Download VOCABULARY: terrestrial, jovian, greenhouse effect, lobate scarps

WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Kowinsky Date 3 25 2013 Length of Lesson 15 daysContent Area Astronomy
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STAGE I – DESIRED RESULTS
LESSON TOPIC:Inner Planets
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
Stars have life cycle
ESSential Questions.- Where did all the material on earth come from?
S11.A.1.3.2, S11.A.3.1.1, S11.A.3.3.3, S11.D.1.2.1, S11.D.3.1.1, S11.D.3.1.3
UNDERSTANDING GOALS (CONCEPTS): Groups of
stars that move in unison in the night sky form
constellations.
Direct and remote sensing provide evidence that billions of
stars cluster into galaxies
Direct and remote sensing provide evidence that the universe
contains billions of galaxies
Students will understand:
s
ESSENTIAL QUESTIONS: Compare and Contrast Gas
Giants to Terrestrial Planets
Differentiate between Terrestrial Planets
VOCABULARY: terrestrial, jovian, greenhouse effect, lobate
scarps, ozone, magnetic field, hematite, moon,
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
S
General Properties:
Differentiate terrestrial planets from jovian planets.
Compare the sizes of the 4 terrestrial planets with each
other.
Discuss the greenhouse/icehouse effects on Venus,
Earth, and Mars. Identify what happened to each of
the planets, and where their CO2 currently is.
Identify planetary features and by looking at images.
Mercury:
List general features of mercury – Lobate scarps,
many craters, large iron core, smallest terrestrial
planet, virtually no atmosphere, etc..
Define Lobate Scarps, tell how they occurred
Venus:
List general features of venus – Hottest planet due to
runaway greenhouse effect, similar in size to earth, no
plate tectonics, atmosphere composition, etc…
What happened to the water that was originally on
Venus?
Earth:
List and explain the 3 criteria that make Earth unique:
Liquid water, Stable greenhouse effect, ozone layer.
Know that the Earth has the largest magnetic field of
the terrestrial planets and is therefore geologically
active.
Discuss Earth’s atmosphere composition.
Mars:
List general features of Mars – ½ size of earth, frozen
CO2 icecaps, oxidized iron, northern lowlands,
southern highlands, largest volcano, largest canyon,
dust storms, atmosphere composition, etc…
Discuss the evidence for liquid water in Mars’ past,
including exploration rover evidence, and Mars global
Surveyor evidence from orbit.
Define Hematite and sedimentary rock.
Understand where most of Mars’ water is now.
Moons:
Discuss the theories behind the formation of the
Earth’s moon. List the pro’s and con’s of each theory.
Discuss the Giant impact theory and how it applies to
other planets in our solar system.
Know that mars has two captured asteroids as moons,
phobos and deimos.
Students will be able to:
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:Classwork
Homework
Tests/Quizzes
Labs
Warm-ups/Exit Slips
Formative assessments
OTHER EVIDENCE:
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
(Active Engagement, Explicit
Instruction, Metacognition, Modeling,
Scaffolding)
Presentation, discussion, pre-lab,
laboratory experiments, actvities
MINI LESSON:
Inner Planets Comparison
Activity
Inner Planets Project
MATERIALS AND
RESOURCES:
Overhead/Board/Promethean
board
Lab material/equipment
Travlers Guide To Planets Merc and Venus Video
Roving Mars Video
Worksheets 1-4
Scale Activity Worksheet
Terrestrial planet Quiz
INTERVENTIONS:
ASSIGNMENTS:
Preferential seating
Cooperative work
Guided notes
Modified tests
Classwork
Homework
Tests/Quizzes
Labs
Warm-ups/Exit Slips
Formative assessments