A Problem-Based Lesson for 1st, Science Designed by Brian Corbett, bcorbett@fusd1.org
Cyndi Moreno, cyndi@grandcanyonschool.org
Molly Wiedel,mwiedel@fusd1.org Task The Death Star shot a Planet-Scrambling Laser at our solar system. All the planets have been knocked out of their orbits and are mixed up. Some are drifting out into space and others are heading on a collision course!! Your mission is to use the Force, put all the planets back in order and save the universe. Good Luck.
Standards Science Grade 1 www.ade.state.az.us/standards/contentstandards.asp
Strand 6 Concept 2
PO 2. Compare celestial objects (e.g., Sun, Moon, stars) and transient objects in the sky (e.g., clouds, birds, airplanes, contrails).
21st Century Skills Standardswww.21stcenturyskills.org
Critical Thinking & Problem Solving: Solve Problems
Identify and ask significant questions that clarify various points of view and lead to better solutions. ISTE National Technology Standards for Studentshttp://iste.org Critical Thinking, Problem Solving, and Decision Making
Use multiple processes and diverse perspectives to explore alternative solutions. Procedure Student Steps:
1. Watch planet simulation and hear the problem/mission.
2. As a group, brainstorm a variety of ways to put the planets back in order.
3. Decide on 3-4 ways to put the planets in order.
4. Go through each activity of putting the planets back in order*.
5. After completing each activity, color in one square on the Launch Chart.
5. When the Launch Chart is completed, get ready to blast off on your mission to save the universe.
*Example of an activity: Making a Planet Puzzle
1. Choose a partner and find a flat surface to work on.
2. Get a planet coloring page and a baggie.
3. Color and cut out your planets. Put them in your baggie.
4. Exchange your planet baggie with your partner.
5. Solve the puzzle by putting the planets in order.
6. Check your partner's puzzle to see if they got them in order.
Teacher Steps:
1. Show students simulation of planets being bounced around and explain the problem.
2. Help the brainstorming process and guide activities (i.e. using manipulatives, solving puzzles, being the planets). Discuss what objects they will have to deal with (planets? airplanes? the sun?).
3. Be prepared to make whatever you need to carry out their activities.
4. Create a Launch Chart, with the appropriate number of squares for students to record their progress (3 activities x 20 students = 60 squares)
Assessment Interactive Board Test with Clickers
1. Assign each child a number and a corresponding clicker.
2. As a class, go through the series of multiple-choice questions asking about the order of the planets.
3. Each multiple choice will include the names of planets, other celestial objects, and objects in the Earth's sky (i.e. the sun, a bird).
4. Every student will answer with their clicker, so the teacher will be able to see who understands the order of the planets and the differences between celestial objects and transient objects in the sky.
5. Include a series of questions for self-assessment (examples below).
a) Did you share an idea during brainstorming? Yes, No
b) How well did you work with your partner? 4 stars, 3 stars, 2 stars, 1 star
A Problem-Based Lesson for
1st, Science
Designed by
Brian Corbett, bcorbett@fusd1.org
Cyndi Moreno, cyndi@grandcanyonschool.org
Molly Wiedel, mwiedel@fusd1.org
Task
The Death Star shot a Planet-Scrambling Laser at our solar system. All the planets have been knocked out of their orbits and are mixed up. Some are drifting out into space and others are heading on a collision course!! Your mission is to use the Force, put all the planets back in order and save the universe. Good Luck.
Standards
Science Grade 1 www.ade.state.az.us/standards/contentstandards.asp
Strand 6 Concept 2
PO 2. Compare celestial objects (e.g., Sun, Moon, stars) and transient objects in the sky (e.g., clouds, birds, airplanes, contrails).
21st Century Skills Standards www.21stcenturyskills.org
Critical Thinking & Problem Solving: Solve Problems
Identify and ask significant questions that clarify various points of view and lead to better solutions.
ISTE National Technology Standards for Students http://iste.org
Critical Thinking, Problem Solving, and Decision Making
Use multiple processes and diverse perspectives to explore alternative solutions.
Procedure
Student Steps:
1. Watch planet simulation and hear the problem/mission.
2. As a group, brainstorm a variety of ways to put the planets back in order.
3. Decide on 3-4 ways to put the planets in order.
4. Go through each activity of putting the planets back in order*.
5. After completing each activity, color in one square on the Launch Chart.
5. When the Launch Chart is completed, get ready to blast off on your mission to save the universe.
*Example of an activity: Making a Planet Puzzle
1. Choose a partner and find a flat surface to work on.
2. Get a planet coloring page and a baggie.
3. Color and cut out your planets. Put them in your baggie.
4. Exchange your planet baggie with your partner.
5. Solve the puzzle by putting the planets in order.
6. Check your partner's puzzle to see if they got them in order.
Teacher Steps:
1. Show students simulation of planets being bounced around and explain the problem.
2. Help the brainstorming process and guide activities (i.e. using manipulatives, solving puzzles, being the planets). Discuss what objects they will have to deal with (planets? airplanes? the sun?).
3. Be prepared to make whatever you need to carry out their activities.
4. Create a Launch Chart, with the appropriate number of squares for students to record their progress (3 activities x 20 students = 60 squares)
Technology
1. Using the interactive board to show the simulation
2. Access to interactive board for whichever activities they choose.
3. Possibly making the Launch Chart interactive with the board.
4. Interactive board and clickers for assessment
Resources for games/activities:
Interactive putting the planets in order: http://www.bbc.co.uk/science/space/playspace/games/jigsaw/launch.html
Google sky; see the planets: http://www.barnabu.co.uk/animated-planets-in-google-sky/
See the planets together & zoom in for more information: http://www.kidsastronomy.com/solar_system.htm
Assessment
Interactive Board Test with Clickers
1. Assign each child a number and a corresponding clicker.
2. As a class, go through the series of multiple-choice questions asking about the order of the planets.
3. Each multiple choice will include the names of planets, other celestial objects, and objects in the Earth's sky (i.e. the sun, a bird).
4. Every student will answer with their clicker, so the teacher will be able to see who understands the order of the planets and the differences between celestial objects and transient objects in the sky.
5. Include a series of questions for self-assessment (examples below).
a) Did you share an idea during brainstorming? Yes, No
b) How well did you work with your partner? 4 stars, 3 stars, 2 stars, 1 star
Materials
1. Interactive board
2. Clickers
3. Students
4. Extreme enthusiasm about space!
5. Launch Chart (see Procedures)
6. Variety of materials for activities
*Resources for games/activities:
Interactive putting the planets in order: http://www.bbc.co.uk/science/space/playspace/games/jigsaw/launch.html
Google sky; see the planets: http://www.barnabu.co.uk/animated-planets-in-google-sky/
See the planets together & zoom in for more information: http://www.kidsastronomy.com/solar_system.htm
Planet Orbit Movie