Final Unit Plan Grade Level: Sixth Grade

Library Context: Flexible; students will come to the media center on five consecutive days for lessons within a unit for ELA and Science. The students will be in the media center for both their ELA block and their Science block. Collaboration Continuum: Intensive - The science and ELA teachers will remain in the media center to team teach with the teacher librarian as noted below.

Estimated Unit Lesson Time - A total of 5 days

Lesson 1: 40 minute lesson in the media center with the teacher librarianLesson 2: Four 50 minute lessons in the media center over 2 days- 2 lessons with the science teacher and teacher librarian and 2 days with the ELA teacher and teacher librarian to give adequate time for researchLesson 3: 50 minute lesson in the media center with the teacher librarian and the ELA teacherLesson 4: Two 50 minute sessions in the media center with the teacher librarian, science teacher, and ELA teacher to assist with the production of the iMovie

Content Topic: Science and English Language Arts

Essential Question: What would it take to live on a different planet?

STANDARDS FOR THE 21 ST -CENTURY LEARNER:

Skills Indicators - AASL 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

Disposition Indicators - AASL 3.2.3 Demonstrate teamwork by working productively with others.

Responsibilities Indicators - AASL 1.3.1 Respect copyright/property rights of creators and producers.

Self-Assessment Strategies Indicators - AASL 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

Scenario: After viewing the county pacing guide, the teacher librarian approached the sixth grade science teacher and the ELA teacher to collaborate on a unit examining why Earth can sustain life and why other planets are not able to based on their properties. The class includes 24 students. Students will be divided up into groups of three throughout the unit. Collaborating with the two teachers from the same team will allow the students twice as much time each day to work on the project. Each student has their own computer provided by the district with access to Google Suites. Students will have

a field trip to the planetarium just prior to the beginning of this unit as well as multiple lessons on how Earth sustains life.

Connection to State or Local Standards

AASL 1.3.1 Respect copyright/property rights of creators and producers.

AASL 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process

AASL 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

AASL 3.2.3 Demonstrate teamwork by working productively with others.

CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

NCES 6.C.1.2 Explain why Earth sustains life while other planets do not based on their properties (including types of surface, atmosphere, and gravitational force) and location to the sun.

NCITES 6.TT.1 Use technology and other resources for the purpose of accessing, organizing, and sharing information.

Overview/ Objectives:

● I can develop a list of criteria describing conditions that would allow life to be possible on another planet (lesson 1).

● I can work productively and cooperatively with a group (lesson 1, 2, 3 & 4).● I can create questions I want to research about my planet (lesson 2). ● I can search for and locate answers to questions I have created about life on my

planet (lesson 2).● I can properly cite where I found my information using MLA format (lesson 2).● I can analyze the properties of my planet and make a conclusion about the

possibility of life on that planet (lesson 3).● I can support an argument with good reasons and evidence that life is possible

on my planet with modifications (lesson 3 & 4).● I can create an iMovie that persuades people to live on my planet with some

minor modifications that makes life possible (lesson 4).

Final ProductUsing information gathered during the inquiry research process, students will create a 2 - 5 minute iMovie in which they persuade people to live on a particular planet. If the

planet is uninhabitable by nature, they will come up with modifications or solutions that would allow people to survive there.

Library Lesson(s)Lesson 1: Connect and begin to wonder (create criteria)Lesson 2: Wonder and investigateLesson 3: Analyze and synthesize learningLesson 4: Create and present knowledge

Assessment ProductLesson 1: Exit slip and Group Google DocumentLesson 2: Conference Form for Inquiry Questions and AnswersLesson 3: Graphic Organizer with rating scale Lesson 4: iMovie Planet Rubric

Assessment ProcessLesson 1: Students will be assessed individually using an exit slip. Students will be asked to describe at least two conditions that would allow for life to be possible on another planet. Students will also identify their planet preference for the inquiry research project on the exit slip. The teacher librarian and science teacher will review the exit slips as a team. They will make note of who is and who is not able to produce at least two conditions that would allow for life on another planet. Considerations will be made for those that are not able to demonstrate mastery when students are assigned research groups. The science teacher and teacher librarian will create the research groups as a team.

Students will be informally assessed while working on the Google Document that will be created in class. The teacher librarian will make anecdotal notes based on how well individual students work as a team and interact with one another. The teacher librarian will also take anecdotal notes on the productivity of each group based on how many answers they are able to generate as a team and the quality of these answers. These observations will be used as data in the formation of the research groups. Lesson 2: Teacher Librarian, ELA teacher, and Science teacher will use the conference sheet to meet with the groups, which will be divided up equally among the teachers to see how well the students are progressing with their inquiry. During the conference, students will be assessed upon the number and quality of the inquiry questions they create and answer. The teachers will also note what the students are doing well and where they could use some improvement. The teachers will then meet with the same group on a different day or different class period to see if the students used the teacher’s feedback to improve their inquiry experience. After each class or day, the teachers will confer and make note of who needs more support and make a plan to address those students’ needs. For example, the teacher librarian and science teacher might both meet with a group of students who are struggling with the science content and developing meaningful questions.

Lesson 3:Students will complete a graphic organizer as a way to organize and analyze what they learned. A rating scale will be used to assess the overall quality of their argument, supportive details, and modifications made to support life on their planet within their graphic organizer. The teacher librarian and ELA teacher will also complete informal conferences with the students using the graphic organizer as a way to talk to the students about their thinking. During the informal conference, the teacher will jot down anecdotal notes about how the group is working and any struggles they may be having. These notes will serve as extra evidence and help in determining teamwork rubric rating. At the end of the lesson, the teacher librarian and ELA teacher will split the graphic organizers in half to assess with the rating scale. The two teachers along with the science teacher will then meet briefly either over the phone or by email before the next lesson to discuss any students who scored “needs work” on two or more parts of the rating scale. These groups will be assigned to work with a specific teacher (including the teacher librarian) for individual group help during the next lesson.

Lesson 4: Students will create an iMovie and will be assessed using the rubric. The teacher librarian, science teacher, and ELA teacher will divide the projects amongst themselves and assess them independently. The teachers will meet as a group to review the results and reflect on the unit in preparation for the following year.

Student Self-Questioning● What resources does Earth have that other planets do not have? ● What adaptations can be made so life can be sustained on other planets? ● What do I want to learn about my planet? ● Am I able to live on my planet just as it is?● How am I going to persuade someone to live here?

Lesson 1: Create and Begin to WonderJen Anderson

Objectives

● I can develop a list of criteria describing conditions that would allow life to be possible on another planet.

● I can work productively and cooperatively in a group.

Resources● Properties of Earth Graphic Organizer● Interstellar Movie Trailer 3 ● Student computers● Smart Board● Rubric● Exit Slip

Instruction/Activities

Instruction/ActivitiesLesson one reviews previously learned information about Earth and sets the stage for the unit. The Essential Question is introduced and discussed. Students will also choose their prefered planet to research.

Direct InstructionAs a review to a previously taught science lesson, the teacher librarian will ask students to explain why we are able to live on planet Earth. Students may refer to their Earth graphic organizers that they completed with the science teacher for assistance. The teacher librarian will pose the question: “What if we used up all of Earth’s natural resources and we were no longer able to live on planet Earth?” To further grasp the seriousness of this idea, students will view the Interstellar Video Trailer. The media specialist will share the “news” that very similar to the video clip, we will not be able to survive on Earth for much longer. Students must come up with another alternative within our solar system before it is too late. In order to do this, we must first consider our Essential Question.

Modeling and Guided PracticeThe teacher librarian will introduce the essential question which will be posted on the Smart Board: What would it take to live on a different planet? The media specialist will ask a few students to share out their ideas. (Responses might include: a water source, sunlight, livable temperatures, gravity, etc). The media specialist will record these responses in a Google Document that has been shared with all students. Independent practiceStudents will bring up the Google Document with the essential question. In groups of 2-4 students, members will further discuss ideas relating to the essential question. Groups will document answers using the color of their table (if they are sitting at the red table, they will type using the color red). Sharing and ReflectingStudent groups will share 2-3 responses that they discussed in their groups. Students will be able to refer back to these ideas throughout the unit. In preparation for the next lesson, the teacher librarian will review the unit layout and rubric for the unit. The rubric will be posted in a pre-created folder for the unit, which will house all materials, including the Essential Question document.

The teacher librarian will then ask students to complete an exit slip to be used as an assessment of the lesson as well as to allow students to document their preferred planet project choices. Strategies for differentiation

● Students who have difficulty typing can have a group buddy record their responses in the Google Document.

● Students who have difficulty writing can record their planet choices on the media specialist’s IPad in video format or email the media specialist their choices.

● Print materials will be made available for those who need them.● In addition to planet preference, the personalities and ability levels of students

will be taken into consideration as groups are determined by the teacher librarian, science teacher, and ELA teacher.

Lesson 2: Wonder and Investigate Sara Rodgers

Objectives● I can create questions I want to research about my planet. ● I can search for and locate answers to questions I have created about life on my

planet.● I can properly cite where I found my information using MLA format.● I can work productively and cooperatively with a group.

Resources students will use: ● Selected books the librarian has pulled before class● NC Wiseowl ● https://www.youtube.com/watch?v=pk9PWUGkz7o - this video is a great

example of what a moon base could be and gives specific examples on the things you would need to have to protect yourself on the moon from the elements, temperatures, atmosphere, etc. Great to spark their imagination.

● https://solarsystem.nasa.gov/kids/ ● http://www.exploratorium.edu/ronh/weight/index.html ● https://stardate.org/astro-guide ● http://www.qldscienceteachers.com/junior-science/astronomy/solar-system - this

gives them lots of answers about atmosphere and gravitational pull - very easy, almost like cheating :)

● http://www.planetsforkids.org/

Resources teacher will use: Smartboard for web links and to quickly show them how to navigate NC Wise Owl.

Instruction/Activities: Before class begins, the teacher librarian will go through the planet requests and assign planets to the students. Once they are sorted at the proper table, the teacher librarian will use a Google Doc to create student-led inquiry-based

questions for what they should be looking for to sustain life on their planet. Once they have created their questions, students will begin researching.

Direct Instruction: Teacher librarian will give a brief review on how to use NCWiseowl, how to properly cite their resources, and avoid plagiarism. Both the science teacher and the ELA teacher will be involved in helping students keep on task, answering questions and guiding students who need help for both of the class periods. Both classes will be in the library at the same time. Students will use print resources in ELA and computer resources in science so that the resources can be shared.

Modeling and guided practice: TL will put a list of the websites above on the Smart Board and remind them how to properly cite using the citation generator and also a reminder on a sheet of paper at each table.

Independent practice: Students will begin researching their topics.

Sharing and reflecting: During the second day of research the TL, science teacher and ELA teacher will conference with the groups to make sure they are on track and then check in with them later on the next day.

Strategies for differentiation: Materials included will involve visuals and audio as well as text. Student groups that are struggling will meet with an assigned teacher to help them meet their inquiry research goals.

Lesson 3: Analyze and Synthesize LearningAllison DuPont

Objectives● I can analyze the properties of my planet and make a conclusion about the

possibility of life on that planet ● I can support an argument with good reasons and evidence that life is possible

on my planet with modifications ● I can work productively and cooperatively with a group

Resources students will use● Cause and effect graphic organizer from ReadWriteThink ● Rating Scale for graphic organizer● Rubric for iMovie

Resources teacher will use● Rating scale for graphic organizer● Smartboard● Blank graphic organizer to make a model with Earth● Notebook paper to make anecdotal notes

Instruction/ActivitiesDirect Instruction

The TL will introduce the graphic organizer and connect it to a previous time when they used the same graphic organizer to talk about the causes leading up to the climax of a book and the effects of those events had on the end of the story.

Modeling and guided practiceUsing the smartboard The TL will model how to use the graphic organizer using what she and the students already know about Earth. Students will think-pair-share about the properties of Earth such as its distance from the sun, the fact that it contains an atmosphere, what the surface is like, and the presence of gravity. The TL will write these properties down on the left side of the cause and effect graphic organizer. She will then model a think aloud saying that all of these properties allow her to know that life on Earth is possible on the planet. The TL will then write that in the middle of the graphic organizer where it says topic.

She will then ask the students to think-pair-share what each cause would mean people could do on the planet. For example, the presence of gravity allows people to walk around the planet without floating off. She would then write this on the right side across from the gravity cause. The TL will also ask the students what they would do if the planet didn’t have gravity or had too much gravity. She will let the students know that if the condition didn’t allow the presence of life without modifications, the effect side would be where they would list the modification.The TL will remind the students to look back at their inquiry questions and answers to help guide them in filling out their graphic organizer.

Independent practiceStudents will go ahead and start working on the graphic organizer using the notes that they gathered during the investigate stage. The ELA teacher and TL will walk around to help the students. They will do informal conferences using the graphic organizer and the rating scale as a common language with which to discuss each group’s progress and analysis. During these conferences, the teachers will jot down quick notes about how students are working together and any concerns she may have.

Sharing and reflectingIf groups finish their graphic organizer early, they can pair with another group and give each other feedback using the rating scale. The students can then fix the suggestions. If there is extra time they can pair with a different group and give each other some more feedback.

Strategies for differentiationThe three teachers will know who was struggling with the research from discussing their conference sheets from the previous day. The ELA teacher and TL will make sure to check-in more frequently with students who were identified as needing extra support. In addition, the teachers will divide the students in terms of who is going to conference with whom by what they might be struggling with. For example, the English teacher will take more of the students who struggle with backing up arguments with reasons and the TL will take students who struggle with analyzing their notes or using the graphic

organizer. At the end of the day, the TL and ELA teacher will use the rating scale to look at the students graphic organizers and flag the students who score in 2 or more categories as needing help.

Lesson 4: Create and Present KnowledgeLaurel Reisen

Overview/ Objectives:

● I can support an argument with good reasons and evidence that life is possible on my planet with modifications.

● I can create an iMovie that persuades people to live on my planet with some minor modifications that makes life possible.

● I can work productively and cooperatively in a group.

Resources ● MacBook Air with iMovie Application● Scripts

Instruction/Activities

Direct InstructionThe TL will review scripts and graphic organizers.

Once the graphic organizer is finished, the TL will have the students click on the link she sent them in Google Classroom that takes them to the examples of the iMovies and the iMovie templates. The TL will explain that the template will depend upon the theme the student picks.

Have students look back at the rubric that will be used to assess their learning for the whole project. Verbally remind the students of the criteria for the movie. The iMovie can only be 2 - 5 minutes long and must convince people that the planet is a great alternative to live on once Earth is no longer an option. All characteristics that make the planet uninhabitable as it currently is must have a solution that makes that condition no longer a concern.

Once students finish their graphic organizer, they will start to explore which theme they want to choose for their iMovie. Based on the theme, the students will begin to fill in their template. Teachers need to remind students that they aren’t actually finding the images today that they are just listing the kinds of images they would like to use. The main focus should be getting the sentences/phrases planned out for their video. All three teachers will continue to do informal conferences to make sure students are on the right track and to help them with any issues that arise.

Modeling and guided practiceCreating iMovie

Open iMovieClick File, New TrailerFrom this screen they will be able to preview the different templates available within iMovie.

STEP 1 – Once they have selected the best template for their planet they will highlight it and click create.

STEP 2 – It will then require them to name their projectHave them name it the title of their planet.Then Click OK.

STEP 3 – From this screen allow students time to review the outline and storyboardGive students time to either capture pictures and video on their own or browse the internet for images to use.Below are a few recommended websites for image searches:

● Pixabay● Flicker● Morgue File

STEP 4 – Have students create a folder on their desktop to organize all of the images they are downloading/saving.

STEP 5 – Once they have completed their brainstorming and collecting their images/videos they can begin compiling their iMovie.Students will use the Outline section to enter information such as:

● Movie Name● Cast● Studio● Credits for pictures

Click in the text boxes to type in textSTEP 6 – Next students will begin on the Storyboard section of their iMovieAgain, click in the text boxes to type in textTo add images and video click either of the import buttonsOnce images have been imported you can click and drag them to the desired thumbnail on the storyboardOnce all of the images/videos and text have been added, be sure to preview the movie in full and make adjustments as needed.

STEP 7 – The last step will be to export the project so it can be moved as a movie.

Independent practice

Groups will begin working on iMovies with teachers circulating the room as needed for technical assistance.

Sharing and reflecting

Groups will share their iMovies and students will vote on their favored planet to relocate.

Strategies for differentiation

Groups will be arranged with varied ability.

Extension: After viewing each planet video, students discuss/debate which planet will be the most hospitable in sustaining life. Students will then vote on the planet that is become home to all of Earth’s inhabitants.

Unit Materials

Planet Exit Slip

Name ____________________________________ Class Period _______________

Describe two conditions that would allow life to be possible on another planet.

1.

2.

List below three planets that you would prefer to research.

1st choice: ___________________________________________________________

2nd choice: __________________________________________________________

3rd choice: ___________________________________________________________

MLA Citation Guidelines HandoutIt is important to give credit where credit is due! Remember to cite all your sources!

MLA Guidelines:Books with one author:Author of Book (Last Name, First). Title of Book.Place of Publication: Publisher, Year of Publication. Publication Medium.

Books with more than one author:First Author of Book (Last Name, First), and Second Author (First Name Last Name) Title of Book.Place of Publication: Publisher, Year of Publication. Publication Medium.

*If there are 3 authors, list the first author, last name first followed by the following 2 author's, first name first. Ex. Smith, John, Jacob Roberts and Carla Kennedy.**If there are more than 3 authors, list only the first author, followed by the phrase et al. instead of the additional authors’ names. Or, you may list all of the authors in the order in which their names appear on the title page.

WebsiteAuthor (Last Name, First) “Title of Page or Article” Website Name. Publisher, Publishing Date. Web. Date Accessed. If there is no author, you can start with the title of the webpage. If there is no publisher use “n.p.” if there is no publishing date, use “n.p”. date format should be ex: 7 April 2016.

Conference Sheet

Group Members: _________________________ Date: ________________

% on task: ______ Time/Class period: ____________

# of Inquiry Questions: ______ # of Answered Inquiry Questions: _____

Research Group: ____________________________________________________

Strengths:

Areas to Improve:

Did students use feedback from previous conference to improve?

Graphic Organizer Rating Scale:1. Our group identified meaningful, scientifically based criteria (causes) to

determine whether the planet can support life without modifications.

Needs Work Good Above & Beyond

2. Our group made a clear decision with evidence about whether or not the planet can support life with or without modifications.

Needs Work Good Above & Beyond

3. Our group provided a solution to every challenge that prevents people from being able to live on the planet.

Needs Work Good Above & Beyond

Rubric:

iMovie Project: Finding a New Home

Name ________________________________ Class _________________________

Above & Beyond3 points

Good2 points

Needs Work1 point

Script Scripts are clear and concise.

Scripts are somewhat clear and concise.

Scripts are unclear and not concise.

Content

Students made a clear argument that people could live on their planet with modifications. Modifications are made in response to the conditions on the planet and are backed by evidence.

Students made a clear argument that people could live on their planet with modifications. Some modifications are in response to planet conditions while others seem random.

The argument for people being able to live on the planet with modifications is unclear. Most modifications seem random or have nothing to do with the conditions of the planet.

Spelling and Grammar

Scripts are void of spelling and grammatical errors.

Scripts contain a few spelling and grammatical errors.

Scripts contain several spelling and grammatical errors.

Organization

Project was organized and easy to understand.

Project was slightly unorganized, but still easy to understand.

Project was unorganized.

Technology

Students created an iMovie which was audible without pauses or interruptions.

Students created an iMovie which was mostly audible without pauses or interruptions.

Students created an iMovie which was inaudible or had several pauses or interruptions.

Teamwork

Listened and shared ideas with their partners during the whole project.

Mostly listened and shared ideas with their partners during the project.

Did not share ideas with their partners or had trouble getting along.

CitationsAll sources (images and research) were cited according to MLA standards.

The majority of sources were cited according to MLA standards.

Sources were not cited or did not follow MLA standards.

Teacher Comments: Grade: / 21 points

REFERENCEShttps://www.youtube.com/channel/UCXw-G3eDE9trcvY2sBMM_aA

Interstellar Movie. “Interstellar Movie: Official Trailer 3.” Online video clip. YouTube. YouTube, October 1, 2014. Web. April 23, 2016.

Lesson Plans -Cause and Effect Graphic Organizer - ReadWriteThink. (2006), from http://www.readwritethink.net/classroom-resources/lesson-plans/

Plan a Better iMovie Trailer with These PDFs, from http://learninginhand.com/blog/2014/8/6/plan-a-better-imovie-trailer-with-these-pdfs

K. D. (2015, July). Book Trailers with iMovie [Lesson plan idea]. Cabarrus County Tech Camp.