Curriculum Areas: Science, Language Arts, Math, Technology,
Recommended Levels: 3rd – 4th Grade
Time Frame: 30 minutes
Tribal Affiliation: Tewa
Geographic Location: Santa Clara Pueblo, North Central New Mexico
Developed by: Jacqueline Sanchez
Email addresses of developers: Jackie_Sanchez@teachnet.edb.utexas.edu
Date lesson was developed: 7-26-01
American Indian Standards:
Geography, Physical Systems C
Geography, Environment and Society A
Earth and Space Science D2
Math 10, 12
Language Arts 1, 3, 6
American Indian Language and Culture 1.1, 3.2
Goal: To enable the students to gain a perception of the planet’s location in our solar system in relation to the Sun. A cultural and community-based component is also included in the activity to give the students a perspective on the cultural relevance.
Behavioral Objectives: Students will:
Prior Knowledge
Needed:
Materials and Resources Needed:
Culture Content and Strategies: Students will interview parents and/or grandparents on the cultural relevance of the Sun and its importance, including terms in Tewa language. They are to write a short informative/narrative on the information collected. Editing and revising will take place in class and final draft will be prepared for publishing. This will be added to their activity on the planets and put together for display.
*Note: It is important when getting information from parents or other community members to check with them about the appropriateness of using the information in the way it is to be used. For example, the people who are interviewed by the students should know that the information would be put together in a document that will be shared with others. It is also wise to check with a culturally informed adult regarding the appropriateness of using any cultural information or materials in the planned way.
Lesson Summary and Performance Tasks:
Step 1. Students are to brainstorm as a large group on the names of the planets. Correct spelling is to be emphasized.
Step 2. Students are to pursue a search to gain information related to our topic, “Planets, (distance in relation to the Sun), using a teacher provided html location.
Step 3. Students are to download an Internet copy of this information. This website/link will feature information on the planets and their order in relation to the sun. Each student is to take a few minutes to read and highlight facets of interest in their downloaded information sheet.
Step 4. As a large group they are to name and list the planets in that order. This list is to be written on the black board (or dry-erase) and later used as reference. Information and characteristics of planets can be briefly discussed at that time.
Step 5. Student of the day is to pass out a sheet of copy paper to each student.
Step 6. Students will enter the Sun in its location on the sheet of paper provided. They are also to add color to their illustration using crayons or markers.
Step 7. Students are to fold the paper in dimensions following teacher instructions.
Sun at left end Asteroid Belt (city-size objects in orbit) 2.5x
Mercury at .4 Jupiter at 5x
Venus at .75 Saturn at 10x
Earth at 1.25x Uranus at 20x
Mars at 1.5x Neptune at 30x
Pluto at 40x
Step 8. Students are to add illustrations in color following teacher instructions.
Step 9. Students are to make an entry in their Science Journal on the highlights of their activity. New vocabulary, (such as; names of planets, etc.), is to be included in their summary.
Step 10. Students are to edit and revise information brought in from home on the cultural relevance of the Sun and organize in summary format. Each student can choose to complete his or her final draft in best cursive handwriting or word-processed in the computer using Micro-soft Word. This informative/narrative summary report on the cultural relevance of the Sun is to be attached to their distance activity on the planets.
Assessment:
Student’s final product will be assessed according to teacher criteria rubric. Accuracy of content, thoroughness of information, organization, neatness, capitalization, and presence of meaningful and colorful illustrations will be specifically assessed. Summary report will be assessed according to content, organization, neatness, sentence structure, capitalization, punctuation, and inclusion of new vocabulary.
Technology Integration:
Internet will be made accessible
Word processing for students in need of challenge
Enrichment/Remediation: Students in need of challenge will need to write a summary report on the Internet information used earlier in the activity. Graphics taken from the web site are to be downloaded and featured in their final drafts to be published.
Students in need of assistance and modifications will be partnered with average or higher achieving students who wish to have a partner. Final requirements can be based on partnered or individual contributions. This is to be determined by the teacher in consideration of the student’s capabilities and need.
Teacher
Reflections
To be added by user