Molloy College

Division of Education

Rachel Gersten Dr. Moroney

EDU 5230 6/17/19
Grade: 5 Topic: Solar System Content Area: Science

Instructional Objective*(s)
After watching the National Geographic: Solar System 101 video, students will compare
characteristics of planets via iPad technology to answer Kahoot! questions based on the
information they learned. Following this, students will get into groups based on their seating
arrangements in the classroom and complete the “SCOOT” activity where they will identify
answers to various question cards by logging it onto a grid. Students will complete each grid by
working with their classmates against the clock. They will be graded on the accuracy of the
responses as well as on a teacher created rubric that measures their collaborative working skills,
earning a grade of 80% or higher.

STANDARDS & ISTE NETS for Students AND INDICATORS

NYS Science Learning Standards:

PS2.B: Types of Interactions: The gravitational force of Earth acting on an object near
Earth’s surface pulls that object toward the planet’s center.

Indicator:
This will be evident when students answer questions on Kahoot! App about gravitational pull
and its comparison to other planets.

(5-PS2-1) ESS1.A: The Universe and its Stars: The sun is a star that appears larger and
brighter than other stars because it is closer. Stars range greatly in their distance from
Earth.

Indicator:
This will be evident when students watch the National Geographic introduction video that
explains the solar system and its relationship with the sun.

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language
(5-ESS1-1) ESS1.B: Earth and the Solar System: The orbits of Earth around the sun and
of the moon around Earth, together with the rotation of Earth about an axis between its
North and South poles, cause observable patterns. These include day and night; daily
changes in the length and direction of shadows; and different positions of the sun, moon,
and stars at different times of the day, month, and year. (5-ESS1-2)

Indicator:
This will be evident when students participate in “SCOOT” activity, answering questions at the
“Orbit station” that includes information about its axis, rotation, poles, etc.

NYS English Language Arts/Literacy Standards:

RI.5.7 Draw on information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently. (5-ESS1
1)

Indicator:
This will be evident when students use the information, they learned in the National Geographic
motivation video to answer the Kahoot! questions, and again when they use the Kahoot! quiz in
order to answer the “SCOOT” activity questions effectively.

RI.5.8 Explain how an author uses reasons and evidence to support particular points in a
text, identifying which reasons and evidence support which point(s). (5-ESS1-1)

Indicator:
This will be evident when students complete “SCOOT” activity, while they try to reason with
their group members based on the information they worked with previously via video, text and
technology.

ISTE STANDARDS:
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of
media and formats
c. Develop cultural understanding and global awareness by engaging with learners of other
cultures
d. Contribute to project teams to produce original works or solve problems

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language
Indicator:
This will be evident when students compete against each other during the Kahoot! activity using
the smartboard technology as well as when they use flipgrid to create their “what planet am I” as
other students will be able to comment on their work.

MOTIVATION

 a brief excerpt from National Geographic Video

 a thought-provoking personal anecdote

MATERIALS

 Overhead projector, clickers, cards, teacher constructed rubrics, construction paper,

markers

STRATEGIES

 Cooperative learning, group discussion, direct instruction, teacher demonstration, and

collaborative working

ADAPTATIONS

 The student with a significant grapho-motor disability will use a voice-to-text application
for “SCOOT” activity
 The student who is an English language learner will be provided with content specific
vocabulary words prior to the lesson as well as visuals instead of text for the “SCOOT”
activity.

DIFFERENTIATION OF INSTRUCTION

 A separate table will be set up for those who need more time to process during the
“SCOOT” activity.
 The differentiated group will have their own set of grids and cards so they can complete
at their own pace.
 Their “SCOOT” cards will also have visual aids attached to them as well as text.

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language
 DEVELOPMENTAL PROCEDURES

 Students will watch “Solar System 101” for their introduction to the lesson (What do the
planets have in common? What sets them apart?)
 Students will play a Kahoot! game on the smartboard with personal clickers to indicate
their answers based on the information learned while watching the video. (How did gas
giants get their name? What does the distance from the sun have to do with their
properties?)

ASSESSMENT

 Students will successfully answer Kahoot! questions based on “Solar System 101”.
 Students will work together to complete the questions on the grid during the “SCOOT”
activity.
 Students will work against the clock by rotating table to table to answer as many
“SCOOT” questions as possible.

INDEPENDENT PRACTICE
EXAMPLES OF INDEPENDENT PRACTICE

 Following the lesson on planets, students will choose a planet and create a flipgrid video
using a school provided iPad acting as that planet, describing its characteristics, and
instructing other students to guess which planet they are.
 After completing the “SCOOT” students will choose their favorite planet “fun fact” and
use the school computers to research it further. They will write a 5-7 sentence summary
of what they found.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

 The student, under direct intervention with the teacher, will re-do Kahoot! quiz with
explanations after each question.
 The teacher and student will, together, work on the “SCOOT” activity without time
constraints or pressure from peers.

Academic Enrichment: Extended learning experiences that address higher order thinking skills
should be provided for students who have easily met the objective. This activity should be
functional, employ technology, and be meaningful, as well as acknowledged.

EXAMPLES OF ACADEMIC ENRICHMENT

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language
  The student will use the computer to expand on fun facts that interested them and show
what they learned by writing a 5-7 sentence summary

TEACHER REFERENCES

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language