Welcome to our 5 day unit on our Moon and the planets of our solar system! You will notice that I have only planned lessons for 4 days, but the material we will cover and the projects designed for you will take the entire 5 days. Follow the days if possible, but you are able to go to the next day if you complete the day before it. Please talk to Mr. B before moving onto the next day to make sure everything is in order!
Please REMEMBER, our classroom online policy and use of technology policy is in effect. Please do not forget to demonstrate proper net etiquette and online citizenship.
For the entire unit, all materials will be hosted here. You will be able to find on the tabs day 1 to 3, and we will be going through each one. We will be learning about our solar system and why knowing about the other planets is important to us.
Grading for the unit will be as follows:
Before you begin going through the assignment, make sure you look at the instructions tab!
Essential Questions:
By the end of the unit I expect that students will be able to:
6–3 Design and carry out an investigation of a practical problem, and develop a possible solution.
6-7 Observe, describe and interpret the movement of objects in the sky; and identify pattern and order in these movements.
The specific curriculum outcomes we will cover are:
ICT Outcomes
Cross Curricular Outcomes
Art Outcomes
Reflection - Component 6
Concepts
QUALITIES AND DET AILS: Students will employ surface qualities for specific effects.
A. Colour harmonies affect the mood and feeling of the viewer.
B. Tonal interchanges enhance a work.
C. Distinguishing characteristics of things can be portrayed vividly or subtly.
D. The character of marks is influenced by drawing or painting tools and methods.
Expression
PURPOSE 3: Students will decorate items personally created.
A. Details, patterns or textures can be added to two-dimensional works.
B. Details, patterns or textures can be added to the surface of three-dimensional works.
Webpage built for the purpose of ED 4767 at the U of L.
Please REMEMBER, our classroom online policy and use of technology policy is in effect. Please do not forget to demonstrate proper net etiquette and online citizenship.
For the entire unit, all materials will be hosted here. You will be able to find on the tabs day 1 to 3, and we will be going through each one. We will be learning about our solar system and why knowing about the other planets is important to us.
Grading for the unit will be as follows:
- 30% for the model design and presentation
- 20% for poster/brochure about the planet
- 20% for all handed in assignments from the instructional material
- 30% for online participation, attendance and effort throughout the unit
Before you begin going through the assignment, make sure you look at the instructions tab!
Essential Questions:
- What are the phases of the moon?
- Can we predict the movement of the moon regularly?
- What are the names and order of the planets that make up the galaxy we live in?
- What are the physical and unique characteristics of each planet in our solar system?
By the end of the unit I expect that students will be able to:
6–3 Design and carry out an investigation of a practical problem, and develop a possible solution.
6-7 Observe, describe and interpret the movement of objects in the sky; and identify pattern and order in these movements.
The specific curriculum outcomes we will cover are:
- 6.7.1 - Recognize that the Sun and stars emit the light by which they are seen and that most other bodies in space, including Earth’s Moon, planets and their moons, comets, and asteroids, are seen by reflected light.
- 6.7.3 - Recognize that the apparent movement of objects in the night sky is regular and predictable, and explain how this apparent movement is related to Earth’ s rotation.
- 6.7.7 - Recognize that the Moon’ s phases are regular and predictable, and describe the cycle of its phases.
- 6.7.8 - Illustrate the phases of the Moon in drawings and by using improvised models. An improvised model might involve such things as a table lamp and a sponge ball.
- 6.7.9 - Recognize that the other eight known planets, which revolve around the Sun, have characteristics and surface conditions that are different from Earth; and identify examples of those differences.
- 6.7.10 - Recognize that not only Earth, but other planets, have moons; and identify examples of similarities and differences in the characteristics of those moons.
- 6.7.12 - Understand that Earth, the Sun and the Moon are part of a solar system that occupies only a tiny part of the known universe.
ICT Outcomes
- C.1 - Students will access, use and communicate information from a variety of technologies.
- C.4 - Students will use organizational processes and tools to manage inquiry.
- F.3 - Students will demonstrate a moral and ethical approach to the use of technology.
- F.6 - Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.
- P.1 - Students will compose, revise and edit text.
- P.3 - Students will communicate through multimedia.
- P.5 - Students will navigate and create hyperlinked resources.
- P.6 - Students will use communication technology to interact with others.
Cross Curricular Outcomes
Art Outcomes
Reflection - Component 6
Concepts
QUALITIES AND DET AILS: Students will employ surface qualities for specific effects.
A. Colour harmonies affect the mood and feeling of the viewer.
B. Tonal interchanges enhance a work.
C. Distinguishing characteristics of things can be portrayed vividly or subtly.
D. The character of marks is influenced by drawing or painting tools and methods.
Expression
PURPOSE 3: Students will decorate items personally created.
A. Details, patterns or textures can be added to two-dimensional works.
B. Details, patterns or textures can be added to the surface of three-dimensional works.
Webpage built for the purpose of ED 4767 at the U of L.