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Name: Heylee Goad Grade Level: Sixth Grade Approximate Time: 60 minutes Objective: The students will demonstrate

their understanding of the solar system by acting out how our planets orbit around the sun; then creating a model of our solar system using everyday items. IN Standard: Standard 2: o Earth and Space Science Understand the relationships between celestial bodies and the force that keeps them in regular and predictable motion. Indicator: 6.2.3 Understand that the sun, an average star where nuclear reactions occur, is the central and largest body in the solar system. 6.2.4 With regard to their size, composition, distance from sun, surface features and ability to support life, compare and contrast the planets of the solar system with one another and with asteroids and comets. Content: Understanding the planets, where they are located, the differences in sizes, and the relationship of the sun to the other planets. Materials/Media/Technology:

Space Explorers (The Magic School Bus) Stick-on labels (paper) Markers Items to represent planets: basketball (Jupiter), soccer ball (Saturn), 2 softballs (Uranus, Neptune), 2 Ping Pong balls (Earth, Venus), 1 jacks ball (Mars), 1 marble (Mercury) Orange/yellow beach ball (Sun) Different sizes of rocks (Comets and Asteroids) Computer (Projector) Coloring page (attached) ____________________________________________________________

PRE ASSESSMENT: See if the students can name each planet in order from largest to smallest. I. MOTIVATION: Show students the video o http://www.youtube.com/watch?annotation_id=annotation_307293&f eature=iv&src_vid=8Bk2mEIi0_M&v=ZZH_MgzGB7E o Read from Space Explorers (The last 40 pages) GOAL FOR LEARNER: The students will understand the relationship of each planet to the sun and the importance it has on the solar system. II. PROCEDURE: 1. Show the video to the class. 2. Read (the last 40 pages of the book) a. The first 40 pages was read the day before 3. Break students up into groups. (9 in each group) 4. If groups do not come out even that is alright 5. Have the students decide what planet they will be. (assign who will be the sun) 6. The students will then make a label of what planet they are (putting specific information about their planet on their tag at least 4 facts) 7. The comets and the asteroid (which are the remaining students) need to do the same thing. 8. Next have the student get into the correct order they must be in to demonstrate how the solar system works. 9. Before the planets orbit the sun have each of them say what planet they are, and at least 4 facts about the planet. (Should be on their label) 10. Have each group demonstrate one at a time how the planets orbit the earth and how the comets and asteroids do the same thing. (Student has a chance to actually act out the solar system and have a chance to watch.) 11.Once everyone has presented, have the students stay in their groups. 12. Pass out objects according to which planet they are (The sun gets an orange/yellow beach ball, Jupiter gets a basketball, and so on) a. Who gets what is under materials 13. Once again have each planet put their objects into the right order. (This will show the students on a live scale of the differences in sizes of each planet.)

14. After the students have put their objects in the right order pass out the coloring page. (attached) 15. Have the students work individually to complete the coloring page from the model they just created. PRIOR KNOWLEDGE: The general names of each planet. NEW INFORMATION: Specific information about each planet The importance of the sun The order that each planet is in from the sun CHECKING FOR UNDERSTANDING: I would check for understanding after I did my modeling. o Ask the students if they understand the specific job they need to do. o Make sure the students know they must act responsibly to make the solar system work properly. MODELING: (Before checking for understanding) I would act like I was a planet and have a desk as the sun and I would show the student how I want them to spin or orbit around the sun. GUIDED PRACTICE: Do steps 1-8 CHECKING FOR UNDERSTANDING: Make sure all the students have an assigned planet. Make sure the students information about their planet is correct. Answer any questions as needed. PRACTICE: Do steps 9-1 POST ASSESSMENT: Do step 15 in procedures

EXTENSION: If there is still remaining time have the students use the planet they were and write a story using true facts about the planet to tell about what life would be like if people could live on that planet. CLOSURE: Talk with the students about why our solar system is important and if they think life would be different if we were not in a solar system. If they think life would be different for us ask them how it would be different. III. EVALUATION: The students should understand all the planets, where they are located, and the importance of each planet. They should also know the importance of the sun and where it is located. RUBRIC: (Attached)

Rubric

The Solar System/ Model Group Work


Incomplete
Student followed directions Student created an appropriate label for their part Student was respectful to others when presenting Had the model done correctly

Complete