Lesson Plan #1

Topic: Our Sun and Planets Grade: Third Time: 120 min (2 classes 60 min each)

Lesson Goals
Students will understand basic characteristics of the sun and planets Students will understand the similarities and differences between inner and outer planets Students will understand that each planet is unique and changing

Student Objectives
Students will know the major differences between the inner and outer planets Students will know that the sun is the center of our solar system and the suns importance Students will know how the relative location of each planet affects its characteristics and ability to support life

Common Core State Standards

SC.O.3.2.19: describe the similarities and differences among the planets RLA.O.3.1.06: use meaning clues to aid comprehension of content across the curriculum M.S.3.3: through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will o Solve problems using visualization, spatial reasoning, and geometric modeling.

21st Century Skills

21C.O.3-4.1.LS3 Student, cognizant of audience and purpose, articulates thoughts and ideas accurately and effectively through oral, written or multimedia communications. 21C.O.3-4.1.TT7 Student creates a presentation of at least four to six slides. Student inserts slides and chooses backgrounds, fonts, and slide layouts. Student understands and uses different formats for viewing (e.g., slide sorter menu, slide show menu, normal view).

Materials and Technology

http://video.nationalgeographic.com/video/kids/science-space-kids/solar-system-101kids/ http://education.nationalgeographic.com/media/file/0747b_Worksheet_portrait.pdf http://education.nationalgeographic.com/media/file/0747a_Worksheet.pdf Smart board Venn Diagram for Inner/outer planet assessment Computers with Power point (At least 8) Booklets (1 per student) to be completed throughout unit and used as study guides Video I made about PowerPoint Access to Wiki Site for resources, checklist, and rubrics

Procedures
1. As a class, we will complete a KWL Chart on the board about the Solar System. This will help me assess their previous knowledge as well as misconceptions about the stars, planets, gravity, the sun, etc. 2. I will play video: Solar System 101. After the video, we will discuss it & I will answer questions. 3. We will discuss the terms rotation, revolution, and orbit. 4. I will ask students if they know the difference between a star and planet and explain. 5. I will also go over the recent changes for planet requirements and why Pluto is no longer a planet. 6. I will pass out the first worksheet to each student. It is a chart of each planets temperature, composition, wind speed, and whether or not there is water or ice. 7. I will first have students look at the chart and find similarities between planets. I especially want them to notice that the inner planets are composed of rock, and the outer planets are composed of gas. I also want them to notice the number of moons, wind speed, and temperatures of each planet. If necessary, I will draw a thermometer on the smart board and label each planets range or average. 8. I will then pass out second worksheet which is questions to go along with the chart. I will have a student read the first question, and have another student name the hottest planet and two other students name the next hottest planets. I will ask them, why does Mercurys temperature vary so much? Why is Venus the hottest even though Mercury is closer? We will replay part of the video if needed and discuss the importance of atmosphere. 9. I will have the students complete questions two and three on their own, then we will discuss the answers. I will also have them answer question six. After they have answered question six, I will allow students one minute each to discuss their ideas with a partner so they may combine their ideas and possibly create at least one new one collaboratively. Once students have answered these questions and we have discussed them, I will ask students, How do we know these facts? I want them to think about this question critically, using their data. I will prompt them to say space probe, but I also want to see if anyone can explain what a space probe is or how it works. I will allow them to brainstorm briefly in their table groups what they think a space probe is, how it works, and what it might look like. 10. After testing their knowledge, I will play the video Space Probes so they can see that scientists create these to study the planets, which is how we know so much about our solar system through technology. 11. I will then have students complete questions four, five, and seven using this information about space probes. We will then discuss their answers.

12. If time allows, I will have the students, in partners, use the information in the chart to decide which planet they would like to live on, if it is ever possible, and not including Earth. I will let them Turn & Talk for 2 minutes about this. 13. They will create a Venn diagram of inner and outer planets. ***DAY 2 of LESSON*** 1. Students will be put in pre-selected groups of 3-4. They will be given information about a specific planet to read, and should use the handouts from the day before. They must also use at least one of the resources on the class Wiki page. I will show the video about how to create a PowerPoint and ask if they have any questions before we start. 2. As a group, they will create a Power Point Presentation about their planet. The checklist for what they must include as well as the rubrics for the PowerPoint and Presentation are on their class wiki: http://biller13.wikispaces.com/-/Planet%20Presentation/Blue/ 3. After they have completed their PowerPoint, each group will present to the class. As they are presenting, the remaining students will be filling in their Solar System booklet http://www.homeschoolshare.com/space_lapbook.php (Pages 6-8).

Adaptations/ Modifications
Although there are no official adaptations or modifications required in my classroom, I use multiple strategies to reach visual, auditory, and kinesthetic learners.

Assessment
I will collect the worksheets and check them for accuracy and creativity. I will also collect the Venn diagram if time allows for them to complete it. If not, it will be assigned for homework to be collected the following day. I will use the rubrics, checklist, and peer evaluation to grade each student on their PP and presentation of the PP.

Content Closure & Follow-up

I will review key concepts of this lesson and the previous lesson, answer questions they may have, and give the students to name the most surprising or favorite thing they learned so far. Journal writing for homework: if you could visit one planet, which would it be? Who and what would you take? What would you do while you were there?