Unit Lesson Plan
“The Solar System”
Tania Piehowski
Teaching Secondary Science
EdSe 4255
B. Munson
10/24/2005
1
Index
Curriculum Basis and Unifying Concepts…………………………………pg. 2
Unit Learner Outcomes………………………………………………………pg. 2-3
Scope and Sequence…………………………………………………………..pg. 4
Main Concepts………………………………………………………………...pg. 5
Main Concepts in Concept Map Format…………………………………...pg. 6
Unit Preparations……………………………………………………………..pg. 7
Unit Planning………………………………………………………………….pg. 8
Day One (Intro to the Solar System)……………………………………pg. 9
Day Two (The Sun)……………………………………………………….pg. 10
Day Three (Video—“Magic School Bus Gets Lost in Space”)………...pg. 11
Day Four (The Terrestrial Planets)……………………………………...pg. 12-13
Day Five (The Jovian Planets)…………………………………………...pg. 14-16
Day Six (Jigsaw Reading)………………………………………………...pg. 17
Jigsaw Reading (Research Reading: Terrestrial and Jovian Planets)...pg. 18
Day Seven (Quiz and Intro to Planet Report)………………………….pg. 19
Solar System Quiz……………………………………………………..pg. 20
Planet Project Information…………………………………………...pg. 21
Planet Rubric…………………………………………………………..pg. 22
Day Eight and Nine (Planet Research in Media Center)……………...pg. 23
Day Ten (Satellites)………………………………………………………..pg. 24
Day Eleven (Video—“Magic School Bus: Out of this World)………...pg. 25
Day Twelve (Planet Jigsaw)……………………………………………...pg. 26
Day Thirteen (Movie)…………………………………………………….pg. 27
Day Fourteen (Review for Exam)………………………………………pg. 28
Day Fifteen (Exam)……………………………………………………….pg. 29
Reflections on the Planning of Lessons………………………………...pg. 30
Special Student Considerations……………………………………………..pg. 31-32
Assessments…………………………………………………………………...pg. 33
Grade Weights/Diagnostic Assessments………………………………pg. 34
Formative Assessments………………………………………………….pg. 35-38
Summative Assessments…………………………………………………pg. 39-43
Safety………………………………….………………………………………..pg. 44
Classroom Management……………………………………………………..pg. 45-46
Teaching Resources…………………………………………………………..pg. 47
Self-Evaluation………………………………………………………………...pg. 48
8th Grade Earth Science
Curriculum basis:
This unit introduces the solar system. It covers the history, characteristics, and interactions of the objects in our solar system. It also uses videos and diagrams to enhance student understanding of the objects in our solar system. This unit will cover information solar system history, planet characteristics, the sun, inner and outer planets, the moon, and space rocks. . The Earth, Moon, Sun and the interactions that occur between them will follow this unit.
Unifying Concepts:
Evidence, models, and explanation
Systems, order and organization
Unit Learner Outcomes
Learner Outcomes / National Standards:Earth Science / State Standard / Unifying Concepts
Students will recognize seven main objects in the solar system / Earth in the Solar System / The student will compare objects in the solar system and explain their interactions with the Earth / Evidence, models, and explanation.
Students will understand the history behind the models of our solar system / History of Science / Evidence, models, and explanations.
Students will be able to identify important characteristics of our sun / Earth in the Solar System / The student will recognize that the sun is the principal energy source for the solar system and that this energy is transferred in the form of radiation / Evidence, models, and explanation.
Students will be able to identify important characteristics of our inner and outer planets and be able to compare and contrast them / Earth in the Solar System / The student will compare and contrast the planets, taking into account their composition, mass and distance from the sun and recognize the conditions that have allowed life to flourish on Earth. / Evidence, models, and explanation.
Systems, order, and organization.
Students will be able to identify the number of satellites in our solar system and describe the main ones / Earth in the Solar System / The student will compare objects in the solar system and explain their interactions with the Earth / Evidence, models, and explanation.
Students will complete a research project on one of the nine planets and be able to share their information with the instructor in a report and with their peers through jigsaw discussion / Earth in the Solar System
Science and Technology in Society
Students will be able to explain the differences between the three space rocks in our solar system and describe certain characteristics they posess / Earth in the Solar System / The student will compare objects in the solar system and explain their interactions with the Earth / Evidence, models, and explanation.
Students will be able to recognize the main gases in our solar system / Earth in the Solar System / Evidence, models, and explanation.
Scope and Sequence
This three week unit follows a unit on galaxies and discusses the solar system and its importance in our understanding of planets and their characteristics and relationships with Earth. It is important that students understand our solar system so that they realize that our planet is valuable and needs to be taken care of so that life can remain untouched.
My idea with this unit was to start with what students may already know and expand from there. I began with the history of our solar system and branched out to the sun, the planets, planet characteristics, and finally to satellites and space rocks. I offered inquiry based learning by asking the students to explore a planet for themselves and further to educate their peers on their planet. I also asked students to complete a variety of assessments to make sure they fully understood the nature of this unit. In the end, I believe that the students will get a good understanding of our solar system and will be prepared for an upcoming unit on the Sun, Earth, and our Moon through the knowledge gained in this unit.
Major Concepts
Solar system
Seven objects in solar system
Ptolemy’s Earth centered solar system
Copernicus’ sun centered solar system
Galileo’s telescope
Fusion
Radiation
Sun layers
Planet
Terrestrial planet
Jovian planet
Rotation
Revolution
Orbit
Mass
Temperature
Composition
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Asteroid
Meteoroid
Comet
Satellite
Major satellites in our solar system
Unit Preparations
Two weeks before the unit, gather/reserve the following materials:
« Reserve the media center for days 8 and 9 in the unit
« Reserve projector for days 1, 2, 4, 5,10, 11 of the unit
« Make copies of the unit outcomes for the first day of the unit
« Make copies of follow along sheets for the video on the planets
« Make copies of follow along sheets for the PowerPoint presentation on the planets
No other materials are needed except student’s personal materials (i.e., notebook, writing utensil, etc.)
Unit Planning
Day One
Objectives:
§ Students will define the word of the day as it correlates to the lesson
§ Students will investigate the solar system and will be able to identify which seven objects make up our solar system
§ Students will be able to contrast both Ptolemy’s Earth centered model and Copernicus’ sun centered model of our solar system and be able to recognize which theory we follow today
Materials
Ø PowerPoint presentation
Ø Notebook
Ø Writing utensil
Ø Textbook
Procedure:
1. Upon entering the room, students will define the word of the day: solar system. Class will discuss the word and how it relates to today’s lesson (5 minutes)
2. As a class, students will determine the seven objects that make up the solar system (5 minutes)
a. A star (sun)
b. Planets
c. Satellites
d. Asteroids
e. Meteoroids
f. Comets
g. Gas and Dust
3. PowerPoint presentation, “Introduction to the Solar System” (25 minutes)
a. Basic information on the the seven objects in our solar system
b. Basic information on Ptolemy’s Earth centered model of our solar system
c. Basic information on Copernicus’ sun centered model of our solar system
d. Reason on why we know the Copernicus model is correct thanks to Galileo’s invention the “telescope”
4. Review and answer questions posed by students (5-7 minutes)
Homework assignment:
- Read section one on the sun in Chapter 23 of the textbook (2 minutes)
Source: Feather, Jr., Ralph, and Susan Leach Snyder. Earth Science. Glencoe/McGraw-Hill, 1999.
Day Two
Objectives:
§ Student will define the word of the day as it correlates to the lesson
§ Students will determine how the sun produces its energy
§ Students will identify the sun’s several surface features and layers
§ Students will be able to discuss SOHO and its importance to our understanding of the sun
Materials
Ø PowerPoint presentation
Ø Notebook
Ø Writing utensil
Ø Textbook
Procedure:
1. Upon entering the room, students will define the word of the day: fusion.
Class will discuss the word and how it relates to today’s lesson
(5 minutes)
2. PowerPoint presentation, “The Sun” (30 minutes)
a. The sun is the gravitational center of our solar system
b. It contains 99% of the mass in our solar system
c. The sun fuses hydrogen and helium to make the huge amount of
energy it gives off
d. The sun spins, has several surface features, and has a cycle of
sunspots, which help us to see the sun rotate
e. The sun has layers just like the Earth
-Three inner layers: Core, radiative zone, and convection zone
-Three atmosphere layers: photosphere, chromosphere, and corona
f. A satellite called SOHO orbits the sun and continuously studies it
3. Review and answer any questions posed by students (5-7 minutes)
Homework Assignment:
-Complete review questions 1-5 in section one of Chapter 23 (2-4 minutes)
Example of PowerPoint slide:
Day Three
Objectives:
§ Student will define the word of the day as it correlates to the lesson
§ Students will identify important components of the planets as they watch a video about the planets and complete a follow-along sheet
Materials:
Ø Video: “The Magic School Bus Gets Lost in Space”
Ø Follow-along sheet pertaining to the video on planets
Ø Writing utensil
Ø Textbook
Procedure:
1. Upon entering the room, students will define the word of the day: planet.
Class will discuss the word and how it relates to today’s lesson
(5 minutes)
2. Hand out follow along sheet to video and explain expectations. Go over
questions before video begins and ask if they have any questions. Will be
collected at the end of the hour and must be complete to receive full
credit. (5 minutes)
3. Video: “The Magic School Bus Gets Lost in Space” (20 minutes)
4. Collect follow along sheet and discuss answers (10 minutes)
Homework assignment:
-Read section two on the inner planets in Chapter 23 of the textbook
(2 minutes)
Day Four
Objectives:
§ Student will define the word of the day as it correlates to the lesson
§ Student will understand the major characteristics of the inner planets as they identify them in a follow along sheet while viewing a PowerPoint presentation
Materials:
Ø PowerPoint presentation
Ø Follow-along sheet pertaining to presentation
Ø Writing utensil
Ø Textbook
Procedure:
1. Upon entering the room, students will define the word of the day:
Terrestrial planet. Class will discuss the word and how it relates to
today’s lesson (5 minutes)
2. Hand out follow along sheet and explain expectations. Tell them that this
is a tool for their own personal use and will not be turned in, but will help
them on future assessments (5 minutes)
3. PowerPoint presentation, “The Terrestrial Planets” (25 minutes)
Slide 1:THE TERRESTRIAL PLANETS
« MERCURY
« VENUS
« EARTH
« MARS
“The Rocky Planets”
Slide 2: MERCURY
« Mercury is the second smallest planet in the solar system and is the closest to the sun
« Mercury orbits the sun in 88 Earth days and rotates around once in 59 Earth days
« One side of the planet is hot while the other, the night side, is cold
« It has rolling, dust covered hills, cliffs, craters, and is similar in composition to our moon
« Mercury has almost no atmosphere which causes the sky to be black from the scattering of light
« Mercury does NOT have any satellites
Slide 3: VENUS
« Considered Earth’s sister planet because it is similar in size and mass
« It’s the second planet from the sun
« Venus revolves around the sun in 225 Earth days and rotates (retrograde) in 243 Earth days
« It is surrounded by dense clouds and a heavy atmosphere composed of CO2
-mists sulfuric acid
« The surface temperature is about 900°F, primarily due to a runaway greenhouse effect (gases get trapped)
« Has huge craters, fault like cracks, and volcanoes
« Does not have any satellites
Slide 4: EARTH
« Earth, the water planet, is the 3rd planet from the Sun
« About 70% of the Earth’s surface is covered in water
« It is the third planet from the sun and is 150 million km (93,000,000 miles) or 1 AU away from the sun
« It takes 365.25 days for the Earth to travel around the Sun and 23.9345 hours for it to make one full rotation
« Earth has one satellite, Luna
« It is the only known planet in our solar system to support life at this time
Slide 6: HOW DO SCIENTISTS SIZE THEM UP?
-Shows size of terrestrial planets in relation to Jovian planet satellites
*PowerPoint created by: Tania Piehowski, 2005
4. Review presentation and answer questions students my have about the
terrestrial planets or other material to this point (5-7 minutes)
Homework Assignment:
-Read section 3 on the Jovian planets in Chapter 23 of textbook (2 minutes)
Day Five
Objectives:
§ Student will define the word of the day as it correlates to the lesson
§ Student will identify the major components of the outer planets as they view a PowerPoint presentation and complete a follow along sheet
Materials:
Ø PowerPoint presentation
Ø Follow-along sheet pertaining to presentation
Ø Writing utensil
Ø Textbook
Procedure:
1. Upon entering the room, students will define the word of the day:
Jovian planet. Class will discuss the word and how it relates to today’s
lesson (5 minutes)
2. Hand out follow along sheet and explain expectations. Tell them that this
is a tool for their own personal use and will not be turned in, but will help
them on future assessments (5 minutes)
3. PowerPoint presentation, “The Jovian Planets” (25 minutes)
Slide 1: THE JOVIAN PLANETS
« JUPITER
« SATURN
« NEPTUNE
« URANUS
“The Gaseous Planets”
Slide 2: JUPITER
« 5th planet from the sun
« Largest planet (143,000 km diameter)
-Jupiter is so large that it can fit all of the other planets in our solar system inside