Interactive Solar System Lesson

I am working with the structured learning classroom to integrate art and technology into their science time. The classroom has about 12 students with many unique learning disorders ranging from autism and cerebral palsy, to functioning significantly lower than peers. The students are in 6-8^th grade and the class has one teacher, two associates, and a deaf education interpreter. 

The project we are working on will be to create a visual display of the solar system to show the student’s understanding of the components of the solar system.

*This lesson was created using the Literacy Technology Planning Cycle by Amy Hutchinson and Lindsay Woodward. To learn more about this planning cycle click here!

1.   Instructional Goals of the lesson:       ·      S.6-8.ES.5- Essential Concept and/or Skill: Understand and apply knowledge of the components of our solar system. Standards Addressed:       ·      21.6–8.TL.2-Essential Concept and/or Skill: Collaborate with peers, experts, and others using interactive technology.       ·      21.6-8.TL.1-Essential Concept and/or Skill: Demonstrate creative thinking in the design and development of innovative technology products and problem solving.       ·      Reporting Cluster – Studio Skills: Media and Processes o   Artistic Media and Processes are defined as the means of expression (tools, materials, and techniques) used to produce a work of art.       ·      Reporting Cluster – Critical Analysis: Planning o   Planning is defined as the process of conceiving and developing new artistic ideas and work.       ·      Reporting Cluster – Critical Analysis: Evaluating o   Evaluating is defined as judging the merits or value of a piece of art based on a set of criteria.       ·      Reporting Cluster – Making Connections: Connecting to Contexts o   Connecting to Contexts is defined as exploring links between works of art and history, society, culture, and personal experiences.

2.   Lesson Description & Instructional Approach: I will be working with the structured learning classroom to integrate art and technology into their science time. The classroom has about 12 students with many unique learning disorders ranging from autism and cerebral palsy, to functioning significantly lower than peers. The students are in 6-8th grade and the class has one teacher, two associates, and a deaf education interpreter. All students in this classroom are on alternative assessment plans. The project we are working on will be to create a visual display of the solar system to show the student’s understanding of the components of the solar system. The display will include QR codes that have videos attached to them. Students, teachers, and parents can scan the codes to learn about each planet. Students will help hang the background for the solar system display on the first day. This will help them with understanding how big the art display will be. They will work on measuring, cutting, and hanging the paper in the hall. Students will then learn how to make marble paper using chalk pastels, scissors, water, and paper. They will practice shaving the chalk into the water and submerging the paper. After they submerge the paper they will take the paper to dry. Students will draw a planet out of a cup for the planet they will be responsible for designing. They will write down the colors they think are needed to represent that planet on an index card. Students will walk around and double check answers to make sure that they agree. The students will make enough marble paper to make their planet, using the colors that represent their planet. They will cut and paste their paper onto the circles. We will then attach the planets to the display in the order that they are aligned in the actual solar system. After they have been added we will use metallic sharpies, metallic paper, and other aids to draw stars and orbit marks. After the planets are hung, the students will draw another planet from the cup. They will research and write a paragraph about their planet. Interesting and basic facts. We will record the students reading their paragraph using the iPad camera and then upload the videos to the schools YouTube account.  The students will attach their YouTube link to the http://goqr.me site. The QR codes will be printed off and attached to their planet.

3.   Digital Tools Used: ·      iPad Camera ·      YouTube ·      QR Code Maker ·      Internet for Research

4.   Digital Contribution to Instruction: ·      The use of the recording tool and QR code maker provides the opportunity to learn additional standards. It is allowing them to produce their own understanding. ·      The technology engages the students in multiple types of opportunities including producing and consuming. ·      Additional standards addressed:           21.6–8.TL.2-Essential Concept and/or Skill: Collaborate with peers,                    experts, and others using interactive technology. 21.6-8.TL.1-Essential Concept and/or Skill: Demonstrate creative thinking in the design and development of innovative technology products and problem solving.

5. Potential Constraints: ·      The students may find it difficult to figure out which facts to include with their recording. ·      Keeping the other students on task while students are recording their videos. ·      Keeping the videos and the QR codes organized so that they get attached to the right planet. ·      Finding a quiet place to record without background noise.

5.   Instructional Considerations:     The instruction will take place in the structured learning classroom.     The students in that classroom perform significantly below grade level. There is a mixture of students that have multiple learning disabilities. These disabilities are taken in to consideration when designing this lesson. There will be multiple adults in the room to help facilitate the learning goals that are being addressed. We will need to make a plan for how to manage the students when they are creating their videos. The other students will need something to keep them busy while this is occurring. There are three possible rooms that could be used during this lesson. Students that are recording will go into another room with a teacher while the other students are working on their paragraphs.     The adults will need to keep the recordings, paragraphs, and QR codes organized for the students. They will need to turn their work in each time the class is over so that the right code gets attached to the right planet. Most of the students will need assistance writing their paragraphs. As they find information the adults can ask the students to explain what they would like to include while the teacher records the information. Some students may also need the teacher to read the paragraph allowed for them. There is one student who is nonverbal. We will need to come up with an alternative plan.

7. Reflection: After conducting the lesson, consider the extent to which you were able to adhere to your instructional goal.  What helped or hindered your students’ abilities to meet the instructional goal? Note what you may need to do differently the next time you use these technologies. This would take place after the lesson has been completed.