Download KilieScience6Elesson - ScienceMethodsSpring2012P60

Name: Kristina Sims, Allison Carr, and Kilie Pennington
LESSON PLAN
Name: Kristina Sims, Allison Carr, and Kilie Pennington Date: February 29, 2012
Subject: Science
Grade Level: 5th
Length of Lesson: 90 minutes
Unit Title: The Universe
# of Lessons in Unit: 4
Lesson Plan Title: The Solar System (Overview of concepts learned from 3rd grade)
Content Standard: Standard 6-Universe
Materials & Resources:
Pencil
Paper
Solar System Cutouts
Wooden dowel
Tape
String
Power point of planets
Table of planet characteristics worksheet
Planets fill-in-the-blank worksheet
Solar system model manipulatives (includes: big pompon, small pompon, jewel, button, penny, bead,
bouncy ball, black bean, lentil, quarter)
Friendly Talk probe
Unit Goal(s):
GLE 0507.6.1 Compare planets based on their known characteristics.
Learning Objectives:
The learner will
 Identify components of the solar system(i.e. sun, moon, and planets)
 Create a model of the solar system.
Checks for understanding:
 0507.6.1 Develop a chart that communicates the major characteristics of each planet.
State Performance Indicators: Distinguish among the planets according to their known characteristics
such as appearance, composition, and apparent motion.
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Name: Kristina Sims, Allison Carr, and Kilie Pennington
Enduring Understandings:
 CONCEPT(S):
Solar system- consists of the Sun and the astronomical objects gravitationally bound in orbit around
it, all of which formed from the collapse of a giant molecular cloud approximately 4.6 billion years
ago.
asteroid belt- the region of the Solar System located roughly between the orbits of the planets Mars
and Jupiter. It is occupied by numerous irregularly shaped bodies called asteroids or minor planets.
sun- the star at the center of the Solar System. It is almost perfectly spherical and consists of hot
plasma interwoven with magnetic fields.
Earth’s moon-The Moon is the only natural satellite of the Earth. It is the brightest object in the sky
after the Sun, although its surface is actually very dark, with a similar reflectance to coal.
Inner Planets- The inner planets are Mercury, Venus, Earth, and Mars. They are separated from the
outer planets by the asteroid belt.
Outer Planets- The outer planets are Jupiter, Saturn, Uranus, and Neptune.
Mercury-the innermost and smallest planet in the Solar System, orbits the Sun once every 87.969
Earth days.
Venus- the second planet from the Sun, orbiting it every 224.7 Earth days.
Earth- the third planet from the Sun, and the densest and fifth-largest of the eight planets in the Solar
System. It is also the largest of the Solar System's four terrestrial planets.
Mars- the fourth planet from the Sun in the Solar System. It is often described as the "Red Planet" as
the iron oxide prevalent on its surface gives it a reddish appearance.
Jupiter- the fifth planet from the Sun and the largest planet within the Solar System. It is a gas giant
with mass one-thousandth that of the Sun but is two and a half times the mass of all the other planets
in our Solar System combined.
Saturn- the sixth planet from the Sun and the second largest planet in the Solar System, after Jupiter.
Uranus- the seventh planet from the Sun. It has the third-largest planetary radius and fourth-largest
planetary mass in the Solar System.
Neptune- the eighth and farthest planet from the Sun in the Solar System.
(Pluto)- the second-most-massive known dwarf planet in the Solar System. Originally classified as
the ninth planet from the Sun, Pluto was recategorized as a dwarf planet and plutoid due to the
discovery that it is one of several large bodies within the newly charted Kuiper belt.

ESSENTIAL QUESTIONS:
o Knowledge: What is the Solar System?
o Comprehension: Describe the make-up of the eight different planets?
o Application: Can you classify the eight planets into different categories? (Rocky planets,
gas planets, inner planets, outer planets)
o Analysis: How would you make a mobile showing the order of the planets in our Solar
System?
o Evaluation: Discuss with your table the order of planets from the Sun and by size.
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Name: Kristina Sims, Allison Carr, and Kilie Pennington
Interdisciplinary Connections:
Math: Students can explore, study and describe certain properties of spheres. The teacher will connect
spheres to the planets.
GLE 0306.4.1 Describe, compare, and analyze properties of polygons.
SPI 0306.4.1 Recognize polygons and be able to identify examples based on geometric definitions.
Social Studies: Students can participate in a grand discussion about the planets. After, the students will
hold an election to select a student to go to one of the planets. Each student will select a planet and write a
report on the reasons why they would want to visit that planet. Students who want to be in the election,
will debate with other students why they want to go to that planet and why the rest of the people in their
class should vote for him/her.
Learning Expectation 4.03 Understand the rights, responsibilities, and privileges of citizens living in a
democratic republic.
3.4.tpi.7. Participate in an election or mock election within the classroom.
Language Arts: Students can write a story about a fictional visit to a planet that was not discovered yet.
Students would describe the land, creatures, and basically their experience when they discovered this
planet. Students would orally present their stories and the teacher would emphasize/ask questions
concerning setting, characters, and plot of each student’s story.
GLE 0301.8.3 Learn basic characteristics of literary genres.
SPI 0301.8.2 Identify setting, characters, and plot in a reading selection.
INTRODUCTION or Anticipatory Set
Time: 5 minutes-8 minutes
Ask a student, who is wearing yellow, to stand in the middle of the classroom. Ask for 8 more friends to
come to the front. Put one student in a circular path around the friend in yellow. Every few seconds ask a
new student to add a new circular path around the student in yellow. Prompt students for suggestions
why we are doing this.
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Name: Kristina Sims, Allison Carr, and Kilie Pennington
Activities
Time:45 minutes
Explore I: 5 minutes
• Have each group get a bag full of objects and have the students arrange them in the order they believe
the planets belong (including Earth’s moon), using tape to secure on paper given. Have students
recognize that each object corresponds to a planet as follows. (Sun=Lid, Mercury=Lentil, Venus=Bean,
Earth=Bead, Earth’s Moon=Jewel, Mars=Button, Jupiter=Big Pompom, Saturn=Bouncy Ball,
Uranus=Little Pompom, Neptune=Penny)
Explain I: 25 minutes
 Each group nominates a spokesperson to bring model up to the ELMO and describe the order that
they chose and why?
 After students have shared their models, the teacher will share the correct model and explain the
order of the planets and each planet’s characteristics using the solar system PowerPoint.
 While teacher is going through the PowerPoint on the solar system, students will fill out a table
that includes characteristics of each planet and their order from the sun.
FACT #35: Missed Conceptions: We will use this FACT to discuss the common misconception that
the Moon gives off its own light. (5 minutes)
Extend I: 5 minutes
 Each group of students will construct a mobile using the planet cutouts. (Informal Assessment)
 The group will access knowledge from the hand-outs and PowerPoint.
Explain II: 5 minutes
 The teacher will go over the order of the planets and make sure all groups got the order correct.
 If groups need to make changes to their mobile they can.
 Once the teacher has gone over the mobile, explain to students that their mobile will be displayed
in the room for the remainder of the unit. (Surprise them the next day by putting their mobile
above their group)
Extend II
FACT #21: Friendly Talk Probes- This fact promotes critical thinking skills and emphasizes student
opinion, response, and explanation. Students are presented with a scenario in which friends, family
members, or familiar adults present two sides to an argument and the students are to decide which they
agree with and explain why. The probe consists of a scenario between your brother and sister about
whether or not the Sun is a star. Students will choose who they agree with and explain why. (5 minutes)
Practice/Assessment
Time:5 minutes
We will go over the table of the characteristics of each planet to give extra practice on the order of the
planets and as a form of pre-assessment.
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Name: Kristina Sims, Allison Carr, and Kilie Pennington
CLOSURE Time: 10 minutes
FACT #22: Give me five: We will give the students five prompts for the students to make quick
reflections on and have five different students share their responses to these prompts.
• What was the most significant learning you had during today’s lesson?
• How “in the zone” do you feel right now as far as understanding the solar system is concerned?
• How did today’s lesson help you better understand the solar system and planets?
• What was the high point of this lesson’s activities on the solar system?
• How well do you think today’s science discussion worked in improving our understanding of the
differences in the planets in our solar system?
Evaluation:
Informal: (7 minutes) We will play an I am…Who has game with the planets in the solar system. This
will help determine who understands the differences in the planets and who still needs a bit more practice.
Formal: (5 minutes) We will hand out a fill-in-the-blank worksheet with the order of the planets, the
students will fill it out and hand it in to be graded.
Alternative and/or Supplemental Activities/Extensions: To help the students understand the planets in a
different way that may grab more students’ attention. We will use a few games that we have found online
as virtual tools to help guide students.
http://www.kidsastronomy.com/fun/make-a-solar-system.htm -helps students put the planets in order.
http://spaceplace.nasa.gov/switch-a-roo/en/ -helps students distinguish characteristics of each planet.
http://spaceplace.nasa.gov/voyager-to-planets/en -gives students an in-depth look at the solar system.
Differentiation – Accommodations for Individual Learners: Have slides and all other materials printed out
and enlarged for visually impaired students. For students that have difficulty hearing, the teacher will
print out instructions and have the students sit closer to the front of the class. For students with ADHD,
the teacher will keep each activity focused in and leave no time to get off task.
References:
http://www.kidsastronomy.com/fun/make-a-solar-system.htm
http://spaceplace.nasa.gov/switch-a-roo/en/
http://spaceplace.nasa.gov/voyager-to-planets/en
http://www.k6edu.com/3rdgrade/index.html
http://www.totally3rdgrade.com/lesson_plan_eight_planets.html
http://amazing-space.stsci.edu/resources/explorations/trading/trading-inter-details.html
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Name: Kristina Sims, Allison Carr, and Kilie Pennington
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