- Unit 4
- Level 1
- 7 days
- N/A
- Download Lesson
Standards Addressed:
- L.3.2.f
- L.3.4.a
- L.3.4.b
- RI.3.2
- RI.3.7
- RI.3.9
- RL.3.1
- RL.3.7
- RL.3.10
- SL.3.1.a
- SL.3.1.b
- SL.3.4
- SL.3.6
- W.3.1
- W.3.1.b
- W.3.2.b
- W.3.7
Lesson Materials/Resources
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Super Star Visit Link
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The Moon's Phases in Oreos Visit Link
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Pluto Visit Link
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Why Isn't Pluto a Planet Anymore? Play Video
Objectives
- Engage in a short-term research project designed to lead to a hypothesis based on data, criteria, and evidence
- Learn and apply the basic principles of debate with classmates following short-term research
Assessment/CFU
Writing/Debate Activity
“Do you think Pluto should be considered a planet?”
- Discuss differences between Earth and Pluto emphasizing the chart on page 87 as a text feature that helps readers build meaning
- Teacher reviews the criteria used by the scientific community to determine if an object in space can officially be designated or named a planet. Teacher models application of these criteria by using the Moon to guide the class as “scientists” to use criteria to determine whether or not the Moon qualifies as a planet.
- Students will be asked to decide on their own whether or not they think Pluto should be considered a planet (and later will engage in a class debate on the subject). Students will use the criteria above to pose questions to help them develop independent hypothesis statements. Using the earlier Moon subject, teachers model and guide students to develop hypothesis statements using sentence frames, step-by-step lessons, and think aloud strategies. Demonstrate and continue to model how to form an opinion statement and support it with reasons or facts adding a graphic organizer to provide a visual model. Students will be required to include three facts to support their hypothesis.
- Once they have developed, shared, and refined their hypothesis statement into an opinion paper with reasons and rationale, explain that they will be engaging in a debate activity with at least one other student. Ask students to choose one side of the debate on whether or not Pluto should be an official planet. (Teacher will need to introduce and/or review debate guidelines with the class before the debate.)
Opening/Warmup/Connecting Prior Knowledge
Artifacts for the black wall:
Teacher and/or student makes a model of the Moon to hang from ceiling or on black artifact wall
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