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Stage 1: Desired Results
Teacher: Malynta Masby, Theresa Williams, Cheryl Jackson
Page 1
Grade: 6
Time Frame: 3 weeks
Theme: Solar System
Big Idea(s): (What are the transferable concepts, principals, and theories that should serve as the focal point?)
Theories are dynamic and change when new information challenges the premises of a particular theory; this is why the
heliocentric model replaced the geocentric model as an acceptable scientific model of the universe. Earth’s features
including air and water allow this planet to support life. Other planets compare and contrast to Earth and as a result do
not have the necessary conditions to support life. Gravity is vitally important to our solar system.
Established Goals (What relevant goals [e.g., content standards, course or program objectives, learning outcomes] will this
design address?):
S6E1: Students will explore current scientific views of the universe and how those views evolved.
a. Relate the nature of science to the progression of basic historical scientific models (geocentric, heliocentric) as they
describe our solar system.
c. Compare and contrast the planets in terms of size relative to the earth’s surface and atmospheric features, relative
distance from the sun, and ability to support life.
d. Explain the motion of objects in the day and night sky in terms of relative position.
e. Explain that gravity is the force that governs the motion in the solar system.
Enduring Understandings (What are the big ideas? What
specific understandings about them are desired? What
misunderstandings are predictable?):
Essential Question(s) {What provocative questions will foster
inquiry, understanding, and transfer of knowledge?}:
The students will understand that…:
 Observational evidence of retrograde motion of
planets and the phases of Venus caused the geocentric
model of the solar system to be replaced with the
heliocentric model.
 How does earth compare and contrast to other planets
within our solar system?
 How can planets be identified in the night sky while
looking at the same constellations over several nights?
 Gravity pulls objects towards the center of the Earth
and keeps planets in orbit around the sun in a nearly
circular orbit.
 How does the current model of the solar system
compare and contrast to previous models?
 Earth appears to be the only planet in our solar
system that supports life.
 Why was the geocentric model of the solar system
accepted for so many years despite evidence of the
contrary?
 The planets in our solar system differ in size,
composition, surface and atmospheric features, and
distance from the sun.
 What circumstances and scientific evidence led to the
acceptance of the heliocentric model of the solar
system?
 Planets can be identified by their movement along the
background of stars that appear stationary because
they are very distant from Earth.
 Do other planets in our solar system have the potential
to support life?
Knowledge (What key knowledge and skills will students acquire as a result of this unit? What should they eventually be able to
do as a result of such knowledge and skill?): The student will know that…:

Scientific theories change when new information and observational evidence is presented. The social, political, and cultural climate must support the
new information.

The geocentric model was accepted prior to the 1500s, but Copernicus first introduced the heliocentric model and Galileo later confirmed the validity
of the heliocentric model. The heliocentric model explains retrograde motion and the phases of Venus better than the geocentric model.

Seasons are caused by Earth’s tilt on its axes and the direct and indirect angles of radiation on different regions at different times of the year.

Gravity is a force that acts upon the center of the spherical earth and reaches indefinitely into space.
Skill (See above):
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The student will be able to…
Use models
Ask quality questions
Use technology
Records investigations clearly and accurately
Analyses data using calculations and inferences
Uses scientific tools
Interprets graphs, data, tables
Stage 2: Assessment Evidence
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Performance Tasks, Projects (Through what authentic performance tasks will students demonstrate the desired understandings?
By what criteria will performances of understanding be judged?)
Students will be required to make a planet passport where they imagine that they have visited each planet and provide
descriptions of each in order. A rubric will be used for grading and students will be graded for completion, creativity,
accuracy and presentation.
Students will create a planet advertisement. Students will choose any one of the eight planets to live on and try and persuade
people to come and live on the planet through the advertisement. Everything advertised must be factual. Students may include
the following in their advertisement: how close it is to the sun, how many moons it has, average high and low temperatures, if it
has rings, size, length of orbit, and unique characteristics. A rubric will be used for grading and students will be graded for
details, spelling and grammar, how colorful the advertisement is, creativity, effort, and presentation.
Students will make a mobile or model of the planets orbiting the sun. A rubric will be used for grading and students will
be graded for completion, creativity, accuracy, and presentation.
Quizzes, Tests, Academic Prompts (Through what other evidence {e.g., quizzes, tests, academic prompts, observations,
homework, journals} will students demonstrate achievement of the desired results?)
Students will take a diagnostic assessment at the beginning of the unit. Students will take a quiz midway through the unit.
Students will also have a summative assessment. Students will maintain interactive journals throughout the unit. Assigned
homework will include worksheets and students will be asked to record their observations of constellations and planets in
the sky. Clickers will be used during class to assess student learning as well. Students will also complete in class labs
including the planetary scale model activity.
Other Evidence (How will students reflect upon and self-assess their learning?)
Students will maintain interactive journals throughout the semester. Within their journal, there will be a section for
students to reflect upon their learning. They will also refer to previous assignments and make corrections as they gain more
knowledge throughout the unit. This gives students the opportunity to self-assess their learning.
Towards the beginning of the unit, students will create a video recording of their explanation of the reasons for the seasons
and will use manipulates (objects and a model) to demonstrate their idea. Prior to the completion of the unit, students will
watch their recording and rerecord with any modifications to their initial explanation.
Stage 3: Learning Plan
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It is only after we have determined what we want students to know, understand, and be able to do and how we want them to demonstrate that
knowledge, understanding, or skill that we design how we will help our students achieve the desired results.
What learning experiences and instruction will enable students to achieve the desired results?
Duration
GPS
Element(s)
S6E1
1 day
Learning Activities
Using any and all resources available, plan the daily lessons and activities for your guided reading groups, independent reading, writing,
phonics, spelling,, read-aloud, and literacy activities that help support the standards, enduring understandings and essential questions
Students will take a diagnostic assessment about the solar system. Afterward, students will
complete individual Know-Want to Know-Learned (KWL) charts about the solar system and
paste them into their interactive journal. A KWL will be completed as a class as well. The
chart will be revisited at the end of the unit at which time students will complete the Learned
column.
S6E1. a
The teacher will use a PowerPoint to present the heliocentric and geocentric models of the
solar system. Students will use a Venn Diagram to compare and contrast the heliocentric
model and the geocentric model of the solar system. The Venn Diagram will be placed in
students’ interactive journals.
1 day
S6E1.a
Students will research astronomers and scientists to find information about the time period
in which they lived; the social, political, and cultural context; their theories (heliocentric or
geocentric model); and interesting personal facts. Students will present their findings
through a Facebook profile page.
2 days
S6E1.a
1 day
Quiz
After the quiz students will formulate an explanation of the seasons and create video
recordings of their explanations.
1 day
S6E1. c
2 days
S6E1. c
Students will be taught the ordinal positions of the planets and students will use the
planetary simulation on the computers to explore the planets in the solar system using a
three-dimensional model. The planet mobile/ model project will be assigned.
A Prezi Presentation will be used to present interesting facts about the solar system, classify
the planets, and the terms astronomical units and light years will be defined. In groups,
students will create their own linear scale model of the distance and size of the planets and
will convert AU into inches. A video will be shown to reemphasize the distances between
planets. As a homework project, students will have the option of completing a planet
passport or advertisement.
Students will learn about the elliptical movement of the planets around the sun and will
discuss how Earth moves on its axis. Students will learn about the seasons and will use a
computer simulation to illustrate this concept. Students will revisit their video recording
about the seasons to make any adjustments.
2 days
S6E1.c
1 day
S6E1.d
Students will learn about constellations, how to identify planets against the stationary
backdrop of stars, and retrograde motion of planets. Students will use a telescope to make
observations, and as homework will record their observations of the sky.
1 day
S6E1.e
2 days
S6E1.c
A Prezi Presentation will be used to introduce a more complex understanding of gravity. In
pairs, students will complete a kinesthetic activity. Each student will jump and the distance
will be measured. Students will then perform calculations to determine how far they would
jump if they were on the moon which has 1/6 the gravity of earth. Students will also watch a
demonstration of the feather and book drop on the moon, and performed in class to
emphasize the fact they gravity acts equally upon all objects.
Students will present their planetary projects which will be displayed around the classroom.
1 day
S6E1
This will serve as a review session for the upcoming exam, students will also revisit their
KWL charts in their interactive notebook and will complete the Learned column.
1 day
S6E1
Summative Examination
Lesson Title: The Spaces in our System
Subject Area: Earth Science
th
Grade Level: 6 grade
Lesson Length: 60 minutes
Developed by: Theresa Williams, Cynthia Jackson and
Malynta Masby
THE TEACHING PROCESS
Lesson Overview
This lesson is designed to help students solve problems involving measurement and conversion of measurements
from a larger unit to a smaller unit using the solar system as a model.
Learning Targets:
Students will measure the relative distances of each of the planets from the sun.
Students will make a scale model showing these relative distances.
Georgia Learning Standards:
S6E1. Students will explore current scientific views of the universe and how those views evolved.
c. Compare and contrast the planets in terms of
 Size relative to the earth
 Surface and atmospheric features
 Relative distance from the sun
 Ability to support life
Alternative Conceptions (misconceptions)
The stars and the constellations are close together in space.
The gravitational attractions of the planets, either individually or as a group are so small because of the distances
between the planets that they cannot possibly have a significant destructive effect on one another.
List of Materials
Bulletin Board Paper
Meter Tape
Planet Pictures
Distance Table
Glue Sticks
Marking Pens
Solar System Prezi Presentation
INSTRUCTIONAL SEQUENCE
Phase One: Elicit Prior Knowledge
(Large group/ whole class):
Brainstorming Questions
List the planets in the order which they orbit the sun.
Explain how scientists’ measure distances in space.
What’s the teacher doing?
Asking students questions about planetary motion and
distance.
What are the students doing?
Phase Two: Engage Interest
(Large group/ whole class): Students will read Section 1 pgs. 644-647. Summarize the material.
What’s the teacher doing?
Instructing students to read the blog entry.
What are the students doing?
Reading the blog entry and discussing in their group
what they read.
Phase Three: Explore the Concept
Activity (small group):
Students, working in small groups of 3-4 will investigate the distances of planets to the sun by creating a scale
model.
What’s the teacher doing?
What are the student’s doing?
Give students instructions and show them how to
Viewing and reading the chart information (Planets to
create the model. Teacher will also model the
distance from Sun). Create the scale model using the
poster/chart report for groups and facilitate students supplies given. Referring to conversion chart to
in determining what type of information would be
accommodate for measurements.
important to include on the report.
Phase Four: Explain the Concept and Define the Terms
Astronomical Unit – the average distance between the Earth and the sun; approximately 150 million kilometers
(symbol, AU). 1AU=8.3 Light-Minutes
Light-Minute – Light travels about 300,000 km/s in space. For 1 minute = 18,000,000 km.
Inner/Terrestrial Planets vs. Outer/Gas Giants
What’s the teacher doing?
Asking questions and listening to students’
responses to asses their understanding of the key
terms.
What are the students doing?
Sharing their answers and drawing with the class.
Phase Five: Elaborate on the Concept
(Large group/ whole class discussion)
Show students a replica of the solar system in 3D.
What’s the teacher doing?
Facilitating class discussion.
What are the students doing?
Sharing ideas in small /large groups.
Goldilocks Problem:
Remember the equilibrium temperature of a planet is
linked to its distance from the Sun. See Attachment.
Phase Six: Evaluate students' Understanding of the Concept
Same Groups
Connected Learning Worksheet to be filled out by each group
What’s the teacher doing?
Monitoring the groups by walking around and assisting
with questions
What are the students doing?
Completing their observations
Phase Seven: (Completed near the end of the unit) Extend Students' Understanding of the Concept
Go over Connected Learning sheets.
Space Travel FYI
Solar System Lesson Study Analysis
Cheryl Faye Jackson
Malynta Masby
Theresa Williams
EDCI 6540 Principles of Instruction for Middle Childhood Education
Elizabeth Parker Ph.D., Instructor
Georgia State University
November 14, 2012
Solar System Lesson Study Analysis
This analysis of the lesson on the Solar System is based on a professional development process that teachers use to
examine their training to become more effective educators. Cheryl Faye Jackson, Malynta Masby, and Theresa Williams worked
collaboratively on a unit lesson on the solar system and while working the three of us drew up a detailed lesson plan, one of us taught
the lesson, and two of us observed the lesson as it was being taught. This examination concentrates on a critique of the lesson with the
goal being of becoming more effectual teachers. In order to provide focus and direction, our group selected the overarching objective
of demonstrating the distance between the planets are in our solar system, as well as the essential questions that we wanted to explore
such as, how does the force of gravity change throughout the solar system? How close is our planet to the sun? How many moons does
it have? What are the average high and low temperatures? Does it have rings? How big is our planet and what is the length of its orbit?
These essential questions served as the guide for our work on the solar system lesson.
After the lesson was taught, we came together as a group to discuss our observations of the lesson. These observations would
have provided the necessary analysis for revising and refining the lesson for teaching a second time, however, in this report we have
provided our analysis of what the revised lesson would have been as well as what the study of the lesson has taught us particularly
with respect to the essential questions for improving the lesson.
Student Data
We carefully studied how the students responded to the lesson including their learning and engagement. The data we collected
revealed that one student absolutely loved the Bill Nye video, however, felt the video was rife with inaccuracies due to its age; the
student thought that a better format would have been to demonstrate the traditional model that shows the planets all about the same
distance apart, then show the Bill Nye video. The lesson could have been followed by a discussion of planetary models and how they
are used in science to answer questions like, what are their drawbacks and what are there benefits? In addition, find out if students
could identify other models they have seen that might be wrong because it would be better used to identify assumptions and
misconceptions. Then, it would have been good to have students create a to-scale model of the universe out in the hall. First, give the
students a scale and the actual distances between plants. Next, they would have to convert the numbers and place the planets correctly
along the corridor. This activity would have made the students also think about the math. The transition between activities was good
but, when placing the model on the whiteboard it would have been better for the model teacher to put students into groups and have
multiple groups working the same time so that some students were not left sitting at their desks.
Two major points of disconnection for another student were the fact that in the video Pluto was presented as a planet and the
video used the metric system to represent the distances, scale, and size. The student felt that since the video did not mention the
comparative use of scale of AU (astronomical units) to meters or light years, the model teacher should not have included it in the
lesson. Also, instead of having one volunteer at a time it would have been more engaging to assign the planets into groups of students
and give them the conceptual format to convert AU into inches on the board. More questions could have been asked to engage the
students and get them to really think to justify their answers. Some great key questions could have been asked using the information
on the worksheets that were handed out about the distances between the planets but not enough time was spent for the class to
thoroughly work on them. On the other hand, asking for student input for the scale model on the board was good and the classroom
management was great in that the students remained attentive.
Finally, one student was in awe of our representation of perspective; that our group did a great job putting relativity of distance
and space into a perspective that could be comprehended. The student felt also that the relativity of size between the planets and the
sun could have been emphasized in a separate segment to give a comprehensive perspective on volume of space and distance; and the
presentation was well done and well executed.
Lesson Revision
Based on our analysis of the collected data, the revised lesson would include a more accurate calculation for measuring the
distances of the planets to each other and distance from the sun. In the revised lesson plan the distances would be marked off on
butcher paper in advance of asking students to paste the planets. In the new lesson, the model teacher would periodically interject
during the Bill Nye video presentation to illustrate the distances in miles because students understand miles more than meters.
Additionally, in the improved lesson the model teacher would ask students about what has changed about the planets since the
video was made, referring to the fact that Pluto is no longer a planet. The model teacher also would involve students in the
presentation by asking questions about the AU chart. The revised lesson still would not separate the class into smaller groups to scale
the model of the solar system because there was not a previous lesson to activate prior knowledge or learn new content on how to
convert centimeters to inches. Instead, the model teacher would convert the measurements into non-metric units and have students
come to the board to affix the planets to the display and those students who were not volunteering would work on a paste planets
activity at their desk.
Finally, other revisions would include having the model teacher pass around a space travel “passport” artifact; say "you"
instead of students when sharing objectives; use gender-neutral terms such as being operated by an astronaut or vacant instead of
"manning the space shuttle"; use other strategies to get students to reconvene such as "clap your hands twice if you can hear my
voice;" ask students to raise their hands before answering questions so that all can be heard.
Conclusion
Students’ learning was assessed by answers received from the connected learning worksheets, which were discussed aloud.
Although the volunteers were mostly male, the students were eager to glue the planet cut outs to the imaginary universe paper.
Students also attempted to calculate the distances between the planets and distances away from the sun. The model teacher had good
timing and kept the presentation within 30 minutes. She was very knowledgeable about the content and presented interesting facts
including the example of "putting Saturn in a cup of water". The model teacher’s use of visuals, especially the Prezi presentation, was
engaging. Furthermore, the model teacher’s incorporation of technology into the lesson with the use of the Bill Nye video brought in
humor, which contributed to the lesson’s success.