Learning Exercise
Language Arts and Science with NASA: Titan Moon!
This lesson deals with the significance of the Titan moon. It causes students to do research. It is also a questioning and comprehension exercise.
Course: 3rd Grade Multiple Subjects
- Material:
- NASA RESOURCE DRIVEN INSTRUCTION: TITAN MOON OF SATURN
- Date last modified:
- July 7, 2005
- Created by:
- Dr. Troy Tenhet
- License:
-
Share
This is a great set of sites that discuss the significance of the moon known as Titan! see more
Exercise
Title: The Titan Moon!
Grade Level: Third
Objectives: 1. Students will form their own questions and conduct research in
order to find answers. 2. Students will demonstrate comprehension and ask
questions/support answers.
CDE Science: Investigation and Experimentation: 5. Scientific progress is made
by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other three
strands, students should develop their own questions and perform investigations.
5a. Repeat observations to improve accuracy and know that the results of
similar scientific investigations seldom turn out exactly the same because of
differences in the things being investigated, methods being used, or uncertainty
in the observation.
CDE Language Arts: Reading Comprehension: 2.2 Ask questions and support answers
by connecting prior knowledge with literal information found in, and inferred
from, the text. 2.3 Demonstrate comprehension by identifying answers in the
text. 2.7 Students will follow simple instructions (multi-step).
Anticipatory Set Website: http://www.resa.net/nasa/titan.htm
Primary Website: http:/ /news.bbc.co.uk/1/hi/sci/tech/75327.stm
Critical Teacher Tasks: 1. Teacher will support instructional lesson. 2. Teacher
will facilitate the discussion. 3. Teacher will navigate the website on a big
screen with an LCD Projector. 4. Teacher will treat this as a reciprocal
questioning-collaborative grouping activity. 5. Teacher will maintain an
exciting and effective climate of instruction within his/her classroom. 6.
Teacher will use an established but simple effort and achievement rubric to
communicate student goals and expectations. 7. Teacher must provide all
classroom materials needed (paper, pencils, erasers, whiteboards, and dry-erase
markers). 8. Teacher must show the passion that he/she expects from the
students.
Critical Student Tasks: 1. Student will come prepared to learn and explore. 2.
Student will have necessary materials at arms reach for the activity. 3.
Students will collaborate with peers in groups. 4. Students will create
questions and research possible answers. 5. Students will share findings on both
paper and in an oral manner. 6. Students will make observations, predictions,
and revisions when prompted by the teacher. 7. Students will give their best
efforts. 8. Students will be assessed and then reflect in groups for the class
at the end of the activity.
Assessment: Informally by the observations of the teacher. Formally by the usage
of the effort/achievement rubric as the oral presentations and written
artifacts are collected and critiqued.
COPYRIGHT 2004 TROY TENHET JR.
Grade Level: Third
Objectives: 1. Students will form their own questions and conduct research in
order to find answers. 2. Students will demonstrate comprehension and ask
questions/support answers.
CDE Science: Investigation and Experimentation: 5. Scientific progress is made
by asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other three
strands, students should develop their own questions and perform investigations.
5a. Repeat observations to improve accuracy and know that the results of
similar scientific investigations seldom turn out exactly the same because of
differences in the things being investigated, methods being used, or uncertainty
in the observation.
CDE Language Arts: Reading Comprehension: 2.2 Ask questions and support answers
by connecting prior knowledge with literal information found in, and inferred
from, the text. 2.3 Demonstrate comprehension by identifying answers in the
text. 2.7 Students will follow simple instructions (multi-step).
Anticipatory Set Website: http://www.resa.net/nasa/titan.htm
Primary Website: http:/ /news.bbc.co.uk/1/hi/sci/tech/75327.stm
Critical Teacher Tasks: 1. Teacher will support instructional lesson. 2. Teacher
will facilitate the discussion. 3. Teacher will navigate the website on a big
screen with an LCD Projector. 4. Teacher will treat this as a reciprocal
questioning-collaborative grouping activity. 5. Teacher will maintain an
exciting and effective climate of instruction within his/her classroom. 6.
Teacher will use an established but simple effort and achievement rubric to
communicate student goals and expectations. 7. Teacher must provide all
classroom materials needed (paper, pencils, erasers, whiteboards, and dry-erase
markers). 8. Teacher must show the passion that he/she expects from the
students.
Critical Student Tasks: 1. Student will come prepared to learn and explore. 2.
Student will have necessary materials at arms reach for the activity. 3.
Students will collaborate with peers in groups. 4. Students will create
questions and research possible answers. 5. Students will share findings on both
paper and in an oral manner. 6. Students will make observations, predictions,
and revisions when prompted by the teacher. 7. Students will give their best
efforts. 8. Students will be assessed and then reflect in groups for the class
at the end of the activity.
Assessment: Informally by the observations of the teacher. Formally by the usage
of the effort/achievement rubric as the oral presentations and written
artifacts are collected and critiqued.
COPYRIGHT 2004 TROY TENHET JR.
Additional Information: http://rubistar.4teachers.org/index.php