Standards:

My unit will integrate Reading, Writing, Science,

Math, and Social Studies; using the PA Common Core
Standards and the Next Generation Science Standards.
Reading:
CC.1.2.4.A, CC.1.2.4.C, CC.1.2.4.E, CC.1.2.4.J,
CC.1.3.4.A, CC.1.3.4.F, CC.1.3.4.H, CC.1.3.4.I
Writing:
CC.1.4.4.A, CC.1.4.4.B, CC.1.4.4.C, CC.1.4.4.E,
CC.1.4.4.F, CC.1.4.4.O, CC.1.4.4.S, CC.1.4.4.T,
CC.1.4.4.X
Speaking and Listening:
CC.1.5.4.A, CC.1.5.4.D
Math:
CC.2.1.4.B.2, CC.2.2.4.A.1, CC.2.4.4.A.1
Science:
ESS1-1
Disciplinary Core Ideas
ESS1.A: The Universe and its Stars
ESS1.B: Earth and the Solar System
Crosscutting Concepts
1. Patterns
2. Stability and Change
3. Consistency in Natural Systems

Teaching Methods:
Independent writing of informational text

and fiction
Group discussions and collaborative

group projects
Whole class read alouds (If You Decide To
Go To The Moon)
Making a whole class KWL chart and
revisiting it at the end of the unit
Assessment that allows for some degree of
agency moon journals and final booklet
Hands on experimentation with moon
demonstration and rover experiment
Observation, prediction, making
questions, and revising questions

Knowledge of Students and Context:

66 students total in the fourth grade students
switch for three classes a day (90 minute periods)
and are organized into homerooms
each homeroom has different strengths and
weaknesses
o 206 has many ELLs and students with
developmental disabilities. They sometimes
struggle with new concepts
o 203 has some high level and middle students
and is a very complacent class. They often
struggle with creativity
o 204 has many high level students with strong
personalities which can cause conflict
Students will be learning about science in March
(Magnetism and Electricity) and have already
learned about basic patterns in nature when learning
about the water cycle
Science teacher has always wanted to teach about
moon phases but has struggled to fit it into the
curriculum

Curriculum Materials:
Poster paper
Markers, glue, scissors
Notebook paper and pencils
Science Notebooks
Worksheets
Graphic Organizers and sentence
starters
Non-fiction read aloud texts
(texts about the moon and seasons)
Fiction read aloud texts
Laptop with internet access and
projector (movies and PowerPoints)
Pre-made video of moons cycles
and orbit
Moon Journals

What

Lesson

Why

How

Educational Philosophy and Beliefs
Learning should be engaging and fun, as well as
educational
Assessment needs to happen frequently and
authentically to allow for student growth and progress
Checking for understanding is invaluable; if the
students are not understanding something it needs to
be addressed
The classroom is not just a place for students to grow
academically but also emotionally and mentally; the
culture of the classroom should reflect this
Science education should be as hands on as possible
Students prior knowledge needs to be acknowledged,
as they will measure much of you teach by what they
already know (Ready, Set, Science!, p43-44)

Theories of Teaching and Learning:

Multiple Intelligences Gardner
Differentiated Instruction
we cant learn that which is
inaccessible to us because we
dont understand it. We cant
learn when we are unmotivated
by things that are far too
difficultor too easyfor us
(Tomlinson).
Growth Mindset Caroline
Dweck
Social Development Theory
Lev Vygotsky