Download UNIT LESSON PLAN

UNIT LESSON PLAN
“THE SOLAR SYSTEM”
Tania Piehowski
Teaching Secondary Science
EdSe 4255
B. Munson
10/24/2005
1
2
INDEX
Curriculum Basis and Unifying Concepts…………………………………pg. 2
Unit Learner Outcomes………………………………………………………pg. 2-3
Scope and Sequence…………………………………………………………..pg. 4
Main Concepts………………………………………………………………...pg. 5
Main Concepts in Concept Map Format…………………………………...pg. 6
Unit Preparations……………………………………………………………..pg. 7
Unit Planning………………………………………………………………….pg. 8
Day One (Intro to the Solar System)……………………………………pg. 9
Day Two (The Sun)……………………………………………………….pg. 10
Day Three (Video—“Magic School Bus Gets Lost in Space”)………...pg. 11
Day Four (The Terrestrial Planets)……………………………………...pg. 12-13
Day Five (The Jovian Planets)…………………………………………...pg. 14-16
Day Six (Jigsaw Reading)………………………………………………...pg. 17
Jigsaw Reading (Research Reading: Terrestrial and Jovian Planets)...pg. 18
Day Seven (Quiz and Intro to Planet Report)………………………….pg. 19
Solar System Quiz……………………………………………………..pg. 20
Planet Project Information…………………………………………...pg. 21
Planet Rubric…………………………………………………………..pg. 22
Day Eight and Nine (Planet Research in Media Center)……………...pg. 23
Day Ten (Satellites)………………………………………………………..pg. 24
Day Eleven (Video—“Magic School Bus: Out of this World)………...pg. 25
Day Twelve (Planet Jigsaw)……………………………………………...pg. 26
Day Thirteen (Movie)…………………………………………………….pg. 27
Day Fourteen (Review for Exam)………………………………………pg. 28
Day Fifteen (Exam)……………………………………………………….pg. 29
Reflections on the Planning of Lessons………………………………...pg. 30
Special Student Considerations……………………………………………..pg. 31-32
Assessments…………………………………………………………………...pg. 33
Grade Weights/Diagnostic Assessments………………………………pg. 34
Formative Assessments………………………………………………….pg. 35-38
Summative Assessments…………………………………………………pg. 39-43
Safety………………………………….………………………………………..pg. 44
Classroom Management……………………………………………………..pg. 45-46
Teaching Resources…………………………………………………………..pg. 47
Self-Evaluation………………………………………………………………...pg. 48
1
8TH GRADE EARTH SCIENCE
Curriculum basis:
This unit introduces the solar system. It covers the history, characteristics,
and interactions of the objects in our solar system. It also uses videos and
diagrams to enhance student understanding of the objects in our solar
system. This unit will cover information solar system history, planet
characteristics, the sun, inner and outer planets, the moon, and space
rocks. . The Earth, Moon, Sun and the interactions that occur between
them will follow this unit.
Unifying Concepts:
Evidence, models, and explanation
Systems, order and organization
UNIT LEARNER OUTCOMES
Learner Outcomes
National Standards:
Earth Science
State Standard
Unifying Concepts
Students will
recognize seven
main objects in the
solar system
Earth in the Solar
System
The student will
compare objects in the
solar system and
explain their
interactions with the
Earth
Evidence, models,
and explanation.
Students will
understand the
history behind the
models of our solar
system
Students will be
History of Science
Evidence, models,
and explanations.
Earth in the Solar
The student will
2
Evidence, models,
able to identify
important
characteristics of
our sun
System
Students will be
able to identify
important
characteristics of
our inner and outer
planets and be able
to compare and
contrast them
Earth in the Solar
System
Students will be
able to identify the
number of satellites
in our solar system
and describe the
main ones
Students will
complete a research
project on one of the
nine planets and be
able to share their
information with the
instructor in a report
and with their peers
through jigsaw
discussion
Students will be
able to explain the
differences between
the three space
rocks in our solar
system and describe
certain
characteristics they
posess
Earth in the Solar
System
Students will be
able to recognize
the main gases in
our solar system
Earth in the Solar
System
recognize that the sun
is the principal energy
source for the solar
system and that this
energy is transferred
in the form of
radiation
The student will
compare and contrast
the planets, taking
into account their
composition, mass
and distance from the
sun and recognize the
conditions that have
allowed life to
flourish on Earth.
The student will
compare objects in the
solar system and
explain their
interactions with the
Earth
and explanation.
Evidence, models,
and explanation.
Systems, order, and
organization.
Evidence, models,
and explanation.
Earth in the Solar
System
Science and
Technology in
Society
Earth in the Solar
System
The student will
compare objects in the
solar system and
explain their
interactions with the
Earth
Evidence, models,
and explanation.
Evidence, models,
and explanation.
3
SCOPE AND SEQUENCE
This three week unit follows a unit on galaxies and discusses
the solar system and its importance in our understanding of planets
and their characteristics and relationships with Earth. It is important
that students understand our solar system so that they realize that
our planet is valuable and needs to be taken care of so that life can
remain untouched.
My idea with this unit was to start with what students may
already know and expand from there. I began with the history of our
solar system and branched out to the sun, the planets, planet
characteristics, and finally to satellites and space rocks. I offered
inquiry based learning by asking the students to explore a planet for
themselves and further to educate their peers on their planet. I also
asked students to complete a variety of assessments to make sure
they fully understood the nature of this unit. In the end, I believe
that the students will get a good understanding of our solar system
and will be prepared for an upcoming unit on the Sun, Earth, and our
Moon through the knowledge gained in this unit.
4
MAJOR CONCEPTS
Solar system
Seven objects in solar system
Ptolemy’s Earth centered solar system
Copernicus’ sun centered solar system
Galileo’s telescope
Fusion
Radiation
Sun layers
Planet
Terrestrial planet
Jovian planet
Rotation
Revolution
Orbit
Mass
Temperature
Composition
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Asteroid
Meteoroid
Comet
5
Satellite
Major satellites in our solar system
6
Solar System
Copernicus’
Sun
Centered SS
History
Ptolemy’s Earth
Centered SS
Radiation
Seven objects in the
solar system
7. Gas and
Dust
1. Sun
5. Comets
Fusion
Mars:
Phobos and
Diemos
3. Satellites
Space Rocks
Sun Layers
4. Asteroids
Pluto: Charon
Earth’s
Moon:
Luna
Terrestrial
Planets
Asteroid Belt
Galilean Moons:
Io, Europa,
Ganymede, Callisto
Pluto
2. Planets
Mass
Uranus
Saturn
Mercury
Venus
Jupiter
Jovian Planets
Planet
characteristics
Earth
6. Meteoroids
Mars
Rotation
Composition
Revolution
Orbit
Temperature
7
Neptune
UNIT PREPARATIONS
Two weeks before the unit, gather/reserve the following materials:





Reserve the media center for days 8 and 9 in the unit
Reserve projector for days 1, 2, 4, 5,10, 11 of the unit
Make copies of the unit outcomes for the first day of the unit
Make copies of follow along sheets for the video on the planets
Make copies of follow along sheets for the PowerPoint presentation on the
planets
No other materials are needed except student’s personal materials (i.e., notebook,
writing utensil, etc.)
8
UNIT
PLANNING
9
DAY ONE
Objectives:
 Students will define the word of the day as it correlates to the lesson
 Students will investigate the solar system and will be able to identify
which seven objects make up our solar system
 Students will be able to contrast both Ptolemy’s Earth centered model and
Copernicus’ sun centered model of our solar system and be able to
recognize which theory we follow today
Materials




PowerPoint presentation
Notebook
Writing utensil
Textbook
Procedure:
1. Upon entering the room, students will define the word of the day: solar
system. Class will discuss the word and how it relates to today’s lesson
(5 minutes)
2. As a class, students will determine the seven objects that make up the
solar system (5 minutes)
a. A star (sun)
b. Planets
c. Satellites
d. Asteroids
e. Meteoroids
f. Comets
g. Gas and Dust
3. PowerPoint presentation, “Introduction to the Solar System” (25 minutes)
a. Basic information on the the seven objects in our solar system
b. Basic information on Ptolemy’s Earth centered model of our solar
system
c. Basic information on Copernicus’ sun centered model of our solar
system
d. Reason on why we know the Copernicus model is correct thanks to
Galileo’s invention the “telescope”
4. Review and answer questions posed by students (5-7 minutes)
Homework assignment:
- Read section one on the sun in Chapter 23 of the textbook (2 minutes)
10
Source: Feather, Jr., Ralph, and Susan Leach Snyder. Earth Science.
Glencoe/McGraw-Hill, 1999.
11
DAY TWO
Objectives:
 Student will define the word of the day as it correlates to the lesson
 Students will determine how the sun produces its energy
 Students will identify the sun’s several surface features and layers
 Students will be able to discuss SOHO and its importance to our
understanding of the sun
Materials




PowerPoint presentation
Notebook
Writing utensil
Textbook
Procedure:
1. Upon entering the room, students will define the word of the day: fusion.
Class will discuss the word and how it relates to today’s lesson
(5 minutes)
2. PowerPoint presentation, “The Sun” (30 minutes)
a. The sun is the gravitational center of our solar system
b. It contains 99% of the mass in our solar system
c. The sun fuses hydrogen and helium to make the huge amount of
energy it gives off
d. The sun spins, has several surface features, and has a cycle of
sunspots, which help us to see the sun rotate
e. The sun has layers just like the Earth
-Three inner layers: Core, radiative zone, and convection zone
-Three atmosphere layers: photosphere, chromosphere, and corona
f. A satellite called SOHO orbits the sun and continuously studies it
3. Review and answer any questions posed by students (5-7 minutes)
Homework Assignment:
-Complete review questions 1-5 in section one of Chapter 23 (2-4 minutes)
Example of PowerPoint slide:
THE SUN…A PLANET?
 The Sun is the center of our solar system but is NOT one of our
planets, rather it ’s a star
 It is the largest object in our solar system and contains 99% of the total
solar system mass
 All planets revolve around the sun in a path we call an orbit
12
DAY THREE
Tania Piehowski, 2005
Objectives:
 Student will define the word of the day as it correlates to the lesson
 Students will identify important components of the planets as they watch
a video about the planets and complete a follow-along sheet
Materials:




Video: “The Magic School Bus Gets Lost in Space”
Follow-along sheet pertaining to the video on planets
Writing utensil
Textbook
Procedure:
1. Upon entering the room, students will define the word of the day: planet.
Class will discuss the word and how it relates to today’s lesson
(5 minutes)
2. Hand out follow along sheet to video and explain expectations. Go over
questions before video begins and ask if they have any questions. Will be
collected at the end of the hour and must be complete to receive full
credit. (5 minutes)
3. Video: “The Magic School Bus Gets Lost in Space” (20 minutes)
4. Collect follow along sheet and discuss answers (10 minutes)
Homework assignment:
-Read section two on the inner planets in Chapter 23 of the textbook
(2 minutes)
13
DAY FOUR
Objectives:
 Student will define the word of the day as it correlates to the lesson
 Student will understand the major characteristics of the inner planets as
they identify them in a follow along sheet while viewing a PowerPoint
presentation
Materials:




PowerPoint presentation
Follow-along sheet pertaining to presentation
Writing utensil
Textbook
Procedure:
1. Upon entering the room, students will define the word of the day:
Terrestrial planet. Class will discuss the word and how it relates to
today’s lesson (5 minutes)
2. Hand out follow along sheet and explain expectations. Tell them that this
is a tool for their own personal use and will not be turned in, but will help
them on future assessments (5 minutes)
3. PowerPoint presentation, “The Terrestrial Planets” (25 minutes)
Slide 1:THE TERRESTRIAL PLANETS
MERCURY
VENUS
EARTH
MARS
“The Rocky Planets”
Slide 2: MERCURY
Mercury
is the second smallest planet in the solar system and is the closest to
the sun
Mercury orbits the sun in 88 Earth days and rotates around once in 59 Earth
days
One side of the planet is hot while the other, the night side, is cold
It has rolling, dust covered hills, cliffs, craters, and is similar in composition to
our moon
Mercury has almost no atmosphere which causes the sky to be black from the
scattering of light
14
Mercury
does NOT have any satellites
Slide 3: VENUS
Considered
Earth’s sister planet because it is similar in size and mass
It’s the second planet from the sun
Venus revolves around the sun in 225 Earth days and rotates (retrograde) in 243
Earth days
It is surrounded by dense clouds and a heavy atmosphere composed of CO 2
-mists sulfuric acid
The surface temperature is about 900°F, primarily due to a runaway
greenhouse effect (gases get trapped)
Has huge craters, fault like cracks, and volcanoes
Does not have any satellites
Slide 4: EARTH
Earth, the water planet, is the 3rd planet from the Sun
About 70% of the Earth’s surface is covered in water
It is the third planet from the sun and is 150 million km (93,000,000 miles) or 1
AU away from the sun
It takes 365.25 days for the Earth to travel around the Sun and 23.9345 hours for
it to make one full rotation
Earth has one satellite, Luna
It is the only known planet in our solar system to support life at this time
Slide 6: HOW DO SCIENTISTS SIZE THEM UP?
-Shows size of terrestrial planets in relation to Jovian planet satellites
*PowerPoint created by: Tania Piehowski, 2005
4. Review presentation and answer questions students my have about the
terrestrial planets or other material to this point (5-7 minutes)
Homework Assignment:
-Read section 3 on the Jovian planets in Chapter 23 of textbook (2 minutes)
15
16
DAY FIVE
Objectives:
 Student will define the word of the day as it correlates to the lesson
 Student will identify the major components of the outer planets as they
view a PowerPoint presentation and complete a follow along sheet
Materials:




PowerPoint presentation
Follow-along sheet pertaining to presentation
Writing utensil
Textbook
Procedure:
1. Upon entering the room, students will define the word of the day:
Jovian planet. Class will discuss the word and how it relates to today’s
lesson (5 minutes)
2. Hand out follow along sheet and explain expectations. Tell them that this
is a tool for their own personal use and will not be turned in, but will help
them on future assessments (5 minutes)
3. PowerPoint presentation, “The Jovian Planets” (25 minutes)
Slide 1: THE JOVIAN PLANETS
JUPITER
SATURN
NEPTUNE
URANUS
“The Gaseous Planets”
Slide 2: JUPITER
5th
planet from the sun
Largest planet (143,000 km diameter)
-Jupiter is so large that it can fit all of the other planets in our solar system
inside
Jupiter emits more energy from its core than it gets from the sun
Contains the Great Red Spot which is a storm of swirling, high pressure gas
observed in it’s atmosphere
Has the four largest satellites in our solar system
17
-
Io, Europa, Ganymede, Callisto
Slide 3: SATURN
Saturn
is the 6th planet from the sun and the second largest
It is a planet with very low density…it’s so low that it would float on water
Best know for its complex ring system which is made of rock and billions of ice
particles
Has at least 43 moons
-Titan, it’s largest moon, is bigger than Mercury
Has a strong magnetic field
The atmosphere is hazy and cold
Slide 4: URANUS
Uranus
is the 7th planet from the sun
It is a gaseous planet with 10 satellites and a system of thin, dark rings
Methane in the atmosphere absorbs red and yellow light and reflects the green
and blue color
The only planet to have a tipped rotational axis
-The planet seems to roll around the sun rather than spin, resulting in each
pole experiencing 21 years of sunlight and 21 years of darkness
Slide 5: NEPTUNE
The
8th (most of the time) and outer most gaseous planet
Has a very faint ring system
Methane in the atmosphere causes it to be a blue-green color
Contains the Great Dark Spot, a feature similar to Jupiters, that shows storm
like characteristics in it’s atmosphere
If Neptune were hollow it could contain nearly 60 Earths
Neptune orbits the Sun every 165 years
It has 8 satellites, Triton being it’s largest
Slide 6: IS PLUTO A PLANET?
Pluto
is the ninth planet from the sun
At this point it’s considered a planet, but scientists think it may just be a giant
comet
Factors including it’s composition (ice, rock, and frozen gases), changing
atmosphere, small size, and comparatively large moon distinguish it from the
terrestrial and jovian planets
18
It
has an orbit unlike any other planet in our solar system which sometimes
crosses Neptune’s path
It takes almost 249 years for it to orbit the Sun
Pluto’s moon, Charon, is half it’s diameter and is the reason scientists call Pluto
a “double planet”
*PowerPoint created by: Tania Piehowski, 2005
4. Review presentation and answer questions students my have about the
jovian planets or other material to this point (5-7 minutes)
Homework Assignment:
-Complete questions 1, 3, and 5 in section two of Chapter 23 on the
Terrestrial planets
-Complete questions 1, 3, and 5 in section three of Chapter 23 on the
Jovian planets
19
DAY SIX
Objective:
 Student will define the word of the day as it correlates to the lesson
 Students will recognize the mnemonic that helps us remember the order
of the planets
 Students will compare and contrast the Terrestrial and Jovian planets after
reading an article pertaining to the planets and doing a jigsaw discussion
what they understood with a group of three other students
Materials:
 “Research Reading: Terrestrial and Jovian Planets”
 Notebook
 Writing utensil
Procedure:
1. Upon entering the room, students will define the word of the day:
jigsaw (figurative definition). Class will discuss the word and how it
relates to today’s lesson (5 minutes)
2. My Very Educated Mother Just Served Us Nine Pizzas-mnemonic (5 mins)
3. Pass out “Research Reading: Terrestrial and Jovian Planets” and have
students read quietly and highlight important information (10 minutes)
4. Arrange students in groups of four and have them discuss the article
(10 minutes)
5. Have students compare and contrast the inner and outer planets in terms
of their characteristics (10 minutes)
6. Go around the room and randomly call on one student in a group to share
one comparison and another student to share one contrast between the
inner and outer planets in the solar system (10 minutes)
*Reason for Jigsaw:
It is important for students to understand the characteristics of both the inner
and outer planets so that they are fully prepared for their upcoming exam. By
doing a jigsaw, they have the opportunity to ask their peers about any questions
they have and can identify the important characteristics together as a group so
that they don’t miss any important information.
Homework Assignment:
-Study for quiz on solar system up to this point
 Be sure to review seven objects in the solar system, the sun, and the
planets
 Be prepared to compare and contrast the inner and outer planets
20
 Know key “words” we have learned up to this point
Article for Jigsaw (courtesy of Nova):
21
DAY SEVEN
Objective:
 Students will demonstrate knowledge through a summative assessment
on the solar system to this point, including objects such as the sun, the
planets, and the important “words” involved in the lesson
 Students will research a planet and will be given seven days to complete it
-Students will demonstrate knowledge of the planets major characteristics
including its size in relation to the Earth, mass, density, temperature,
gravity, rotation, revolution, and location in the solar system
-Students will gather information about the atmosphere of the planet and
should relate any interesting facts they found about their planet
Materials:
 Quiz on solar system
 Writing utensil
 Information on requirements of the research paper
Procedure:
1. Students will come in, ask any last minute questions, place all of their
materials under their desk and out of sight, and get out a writing utensil to
take the quiz (5 minutes)
2. Quiz (15 minutes)
3. Students will pick up a handout on research project requirements when
they turn in their quiz and begin reading it (until all students are done with
the quiz)
4. We will go over research requirements when all students have completed
the quiz (5 minutes)
5. Drawing of planets (5 minutes)
6. Meet in the media center for next class period. You will get two full class
periods in the media center to do research on your planet
Homework Assignment:
-None, unless you want to get a head start on your project!
22
Quiz:
SOLAR SYSTEM QUIZ
1. Define the THREE of the four following terms:
a. Solar System—
b. Fusion—
c. Terrestrial planet (and list them)—
d. Jovian planet (and list them)—
2. Name FIVE of the seven objects in the solar system:
1.
2.
3.
4.
5.
3. Name one thing that helps us realize that the sun rotates:
4. List THREE compare and THREE contrasts between the Inner and Outer planets:
BONUS QUESTION
5. What is the mnemonic that helps us remember the order of the planets?
23
Research Project Handout:
RESEARCH PLANET PROJECT
After being given a planet to study, research the planets major characteristics
including its size in relation to the Earth, mass, density, temperature, gravity,
rotation, revolution, and location in the solar system. You should also be able to
gather information about the atmosphere of the planet, its satellites, and be able
to explain any interesting facts about the planet. It is more important that you
describe information that makes sense to you than just state facts. If possible,
relate your planet to Earth. That way, information is easier to understand. This
assignment also requires you to create a visual aid that compliments your
project. This can be a model, a poster, a poem, or anything else you can create.
This assignment will be due in seven days so be sure to get started on in
immediately! We will be in the media center for the next two days so use your
time wisely. Remember you cannot do a research project on planet Earth!
Expectations:
-Project with include the above information
-Project is due in seven days at 3:30 pm on November 12, 2005
-Project will have a cover page that has a picture of your planet, the name of
your planet, your name, and the date
-Project must be a minimum of 2 pages, typed, double spaced and in 12 point
Times New Roman font
-Feel free to include any other pictures at the end of your paper. They will NOT
count toward the two page minimum
*see rubric for grading requirements
24
Grading Rubric for Planet Project:
CATEGORY
Planet Information
(25 points)
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.
Information clearly
relates to the main
topic. No details
and/or examples are
given.
Information has little
or nothing to do with
the main topic.
Information is very
organized with wellconstructed
paragraphs and
subheadings.
All paragraphs
include introductory
sentence,
explanations or
details, and
concluding sentence.
Diagrams and
illustrations are neat,
accurate and add to
the reader's
understanding of the
topic.
Information is
organized with wellconstructed
paragraphs.
Information is
organized, but
paragraphs are not
well-constructed.
The information
appears to be
disorganized. 8)
Most paragraphs
include introductory
sentence,
explanations or
details, and
concluding sentence.
Diagrams and
illustrations are
accurate and add to
the reader's
understanding of the
topic.
Paragraphs included
related information
but were typically
not constructed well.
Paragraphing
structure was not
clear and sentences
were not typically
related within the
paragraphs.
Diagrams and
illustrations are not
accurate OR do not
add to the reader's
understanding of the
topic.
Mechanics
(15 points)
No grammatical,
spelling or
punctuation errors.
Sources (5 points)
All sources
(information and
graphics) are
accurately
documented in the
desired format.
Almost no
grammatical,
spelling or
punctuation errors
All sources
(information and
graphics) are
accurately
documented, but a
few are not in the
desired format.
Visual Aid
(20 points)
Visual aid is
creative, effective,
and compliments the
project nicely.
Organization
(10 points)
Paragraph Structure
(10 points)
Diagrams and
Illustrations
(15 points)
Visual aid is creative
and compliments the
project.
25
Diagrams and
illustrations are neat
and accurate and
sometimes add to the
reader's
understanding of the
topic.
A few grammatical
spelling, or
punctuation errors.
Many grammatical,
spelling, or
punctuation errors.
All sources
(information and
graphics) are
accurately
documented, but
many are not in the
desired format.
Some sources are
not accurately
documented.
Visual aid
compliments the
project.
Visual aid is not
creative and does not
compliment the
project.
DAYS EIGHT AND NINE
Objectives:
 Students will research their given planet and follow the project
requirements while in the media center
Materials:





Media Center
Notebook
Writing Utensil
Assigned planet
Research requirements handout
Procedure:
1. Meet at the media center and find a computer
2. Begin research on assigned planet
3. Use the following websites for assistance:
-solarviews.com
-nineplanet.com
-space.com
You may also want to Google search the following:
-“Your weight on other worlds”
-Solar System live
4. See me for questions about planet project
Homework:
-Continue working on research project at home.
-Remember, it is due on November 12, 2005!
26
DAY TEN
Objectives:
 Student will define the word of the day as it correlates to the lesson
 Student will determine which planets have satellites, the satellites size
relative to their planet, how many satellites they have (if any at all), and
how, and if they affect their planet in any way
Materials:
 PowerPoint presentation
 Notebook
 Writing utensil
 Textbook
Procedure:
1. Upon entering the room, students will define the word of the day:
satellite. Class will discuss the word and how it relates to today’s
lesson (5 minutes)
2. Explain to students that if something is important in today’s lecture, I will
repeat it three times. If I repeat it three times, it should go in your notes.
(2-5 minutes)
3. PowerPoint presentation on the satellites of our solar system (25 minutes)
-There are over 120 satellites in our solar system
-They range in size
-They have the conditions considerable to support life
-The Galilean moons are the most prominent (next to ours) in our solar
system
-Discuss Phobos and Diemos, Charon, etc.
-Discuss our satellite, Luna
Example slide: EARTH’S MOON: LUNA
* Tania Piehowski, 2005
It’s
the second brightest object in the night sky after the sun
As the Moon orbits around the Earth once per month, the angle between the
Earth, the Moon and the Sun changes; we see this as the cycle of the Moon's
phases
Gravitational forces between the Earth and moon cause the ocean’s tides
4. Review presentation and answer questions students my have about
satellites or other material to this point (5-7 minutes)
Homework Assignment:
-Define the terms asteroid, meteoroid, and comet for class tomorrow
(2 minutes)
27
-Read section four on satellites in Chapter 23 of textbook
28
DAY ELEVEN
Objective:
 Students will diagram (through a visual) aid the difference between an
asteroid, a meteoroid, and a comet
 Students will recognize that other than asteroids, meteoroids, and comets,
there is also gas and dust in our solar system
Materials:
 Video: “The Magic School Bus: Out of this World”
Topic—Space rocks
 Follow-along sheet pertaining to important points in video
 Writing utensil
Procedure:
1. Students will discuss homework from last night and determine the
differences between asteroids, meteoroids, and comets (7 minutes)
2. Students will hypothesize (as a class) what types of gas they think is
floating around space (5 minutes)
3. Hand out follow along sheet to video and explain expectations. Go over
questions before video begins and ask if students have any questions.
Follow along sheet will be collected at the end of the hour and must be
complete to receive full credit. (5 minutes)
4. Watch video (20 minutes)
5. Collect follow along sheet and discuss answers (5 minutes)
Homework Assignment:
-Research project due tomorrow!
-Be prepared to discuss your planet to your peers in a jigsaw format
29
DAY TWELVE
Objective:
 Students will relay information about their planet to their peers through
jigsaw format
 Students will be able to explain the different things they learned about other
planets through this jigsaw review
Materials:
 Research project
 Notebook
 Writing utensil
Procedure:
Students will be placed in groups of eight (not ideal, but essential because of
planet amount) and explained the basis of this jigsaw (10 minutes)
-In the group, one student will discuss information pertaining to their
planet, the student to the left of them will be the timer (3 minutes), the
next two students in line will ask one question about the research the
student did and the next three students will listen to what is being said
and each will say one thing they learned about the planet being
discussed. The last person in the group will review everything that has
been said.
-It should take about 6 minutes per planet
Homework Assignment:
-Begin studying for your exam. It will be on Friday!
30
DAY THIRTEEN
Objective:
 Students will be able to take a day off from extraneous work and watch a
movie for the pure enjoyment of it!
 Students will note any incorrect information given in today’s movie
Materials:
 Movie: “Spaceballs”
Procedure:
Sit back, relax, and enjoy the show
Talk about the differenced between what we know is true about our solar
system and what the movie says
Homework Assignment:
-Study for exam in two days (Friday)
31
DAY FOURTEEN
Objective:
 To review for tomorrow’s exam by playing “Review Bingo”
 To apply previous knowledge learned throughout this unit to prepare for
the exam
Materials:
 Blank piece of scratch paper
 Writing utensil
 Textbook and other materials we’ve used until this point
Procedure:
1. Have the students draw a five by five bingo card on their sheet of paper
(5 mins)
2. As a group, have the student’s answer thirty different possible questions
that will help them review for the exam. The answers to these questions
should go into the blank spaces on the student’s bingo boards. There
should be a free space in the center, meaning there will be extra word
choices. Tell the students it’s okay to have answers that do not fit into their
bingo board. Let them know that they can choose what words they want
to place in what space. It should be random and there SHOULD be
leftover words. (20 mins)
3. After questioning has been complete, explain to the students how they can
win the game. They can get Bingo horizontally, vertically, at an angle, four
corners, and postage stamp (upper right hand corner). (5 mins)
4. Tell the students it must be quiet at this point and you will only ask the
question twice. Ask the question and if the student has the answer
somewhere on their Bingo board, they should cover it up with a piece of
paper. When they get Bingo, they must say it out loud so that everyone
can hear.
5. Play the game (10-15 mins)
6. Tell students not to clear their board, as I will take the first three Bingos.
7. Winners of the review Bingo game will get one point extra credit on their
exam. You can only get a maximum of one extra credit point.
8. This game should take the whole class period.
Homework Assignment:
Study for exam tomorrow!
32
DAY FIFTEEN
Objective:
 Students will use knowledge gained through this lesson to complete a
summative assessment
Materials:
 Solar System Exam
 Writing utensil
Procedure:
1. Have students place all items under their desks and out of sight. Remind
them that cheating will lead to an automatic ZERO. (2 mins)
2. Ask them if they have any last minute questions that they would like me to
go over (2-5 minutes)
3. Hand out the exam (remainder of class period)
4. Finish watching “Spaceballs” if time permits.
Homework assignment:
-None! Have a great weekend!
33
REFLECTIONS ON THE SCHEDULE OF LESSONS
Nature of Science (NOS) and inquiry will be learned through this lesson
primarily through the unit’s planetary project and further, jigsaws the students
will be asked to complete on their planetary project and on other reading
materials necessary to understand the characteristics of the planets.
Students will get a chance to understand the relationship between science
and math through lessons provided on distances between planets and other
objects in the solar system. The teacher will lecture on distances and
relationships between the planets, the planets and other objects in our solar
system, and distances between planets and the sun.
The teacher will help connect the community to the lesson by describing
influential discoverers of science, including Ptolemy, Copernicus, and Galileo,
and will further discuss today’s influential astronomers. Discussions about
current space science issues will take place daily if time permits.
Lessons from this unit do not discriminate in any way, shape or form.
There are no gender or multi-cultural discrimination lessons. Lessons are strictly
education based, emphasizing inquiry and understanding through lecture.
Science, technology, and society is addressed in many lessons in that
often, lessons include PowerPoint presentations. PowerPoint is a great way to
incorporate technology into the classroom on a some what everyday basis. It is
also required that students research using the media center to find out
information about their planet for the planetary report.
Lastly, the lessons address the abilities of the students by meeting their
needs precisely. Students are not asked to do anything above and beyond their
capabilities at this age level. They are asked to do and inquiry project which will
push them to their highest levels of cognition and understanding. It should
provide for an interesting unit in that it allows students to explore and gain
knowledge through lecture, pictures, movies, diagrams, and inquiry projects. It
will also meet their needs by allowing them to get the understanding that they
need about the solar system and will help them realize the importance of taking
care of our planet and our resources.
34
SPECIAL STUDENT CONSIDERATIONS
I feel I have taken great steps to consider most of my students. Besides
providing PowerPoint lectures, which will assist both audio learners (through
listening to the presentation) and visual learners (through words, pictures, and
animations), I have also incorporated outlines to many of my lectures. I was also
prepared by planning follow-along sheets for videos that will be shown in class.
In order to get everyone to the stage of understanding I desire, I have allowed
time for students to ask questions during (and specifically) at the end of lecture.
To add to that, I have given the class two days for jigsaws, where they can
understand the information further through peer instruction. The main thing I
must consider is offering my students more of my time. I plan to set aside time
before and after school to help students who are curious, in need of help, or just
want to get a better understanding of the concepts in our unit.
There are several other adaptations I need to address involving special
needs students including:
Learning Deficiency:
 Provide opportunity for extended practice and application
 Make situations real-life (bring in current solar system issues)
 Break tasks or assignments into smaller segments
 Present limited amounts of information on each page of notes
 Give them an opportunity to ask questions during lecture
 Provide an outline
 Adjust work load and time requirements
Attention Deficit Hyperactive Disorder
 Follow a rigid structure
 Address classroom management
 Seat students in best productive setting
 Give positive feedback as necessary
 Allow them to take a break if necessary
 Have few distractions if possible
Behavior and Emotional Disorders
 Establish positive relationships with students and teacher
 Involve them in group discussions and ask for their contributions
 Ignore to best ability minor irritations
 Allow them to take a break if necessary (1 minute cool off period)
Developmental Disabilities
 Check for students understanding (through student/special ed helper)
35
 Give them extra time to complete tasks
 Provide them with lecture outlines and discussion notes
 Provide real-life applications
 Allow them to complete assignments in a variety of ways (whatever works
best for them)
 Peer tutoring
 Keep parents updated on class lectures so they can assist their child
Visually Impaired
 Preferential seating
 Make yourself and objects aware in the classroom
 Read instructions aloud
 Provide student with notes on lecture/discussion
 Keep parents updated on class lectures so they can assist their child
Hearing Impaired
 Preferential seating
 Use visual clues and speak clearly (allow for lip reading)
 Offer assistance before and after school or at end of class
 Provide notes
36
ASSESSMENTS
DIAGNOSTIC
FORMATIVE
SUMMATIVE
37
Grade weights:
30% Exams and Quizzes
30% Homework
15% Labs/Group work
15% Projects
10% Class participation
Diagnostic:
I would use a very formal approach to diagnostic assessment. Throughout the
unit I plan to ask questions to see where the students are in their understanding
of the planets and the solar system. I would like to incorporate using entry/exit
slips in my lesson plans. Some examples of the questions I might ask include:
1. (At the beginning of the planet lesson) List the planets in order from the
one closest to the sun to the one furthest away.
2. After learning about both the Terrestrial and Jovian planets, write down
four things that differ between the them and bring them to class. You
must have this complete to enter the classroom tomorrow.
3. Before leaving class today (day twelve), write down one thing you learned
about each planet from your peers. You must complete this to leave class.
I also require that students complete questions from the textbook. After reading
a section of the text, students are required to answer 3-5 questions on what they
have learned. By having them complete these questions, I can better assess
where the students are and how much they understand (days two and five).
38
Formative:
The two teaching strategies I plan to use for formative assessment include follow
along worksheets and jigsaws. Here are the worksheets that I plan to use:
Name:__________________
Hour:________
“THE MAGIC SCHOOL BUS GETS LOST IN SPACE”
Students must watch the video and follow along while answering questions. This will be due at
the end of the hour.
1. In the movie, Ms. Frizzle said ____________ Earths could fit inside the sun.
2. All planets revolve around the sun in a path we call a(n) ___________?
3. When they landed on Mercury, they seemed to float a little bit. Why was
that?
4. Identify 3 characteristics of the inner or _______________ planets:
5. Identify 3 characteristics of the outer or _______________ planets:
6. Where is the asteroid belt located?
7. Which planet(s) have ring systems?
8. Is Pluto always the last planet? Explain your answer.
39
TERRESTRIAL PLANETS
Name:______________
Hour:_______
Students must fill complete the worksheet as the instructor lectures. This will be collected at the
end of the hour so pay close attention!
1.List the terrestrial planets in order from closest to the sun to furthest from
the sun:
2.The terrestrial planets are nicknamed the “rocky planets.” Explain why.
3. Another word for moon is _________________.
4. Mercury is the ___________ smallest planet and is similar in composition
to our ___________. Mercury orbits the sun in _______ Earth days and has
_______ satellites.
5. Venus is considered Earth’s _______________ planet. Why?
6. Venus has a surface temperature of _________ that is primarily due to a
____________ effect. What is that?
7. Earth is nicknamed the ____________ planet because _______% is covered
by water.
8. Earth is located _______________ million miles away from the sun.
9. How many days does it take Earth to travel around the sun? How come it
is not an exact number and what happens during that extra little bit?
10. Mars is called the _________ planet because of its color. It has two moon,
___________ and ___________ that are expected to crash into Mars surface
in 50 million years.
40
Name:__________________
Hour:_______
JOVIAN PLANETS
Students must fill complete the worksheet as the instructor lectures. This will be collected at the end
of the hour so pay close attention!
1. List the Jovian planets from the closest to the sun to the furthest away.
2. The Jovian planets are nicknamed the “gaseous planets.” Why?
3. Jupiter is the ____________ planet in our solar system. It emits more ________
from its core than it gets from the sun.
4. Jupiter contains the Great Red Spot. What is it?
5. Jupiter has over 60 satellites. Its four largest are called the ______________
moons because they were discovered by Galileo. Name them.
6. Saturn is best know for its ______________________. If there were a bathtub
large enough, Saturn could float on water because its _____________is so low.
7. Uranus is the only planet that has a _______________ rotational axis. It seems
to roll around the sun rather than spin. It is also the only planet that
________________________!
8. Neptune is the 8th planet most of the time. What does that mean?
9. Neptune has a storm system similar to Jupiter’s called ____________________.
10. Pluto may or may not be a planet. What do some scientists think it is and
where did it come from?
41
Name:________________
Hour:______
“THE MAGIC SCHOOL BUS: OUT OF THIS WORLD”
Topic: Space Rocks
Students must watch the video and follow along while answering questions. This will be due at the end
of the hour.
1. Asteroids, comets, and other space rocks move in a predictable path around the
sun called a(n) _______________.
2. If an Earths orbit crosses the path of the an asteroid or comet, what:
a. Will most likely happen:
b. Could happen if (a) doesn’t happen?
3. An asteroid is defined as:
4. A comet is defined as:
5. A comets tail always faces ____________ from the sun.
6. A meteorite is defines as:
Bonus Question:
What plan did Carlos come up with to divert the approaching comet?
42
Summative:
I have a variety of summative assessments planned in my unit. My first
summative assessment is a quiz half way through the unit on day seven. Here is
the format:
Name:__________________
Hour:_____
SOLAR SYSTEM QUIZ
6. Define the THREE of the four following terms:
a. Solar System—
b. Fusion—
c. Terrestrial planet (and list them)—
d. Jovian planet (and list them)—
7. Name FIVE of the seven objects in the solar system:
1.
2.
3.
4.
5.
8. Name one thing that helps us realize that the sun rotates:
9. List THREE compare and THREE contrasts between the Inner and Outer
planets:
BONUS QUESTION
10. What is the mnemonic that helps us remember the order of the planets?
43
I also chose to incorporate a project into my lesson plan as a form of a summative
assessment. Here is the assignment:
RESEARCH PLANET PROJECT
After being given a planet to study, research the planets major characteristics
including its size in relation to the Earth, mass, density, temperature, gravity,
rotation, revolution, and location in the solar system. You should also be able to
gather information about the atmosphere of the planet, its satellites and be able
to explain any interesting facts about the planet. It is more important that you
describe information that makes sense to you than just stating facts. If possible,
relate your planet to Earth. That way, information is easier to understand. This
assignment also requires you to create a visual aid that compliments your
project. This can be a model, a poster, a poem, or anything else you can create.
This assignment will be due in seven days so be sure to get started on in
immediately! We will be in the media center for the next two days so use your
time wisely. Remember you cannot do a research project on planet Earth!
Expectations:
-Project with include the above information
-Project is due in seven days at 3:30 pm on November 12, 2005
-Project will have a cover page that has a picture of your planet, the name of
your planet, your name, and the date
-Project must be a minimum of 2 pages, typed, double spaced and in 12 point
Times New Roman font
-Feel free to include any other pictures at the end of your paper. They will NOT
count toward the two page minimum
*see rubric for grading requirements
44
CATEGORY
Planet Information
(25 points)
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.
Information clearly
relates to the main
topic. No details
and/or examples are
given.
Information has little
or nothing to do with
the main topic.
Information is very
organized with wellconstructed
paragraphs and
subheadings.
All paragraphs
include introductory
sentence,
explanations or
details, and
concluding sentence.
Diagrams and
illustrations are neat,
accurate and add to
the reader's
understanding of the
topic.
Information is
organized with wellconstructed
paragraphs.
Information is
organized, but
paragraphs are not
well-constructed.
The information
appears to be
disorganized. 8)
Most paragraphs
include introductory
sentence,
explanations or
details, and
concluding sentence.
Diagrams and
illustrations are
accurate and add to
the reader's
understanding of the
topic.
Paragraphs included
related information
but were typically
not constructed well.
Paragraphing
structure was not
clear and sentences
were not typically
related within the
paragraphs.
Diagrams and
illustrations are not
accurate OR do not
add to the reader's
understanding of the
topic.
Mechanics
(15 points)
No grammatical,
spelling or
punctuation errors.
Sources (5 points)
All sources
(information and
graphics) are
accurately
documented in the
desired format.
Almost no
grammatical,
spelling or
punctuation errors
All sources
(information and
graphics) are
accurately
documented, but a
few are not in the
desired format.
Visual Aid
(20 points)
Visual aid is
creative, effective,
and compliments the
project nicely.
Organization
(10 points)
Paragraph Structure
(10 points)
Diagrams and
Illustrations
(15 points)
Visual aid is creative
and compliments the
project.
*Grading rubric for planet project
45
Diagrams and
illustrations are neat
and accurate and
sometimes add to the
reader's
understanding of the
topic.
A few grammatical
spelling, or
punctuation errors.
Many grammatical,
spelling, or
punctuation errors.
All sources
(information and
graphics) are
accurately
documented, but
many are not in the
desired format.
Some sources are
not accurately
documented.
Visual aid
compliments the
project.
Visual aid is not
creative and does not
compliment the
project.
The final summative assessment piece incorporated in my unit is the final exam.
This exam includes matching, true/false, labeling diagrams, fill in the blanks to
assess a variety of knowledge.
Name:______________
Hour:_____
EARTH SCIENCE
TEST #3: SOLAR SYSTEM
This exam will be scored and multiplied by two (80 points total). Be sure to take your time, read the
questions carefully, and raise your hand if you have any questions. When you finish with the exam,
please take out your text and begin reading on Galaxies (pages 254-268 in your text).
Match the planet with the moon
1.
2.
3.
4.
5.
6.
_____Mars
_____Jupiter
_____Saturn
_____Pluto
_____Earth
_____Neptune
A. Triton
B. Charon
C. Titan
D. Luna
E. Phobos
F. Io
True/False
7. _____
8. _____
9. _____
10._____
11._____
12._____
Copernicus believed the Earth is the center of the universe.
The asteroid belt lies between Mars and Jupiter.
Our sun is a star.
Pluto has an irregular orbit compared to the other planets.
Earth’s sister planet is Mars
Saturn has a very high density.
Fill in the blank
13. A __________ occurs each time the Earth runs into a piece of space dust left
by a comet.
14. If a space rock is ____________ than a mile wide, then it is known as an
asteroid.
15. A comet’s tail always points __________ from the sun.
16. The Earth is __________________ miles away from the sun.
17. Pluto might have been a comet pulled into Neptune’s atmosphere from the
______________ Belt.
18. ______________ is the largest moon in our solar system.
46
The Planets: “Which planet…”
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
…glows in the dark?
________________
…has the coldest moon?
________________
…spins backward (retrograde)?
________________
…is covered with rusting rocks?
________________
…is the largest in our solar system?
________________
…has liquid water on its surface?
________________
…has the most massive ring system?
________________
…could be considered a double planet?
________________
…is hot on one side and cold on the other?
________________
…is thick with sulfuric acid clouds?
________________
…appears red even to the naked eye?
________________
…gives off more energy that it gets from the sun? ______________
Name the planets from the one furthest from the sun to the one closest to the sun:
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
What is the mnemonic that we use to remember the order of the planets from closest to
the sun to furthest away? ___________________________
47
SAFETY
In this particular unit, there are no real safety threats to the student (or
any other involved parties). Things that may arise of concern include connecting
cords in the classroom (i.e. cords that connect the computer to the projector). To
prevent injury, I would make students aware of the potential hazard of tripping
over the cords or perhaps tape them down if in the way of traffic.
In the beginning of the year, I would have them sign safety contracts that
would prepare them for potential hazards in the classroom and lab
environments. They should be aware of their surroundings, know escape routes,
school policies and procedures, and expectations in the classroom and lab, but
for this particular unit, there are no real threats to student safety.
48
CLASSROOM MANAGEMENT
There are several classroom management and inclusive practices I intend
to follow in order to make my student’s learning environment fun and easy. For
classroom management I intent to follow some specific practices including:



Continued organization for myself and my students
Follow and abide by the Minnesota Education Standards as well as the
National Science Education Standards
Create good student-student, student-teacher, and teacher parent
relationships
For a positive inclusive environment, I intend to follow practices
determined at the beginning of the year including:






Getting to know the students personally and relate their education to the
class
Creating real-life application
Answering all questions posed from every student at every ability level
Teach in a variety of methods
Integrate knowledge learned about students into the classroom
Designate roles and jobs to students during group interaction
If problems should arise, I will address them situationally. Most often, I
will try to keep student in the classroom. It is only until I cannot handle
disruptive behavior anymore that I will chose to send disruptive students
to the principal’s office or intervention room.
49
Classroom Management in Mr. Zwak’s 8th Grade Earth Science at Lincoln Park:
1. Word of the Day
-Mr. Zwak requires that all student enter the room and immediately
complete the word of the day
-It always relates to class
2. “What’s new in Earth Science?”
-Students can bring in articles in the newspaper or off-line relating to
Earth science to get extra credit.
-It must be summarized in class.
3. “See the Room”
-One student is called upon to ask a question about an object in the
room.
-Only one student is chosen and one question can be asked
4. Daily activities
-Students are then introduced to the activities/lecture planned for that
day.
-They are also given a preview of the week to come.
5. If disruptive behavior occurs, student are given a warning and then
dismissed to the Intervention room if behavior persists.
50
TEACHING RESOURCES
1. Diagram for use in lecture:
Question: How do scientists size planets up?
2. Three audio-visual resources to enhance lesson:
a. “Magic School Bus Gets Lost in Space” ~Courtesy of Scholastica
b. “Magic School Bus: Out of this World” (Topic: Space Rocks)
~Courtesy of Scholastica
c. PowerPoint presentations with outlines provided
3. Five internet resource sites:
a. Space.com
b. Nineplanets.com
c. Solarviews.com
d. “Your Weight on Other Worlds”
www.exploratorium.edu/ronh/weight/
e. Solar System Live
www.fourmilab.ch/solar/solar.html
4. Four print resources:
a. Research Reading: Terrestrial and Jovian Planets ~Courtesy of Nova
b. Goldstein, R. M. "Mars: Radar Observations." American Association for
the Advancement of Science (1965).
c. Keene, George T. "Venus: Uniformity of Clouds, and Photography."
American Association for the Advancement of Science (1968).
d. Metz, William D. "Mercury: More Surprises in the Second Assessment."
American Association for the Advancement of Science (1974).
51
SELF-EVALUATION
Although creating this lesson plan was extremely challenging, I am happy
with the end product. I feel that the important information would be received by
the students because the lessons are created in a manner that all students should
be able to understand. I often simplified the material so much, and required so
much review, that it would be hard for students not to find the important
material of the unit.
I had the chance to teach my lesson on Terrestrial and Jovian planets and
it went fairly well in the classroom. Students seemed to respect me and my
authority, and took notes much better than I anticipated. I had them take their
own notes because I did not want to guide them too directly in their
understanding for the upcoming exam. I felt it was not my decision to make a
follow along sheet that guided them to the exact answers. Since it was not my
classroom, I wanted to respect my cooperating teacher and his ways of teaching.
Although I am happy with this unit plan, there are several things I would
change. Since I did not have experience with creating lesson plans prior to this
semester, I would have incorporated more styles of teaching so that students
who learn through kinesthetic means would understand the material too. I
would have created lessons that involved more psycho-motor skills to enhance
understanding. I would have also wanted to make the lesson more meaningful
to the students by incorporating an affective aspect to the unit. For example, I
might have required that rather than writing a paper about a planet, I ask them
for their opinions on sending toxic waste into outer space. They then have to
think in terms of themselves and their surroundings and how sending waste to
space would affect them.
The combination of Block one and this unit plan has allowed me to see the
importance of creating effective lesson plans and units for your students. After
all, it is them that we are teaching to, and it is important that they understand the
material, find meaning in it, and simply enjoy what they are learning so that they
take something away from your class.
52