Lesson Cycle

Lesson Title/Topic: 3rd Grade Science

Concept: Identifying planets in the solar system and their position in relation to the sun.

Standards/Rationale: Earth and space. The student knows there are recognizable patterns in the natural
world and among objects in the sky. The student is expected to:

(A) observe, measure, record, and compare day-to-day weather changes in different locations at the
same time that include air temperature, wind direction, and precipitation;

(B) describe and illustrate the Sun as a star composed of gases that provides light and heat energy for
the water cycle;

(C) construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits
and positions; and

(D) identify the planets in Earth's solar system and their position in relation to the Sun.

Learning Target: Assessment:

TSW create a model to identify the names Completed model of the solar system.
and position of each planet of the solar
system with 80% accuracy.

Materials: Poster board, color pencils, brads, solar system cutouts, tape, black paper, metallic
pen.

Lesson Cycle: (Direct instruction)

The teacher will: The student will:

Focus/Mental Set:  (Explain where the moon
 Draw a sun on the board. is, what it looks like, and
 (Ask students to explain where the moon is what objects they see
(learned in 2nd grade), what it looks like, and around the moon.)
what objects they see around the moon.) (CALLA)
(CALLA)  Come up and write or
 Ask students to come up and use the marker to draw on thing they believe
write or draw one thing they associate with the sun is associated with the sun
and the solar system around the picture of the sun. or the solar system on the
board around the sun.
  Instruct students that today we will be talking  Raise their hands and
about the planets in the solar system. name one planet that they
 Ask students to raise their hands and name one believe is in the solar
planet they may know from the solar system. system.
Teacher Input:  Receive headband to place
 Hang up the posters with the names and facts of on their heads using a
each planet in different areas around the piece of tape.
classroom.  Watch and listen to solar
 Give each student a headband with a picture of a system song video.
planet on it with a piece of tape so that they can  Determine what planet
measure them and put them around their heads. they are by listening to the
 Instruct students to watch and listen to the solar planets characteristics.
system song and determine what planet they are  Stand in front of the poster
using the characteristic of each planet. with the planet they
 Open solar system song at believe to be once they
https://www.youtube.com/watch?v=mQrlgH97v94 determine which one they
 Have students get up and move to the poster with are.
the planet they believe they are once they figure it  Listen to teacher
out. determine if they are
 Determine whether each student is standing in correct, if not, determine
front of their correct planet poster or not. what planet poster they
 (As you go over each planet, instruct students are supposed to be at.
to “shiver” and say “cold” when the planet is  (As the teacher explains
cold and to fan themselves and say “hot” when each planet, “shiver”
the planet is hot.) (TPR) and say “cold” when the
 Have students return to their seats. planet is cold and fan
 Hand out solar system interactive fan supplies to themselves and say “hot”
each student (slips with each planet, brads, and when the planet is hot.)
colored pencils.) (TPR)
 Instruct students to use posters and text book to  Use posters and text book
fill in information in blanks. to fill in information in
 Instruct students that they will can use the fan to blanks.
study for the upcoming project and exam.  Color in planets if they
 Allow students to color in planets if they finish finish quickly.
quickly, otherwise they can color it in at home if
they would like.
Guided Practice:  Get with their shoulder
 Log into quizizz.com and search for “solar buddy and open “Quizizz”
system” in search bar and choose 3rd Grade quiz. app found in
 Click “play live” button on right side of screen, “Assessment” folder of
then click green “proceed” button to obtain game one partners iPad.
code.  Enter game code and press
 Use projector to put computer screen with code on “proceed.”
the board.
  Instruct students to get with their shoulder buddy  Choose an appropriate
and open “Quizizz” app found in “Assessment” username and press “join
folder of one partners iPad. game.”
 Have students enter game code and press  Wait for teacher to start
“proceed.” game.
 Have students choose an appropriate username  Discuss and answer each
and press “join game.” question with their partner
 Select “Start Game” once all partner’s usernames until they finish all 12
appear on the board. questions.
 Read each question aloud as students work with  Receive 5 points on their
their partner answer questions in given time. solar system project if
 After completion of all 12 questions, partners with they are the team to score
highest score will receive 5 points on solar system the most points.
project.
Independent Practice:  Use white sheet of paper
 Instruct students that they will be creating a model to draw, color, and plan
of the solar system using whatever objects they what they want to do for
believe represents each planet accurately (they can their model solar system
use fruit, sports balls, Styrofoam balls.) Tell them project.
they can get creative.  (Have 2 minutes discuss
 Pass out rubric for solar system project. what kind of items they
 (Give students 2 minutes to discuss what kind could use for their model
of items they could use for their model with with their table group.)
their table group.) (SIOP-Interaction) (SIOP-Interaction)
 Pass out white sheet of paper to allow students to  Label their model
draw, color, and plan their model solar system. “blueprints” with each
This will be their model “blueprints.” planets size, makeup, and
 Have students label their model “blueprints” with temperature to use later as
each planets size, makeup, and temperature to use a resource for their
later as a resource for their project. project.
 Instruct students that project will be due Monday  Follow rubric to complete
and that they will have the whole weekend to model solar system over
finish it. the weekend, due on
Monday.
Closure:  Receive notecard with
 Give each student a note card with the name of a name of planet on it.
planet on it.  Have 30 seconds to
 Hold up a notecard that says sun. arrange themselves in
 Give students 30 seconds to arrange themselves in correct order from the sun
the correct order away from the sun (you) without (the teacher) without
talking to each other. talking to each other.
 Have students keep their notecard, line up at the  Line up at door and give
door, and tell you one correct fact about their teacher one correct fact
planet in order to leave the room. about their planet before
leaving room.
 Options:
Enrichment: Reteach:

Modifications/Correctives:

References: