1.

Standards:
A. InTASC Principle 2 Learning Differences: I will implement this
principle in my lesson plan by presenting the information in a way to
allow the students to work together and come to a common conclusion.
By working together these students will be able to identify with each
other, promoting an inclusive environment. Another way this principle
will be implemented is by allowing the students to find the information
on the internet themselves; most of this key information is easy to access
and allows students some individuality.
B. InTASC Principle 6 Assessment: I will implement this principle
in my lesson plan by using multiple ways to assess the student’s retention
of knowledge. Using multiple ways of assessment is good for student
moral, test often fail students so using casual assessment creates a
positive learning environment. Casual assessment can also allow teachers
a way to see which students, if any, need help on key concepts.
2. Objectives:
A. Students will be able to relate the seasons, tides, lunar
cycles, and eclipses to the relative positions of the Earth, Sun and
Moon. (Analysis)
B. Students will be able to distinguish how gravity affects
the other planets in the solar system and be able to describe the
bodies in our solar system. (Comprehension)
3. Materials: Textbook (if applicable),video/lecture
(https://www.youtube.com/watch?v=vP8E2usRcEE), globe,
flashlight, graded Earth seasons worksheet (attached),
Lunar Cycle Take home information sheet (attached),
video/lecture
(https://www.youtube.com/watch?v=Qd6nLM2QlWw),
planets cutout (attached), large paper, glue, scissors, color
pencils, test (attached).
4. Begin by asking a more detailed question, one the students would not
likely know. (some examples: About how old is the Earth?, What causes
the seasons?, How many planets are there in our solar system?, What is
the name of the (#) planet from the sun?) If anyone knows the answer,
reward them with a piece of candy. Only pass out a limited amount of
candy. If no one can give any answers, give a brief lecture answering and
explaining that most of this information will be shown today. This can help
hook attention of the students to the topic at hand. This would reflect the
Behaviorism philosophy.
Next turn to a lecture, or video provided on the Earth, Sun, and Moon.
This will provide auditory and visual learners an opportunity to key in on
key concepts. After the students have been introduced to the topic, you
can demonstrate and emphasize the effect of the flashlight and its
position relative to the tilt on the Earth’s axis on the globe. This can help
kinesthetic learns focus on concepts. Pass out lunar cycle sheet and give a
brief reiteration of the cycles. Next pass out the Earth, Sun and Moon
worksheet. Let the students work together to complete the worksheet
with the help of their eBooks or their textbooks and the lunar cycle sheet.
After an appropriate amount of time collect the worksheet for later
assessment. The lunar cycle sheet can be brought home. This would
reflect the Essentialism and Progressive philosophies.
Students will follow concepts with different approaches to the 3 learning
styles. The flashlight example is easy to follow and comprehend. Lunar
cycle sheet is taken home for further evaluation.
4. (cont.) Now start the next lecture, or video provided on the solar system. Hand
out the planet cutout sheet, scissors, glue, and color pencils, and large construction
paper (could be handy to have materials out before class). Allow students to cut
out and color the planets according to relevant colors. Do not let students glue yet,
stop students here to allow for everyone to be on the same step. Next allow
students (having to share materials) to use their textbooks or eBooks to discover
the placement of the planets and glue them in place. After everyone has
assembled their project they can be turned in for assessment. Before a quiz, give
some time for review and reflection in the form of asking the students open ended
questions out loud. Lastly, a quiz can be handed out based off the following lesson
plan. Test is to be completed and collected for assessment. This plan again allows
for the 3 styles of learning to be utilized and once again reflects the Essentialism
and Progressive philosophies.
Students will reflect on the information learned at first and link how gravity affects
our solar system and more. The handout will help kinesthetic learners grasp key
concepts and the other presented information will help the auditory and visual
learners.
5. Closure for students is presented near the end of the lesson plan. Asking open
ended questions, can allow students to compare answers, even those who are shyer
and won’t raise their hands. This can help raise confidence for the test. In this part of
the lesson, students should be able to recall and reiterate how gravity affects the
Earth, Moon, and the solar system, as well as being able to describe the 8 planets and
their relative positions.

6. Having 3 separate types of lesson types (a worksheet, a cutout, and a test), allows
the teacher to evaluate the 3 learning styles effectively, as well as offering some form
of assessment before any standardized tests. If students are having trouble with key
concepts, the beginning assignments could help reveal where they might be
struggling.
Grading Rubik
Name: _____________
Period: _____________
Quiz

1. List the 8 planets in order, from the Sun to Pluto.

Sun
__________
__________
__________
__________
__________
__________
__________
__________
Pluto
2. What causes the Moon to orbit the Earth, and causes the planets and asteroids
to orbit the Sun?
___________________________________________________________________
___________

3. Name at least 2 of the major (or minor) phases of the Moon. (extra credit for
more!)
___________________________ ______________________________
___________________________ ______________________________
 Quiz (cont.)
4. List the 4 seasons.
______________
______________
______________
______________
5. Most planets orbit the sun in an oval pattern better known as a(n) ____________
orbit.
6. What moves tides? ___________________________ (2 correct answers)
 References
http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20
Level.pdf
http://www.ccsso.org/Documents/2011/InTASC%202011%20Standards%20At%2
0A%20Glance.pdf
http://www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_St
andards/Science/
http://www.paganprincesses.com/a-brief-introduction-to-lunar-cycles-and-
pagan-seasons/
http://www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_St
andards/Science/Middle_School/

Videos
https://www.youtube.com/watch?v=vP8E2usRcEE
https://www.youtube.com/watch?v=Qd6nLM2QlWw