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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. 1 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. 2 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. 3 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. 4 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 5 Name: Kristina Sims, Allison Carr, and Kilie Pennington 6