hispanics, and four African American students. The class includes a child with a hearing impairment referred to herein as Andy. Andy has a conductive hearing loss that interferes with the ability to hear, not understand. The Thematic Unit lessons are integrated through cross-curriculum in the subjects of Science, Language Arts, Math, and Social Studies. The classroom has eight learning centers to enhance the lessons taught during lecture (see classroom map). These centers are important to a child's cognitive, social, emotional, and physical development. Each week, new activities take place at the centers, some guided by the teacher and some chosen by the students. The centers allow the students to develop creative thinking and problem solving skills. The student's desks are arranged to allow round table discussions that help develop creative thinking, promote speech/language, and strengthen social skills with the ability to speak to each other using eye contact. The open area in the center of the room also allows the student's to see the teacher clearly and allows an area for demonstrations and displays related to a particular lesson or subject without obstructing the students view. The room also includes an amplification system that is used for Andy. As long as the teacher uses this device, he can clearly hear what is being taught. The teacher ensures that Andy is hearing everything that is going on in the classroom by considering

classroom seating arrangement and where the he is located in the room. The Teacher and Teachers Aide also check the batteries in assistive technology devices regularly. The Teacher and Teachers Aide always use clear speech, kneel down to eye level when necessary or appropriate, involve all students, and keep a regular schedule. Bulletin boards are brightly decorated according to lesson themes, Thematic Units and Holidays. Classroom rules and expectations are also posted clearly in the room. The students are in a caring, safe, and positive learning environment. The class schedule is as follows: Morning Schedule Arrival at 8:25 Morning Announcements Language Arts: Journal Writing, Spelling, Shared Reading, Guided Reading, Read Alouds, Readers workshop, Vocabulary, Word Wall, and use of Centers and technology Math: Lecture area, peer tutoring, group work, and use of centers and technology Lunch Recess Afternoon Schedule Students settle for Afternoon class time Science: Lecture area, peer tutoring, group work, and use of centers and technology Special: See schedule for Specials below Social Studies: Lecture area, peer tutoring, group work, and use of centers and technology Pack up & Dismissal

Specials Monday & Wednesday: Gym Tuesday: Art Thursday: Music Friday: Library Note: Homework is given when necessary in all subjects. A Paraprofessional comes in twice a week to offer one on one interventions and reinforcements, as well as support to the teacher.

Bins for Science Materials

Block Storage

Trash

Shelf / Storage

Coat Rack Area

Storage Teacher Desk

Guided Reading Area

Science Exploratory

Block Area

Trash

SINK

Storage / Shelves

Trash Student Tables Student Tables Student Tables

Computer Area

Storage: Art Supplies

Art Area
Student Tables Student Tables

Art Area Lessons Math, Science, Social Studies, Language Arts

Dramatic Play: Puppets, Games

Student Tables

Student Tables

Reading
Book Shelf
Andy would sit here

Group Meeting Area

Teacher Lecture Area

Smart Board Chalk Boards Chalk Boards

Book Shelf

This classroom would also include assistive technology devices for the hearing impaired student, such as: a teacher microphone, speaker boxes, and other technology devises to ensure the needs of Andy are being met. The following lesson plans will proceed as follows: Language Arts, Math, Science, and Social Studies.

Thematic Unit (Moon & Space)

LESSON: Reading / Writing (Lesson 1 of 3) GRADE LEVEL: 1 Grade OBJECTIVES :
st

Language Arts
SUBJECT AREA: Language Arts TIME ALLOCATION: 50 Minutes

Students will be able to recreate the story, identify key components and figures and retell/rewrite the story using proper grammar Students will gain a basic knowledge of the phases of the moon that will be introduced more deeply in Science lesson

STANDARDS: Reading Literature: Key ideas and details, plot

BIG IDEA(S): Space this book also mentions Neil Armstrong that will be part of the Social Studies unit

GROUPING OF STUDENTS & RATIONALE: Independent work. Students will be evaluated for comprehension and grammar. MATERIALS: The Moon, by Allison Lassieur (see image attached) Brainstorming chart (see attached) Lined paper Checklist

PRIOR KNOWLEDGE NEEDED: The Teacher will ask questions to generate schema and prior knowledge. STUDENT PROFILE : A total of 21 students: 11 Boys, 10 Girls 15 Students are Caucasian 2 Students are Hispanic 4 Students are African American 1 Boy with a hearing impairment

IDENTIFY ACADEMIC & RELATED CONTENT LANGUAGE: Key ideas, plot, main idea and theme. Use of proper grammar and spelling.

ACCOMMODATIONS TO MEET INDIVIDUAL STUDENT NEEDS: Andy will sit at the front of the class and near the teacher to ensure his ability to hear clearly is being met Andy will be given all material in written form (and a poster with bright pictures and text, handouts, and worksheets) The teacher will use assistive technology such as a microphone and speaker to enhance Andys hearing

INSTRUCTIONAL MODEL(S) & RATIONALE: Direct teaching will be used to present the topic and inform the students of the days objectives. Students that may be visual learners will have access to the pictures as well as the poster that will be made for the student that is hearing impaired. The FM system will also be beneficial to all students in the class.

PROCEDURE AND ACTIVITIES: Teacher introduction and presentation as well as a Read Aloud

TIME ALLOCATIONS (APPROXIMATION): Introduction & Discussion: 5 Minutes Pre-Activity: 10 Minutes

1. PRE-ACTIVITY: Students will be asked to join the teacher on the carpet to listen to the story, The Moon, by Allison Lassieur. Transition: Return to seats and get out a pencil. Hand out word web. 2. ACTIVITY: Using guided inquiry, students will create a Word Web about the moon; students will be prompted to write out key elements, in order. Transition: Students will be given lined paper. 3. POST ACTIVITY: Students will retell the story on the lined paper. They will need to use proper grammar and use their resources to spell words correctly. Closure: Vocabulary sheet, for homework, with words for spelling and vocabulary test. This homework assignment will be used as a Traditional Assessment which will evaluate spelling and comprehension.

Activity: 15 Minutes Post-Activity: 15 Minutes Reflection: 5 Minutes

ASSESSMENT: Traditional Assessment. The stories will be in the writing portfolios of the students, The students will be graded on spelling and grammar, and story comprehension. Students will also be given a vocabulary test on words listed in Academic and Related Content Area at the end of the unit (see attached). REFLECTION: If there is time the students will be able to draw a picture that tells an important aspect of the story and learn key vocabulary words.

Thematic Unit (Moon & Space)

LESSON TITLE: Spelling / Vocabulary (lesson 2 of 3) GRADE LEVEL: 1 Grade OBJECTIVES :
st

Language Arts
SUBJECT AREA: Language Arts TIME ALLOCATION: 45 minutes (approximate)

After students have heard the story The Moon, by Allison Lassieur , have completed their word web in writing, and completed their vocabulary worksheet for homework, they will be given a spelling and vocabulary assessment. STANDARDS: Know and apply grade-level phonics and word analysis skills BIG IDEA(S): Space GROUPING OF STUDENTS & RATIONALE: PRIOR KNOWLEDGE NEEDED/(THIS CAN BE FORMATIVE ASSESSMENT): Students will have completed a writing web and vocabulary worksheet.

This will be individual seat work. STUDENT PROFILE : MATERIALS:The Moon, by Allison Lassieur. Word list from book. Pencils and lined paper. Vocabulary test (fill in the blank) 21 students 11 boys 10 girls 5 Caucasian 2 Mexican 4 African American 1 Male Hearing Impaired

IDENTIFY ACADEMIC & RELATED CONTENT LANGUAGE : comprehension, memorization, phonetic blending

ACCOMMODATIONS TO MEET INDIVIDUAL STUDENT NEEDS: Andy will be given extra time and a quiet place for testing.

INSTRUCTIONAL MODEL(S) & RATIONALE Direct Teaching- students will be supplied with the required spelling and vocabulary words.

PROCEDURE AND ACTIVITIES (Name teaching strategy for each activity (cooperative learning, presentation teaching, guided inquiry, etc.) 1. PRE-ACTIVITY: ADVANCE ORGANIZER Students will be asked to clean off anything from their desks and get a pencil. TRANSITION: Sit quietly while lined paper and pencils are passed out. 2.ACTIVITY: Spelling and Vocabulary test. Words: Comet crater gravity high tide low tide lunar module meteorite orbit phase telescope

TIME ALLOCATIONS (Approximate)

20 minutes

Transition: Turn papers over when finished. Any students that need a word repeated must raise their hands. 15 minutes.

3. POST ACTIVITY Vocabulary test-fill in the blank ASSESSMENT: Traditional Assessment. The students will be assessed in two content areas. They will need to know how to spell related words properly and identify the proper meaning of each word (to make sure of comprehension of key elements from story). This information will be reinforced in all lessons in this Thematic Unit.

Vocabulary Test

Name

Date: ______________________

Directions: Fill in the blank using the word bank below.

Word Bank: Telescope Low tide Comet crater gravity high tide lunar module phase meteorite orbit

1. A _______

is a small ball of ice and rock that orbits the sun.

2. A hole on the surface of an object in space that is created when a small object crashes into it is called a _______ . 3. _______ is a force that pulls objects in space toward one another. _______ .

4. When the water on a beach is at its highest point is 5. _______

is when the water on the beach is at its lowest point.

6. The section of the Apollo spacecraft landed on the moon was the _______ . 7. A _______ into another object. is an object that travels through space and crashes

8. To travel around an object is 9. ________

_______

is one part of a cycle. ______ .

10. The instrument used to make far-away objects look closer is a

Thematic Unit (Moon & Space)

LESSON: Poetry/Moon/Space (Lesson 3 of 3) GRADE LEVEL: 1 Grade OBJECTIVES:
st

Language Arts
SUBJECT AREA: Language Arts TIME ALLOCATION: 50 minutes

This unit will be used to demonstrate style and craftsmanship. It will be used to help the readers respond analytically or objectively to text when they understand the purpose behind the authors choice of words, point of view and structure. The students will develop fluency reinforcement

STANDARDS: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses Rhyming / Repetition usage

BIG IDEA(S): Experience reading and the concept of Poetry

GROUPING OF STUDENTS & RATIONALE: This will be large group instruction.

PRIOR KNOWLEDGE NEEDED: The Teacher will ask questions to generate schema and prior knowledge. STUDENT PROFILE : A total of 21 students: 11 Boys, 10 Girls 15 Students are Caucasian 2 Students are Hispanic 4 Students are African American 1 Boy with a hearing impairment

MATERIALS: Poem examples Large Poster board (with sensory words and key words highlighted)

IDENTIFY ACADEMIC & RELATED CONTENT LANGUAGE: Fluency reinforcement, Rhyming

ACCOMMODATIONS TO MEET INDIVIDUAL STUDENT NEEDS: Andy will sit at the front of the class and near the teacher to ensure his ability to hear clearly is being met Andy will be given all material in written form (and a poster with bright pictures and text, handouts, and worksheets) The teacher will use assistive technology such as a microphone and speaker to enhance Andys hearing

INSTRUCTIONAL MODEL(S) & RATIONALE: Students will learn the concept of rhyming, reinforcing fluency, improving language skills and enhance creative thinking.

PROCEDURE AND ACTIVITIES: Presentation teaching 1. PRE-ACTIVITY: ADVANCE ORGANIZER Students will join the teacher in group reading area. Transition: when everyone is quiet, sitting crisscross applesauce, the reading of the poem will begin. 2. ACTIVITY: Explanation of poems, their structures, why they are written and what makes a poem. Reading poem.
Moon by Meish Goldish Are you lonely, Moon? You giant white balloon! You have no water, wind or air. No wonder, nothing lives up there. You can't grow trees or flowers or grass. Your soil is only rocks and glass. Even your light is not your own. Instead it's from the sun that's shone. Your gravity is weak, I hear. You really have no atmosphere. But don't be sad, Moon, please don't cry. For I still love you in the sky. Transition: Students will be asked to return to seats and create their own poem. Two to three lines will be required. Given paper and pencils. The poem will be displayed on the Smartboard with important words highlighted.

TIME ALLOCATIONS: Introduction & Discussion: 5 Minutes Pre-Activity: 10 Minutes Activity: 20 Minutes Post-Activity: 10 Minutes Reflection: 5 Minutes

3. POST ACTIVITY: Students may share their poems during read aloud. Closure: This can be used as a differentiated learning objective. There is also the option of using songs that have written about the Moon or Space that may help children that are Linguistic Learners.

ASSESSMENT: Formative Assessment. Used to check writing skills. Those students are forming each letter of the alphabet correctly; Test their ability to write three and four letter words that were learned in class. Test students for the ability to construct simple sentences and compose and write a simple story.

REFLECTION: Use this as part of the Writing Journal to track progress throughout the school year. Or conduct conferences with the students to help them better their writing. Correct grammar and spelling errors. Identify what are they need to improve.

Thematic Unit (Moon & Space)

Math

LESSON: Space & Moon Unit (Lesson 1 of 3) GRADE LEVEL: 1

st

SUBJECT AREA: Math (Addition/Subtraction) TIME ALLOCATION: 40 Minutes

Grade

OBJECTIVES: Students will add and subtract using blocks.

STANDARDS: This unit will reinforce the students understanding of addition, subtraction, and strategies for addition and subtraction within the value of 20 units

BIG IDEA(S): Having the students use 3D figures to model adding and subtracting. The blocks will be called satellites to go with the space theme.

GROUPING OF STUDENTS & RATIONALE: Students will be working in pairs and be evaluated on participation and meeting the requirements outlined during the activities.

PRIOR KNOWLEDGE NEEDED: Students must know and identify numbers 1-20 and be familiar with addition and subtraction. The teacher will ask questions to generate discussion about the moon and space to activate prior knowledge. STUDENT PROFILE : A total of 21 students: 11 Boys, 10 Girls 15 Students are Caucasian 2 Students are Hispanic 4 Students are African American 1 Boy with a hearing impairment

MATERIALS: Manipulates (blocks) Worksheets (see attached) Paper Pencils Erasers

IDENTIFY ACADEMIC & RELATED CONTENT LANGUAGE: Vocabulary used will be Rocket, Satellites, and Orbit.

ACCOMMODATIONS TO MEET INDIVIDUAL STUDENT NEEDS: Andy will sit at the front of the to ensure his ability to hear clearly is being met Andy will be given all material in written form (and a poster with bright pictures and text, handouts, and worksheets) The teacher will use assistive technology such as a microphone and speaker to enhance Andys hearing

INSTRUCTIONAL MODEL(S) & RATIONALE: Direct teaching will be used to present the topic and inform students of the objectives for the day.

PROCEDURE AND ACTIVITIES: Using Cooperative Learning and Peer Tutoring, students will be working in small groups for this lesson.

TIME ALLOCATIONS (APPROXIMATION): Introduction & Discussion: 5 Minutes Pre-Activity: 5 Minutes Activity: 15 Minutes

1. PRE-ACTIVITY: Post-Activity: 10 Minutes With the use of an Advanced Organizer, students will be paired up into pairs to work on completing the advanced organizer Transition: Students will be given pencils and a worksheet. Once all students have their supplies, they may begin. 2. ACTIVITY: Each group will be given a worksheet and manipulative to complete the assigned 20 problems. The teacher will be available to all students during the activity to answer questions or provide examples. Transition: Worksheets will be collected. 3. POST ACTIVITY: And students will be required to create their own math problems. At least ten are required. Closure: Based on how well the students do with the addition and subtraction, students may be given a worksheet using multiplication and division. Reflection: 5 Minutes

ASSESSMENT: This will be an informal assessment based on participation. I will use the worksheets that are handed in to re-teach any potential concerns.

REFLECTION: The Teacher will use the last few minutes of class to reflect on the lesson and answer any questions the students have.

Thematic Unit (Moon & Space)

LESSON: Space and Moon Unit (Lesson 2 of 3) GRADE LEVEL: 1 Grade OBJECTIVES:
st

Math
SUBJECT AREA: Math TIME ALLOCATION: 40 Minutes

Students will complete a number line and use it to measure distance based on the information given

STANDARDS: Developing understanding of linear measurement Measuring lengths as iterating length units Using number line to count by 10's-100

BIG IDEA(S): Students will complete a number line and use it to measure distance of planets on worksheet. GROUPING OF STUDENTS & RATIONALE: This activity will be individual seat work for completion of worksheet. Students will get into groups for measuring with number line. MATERIALS: STUDENT PROFILE: Number line worksheets with planets on back side for measuring Pencils Erasers A total of 21 students: 11 Boys, 10 Girls 15 Students are Caucasian 2 Students are Hispanic 4 Students are African American 1 Boy with a hearing impairment PRIOR KNOWLEDGE NEEDED: Students should have a basic concept of measurement. The teacher will ask questions to generate discussion to activate prior knowledge.

IDENTIFY ACADEMIC & RELATED CONTENT LANGUAGE: Using number line worksheets, students will determine values of measurements.

ACCOMMODATIONS TO MEET INDIVIDUAL STUDENT NEEDS: Andy will sit at the front of the to ensure his ability to hear clearly is being met Andy will be given all material in written form (and a poster with bright pictures and text, handouts, and worksheets) The teacher will use assistive technology such as a microphone and speaker to enhance Andys hearing

INSTRUCTIONAL MODEL(S) & RATIONALE: Students will develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating and the transitivity principle for indirect measurement.

PROCEDURE AND ACTIVITIES: Presentation teaching introduction and discussion.

TIME ALLOCATIONS (APPROXIMATION): Introduction & Discussion: 5 Minutes Pre-Activity: 10 Minutes

1. PRE-ACTIVITY: Using the Smart board, show the students how to use the number line. Practicing addition and subtraction. Transition: Passing out pencils and individual worksheets. 2. ACTIVITY: Students will be asked to complete side one of worksheet. Transition: Students will be asked to get into groups 3. POST ACTIVITY: Using the worksheets, students will be asked to use their number line to measure the distance between the planets on the back side. Closure: This topic may be revisited.

Activity: 10 Minutes Post-Activity: 10 Minutes Reflection: 5 Minutes

ASSESSMENT: Traditional assessment- Students will be assessed on cooperative learning and completion of number line. At the first grade level all students should be able to complete a number line and put the numbers in proper order.

REFLECTION: The Teacher will use the last few minutes of class to reflect on the lesson and answer any questions the students have.

Thematic Unit (Moon & Space)

Math

LESSON: Space and Moon Unit (Lesson 3 of 3) GRADE LEVEL: 1 Grade

st

SUBJECT AREA: Math TIME ALLOCATION: 40 Minutes

OBJECTIVES: Students will identify planets in order based on the information given Students will organize the planets according to distance (nearest to farthest) Students will identify locations of the planets in our solar system

STANDARDS: Students develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating (the mental activity of building up the length of an object with equal-sized units) Students use the transitivity principle for indirect measurement BIG IDEA(S): Students will be able to effectively measure distance and put planets in order by size.

GROUPING OF STUDENTS & RATIONALE: Students will utilize Cooperative learning and the Teacher will use Direct Instruction to explain lesson.

PRIOR KNOWLEDGE NEEDED: Students should have some knowledge from previous lesson on number line and measurement. The Teacher will ask questions to generate schema and prior knowledge. STUDENT PROFILE:

MATERIALS: Foam balls (planets) Ruler 6 Tape Measure tools Worksheets (see attached) Pencils

A total of 21 students: 11 Boys, 10 Girls 15 Students are Caucasian 2 Students are Hispanic 4 Students are African American 1 Boy with a hearing impairment

IDENTIFY ACADEMIC & RELATED CONTENT LANGUAGE : Vocabulary used is rocket, satellites and orbit.

ACCOMMODATIONS TO MEET INDIVIDUAL STUDENT NEEDS: Andy will sit at the front of the to ensure his ability to hear clearly is being met Andy will be given all material in written form (and a poster with bright pictures and text, handouts, and worksheets) The teacher will use assistive technology such as a microphone and speaker to enhance Andys hearing

INSTRUCTIONAL MODEL(S) & RATIONALE: Students will develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating and the transitivity principle for indirect measurement.

PROCEDURE AND ACTIVITIES: The Teacher will utilize Cooperative learning during this lesson

TIME ALLOCATIONS (APPROXIMATION): Introduction & Discussion: 5 Minutes Pre-Activity: 5 Minutes

1. PRE-ACTIVITY: Pass around foam balls and hand out worksheets. Give students direct instruction. Transition: On teachers mark, students may begin measuring. 2. ACTIVITY: Ordering planets first, then, measuring distance. Transition: Teacher will allow a few minutes to complete the worksheets. 3. POST ACTIVITY: After all students are finished, we will go over the answers together. Closure: Based on achievement, this may need to be revisited.

Activity: 15 Minutes Post-Activity: 10 Minutes Reflection: 5 Minutes

ASSESSMENT: This is an informal assessment. It will be based on participation. Students identified as struggling will receive extra help.

REFLECTION: The Teacher will use the last few minutes of class to reflect on the lesson and answer any questions the students have.

Moon Math Name: ___________________________ Directions: Use manipulates to find solutions. 1. 10 +5 2. 12 -8 3. 6 +4 Date: ___________________

4. 11 +7

5. 9 -3

6.

5 +8

7. 16 +4

8. 18 +2

9. 14 +5

10. 7 +3

11. 19 -3

12. 10 -4

13. 6 -5

14. 5 +4

15. 14 -6

16. 13 -4

17. 18 -6

18. 17 +2

19. 15 +5

20. 7 -2

Thematic Unit (Moon & Space)

LESSON: Introduction of the Moon (Lesson 1 of 3) GRADE LEVEL: 1 Grade
st

Science
SUBJECT AREA: Science TIME ALLOCATION: 50 Minutes

OBJECTIVES: After this lesson the students should be able to give at least two facts about the moon After this lesson the students should be able to identify the age of the moon

STANDARDS: Draw conclusions from information in lesson and raise questions about the natural world Demonstrate comprehension by responding to questions (in advanced organizers and journals) Apply strategies to summarize and information in lesson, between text, and across subject areas Use of technology

BIG IDEA(S): The students will learn facts about the moon and experience attachment, interests, motivation to learn more about phenomena in the natural physical world.

GROUPING OF STUDENTS & RATIONALE: Group students together to look through books that we can put on our word wall. Each group will look through different types of books (1: Trade book, 2: Textbook, 3: Students literature, 4: magazines). Grouping the students allows each group to work on the different sources of literature and gives the class an opportunity to pick out more words where as a whole class will have limited time to choose words out more than one source. MATERIALS: Trade books Students literature Science Textbook Model of the Moon Video about the moon (You Tube) Journals

PRIOR KNOWLEDGE NEEDED/(THIS CAN BE FORMATIVE ASSESSMENT): Students should have a general idea about the moon and that it changes shapes. Teacher asks questions to generate discussions based on their prior knowledge about the moon. STUDENT PROFILE: A total of 21 students: 11 Boys, 10 Girls 15 Students are Caucasian 2 Students are Mexican/Hispanic 4 Students are African American 1 Boy with hearing impairment

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: Andy will be given all material in written form The teacher will use assistive technology such as a microphone, which should enable Andy to hear Andy will also sit at the front of the class where to assist in his hearing

IDENTIFY ACADEMIC & RELATED CONTENT LANGUAGE: Students will utilize their written and oral communication skills to describe physical characteristics of the moon and provide facts about the moon after completion of this lesson.

INSTRUCTIONAL MODEL(S) & RATIONALE: The teacher will use lecture, advanced organizer, cooperative learning by using small groups, instructional teaching, incorporating technology, use discussion, active learning by talking, listening, and writing reflections. PROCEDURE AND ACTIVITIES: The teacher will use lecture to introduce the moon, class discussion, active learning, and cooperative learning during this lesson. 1. PRE-ACTIVITY: Advanced Organizer Post-Activity: 10 Minutes After a brief introduction, hand out advanced organizer and show a short video clip about the moon - have the students write down 3 things they learned from the video. Transition: Briefly discuss what students learned and begin selecting groups to put the students in. While students are getting into groups hand out worksheet and resources that will be used for the next activity. 2. ACTIVITY: Advanced Organizer The students will be divided into 4 small groups and given an advanced organizer to write down words out of the resources they were assigned to for the Word Wall. Groups will be required to find at least 3 words, but have the opportunity to identify more. After they have found at least 3 words, we will begin creating our word wall. The goal is to have at least 10 words for the Word Wall. Transition: Ask students to return to their assigned seats, collect material, and have them get out their journals when they return to their seats. 3. POST ACTIVITY: Students will write in their journals at least two interesting things they learned about the moon. Closure: Students turn in their advanced organizers to be used as an informal assessment and for their reference for the Summative assessment at the end of the Unit. Reflection: 5 Minutes TIME ALLOCATIONS (APPROXIMATION): Introduction & Discussion: 5 Minutes Pre-Activity: 15 Minutes Activity: 15 Minutes

ASSESSMENT: Informal Assessment: I will review the advanced organizer from the moon video to ensure the students have the correct information written. Those who dont will be asked to correct them the next day. I will also note how students worked in groups together.

REFLECTION: The Teacher will use the last few minutes of class to reflect on the lesson and answer any questions the students have. Based on the information on the advanced organizers the students hand in, revisit some facts or continue on to lesson 2 on the Moon phases. Let the students know what they will be learning about the next day (moon phases).

Thematic Unit (Moon & Space)

LESSON: Phases of the Moon (Lesson 2 of 3) GRADE LEVEL: 1 Grade OBJECTIVES: After this lesson students should be able to identify the eight phases of the moon After this lesson students should understand how the moon rotates.
st

Science
SUBJECT AREA: Science TIME ALLOCATION: 50 Minutes

STANDARDS: Demonstrate comprehension by identifying the phases of the moon Draw conclusions from information in the lesson Apply strategies to summarize, compare and contrast, and evaluate information in lesson Identify how elements of music communicate ideas or moods Use of technology

BIG IDEA(S): The students will learn how the moon orbits and why the moon has different shapes (moon phases).

GROUPING OF STUDENTS & RATIONALE: Use of Authentic learning using live demonstration. Grouping the students allows each group to work on the different sources of literature and gives the class an opportunity to pick out more words where as a whole class we may only have time to choose words out of the text and one other source. MATERIALS: Book: Papa please get the moon for me, by Eric Carle (see image attached) Song (Phases of the Moon) Poster for Song Foam ball (Moon) for live demonstration YouTube video Oreo Cookies

PRIOR KNOWLEDGE NEEDED: Students should have a general idea about the moon and that it changes shapes. Teacher asks questions to generate discussions based on their prior knowledge about the moon, such as: What makes the moon glow What makes the moon have different shapes STUDENT PROFILE: A total of 21 students: 11 Boys, 10 Girls 15 Students are Caucasian 2 Students are Mexican/Hispanic 4 Students are African American 1 Boy with hearing impairment

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: Andy will be given all material in written form The teacher will use assistive technology, such as a teacher microphone, which should enable Andy to hear Andy will also sit at the front of the class where to assist in his hearing

IDENTIFY ACADEMIC & RELATED CONTENT LANGUAGE: Evaluate, Engage, and Explore. Students will utilize their written and oral communication skills to demonstrate their understanding of the moon phases and provide facts about the moon after completion of this lesson.

INSTRUCTIONAL MODEL(S) & RATIONALE: Peer tutoring and teacher demonstration (of the moon phases) will authentic the phases of the moon for the students. They will be able to take turns trying this demonstration to enhance comprehension. PROCEDURE AND ACTIVITIES: The teacher will read aloud, teacher demonstration, class discussion, active learning, scaffolding, and peer tutoring during this lesson.

TIME ALLOCATIONS (APPROXIMATION): Introduction & Discussion: 5 Minutes Pre-Activity: 10 Minutes Activity: 20 Minutes

1. PRE-ACTIVITY: Read Aloud Revisit what we learned the day before (age of moon, texture, and other names of the moon). This will introduce the phases and get the students thinking about why the moon changes shape. Transition: Briefly discuss the book and what the students will be learning about the next 30 minutes. Hand out advanced organizers. 2. ACTIVITY: Advanced Organizer Watch video about the moon phases. Demonstration of the moon phases. Using advanced organizers write down the phases of the moon (like the poster board I will be using in the next activity) Transition: Have a few students hand out the lyrics to follow along with the song they will listen to, then, sing along with. 3. POST ACTIVITY: Sing song following along with the poster. Pass out Oreo Cookie treat to make phases of the moon with the center. Closure: Students will be asked turn in their advanced organizers to use as a traditional assessment. ASSESSMENT:

Post-Activity: 10 Minutes Reflection: 5 Minutes

Traditional Assessment: Review the advanced organizer about the 8 moon phases to ensure the students have the correct information written. Those who dont will be asked to correct them the next day.

REFLECTION: Based on the information on the advanced organizers the students hand in, revisit some facts or continue on to lesson 3 about space and the planets. Answer questions students may have about what they learned today. Let the students know what they will be learning about the next day (space & planets).

Thematic Unit (Moon & Space)

LESSON: Planets & Space (Lesson 3 of 3) GRADE LEVEL: 1 Grade
st

Science
SUBJECT AREA: Science TIME ALLOCATION: 50 Minutes

OBJECTIVES: Students will be able to identify planets in our solar system Students will be able to name planets of our solar system

STANDARDS: Demonstrate comprehension by identifying the planets Draw conclusions from information in the lesson Apply strategies to summarize, compare and contrast, and evaluate information in lesson Identify how elements of their natural environment Use of Technology

BIG IDEA(S): Learn about space, gravity, and planets in our solar system, their natural environment.

GROUPING OF STUDENTS & RATIONALE: Whole class, Teacher Lecture and demonstration, use of technology and advanced organizers.

PRIOR KNOWLEDGE NEEDED: Students should have a general idea about space. Teacher asks questions to generate discussions based on their prior knowledge. STUDENT PROFILE:

MATERIALS: Model of Planets You Tube Video Advanced Organizer Study Guide Crayons Pencil A total of 21 students: 11 Boys, 10 Girls 15 Students are Caucasian 2 Students are Mexican/Hispanic 4 Students are African American 1 Boy with hearing impairment

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: Andy will be given all material in written form The teacher will use assistive technology, such as a teacher microphone, which should enable Andy to hear Andy will also sit at the front of the class where to assist in his hearing

IDENTIFY ACADEMIC & RELATED CONTENT LANGUAGE: Students will apply their learning to completion of study guide, studying planet model, and organization of planets (they cut, color, and glue to worksheet).

INSTRUCTIONAL MODEL(S) & RATIONALE: Teacher model of planets will allow students to visualize and study the planets and their placement within the solar system. The experience to touch and view the model enhances comprehension.

PROCEDURE AND ACTIVITIES: The teacher will show Model of planets to general conversation and interest. Use of direct instruction, class discussion, active learning, scaffolding, and peer tutoring during this lesson.

TIME ALLOCATIONS: Introduction & Discussion: 5 Minutes Pre-Activity: 10 Minutes Activity: 20 Minutes Post-Activity: 10 Minutes

1. PRE-ACTIVITY: Reflection: 5 Minutes Show You Tube video to grasp concept of space and planets in relation to the Moon. Transition: Briefly discuss the video and what the students will be doing the rest of the class time. Hand out Study Guides. 2. ACTIVITY: Work on study guides collaboratively for the first 3 questions, then put the student into homogenous groups that allow peer tutoring. Allow each group to take turns to view, touch and feel the model of planets. Transition: Have students return to their desks. 3. POST ACTIVITY: Pull up study guide on Smartboard and go over each question. Walk around the room to ensure completed and allow students to take them home to study. Closure: Discuss what learned, let students know they will have a summative test over the Moon and Space material at the end of the week.

ASSESSMENT: Tradition Assessment: The study guides students worked on will be used for the summative test at the end of the unit. The students will be graded on participation and completion of study guides. REFLECTION: Complete Study Guide, and answer questions students may have about what they learned today. Let the students know what they will be learning about the next day (Review and recap of lessons 1, 2, and 3 playing games, using centers to enhance comprehension).

Thematic Unit (Moon & Space)

LESSON: The Solar System (Lesson 1 of 3) GRADE LEVEL: 1 Grade OBJECTIVES: The students will actively participate in a read aloud about the planets The students will recall information from the text The students will identify the planets listed on their activity sheet
st

Social Studies
SUBJECT AREA: Social Studies TIME ALLOCATION: 40 Minutes

STANDARDS: Utilize Themes, Families Now and Long Ago, Near and Far Exploration of Maps that can be used to locate and identify places Use of Technology

BIG IDEA (S): Space and history about space. GROUPING OF STUDENTS & RATIONALE: Whole group, use of read aloud, direct instruction and peer tutoring will be utilized. PRIOR KNOWLEDGE NEEDED: For this lesson, the students will need to know that there are planets in the sky, as well as the sun. STUDENT PROFILE: A total of 21 students: 11 Boys, 10 Girls 15 Students are Caucasian 2 Students are Mexican/Hispanic 4 Students are African American 1 Boy with hearing impairment

MATERIALS: Activity sheet Smart board You Tube Book (Planets by Elizabeth Carney) (see image attached)

IDENTIFY ACADEMIC & RELATED CONTENT LANGUAGE: Universe, Pluto, Mercury, mars, Uranus, Jupiter, Earth, Saturn, Venus, Neptune

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: Andy will be given all material in written form The teacher will use assistive technology, such as a teacher microphone, which should enable Andy to hear Andy will also sit at the front of the class where to assist in his hearing

INSTRUCTIONAL MODEL (S) & RATIONALE Direct Teaching - This will be used to present the topic of the lesson, and also, a discussion may begin about what they already know about the planets. Integrated Teaching will also be used; the use of technology is important. I will be reading a book to the students about planets, and at the end we will be watching a song. By doing this, it will allow auditory and visual learners to take in the same information.

PROCEDURE AND ACTIVITIES: The students will be grouped on the carpet to listen to a brief story about the planets. This will be done so that the students can all acquire the same information.

TIME ALLOCATIONS (APPROXIMATION): Introduction & Discussion: 5 Minutes Pre-Activity: 10 Minutes Activity: 10 Minutes Post-Activity: 10 Minutes Reflection: 5 Minutes

1. PRE-ACTIVITY: Read Aloud The topic of planets will be introduced, and the students will be asked what they know about planets. Students will raise their hands and offer ideas based on prior knowledge. The students will listen to a story called planets, which gives facts about the planets. Transition: Ask students to return to desk. Hand out advanced organizer for next activity. 2. ACTIVITY: The students will return to their seat and be given an activity sheet. The students will independently fill out the answers that they remember from the story, using the key that is provided. This will be done independently to show what information they were able to recall. Transition: Ask students How many of you were able to remember everything that was on your activity sheet? Let them know they are going to watch a video about that planets as well, allow them to get comfortable. 3. POST ACTIVITY: The students will then watch a video called the planet song. This will help them finish filling out their activity sheet. Once the song is finished, the students will be allowed to ask peers for any questions they have missed on their worksheet. Closure: Students will be given the opportunity to discuss with the tables any missed answers. Once their time is complete they will need to turn in their activity sheets for assessment.

ASSESSMENT: Students will be assessed based on two criteria. The first assessment will be in the form of an activity sheet. This will show whether or not the students were able to recall the information mentioned in the book, as well as what was mentioned in the song. The second assessment will be informal and come from whether or not the students were focused on the lesson at hand. The teacher will observe this during the group activity and individual activity.

REFLECTION: Answer questions students may have about what they learned today. Let the students know what they will be learning about the next day.

Thematic Unit (Moon & Space)

LESSON: Neil Armstrong (Lesson 2 of 3) GRADE LEVEL: 1 Grade OBJECTIVES:
st

Social Studies
SUBJECT AREA: Social Studies TIME ALLOCATION: 40 Minutes

Social Studies Content Objective: After the lesson on Neil Armstrong, the student will be able to create a time line with his accomplishments that he achieved in outer space Language Objective: In small groups, students will create a time line based on Ne il Armstrongs life

STANDARDS: Theme: Families now and Long Ago, Near and Far Topic: Historical Thinking and skills 1. Photographs, letters, artifacts and books can be used to learn about the past Theme: People Working Together Topic: Historical Thinking and Skills, 1. Time can be shown graphically on calendars and time lines.

BIG IDEA(S): Space and the moon, Neil Armstrong was mentioned in the writing/reading portion of this unit.

GROUPING OF STUDENTS & RATIONALE:

PRIOR KNOWLEDGE NEEDED: For this lesson, the students will need to know what space is and know the meaning of the word astronaut. STUDENT PROFILE: A total of 21 students: 11 Boys, 10 Girls 15 Students are Caucasian 2 Students are Mexican/Hispanic 4 Students are African American 1 Boy with hearing impairment

The students will be presented with the questions in a whole group setting. They will also read a dew pages from Zoo in the Sky: A Book of Animal Constellations, in a whole group setting. This will allow the students to all be given the same information. MATERIALS: Book: One Giant Leap: The Story of Neil Armstrong, by Don Brown (see image attached) 1 piece of chart paper Book: Zoo in the Sky: A Book of Animal Constellations by Christina Balit (see image attached)

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: Andy will be given all material in written form The teacher will use assistive technology, such as a teacher microphone, which should enable Andy to hear Andy will also sit at the front of the class where to assist in his hearing

IDENTIFY ACADEMIC & RELATED CONTENT LANGUAGE: Constellations, Galaxy, Orbit, Gravity

INSTRUCTIONAL MODEL (S) & RATIONALE: Direct Teaching will be used to present the information about space and constellations. Direct teaching is necessary for this lesson because are unfamiliar with the topic. Through direct instruction, students will gain an understanding about space and will be able to complete the activities we do throughout the lesson. Indirect Teaching is used when the students work together in their small groups. This is used because when the students work in small groups.

PROCEDURE AND ACTIVITIES: Students will be introduced to the topic. Students will be asked what they know about space and the moon. Students will listen to a few pages from the book about constellations. 1. PRE-ACTIVITY: The students will be presented with the questions in a whole group setting. They will also read a dew pages from Zoo in the Sky: A Book of Animal Constellations, in a whole group setting. This will allow the students to all be given the same information. Transition: Students will be separated into groups of four or five, by the teacher. Hand out Advanced Organizer for next activity. 2. ACTIVITY: Students will be given books about Neil Armstrong. They will be grouped with at least on strong reader in order to help them decipher the text. They will read about historical events and dates which will need to be put in chronological order. The students will take turns reading parts from the book about Neil Armstrong. Transition: After the students finished creating their time line, they will be asked to hang it on the board. 3. POST ACTIVITY: The students will be given dates of important space history. As a group, the students will put the dates on a large piece of paper and draw pictures that represent the event. The students will complete the coloring activity to enhance comprehension.

TIME ALLOCATIONS (APPROXIMATION): Introduction & Discussion: 5 Minutes Pre-Activity: 5 Minutes Activity: 15 Minutes Post-Activity: 10 Minutes Reflection: 5 Minutes

Closure: At the end of the lesson, the student will all help to hang up the time line created by the whole class. Once the time line is hung, the students will take a few minutes to turn to a buddy and discuss some of the interesting facts they learned. The students will turn in their worksheets.

ASSESSMENT: Throughout the lesson, the students will be assessed by traditional assessment. First off, the students will be assessed on whether or not the students are able to put the dates in chronological order. This will be shown on the time line. Authentic assessment will also be used when the students are drawling their own interpretations of the important dates; this will help the students internalize the information.

REFLECTION: Answer questions students may have about what they learned today. Let the students know what they will be learning about the next day.

Thematic Unit (Moon & Space)

LESSON: Living in Space (Lesson 3 of 3) GRADE LEVEL: 1 Grade OBJECTIVES:
st

Social Studies
SUBJECT AREA: Social Studies TIME ALLOCATION: 40 Minutes

Students will work independently to apply their knowledge about living in space Students will be asked what they think it is like to live on the moon and will complete a journal entry Students will be able to sit in a whole group and actively participate in the story At the end of the lesson, the students will be able to compare and contrast the difference of living on the moon and earth

STANDARDS: Theme: Families Now and Long Ago, Near and Far Topic: History Places are distinctive because of their physical characteristics (landforms and bodies of water) and human characteristics (structures built by people)

BIG IDEA (S): Learning more about Space and the moon to enhance comprehension

GROUPING OF STUDENTS & RATIONALE: Students will be working independently during this lesson. Direct instruction will be utilized. MATERIALS: Book: Living in Space by Katie Daynes (see image attached) Pre made activity sheets Journal Pencil

PRIOR KNOWLEDGE NEEDED/(THIS CAN BE FORMATIVE ASSESSMENT): The Students will need to have a general idea about space and know how it is different from the world they live in. STUDENT PROFILE: A total of 21 students: 11 Boys, 10 Girls 15 Students are Caucasian 2 Students are Mexican/Hispanic 4 Students are African American 1 Boy with hearing impairment

IDENTIFY ACADEMIC & RELATED CONTENT LANGUAGE: History of space, physical characteristics of moon and earth, and contrast and comparison ideas about the difference between environments.

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: Andy will be given all material in written form The teacher will use assistive technology, such as a teacher microphone, which should enable Andy to hear Andy will also sit at the front of the class where to assist in his hearing

INSTRUCTIONAL MODEL (S) & RATIONALE: For the first activity, the students will be independently working at their seats, showing what they know about living in space. This is called over participation because the students are using prior knowledge that they have learned and applying it to the activity. The ending activity will also be done independently.

PROCEDURE AND ACTIVITIES: The Teacher will use read aloud, guided reading, and worksheets during this lesson. 1. PRE-ACTIVITY: The students will be asked to write in their journal what they think it would be like to live in space. This will be done individually to determine what the students already know about space. The students will then draw a picture that represents their words. Transition: Once the students are finished, the students will find a spot on the carpet - let them know what they are going to learn and about what it is like to live in space and to think about how it is different from how we live on Earth. 2. ACTIVITY: The students will be set in a whole group setting to discuss their answers and to read a book about living in space. The students will read aloud at the same time. Once the story is finished, a few students will be asked what they think is most different from how they live. Transition: Students return to their seats and get out their crayons. Hand out mini book activity. 3. POST ACTIVITY: The final activity is a book comparing and contrasting living on earth and living in space. The activity will be done independently to see what they have learned. Students will offer ideas for the first section. Closure: Students will be asked to check for their name on their books. They will hand in their booklet to the teacher when they are finished.

TIME ALLOCATIONS (APPROXIMATION): Introduction & Discussion: 5 Minutes Pre-Activity: 10 Minutes Activity: 10 Minutes Post-Activity: 10 Minutes Reflection: 5 Minutes

ASSESSMENT: In this lesson, a formative assessment will be given when the students complete there mini booklets.

REFLECTION: Answer questions students may have about what they learned today. Let the students know what they will be learning about the next day.

This unit will take place over the course of one week. The first three days will incorporate these lessons (Day 1 = Lesson 1, Day 2 = Lesson 2, Day 3 = Lesson 3) in all four subjects. The fourth day will be used as a review day over all the material they learned in each subject. The Centers and games will be utilized on this day, to help enhance comprehension and learning. Such as: computer games at the computer stations, themed books in the reading area, themed toys and props in the dramatic play and science area, and themed materials to use in the art area. Games can also be played in Teacher directed, whole class group setting. The students will be given information about what to expect on the summative test taken on the last day of the unit. The fifth day will be used to take summative testing in all subjects. The test will be broken into all four subjects and fit into the morning class time so that the students can watch a movie about Space, during their afternoon class time. This will enhance learning and bring closure to the Thematic Unit. Thematic Unit Goals: The Thematic Unit goals are: Developing Fluency, language and spelling skills in Language Arts; Learning about their natural, physical world, in Science; Learning spatial and measurement concepts in Math; and, Learning significant historical events in Social Studies. The Thematic Unit and cross curriculum in all subjects enhances comprehension and learning for these goals. Vocabulary words used: Universe, Space, Orbit, Telescope, Gravity, Meteorite, Low & High tide, Crater, Comet, Lunar, Waxing, Waning, Crescent, Full Moon, Half Moon, New Moon, & Planets.

Theme related materials for the environment: As outlined in the lesson plans, the use of books, materials, resources, and other materials ensures enhancement opportunities for social interaction and learning. Thematic Unit Objectives: The Thematic Unit objectives are outlined in the lesson plans, are age appropriate, and align with the content standards. There are at least four objectives throughout the lessons for each subject, meeting the requirement of at least fifteen objectives over the entire Thematic Unit. Forms of Assessments used: Informal Tradition and Formative, Formal Traditional and Formative, and a Summative assessment will be given at the end of the unit. Modification will not be necessary for Andy since these are in written form, based on participation, and/or retelling orally to the teacher or aide. Rationale for inclusion: Andys hearing impairment has been shared and discussed with the class so he will be included in all subjects since his ability to understand it met with techno devises and consideration of his seating. When in groups, the students working with him ensure he is able to hear and understand what they are working on. The teacher and teach ers aide will ensure the students are considerate of these when he is working in groups or in pairs with students. Assessment Adaptations: The class assessments are adapted for Andy and based on strategies that are researched based and recommended.

Alternative Assessments: We will ensure alternative assessments are available for Andy, such as use of techno devises, microphone, speakers, additional written notes, one on one oral assessments and additional time. Lessons: Lessons are written for each objective and are lined with the content standards.

References Allen, K. E., & Cowdery, G. E. (2011). The Exceptional Child Inclusion in Early Childhood Education. (7th ed.). Belmont: Wadsworth Pub Co. Balit, C. (1998). Zoo in the Sky: A book of animal constellations. National Geographic Society. Brown, D. (2003). One Giant Leap:The Story of Neil Armstrong. Turtleback books:A Division of Sanval. Carney, E. (2012). National Geographic Readers: Planets. National Geographic Society. Daynes, K. (2002). Living in Space (Usborne Beginners). Usborne Lassieur, A. (2000). The Moon. Children's Press. Ohio Department of Education, (n.d.). Retrieved from website: www.ode.state.oh.us