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Running head: INCLUSION INSTRUCTIONAL DESIGN
Inclusion Instructional Design
Nicole Wells
Bowling Green State University
EDTL 7100
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Running head: INCLUSION INSTRUCTIONAL DESIGN
2
Rationale
Benjamin S. Bloom (1985) states, “What any person in the world can learn, almost all persons
can learn if provided with appropriate prior and current conditions of learning”. Since the passage of
the All Handicapped Children Act in 1975, the Individual with Disabilities Education Act Amendment
in 1997, and the No Child Left Behind Act of 2001, these laws paved the way to allow all special
education students a free and appropriate education especially through inclusion in the classroom. Over
the past several decades, there has been much promise and momentum to incorporate inclusion into the
classroom to improve academic success (Pickard 2009). Inclusion aims to integrate special education
students in all events in a typical classroom (Gilman 2007). Through this instructional design,
inclusion needs to be incorporated into the regular education classroom for the success of all students
and has become the problem that needs to be addressed.
Inclusion (mainstreaming) of students with disabilities into the regular education classroom has
been a topic of discussion for a long time, but has really sparked the interest of President Bill Clinton
and President George W. Bush have both tried to make strides to improve public education in the
United States. Many laws and acts have been put into effect to better the education of all students no
matter race, ethnicity, disability, etc. The IDEA (Individuals with Disabilities Education Act) of 2004
stated that each individual with special needs has to have a plan that outlines the types of services he or
she will receive. Also, whenever possible students with special needs should be included in the regular
education classroom to ensure that he or she is receiving the most beneficial, public education possible
(Gürür & Uzuner 2010).
All of the legislation has many teachers giving their opinion on the matter regarding inclusion.
Many teachers are fearful of how it will change the environment of his or her classroom when the
special needs students are included. They also feel that they cannot accommodate students with special
Running head: INCLUSION INSTRUCTIONAL DESIGN
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needs, but through the help of administrative support they could increase their ability and knowledge
of how to incorporate these students into their classroom (Florian 2008). Many teachers also feel that
the lack of training holds them back from inclusion (Florian 2008). Special Education students are
many times treated as a homogeneous group that can never learn in the regular classroom setting and
have little potential outside of the Special Education classroom (Crowson & Brandes 2010). Ross-Hill
found that teachers with training and in-services related to inclusion felt more comfortable and were
more successful with the children (2009).
The clear problem that is occurring is inclusion is not present in the classroom. This
instructional design will allow inclusion in the classroom along with differentiated instruction to meet
the needs of all students. Any lesson can be planned accordingly to have inclusion in the classroom,
but it takes cooperative teacher efforts to make inclusion happen and be successful.
In order to incorporate inclusion into my science classroom, I chose to use the 5-E Learning Cycle
model. The 5-E model has been used successfully in science classrooms from kindergarten to college,
according to Chiarelott (2006). The main components of the 5-E model include engage, explore,
explain, extend, and evaluate, which is perfect for any science instruction. The 5-E model will help
science lessons go from a teacher-directed lesson to more of a student-centered instruction. The 5-E
Learning Cycle Model does take a couple days to complete and many times the teacher is just the
facilitator. It is a good idea to have a time frame for each step so students are able to stay on task since
they are the ones working towards each goal. This will allow for all students to participate with the
help and guidance from the general education teacher, special education teacher, and/or aide in the
classroom.
Also, this unit deals with contextualized teaching in the classroom, which is defined as a
conception of teaching and learning that helps teachers related subject matter content to real world
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situations and motivates students to make connections between knowledge and its applications to their
lives as family members, citizens, and workers (Berns & Erickson 2001). By incorporating
differentiated instruction and inclusion into the classroom, students will be able grasp what it will be
like in the real world working with different individuals every day while learning valuable information
for the future. Overall, the instructional design is a great starting point to incorporate more inclusion
into the classroom and meeting the needs of all students present.
Works Cited
Chiarelott, L. (2006). Curriculum in context: designing curriculum for teaching and learning in
context. Wadsworth: Belmont, CA.
Crowson, H., & Brandes, J. (2010). Predicting Community Opposition to Inclusion in
Schools: The Role of Social Dominance, Contact, Intergroup Anxiety, and Economic
Conservatism. Journal of Psychology, 144(2), 121-144. Retrieved from Academic Search
Complete database.
Florian, L. (2008). Special or inclusive education: future trends. British Journal of
SpecialEducation, 35(4), 202-208.
Gilman, S. (2007). Including the Child With Special Needs: Learning From Reggio
Emilia.Theory Into Practice, 46(1), 23-31.
Pickard, S. (2009). THE USE OF THE WELSH INCLUSION MODEL AND ITS
EFFECT ONELEMENTARY SCHOOL STUDENTS. Education, 130(2), 265
270. Retrieved from Academic Search Complete database.
Ross-Hill, R. (2009). Teacher Attitude towards Inclusion Practices and Special Needs
Students. Journal of Research in Special Educational Needs, no. 3, 188-198.
Running head: INCLUSION INSTRUCTIONAL DESIGN
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Unit Intended Learning Outcomes

Students will describe how night and day are caused by Earth’s rotation. (Knowledge)

Students will explain that Earth is one of several planets to orbit the sun, and that the moon
orbits Earth. (Comprehension)

The students will describe the characteristics of Earth and its orbit about the sun.

Students will explain that stars are like the sun, some being smaller and some larger, but so far
away that they look like points of light. (Knowledge)

Students will be able to recall all of the eight planets and describe characteristics of each.
(Knowledge)

Students will be able to analyze different components of the solar system. (Analysis)
Works Cited
(2006). Science Academic Content Standards. Retrieved October 1, 2010, from Ohio Department
of Education, Columbus, OH. Web site:
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelatio
nID=1705&ContentID=834&Content=7248
Running head: INCLUSION INSTRUCTIONAL DESIGN
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Pre-Assessment of Planets
Directions: Circle the number that best resembles your knowledge of the following.
1 – Never Seen 2 – Below Average 3 – Average 4 – Above average 5 – Expert
1.
Name the eight planets
1
2
3
4
5
2.
Constellations
1
2
3
4
5
3.
Asteroids
1
2
3
4
5
4.
Sun
1
2
3
4
5
5.
Gravity/Inertia
1
2
3
4
5
6.
Characteristics of Moon
1
2
3
4
5
7.
Earth’s Nearest Neighbor
1
2
3
4
5
8.
Name our galaxy
1
2
3
4
5
9.
Rotation Time
1
2
3
4
5
10.
Revolution Time
1
2
3
4
5
11.
Phases of the Moon
1
2
3
4
5
12.
Comets
1
2
3
4
5
13.
Asteroid Belt
1
2
3
4
5
14.
Stars-Characteristics
1
2
3
4
5
15.
Why does life exist on Earth?
1
2
3
4
5
16.
What is a day?
1
2
3
4
5
17.
Moon to complete all phases?
1
2
3
4
5
18.
Characteristics of Inner Planets
1
2
3
4
5
19.
Characteristics of Outer Planets
1
2
3
4
5
20.
Meteors/Meteorites
1
2
3
4
5
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Lesson Plan-Day One, Two, and Three
Learner Outcomes:






Students will describe how night and day are caused by Earth’s rotation. (Knowledge)
Students will explain that Earth is one of several planets to orbit the sun, and that the moon
orbits Earth. (Comprehension)
The students will describe the characteristics of Earth and its orbit about the sun.
Students will explain that stars are like the sun, some being smaller and some larger, but so far
away that they look like points of light. (Knowledge)
Students will be able to recall all of the eight planets and describe characteristics of each.
(Knowledge)
Students will be able to analyze different components of the solar system. (Analysis)
Time Period Objectives:
 Students will be able to identify the eight planets and describe each one.
 Students will be able to describe the Moon and the Sun and give characteristics for each one.
 Students will be able to describe different parts of the solar system and identify their basic role.
Materials Needed:
 Astronomy Notes Worksheet
 Astronomy PowerPoint with Notes
 Mimio (Smartboard)
 Macmillan McGraw-Hill Science (2002) Textbook Chapter 9 (Pgs. D6-D21)
Procedures: 5-E Learning Cycle Model
1. Engagement: Introductory Activity:
Day 1 (30 minutes) The students will write down on a sheet of paper as many facts that
they can state about planets, the Sun, moon, asteroids, etc. to see where each child’s
background is for the Astronomy chapter. Discuss as entire class by writing on the
Mimio everyone’s ideas to see what they come up with.
2. Exploration: Developmental Activity:
Day 1 (30 minutes) Class will begin reading pages D6-D21 in textbook as an entire
class discussing: Earth and Its Neighbors (solar system, gravity, inertia, moon, a day,
and constellations) and The Solar System (planets, asteroid belt, meteors, meteorites,
comets, and galaxies). The material that is not read and discussed is completed for
homework! The Special Education students will have an aide or special education
teacher help guide them through the readings.
Day 2 (60 minutes) Discuss all material that was read from the night before related to
pages D6-D21 by having every student stand and say one thing that they learned. Then
the class will go into the Astronomy notes that are put onto the Mimio through
PowerPoint slides. The teacher will instruct every question with participation from the
Running head: INCLUSION INSTRUCTIONAL DESIGN
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students for each answer. Teacher will discuss material as the class works their way
through each question/slide. Each student will write the answer to the notes under the
question, while the special education students will have an extra copy of the notes with
the answers to help them follow along.
Day 3 (50 minutes) Continue and finish up with notes on the Mimio using PowerPoint
slides. The teacher will keep track of how many times each student participates to make
sure that everyone is getting a chance to answer a question.
3. Explanation/Extension: Concluding Activity:
Day 3 (10 minutes) The students will discuss with a partner three things that they
learned yesterday and today through the notes, and each partner group has to write
down one question that they still had about the Astronomy chapter.
4. Summary/Closure/Evaluation: Review notes for homework to be ready to complete
worksheet tomorrow.
5. Key Questions:
 What are the eight planets?
 What splits the four inner planets and the four outer planets?
 What is inertia and gravity?
 Why does life exist on Earth and not on other planets?
 What is affected because of Earth’s tilt?
Running head: INCLUSION INSTRUCTIONAL DESIGN
Chapter 9 Astronomy Notes
1.
How many planets are in the Solar System?
2.
Name the eight planets in the correct order as they go from the sun.
Clue: My Very Eager Mother Just Sold Us Nine Pizzas
3.
What are the four inner planets?
4.
What are the four outer planets?
5.
What splits the four inner planets from the four outer planet
6.
What is the farthest planet from the sun?
7.
What is the sun?
8.
What two things are the sun composed of?
9.
What are stars?
10.
What is an orbit?
What orbits around the Sun?
What does the Earth orbit?
What does the moon orbit?
11. What two things keep the planets in orbit and how?
12. What would happen to the planets if gravity were only working?
13. What would happen to the planets if inertia was only working?
14. Why does life exist on Earth and not on other planets in our solar system?
15. What is a day? What is the reason for night and day?
16. Name some characteristics of the moon.
17. How long does it take for the moon to complete all of its phases?
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Running head: INCLUSION INSTRUCTIONAL DESIGN
18. What is Earth’s nearest neighbor?
19. What are constellations?
20. Why do constellations appear to move across the sky?
21. Describe the inner planets.
22.
What planet is the only one that can support life?
23. Describe the outer planets.
24. What is an asteroid belt?
25. What are asteroids?
26. What are meteors?
27. What are meteorites?
28. What are comets?
29. What is a galaxy?
30. What is the Milky Way?
31. What is our solar system?
32. What is a planet?
33. What is gravity?
34. What does revolve mean?
35. What is an orbit?
36. What are phases?
37. What effect is there because of the Earth’s tilt?
38. What is an atmosphere?
39. What is rotation time?
40. What is revolution time?
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Running head: INCLUSION INSTRUCTIONAL DESIGN
41. What is a light year?

MERCURY

VENUS

EARTH

MARS

JUPITER

SATURN

URANUS

NEPTUNE

PLUTO
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Lesson Plan-Day Four
Learner Outcomes:
 Students will describe how night and day are caused by Earth’s rotation. (Knowledge)
 Students will explain that Earth is one of several planets to orbit the sun, and that the moon
orbits Earth. (Comprehension)
 The students will describe the characteristics of Earth and its orbit about the sun.
 Students will explain that stars are like the sun, some being smaller and some larger, but so far
away that they look like points of light. (Knowledge)
 Students will be able to recall all of the eight planets and describe characteristics of each.
(Knowledge)
 Students will be able to analyze different components of the solar system. (Analysis)
Time Period Objectives:
 The students will be able to what is the solar system.
 The students will be able to analyze what keeps the planets in orbit.
 The students will be able to give characteristics of the moon.
 The students will be able to compare the inner planets from the outer planets.
Materials Needed:
 Macmillan McGraw-Hill Science (2002) Textbook Chapter 9 (Pgs. D6-D21)
 Reading in Science Series worksheet
Procedures: 5-E Learning Cycle Model
1. Engagement: Introductory Activity:
Day 4 (10 minutes) Ask students to all stand up and use the flashcards to review all
vocabulary words from the astronomy chapter. When a student answers a question
correctly, then he or she can sit down until the entire class is finished with the questions.
All students will participate in the activity (including special education students).
2. Exploration: Developmental Activity:
Day 4 (40 minutes) Students will complete the Solar System worksheet in a group
assigned by the teacher using their notes and textbook to answer the questions. The
ability levels will be split up to have collaborative learning throughout the worksheet.
The aide will walk around with the general education teacher to help with any confusion
or questions.
3. Explanation/Extension: Concluding Activity:
Day 4 (5 minutes) The teacher will take time to answer any questions about the
worksheet as an entire class so if there is some confusion, it can be cleared up
immediately. Also, it is to be done as an entire class so everyone can get help if needed.
Day 4 (5 minutes) Students will turn to their neighbor and tell them the most
interesting thing that he or she learned today in science class related to astronomy.
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4. Summary/Closure/Evaluation: Solar system worksheet will be used for a grade tomorrow so
each student needs to make sure that it is completed for homework.
5. Key Questions:
 What keeps the planets in orbit?
 What does the Moon look like and what are some characteristics of the Moon?
 What are constellations?
 What makes up a day?
Running head: INCLUSION INSTRUCTIONAL DESIGN
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Solar System Worksheet
What is the Solar System?
1. The _____________is the Sun and the objects traveling around it.
2. The objects around the Sun include nine __________________.
3. The path of a planet is called its _____________________.
4. Earth is the _____________________________________ planet from the Sun.
5. A complete trip of Earth around the Sun takes one _______________________.
What Keeps the Planets in Orbit?
1. The force of attraction between the Sun and Earth is called _________________.
2. Gravity depends on two measurements: ________________________________.
3. The closer two objects are, the _____________the pull of gravity between them.
4. Newton described gravity as a property of all ___________________________.
5. The planets are kept in orbit by the Sun’s ______________________________.
6. The tendency of a moving object to keep moving in a straight line is called
_____________________________.
7. Both ______________ and _______________ keep the planets in their orbits.
What Makes a Day?
1. All planets spin, or ____________________________, like huge spinning tops.
2. How much light and warmth a planet receives depends on _________________.
3. The length of a day on Earth is ___________________________.
What is the Moon Like?
1. The Moon has no hydrosphere; there is no __________ to drink; there is no _______.
2. The Moon has a ________________________surface.
3. Dark-colored regions of the Moon are called ______________________________.
4. Huge dents on the surface of the Moon are called __________________________.
5. The Moon changes shape, or ________________________, from day to day.
6. The light of the Moon comes from the ___________________rays striking it.
7. It takes the Moon _______________________days to complete all its phases.
What are Constellations?
1. In the past, people looked at the stars and saw them arranged in groups that formed patterns in
the sky; they called these patterns ___________________________.
Running head: INCLUSION INSTRUCTIONAL DESIGN
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How Do the Inner Planets Compare?
1.
The planets closest to the Sun are the ________________________________.
2. The inner planets are _________________________, Venus, Earth, and Mars.
3. None of the inner planets have _____________________________________.
4. _______________________ is the hottest planet.
5. The largest of the inner planets is ________________________________.
How Do the Outer Planets Compare?
1. The outer planets lie beyond the __________________________________.
2. Jupiter, Saturn, Uranus, and Neptune are known as the ________________.
3. In comparison, ____________________________ is tiny and icy.
4. The period of _______________________ is much slower among the outer planets.
5. ________________________________is less dense than water.
6. A day on ______________________________is 17 ¼ hours long.
7. Winds on ________________________ can reach speeds of almost 1,250 miles an hour.
8. The _____________________________ lies between the orbits of Mars and Jupiter.
9. Space rocks that burn up before hitting the ground are ________________________.
10. Space rocks that reach the ground are _____________________________________.
11. _______________________________ are mixtures of ice, rock, and dust.
12. The __________________________ is a region beyond the orbit of Neptune.
Are There Other Solar Systems?
1. Our Sun is only one of billions of stars in the ___________________________.
2. The Milky Way is only one of billions of star systems in the __________________.
3. ______________ hopes to launch a number of missions to look for Earth-like planets.
Running head: INCLUSION INSTRUCTIONAL DESIGN
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Lesson Plan-Day Five
Learner Outcomes:
 Students will explain that Earth is one of several planets to orbit the sun, and that the moon
orbits Earth. (Comprehension)
 Students will be able to recall all of the eight planets and describe characteristics of each.
(Knowledge)
 Students will be able to analyze different components of the solar system. (Analysis)
Time Period Objectives:
 The students will be able to compare their weight on Earth with all the other planets.
 The students will be able to analyze why their weight is different on each planet.
Materials Needed:
 “How Much Do You Weigh” worksheet
 www.kids.nineplanets.org website
Procedures: 5-E Learning Cycle Model
1. Engagement: Introductory Activity:
Day 5 (10 minutes) Discuss with students the reason that if a person was to go to
another planet, why they would not weigh the same amount as they would on Earth.
Have the students give reasons as to why the weight would change.
2. Exploration: Developmental Activity:
Day 5 (40 minutes) Students will go to the computer lab and complete the worksheet
“How Much Do You Weigh” on each planet. They will use the website
www.kids.nineplanets.org to complete the worksheet individual. This is a hands-on
activity that allows students to see what life would be like on another planet.
3. Explanation/Extension: Concluding Activity:
Day 5 (10 minutes) Students will stand and discuss how much they weigh on certain
planets to see how they compare with classmates. There will not be enough time for
each student to tell how much they weigh on each planet, but it is a nice way to
compare with the rest of the class.
4. Summary/Closure/Evaluation: Students will take the material that they collected to create a
bar graph for homework displaying how much they weigh on each planet. These will
not be displayed in the hallway.
5. Key Questions:
 What planet did the students weigh the least?
 What planet did the students weigh the most?
 Why do the students weigh different amounts on different planets?
Running head: INCLUSION INSTRUCTIONAL DESIGN
How Much Do You Weigh?
1. Mercury:
2. Venus:
3. Earth:
4. Mars:
5. Jupiter:
6. Saturn:
7. Uranus:
8. Neptune:
9. Pluto:
10. Sun:
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Running head: INCLUSION INSTRUCTIONAL DESIGN
18
Lesson Plan-Day Six
Learner Outcomes:
 Students will describe how night and day are caused by Earth’s rotation. (Knowledge)
 Students will explain that Earth is one of several planets to orbit the sun, and that the moon
orbits Earth. (Comprehension)
 The students will describe the characteristics of Earth and its orbit about the sun.
 Students will explain that stars are like the sun, some being smaller and some larger, but so far
away that they look like points of light. (Knowledge)
 Students will be able to recall all of the eight planets and describe characteristics of each.
(Knowledge)
 Students will be able to analyze different components of the solar system. (Analysis)
Time Period Objectives:
 The students will be able to compare each planet and give characteristics about each one.
 The students will be able to explain why there is life on Earth and not on other planets.
Materials Needed:
 www.kids.nineplanets.org website
 “Planets Internet Search” worksheet
Procedures: 5-E Learning Cycle Model
1. Engagement: Introductory Activity:
Day 6 (10 minutes) The students will find a partner in the class that has close to the
same color of shirt on, and name two things that he or she learned yesterday from the
“How Much Do You Weigh” activity. The pair will take turns.
2. Exploration: Developmental Activity:
Day 6 (40 minutes) Students will go to the computer lab to complete a “Planets Internet
Search” with a partner. Since the Special Education students are in the classroom, they
will be paired with a Regular Education student for extra help. The pair will use the
website www.kids.nineplanets.org to complete the worksheet.
3. Explanation/Extension: Concluding Activity:
Day 6 (10 minutes) Teacher will take time to answer any questions about the internet
search before the class period is over because students have to complete the assignment
in class unless they have a computer at home that they can use.
4. Summary/Closure/Evaluation: Students will turn in the “Planets Internet Search” for an
assessment grade or they will have to turn it in tomorrow if not completed.
5. Key Questions:
 Which planet was the most interesting and why?
 Why is Pluto not considered a planet anymore and compare Pluto to the other planets?
 Why are some planets rocky and some just made of gas?
Running head: INCLUSION INSTRUCTIONAL DESIGN
Planets Internet Search
1. How many planets are in our solar system?
2. These planets travel in circular paths around the sun called what?
3. What are the four planets in the inner solar system?
4. What separated the inner and the outer planets?
5. Name the four rocky planets.
6. Name the four gas planets.
7. What planet is not considered a planet anymore?
8. What are the four giant planets?
9. What are the four small planets?
10. What is the sun?
11. How many Earth’s can fit inside the sun?
12. What percent of the sun is made of hydrogen and helium?
13. How many moons does Mercury have?
14. What poison is on Venus?
15. Can it rain in Venus and why or why not?
16. What does dense mean?
17. How old is Earth?
18. How much of Earth is covered by water?
19. What is its nickname?
20. What is dry ice?
21. What happens in Mars for months at a time?
22. Is there any water on Mars?
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Running head: INCLUSION INSTRUCTIONAL DESIGN
23. What is the asteroid belt?
24. Where is the main asteroid belt located?
25. How many Earth’s can fit inside Jupiter?
26. What is the “Great Red Spot”?
27. How many moons does it have?
28. Is Jupiter the largest planet?
29. What is Saturn famous for?
30. What are Saturn’s rings made of?
31. What was the only spacecraft to visit Uranus and the date?
32. Why is Uranus colored blue?
33. How many rings are there? Can you see them?
34. Is Neptune always the 8th planet from the Sun?
35. Is Pluto considered a planet? If not, what is it called?
20
Running head: INCLUSION INSTRUCTIONAL DESIGN
21
Lesson Plan-Day Seven
Learner Outcomes:
 Students will describe how night and day are caused by Earth’s rotation. (Knowledge)
 Students will explain that Earth is one of several planets to orbit the sun, and that the moon
orbits Earth. (Comprehension)
 The students will describe the characteristics of Earth and its orbit about the sun.
 Students will explain that stars are like the sun, some being smaller and some larger, but so far
away that they look like points of light. (Knowledge)
 Students will be able to recall all of the eight planets and describe characteristics of each.
(Knowledge)
 Students will be able to analyze different components of the solar system. (Analysis)
Time Period Objectives:
 The students will be able to review components of the solar system.
 The students will be able to recall each planet.
Materials Needed:
 Macmillan McGraw-Hill Science (2002) Textbook Chapter 9 (Pgs. D6-D21)
 Post Assessment Questions for Review
Procedures: 5-E Learning Cycle Model
1. Engagement: Introductory Activity:
Day 7 (10 minutes) The teacher will have the ten items that each student needs to study
for the test tomorrow on the white board. The students will need to write down the ten
items to remember to look over.
2. Exploration: Developmental Activity:
Day 7 (40 minutes) Students will play a review basketball game of all the material that
will be included on the Planets Post Assessment tomorrow. The teacher will break the
students into two teams. Each student will get a chance to answer a question from the
teacher. Then if he or she answers correctly, then they will get a chance to shoot the ball
into the trashcan (basketball hoop). The students will score one point for answering the
question correctly, and either two or three points depending on where each student
shoots from. The winning team at the end will receive a piece of candy for reward.
3. Explanation/Extension: Concluding Activity:
Day 7 (10 minutes) Students will take out their notes from the Astronomy chapter and
the teacher will take time to ask any last minute questions related to the post assessment
tomorrow.
4. Summary/Closure/Evaluation: Students will take home their textbooks and notes to study for
the post assessment to see how much they comprehended throughout the chapter on planets.
5. Key Questions:
 What are three characteristics of each planet?
 What makes the Sun and the moon so unique?
Running head: INCLUSION INSTRUCTIONAL DESIGN
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Post-Assessment of Planets
Directions: Circle the number that best resembles your knowledge of the following.
1 – Never Seen 2 – Below Average 3 – Average 4 – Above average 5 – Expert
1.
Name eight planets
1
2
3
4
5
2.
Constellations
1
2
3
4
5
3.
Asteroids
1
2
3
4
5
4.
Sun
1
2
3
4
5
5.
Gravity/Inertia
1
2
3
4
5
6.
Characteristics of Moon
1
2
3
4
5
7.
Earth’s Nearest Neighbor
1
2
3
4
5
8.
Name our galaxy
1
2
3
4
5
9.
Rotation Time
1
2
3
4
5
10.
Revolution Time
1
2
3
4
5
11.
Phases of the Moon
1
2
3
4
5
12.
Comets
1
2
3
4
5
13.
Asteroid Belt
1
2
3
4
5
14.
Stars-Characteristics
1
2
3
4
5
15.
Why does life exist on Earth?
1
2
3
4
5
16.
What is a day?
1
2
3
4
5
17.
Moon to complete all phases?
1
2
3
4
5
18.
Characteristics of Inner Planets
1
2
3
4
5
19.
Characteristics of Outer Planets
1
2
3
4
5
20.
Meteors/Meteorites
1
2
3
4
5
Running head: INCLUSION INSTRUCTIONAL DESIGN
23
Planets Post-Assessment Test
1. _____ solar system
2. _____ planet
A. A collection of billions of stars.
B. One of the four planets beyond the asteroid
belt.
C. The sun and the objects that are traveling
around it.
3. _____ gravity
D. To move around, or orbit, another object
4. _____ inertia
E. A planet between the Sun and the asteroid
belt.
5. _____ revolve
F. A “dirty snowball” orbiting the Sun- a mixture of
ices, frozen gases, rock, and dust left over
from the formation of the Solar System.
6. _____ constellation
G. Region between Mars and Jupiter that
separate the inner planets and the outer
planets, and most asteroids are found here.
7. _____ inner planet
8. _____ outer planet
H. One of the many small, rocky objects that orbit
the Sun between the orbits of Mars and
Jupiter.
I.
One of the eight major objects that travel
around the sun and shine by reflecting its light.
J.
The force of attraction between any two objects
due to their mass.
9. _____ asteroid belt
10. _____ asteroid
K. The tendency of a moving object to keep
moving in a straight line.
11. _____ meteor
L. Patterns formed by groups of stars in the night
sky.
12. _____ meteorite
M. A chunk of rock from space that burns up as it
travels through Earth’s atmosphere.
13. _____ comet
14. _____ galaxy
N. A chunk of rock from space that strikes the
surface of Earth or the Moon.
Running head: INCLUSION INSTRUCTIONAL DESIGN
15. How many planets are in our solar system?
16. Name the eight planets in the correct order as they go from the sun.
17. What are the four inner planets?
18. What are the four outer planets?
19. What splits the four inner planets from the four outer planets?
20. What is the farthest planet from the sun?
21. What is the sun?
22. What two things is the sun composed of?
23. What are huge balls of gas?
24. What is a path that planets follow around the Sun?
25. What orbits around the Sun?
26. What does the Earth orbit?
27. What does the moon orbit?
28. What two things keep the planets in orbit?
29. What would happen to the planets if gravity were only working?
30. What would happen to the planets if inertia was only working?
31. Name two reasons that life exists on Earth and not on other planets.
32. What is a day?
33. Name two characteristics of the moon.
34. What is Earth’s nearest neighbor? (not a planet)
35. Why do constellations appear to move across the sky?
36. What is the name of our galaxy?
37. Tell me the difference between rotation time and revolution time.
24
Running head: INCLUSION INSTRUCTIONAL DESIGN
25
Put I in the blank if the characteristic tells about the inner planets and O if the characteristic
tells about the outer planets.
_____ Cool Temperatures
_____ Warmer Temperatures
_____ Many moons
_____ Solid, rocky crusts
_____ Slow rotation time
_____ Rings
_____ Gas Giants
_____ Slow revolution time