Download FCAT 2.0 Content Limits - Wonders of Science and Math

Grade 5 – How are the inner and outer plants in our Solar System alike and different?
Teacher Note: You will need to complete the portions of this document highlighted in yellow in order to create an effective
lesson using the 5 E’s instructional model.
Teacher:
Grade: 5
Dates:
NGSSS Benchmarks for this lesson
SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets.
Moderate
SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.
Moderate
Essential Question
How are the inner and outer planets in our Solar System alike and different?
NOTE
ALL 5 E’s WILL NOT BE DONE IN ONE DAY.
Engage
Date:
Explore 1
Date:
Engage students by having them draw and label a diagram (2dimensional model) of the planets in our Solar System. Do NOT discuss
or correct student thinking shown in the diagrams. Students will revise
their diagrams at the end of the lesson.
Assess: How will you check
students’ background knowledge and misconceptions for
the unit of study?
Teacher Note: Background and teacher preparation information is found
at the end of this document. You will need to create a 2-dimensional
model of the Sun for students to use for comparison during Explore 1.
Assess: How will you
determine who demonstrates
the skills needed during the
investigation? How will you
know who is beginning to
understand the concept(s)?
Procedures
Students made 2-dimensional models during the engage.
Now students will build two separate 3-dimensional models to
help understand the sizes of the planets and distances from
the Sun.
1. Give each group the following materials: a different color of clay to
represent each of the inner planets (Mercury, Venus, Earth, and Mars),
a toothpick, a ruler, and sticky note.
Teacher Note: Think carefully about how you will group students.
o
If you make 4 groups, each group will be able to make a model
of one inner planet and one outer planet.
o If you make 8 groups, each group will make one planet model.
However, because the inner planets are so much smaller, it will
take students less time to make those clay models than it will to
make larger paper models of the outer planets.
2. Instruct student groups to make a model of their assigned planet using
clay with the diameter listed in the chart above. If possible, put each
planet model on the end of a toothpick so it doesn't get lost. Wrap a
piece of the sticky note around the toothpick with the name of the
planet.
3. Groups will also make a model of one of the outer planets (Jupiter,
Saturn, Uranus, Neptune) using recycled paper and tape.
Teacher Note: Encourage students to do their best. The main objective is
to get a sense of the relative sizes in this model. It does not have to be
perfect.
4. When groups have finished making their planet models, call up a
representative from the Earth group and have them compare their
model of Earth to your 2-dimenional model of the Sun. Repeat this
process with the rest of the planets.
5. When all the planets are represented, have the whole class look at the
model.
6. See Probing Questions in Explain 1.
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7. Take this opportunity to discuss the value of models in science.
Teacher Note: Sometimes scientists use models to study very particular
things about a complex system, but models can also be used to build a
basic understanding of a system, to narrow one's focus, to eliminate
possibilities, to gain a more intuitive understanding of a system, and to
figure out what questions to ask about a complex system or problem. In
this case, looking at a model of the solar system like this allows us to get
a better sense of its size. This may enable us to come up with valuable
questions about the solar system or the planets in it. These questions can
also be used for "Exploration and Discovery" — to make observations, get
inspiration, and determine what questions to ask.
8. Have students use a graphic organizer (Venn diagram, content frame,
T-chart, etc.) to compare the inner and outer planets based on size
and any other information they know so far.
Explain 1
Date:
Have students explain:
 what they noticed about the planet models.
 how many planets are in our solar system. Eight, Pluto is
considered a dwarf planet. In 2006, astronomers at the
International Astronomical Union in Prague voted Pluto a dwarf
planet so officially there are eight planets in our solar system.
 what they notice about the size of the planets in the model.
 which planet models are similar in size.
 how our model planets and model Sun compare to the real planets
and real Sun.
 what we can learn from our model.
Teacher Note: For Explore 2, we are using a different model of the
planets in order to have the size of the planets and the distance between
them on the same scale. If you used the planet models built in Explore 1,
the distance between them would be much greater. If the diameter of the
planet model was 0.5 cm then the distance to the Sun would have been
60 meters. This may be an unmanageable distance to measure at some
schools. The model for Explore 2 uses millimeters for the planet
diameters and meters for the distances between planet models and the
Sun model. You will need to work in the hallway or on the playground to
measure the distances between the planets and the Sun.
A way to explain the idea of matching the scale of models would be to
compare a remote control car with a Matchbox® car or to compare a
Barbie with a Polly Pocket. Could the remote control car be used on the
track for a Matchbox® car? Would a Barbie doll fit in the house for a Polly
Pocket doll? Would a Polly Pocket doll be able to wear the clothes
designed for a Barbie doll?
Assess: How will you
determine who understood the
concept(s) and who did not?
This is necessary to determine
who receives enrichment or
remediation during the Extend.
Assess: How will you
determine who demonstrates
the skills needed during the
investigation? How will you
know who is beginning to
understand the concept(s)?
Explore 2
Date:
Procedures
Tell the students you are
using planet models with
different diameters so that we
can see a model of the solar
system created to scale. We
have changed the planets’
diameters from centimeters to
millimeters to make it easier to find the distance to each planet from the
Sun. Ask students to compare the new planet models to those made in
Explore 1. (This is a good opportunity to make connections to
mathematics concepts such as comparative size of units of measure and
place value.)
1. Divide your students into groups. Give each group a planet strip from
the Explore 2 Model Planets sheet (found below) and a meter stick
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or tape measure.
2. Mark the spot for the Sun and have a student stand there. Have the
students measure out the distance between their planet model and the
Sun in a large area like the playground.
3. One group representative will stand where the planet should be and
hold up the planet so that everyone can get a good look at the model
and distance between the objects.
4. Students observe the distance between the planets. Have students
take turns being the planet and making observations.
You can add in that if we included the next closest star to our solar
system, Alpha Centauri, it would be 8,000,000 meters away! We would
have to drive from Jacksonville, Florida past Anchorage, Alaska to add
Alpha Centauri to our model.
Teacher Note: Emphasize that the distances in the solar system are
really very large, so large that the distances are not measured in miles or
kilometers but in a special astronomical unit.
5. Return to the classroom. Have students look at their 2-dimensional
models from the engage. Ask students again what they have learned
from the model in Explore 2. Hopefully they will have a better idea of
the relative size of objects in our solar system and the distances
between them.
6. See Probing Questions in Explain 2.
7. Take this opportunity to discuss the value of scale models in science.
Teacher Note: Sometimes scientists construct scale models to:
 study particular aspects of a complex system
 build a basic understanding of a system
 narrow one's focus and/or eliminate possibilities
 gain a more intuitive and conceptual understanding of a system
 figure out what questions to ask about a complex system or problem
 help visualize systems that are too large or too small to see
Explain 2
Date:
Extend
Date:
Evaluate
Have students explain:
 what they noticed about the distances between the planets in this
model.
 which planets are the inner planets. Mercury, Venus, Earth, and
Mars
 which planets are the outer planets. Jupiter, Saturn, Uranus, and
Neptune
 how the inner planets different from the outer planets. The inner
planets are closest to the Sun and smaller than the outer planets.
The outer planets are larger than the inner planets.
 what they noticed about how far the planets are from one another.
Mercury, Venus, Earth, and Mars are much closer to each other
than Jupiter, Saturn, Uranus, and Neptune. The outer planets are
farther from each other than the inner planets are.
 what a year is. A year on a planet is the amount of time it takes the
planet to orbit [revolve around] the Sun once.
 why they think the planets have years of different lengths. The
farther away a planet is from the Sun, the longer it takes it to
complete one orbit [revolution] around the Sun.
 what is in the space between Mars and Jupiter. Answers will vary.
Students will research the asteroid belt in Week 05.
 how a planet’s distance from the Sun might affect the time it takes
to make one orbit (revolution).
 why it might be difficult for scientists to study the “gas” planets.
 why it might be difficult for scientists to study the “inner” planets.
How will you differentiate instruction based on previous informal
assessments of the Explore and Explain?
 For enrichment allow students to work on Performance Task or
activities that extend the concepts.
For remediation design a new way to teach the benchmark that
addresses student misunderstandings and misconceptions identified
through the informal assessment in the Explain.
Assess: How will you
determine who understood the
concept(s) and who did not?
This is necessary to determine
who receives enrichment or
remediation during the Extend.
Assess: How will students
demonstrate that they have
now met the benchmark? How
will students demonstrate that
they have a deeper
understanding of the concepts
and skills?
The summative evaluation determines how well each student has understood the concepts taught in the
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Date:
lesson. It might be a short quiz based on the lesson or a writing response to the essential question or
another appropriate prompt. The performance task and Learning Schedule Assessment evaluate learning
for the unit.
Supplies and
Technology Needed
Explore 1 – Materials per group: 1 stick of clay, recycled chart paper or newspaper, ruler, a toothpick, 1
sticky note, scissors, pencil
Teacher-made model of the Sun needed for the class
Explore 2 – Materials per group: Model Planets sheet strips taped to index cards, meter sticks (or tape
measures), and space to measure large distances (playground, field, basketball court)
Vocabulary
inner planets, outer planets, characteristics, model, 2-dimensional model, 3-dimensional model, compare,
contrast, properties, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Sun, orbit, revolve,
revolution, gas giants, scale
Identify the vocabulary strategy to be used.
Define content vocabulary after the Explore using appropriate strategies; remember “ABC – CBV” (Activity
Before Concept – Concept Before Vocabulary).
Homework
Should be embedded to reinforce concepts and skills. May include discussions at home about science
learned in school that day.
Resources (A/V,
List resources that need to be available.
websites, books, etc.)
Special Instructions
Cite safety issues and/or lab materials management tips.
Additional
Differentiated
Instruction
ESOL: Include appropriate strategies
Inclusion: Include appropriate strategies
Higher Order
Questions
Questions should be scaffolded to lead students to the depth of knowledge required by the benchmark.
What higher order questions will be asked to challenge thinking and deepen understanding? It is
recommended that you write a few of these questions here as you plan.
Reflections on this
lesson
What do I need to clarify with my students during the next class session?
How will I modify this lesson the next time I teach it?
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Content Benchmark
SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of inner
and outer planets. Moderate
FCAT 2.0 Benchmark Clarifications
Students will distinguish among objects in our solar system based on their relative positions and/or their
characteristics.
Students will identify common characteristics of all planets.
Students will compare and/or contrast the common characteristics of inner and outer planet groups.
FCAT 2.0 Content Limits
Items assessing inner and outer planet groups are limited to: surface composition (whether they are mostly solid or
gas), presence of an atmosphere, size, relative position to the sun, presence of moons or rings, relative temperature,
and relative length of year.
FCAT 2.0 Students’ Prior Knowledge
This benchmark is foundational. These concepts have not been introduced in the NGSSS prior to this grade band.
Teacher Background Information
Windows to the Universe: Solar System available at
http://www.windows2universe.org/our_solar_system/solar_system.html (This website has tabs at the top for
Beginner, Intermediate, and Advanced reading levels. It is also available in Spanish.)
Teacher Preparation for Explore 1:

Read through and practice the investigation before using it with students in order to
familiarize yourself with it and anticipate questions students may ask during the
investigation.

Gather the materials for the class and identify the groups of students working
together.
141.7cm

Using chart paper, make a 2-dimensional representation of the Sun with a diameter
of 141.7 cm and set it aside. Pieces of chart paper taped together are big enough to
do this; you will need 5 – 6 sheets.
Teacher Preparation for Explore 2:
Print the Explore 2 Model Planets sheet. Cut out the strip for each planet model and tape it to an index card.
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Explore 2 Model Planets sheet
Planet Name Distance from Sun Planet Model
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Mercury
6m
Venus
11 m
Earth
15 m
Mars
23 m
Jupiter
78 m
Saturn
143 m
Uranus
287 m
Neptune
450 m
.
°
°
.
6
Sun
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