The Universe

What is our place in the universe?

8th grade
By: Mia Cooney
Thematic Unit Planning Matrix
**Complete each column for three subject areas/content areas

Content Essential Centers Technology Assessment and/or Rubric Student Work or TEKS and Technology
or Questions (Activities) Integration Scale product Standards:
Subject What do you want the (Must include at - How are you going to (What is the final Identify the relevant TEKS and
Area students to least 2 technology evaluate your student’s product? i.e. ISTE Standard for Teachers and
do/achieve? tools that you have work presentation slides, Students
used in this class WordCloud, newsletter,
for each subject Reflective Essay?
area)
Science How do we Students will analyze Students will use Students demonstrate an Students will create a TEKS:
know which the life cycle of stars by the digital timeline understanding of the life cycle digital timeline that 8.8 Earth and space. The
stage of life a breaking down each creation site, Sutori, of a star by creating a depicts the life cycle of a student knows the
star is in? stage of life. Students to develop their timeline that correctly depicts star. Each stage of life characteristics of the universe.
will classify the type of timeline of the each stage of life of a star. will be present, a The student is expected to:
How do star using a lifecycle of a star Timelines must include each description of what (A) describe components of the
scientists Hertzsprung-Russell (https://www.sutori stage of life of a star along occurs within that stage, universe, including stars,
believe the Diagram, and by .com/teachers). with a description of what along with a picture of nebulae, and galaxies, and use
universe was identifying the star’s occurs during each stage. each stage. Students will models such as the
created and luminosity, absolute Students will use Students must include verbally explain each Hertzsprung-Russell diagram for
what magnitude, the digital tool, My pictures of each stage of life stage of life to their classification;
evidence composition, and mass. Story Book, to in their timelines. peers and how to (D) research how scientific data
supports this Students will create a create a story book identify the current stage are used as evidence to develop
theory? digital timeline that about the origin of Students create a digital of life of a star using scientific theories to describe
displays the life cycle of the universe storybook that demonstrates concepts such as the origin of the universe.
a strong understanding of the
 a star and explains each (https://www.mysto Big Bang Theory through a magnitude, mass, and ISTE Standard for Teachers:
stage of life. rybook.com/) plot and characters. The composition. 2.6 Facilitator
storybook showcases how the (A) Foster Student Ownership
Students will examine universe is continuously Students will create a of Learning- Foster a culture
the origin of the expanding/evolving, which digital storybook that where students take ownership
universe theory (Big serves as evidence behind the illustrates the origin of of their learning goals and
Bang) and identify the origin of the universe theory. the universe theory and outcomes in both independent
and group settings.
discoveries/data that Students display a strong the evidence/discoveries
(B) Foster Classroom
led to the development understanding of the origin of that support it. Students
Management of Tech- Manage
of the theory. Students the universe and the will present their
the use of technology and
will develop a digital evidence/discoveries that storybook and explain
student learning strategies in
storybook that were used to support this the characters, the plot, digital platforms, virtual
illustrates the origin of theory by synthesizing a and the evidence that is environments, hands-on
the universe theory and proficient storybook. present within the story makerspaces and in the field.
the evidence used to that supports the origin
develop it. of the universe theory. ISTE Standard for Students:
1.6 Creative Communicator
(D) Customize the Message-
Students publish or present
content that customizes the
message and medium for their
intended audiences.

Art What are Students will identify To create an Students are able to identify Students will create an TEKS:
some and evaluate the interactive various artistic elements (at interactive multimedia 8.2 Creative expression. The
naturally elements of art by multimedia poster, least 4) found within the poster and present their student communicates ideas
occurring interpreting celestial students may use universe and create an work. Students will through original artworks using a
artistic bodies/concepts of the the digital tool, interactive multimedia poster describe the artistic variety of media with appropriate
elements universe. Students will Canva that is engaging, informative, elements they included skills. The student expresses
thoughts and ideas creatively
found in the create an interactive (https://www.canva and incorporates/displays the and where these
while challenging the
universe? multimedia poster .com/). artistic elements/imagery elements can be found in
imagination, fostering reflective
showcasing naturally discussed in their poster. the universe. Students
thinking, and developing
How can occurring artistic To create a word Student work shows may include installations
disciplined effort and progressive
artistic elements found in the cloud, students will creativity, imagery, and color. of the celestial bodies
elements universe such as use the digital tools, and explain the meaning problem-solving skills. The
found in the geometric shapes, lines, WordArt or Students create a meaningful behind their work. student is expected to:
universe be form, and colors. Wordclouds word cloud that is shaped as (C) create artworks by selecting
used in Students will inform the (https://wordart.co a celestial body. The word Students will create a appropriate art materials,
artwork audience of the m/) cloud contains 15+ words digital word cloud and including drawings, paintings,
today? “natural artwork” that (https://www.word related to artistic present/display their prints, sculptures/modeled forms,
can be observed among clouds.com/) concepts/elements found in artwork. Student word ceramics, fiber art, photographic
imagery, and digital art and
celestial bodies. the universe that are utilized clouds will represent a
media;
in modern day artwork. celestial body and
Students will research Students are able to explain include the artistic
8.1 Foundations: observation and
and analyze artistic the meaning behind the concepts/terms that are
perception. The student develops
elements utilized in colors used, the shape of found in both the and expands visual literacy skills
modern art (geometric their word cloud, and the universe and modern using critical thinking,
shapes, lines, form, ways these elements are used art. Students will explain imagination, and the senses to
color, shading) that can in modern artwork. the meaning behind observe and explore the world by
be found in the their work. learning about, understanding,
universe. Students will and applying the elements of art,
discuss their findings principles of design, and
with their peers and expressive qualities. The student
communicate their uses what the student sees,
ideas by creating a knows, and has experienced as
word cloud containing sources for examining,
the artistic vocabulary understanding, and creating
found in the universe original artworks. The student is
expected to:
that is utilized in
(B) evaluate the elements of art,
modern art. Students
including line, shape, color,
will create a word cloud
texture, form, space, and value,
in the shape of a
as the fundamentals of art in
celestial body or personal artworks using
concept of the universe vocabulary accurately;
such as stars, galaxies,
planets, or comets. ISTE Standard for Teachers:
2.6 Facilitator
 (D) Model and nurture creativity
and creative expression to
communicate ideas, knowledge or
connections.

ISTE Standard for Students:

1.6 Creative Communicator
(C) Models and Visualizations-
Students communicate complex
ideas clearly and effectively by
creating or using a variety of
digital objects such as
visualizations, models or
simulations.
(B) Original and Remixed Works-
Students create original works or
responsibly repurpose or remix
digital resources into new
creations.
ELAR What events Students will first read To create a Students create a detailed Students will create a TEKS:
led to the the story, “A Wrinkle in mindmap, students and informative newsletter newsletter that presents 8.6 ​Response skills: listening,
climax of the Time”. Students will will use the digital that demonstrates a clear “urgent news” from the speaking, reading, writing, and
story and how create a newsletter that tools, Mindomo or understanding of the plot, story. In the newsletter, thinking using multiple texts. The
did the presents “urgent news” Mindmeister conflict, climax, and students must describe student responds to an
characters from the story, “A (https://www.mind resolution throughout the the character’s space increasingly challenging variety of
sources that are read, heard, or
respond to Wrinkle in Time.” omo.com/) story by recounting major exploration and
viewed. The student is expected
the conflict? Students will recount (https://www.mind events while the characters discoveries as they
to:
the major events, the meister.com/) traveled through the traveled through the
(D) paraphrase and summarize
How did the conflict, climax, and universe. Students are able to universe as well as the
texts in ways that maintain
behaviors/ resolution from the To create a summarize the conflict and conflicts and the climax. meaning and logical order;
actions of the story by creating a newsletter, students space travel discussed
characters newsletter that informs will use the digital throughout the story. Students will create a 8.7 Multiple genres: listening,
impact the the audience of this tool, AdobeSpark mind map that displays speaking, reading, writing, and
events they “urgent news”. Students (https://spark.adob Students create a clear mind the various events that thinking using multiple
encountered will be able to map that showcases the occurred while the texts--literary elements. The
while summarize the story, e.com/make/newsl ability to determine the characters were traveling student recognizes and analyzes
traveling and identify major etter-maker/) events that occurred and the through space and time. literary elements within and
through the elements/events that problems that arose while the Students will break down across increasingly complex
universe? contributed to the characters traveled through an exhibited behavior or traditional, contemporary,
conflict, climax, and space and time. Students action of a character that classical, and diverse literary
resolution while the were able to clearly establish led to these texts. The student is expected to:
(B) analyze how characters'
characters were certain actions/behaviors events/conflicts. The
motivations and behaviors
traveling through space. exhibited by the characters character action will be
influence events and resolution of
that led to certain the center of the mind
the conflict;
Students will read, “A events/conflict in the story. map and will branch out
Wrinkle in Time” as a into the events that
ISTE Standard for Teachers:
class. Students will transpired. 2.5 Designer
analyze the text to (C)- Create Innovative Learning
determine the ways in Environments- Explore and apply
which the instructional design principles to
actions/behavior create innovative digital learning
exhibited by the environments that engage and
characters impacted the support learning
events that transpired (B) Design authentic learning
throughout the story. activities that align with content
Students will create a area standards and use digital
mind map that displays tools and resources to maximize
the various events that active, deep learning.
occurred due to a
certain character ISTE Standard for Students:
action/behavior such as 1.4 Innovative Designer
the various planets the (A) Design Process- Students
know and use a deliberate design
characters visited.
process for generating ideas,
testing theories, creating
innovative artifacts or solving
authentic problems.