Download Focus Plan - Texarkana Independent School District

Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
WRITER:
PLAN CODE:
L. Petty
COURSE/SUBJECT:
5th grade science
GRADE(S):
5th
TIME ALLOTTED
FOR INSTRUCTION:
3 45-minute sessions
TITLE:
Where Are We?
LESSON TOPIC:
Position of the planets and characteristics of the sun
TAKS OBJECTIVE:
Objective 4: The student will demonstrate an understanding of the
earth sciences.
3.11 The student knows that the natural world includes earth
materials and objects in the sky. The student is expected to:
(C) identify the planets in our solar system and their position
in relation to the Sun.
(D) describe the characteristics of the Sun.
5.2 The student uses scientific methods during field and
laboratory investigations. The student is expected to:
(A) plan and implement descriptive and simple experimental
investigations including asking well-defined questions,
formulating testable hypotheses, and selecting and using
equipment and technology.
(B) collect information by observing and measuring.
(C) analyze and interpret information to construct reasonable
explanations from direct and indirect evidence.
(D) communicate valid conclusions.
5.4 The student knows how to use a variety of tools and methods
to conduct science inquiry. The student is expected to:
(A) collect and analyze information using tools including
calculators, microscopes, (cameras, sound recorders,
computers,) hand lenses, rulers, thermometers, compasses,
balances, (hot plates), meter sticks, timing devices,
magnets, collecting nets, and safety goggles.
FOCUS TEKS AND
STUDENT EXPECTATION:
SUPPORTING TEKS AND
STUDENT EXPECTATIONS:
CONCEPTS
Universe
ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES
The student will understand that
The universe is composed of many galaxies.
Galaxies
Galaxies are composed of many solar systems.
Solar system
Our solar system is composed of our sun, 8 planets, and other heavenly bodies that
orbit our sun.
Since Pluto has been downgraded to a dwarf planet, the planets, in order from the
sun are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
A way to remember the order of the planets is: My very eager mother just served us
nine (pizzas – for Pluto). For the new sentence, how about: My very eager mother
just served us nachos.
Planets
Pneumonic
I.
SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)
A.
Focus/connections/anticipatory set
When students are seated, explain that Earth is too crowded and that they will be moving to Mars. The space
ship is ready and they should sit back relax while they watch a video for possible sites for a home. Show the
video at http://www.nasa.gov/ called Mars: a feast for the eyes. Explain to students that Mars may be the next
planet for human colonization but that we are looking at many others. During this activity, they will be
learning about other planets in our solar system in the hopes of finding one we can live on.
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art,
music, modeling, discussion, reading, listening, viewing, etc.)
Research – each student or pair of students should be given a planet to research (including the sun). Students
should answer basic information on their assigned planet. A suggested data table is included with this packet.
Each team should be responsible for their planet for research but should fill in the full data table as each team
reports their information.
C.
Guided activity or strategy
Construct the solar system using the “Relative size activity” and “Relative distance activity” that are included
in the packet. Decide whether each team will construct their own planets and solar system or whether the
team is only responsible for building their own planet and placing it the proper distance from the sun. The
spacing on the system may require a hallway, long classroom or gym.
D.
Accommodations/modifications
Students requiring accommodations should be paired with a peer tutor for both the research and construction
activities. They may also be given a filled-in copy of the data table in order to aid in the construction phase of
the activity.
E.
Enrichment
Students requiring enrichment may be assigned as peer tutors. They may also be given additional research on
topics such as comets, meteors, etc.
II.
STUDENT PERFORMANCE
A.
Description
Students should complete or be given the information on the data table. Students should complete the relative
size and the relative distance activities.
B.
Accommodations/modifications
Student requiring accommodation should have a peer tutor for the activities.
C.
Enrichment
Students requiring enrichment should serve as peer tutors.
III.
ASSESSMENT OF ACTIVITIES
A.
Description
The data table and both activities can be graded.
B.
Rubrics/grading criteria
The data table can be graded on a percentage basis based on how many columns are to be completed. The
size and distance data should be graded based on how closely the students come to portraying the size and
distance from the sun of their planet (if only 1 planet is to be done by each group), or the sizes and distances
of all of their planets.
C.
Accommodations/modifications
Little to no accommodations should be needed since students requiring accommodations will be working
with peer tutors.
D.
Enrichment
Information for research (comets, meteors, etc.) should be graded on a percentage basis depending on teacher
assignment for each student.
E.
Sample discussion questions
1.
2.
3.
4.
5.
6.
7.
8.
IV.
List the planets, in order, from closest to farthest from the sun. Mercury, Venus, Earth, Mars, Jupiter,
Saturn, Uranus, Neptune, Pluto.
What is the Sun made of? Superhot gas (hydrogen and helium)
How many planets are made of rock? Name them. 4, Mercury, Venus, Earth, Mars
What are the outer planets made of? Frozen gases
How long does it take for the Earth to make one rotation? 24 hours
How long does it take for the Earth to make one revolution? 365.25 days
Which way does the Earth rotate? Counterclockwise
Which way does the Earth revolve? Counterclockwise
TAKS PREPARATION
A.
Transition to TAKS context
1. Which planet has a year with a length closest to the length of a year on Earth?
A Mercury
B Venus
C Mars
D Jupiter
B.
Sample TAKS questions
1. Which two planets are closest to Earth?
A Mercury and Saturn
B Mars and Jupiter
C Mercury and Venus
D Venus and Mars
2. Which of these best represents Mars?
F Q
G R
H S
J T
3. Sunspots appear to be darker than the rest of the sun’s surface because they are ____.
A partially hidden from view
B in the shadow of the sun’s corona
C cooler than the rest of the sun’s surface
D made of dark-colored minerals
4. Which of these would best model how the sun’s energy warms Earth?
F A pot of water boiling
G A heat lamp keeping food hot
H An oven baking bread
J A spoon getting hot when stirring soup
5. The surface of the sun is made of ____.
A gases
B solids
C liquids
D energy
V.
KEY VOCABULARY
solid
liquid
gas
sunspot
VI.
RESOURCES
A.
Textbook – None needed
B.
Supplementary materials/equipment
Master Data Table – Planet Info
Master Data Table – Planet Info Key
Relative Distance Activity
Relative Size Activity
C.
Technology
http://www.solarviews.com/eng/homepage.htm has basic facts as well as some animations of the planet
rotations
http://www.nineplanets.org/ good source for basic info and color pictures
http://www.solarspace.co.uk/ good source for basic info and color pictures
VII.
FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
Characteristics of the moon.
VIII.
TEACHER NOTES
Only suggestion is to try to schedule a day or two in a computer lab to get current data on the planets. With the
telescopes and space probes, much of the information in encyclopedias has changed.