SCIENCE LESSON PLAN Date: ​Thursday, February 1st, 2018 

 
What ​exit slip ​will we use to evaluate if they understand these big ideas? 
What is the center of our Solar System?
10:00-10:15: Mini Lesson (Explain)  Lesson Title: 
  The Sun, Moon, and Earth System 
Create the Public record on the top of  Essential Question: 
page 3 in Science Sparks.  -Identify the major components of the 
  solar system, i.e. sun, planets, moons 
-Use data to categorize the inner and 
outer planets 
Vocabulary: 
-rotation 
-revolution/orbit 
-Solar System 
Connection: 
Allow students to fill out a sticky note 
that says “I know…” with a fact that 
they already know about the Solar 
System. Display this on a public record. 
Plan: 
-Ask students to write on a sticky note 
what they know about the sun, the 
earth, or the moon, display on public 
record 
-Create Public Record of information 
listed to the left 

10:15-10:35 Explore/Engage  Directions for teacher: 

  help students fill in and label Solar 
Glue in the Solar System diagram and  System diagram 
label the following:   
● planets   
● the Asteroid Belt  Students will….. 
● inner/outer planets   
  participate as teacher helps them to fill 
  in public record and diagram 

Materials Needed  1. Chart Paper/Makers 

2. index card for exit ticket 
3. copies of Solar System diagram 
(Google Drive in Science Folder) 
 
2:20-2:40 Evaluate  Wrap up/ Exit Ticket/Science Spiral 
  Review 
Ask students to complete an exit ticket   
that asks: 
What is the center of our solar system? 

SCIENCE LESSON PLAN Date: Friday February 2nd, 2017 

 
What ​exit slip ​will we use to evaluate if they understand these big ideas? 
What are two characteristics of an inner planet?
10:00-10:15: Mini Lesson (Explain)  Lesson Title: 
  The Sun, Moon, and Earth System 
Explore:Solar System Generalization  Essential Question: 
(page 6 Science Sparks)  -Identify the major components of the 
  solar system, i.e. sun, planets, moons 
● Glue in Solar System Data into  -Use data to categorize the inner and 
Science Notebook  outer planets 
● Give students 2-3 minutes of  Vocabulary: 
private think time to see what  -rotation 
they notice about the data  -revolution/orbit 
● Share out one fact to your group  -Solar System 
(I noticed…)  Connection (5 minutes): 
Turn and talk with an elbow partner 
what new fact did you learn about the 
Solar System yesterday. 
Plan: 
-Have students glue into their 
notebooks the Solar System Data 
-Give them 2-3 minutes of private think 
time to see what they notice about the 
chart 
-Talk with people in your group about 
what they notice. 

10:15-10:35 Explore/Engage  Directions for teacher: 

   
Explore: Solar System Generalizations  ● Organize class into teams of 4-5 
(Science Sparks page 6)  ● Work together with their group to 
  present one generalization to the 
Possible way to organize students into  while class. On a white piece of 
teams:  paper have each group do the 
1. Speaker (present generalization  following: 
to class)  1. Write the generalization 
 2. Leader (Keeps team on task and  2. Provide the data to support 
makes sure assignment has all  generalization, a visual (graphic, 
parts complete)  drawing, physical model, etc)(10 
3. Scribe (Completes writing parts  minutes) 
of assignment)  3. Speaker from each team will 
4. Artist (Completes visual for  present generalization to whole 
assignment)  class (2 minutes per group) 
5. Data Gatherer (if needed)   
(identifies data from the chart to  Students will….. 
include on the assignment)  -read the data and notice 
generalizations about each of the 
planets. 

Materials Needed  1. Solar System Data copies for each 

student (Science Sparks page 7) 
2. Science Notebook 
3. White Paper 
4. Crayons  
5. Glue Sticks 
2:20-2:40 Evaluate  Wrap up/ Exit Ticket/Science Spiral 
Exit: What are two characteristics of an  Review 
inner planet? 

 
SCIENCE LESSON PLAN Date: Monday February 5th, 2018 
 
What ​exit slip ​will we use to evaluate if they understand these big ideas? 
Give an example of something in the Solar System that rotates.
10:00-10:15: Mini Lesson (Explain) Lesson Title: 
The Sun, Moon, and Earth System 
Essential Question: 
-Identify the major components of the 
solar system, i.e. sun, planets, moons 
-Use data to categorize the inner and 
outer planets 
Vocabulary: 
-rotation 
-revolution/orbit 
-Solar System 
Connection: Have you ever wondered 
what causes day and night? What 
about what causes the seasons? By the 
end of today, I hope you can answer 
those two questions. 
 
 
Plan: 
  -Create a public record, like the one 
above to explain the difference 
between Rotate and Revolve 

10:15-10:35 Explore/Engage  Directions for teacher: 

   
Birthday Dilemma   ● Give each student a copy of The 
  Birthday Dilemma (pg 4 Science 
  Sparks) 
● Model an example of how to 
share, listen, rephrase and agree 
or disagree 
● Allow students 5 minutes of 
Private Think time to read and 
answer the question  
● With a partner from their table 
allow partner A to share, while 
partner B listens, rephrases and 
agree/disagree (5 minutes) 
 ● Allow partner B to share, while 
partner A listens, rephrases, and 
agrees/disagrees (5 minutes) 
● Before Students turn in the 
Birthday Dilemma, allow them to 
change their answer and 
explanation, if they need to (5 
minutes) 
 
Students will….. 
-Complete the Birthday Dilemma 
-Explain to a partner their reasoning 

Materials Needed  1. Birthday Dilemma (pg 4 Science 

Sparks) 
2. index card for exit ticket 
 
2:20-2:40 Evaluate  Wrap up/ Exit Ticket/Science Spiral 
Give an example of something in the Solar Review 
System that rotates. Give an example of
something in the Solar System that revolves. 

SCIENCE LESSON PLAN Date: Tuesday February 6th, 2018 

 
What ​exit slip ​will we use to evaluate if they understand these big ideas? 
Solar System Assessment
10:00-10:10: Mini Lesson (Explain)  Lesson Title: 
  The Sun, Moon, and Earth System 
Modeling the Solar System  Essential Question: 
(Complete instructions in Science  -Identify the major components of the 
Sparks pate 9)  solar system, i.e. sun, planets, moons 
-Use data to categorize the inner and 
outer planets 
Vocabulary: 
-rotation 
-revolution/orbit 
-Solar System 
 
Connection: 
What causes your birthday? What 
causes a year? 
 
 Plan: 
● Connection (What causes your 
birthday?) (5 minutes) 
● Explain how to complete 
Modeling the Solar System (5 
minutes) 

10:10-10:35 Explore/Engage  Directions for teacher: 

  ● Divide students into groups of 3-5 
Modeling the Solar System  ● Each group will have the 
following members: 
○ Materials Manager (only 
person who can talk to 
teacher and ask for 
supplies or ask a question) 
○ Captain (Keeps team on 
task, ensures all part of 
project are complete, 
manages time) 
○ Builder (creates model, 
with help of teammates) 
○ Presenter (Presents the 
model to the class) 
● Each group must create a model 
to show motions in the universe 
(planets orbiting the sun, planets 
rotating on axis, moons orbiting 
planets, moons rotating on axis, 
etc) (15 minutes) 
● They will present their model to 
the class (2 minutes each) 
Students will….. 
work together to create a model of the 
solar system 

Materials Needed  1. Styrofoam balls 

2. Toothpicks 
3. Ping pong balls 
4. Flashlights 
5. Colored Paper 
6. Scissors 
7. String 
 8. Skewers 
9. Other Materials 
10. Solar System Assessment (pg 10 
and 8 in Science Sparks) 
 
2:20-2:40 Evaluate  Wrap up/ Exit Ticket/Science Spiral 
Have students complete the Solar  Review 
System Assessment during writing 
station during literacy stations 

Order of Lesson Flow:

Explain
Explore/Engage
Evaluate