Space Travel: Lesson 2: Researching your Destination

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1 Published on AASL Learning4Life Lesson Plan Database Space Travel: Lesson 2: Researching your Destination Created by: Angie Mitchell Title/Role: Media Specialist Organization/School Name: Level Cross Elementary Location: North Carolina Grade Level: 3 Type of Lesson: Lesson in a unit Type of Schedule: Fixed Collaboration Continuum: Limited Content Area: Science Content Topic: The Solar System Standards for the 21st-Century Learner Skills Indicator(s): Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. Dispositions Indicator(s): Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. Responsibilities Indicator(s): Follow ethical and legal guidelines in gathering and using information Use information technology responsibly. Self-Assessment Strategies Indicator(s): Use interaction with and feedback from teachers and peers to guide own inquiry process Determine how to act on information (accept, reject, modify) Recognize new knowledge and understanding. Scenario: Third grade teachers do a unit on space every year. As a final product the teachers have asked the school librarian to help the students to complete an inquiry based project on which area of space NASA should travel next. Students have been given this task: You are an expert at the local planetarium who will be addressing the executive directors of NASA. You are to develop a presentation citing your opinion regarding where NASA should travel next. Your presentation should give three sound reasons to support your position and be able to offer counter arguments from the board. The students will use the Big 6 Research Model to do this project in the media center over the course of two months. During their weekly time they will be going through these stages of research: Understanding the task, listing where we can find the resources needed, locating the resources, using the resources, synthesizing the information into the

2 final product, and then reviewing the product to see if we answered the questions we needed to. Overview: In a third-grade unit on the solar systems in science, students will apply the research process to complete an inquiry based project that will span 5 lessons. In this lesson students will be watching several videos and demonstrating the ability to extract relevant information from multiple sources. Essential question: What are the other planets, stars, and objects in our solar system? Which one should we travel to next and why? Final Product: The project culminates with the students creating an interactive board on Discovery Streaming detailing the place that NASA should visit next. They will include videos, pictures, and descriptions of the place along with a presentation on why NASA should visit this location Library Lesson: Students will work with the librarian in this lesson to be able to (1)listen and watch for information, then record it on their graphic organizer, (2) be able to assess information to decide if it meets their needs, (3) create new questions to ask based on the research notes they take, and (4) organize their information in a way that will aid them in creating their research project. Estimated Lesson Time: 30 minutes Assessment Product: The school librarian along with the students will use a checklist to make sure sufficient notes have been taken on their destination in space to start the next part of the project.proper citation of sources will also be reviewed. The school librarian will also be able to assess the students ability to extract relevant information from the text or video they are viewing. Process: School librarian will observe the students as they complete the graphic organizers to help ensure the notes being taken are sufficient and will assist the students with any questions they may have. Student self-questioning: Have I checked my information across sources to make sure the information is accurate? Based on my notes do I have enough evidence to build a persuasive argument? What new understandings did I develop about the place I want to travel to next? What new questions do I have that I need to answer next time? Instructional Plan Resources students will use: Interactive Resource (i.e. webpages, multimedia learning objects, chat services) Interactive Resource URL: Resources instructor will use: Projector Laptop Smart board Instruction/Activities Direct instruction: The school librarian will review the discussion from the previous class on the Big 6 Research Process and the goal of the project. Then the school librarian will help the students navigate to

3 Discovery Streaming on the school?s website and explain to the class that they are going to watch the videos and use their graphic organizer to take notes on the place in space that they would like to travel to. The school librarian will post the student self-questioning strategies on the board to help the students monitor their own learning. Modeling and guided practice: The school librarian will log on to the site and demonstrate how to navigate from video to video and then allow the students the time to practice as a group filling in parts of their graphic organizers. Independent practice: The students will continue to watch the videos and take notes on their graphic organizer about the place they want NASA to travel to. The school librarian assists students who have questions. Sharing and reflecting: After watching the videos the students will examine their notes and reflect on if they have enough notes to start the next part of the process. They will form collaborative groups with each other based on the places they would like to travel. These groups will continue the research process over the next several weeks during media class. Their exit ticket out the media center/computer lab will be a note card with their destination and at least one reason why they want to travel to this planet along with one question they have about our next session. Have you taught this lesson before: Yes Strategies for differentiation: With Discovery Streaming you can pick the videos based on the student's academic level and assign different students different videos. For the students that have trouble taking notes my assistant and I walked around and helped them write down what they thought was important. This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of Address usage requests to the ALA Office of Rights and Permissions.

4 Destination in Space Graphic Organizer Name of Planet or Place in Space: Give the location of the planet or place in relationship to Earth. List at least 4 important facts about your destination and explain why this would make it a good place to travel to. List any problems that might make travel to this destination hazardous. How might NASA overcome these challenges? Resources Used:

5 Checklist for Graphic Organizer In order to assess your readiness to move on to the next stage of the project place a check mark beside each item to show that section is complete. Name of Planet or Place Location of the place or planet in relationship to Earth Four important facts about your destination. Explanation for why the facts make this place a good destination. Problems that could make this place hazardous for NASA List ways NASA could overcome these problems

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