Download Kepler*s Laws

Kepler’s Laws
5E Lesson Plan
Subject: Space Science
Date: 11/19/13
Teacher: Julie Clarkston
Length of lesson: As needed, most likely a couple of days to a week
Lesson objective:
Disciplinary Core Ideas: (NGSS)
The student will be able to
state Kepler's 3 laws.
ESS1.B: Earth and the Solar System
The student will be able to
apply Kepler's 3 laws.
Kepler’s laws describe common features of the motions of orbiting objects,
including their elliptical paths around the sun. Orbits may change due to the
gravitational effects from, or collisions with, other objects in the solar
system. (HS-ESS1-4)
ELA Common Core:
CCSS.ELA-Literacy.RST.9-10.3 Follow precisely a complex multistep
procedure when carrying out experiments, taking measurements, or
performing technical tasks, attending to special cases or exceptions defined
in the text.
Math Common Core:
CCSS.Math.Content.HSA-CED.A.1 Create equations and inequalities in one
variable and use them to solve problems
Focus Question:
What are Kepler's laws?
Key Concepts and Vocabulary: What is needed for understanding this
content statement? These would be the vocabulary necessary to understand
and discuss these concepts. Be sure to include all definitions.
What are some ways we can
Johannes Kepler: (1571-1630) German mathematician, astronomer and
use Kepler's laws?
astrologer.
Kepler’s laws: three laws of planetary motion stated by Johannes Kepler
Kepler's 1st Law: the orbit of every planet is an ellipse with the Sun at one of
the two foci
Kepler's 2nd Law: a line joining a planet and the Sun sweeps out equal areas
during equal intervals of time
Kepler-s 3rd Law: the square of the orbital period of a planet is proportional
to the cube of the semi-major axis of its orbit
Planets: a celestial body moving in an elliptical orbit around a star
Revolution: an instance of revolving
Period: a length or portion of time
Orbit: the curved path of a celestial object or spacecraft around a star, planet,
or moon
Solar system: the collection of eight planets and their moons in orbit around
the sun
Constellation: a group of stars forming a recognizable pattern that is
traditionally named after its apparent form or identified with a mythological
figure
Time:
Lesson Element:
Instructional Outline:
20-25
minutes
Be very specific
and include all
materials,
especially
rubrics.
Evaluation:
Assessment:
What will my
students do to
demonstrate:
1.a developing
understanding
(embedded
assessment)
This will be
displayed within
participation and
interaction.
2.a deep
understanding of
this benchmark
(final
assessment)?
This will be
displayed within
assignments,
tests, and
projects.

Quiz over Kepler’s Laws, will contain:

True/False

Multiple choice

Short answer
20 minutes
Introduction
Engagement: (Object, event or question used to engage students.
Connections facilitated between what students know and can do.)
This will be a discrepant event that allows student to come to the
conclusion that constellations in the sky are in a different position every
month due to the Earth revolving around the Sun. This is to be used as
an introduction to planetary orbits.
Adapted from:
http://www.stanford.edu/dept/SUSE/projects/ireport/articles/3D/science
%20in%20the%20elementary%20school.pdf (Activity starts at the
bottom of page 17)
Materials Needed:

45 minutes
Instructional
Activities:
Constellation charts by month
Exploration: (Objects and phenomena are explored. Hands-on
activities, with guidance.)
This is an activity where students create their own ellipses that
represent planetary revolution, with the Sun at one focus. Along with
making the ellipse, students have a worksheet that asks questions that
help students learn about Kepler's 1st and 2nd law.
Materials Needed:

Paper

Scissors

String

Cardboard

Thumbtacks

Pencil

Worksheet
For worksheet see separate PDF file. Activity uses pages 1-5 (full
document is 7 pages)
30 minutes
Explanation: (Students explain their understanding of concepts and
processes. New concepts and skills are introduced as conceptual clarity
and cohesion are sought.)
Students are given a table with some information and a few hypothesis.
They are to use that information to figure out which hypothesis is
correct and in doing so they figure out Kepler's 3rd Law.
Materials Needed:

Worksheet
Adapted from:
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/10082
40 minutes
Elaboration: (Activities allow students to apply concepts in contexts,
and build on or extend understanding and skill.)
Students will be given the image and caption from NASA's website
(http://solarsystem.nasa.gov/multimedia/display.cfm?Category=Planets
&IM_ID=13486) and through a guided discussion we will talk about:

What is a 'habitable zone'?

What does this mean?

What could this mean?

Why are we so interested in these planets?
Next we view a youtube video:
http://www.youtube.com/watch?v=p1wI4bvgidw

At 1:05, pause to calculate distance from the star for both
planets mentioned.

Pause around 1:30 to discuss 'habitable zone'. Discussion
guided toward the fact that Venus, Earth and Mars are all
considered in our Sun's habitable zone so what is the likelihood
that life is on these planets?
Materials Needed:

Computer with internet to pull up video

TV or projection screen to show video
30 minutes
Closure/Review
Techniques
Closure/Review: Kepler Video
Will be viewed as a review the day before the quiz.
Source:
http://www.learner.org/resources/series42.html?pop=yes&pid=570#
(Video #21)
Homework/Individual Practice:

Any assignments not finished in class
Differentiation/Accommodation Differentiation/Accommodations will be made based on individual's
IEP and 504's.
Strategies
(What will you do to help the
special needs, at-risk or
struggling students?)
Evidence of Understanding:
What evidence will I accept that
the students have acquired the
concepts or skills for this
Benchmark?
What are my students doing that
demonstrates that they don’t
understand?
Examples include but are not limited to:

Extra time on assignments

Assignments/Tests read and answered verbally

Lessened course load/Shortened assignments

Modified curriculum
Students understand the concepts/skills:

Stays on task/turns in assignments

Use of vocabulary/definitions correctly

Taking part in the activity
Students do not understand the concepts/skills:

Off task/misbehaving

Doesn't use vocabulary or uses incorrectly

Doesn't turn in assignments

Doesn't take part in activities
Connections: : How can I
connect this content expectation
with the students’ prior
knowledge, other subjects, and
other expectations?

Build off of students prior knowledge of space systems.

Connection to earth sciences: Build off of students prior
knowledge of earth systems. Will be seen in discussion on
Kepler B22.
Naïve Misconception: What are
some wrong ideas that need to be
addressed?

The Earth is the center of the Solar System about which the
other objects revolve

The stars in the sky are moving, not Earth.

Planetary orbits are circular.

There is no gravity in space.

The Big Bang is just a theory; there is no real evidence
supporting it.

Constellation charts (by month)

Paper

Scissors

String

Cardboard

Thumbtacks

Pencil

Worksheets

Computer with internet to pull up video

TV or projection screen to show video
Materials/Resources: