Command Central:
Abort Planet Earth
Created by:
“The Good Central Girls”
AKA
Joleen Dean -
Amanda Person -
Heather Seitz -
Grades 3-5
Key Generalization:
What is needed to sustain life on a new planet
and what is its place in the Solar System?
MCF’s:
MCF I, CS1, E1 (generates questions)
MCF I, CS1, E2 (develops solutions)
MCF I, CS1, E5 (gathering information)
MCF I, CS1, E6 (generates charts/graphs)
MCF I, CS1, E4 (simple measurement)
MCF II, CS1, E2 (creative expression)
MCF III, CS2, E4 (life requirements)
MCF V, CS4, E1 (compare/contrast)
Changes to the Environment:
The classroom environment would change dramatically. All of the bulletin boards would display the solar system, parts of the solar system, plants, animals, and etcetera. The setup of the classroom would place the student’s desks in a U-shape (for them to become command central).
Introductory Activity:
The students will be read a scenario about Earth’s future coming to an end. They will work towards finding a way to overcome this problem.
Closing Activity:
Students will design a planet that is habitable by humans.
Type of Lesson
1 / The Planets of Our Solar System: Why Not Come For A Visit?
Students discover all of the aspects of the solar system.
Key Question: If you could travel to the other planets, what do you think they would be like?
Objectives: The students will discover…
· characteristics about the different planets / Earth Science – Children’s Book
MCF I, CS1, E6
(construct chart)
MCF V, CS1, E1
(describe planet)
MCF V, CS3, E1
(describe atmosphere)
MCF V, CS3, E 2
(weather)
MCF V, CS4, E 1
(planets/solar system)
2 / Spectacular Space
Students discover other things in the solar system such as comets and craters.
Key Question: Not including the planets, what are some things in our Solar System?
Objectives: The students will discover…
· How craters are formed
· The composition/ make-up of comets / Earth Science – Technology
MCF I, CS1, E5
(gathering information)
MCF V, CS4, E1
(compare/contrast things in the solar system)
3 / Peanut Butter and Jelly Light
Students discover how light transfer is affected by the Earth’s axis and how this is related the temperature differences on the planet.
Key Question: Is there a way we could really prove that the Earth’s tilt makes part of the planet warmer or colder?
Objectives: The students will discover…
· how light spreads over a region when the surface is tilted in different ways.
· how the Earth’s tilt affects the way the sun’s light hits the surface causing different temperatures in different areas of the world. / Physical Science - Technology
MCF I,CS1,E1
Reasonable questions about world based on observation.
MCF I,CS1,E2
Dev. Solutions to unfamiliar problems-reasoning, observation, experiment.
MCF I,CS1,E5
info gathering and problem solving.
MCF I,CS1,E6
charts and graphs.
MCF II,CS1,E3
technology used in everyday life.
MCF IV,CS1,E2
Measurement of linear dimensions.
MCF IV,CS1,E4
Form of energy, common phenomena
MCF IV,CS4,E3
light in terms of properties.
MCF IV,CS4,E4
light illuminates objects.
MCF IV,CS4,E5
how shadows are made.
MCF V,CS3,E2
weather conditions.
MCF V,CS4,E1
sun-heat and light
4 / It’s Getting’ Hot in Here!!
Students discover how heat from the sun travels all the way to Earth.
Key Question: How does the heat from the sun get all the way to Earth so we can feel it?
Objectives:
The students will discover…
· how heat moves throughout the environment. / Physical Science - Stations
MCF I, CS1, E
(questions based on observation)
MCF I, CS1, E2
(develop solutions)
MCF I, CS1, E6
(graph observations)
MCF IV, CS1, E2
(measure temp.)
MCF IV, CS1, E3
(physical properties)
MCF IV, CS1, E
(energy forms)
MCF IV, CS2, E3
(simple object construction)
5 / Predictable Plants
Students discover plants needs through constructing a sugar molecule and observing real plant life.
Key Question: What do plants need to survive?
Objectives:
The students will discover…
· How plants react to different environments / seasons
· Why plants react to specific stimuli
· How plants make food for themselves / Life Science – Centers
MCF I, CS1, E1
(generates questions)
MCF I, CS1, E2
(develop solutions)
MCF II, CS1, E4
(awareness of natural world)
MCF III, CS2, E2
(compare/contrast physical characteristics)
MCF III, CS2, E4
(compare/contrast needs)
6 / We Are All Connected and Need to Be Protected!
The students explore the different ecosystems that exist on Earth and discover how each organism is dependant on the others around them.
Key Question: What would the animals we know here on Earth need to live on another planet?
Objectives:
The students will discover…
· how intertwined the food web is and understand how fragile these relationships are in an ecosystem.
· the basic needs of all living organisms (water, food, shelter, air) on Earth and then apply this knowledge to decide what these organisms would need to live on another planet. / Life Science - Center Lesson
MCF I, CS1, E1
(Reasonable questions)
MCF I, CS1, E5
(solutions to unfamiliar problems)
MCF III, CS2, E4
(food, energy, and environmental needs)
MCF III, CS5, E1
(organisms in a food chain/web)
MCF III, CS5, E2
(interrelationships of living things)
MCF III, CS5, E3
(basic needs of all living things)
7 / Winter, Spring, Summer, Fall, How on Earth Do We Have Them All?
Students will discover how the Earth’s axis and orbit around the sun affects the changing seasons on Earth.
Key Question: Why do the seasons change on Earth?
Objectives: The students will discover…
· how the Earth orbits the sun and be able to explain how the Earth’s tilt and rotation cause the seasons to change. / Earth Science - Children’s Book
MCF I, CS1, E2
(Solutions to unfamiliar problems)
MCF I, CS1, E5
(Information gathering)
MCF V, CS3, E3
(seasonal changes in weather)
MCF V, CS4, E1
(describe sun and earth)
MCF V, CS4, E2
(Motion of Earth around sun)
8 / Gravity; Radical, Awesome, Vivacious, Ingenious, Thrilling, Yes!
Students discover the weight and mass of different objects based on the gravitational pulls on each of the 8 planets, as well as on Pluto.
Key Question: What is gravity and what’s its effect on us?
Lesson Objectives:
The student will discover:
· The forces of gravity on themselves.
· What affects mass and weight have on gravity.
· Ways to practice their multiplication skills. / Physical Science - Children’s book
MCF I, CS1, E1
(questions based on observation)
MCF I, CS1, E4
(measurement)
MCF I, CS1, E5 (gathering/problem solving)
MCF II, CS1, E1
(scientific decisions)
MCF II, CS1, E2
(charts)
MCF IV, CS3, E1
(motion)
MCF IV, CS3, E2
(forces)
MCF V, CS4, E1
(compare/contrast)
9 / 3, 2, 1….Blast off!
Students discover how humans are able to travel through space.
Key Question: If we’re down here (Earth), how do we get up there (our new planet/space)?
Lesson Objectives:
The student will discover:
· how rockets and space shuttles are able to travel through space
· other forms of space transportation and what they are used for. / Physical Science - Rockets and Space Shuttles
MCF I, CS1, E3
(manipulate simple devices)
MCF I, CS1, E4
(measuring)
MCF I, CS1 E6
(constructing graphs/charts)
MCF IV, CS2, E3
(construct small objects that fulfill purpose)
MCF IV, CS3, E1 (direction/speed)
MCF IV, CS3, E2
(motion/force)
10 / Command Central: The people of Earth are asking for your help!
Students take what they have learned throughout the unit and apply it to make a planet that will sustain life.
Key Question: Can we design a planet that will sustain life?
Lesson Objectives:
The student will create:
· a new life sustaining planet using all of their prior knowledge as well as newly obtained experiences. / Technology – Create a planet
MCF II, CS1, E1
(evidence in science)
MCF II, CS1, E2
(science/art/drawing)
MCF III, CS2, E4
(life requirements)
MCF III, CS5, E2
(Relationships in ecosystem)
MCF III, CS5, E3
(maintain existence)
MCF III, CS5, E4
(needs of life)
MCF IV, CS1, E5
(energy sources)
MCF V, CS1, E1
(surface features)
MCF V, CS1, E5
(uses for planet resources)
MCF V, CS2, E4
(uses for water)
Heather Seitz
Type of lesson: Earth Science - Children’s book
Lesson Title: The Planets of Our Solar System: Why Not Come For A Visit?
Grade Level: 3rd
Materials: Poster board, construction paper, writing utensils, markers/crayons, scissors, Glue sticks, multiple books and pictures of and/or about the planets
Reference: The Magic School Bus: Lost in the Solar System by Joanna Cole, Postcards from Pluto by Loreen Leedy, Solar System by Gregory Vogt, www.kidsastronomy.com, www.discoveryschool.com
Key Question: If you could travel to the other planets, what do you think they would be like?
Common Misconceptions:
· Earth is largest thing in solar system
· Solar system is crowded
· Sun is not a star, etc.
Set up Prior to Lesson: I will have all the books and printed pages for each planet set out on the back table. Directions will be on projection screen and all materials will be laid out so each student has enough materials.
Task / Description / Theories/MethodsEngage Activity / I will begin by reading Earth to Stella by Simon Puttock. I will gather the student’s attention and they will remain at their desks while I read. Following this I will ask them the key question stated above. Give them about 5 -7 minutes to share their thoughts. Move on to explore.
Summary: PreSchool-Grade 2–Stella loves everything about space, and her imagination takes her out into the solar system at bedtime. She lands on a planet and meets tingly blue space bugs, but she stays safely grounded to Earth through on-and-off conversations with Dad. EARTH TO STELLA: DONT FORGET TO SCRUB BEHIND THOSE EARS! 'CHECK, said Stella, just before she dons her helmet, boards her chicken-shaped rocket ship, and starts the countdown to blastoff. EARTH TO STELLA: COULD YOU KEEP THE NOISE DOWN, PLEASE? What makes this story extra special is the poignant bedtime routine between father and daughter. Their bond is verbal and visibly loving, yet always filled with a sense of fun and a shared love of space. Children get a glimpse of the sun, stars, and a shooting comet. Everything will draw them in: the protagonists vivid imagination; the pages bursting with color; the innovative illustrations in pastels, crayon, and paint; and the dialogue boxes that resemble radio transmissions. A stellar choice for independent readers and groups alike. / Learning Modalities: with book being read they get auditory and visual through the pictures.
Inquiry: they can challenge their naïve conceptions by listening to ideas others have about the planets.
Choice: Love and belonging because all are able to share their ideas with the class. Also encompasses the fun factor through the adventure of the story.
Exploring Activities / The students will create a pneumonic device representing the order of the eight planets and the dwarf planet (Pluto)
Students will have approximately 5 minutes to come up with their devices and then they will act it out in front of the class. / Choice Theory: chant fulfills fun factor of basic needs.
Learning Modalities: They are using reading and writing as well as auditory when listening to the chant (also includes verbal).
Multiple Intelligences: This will be used during the acting out of their pneumonic devices (kinesthetic).
Processing Activity / There will be a total of nine groups; each assigned a planet or dwarf planet. The group will research their own planet then will have to gather the info about the other planets by walking around to the other groups and filling in the info they found on their planets. Points about the Planets worksheet used here.
*websites will be book marked
Create a paper model of the planets, making sure to get the order correct. Construction paper, glue, scissors and coloring utensils will be provided. The items are located in the art center at the back of the room. Have students use the pictures provided as well as their knowledge of the order of planets to complete this activity. What I am looking for is that the planets are in the correct order and that there has been an effort made to distinguish the different sizes when laid out. Under each planet they will write one fact of their choice. Hang their pictures in the science area of the class. / Choice Theory: chant fulfills fun factor of basic needs.
Learning Modalities: They are using reading and writing as well as auditory when listening to the chant (also includes verbal).
Multiple Intelligences: This will be used during the acting out of their pneumonic devices (kinesthetic).
Further Investigation / The students will come and pick the name of a planet out of a bowl The student will use the planet name to do further investigating on their chosen planet. The computers will all be book marked to http://www.kidsastronomy.com. They will fill out the bottom portion the previous worksheet. The students will be informed that they are collecting this info to create a postcard or reality ad to get tourists or buyers to come to their planet.
The students will create their own TQPDAC about their chosen planet. This can be written out on notebook paper (format shown on front board) This will be presented to their table groups. / Learning Modalities: Using Tactile in creating model.
Multiple Intelligences: uses logical mathematical in comparing sizes of planets to make model. Also spatial, learn by seeing pictures and recreating the planet. Kinesthetic; movement among groups.
Choice: They get to choose the fact provided on their models. Love and belonging incorporated in groups.
Applications / They will use lots of creativity on this part! The students can pair up or work individually on either of the assignments (postcard/ad). This part may take some time. If needed finish up at home or give a little time the next day, then have kids present their creations to the class.
The reality ad can be acted out or written down.
The written portion of each assignment should contain at least 1 paragraph, but more may be added. / Inquiry: they can ask more questions and get the answers through more investigation.
Basic Needs: Power to choose their planet from the bowl, not just assigned to planet. Belonging incorporated through group presentations.
Constructivism: They can build new knowledge after tackling misconceptions and reviewing other ideas and facts.
Assessment / Each student will hand in: completed worksheet, model of planets (that will be assessed on order and one fact), and group/individual assignment (will receive points for completing the ad/postcard as specified above). The students will also present their planet postcard or ad to the class when finished. They will also hand in the completed TQPDAC about their chosen planet. All portions must be completed to receive points. / Choice: Power to choose assignment. Freedom to work in groups or alone. Fun, they get to use tons of creativity here!
Multiple Intelligences: They are given a chance to use verbal, kinesthetic, written.
Brain Based: Rich stimulating environment- have students set up place to act out reality ad.
Handouts/Visual Aids / Worksheet, Magic School Bus, pictures of all planets, The Planets in our Solar System, The Glow In The Dark Book of Space, internet site. / Multiple Intelligences: Bodily- kinesthetic, verbal.
Learning Modalities: auditory through listening to others present, Kinesthetic by acting out ad.
Points about the Planets