TEACHING LITERACY IN TENNESSEE: UNIT … TABLE OF CONTENTS Guidance for Educators 3 Unit Overview...
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Transcript of TEACHING LITERACY IN TENNESSEE: UNIT … TABLE OF CONTENTS Guidance for Educators 3 Unit Overview...
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TEACHING LITERACY IN TENNESSEE: UNIT STARTER GRADE 3
DRAFT 10/24/17
Important Note: The unit starter provides the foundation for unit planning. In addition to thoughtful preparation
from these resources, there are additional components of the literacy block for which educators will need to plan and
prepare. See page 5 for more guidance on planning for other components of the literacy block.
This unit starter is being released in draft form to be pilot tested in classrooms across Tennessee. The Tennessee
Department of Education is committed to improving this resource to meet the needs of Tennessee educators and
students and welcomes feedback on the design and usability of the unit starter. Please share your feedback through
our online feedback form here. The department will use this feedback to improve this resource and inform the
development of future resources.
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TABLE OF CONTENTS
Guidance for Educators ................................................................................................................................................ 3
Unit Overview and Content Goals ........................................................................................................................... 8
Standards ........................................................................................................................................................................... 11
Texts for Interactive Read Aloud & Shared Reading .................................................................................. 13
Suggested Resources for Small Group & Independent Reading .......................................................... 14
Unit Vocabulary .............................................................................................................................................................. 15
Daily Tasks & Question Sequences
Day 1: Boy, Were We Wrong About the Solar System ....................................................................... 16
Day 2: Our Planet Earth; And Then There Were Eight ....................................................................... 20
Day 3: The Sun, Yellow Dwarf Star at the Heart of the Solar System ............................................ 25
Day 4: Gravity .................................................................................................................................................... 29
Day 5: Gravity; What is an Orbit? ............................................................................................................. 33
Days 6-8: Planets Around the Sun; The Planets ................................................................................... 37
Day 9: The Planets .......................................................................................................................................... 42
Days 10 and 11: Solar System Forecast ................................................................................................. 45
Day 12-14: Our Solar System ...................................................................................................................... 54
Day 15: Galaxies, Galaxies ........................................................................................................................... 64
Days 16 and 17: End-of-Unit Task ............................................................................................................ 67
Appendix A: Unit Preparation Protocol .................................................................................................................. 68
Appendix B: Vocabulary Instruction Examples .................................................................................................... 72
Appendix C: Dash Facts on the Planets for Grade 3 .......................................................................................... 73
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GUIDANCE FOR EDUCATORS
1. WHY IS THE DEPARTMENT PROVIDING UNIT STARTERS?
The research is clear: reading proficiently—especially reading proficiently early—prepares students for life-long
success. To support greater reading proficiency among all students in Tennessee, Governor Haslam, the First Lady,
and Commissioner McQueen kicked off the Read to be Ready campaign in February 2016 with a goal of having 75
percent of Tennessee third graders reading on grade level by 2025. Together, we are making progress. High-quality
texts that meet grade-level expectations are increasingly making their way into classrooms. Students are spending
more time reading, listening, and responding to texts that have the potential to build both skill-based and
knowledge-based competencies. However, the first year of the initiative has revealed a need for strong resources to
support the growing teacher expertise in Tennessee.
Earlier this year, the Tennessee Department of Education released Teaching Literacy in Tennessee. This document
outlines the types of opportunities students need to become proficient readers, writers, and thinkers and includes a
literacy unit design framework describing the ways that teachers can create these opportunities. This includes
building rich learning opportunities around meaningful concepts within the English language arts block where
students listen to, read, speak, and write about sets of texts that are worthy of students’ time and attention. The
department is committed to providing continued support to teachers and leaders in implementing this vision for
literacy, which is why we are excited to release our Teaching Literacy in Tennessee: Unit Starters for grades K-3.
The resources found in the Teaching Literacy in Tennessee: Unit Starters are intended to support planning for one
full unit aligned to the vision for Teaching Literacy in Tennessee. They are intended to serve as a model to reference
as educators continue to design units and compare the alignment of lessons to the vision for Teaching Literacy in
Tennessee.
2. WHAT RESOURCES ARE INCLUDED IN A UNIT STARTER?
The unit starters include several of the key components in the framework for Teaching Literacy in Tennessee. These
components serve as the foundation for strong unit planning and preparation.
Content Goals: Each unit starter begins with content goals that articulate the desired results for learners.
Universal Concept: A concept that bridges all disciplinary and grade-level boundaries. This concept provides
educators and students with an organizational framework for connecting knowledge across disciplines into
a coherent view of the world.
Universal Concept Example: Interdependence
Unit Concept: The application of the universal concept to one or more disciplines. This concept provides
students with an organizational framework for connecting knowledge within the disciplines into a coherent
view of the world and provides educators with a focus for unit planning.
Unit Concept Example: Interdependence of living things
Enduring Understandings and Essential Questions: The ideas we want students to understand, not just
recall, from deep exploration of our unit concept and the corresponding open-ended questions that will
guide students’ exploration of these ideas. The enduring understandings reflect the abstract, easily
misunderstood, “big” ideas of the discipline. They answer questions like “Why?” “So what?” and “How does
this apply beyond the classroom?” to support deep levels of thinking. These questions spark genuine and
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relevant inquiry and provoke deep thought and lively discussion that will lead students to new
understandings. [Adapted from McTighe, J. & Seif, E. (2011), Wiggins, G. & McTighe (2013).]
Enduring Understanding Example: People, plants, and animals depend on each other to survive.
Essential Question Example: Why do human’s need to preserve trees?
Disciplinary Understandings and Guiding Questions: Disciplinary understandings are the specific ideas and
specialized vocabulary of the discipline. These ideas will focus instruction, build disciplinary knowledge, and
provide the schema to organize and anchor new words. Student understanding of these content-related
ideas is critical to investigation and understanding of the more abstract and transferable ideas outlined in
the enduring understandings. Guiding questions are open ended and guide students’ exploration of the
disciplinary understanding. These questions prompt ways of thinking and support knowledge building
within the content areas.
Disciplinary Understanding Example: The structure of plants and the function of each part
Guiding Question Example: Why are roots important to plants?
Texts for Interactive Read Aloud & Shared Reading: Each unit starter includes a collection of 10-12 complex
texts to support strong interactive read aloud and shared reading experiences. These texts have been selected to
regularly expose students to rich academic language and build the desired understandings for the unit. Given the
complexity of these texts, teachers should revisit them with students after the initial read(s) to deepen knowledge.
Teachers also may analyze and select additional suitable texts based on instructional goals and student needs. See
page 38 in Teaching Literacy in Tennessee for the three-part model for determining text complexity: quantitative
dimensions of text complexity; qualitative dimensions of text complexity; and reader and task considerations.
The concepts for the first set of unit starters were derived from the vertical progression of Tennessee’s Earth
Science Standards and focus on Earth’s place in the universe:
Kindergarten: There are common, predictable weather patterns associated with each season, and people,
animals, and plants respond to these changing weather patterns.
Grade 1: Celestial bodies in the solar system are in motion, resulting in patterns like day and night, the
seasons, and the moon’s phases.
Grade 2: Some changes in the Earth's surface happen slowly, due to natural processes on the Earth's
surface. Others happen suddenly due to incredible forces deep inside the Earth.
Grade 3: Each of the planets in the solar system has its own special path—or orbit—around the sun,
resulting in specific characteristics.
Suggested Resources for Small Group & Independent Reading: The unit starters include a list of suggested
resources (texts, videos, online resources) to support a volume of reading on the unit concepts. These materials may
be used during small group instruction and/or independent reading and writing activities to support knowledge
building for students and to meet students’ diverse learning needs.
End-of-Unit Task: Each unit starter includes an end-of-unit task that provides an opportunity for students to
demonstrate their understanding of the unit concept and to answer the essential questions for the unit in an
authentic and meaningful context.
Daily Tasks & Question Sequences: Each unit starter includes a daily task and question sequence for
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approximately three weeks of instruction. The question sequences support students in accessing the complex texts
during interactive read aloud or shared reading by drawing students’ attention to the challenging elements in the
text and guiding students toward the desired understandings.
The daily tasks provide a discussion or writing opportunity for students to demonstrate their new understandings
using details from the texts read across the daily literacy block. The texts and tasks have been carefully sequenced
to support students in building disciplinary understandings over the course of the unit, so they are able to
successfully engage in the end-of-unit task.
3. WHAT RESOURCES ARE NOT INCLUDED IN A UNIT STARTER?
These resources provide the foundation for unit planning but are not intended to be a comprehensive curriculum
resource. Instead, educators must thoughtfully prepare from the resources that are included in the unit starter and
plan for other components of the English language arts block. The unit starters do not include instructional
guidance to meet the diverse and unique needs of your students, including:
▪ Instructional guidance for small group and independent reading and writing
o Students should be grouped flexibly and resources selected to meet specific and unique needs of
students, which may change over time.
▪ Instructional guidance and resources for explicit foundational skills instruction and foundational skills
practice in and out of context
o Reading foundational skills instruction should follow a year-long scope and sequence and be
responsive to the unique needs of your students.
Please refer to Teaching Literacy in Tennessee for definitions of new or unfamiliar terms used in this document.
4. HOW SHOULD I USE THE RESOURCES IN THE UNIT STARTER TO PLAN MY UNIT?
The unit starter provides the foundation for unit planning. In addition to thoughtful preparation from these
resources, there are additional components of your literacy block for which you will need to plan and prepare.
Interactive Read Aloud and Shared Reading Experiences
To prepare for the unit, start by thoroughly reviewing the resources that are included in the unit starter. These
resources are designed to support students in thinking deeply about complex text through interactive read aloud
and shared reading experiences and in expressing their understanding through speaking and writing. To support
this step, a preparation protocol is included in Appendix A.
Small Group Reading and Writing
In addition to interactive read aloud and shared reading experiences, plan small group instruction to support the
diverse needs of students in your classroom. Group students flexibly and select texts to meet your students’ specific
needs, which may change over time, so they can meet grade-level expectations:
Accuracy/word analysis: Some students may need additional practice with foundational reading skills that
have already been taught and now are applied to reading authentic texts.
Fluency: Some students may be strong decoders but still struggle to read fluently, which holds them back
from successful comprehension.
Comprehension: Some students may lack the knowledge and vocabulary needed to make sense of what
they are reading, struggle to navigate complex sentence structure, or struggle with a particular
comprehension strategy.
The unit starters include a list of suggested resources (texts, videos, online resources) that can be used to support
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small group instruction.
Modeled, Shared and Interactive Writing
To prepare students for success on the daily and end-of-unit tasks in the unit starter, plan for modeled, shared and
interactive writing opportunities. Modeled writing is an instructional strategy where the teacher explicitly
demonstrates the writing process for different forms and purposes. Shared writing is an instructional strategy where
the teacher and students compose a text together with the teacher acting as the scribe. Interactive writing is an
extension of shared writing in which the teacher and students compose a text together with the teacher strategically
sharing the pen during the process.
Independent Reading and Writing
The Tennessee English Language Arts Standards call for students to read a range of literary and informational texts
and engage in a high volume of reading independently. Plan for how you will use the suggested resources for small
group and independent reading to engage students in a volume of reading. Consider setting up systems for
accountability during independent work time such as one-on-one conferences, center assignments, and/or
accountable independent reading structures.
See pages 41-43 in Teaching Literacy in Tennessee for a description of these instructional strategies and their purpose
within the literacy block.
Explicit Foundational Skills Instruction
It is recommended that educators consult the
Foundational Literacy Standards and use a
systematic phonics sequence (often found within a
phonics program) for foundational skills instruction
in conjunction with the resources in the unit starter.
Strong foundational skills instruction follows an
intentional, research-based progression of
foundational skills that incorporates phonological
awareness, phonics, and word recognition.
Foundational Skills Practice Out of Text and In
Text
Strong foundational skills instruction includes
opportunities for students to practice their newly
acquired skills out of text and in text.
Out-of-text instruction may take the form of
minilessons and hands-on application through
activities, such as word sorts or the use of
manipulatives.
In-text instruction provides opportunities across the literacy block for students to further apply their new learning in
authentic reading and writing texts. Foundational skills assessments should be ongoing and should be used to
determine when students have mastered the skill and are ready to move on to the next skill.
See pages 78-79 in Teaching Foundational Skills Through Reading and Writing Coach Training Manual for more
information about the relationship between out of text and in-text teaching.
Structures for Academic Talk & Collaboration
The unit starters include suggestions for questions and daily tasks, but they do not include guidance on how to
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structure sharing/discussion time. Consider planning how your students will engage with you and each other when
responding to complex text orally or in writing by incorporating things like expectations for talk time, sentence
starters, hand signals, etc.
5. WHAT MATERIALS DO I NEED TO ORDER AND PRINT?
Texts for Interactive Read Aloud & Shared Reading
Each of the texts included in the unit starters can be purchased or accessed online. A list of these texts is included in
the unit starter materials. Educators will need to purchase or print one copy of each text selected to support
interactive read aloud experiences and one copy per student of each text selected to support shared reading
experiences (Note: unless you plan to project the text for students to read or purchase a big book option).
Suggested Texts for Small Group & Independent Reading
Additionally, each of the texts suggested for small group and independent reading can be purchased or accessed
online.
Materials to Be Printed
The unit starters can be accessed digitally here. Student handouts are included in the appendices for printing.
Educators may also consider printing:
• Question Sequence – Teachers may want to print question sequences or write the questions on sticky
notes to have them available during interactive read aloud and shared reading experiences. Even where
page numbers are not indicated in the question sequence, questions are intended to be asked throughout
the reading of the text, during the relevant portions of the text.
• Daily Task – Teachers may want to print the teacher directions for the daily task.
• End-of-Unit Task – Teachers may want to print the teacher directions for the end-of-unit task.
6. WHERE CAN I SHARE MY FEEDBACK ON THE UNIT STARTER?
The Tennessee Department of Education welcomes any feedback you have on the design and usability of the
Teaching Literacy in Tennessee: Unit Starters. Please share your feedback through our online feedback from here.
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UNIT OVERVIEW
This unit starter is organized around three questions: (1) What are the desired results for learners? (2) How will
students demonstrate these desired results? (3) What learning experiences will students need to achieve the desired
results?
The diagram on the next page provides a high-level overview of the unit.
Guidance for the central text and lead strategy for each day of instruction has been provided in the unit starter. It is
important to note that this guidance does not reflect a comprehensive literacy block. Educators should support
students in developing their expertise as readers and writers by flexibly utilizing a variety of instructional strategies
throughout the literacy block.
Educators are also encouraged to use the guidance from this unit starter flexibly based on the needs, interests, and
prior knowledge of students. For example, teachers may decide to re-read a text, pull in supplementary texts, or
provide additional scaffolding based on their knowledge of their students. Teachers are encouraged to be strategic
about how many instructional days to spend on this unit.
This unit starter is organized around three questions: (1) What are the desired results for learners? (2) How will
students demonstrate these desired results? (3) What learning experiences will students need to achieve the desired
results?
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UNIT OVERVIEW
WHAT ARE THE DESIRED
RESULTS FOR LEARNERS?
By the end of this unit students will
understand …
Universal Concept: Differences in
scale/proportion impact systems.
Unit Concept: Distance from the
sun affects planets’ distinguishing
characteristics.
Enduring Understandings: Each of
the planets in our solar system
receives light and heat from the sun
as it travels on its own special path –
or orbit. Each planet has specific
characteristics based on its position
in relation to the sun.
Essential Questions: Why is it
important to understand the special
path – or orbit – of each planet
around the sun?
Disciplinary Understandings:
The universe is a vast space that
extends beyond the imagination.
Within the universe there are
planetary systems that are made of
working relationships between
planets, other objects, and a star.
Planets, including Earth, and other
celestial bodies make up our solar
system – one planetary system in the
universe.
Guiding Questions: How big is the
universe? What is in the universe?
Where are we in the universe?
HOW WILL STUDENTS
DEMONSTRATE THESE
DESIRED RESULTS?
Students will synthesize their learning
from the unit texts and demonstrate
understanding in the following
authentic and meaningful context …
End-of-Unit Task:
Imagine you are a NASA scientist
and the president has asked you if
we can relocate people to other
planets. Prepare a brief for the
president on why Earth is ideally
suited for life but the other planets
are not.
When you are finished with your
brief, practice presenting the report
to the president’s advisors.
WHAT LEARNING
EXPERIENCES WILL STUDENTS
NEED TO ACHIEVE THE
DESIRED RESULTS?
Students will build the desired
understandings with deep exploration
of complex texts through interactive
read-aloud (IRA) and shared reading
(SR) experiences …
Day 1 (IRA): Boy, Were We Wrong
About the Solar System
Day 2 (IRA, SR): Our Planet Earth;
And Then There Were Eight
Day 3 (IRA): The Sun, Yellow Dwarf
Star at the Heart of the Solar System
Day 4 (IRA): Gravity
Day 5 (IRA, SR): Gravity; What is an
Orbit?
Days 6-8 (SR): Planets Around the
Sun; The Planets
Day 9 (SR): The Planets
Days 10 and 11 (IRA): Solar System
Forecast
Days 12-14 (IRA): Our Solar System
Day 15 (IRA): Galaxies, Galaxies
Day 16-17: End of unit task
Note that even though days and
instructional strategies are listed above
to lead the day’s instruction, teachers will
normally couple multiple instructional
strategies in concert (see page 13 of
Teaching Literacy in Tennessee). It is also
assumed that teachers will re-read a text
on subsequent days as needed, pull in
supplementary texts, or provide
additional scaffolding based on their
knowledge of their students. Teachers
are encouraged to be strategic about
how many instructional days to spend on
this unit.
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UNIT CONTENT GOALS
By the end of this unit, students will have achieved the desired understandings outlined below.
Universal Concept: Differences in
scale and proportion impact
systems.
Unit Concept: Distance from the
sun affects planets’ distinguishing
characteristics.
Enduring Understanding: Each of the
planets receives light and heat from
the sun as it travels on its own special
path – or orbit.
Enduring Understanding: Each planet
has specific characteristics based on
its position in relation to the sun.
Essential Question: Why is it important to understand the special path – or
orbit – of each planet around the sun?
Disciplinary Understanding: The
universe is a vast space that
extends beyond the imagination.
Disciplinary Understanding: Within
the universe there are planetary
systems that are made of working
relationships between planets,
other objects, and a star.
Disciplinary Understanding: Planets,
including Earth, and other celestial
bodies make up our solar system –
one planetary system in the
universe.
Guiding Question: How big is the
universe?
Guiding Question: What is in the
universe?
Guiding Question: Where are we in
the universe?
3.ESS1.1: Use data to categorize the planets in the solar system as inner or outer planets according to their
physical properties.
v
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UNIT STANDARDS
The questions and tasks outlined in this unit starter are aligned with the following Tennessee English language arts
and science standards.
ALIGNED STANDARDS: INFORMATIONAL TEXT
3.RI.KID.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a
basis for the answers.
3.RI.KID.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.RI.KID.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
3.RI.CS.4 Determine the meaning of words and phrases in a text relevant to a grade 3 topic or subject area.
3.RI.CS.5 Use text features to locate information relevant to a given topic efficiently.
3.RI.IKI.7 Use information gained from illustrations and the words in a text to demonstrate understanding of a
text.
3.RI.IKI.9 Compare and contrast the most important points and key details presented in two texts on the same
topic.
3.RI.RRTC.10 Read and comprehend stories and informational texts at the high end of the grades 2-3 text
complexity band independently and proficiently.
ALIGNED STANDARDS: LITERATURE
3.RL.KID.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a
basis for the answers
3.RL.KID.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is conveyed through key details in the text.
3.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from
nonliteral language (e.g., feeling blue versus the color blue).
3.RL.CS.5 Refer to parts of stories, dramas, and poems, using terms such as chapter, scene, and stanza; describe
how each successive part of a text builds on earlier sections.
3.RL.CS.6 Distinguish reader perspective from that of the narrator or the perspectives of the characters and
identify the point of view of a text.
3.RL.IKI.7 Explain how illustrations in a text contribute to what is conveyed by the words.
3.RL.RRTC.10 Read and comprehend stories and poems at the high end of the grades 2-3 text complexity band
independently and proficiently.
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ALIGNED STANDARDS: WRITING
3.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas and information. a. Introduce
a topic. b. Group related information together, including illustrations when needed to provide clarity to the
reader. c. Develop the topic with facts, definitions, and details. d. Provide a conclusion. e. Use linking words and
phrases to connect ideas within categories of information. f. Use precise language to inform about or explain the
topic. g. Apply language standards addressed in the Foundational Literacy standard
3.W.PDW.4 With guidance and support, produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade specific expectations for writing
types are defined in standards 1-3 above.)
3.W.PDW.5 With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–
3 up to and including grade 3.)
3.W.RBPK.8 Recall information from experiences or gather information from print and digital sources, with
support; take brief notes on sources and sort evidence into provided categories.
3.W.RW.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and
audiences; promote writing fluency.
ALIGNED STANDARDS: SPEAKING & LISTENING
3.SL.CC.1 Prepare for collaborative discussions on 3rd grade level topics and texts; engage effectively with varied
partners, building on others’ ideas and expressing their own ideas clearly.
3.SL.CC.2 Determine the main ideas and supporting details of a text presented in diverse media such as visual,
quantitative, and oral formats.
3.SL.CC.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and
detail.
3.SL.PKI.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.
3.SL.PKI.6 Speak in complete sentences when appropriate to task and situation in order to provide requested
detail or clarification.
ALIGNED STANDARDS: SCIENCE
3.ESS1.1: Use data to categorize the planets in the solar system as inner or outer planets according to their
physical properties.
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TEXTS FOR INTERACTIVE READ ALOUD & SHARED READING
These texts have been selected to regularly expose students to rich academic language and build the desired
understandings for the unit. They have been vetted for quality and complexity to support strong interactive read
aloud and shared reading experiences.
While preparing for instruction, educators are urged to carefully consider the needs and interests of the readers and
to be strategic about the types of tasks that will support readers in deeply engaging with these rich texts. Teachers
should also consider how they will make connections to students’ prior knowledge and students’ cultural and
previous academic experiences. Teachers need to consider the vocabulary demands of the text and the level of
support readers will need to deeply understand the text. As teachers consider the reader and tasks, additional texts
related to the unit concepts, or re-reads of unit texts, will likely need to be added. Some texts are suggested for one
read, while others are recommended for multiple or subsequent reads. It is assumed that teachers will make
connections across texts as they work through the unit, including during the production of tasks.
TITLE AUTHOR
Boy, Were We Wrong About the Solar System Kathleen V. Kudlinski
Our Planet Earth Core Knowledge, Grade 3 Domain 7: Astronomy
And Then There Were Eight: Poems about space Laura Purdie Salas
The Sun, Yellow Dwarf Star at the Heart of the Solar System
(740L)
NewsELA
Gravity 5A Core Knowledge, Grade 3 Domain 7: Astronomy
What is an Orbit? (560L) NewsELA
Planets Around the Sun Seymour Simon
The Planets Gail Gibbons
Solar System Forecast Kelly Kizer Whitt
Our Solar System Seymour Simon
Galaxies, Galaxies Gail Gibbons
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SUGGESTED RESOURCES FOR SMALL GROUP & INDEPENDENT READING
These resources can be used to support a volume of reading on the unit concepts. These materials may be used
during small group instruction and/or independent reading and writing activities to support knowledge building for
students and to meet students’ diverse learning needs.
TITLE (TEXTS, VIDEOS & ELECTRONIC RESOURCES) AUTHOR
Destination Space Seymour Simon
Journey Through Our Solar System Mae Jemison
Here Comes the Sun Crash Course Kids
Weather in Space (Rocky Planets) Crash Course Kids
Gas Giants Weather Crash Course Kids
Sun, Moon and Stars Stephanie Turnbill
National Geographic Little Kids First Big Book of Space Catherine D. Hughes
Next Stop Neptune: Experiencing the Solar System Alvin Jenkins
Discovery Spaceopedia: The Complete Guide to Everything
Space
Discovery
Smart Kids Space: For Kids Who Really Love Space Roger Priddy
Oxford First Book of Space Andrew Langley
What is a planet? NASA.gov, adapted by Newsela
Space Songs Myra Cohn Livingston
Comets, Stars, the Moon, and Mars: Space Poems and
Paintings
Douglas Florian
The Planets in Our Solar System Franklyn Branley
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UNIT VOCABULARY
The following list contains vocabulary words from the interactive read aloud and shared reading texts that warrant
instructional time and attention. Teachers should attend to these words as they are encountered in the texts to
build students' vocabulary and to deepen their understanding of the unit concepts. Educators are encouraged to
identify vocabulary that might be unfamiliar to students and to determine how they will teach those words (implicit,
embedded, or explicit instruction) based on knowledge of their students. See Appendix B for an example routine for
explicit vocabulary instruction.
Educators are also encouraged to dedicate a space in their classrooms to record unit vocabulary. This will provide a
reference point for the students as they read, write, and talk about the unit topics. Through repeated exposure
throughout the unit, students will develop their understanding of these words and will begin to use them in
speaking and writing activities.
Airless
Anchor
Appearance
Asteroid
Astronomers
Atmosphere
Attract
Axis
Blur
Broadcast
Bulge
Channels
Characteristics
Clarity
Classify
Cluster
Comet
Constant
Countless
Criteria
Dense
Descent
Detect
Discovered
Dwarf
Earth
Eclipse
Voyagers
Electrifying
Environment
Eternal
Evidence
Exploration
Force
Forecast
Galaxy
Gravity
Greenhouse effect
Heavens
Hemisphere
Impact
Innermost
Jupiter
Magnify
Mars
Mass
Matter
Mercury
Meteor
Neptune
Odd
Orbit
Ordinary
Raging
Rotate
Satellite
Saturn
Solar
Spectacular
Sphere
Spiral
Surface
Sustain
Telescope
Temperature
Transmit
Universe
Uranus
Vast
Venus
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DAY 1: QUESTION SEQUENCE AND DAILY TASK
TEXT COMPLEXITY ANALYSIS
QUANTITATIVE COMPLEXITY MEASURES
740L
QUALITATIVE COMPLEXITY MEASURES
TEXT STRUCTURE LANGUAGE FEATURES
The text structure is slightly complex. The text explores
misconceptions about the solar system that have been
corrected as new information has become available.
The ideas in this text are explicitly connected, and the
pictures support readers in understanding what is
written in the text.
The language features are moderately complex. The
vocabulary is mostly contemporary, though there are
some academic words and abstract words as well
(heavens, early people, special wonderers, craters,
probes, orbit). There is a mixture of simple and
complex sentences.
MEANING/PURPOSE KNOWLEDGE DEMANDS
The purpose of the text is slightly complex. The
purpose, to understand early misconceptions and
more recent understandings of the solar system, is
clear and narrowly focused.
The knowledge demands for this text are moderately
complex. To fully understand the text students will
need to bring background knowledge on basic
components of the solar system and of scientific tools
such as a telescopes, photography, and satellites.
Additional knowledge students need to access the
text is revealed within the text.
TEXT
Text: Boy, Were We Wrong About the Solar System by Kathleen V. Kudlinski
Iteration: First Read
Instructional Strategy: Read Aloud
DESIRED UNDERSTANDINGS FOR THIS READ-THROUGH
As we make observations about the world around us, we may question our current thinking. As we learn new
things, we may change the way we think about our world and universe. Over time, people made observations
about our world that made them question whatever the current thinking was at that time. As new tools and
instruments were created or improved, people learned information that changed the way they thought about
the Earth, our solar system, and our universe.
17
DAILY TASK
Graphic Organizer:
This text introduces several concepts we will go deeper in throughout the unit. The purpose of this text will be
to plant seeds about content and set the stage for students to think about their thinking and how it might
change as they learn new information.
The teacher and students will complete a graphic organizer together that demonstrates examples of what the
current thinking was at that particular time, why they thought that, what evidence led people to challenge that
thinking, and what the new understanding was as a result.
Writing Task:
In your journal, write a paragraph explaining one incorrect idea people had about our solar system. Include
specific evidence that led people to change their minds, and explain what new understanding people had. In
your paragraph, be sure to introduce the topic, include facts, definitions and details, provide a conclusion, and
use linking words and phrases to connect ideas. You may use the information from the graphic organizer as we
thought through some examples together, or you may choose another example from the text.
Optional: As an ongoing task throughout the unit, students may be given opportunities to discuss and record
their own new learning in a rolling journal entitled "I Learn, I Think, I Wonder."
EXEMPLAR STUDENT RESPONSE
Writing Task:
A long time ago people didn’t know that much about the solar system. People used to think the Earth was the
center of universe, because all they knew about the universe was based on what they could see from Earth.
When the first telescope was created, people were able to see things they were not able to see before then.
They learned new things such as how Venus changed shape like the moon. They inferred that this must be
happening because the sun was shining on it from different angles. This would mean Venus must be circling the
sun. Once they learned this new information, they inferred the other planets must also be circling the sun
including Earth. Their new understanding was that the Earth was not the center of the universe. The more
people discovered about the solar system, the more they learned they had been wrong.
The purpose of this read-through is for students to understand that people have been modifying their
understanding of the universe for thousands of years, and we will continue to adjust our thinking as we
continue to learn more.
18
PAGE/PART
OF TEXT
QUESTION SEQUENCE EXEMPLAR STUDENT RESPONSE
…flat, steady
Earth. Boy,
were they
wrong!
What does the word “heavens” mean in this
context? (Provide the definition if needed.)
What did people think was true about the Earth,
long ago?
Heavens means in outer space.
A long time ago, people thought the world
was flat and everything in outer space
moved around the earth.
…the earth
must be
round too.
What did people realize about the Earth? What
evidence did they have that this was true?
The early Greeks realized the Earth was
round too. Their evidence was that the earth
cast a round shadow on the moon.
…maybe the
heaves
weren’t
unchanging.
What did people realize is true about the planets?
What evidence did they have that this was true?
People realized that things in space aren’t
unchanging. They knew this was true
because they saw new stars appear.
…they found
Neptune.
What made scientists think there might be a
planet near Saturn?
Scientists thought there might be a planet
near Saturn because Saturn looked like it was
shifting, and they knew gravity made planets
shift when they passed each other.
…they found
Uranus.
What does channels mean in this context?
(Provide the definition if needed.)
What created the channels on Mars? How is this
similar or different from how people thought the
channels were made?
Channels are deep cuts or ditches in the
ground where water may have flowed.
People thought martians created the
channels, but they were really created by
ancient rushing rivers.
…boy were
we wrong
about Pluto.
How were we wrong about Pluto?
We thought Pluto was a planet, but Pluto is
no longer considered a planet.
…a whole
solar system
circling
another star.
Is our solar system the only solar system?
How do you know?
No, there are other solar systems.
In the text it says a telescope has sent back
pictures of a whole solar system circling
another star. This tells me there are other
solar systems.
19
…visit other
solar
systems
we’ve seen.
What causes people to change their minds about
the solar system?
Do you think we will keep changing our minds
about the solar system? Why do you think this?
People change their minds about things, like
the solar system when they learn new things.
I think we will keep changing our minds as
we learn new things too.
ADDITIONAL SUPPORTS
Optional Rolling Journal: Create a chart that includes the resource. For the new learning students gain from the
resource, label it "I Learn;" for what connections or new thinking students now have about the new learning label
it "I Think;" and for what new questions this new learning has sparked label it "I Wonder."
These are questions that could be used to create a class graphic organizer as well as prompting questions for
students that need extra support when writing their paragraph.
• What was their current thinking at the time?
• What evidence led people to challenge that thinking?
• What was their new understanding?
20
DAY 2: QUESTION SEQUENCE AND DAILY TASK
TEXT COMPLEXITY ANALYSIS: OUR PLANET EARTH
QUANTITATIVE COMPLEXITY MEASURES
1050 L
QUALITATIVE COMPLEXITY MEASURES
TEXT STRUCTURE LANGUAGE FEATURES
The text structure is moderately complex. The text is
written in second person and includes questions for
the reader to consider.
The ideas in this text are explicitly connected, and the
text features (bullets, photographs) support readers in
understanding what is written in the text.
The language features are moderately complex. The
vocabulary in this text is largely explicit, and many words
are defined in the text. The text is written in using
conversational language. There is a mixture of simple and
complex sentences.
MEANING/PURPOSE KNOWLEDGE DEMANDS
The purpose of the text is slightly complex. The
purpose, to convey information about planets and the
sun, is clear and narrowly focused.
The knowledge demands for this text are moderately
complex. To understand the beginning of the text,
students will need to know how to address a letter. To
fully understand why earth is the perfect distance from the
sun, students will need to understand what would happen
to life on earth if Earth’s water was boiling or freezing.
Students will also need to understand the reference to
Goldilocks’s porridge.
TEXT
Text 1: Our Planet Earth 1A-1 through 1A-3 from the Core Knowledge Language Arts Curriculum, Grade 3 Domain
7: Astronomy
Iteration: First Read
Instructional Strategy: Read Aloud
Text 2: “Just Right” from And Then There Were Eight: Poems About Space by Laura Purdie Salas
Iteration: First Read
Instructional Strategy: Shared Reading
21
TEXT COMPLEXITY ANALYSIS: “JUST RIGHT” FROM AND THEN THERE WERE EIGHT
QUANTITATIVE COMPLEXITY MEASURES
N/A
QUALITATIVE COMPLEXITY MEASURES
TEXT STRUCTURE LANGUAGE FEATURES
The structure of this poem is slightly complex. Though
there is no punctuation, the bold words and the layout
on the page will assist students in navigating the two
stanzas of the poem.
The language features are slightly complex. Most of the
words will be familiar to students. The last phrase may be
a challenge due to the author’s word choice. Students
may need support identifying the point of view of the
author.
MEANING/PURPOSE KNOWLEDGE DEMANDS
The meaning of the poem is moderately complex. his
poem reinforces the idea that the earth is just the right
distance from the sun, though it is not explicitly stated.
The knowledge demands for this poem are moderately
complex. To fully understand the text, students will need
to understand what would happen if the Earth was too
close or too far from the sun.
DAILY TASK
Anchor Chart: Teacher will chart and post five characteristics of a planet for reference during the read aloud.
Writing Task: In your journal, write a paragraph explaining why earth is just the right distance from the sun.
Describe both the sun and the earth in your answer. Be sure to introduce your topic, group related information
together, add details and facts from the text, use linking words and phrases, and end with a concluding statement.
Share your response with a partner. Partners should provide feedback about content in the paragraph.
DESIRED UNDERSTANDINGS FOR THIS READ-THROUGH
On this day, students will read an excerpt from a text called “Our Planet Earth.” Students will also read the poem
“Just Right” by Laura Purdie Salas. The purpose of reading these two texts is for students to understand that earth is
a planet and is the perfect distance from the sun.
22
EXEMPLAR STUDENT RESPONSE
Writing Task:
Earth is just the right distance from the sun for life to exist. Living things on Earth need the light and heat from the
sun. If the earth was any closer to the sun, all the water would boil. If it was farther away, the water on Earth would
freeze. Ninety-three million miles from the sun is the perfect distance for Earth to keep it not too hot or too cold.
The temperature on the earth allows life to exist.
PAGE/PART
OF TEXT
QUESTION SEQUENCE EXEMPLAR STUDENT RESPONSE
A planet is a
sphere or
nearly round
object in
space that
has a large
mass.
(After reading the five important qualities of a
planet, show each on a sentence strip and post in
the classroom.)
Who can give me an example of something that is
a sphere?
“Large mass” means something is made up of a lot
of material, like rock or gas. In your own words,
describe this first quality of being a planet.
A basketball is a sphere.
A planet is made of a lot of material and is
round or nearly round.
A planet
travels (or
wanders) in
a path –
called an
orbit –
around a
star.
What is an orbit?
In your own words, describe this second quality of
being a planet.
An orbit is a path that a planet travels around a
star.
A planet orbits a star.
A planet has
cleared out
most other
objects from
its path as it
orbits
around the
sun.
This tells us there are no other objects in a
planet’s orbit.
A planet is
mostly made
of rock or
gas or a
What are planets made of?
Planets are made of rock or gas.
23
combination
of both.
A planet
does not
make its
own light,
but shines in
the sky
because it
reflects the
light of the
star it orbits.
Based on this statement, what do we know is true
of planets?
Turn to a partner, and summarize the five
important qualities of a planet.
They reflect light.
1. A planet is a sphere or nearly round.
2. A planet orbits a star.
3. A planet has a clear path in its orbit.
4. A planet is made of rocks or gas.
5. A planet reflects light but doesn’t make light.
Earth is one
of eight
planets that
orbit the
sun.
What kind of space object is our sun? What are
some characteristics of the sun?
What kind of space object is Earth? If earth is a
planet, it must have the five qualities of a planet.
What are some characteristics of the earth? Refer
to the five important qualities of a planet as you
come up with your response.
Why is the sun not classified as a planet?
Our sun is a star. The sun is made of gas. It is
bright and hot.
The Earth is a sphere with a large mass, it orbits
the sun, it has cleared most objects from its
path, it is made of rock, and it does not make
its own light.
The sun does not orbit around a star; the sun
makes its own light.
Where we
know life
exists…
What would happen if the earth was closer to the
sun? What would happen if the earth was farther
away from the sun?
Work with your partner to explain why conditions
on Earth “just right” for humans, animals, and
plants to live. Be sure to include how the earth’s
distance from the sun affects the planet.
If the earth was closer to the sun, it would be
too hot and all the water on earth would boil
away. If the earth was farther from the sun, it
would be too cold and all the water on earth
would freeze.
The earth is just right for humans, because it is
the perfect temperature. The earth’s distance
from the sun keeps the earth from being too
hot or too cold. The temperature of the earth
allows life to exist.
Poem: “Just
Right”
Who is ‘we’ in this poem?
Who is ‘you’?
What positive things are provided by the sun?
What does the phrase ‘eternal night’ mean?
The ‘we in the poem are humans on Earth.
‘You’ is the sun.
The sun provides the warmth and light we
need.
‘Eternal night’ means there is loss of light.
24
Why is the title of the poem ‘Just Right’?
Because Earth’s distance from the sun is “just
right” for life to exist.
ADDITIONAL SUPPORTS
Part 1: Prior to reading the text, students will reference their rolling journal entries and share anything they already
know about astronomy and outer space. After the first read, discuss what they learned and are still wondering
about and have them add to their journals.
25
DAY 3: QUESTION SEQUENCE AND DAILY TASK
TEXT COMPLEXITY ANALYSIS
QUANTITATIVE COMPLEXITY MEASURES
740L
QUALITATIVE COMPLEXITY MEASURES
TEXT STRUCTURE LANGUAGE FEATURES
The text structure is moderately complex. The ideas
are mostly explicit and clear; however, the text is not
chronological or sequential. The text does contain
headings to help students organize information. There
is a single picture of the sun that is simple and not
essential to understanding the written text.
The language features are moderately complex. The text is
largely explicit but has several opportunities for more
complex meaning such as comparing the sun to an anchor
and the use of million and billion for distance and size.
The sentence structure is mostly simple in order for
students to take on the print work while also making
meaning.
MEANING/PURPOSE KNOWLEDGE DEMANDS
The meaning is moderately complex. This text's
purpose is to help students understand that our sun is
the center of our solar system and everything revolves
around it. While the ideas are explicitly stated, the
concept of the space and distance that the text refers
to is very abstract.
The knowledge demands for this text are moderately
complex. The text talks about the sun being responsible
for Earth's seasons and weather. Students will have
learned about those concepts in previous grades. Also, the
text talks about the sun's gravity and ocean currents,
which is explained in our text set with the “Gravity” (CKLA)
text. Students will need some discipline-specific content
knowledge about orbit and rotation.
TEXT
Text: The Sun: Yellow Dwarf Star at the Heart of the Solar System (740L) by NewsELA
Iteration: First Read
Instructional Strategy: Shared Reading
26
DAILY TASK
Graphic Organizer:
A Picture of Knowledge - The students will take a piece of paper and fold it two times: once across and once top to
bottom so that it is divided into four quadrants. Students will draw these shapes in the corner of each quadrant: 1.
Square 2. Triangle 3. Circle 4. Diamond. Next, students will write in each quadrant to answer these questions about
the text:
• Square – What did you learn about the size of the sun?
• Triangle – What did you learn about the position of the sun in our solar system?
• Circle – What did you learn about the temperature of the sun?
• Diamond – What did you learn about the life cycle of the sun?
Students may then find at least one classmate and talk to each other about what their answers in each quadrant.
Give students time to edit their writing or add to their notes after discussing with a partner.
Writing Task:
In Boy, Were We Wrong About the Solar System, people thought “earth was the all-important center of everything.”
In your journal, explain why this is incorrect using information you have learned about the sun.
Be sure to include information about the size, location, temperature, and life cycle of the sun.
Be sure to introduce your topic, group related information together, add details and facts from the text, use linking
words and phrases, and end with a concluding statement.
EXEMPLAR STUDENT RESPONSE
• Square: The sun is not the largest star in our galaxy but is still far bigger than Earth. It would take 1.3 billion
Earths to fill up the sun.
• Triangle: Our sun is part of the Milky Way galaxy and orbits the center of the galaxy. Our sun is the center of
our solar system, and everything in it orbits the sun.
• Circle: The sun is really hot! The core, or very center, of the sun is 27 million degrees, and the surface of the sun
is 10,000 degrees. That is hot enough to boil diamonds.
• Diamond: The sun will not last forever. The sun will start to die in around 6.5 billion years from now.
DESIRED UNDERSTANDINGS FOR THIS READ-THROUGH
The purpose for reading this text is for students to develop an understanding of key features of the sun (size,
location in the solar system, temperature, and life cycle).
• Our sun is a ball of hot gases called a yellow dwarf star.
• Our sun is the center of our solar system, and everything orbits around it, including Earth.
• Our sun is far bigger than Earth and is 93 million miles away.
• The sun's importance to life has long been recognized by many groups of people on Earth. (Connection
back to first text: Boy, We Were Wrong About the Solar System)
27
PAGE/PART
OF TEXT
QUESTION SEQUENCE EXEMPLAR STUDENT RESPONSE
Introduction
What does the author call our sun? What does the
author say our sun is responsible for?
The author refers to the sun as a "big anchor."
How is the sun like an anchor?
Where is the sun in our solar system? How do the
planets move relative to the sun?
Our sun is a yellow dwarf star. Our sun is
responsible for Earth's seasons, weather, ocean
currents, and life.
The sun is like an anchor because it creates
gravity and pulls everything towards it and
keeps the planets in orbit.
The sun is at the center of our solar system,
and everything in our solar system rotates
around it.
Earth to Sun:
93 Million
Miles
How does the size of the Earth compare to the
size of the sun?
How does the sun’s size compare to other stars?
How do you know? (Think-Pair-Share)
It would take 1.3 million Earths to fill the space
the sun takes up.
The text says our sun is not an especially large
star, and that there are other stars several times
bigger.
Part of the
Milky Way
Galaxy
How does the size of the sun compare to the size
of the Milky Way galaxy? What details in the text
tell you this?
There are at least 200 billion other stars and
around 100 billion planets in the Milky Way.
The text says it would take our sun (solar
system) around 230 million years to orbit the
center of the Milky Way.
The Sun is
4.5 Billion
Years Old
Will the sun exist forever? How do you know?
What will happen to the sun when it starts to die?
(Support students in understanding the word ‘eat’
in this context if needed.)
How might this impact life on earth? (Think-Pair-
Share)
No, the text says the sun will live for around
another 6.5 billion years.
When the sun starts to die, it will first grow very
large and eat up, or consume, Mercury and
Venus and possibly Earth.
As the sun gets bigger, the temperature on
Earth will increase significantly and become too
hot for humans to live.
6 Parts of
the Sun
What is the temperature of the surface of the sun?
What is an average temperature on Earth during
summertime?
The surface of the sun is 10,000 degrees
Fahrenheit.
An average temperature on Earth in
summertime may be around 75 degrees
28
How do those temperatures compare? What
example does the author give that can happen in
10,000-degree heat?
Fahrenheit.
10,000 degrees is way hotter than 75 degrees
and not something humans could live through.
That is hot enough to boil diamonds!
After
reading
Why is this article titled, The sun, yellow dwarf star
at the heart of the solar system?
The title lets readers know the focus of the
article is to name our sun and that it is the
center of the solar system.
Reread
pages 6-9 of
Boy, Were
We Wrong
About the
Solar
System.
What did people believe was true about the sun?
What would you tell them based on what you now
know about the sun? (Think-Pair-Share)
People used to believe that Earth was the all-
important center of everything, and they
laughed at the idea of a sun-centered system.
The sun is the center of our solar system, and
everything orbits around it, including Earth.
ADDITIONAL SUPPORTS
National Geographic video:
Watch a video on National Geographic to see the sun up close and in action. The following link will take you up
close and personal to the sun. Students will have an opportunity to better understand what the sun actually looks
like in real time.
http://video.nationalgeographic.com/video/101-videos/sun-101-sci
Watch the Birth of the Sun by clicking on the link below. Have students create a 3D model of the sun after watching
the video. Provide materials for students to create models depicting the sun.
http://www.sciencekids.co.nz/videos/space/solarsystem.html
After reading:
The author describes the sun as the center of our solar system. The words that the author uses shows that he thinks
that the sun is a spectacular thing. What makes the sun spectacular in the author’s eyes?
29
DAY 4: QUESTION SEQUENCE AND DAILY TASK
TEXT COMPLEXITY ANALYSIS
QUANTITATIVE COMPLEXITY MEASURES
850L
QUALITATIVE COMPLEXITY MEASURES
TEXT STRUCTURE LANGUAGE FEATURES
The text structure is moderately complex. Connections
between ideas are mostly explicit; however, the text is
not chronological or easy to predict. The text contains
headings for each section, and the graphics enhance
the reader's understanding content.
The language features are moderately complex. The
language is mostly explicit and easy to understand with
some occasions for more complex meaning. Vocabulary is
mostly contemporary and conversational with few Tier 3
words. The text has some simple sentences and complex
constructions, but mostly compound sentences.
MEANING/PURPOSE KNOWLEDGE DEMANDS
The purpose is very complex. The purpose of the text
is to introduce students to the concept of gravity and
the larger role it plays in the universe. The concept of
an invisible force pulling everything together is an
abstract idea.
The knowledge demands of the text are moderately
complex. Knowledge of gravity and its relationship to all
the parts of our solar system are essential for students to
understand the system. The text requires some common
practical knowledge as well as discipline-specific content
knowledge about force and weight. The text has a mix of
simple and abstract ideas.
TEXT
Text: Gravity (5A1 – 5A3) from Core Knowledge Language Arts Curriculum, Grade 3, Domain 7: Astronomy
Iteration: First Read
Instructional Strategy: Read Aloud
DESIRED UNDERSTANDINGS FOR THIS READ-THROUGH
The purpose of this read through is for students to build an understanding of what gravity is and how gravity
impacts objects in the universe.
30
DAILY TASK
Pre-Reading Task:
Prior to reading: In order to establish what their current understanding of gravity is, have students write the answer
to the following question: Why is gravity important to us and the universe? They can use this to redefine their
current thinking after exploring gravity in the universe for their optional rolling journal.
Speaking Task:
Think/Pair/Share: If you were able to live on another planet, how would the effects of gravity affect your everyday
routines? Pick a planet. Describe to your partner how gravity will affect how similar or different your activities
might be and why. (You may also assign each pair a planet to discuss together and then share out with the group
so all planets have been represented to the whole group.)
Writing Task:
Write a paragraph explaining what gravity is and what would happen if there was no gravity. Be sure to introduce
your topic, group related information together, add details and facts from the text, use linking words and phrases,
and end with a concluding statement.
EXEMPLAR STUDENT RESPONSE
Speaking Task:
During the Think/Pair/Share, student responses should demonstrate that living on a planet with a larger mass would
increase the gravitational pull, making it more difficult to move while living on a planet with less mass would have
less gravity therefore affecting how things would move in a different way. Some students may also make the
connection to the effects of gravity related to their location to the sun.
Example: Gravity is an invisible force that pulls between any object that has mass in the universe. Life would not be
able to exist on Earth without gravity. The gravitational pull of Earth is what keeps us and everything else on the
surface of the Earth. The atmosphere we have is also pulled toward Earth by gravity. If there was no gravity to hold
our atmosphere on Earth, we would not be able to breathe. Everything would float out into space, and life would
not be able to exist.
31
PAGE/PART
OF TEXT
QUESTION SEQUENCE EXEMPLAR STUDENT RESPONSE
5A1 starting
in the
second
paragraph
at “we live
on planet
earth.”
What holds stars and planets into groups and
clusters?
Gravity is what holds everything in the universe
together.
5A2
A force is a push or pull on an object or system.
Who knows that attraction means? (Provide
definition if needed.)
What is gravity?
Matter is the stuff objects and people are made of.
What is mass?
What are some examples from the text of how
gravity pulls things toward the earth?
How does mass impact the gravitational pull
between two objects? Provide an example from
the text to support your response.
Attraction is an invisible force that pulls
between two objects.
Gravity is the force that draws all objects
toward each other in the universe. Gravity
keeps us firmly planted on Earth.
Mass is the amount of matter in an object.
Gravity keeps our house, our bed, a ball you
throw up into the air on Earth. It also keeps our
atmosphere and the oxygen we breathe on
Earth.
The larger the mass, the larger the gravitational
pull. We have less mass so we would have less
of a pull than an object with a large mass such
as a planet. Because Earth has so much more
mass than anything on its surface, its
gravitational pull keeps those smaller things
from flying out into space.
5A3
Why do we feel the gravitational force from the
earth but not between each other?
Is the gravitational force on the moon stronger or
weaker than on Earth? Why?
Why do astronauts on the moon not get pulled
back to the earth if Earth has a stronger
gravitational pull than the moon?
What are the two factors that affect how strong
the gravity is between two objects?
Objects with less mass such as ourselves have
less gravitational force, so we will not feel it
between each other.
The gravitational force of the moon is weaker
than the gravitational force of Earth, because
the moon has less mass than Earth.
Even though the gravitational force of Earth is
stronger, when an astronaut is on the surface
of the moon, its gravitational force has more
effect because he is closer to the moon and
farther from Earth. The farther away you are,
32
the less effect the gravitational force will have.
The mass of the object and the distance
between them.
33
DAY 5: QUESTION SEQUENCE AND DAILY TASK
TEXT COMPLEXITY ANALYSIS: What is an Orbit?
QUANTITATIVE COMPLEXITY MEASURES
560L
QUALITATIVE COMPLEXITY MEASURES
TEXT STRUCTURE LANGUAGE FEATURES
The text structure is slightly complex. The article
connects ideas clearly. The images and diagrams help
support what the text says.
The language features are slightly complex. There are
domain-specific words in the text; however, they are all
defined in the text (satellite, orbit, perigee, apogee,
period, momentum, geosynchronous). The text uses
mostly simple sentences.
MEANING/PURPOSE KNOWLEDGE DEMANDS
The purpose of the text is slightly complex. The title
provides the question students will be able to answer
after reading the article.
The knowledge demands for the text are slightly complex.
Though the text discusses domain-specific content, the
knowledge required to access this text can be found
within the text.
TEXT
Text 1: Gravity (5A1 – 5A3) from Core Knowledge Language Arts Curriculum, Grade 3 Domain 7: Astronomy
Iteration: Second Read
Instructional Strategy: Read Aloud
Text 2: What is an Orbit? from NewsELA (560L)
Iteration: First Read
Instructional Strategy: Shared Reading
34
DAILY TASK
Writing Task:
The last line of the text says, “we can’t see gravity, but we can see its effects all around us – on earth, in our solar
system, and throughout our galaxy. Write a paragraph explaining why this statement is true, using examples from
the text. Be sure to provide at least one example of gravity’s effect on earth, in our solar system, and in our galaxy.
As you write, be sure to introduce your topic, group related information together, add details and facts from the
text, use linking words and phrases, and end with a concluding statement.
When you are finished writing, share your response with a partner. Ask questions if needed to clarify your
understanding. Revise your writing if needed based on questions from your partner.
EXEMPLAR STUDENT RESPONSE
Writing Task:
Gravity is an invisible force that exists in the universe, and we can see its effects all around us on Earth, in our solar
system, and throughout the galaxy. It keeps people and everything else on Earth from floating out into space. In
addition, it holds our atmosphere on Earth. This includes the oxygen we need to breathe. The gravity of the moon
affects the ocean tides on Earth as well. Gravity is what keeps objects with less mass orbiting around objects with
more mass. If this force didn’t exist, the planets would not stay in orbit around the sun. They would float out into
space. The moon would also not orbit around Earth. Gravity is key to holding our solar system together. Sometimes;
black holes are formed in our galaxy. Because the gravity around some objects or areas is so powerful, anything
that gets close enough cannot escape its gravitational pull. Light cannot even escape! Astronomers are able to
identify black holes by observing the movement of objects around them. The stars, planets, and all of the other
things in the universe are held together in groups and clusters by gravity. It is like the wind. We can’t see gravity,
but we know it is there.
DESIRED UNDERSTANDINGS FOR THIS READ-THROUGH
The purpose of the second read-through is to deepen students’ understanding of the effects of gravity (making
objects stay in orbit, black holes, tides).
35
PAGE/PART
OF TEXT
QUESTION SEQUENCE EXEMPLAR STUDENT RESPONSE
5A3-5A4
Which has a stronger gravitational pull: the earth
or the sun? Why is this?
Why don’t we all get pulled into the sun?
The sun is the largest celestial body in our solar
system and, therefore, has the strongest
gravitational pull. This keeps all of the objects
in our solar system orbiting it. However, the
farther the distance from the sun, the less the
gravitational pull the sun has on the object.
The distance between two objects affects the
gravitational pull between them. The effect of
an object’s gravitational pull lessens as you get
farther away from it. Because we are closer to
Earth, its gravitational force has a greater effect
on us. We are far enough away from the sun
that we will not get pulled into the sun.
5A5
What force keeps objects in orbit from being
pulled into the sun?
The planets’ own speed keeps them from being
pulled into the sun.
5A6-5A7
As I read these next paragraphs, be listening for
examples of the effects of gravity.
How are our everyday lives affected by
gravitational pull of Earth? The moon? The sun?
The galaxy? (Think-Pair-Share)
(This question should be revisited and explored
more toward the end of the unit during the
reading of Galaxies. This text only introduces
some ideas to be explored more deeply later.)
Earth: People and objects on Earth stay on
Earth. It keeps the atmosphere including the
oxygen we breathe on Earth. The atmosphere
is able to trap heat, which also makes life
possible on Earth.
Moon: The moon's gravitational pull affects
the ocean tides on Earth.
Sun: The sun's gravity holds Earth in its orbit
around the sun keeping it the right distance for
life to exist.
Galaxy: Sometimes black holes are formed
because gravity is extremely strong. The stars,
planets, and all of the other things in the
universe are held together in groups and
clusters by gravity. Without gravity, everything
would go flying out into space.
Shared
What is an orbit?
An orbit is the path an object takes around the
36
Reading of
“What is an
Orbit?”
What is a satellite?
What are some examples of things that are in
orbit?
What does gravity do to an object orbiting the
earth?
When we say an object orbiting the earth has
momentum, what does that mean?
Why is there ‘always a tug-of-war’ between a
satellite’s momentum and gravity’?
Why do objects stay in orbit?
sun. It is a repeating path that has a certain
shape.
An object (natural or man-made) in orbit is
called a satellite.
The International Space Station is in orbit
around earth.
Gravity pulls objects toward earth.
The object with momentum is moving in a
straight line.
Gravity is pulling objects down, and
momentum is pushing objects forward in a
straight line.
Objects stay in orbit because gravity and
momentum push objects in different directions,
which makes the objects move around the
earth in an oval shape.
37
DAYS 6-8: QUESTION SEQUENCE AND DAILY TASK
TEXT COMPLEXITY ANALYSIS: THE PLANETS
QUANTITATIVE COMPLEXITY MEASURES
AD 580L
QUALITATIVE COMPLEXITY MEASURES
TEXT STRUCTURE LANGUAGE FEATURES
The structure of the text is slightly complex. It is
organized in sequential order of the planets from the
sun. There is a clear introduction, followed by pages
dedicated to exploring more specific details about
each planet. The text also has a clear conclusion. The
graphics add information to the information provided
in the written material of the text. The text concludes
with an additional facts page that, if used, would add
more knowledge about the content.
The text is moderately complex. It is mainly composed of
simple sentences. It is mainly explicit; however, there are
some complex concepts that would require deeper
thinking to develop an understanding. There is moderate
use of domain-specific vocabulary as well as an
abundance of Tier 2 vocabulary words.
MEANING/PURPOSE KNOWLEDGE DEMANDS
While the primary purpose of this text is moderately
complex. The purpose is explicitly stated within the
text, and there is the ability to infer deeper meaning in
relation to the unit concept and enduring
understandings.
The knowledge demands are moderately complex. The
subject-matter relies on common practical knowledge as
well as some discipline-specific knowledge. There is also a
mixture of simple and complicated ideas presented in the
text.
TEXT
Text 1: The Planets by Gail Gibbons
Iteration: Multiple Reads
Instructional Strategy: Shared Reading
Text 2: Planets Around the Sun by Seymour Simon
Iteration: Multiple Reads
Instructional Strategy: Shared Reading
38
TEXT COMPLEXITY ANALYSIS: PLANETS AROUND THE SUN
QUANTITATIVE COMPLEXITY MEASURES
NC 580
QUALITATIVE COMPLEXITY MEASURES
TEXT STRUCTURE LANGUAGE FEATURES
Text structure is slightly complex. Connections
between ideas are clear and explicit. Sequence of
information allows for students to have implied
meaning as planets are described in the order of its
distance from the sun. This informational text includes
text features such as diagrams of the solar system and
phases of the moon. The illustrations are real-life
pictures made from telescopes. This helps to further
identify the different characteristics of each of the
planets.
The language features in this text are moderately
complex. The language is largely conventional and
straight forward. Text is predictable in that when a planet
is labeled, physical attributes of that planet follow. Both
simple and compound sentences are presented with
descriptive clauses included. Placement of clauses at the
beginnings and endings of sentences varies sentence
length and has students focus on meaning.
MEANING/PURPOSE KNOWLEDGE DEMANDS
This meaning of the text is slightly complex, as the
topic is narrowly focused on planets that surround our
sun. Details are provided about each planet as well as
other celestial bodies. Students are able to identify
the placement and differences of each.
The knowledge demands are moderately complex. The
text provides clear descriptions of the sun, moon, planets,
and asteroids. While the illustrations are highly
supportive of the text, there is the overarching concept to
stretch students’ thinking of how all of these planets are
connected to form the solar system. This is seen within
the bigger understanding of how our solar system fits
within the universe.
DESIRED UNDERSTANDINGS FOR THIS READ-THROUGH
Students will gain knowledge that planets, including Earth and other celestial bodies, make up our solar system.
1. Students will learn the difference between a star and a planet.
2. Students will identify the planets in our solar system using specific characteristics as identifiers.
3. Each planet has its own special path, or orbit, around the sun.
Students will gain insight to the idea of a larger system, called the solar system.
The purpose of these read-throughs is for students to understand the special path, or orbit, of each of the planets
in our solar system.
39
DAILY TASK
Graphic Organizer:
Part one: As we read sections of the text, you will complete the Dash Facts collection page for Planets Around the
Sun. Record three key words from sections of the text, then write a dash fact (sentence) using those keywords. After
reading the entire text, you will have collected facts on each planet. (See the template included in the appendix.)
Part two: After we read The Planets, complete the Dash Facts collection page for The Planets. Record three key
words from sections of the text, then write a dash fact (sentence) using those keywords. After reading the entire
text, you will have collected facts on each planet. (See the template included in the appendix.)
Writing Task:
Part three: To synthesize your learning and apply higher level thinking, compare and contrast the information
presented through illustrations and words within each text to determine which text best supports the learning
target. You will convey this knowledge by completing a written response.
EXEMPLAR STUDENT RESPONSE
Writing Task:
Both texts give information about planets. In the book, Planets Around the Sun, the illustrations are real
photographs of planets and show what each planet actually looks like. In the other book, The Planets, the
illustrations are drawn, not real. However, this text does give more information about each planet. For example, the
author of this text tells us that Mercury is made of metal and rock, which helps us know what the planet looks like.
In the other text, Planets Around the Sun, the author only tells us about the temperature of Mercury. As a reader, I
learned more from the illustrations in Planets Around the Sun and more from the words in the text in The Planets.
PAGE/PART
OF TEXT
QUESTION SEQUENCE EXEMPLAR STUDENT RESPONSE
The Planets
Page 5
If solar means “connected to the sun,” and our
system is called a solar system, why is the sun an
important part of our solar system?
[Provide an opportunity for students to have peer
discussion through a Turn & Talk structure.
Partner A could give a response to the posed
question. Partner B could offer Partner A feedback
using an accountable talk stem (i.e., I agree
because _______, I disagree because _______).]
All of the planets in our solar system circle the
sun and are connected to the sun. The sun is
the center of our solar system.
40
Page 6
How does the illustration and the text help you
know the difference between a planet and a star?
The illustration shows that the sun is bigger
than a planet and shines brightly. The
illustration also shows that not all stars are as
big as our sun. The text tells us that a planet is
different from a star, because a planet doesn’t
give off heat and light like a star.
Pages 8-9
Using text evidence, what are some key
characteristics of Mercury? Turn & Talk with a
partner.
Mercury is the closest planet to the sun and the
smallest planet in our solar system. Mercury
doesn’t have an atmosphere. Mercury is made
of rock and metal.
Pages 16-17
Using the illustration and the text, what are some
key differences between Jupiter and the inner
planets (Mercury, Venus, Earth, and Mars)?
The illustrations show that Jupiter is
significantly larger than the inner planets, and
Jupiter has rings. The text says that Jupiter is
made of mostly gases, which is different from
the inner planets that have a surface.
Planets
Around the
Sun
Page 24
This book was published in 2002. Since then, we
have learned new information about Pluto.
Re-read pages from Boy, Were We Wrong About
the Solar System that reference Pluto. Is Pluto
classified as a planet? How is Pluto classified?
“Photography changed everything…Boy, were
we wrong about Pluto.”
Pluto used to be considered a planet. Now we
know Pluto is considered a dwarf planet.
After
reading
Planets
Around the
Sun
Using illustrations only from the book, Planets
Around the Sun, describe the visual characteristics
(terrain and atmosphere) of each planet using as
much detail and expressive language as the
picture conveys.
With a thinking partner, now read the book and
cite specific evidence of how the author's word
choice matches the visual description you
identified.
In the book, Planets Around the Sun, how did the
use of telescopic photos, as opposed to sketches,
help you understand of the text?
What information about the planets’ physical
characteristics were you able to gain from the
illustrations or photographs in both texts?
As I look at the picture of Neptune it is colored
like an ocean with clouds. The color makes me
imagine that it is cold and the clouds make me
think of wind and movement.
The telescope helped me see the real picture of
the planet and what it actually looks like. This
helped me understand the author's word
choice of words like freezing and giant.
The photographs allowed me to see what the
planets actually look like, because they were
taken with a telescopic lens. I could see more
41
How did the information in the illustrations or
photographs in each text support the most
important ideas and details about the planets in
our solar system?
How was the information in the illustrations or
photographs different between the two texts?
(Ask these additional questions if necessary.)
What information were you able to gain from the
words of the texts? How were the key ideas of
each text alike and/or different? Consider what
planet information was provided. Which text
offered you more information about planets in the
words of the text? Why is this text more
informative? How did the author’s organization of
information help you learn about the
characteristics of planets?
detail in these photographs.
The illustrations in The Planets were drawn
pictures that showed a small amount of detail. I
am not sure if they are accurate illustrations of
what the planets look like. The pictures in this
book did use labels and captions, which added
to my understanding as a reader.
The information provided in The Planets was
detailed. It gave us many facts about each
planet including its size, distance from the sun,
orbital path, and more. The words in this text
are more informative because they not only
gave us facts and definitions but also details
related to those facts.
In Planets Around the Sun, there was limited
information. The information was given in
short, simple words. We learned some facts
about each planet, but not much detail related
to the facts.
ADDITIONAL SUPPORTS
The following Tier 2 or Tier 3 words could be supported through instruction (embedded, explicit, or implicit):
discovered, connected, orbiting, rotates, atmosphere, environment, surface, gravity, astronomers.
These words will appear across multiple text within the unit. Student understanding of these words will aid in overall
conceptual understanding of the unit.
To support students in understanding that Pluto is no longer considered a planet, conduct a shared reading of the
poem “Then There Were Eight” from the book And Then There Were Eight: Poems about space.
Here are some questions you can use to guide your discussion.
● What are some characteristics of Pluto?
● What has happened to ‘undo the past’?
● Has Pluto disappeared? So why will Pluto be ‘missed’?
42
DAY 9: QUESTION SEQUENCE AND DAILY TASK
DAILY TASK
Speaking Task:
Step One: Using a table discussion or talking chips, talk with your group members about why the sun plays an
important role in our solar system. Use accountable talk stems to provide your group members with feedback (I
agree with ____ because _____, or I’d like to add on to what _____ said, or I politely disagree because ______.).
*Teacher Note: If talking chips is the talk structure you choose to utilize, there could be two variations of the
activity: (1) Each student takes two chips and provides the group with two ideas or talking points. (2) Each student
takes two chips. One chip is used to contribute an idea or talking point, while the other chip is used to provide a
group member with feedback.
Writing Task:
Step Two: In The Planets, author Gail Gibbons explains that the word solar means “connected to the sun.” In your
journal, explain why our planetary system is called The Solar System. Connect your learning from our first read of
this text as well as the new thinking we gained in our revisit of this text.
Be sure to introduce your topic, group related information together, add details and facts from the text, use linking
words and phrases, and end with a concluding statement.
EXEMPLAR STUDENT RESPONSE
Speaking Task:
Each table discussion will vary. Discussion topics may include students saying:
“The sun is the center of our solar system. All planets orbit the sun. The gravitational pull from the sun keep it as the
center of our solar system.”
TEXT
Text: The Planets by Gail Gibbons
Iteration: Repeated Read
Instructional Strategy: Shared Reading
DESIRED UNDERSTANDINGS FOR THIS READ-THROUGH
Identify and understand the specific characteristics of each planet in the solar system.
43
Writing Task:
Our planetary system is called the Solar System because all of the planets in our system are connected to the sun.
The sun is the center of our planetary system. Each planet follows an orbital path around the sun. The sun has a
gravitational pull, keeping each planet in orbit. The sun plays a very important role in our solar system. Without the
sun, our planetary system would not work properly, or even exist.
PAGE/PART
OF TEXT
QUESTION SEQUENCE EXEMPLAR STUDENT RESPONSE
Page 2
What is the difference between a star and a
planet?
A star is made from burning gases and
produces its own light. Most stars are also
much bigger than planets. We can see planets,
because the sun shines on planets.
Page 3
What do we now know about Pluto?
In 2006, Pluto was designated as a dwarf
planet.
Page 5-6
What is the path called? Why is each planet’s year
different?
Are days the same length on every planet? Why or
why not?
The path a planet travels around the sun is
called an orbit. Each planet’s year is different,
because it takes each planet different amounts
of time to travel around the sun.
Each planet’s day is different, because it takes
different planets different amounts of time to
rotate, or spin.
Page 9
How long does it take Mercury to orbit the sun?
How long is a year on Mercury? (Note to students
how the answers here are the same.)
It takes Mercury 88 Earth days to orbit the sun.
One year on Mercury is only 88 Earth days
long.
Page 11
How long is a year on Venus? What does that
mean?
How long is a day? What does that mean? How
can a day on Venus be longer than a year?
(Consider using a talk structure here to promote
student talk and engagement. Consider a Turn &
Talk opportunity.)
A year on Venus takes 225 Earth days. That
means on year on Venus is more than a year on
Mercury, but it is less than a year on Earth.
A day on Venus is longer than a year, because a
day is how long it takes the planet to spin, or
rotate, on its axis. This is different from an orbit
around the sun.
44
Page 13
How long does it take Earth to orbit around the
sun?
Earth takes 365 days to orbit the sun. This
amount of days equals one year on Earth.
Page 15
Why might a year on Mars be longer than a year
on earth?
A year on Mars might be longer than a year on
Earth, because it takes Mars longer to orbit the
sun.
Page 17
What does it mean that 62 moons ‘orbit’ around
Jupiter?
How long is a day on Jupiter? What does that tell
us about Jupiter?
Moons orbiting Jupiter means that the moons
travel around the planet, or orbit the planet.
A day on Jupiter is 10 Earth hours, which means
it rotates, or spins quickly.
Page 19
How long is a year on Saturn?
Make a prediction about the number of years it
takes Uranus and Neptune to orbit the sun. Do
you expect it to be shorter or longer than Saturn?
Why?
(You may consider using a talk structure to
promote student talk and engagement with these
questions. Consider an opportunity for students to
use accountable talk while having academic
conversations.)
A year on Saturn is equal to 30 Earth years.
I think Uranus and Neptune will have longer
years than Saturn because they are farther from
the sun than Saturn.
ADDITIONAL SUPPORTS
There is a connection between the material presented in this text and the poetry found in And Then There Were
Eight. You might choose to highlight the poems called “Great Red Spot” and “Saturn.” Students could also use the
structure from the poem “Pluto” as an example to write an acrostic poem about another planet.
Continue to support vocabulary from the first read of this text.
45
DAY 10: QUESTION SEQUENCE AND DAILY TASK
TEXT COMPLEXITY ANALYSIS
QUANTITATIVE COMPLEXITY MEASURES
AD 890L
QUALITATIVE COMPLEXITY MEASURES
TEXT STRUCTURE LANGUAGE FEATURES
The text structure is slightly complex. The text explores
the weather patterns on each planet in sequence of
their closeness to the sun. The structure is generally
simple, following that of a news report, with a clear
beginning and ending to the weather forecast.
The language features are moderately complex. The
conventionality of the text is mainly explicit and easily
understood; however, the high usage of academic
vocabulary increases the complexity of the text. The text
also presents a variety of sentence types, varying from
simple to compound while including small amounts of
complex sentences.
MEANING/PURPOSE KNOWLEDGE DEMANDS
The purpose of the text is slightly complex. Students
are to gain that the different planets have different
weather patterns. However, the connection and
relationship to the sun is a deeper meaning students
can gain with the use of inferring and synthesizing
learning gained from previous texts.
Due to the connection and strong use of domain-specific
academic vocabulary used throughout the text, the
knowledge demands are moderately complex. While
students will have had exposure to the Earth as a planet
and the idea of weather and seasons on Earth, students
have not yet been exposed to the bigger picture of our
solar system as a unit within the larger universe.
TEXT
Text: Solar System Forecast by Kelly Kizer Whitt
Iteration: First Read
Instructional Strategy: Read Aloud
DESIRED UNDERSTANDINGS FOR THIS READ-THROUGH
Each planet has weather patterns that impact the physical characteristics of that planet. During this read-through,
students will learn the elements of weather and determine how those elements impact a planet.
46
DAILY TASK
Graphic Organizer:
Student Directions: As we finish reading the text Solar System Forecast today, complete the Weather Connection
graphic organizer to describe the weather on each planet. Be sure to use key details from the text describing how
the weather affects each planet. When you have completed collecting information on your graphic organizer, you
will work in a collaborative group to explore the connection weather has with each planet’s characteristics by
participating in a Thinking Web activity. This activity will help you write an informational paragraph together as a
group.
Teacher Directions: Students will work in collaborative groups to complete a Thinking Web activity answering: What
impact does the weather have on each planet's physical characteristics, or traits?
Students will first work independently to write a response to the question in their section of the thinking web
(students should refer back to their Weather Connection task to draw on their previous thoughts). After all group
members have written their responses, students will read their answers aloud to the group. Once all have shared,
the group will have a discussion about the similarities and differences in their response and come to a group
consensus. The group will record their consensus in the center of their thinking web to share with the whole group.
Writing Task:
Write an informative piece that includes a clear introduction. Include facts, definitions, and details to explain the
topic of your writing, as well as using key vocabulary to enhance your explanation. Your writing should include a
proper conclusion that wraps up your thinking.
Extension Task:
Create a weather brief for NASA astronauts considering space exploration of the first three planets in our solar
system. Include evidence from the text to support the information you present in your weather brief.
*Teacher Note: A brief is a short report of information with a targeted audience and purpose. Support student
understanding of this type of writing with teacher scaffolding and support. Consider an anchor chart as a reference
or a shared or interactive writing experience.
47
EXEMPLAR STUDENT RESPONSE
Writing Task:
The weather impacts each planet's physical characteristics, or traits. The planets that are closer to the sun have
warmer temperatures when the sun's light shines directly on the planet, and the planets farther from the sun are
very cold. The sun has caused Mercury's atmosphere to be blown away by solar winds. Venus has sulfuric acid
clouds that trap heat, making the planet extremely hot, while Earth's distance from the sun helps it to be not too
hot and not too cold. Mars has dust that can spin around like a tornado, and there are storms that brew on Jupiter
all of the time! Saturn has a giant cloud with six sides and can have large lightning storms. Unlike some of the other
planets, Uranus has calm weather, and it goes through different seasons. The wind on Neptune is strong, and the
gas in the air gives Neptune its blue color. The weather conditions on each planet are unique!
Extension Task:
NASA WEATHER BRIEF
NASA astronauts,
After some intense investigation of the weather throughout the solar system, we have prepared for you a detailed
brief explaining what you might expect to see during your space exploration. We advise that you use extreme
caution when making your final decisions about where you will go. Some of the weather conditions support travel
while others do not come highly recommended for travel.
In order to make the most informed decision about the space exploration, we researched the atmospheric
conditions on each of the inner planets. We have provided a brief supporting your decision to explore specific
places due to the weather.
• Mercury experiences extreme temperature swings due to its lack of atmosphere. We do not advice travel
due to high temperatures of 800 degrees Fahrenheit and low temperatures of -279 degrees Fahrenheit.
• Venus is the second planet from the sun with clouds made from sulfuric acid. These clouds trap the heat,
making it very, very hot on Venus. Travel is not advised.
• Earth’s atmosphere is the “just-right” atmosphere for travel. Travel is advised. Consider watching your local
weather for any storm possibilities.
• Mars might be considered for space exploration. We have robots there now. Be cautious of the dust that
can turn into dust tornadoes. We are uncertain of the atmospheric conditions. Oxygen will be necessary.
We plan to conduct future research on the possibilities of space exploration. For now, please only consider those
planets that can support exploration.
*Teacher Note: You may choose to do this extension task as a shared or interactive writing activity to scaffold
student learning and model the thinking and writing expectations. You might also consider this task as an
independent student task based on the needs of your students.
48
PAGE/PART
OF TEXT
QUESTION SEQUENCE EXEMPLAR STUDENT RESPONSE
Page 1
What is a forecast?
A forecast is a prediction of an event, like the
weather. People predict the weather in terms of
temperature and precipitation.
Page 5
How does the lack of an atmosphere impact the
temperature on Mercury?
What causes Mercury to have extreme
temperature changes?
The lack of an atmosphere on Mercury means
there is no way to trap heat, so there are high
temperatures during the day and very cold
temperatures at night.
The solar winds from the sun have blown away
Mercury's atmosphere, which means there is no
air to trap heat.
Page 7
When we read Planets Around the Sun, we learned
“Venus is the hottest planet in our solar system.”
Why do you think this is? How do the clouds on
Venus impact the temperature?
(Teacher Note: The “greenhouse effect” refers to a
warming of Earth’s surface and the air above it. It
is caused by gases in the air that trap energy from
the sun. These heat-trapping gases are called
greenhouse gases.)
The sun’s heat gets trapped in the atmosphere of
Venus. What is the relationship between the sun
and Venus’ temperature?
(Consider providing an opportunity for students to
have peer discussion with the Turn & Talk
structure.)
The clouds trap the sun’s heat, forcing Venus
into a constant greenhouse effect, making it
extremely hot.
The sun gives off heat, and Venus' clouds and
atmosphere trap the heat from the sun. This
makes Venus very hot. There is a cause-and-
effect relationship between the sun and Venus.
Page 11
What are dust devils?
In the text, it says Mars is “rust-colored.” What is
another way to explain what color Mars is?
The picture makes it look like dust devils are
swirling gusts of wind or small tornadoes.
Rust is an orange-red color. Some might even
say rust has a shade of brown. Mars is also
known as the “Red” planet.
Page 15
Why is Saturn’s weather described as being
“electrifying?”
The text stated that there was a recent
lightning storm on Saturn that covered an area
as big as the United States. It also says that
49
there is a giant cloud hovering over the
planet’s North Pole.
Page 21
Why might you need to ‘hang onto your hats’ on
Neptune?
What type of extreme weather does Neptune
have?
Neptune has very high wind speeds, which
makes it the windiest planet in the solar
system.
Page 23
What important information have we learned in
prior texts about Pluto?
In 2006, Pluto was declassified as a planet and
re-classified as a dwarf planet.
Page 25
If the weatherman were a human, would he be
able to travel to each of these planets?
No, a human would not be able to travel to
these planets because they are too far away,
and the weather would not allow a human to
live anywhere other than earth.
ADDITIONAL SUPPORTS
Supporting materials:
Weather in Space (Rocky Planets): Crash Course Kids
https://www.youtube.com/watch?v=Dvhl891zGqU&index=7&list=PL0Xx2-Ve48VWtFwE74PQl6cEvA9QkiQ_T
Gas Giants Weather: Crash Course Kids
https://www.youtube.com/watch?v=WoPtsnIcSv8&list=PL0Xx2-Ve48VWtFwE74PQl6cEvA9QkiQ_T&index=8
50
DAY 11: QUESTION SEQUENCE AND DAILY TASK
DAILY TASK
Group Poster: There are two components to this task for students to demonstrate their understanding.
Part one is a collaborative task in heterogenous groupings. You will work in groups to create a visual representation
(poster) of a designated planet.
The criteria for planet posters are as follows:
• classify the planet as inner or outer,
• name its position from the sun,
• describe its weather, describe its orbital path around the sun and how it depends on the sun, and
• include any other unique characteristics of the planet.
Work together to describe whether this planet will support life and, if not, why? As you work together, use both
words and illustrations on your posters. You and your team may draw information from previous tasks to include
pertinent information. Remember, your team should include a picture representation of your planet that illustrates
its physical characteristics as accurately as possible.
Part Two: The final piece to this task is a Gallery Walk. Your team will travel to each of the other posters. While
viewing the other posters, generate feedback and additional thinking on post-it notes. Your feedback will include
whether your group agrees or disagrees with the rationale for why the planet would or would not be suitable for
life. The post-it notes will be left with each poster for the original group to consider for thinking points and
possible revisions.
Writing Task: N/A
TEXT
Text: Solar System Forecast by Kelly Kizer Whitt
Iteration: Second Read
Instructional Strategy: Read Aloud
DESIRED UNDERSTANDINGS FOR THIS READ-THROUGH
The purpose of this read-through of Solar System Forecast is for students (1) to continue to deepen their
understanding of the unique characteristics of the planets and (2) to understand that each planet’s ability to sustain
life is, in part, related to its proximity to the sun.
51
EXEMPLAR STUDENT RESPONSE
Group Poster:
Earth:
Inner planet
Third planet from the sun
Earth is referred to as the "Goldilocks" planet. It is not too hot and not too cold. Its atmosphere can trap heat from
the sun. The sun allows life on planet Earth. The weather patterns are also determined by the sun and seasons. The
Earth has wind, rain, snow, hail, and sunny weather.
The Earth takes 365 days to orbit the sun. It takes 24 hours to spin on its axis, which equals one day.
Planet Earth is the only known planet with life. It is made up of mostly water, with some land masses. The water on
Earth gives it its blue color seen from space. The Earth can support life because its distance from the Sun allows it to
have the atmospheric conditions to support living things.
Student visual representations should be created with the use of the physical characteristics of the planets. There
will be key traits to capture in the visual for each planet.
PAGE/PART
OF TEXT
QUESTION SEQUENCE EXEMPLAR STUDENT RESPONSE
Page 3
Why would it be dangerous to travel to the sun?
What specific evidence does this text give you to
support your answer?
Solar winds with shooting gas make
exploration to the sun dangerous. The sun is
also extremely hot.
Page 5
How close is Mercury to the sun?
Would the girl in the picture need the swimsuit or
the snowsuit if she were to visit Mercury?
Would a human really be able to survive on
mercury? What evidence in the text tells you that?
(You might consider a peer discussion structure to
explore these questions. Consider using
accountable talk stems in student responses with
peers.)
Mercury is the closest planet to the sun.
The girl in the picture would need both the
swimsuit and the snowsuit because when
Mercury faces the sun the temperatures are
extremely hot, but when Mercury is not facing
the sun the temperature severely drops to
negative degrees.
No human could survive on Mercury because
there is no atmosphere, which means there is
no air. People need air to breathe. The extreme
temperature changes would eliminate the
possibility of life on Mercury.
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Page 7
How close is Venus to the sun? How does the Sun
affect Venus’ weather?
What additional information do you see in the
picture that tells you something about the
weather on Venus?
Venus is the second planet from the sun. The
Sun’s heat gets trapped in Venus’ atmosphere,
making it very hot.
The picture has what looks like melted
satellites, which support the idea that Venus is
hot.
In the picture, you can see what might be
lightning, which makes me think there could be
storms on Venus.
Page 9
Why do we consider Earth the Goldilocks planet?
Earth is just the right temperature to support
life. It's not too hot and not too cold like the
porridge in “Goldilocks and the Three Bears.”
Page 11
What do you notice about the surface of Mars?
What are some things the first four planets have in
common? These planets are called the inner
planets. Why do you think that might be?
The surface of Mars is covered in rust-colored
dust and rocks.
The first four planets all have a surface. They
are made from rocky material. The planets have
similar characteristics because of their
closeness to the sun.
Page 13
Jupiter is the first of the outer Gas Giant planets in
our solar system. What does the text say about
the weather on Jupiter?
How does the illustration support the information
the text provided and add to that information?
The text states that Jupiter has been home to a
great storm for over 400 years. This storm is
referred to as The Great Red Spot. The text also
stated that the storm is the size of three Earths.
The illustration supports the text by showing
me the comparison between the size of Earth
and the size of The Great Red Spot. The
illustration also shows the movement of the
storm with the swirling lines used in the
illustration.
Page 17
How is Titan similar to Earth?
Would Titan be a good place for people to live?
Why/Why not?
The main gas in Titan’s atmosphere is nitrogen,
which is a gas found in Earth’s atmosphere.
Titan cannot support life because there is
methane-rain falling from the sky.
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Page 23
Is Pluto close to the sun or not?
Would Pluto be a good place for humans to live?
Why?
What is happening to Pluto’s atmosphere in this
picture?
Pluto is very far away from the sun.
Pluto cannot support life either because of the
freezing temperatures found there. The
atmosphere on Pluto has frozen and fallen to
the ground. which means there isn’t air to
support life.
The picture shows the frozen atmosphere
falling to the ground.
Page 25
The last line of the text is ‘enjoy the good weather,
keep an eye out for storms, and travel safely!’
Where in the solar system can people safely
travel? What evidence do you have to support
your answer?
People can safely travel to Earth’s moon and
planet Earth. People live on Earth, so we are
aware that life can exist there. Astronauts have
traveled to the moon, so there is evidence that
people can safely travel there.
ADDITIONAL SUPPORTS
If time permits, read the final pages of the text and explore the question below.
The text provides some additional informational pages; how does the information on these pages describe the
inner and outer planets connection to the sun?
Student Response Expectation: The sun provides heat and light to the planet in its orbit. The farther a planet is from
the sun, the colder the temperature of the planet.
The inner and outer planets are made differently. The inner planets are smaller and made from rock. The outer
planets are larger with rings and made from gases.
Temperatures of planets are affected by their atmosphere, and atmospheres are impacted by the sun.
Supporting materials:
Weather in Space (Rocky Planets): Crash Course Kids
https://www.youtube.com/watch?v=Dvhl891zGqU&index=7&list=PL0Xx2-Ve48VWtFwE74PQl6cEvA9QkiQ_T
Gas Giants Weather: Crash Course Kids
https://www.youtube.com/watch?v=WoPtsnIcSv8&list=PL0Xx2-Ve48VWtFwE74PQl6cEvA9QkiQ_T&index=8
54
DAY 12: QUESTION SEQUENCE AND DAILY TASK
TEXT COMPLEXITY ANALYSIS
QUANTITATIVE COMPLEXITY MEASURES
1020L
QUALITATIVE COMPLEXITY MEASURES
TEXT STRUCTURE LANGUAGE FEATURES
This text is moderately complex overall. The narrative
format and concrete examples put this text in the
slightly complex range; the ideas are well organized,
and the text provides clear connections between
related ideas. However, the text features and use of
graphics make this text moderately to very complex.
The content specific vocabulary and terminology makes
this a very complex text in terms of language features.
Words such as “planetesimals” and “prominences” will
require more scaffolding than most domain specific words
like “corona.” This vocabulary would receive more
attention in subsequent lessons.
MEANING/PURPOSE KNOWLEDGE DEMANDS
The purpose is slightly complex. Information is
explicitly stated, in a clear and concrete manner with a
narrow focus.
Knowledge demands are slightly complex. Some
knowledge of the sun and solar system will make this text
and the information presented more readily accessible to
students, but no extensive background knowledge is
required.
TEXT
Text: Our Solar System by Seymour Simon
Iteration: First Read
Instructional Strategy: Read Aloud
DESIRED UNDERSTANDINGS FOR THIS READ-THROUGH
Within the universe, there are many planetary systems. Our ideas about the universe changed over time due to
advancements in technology and thinking. Our solar system is part of the Milky Way galaxy.
Read 1 (Pages 1-23): The purpose of this read-through is for students to identify and deepen their understanding of
the reasons for the specific characteristics of the inner planets.
55
DAILY TASK
Writing Task:
While we read Our Solar System, we heard facts about the characteristics of inner planets. Work to complete an
Inner Planet fact collection. As you work, refer to the texts to record facts about the physical characteristics of the
inner and outer planets. Then, provide a written explanation describing the key differences between these groups of
planets, referring to their facts.
EXEMPLAR STUDENT RESPONSE
Writing Task:
There are four inner planets: Mercury, Venus, Earth, and Mars. Each of these planets has a rocky surface and is much
smaller than the larger outer planets.
1. Mercury has craters, like our moon, making its surface rocky.
2. Venus is the sister planet to Earth because they are similar sizes. Venus has rocks that radiate heat on its
surface, making it incredibly hot.
3. Earth is covered by a layer of rock called the crust, but most of Earth is covered with large bodies of water.
4. Mars is made up of orange-red dusty soil that is blown around by heavy winds. Like Earth, Mars has polar
ice caps made from frozen water that grow when the carbon dioxide freezes out of the atmosphere.
PAGE/PART
OF TEXT
QUESTION SEQUENCE EXEMPLAR STUDENT RESPONSE
Page 5
According to the text, how did the sun come into
being?
What happened as a result of the sun coming into
being?
Large amounts of dust and gases started to
pull together and formed a globe. As they
pulled in closer, they created a lot of heat. The
heat built up until it got too hot and finally
caused an explosion.
The sun’s heat blasted away the rest of the dust
and gasses, which formed a spinning oval ring.
When these gases cooled, they became the
planets and the rest of the solar system.
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Page 6
The text describes the sun as an ordinary star and
states that it is not the biggest or brightest star in
the galaxy. Why, then, is the sun so important to
us?
Which four planets form a group closest to the
sun? What characteristics do these planets share?
Why?
Which four planets form a group farthest from the
sun? What characteristics do these planets share?
Why?
The sun is important because it is the star that
is the closest to our planet, and it is the center
of our solar system. Nothing on Earth could live
without the sun. Plants need it to make food
and grow. Animals and humans eat plants, and
humans also eat the animals that eat plants.
We also need the sun for heat and light, and it
is responsible for our weather and climate.
The inner planets Mercury, Venus, Earth, and
Mars are small and rocky, and the outer planets
are much larger and made up of mostly gasses.
The outer planets are Jupiter, Saturn, Uranus,
and Neptune. These planets are much larger
and made up of mostly gases.
Page 11
How are the “sister” planets Earth and Venus the
same? How are they different?
Venus and Earth are the same because they are
closer to the sun and similar in size. They both
have clouds and an atmosphere. Venus’
atmosphere is very thick, and the heat of the
sun is trapped on the surface which makes it
much hotter. Because of the heat, the clouds
of Venus are not made of water, they are made
of acid. Earth has an atmosphere that keeps
temperatures steady, which allows water to be
on its surface.
After
reading
pages 1-23
How does a planet’s atmosphere impact its
characteristics?
What are possible effects a planet's distance from
the sun might create?
Temperatures of planets are affected by their
atmosphere, and atmospheres are impacted by
the sun.
The sun provides heat and light to the planets.
The farther a planet is from the sun, the colder
the temperature of the planet.
57
DAY 13: QUESTION SEQUENCE AND DAILY TASK
DAILY TASK
Writing Task:
While we read Our Solar System, we heard facts about the characteristics of outer planets. Work to complete an
Outer Planet fact collection. As you work, refer to the texts to record facts about the physical characteristics of the
inner and outer planets. Then, provide a written explanation describing the key differences between these groups of
planets, referring to their facts.
EXEMPLAR STUDENT RESPONSE
Writing Task:
There are four outer planets called the Gas Giants. They are Jupiter, Saturn, Uranus, and Neptune. Each of these
planets is made mostly of gases.
1. Jupiter is the giant planet of the solar system, making it the largest planet to orbit the sun. Jupiter has
constantly moving, thick clouds.
2. Saturn is made from the gases hydrogen and helium. It also has rings. At first glance, you can see a few
rings, but through telescopic lenses, we know there are thousands of rings. These rings are made of pieces
of ice.
3. Uranus is a ringed planet made up of mostly gas. With the use of the Hubble Telescope, we have been able
to see how Uranus goes through different seasons.
4. Neptune is made from methane ice. It also is a ringed planet. Neptune’s methane absorbs the red light
from the sun and reflects it back as a blue color.
TEXT
Text: Our Solar System by Seymour Simon
Iteration: Second Read
Instructional Strategy: Read Aloud
DESIRED UNDERSTANDINGS FOR THIS READ-THROUGH
Read 2 (Pages 24-41): The purpose of this read-through is for students to identify and understand how the
characteristics of the outer planets are similar and different from the inner planets and why.
58
PAGE/PART
OF TEXT
QUESTION SEQUENCE EXEMPLAR STUDENT RESPONSE
Page 25
Why is Jupiter the “giant planet” of the solar
system? Does this mean Jupiter is the biggest
planet that exists?
Jupiter is a giant planet that is one and a half
times as big as all the planets put together. It
could be called the largest known planet, but
we don’t know if another larger planet is yet to
be discovered.
Page 26
Is Jupiter an inner or outer planet?
What does Jupiter have in common with the other
outer planets? How could we describe Jupiter’s
surface?
Jupiter is an outer planet.
It is made of mostly gas and has rings similar to
other outer planets. The surface of Jupiter is
unique because it is both extremely cold in
places and very hot.
Page 28 - 29
What makes Jupiter unique? Why does Jupiter
have so many moons? How are Jupiter’s moons
similar to earth? Could there be life on Jupiter’s
moons? Would people be able to live on Jupiter’s
moons? Why/why not?
(You might consider having students talk with a
partner to explore this multi-step question.)
There is another feature about Jupiter that is
different from other planets. It has a Great Red
Spot that is a giant storm surface on the planet.
Jupiter has more moons than other planets
because of its extreme gravitational pull.
Scientists think some of the moons are
asteroids that have been pulled into the force.
Jupiter’s moons have extreme temperature
changes except for one that has a frozen crust
over an ocean. Scientists believe microscopic
life could be here. Humans couldn’t live here
without oxygen in the atmosphere.
Page 30-31
How is Saturn similar to Jupiter? How would you
describe Saturn’s rings using language form this
text?
Saturn has rings like Jupiter.
The rings of Saturn are made of thousands of
smaller rings made of ice particles. Some of
the pieces are small, and some are as big as a
house.
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Page 33
What does the author tell us about Saturn’s
moons?
Could there be life on Saturn’s moons? Would
people be able to live on Saturn’s moons?
Why/why not?
(This may be an opportunity for students to
participate in a collaborative talk structure like
Turn & Talk.)
Saturn has many moons, but only one of them
has an atmosphere.
Scientists discovered what they thought were
rivers on this moon. When they investigated,
they found these rivers were methane gas and
not made of water.
People would not be able to live on this moon
without water and oxygen.
Page 36-37
How is Uranus similar to the other giant planets?
What is unique about Uranus’ rings?
Uranus is similar to the other giant planets in in
its large size and the fact that it is made up of
gas with outer rings.
The rings of Uranus are different from other
planets’ rings because they have arcs. The
black material that spins around them is
different from the material found in other rings.
Page 39-40
How is Neptune similar to the other outer planets?
Neptune has rings like the outer planets.
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DAY 14: QUESTION SEQUENCE AND DAILY TASK
DAILY TASK
Writing Task:
During our reading of Our Solar System, we learned about other celestial bodies found in space. We learned about
comets, asteroids, meteors, meteorites, and dwarf planets. Work together with your team to discuss and classify the
descriptions provided as one of the celestial bodies we learned about. One person in your team will be the scribe as
you work to create a paragraph together explaining how these celestial bodies are found in the space and the
potential impact they may have on Earth.
Teacher Note: Provide the students with the following descriptions. Each team of students will need each
description provided below.
• This celestial body orbits the sun and may appear to have a long tail. Its appearance may change as it gets
closer to the sun.
• This celestial body is also known as minor planets and are found in a common area between Jupiter and
Mars.
• This celestial body is tiny asteroid that burns up in the atmosphere.
• This celestial body is a chunk of an asteroid that falls to the ground. One almost hit the ground near Russia
but exploded in the sky. This caused damage to buildings, but the damage would have been much worse if
it had hit the ground.
• This celestial body is round and orbits the sun. It does not move other celestial bodies as it orbits the sun.
TEXT
Text: Our Solar System by Seymour Simon
Iteration: Third Read
Instructional Strategy: Read Aloud
DESIRED UNDERSTANDINGS FOR THIS READ-THROUGH
Read 3: (Pages 42-48): The purpose of this read-through is for students to identify and understand the
characteristics of other celestial bodies in our solar system.
61
EXEMPLAR STUDENT RESPONSE
• This celestial body orbits the sun and may appear to have a long tail. Its appearance may change as it gets
closer to the sun. (Answer: Comet)
• This celestial body is also known as minor planets and are found in a common area between Jupiter and
Mars. (Answer: Asteroid)
• This celestial body is tiny asteroid that burns up in the atmosphere. (Answer: meteors)
• This celestial body is a chunk of an asteroid that falls to the ground. One almost hit the ground near Russia,
but exploded in the sky. This caused damage to buildings, but the damage would have been much worse if
it had hit the ground. (Answer: meteorites)
• This celestial body is round and orbits the sun. It does not move other celestial bodies as it orbits the sun.
(Answer: dwarf planet)
Writing Task:
The universe is made of many things besides the sun and the eight planets. Scientists have discovered other
celestial bodies that have specific characteristics based on where they are located. One example of this would be an
asteroid. An asteroid could be found in the asteroid belt between Mars and Jupiter. When asteroids enter Earth’s
atmosphere and burn up, they become meteors. If meteors make impact with the Earth’s ground, they are called
meteorites and can cause severe damage.
62
PAGE/PART
OF TEXT
QUESTION SEQUENCE EXEMPLAR STUDENT RESPONSE
Page 42-43
How long is a year on Charon? How do you know?
How are the criteria for planets listed here
different or similar to the list provided earlier in
the unit? Which criterion did Pluto not meet? Is
Pluto the only dwarf planet?
A year on Charon is around 6 days because
that is how long it takes for it to orbit.
Charon is a moon of the dwarf planet Pluto.
Pluto is called a dwarf planet, because it
doesn’t meet all of the criteria to be labeled a
planet. These criteria are:
1. It must orbit the sun.
2. It must be large enough for gravity to
shape it like a sphere.
3. It must clear other bodies in the
universe out of its way as it orbits the
sun.
Pluto did not meet criteria 3, so it was re-
identified as a dwarf planet. It is not the only
dwarf planet. Other dwarf planets discovered
are Crees, Eris, Quaoar, Varuna, Orcus, Haumea,
and Makemake.
Page 44-45
Where is the asteroid belt? Looking at a diagram
of the solar system (on the first page of The
Planets by Gail Gibbons, for example) where might
the asteroid belt be located?
Why might these asteroids sometimes be called
minor planets?
What is a meteor?
What are some examples in the text of the impact
of asteroids and meteors on earth?
(You might consider using a talk structure to have
student engaged in academic conversations
centered on answering these questions and
providing each other with feedback.)
The asteroid belt is located between Jupiter
and Mars.
Asteroids are sometimes called minor planets
due to their large size.
A meteor is an asteroid that burns up.
A meteoroid is an asteroid that makes it
through the earth’s atmosphere to impact the
surface of the Earth. We have recorded
examples of this happening in Russia as well as
the belief some scientists have that this caused
the extinction of dinosaurs.
Page 46-47
What is a comet made of? In the text it says,
“around a dozen ‘new’ comets are discovered
each year.” Why is the word new in quotes?
How are we part of the universe?
A comet is made of ice and dust and gas
particles from the sun. As the dust and gas
begin to glow, it gives the look of a halo. Many
“new” comets are discovered, because the
universe is constantly changing with orbits and
particles moving. This can create change and
new discoveries.
63
ADDITIONAL SUPPORTS
Teacher Note: Student engagement and inquiry-based learning opportunities could be provided by showing media
coverage of the meteorite that damaged the Russian town of Chelyabinsk. Students will be intrigued by the idea
that shockwaves caused the devastation and not the result of impact. Further discussion of why protecting our
planet from this occurring in the future is valuable to our safety. How does continuing research of the universe help
us?
64
DAY 15: QUESTION SEQUENCE AND DAILY TASK
TEXT COMPLEXITY ANALYSIS
QUANTITATIVE COMPLEXITY MEASURES
IG880L
QUALITATIVE COMPLEXITY MEASURES
TEXT STRUCTURE LANGUAGE FEATURES
The text structure is very complex. Organization of text
provides information on the outside edges of each
page in an expository structure. The inside of each
page consists of short, standalone pieces of text like in
an encyclopedia or glossary. Connections between an
expanded range of ideas contain multiple pathways
and discipline-specific traits. This text includes text
features, such as diagrams of the solar system and
different types of galaxies. The illustrations are
drawings that support the readers’ understanding.
Language features are very complex. Both simple and
compound sentences are presented with clarifying clauses
included. Placement of clauses at various locations
changes the sentence length and has students focus on
meaning. Vocabulary is subject-specific and overly
academic.
MEANING/PURPOSE KNOWLEDGE DEMANDS
The purpose is very complex. Although it is explicitly
stated throughout the text, there are many abstract
ideas that require students to infer meaning.
Knowledge demands are very complex. This text relies on
moderate levels of discipline-specific knowledge and
includes a mix of recognizable ideas and challenging
abstract concepts. There are some references to outside
ideas and theories.
TEXT
Text: Galaxies, Galaxies by Gail Gibbons
Iteration: First Read
Instructional Strategy: Read Aloud
DESIRED UNDERSTANDINGS FOR THIS READ-THROUGH
The purpose of this read-through is for students to identify the ways our thinking about the universe has changed
due to advancements in technology.
65
DAILY TASK
Writing Task:
Imagine the Hubble Telescope could have a conversation with you about all he has seen in outer space. If you were
able to talk with the Hubble Telescope, what questions might you ask him about the knowledge we have gained
about our universe by looking through his lens? Create how and why questions to interview the Hubble Telescope
that relate back to the learning we have explored in the texts Galaxies, Galaxies! and Our Solar System.
Speaking Task:
Then with a partner, role play the interview. One person will be the Hubble Telescope, and one person will be the
interviewer. Then, switch roles. Provide each other with feedback about the questions that were crafted. (Consider a
Partner A/Partner B talk structure for student use during the role-playing portion of the task.)
EXEMPLAR STUDENT RESPONSE
Writing Task:
Interview Questions for the Hubble Telescope:
1. How did you help change what people understood about the rings on each of the outer planets?
2. What was it like to look out into space and observe some of the other celestial bodies up close (like
asteroids and comets)?
3. How do NASA scientists use you to examine extreme weather conditions on Earth?
4. What changes did we learn from your view on the shapes and sizes of planets?
5. How did looking inside of galaxies help you learn more about new stars being formed?
PAGE/PART
OF TEXT
QUESTION SEQUENCE EXEMPLAR STUDENT RESPONSE
Page 6-7
Describe how early understandings and drawings
of what was seen in the sky were instrumental in
naming our galaxy.
Ancient Greeks and other civilizations made
drawings of what they saw in the night sky to
help them understand what a star was. They
noticed groups of stars together that looked
like a band. The Greeks believed the white
band looked like milk and thought it was made
from one of their gods when he was a baby.
They named this group of stars the “river of
milk.”
Page 5
What is the Milky Way galaxy comprised of? How
does it keep its form?
The Milky Way galaxy is made of billions of
stars, clouds of gases, and dust that are held
together in its center. Gravity helps it keep its
shape as it orbits in the universe.
66
Page 12-18
How did discoveries of new stars impact our
thinking?
Scientists have discovered how big the Milky
Way is using telescopes. They know it holds
many other galaxies inside of it. The telescopes
showed them different colored stars.
Page 25-22
Explain how knowledge of gravity from the text,
Galaxies, Galaxies, as well as the connection to a
previous text, Gravity, helps us understand what
creates the physical differences in galaxies. Cite
specific evidence from your source to support
your understanding.
All stars are a part of a galaxy. Some galaxies
have millions of stars, and others have more.
This creates different sizes and shapes of
galaxies with specific characteristics. The
pictures show me what each galaxy looks like.
The text describes how a spiral galaxy, like the
Milky Way Galaxy, has arms. Other galaxies are
the barred spiral, elliptical, lenticular, and
irregular galaxies. Scientists named them these
because of their shapes. As galaxies orbit, they
are held together by gravity.
After
reading
Using the knowledge we have gained from the
texts, Galaxies, Galaxies and Our Solar System,
provide text evidence that supports how the
discovery of new galaxies can help you imagine
our universe in 100 years.
(This would be an opportunity to have students
use the Turn & Talk structure to explore the
answers to this question through collaborative
conversation.)
Telescopes have given scientists more
information about how stars are born and die
off. These stars create galaxies that orbit in the
universe. Some scientists believe that an
irregular galaxy is made when galaxies bump
together. This makes me believe that the
universe will always be changing as celestial
bodies orbit and new stars are made.
67
DAY 16 AND 17: END-OF-UNIT TASK
END-OF-UNIT TASK
Students, imagine you are a NASA scientist and the president has asked you if we can relocate people to other planets.
Prepare a brief for the president on why Earth is ideally suited for life but the other planets are not.
Be sure to do the following when you write your brief:
• Write an introduction.
• Use information from unit texts to explain why earth is ideally suited for life.
• Use information from unit texts to explain why each of the other planets in our solar system is not suitable for
life. In your explanations, be sure to talk about the specific characteristics the planet has based on its position
in relation to the sun.
• Use linking words and phrases to connect your ideas.
• Use vocabulary words from our words of study: climate, patterns, distance, atmosphere, surface.
• Write a conclusion statement.
When you are finished with your brief, practice presenting the report to the president’s advisors.
If you are playing the role of the advisor (i.e., other students), ask clarifying questions. Some possible questions are as
follows:
• What might be some other key facts?
• How could you use the vocabulary words in your writing?
• What is your main message to the president?
• In what ways are you connecting your ideas together?
STUDENT RESPONSE
Mr. President,
After much study, scientists at NASA have concluded that Earth is the only planet where people can live. We have
determined that the sun provides Earth with heat, light, and climate patterns that allow for life to exist. Earth is just close
enough to the sun, but also just far enough away, which means it has the perfect distance from the sun to create the
right conditions for life.
In order to make the most informed decision about the relocation of people, we also researched conditions found on
other planets. We have provided a brief supporting reason as to why the other planets will not be suitable for life.
• Mercury has no atmosphere because of solar winds from the sun. That is why Mercury can't trap heat and has
extreme temperature changes.
• The temperature on Venus is incredibly hot due to clouds trapping in the heat from the sun.
• Mars does not have the oxygen needed for humans to breathe.
• There is no surface on Saturn for people to stand on, because it is made from gases. It is also extremely cold.
• Uranus is also a gas planet and does not have a surface that would support life.
• There is methane gas on Neptune that is below freezing, and the wind speed can reach up to 1,500 miles per
hour.
NASA plans to conduct future research on the idea of life on Mars. For now, Earth is the only planet that can sustain
human life.
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APPENDIX A: UNIT PREPARATION PROTOCOL
Question 1: What will students learn during my unit?
Review the content goals for the unit, and identify the desired results for learners.
• What are the concepts around which I will
organize my unit (universal concept, unit concept)?
• What will students come to understand through
deep exploration of these concepts (essential
questions, enduring understandings*)?
• What disciplinary knowledge will focus instruction
and provide the schema for students to organize
and anchor new words (guiding questions,
disciplinary understandings)?
• Why is this content important for students to
know?
*Adapted from McTighe, J. & Seif, E. (2011), Wiggins, G. &
McTighe (2013).
Question 2: How will students demonstrate their learning at the end of my unit?
Review the end-of-unit task and the exemplar response to determine how students will demonstrate their
learning.
• How does the task integrate the grade-level
standards for reading, writing, speaking and
listening, and/or foundational literacy in service of
deep understanding of the unit texts and
concepts?
• How does the task call for students to synthesize
their learning across texts to demonstrate their
understanding of the unit concept?
• How does the task call for students to use
appropriate details and elaborate on their thinking
sufficiently?
• How does the task prompt student thinking and
writing that reflects the grade-level expectations?
• What is the criteria for success on this task? What
does an excellent response look/sound like?
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Question 3: How will students build knowledge and vocabulary over the course of the unit?
Read each of the texts for the unit, and consider how the texts are thoughtfully sequenced to build world and
word knowledge.
• How are the texts sequenced to build knowledge
around the unit concepts?
• How are the texts sequenced to support students
in developing academic and domain-specific
vocabulary?
• Which instructional strategies are suggested for
each text? How will I sequence them within the
literacy block?
Question 4: What makes the text complex?
You are now ready to prepare at the lesson level. To do this, revisit the individual text. Review the text
complexity analysis and read the desired understandings for the read-through.
• What aspects of this text (structure, features,
meaning/purpose, knowledge) are the most
complex?
• What aspects of the text are most critical for
students to comprehend to ensure they arrive at
the desired understandings?
• Where might you need to spend time and focus
students’ attention to ensure they comprehend
the text?
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Question 5: How will I help students access complex texts?
Review the question sequence, and reflect on how the questions support students in accessing the text.
• How does the question sequence support
students in accessing the text and developing the
desired understandings?
• How does the question sequence attend to words,
phrases, and sentences that will support students
in building vocabulary and knowledge?
• How are the questions skillfully sequenced to
guide students to the desired understandings?
• How will you ensure all students engage with the
questions that are most essential to the objectives
of the lesson? (Consider structures such as turn
and talk, stop and jot, etc.)
• How will you consider additional texts, or
additional reads of the text, to ensure students
fully access and deeply understand the text?
Question 6: How will students demonstrate their learning at the daily level?
Review the daily task for the lesson to determine what students will be able to do at the end of the lesson.
• How does the task require students to
demonstrate their new or refined understanding?
• How does the task call for students to use
appropriate details and elaborate on their thinking
sufficiently?
• How does the task prompt student thinking and
writing that reflects the grade-level expectations?
• How does this task build on prior learning in the
unit/prepare students for success on the end-of-
unit task?
• What is the criteria for success on this task? What
does an excellent response look/sound like?
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Question 7: What do my students already know and what are they already able to do?
Consider what your students already know and what they are already able to do to support productive
engagement with the resources in the unit starter.
• What knowledge do my students need to have
prior to this unit?
• What do my students already know? What are
they already able to do?
• Given this, which/what components of these texts
might be challenging? Which/what components
of these tasks might be challenging?
• What supports will I plan for my for students (e.g.,
shifting to a different level of cognitive demand,
adding or adjusting talking structures, adding or
adjusting accountable talk stems into student
discussions, providing specific academic feedback,
or adding or adjusting scaffolded support)?
• How can the questions and tasks provided in the
unit starter inform adjustments to upcoming
lessons?
Question 8: What content do I need to brush up on before teaching this unit?
Determine what knowledge you as the teacher need to build before having students engaged with these
resources.
• What knowledge and understandings about the
content do I need to build?
• What action steps can I take to develop my
knowledge?
• What resources and support will I seek out?
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APPENDIX B: USEFUL PROCEDURAL EXAMPLES FOR EXPLICIT VOCABULARY INSTRUCTION
Example 1:
• Contextualize the word for its role in the text.
• Provide a student friendly definition, description, explanation, or example of the new term along with a
nonlinguistic representation and a gesture.
• Provide additional examples, and ask students to provide their own examples of the word.
• Construct a picture, symbol, or graphic to represent the word.
• Engage students in lively ways to utilize the new word immediately.
• Provide multiple exposures to the word over time.
-Beck et al., 2002; Marzano, 2004
For a specific example, see the shared reading webinar presentation found here.
Example 2:
• Say the word; teach pronunciation.
• Class repeats the word.
• Display the word with a visual, read the word, and say the definition using a complete sentence.
• Have the class say the word and repeat the definition.
• Use the word in a sentence: the context of the sentence should be something students know and can connect
with.
• Add a gesture to the definition, and repeat the definition with the gesture.
• Students repeat the definition with the gesture.
• Have student partners take turns teaching the word to each other and using the word in a sentence they create.
• Explain how the word will be used in the text, either by reading the sentence in which it appears or explaining the
context in which it appears.
- Adapted from 50 Nifty Speaking and Listening Activities by Judi Dodson
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APPENDIX C: DASH FACTS
Mercury
Key Words: Dash Fact:
Venus
Key Words: Dash Fact:
Earth
Key Words: Dash Fact:
Mars
Key Words: Dash Fact:
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Jupiter
Key Words: Dash Fact:
Saturn
Key Words: Dash Fact:
Uranus
Key Words: Dash Fact:
Neptune
Key Words: Dash Fact: