children lit task 2
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School
Western Governors University *
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Course
C970
Subject
Astronomy
Date
Feb 20, 2024
Type
docx
Pages
7
Uploaded by DeanRoseOpossum37
A.
1. Hello, World! Solar System by Jill McDonald (McDonald, 2016)
2. 8 Little Planets: A Solar System Book for Kids with Unique Planet Cutouts by Chris Ferrie and Lizzy Doyle (Ferrie & Doyle, 2018)
3. The Magic School Bus Lost in the Solar System
by Joanna Cole and Bruce Degen (Cole & Degen, 1992)
WGU Connected Learning Segment Overview Template
General Information
Teacher Education Candidate Name:
Julie Fontes
Date Developed: 9/27/2022
Connected Learning Segment Title:
A descriptive title for your connected learning segment
All about planets
Period/Time Estimate:
4 Hours of instructional time
Grade Level:
1
st
Number of Students:
20
Central Focus:
The central focus is a topic such as the solar system, life cycles, or the civil rights movement.
Solar System
Lesson 1 Information State/National Academic Standard
:
Subject:
Learning Objective(s): (behavior, condition, criteria)
Overview of Strategies and Learning Tasks: Description of Formative and Summative Assessment:
ESS1.A: The Universe and its
Stars Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (CA Content Standards (CA Dept of Education), n.d.) Science Given a sentence frame, students will be able to identify a space object and predict whether it is visible in the day or
night sky with 100% accuracy. Learning Resource:
Hello, World! Solar System by Jill McDonald.
Modeling:
The teacher will read Hello, World! Solar System by Jill McDonald to the class and the class will brainstorm different objects in the sky. The teacher will explain that daytime happens
when the sun is facing that part Formative:
The teacher will circulate the room during the guided practice to ensure that the pairs are understanding what space objects appear during the day and at night. Summative:
The teacher will collect the sentence frames and evaluate the understanding of the patterns of day and night. PAGE 1
of the Earth and night happens when the sun is behind that part of the Earth. That this is a predictable pattern that happens daily.
Guided Practice:
In pairs, the students will be asked to sort those space objects into what can be seen during the day and what can be seen at night on a sheet of paper. Then as a class, we will discuss their sorting.
Independent Practice:
On their own, they will fill out the sentence frame “My favorite space object is __________. It is seen in the ___________ because
__________.” Lesson 2 Information
State/National Academic Standard
:
Subject:
Learning Objective(s): (behavior, condition, criteria)
Overview of Strategies and Learning Tasks:
Description of Formative and Summative Assessment:
1. MD.1:
Measure lengths indirectly and by iterating length units. (CA Content Standards (CA Dept of Education), n.d.).
Mathematics
Given a sheet of paper with Earth, Venus, Mars, Saturn, and Jupiter on them to scale, students will be able to calculate
how many Earths will fit across each planet width-wise with 75% accuracy.
Learning Resource:
The Magic School Bus Lost in the Solar System
by Joanna Cole and Bruce
Modeling:
Explain to the students that they will be calculating the width of planets by figuring out how many Earths can fit inside that planet Formative:
Rotate around the class as they do their guided practice and answer any questions they might have. Double checking for accuracy of initial measurements. Summative: The teacher will evaluate the final findings of how many Earths fit end-to-end width-
PAGE 2
lengthwise. Show this by holding up dry-erase markers and a large book. Attach the markers end to end until it has exceeded the width of the book and tell them how many markers wide the book is. Read The Magic School Bus Lost in the Solar System and spend extra time on the texts that emphasize size. Guided Practice:
First in small groups, have students figure out how wide the earth is by giving them a round map printed out and using rulers, figuring out how
many centimeters wide the United States is. Once they have their answer, they will cut out several small pieces of paper that
length. Then they will see how many times they can fit that paper over the globe end to end until they have covered the width
of the globe. Have each group state their findings. Independent Practice:
Then individually have them repeat that process. Hand out a sheet of paper with the Earth, Venus, Mars, Saturn, and Jupiter, on it to
scale. Have them cut out the Earth and them see how many wise across Venus, Mars, Saturn, and Jupiter. Based on those finding the teacher will either revisit the standard or move on to the next.
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times they can fit the Earth end to end across the width of the other planets. Have them write their findings in the space under the planets on the sheet of paper.
Lesson 3 Information
State/National Academic Standard
:
Subject:
Learning Objective(s): (behavior, condition, criteria)
Overview of Strategies and Learning Tasks: Description of Formative and Summative Assessment:
SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CA Content Standards (CA Dept of Education), n.d.).
English Language Arts
Given an assigned planet and word prompts, students will be able to write 3 sentences about their assigned planet with 2 out of 3 accuracy.
Learning Resource:
8 Little Planets: A Solar System Book for Kids with Unique Planet Cutouts by Chris Ferrie and Lizzy Doyle
Modeling:
Explain to the students that they will be writing 3 sentences about one of the 8 planets. They will need to include
a sentence that describes the planet, such as its color, size, or any identifying marks. A sentence
that gives a relevant detail for the
planet. The last sentence should be about a feeling they get when they think of this planet. Is it wonder over its size or apprehension about its temperature? Read the book 8 Little Planets: A Solar System Book for Kids with Unique Planet Formative:
The teacher will rotate through the classroom as the students come up with words that will describe, detail, and show feelings. They will answer questions from the students and give prompts for any stuck groups.
Summative:
The teacher will collect the sentences made about the assigned planet and check that each student has been able to follow the directions of the sentences for at least 2 out of 3 of the sentences. PAGE 4
Cutouts.
Guided Practice:
On the board write “sentence one: Describe”, “sentence two: detail” and sentence three: feeling”. Split the
class into 8 groups and assign each a plant. Together the groups
will brainstorm some words they can use for each sentence based on the descriptions of the planets
from the book and record them on paper.
Independent Practice:
Once they
have an idea of what they could write, each student will individually write the name of the
planet on the top of the paper and proceed to write the three sentences about the planet checking for spelling and grammar. Reflection
Explain how the learning segment was designed to support students (e.g., motivating and engaging students) when interacting with children’s literature.
Use evidence-based research or resources in the course of study to support your explanation,
and include any necessary in-text citations.
Vacca and Mraz say, “The learning done with literature across the curriculum is important to students because it not only builds strong readers but strengthens every area of academic progress” (p. 728). I designed this segment on the solar system to engage students in wondering about the solar system in the different context areas of science, English language arts, and mathematics. Hello, World! Solar System by Jill McDonald (McDonald, 2016) was a good choice
for a science lesson because it was a great introduction to the concept of objects in PAGE 5
space and the patterns they keep. 8 Little Planets: A Solar System Book for Kids with Unique Planet Cutouts by Chris Ferrie and Lizzy Doyle (Ferrie & Doyle, 2018) was a good choice for an English language arts lesson because of its wonderful vocabulary and descriptors. The Magic School Bus Lost in the Solar System by Joanna Cole and Bruce Degen (Cole & Degen, 1992) was a good choice for a mathematics lesson because it was filled to the brim with facts and numbers. As I made this learning segment, a project-based approach was the goal as students tend to be more engaged and motivated by doing rather than just being drilled on what they can remember. The idea was to scaffold the lessons so that they built on each other first by identifying what space objects are, next by understanding their size in relation to our home planet, and lastly by making it personal by writing feelings and descriptions. APA References
(Include citations for any books, resources, or scholarly sources/textbook/course support, etc.)
McDonald, J. (2016, March 8). Hello, World! Solar System
(Illustrated). Doubleday Books for Young Readers.
Ferrie, C., & Doyle, L. (2018, October 2). 8 Little Planets: A Solar System Book for Kids with Unique Planet Cutouts
. Sourcebooks Explore.
Cole, J., & Degen, B. (1992, February 1). The Magic School Bus Lost in the Solar System
. Scholastic Press.
CA Content Standards (CA Dept of Education)
. (n.d.). Retrieved September 27, 2022, from https://www2.cde.ca.gov/cacs/id/web/28982
CA Content Standards (CA Dept of Education)
. (n.d.-b). Retrieved September 27, 2022, from https://www2.cde.ca.gov/cacs/id/web/7072
CA Content Standards (CA Dept of Education)
. (n.d.-c). Retrieved September 27, 2022, from https://www2.cde.ca.gov/cacs/id/web/5594
Vacca, J. A., & Mraz, M. (2019, March 11). Content Area Reading: Literacy and Learning Across the Curriculum
(12th ed.). Pearson.
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