The Solar System and the Universe

1. The Solar System and the Universe MTE/532 October 3, 2010

2. Our Solar System • Introduction The Solar System is what makes our planet so unique. Students will not have a genuine understanding of their planet without gaining knowledge about the entire universe. The greater defines the lessor not the other way around. Through this lesson plan (Martin, Sexton, Franklin, & Gerlovich, 2005) students learn about the universe, they will come to understand their planet, its characteristics compared to other planets, and where it is located in the whole system.

3. Standards and Objectives Virginia Standards • The student will investigate and understand the basic relationships between the sun and the Earth (1.6). • The student will plan and conduct investigations in which, predictions are made, data is graphed, inferences are made, and conclusions drawn (3.1) Lesson Objectives • After reading books on planets, each student will know the names of the eight planets, their positions relative to the sun, and at least one attribute for each. • Given resource books on each planet, students will work in small groups to draw a picture of one of the planets which will be arranged on a mural

4. Standards and Objectives Virginia Standards • The student will conduct investigations in which, objects are arranged according to properties, observations are communicated with pictures and written statements, and predictions are based on patterns of observations rather than on random guesses. • The student will investigate and understand the relationship of seasonal change and weather to the activities and life processes of plants and animals. Lesson Objectives • Given a resource books and a postcard outline, students will be able to communicate with family members through written statements, describing their trips to the planet they drew. • Using effective questioning strategies, the class will discuss what it would be like to vacation on each planet considering it’s temperature, light, precipitation, and other physical attributes.

5. Standards and Objectives Virginia Standards • The student will investigate and understand basic types, changes, and patterns of weather (2.6). • The student will investigate and understand that living things are a part of a system (2.5). Lesson Objectives • Through class discussion and effective questioning, students will recognize concepts such as temperature, wind, precipitation, drought, flood, storms, the importance of measuring and recording weather data. • By answering the questions included in the expansion phase and the new outcomes, students will understand that living organisms are interdependent with their living and nonliving surroundings.

6. Materials Needed • Books on planets, such as: Jeff Davidson, Voyage to the Planets (Worthington, OH: Willowisp Press, 1990) and Joanna Cole, The Magic School Bus Lost in Space (New York: Scholastic, 1988) • Postcard outline • Poster Paper • Paints • Markers • Resource books on the planets • Materials to Create a planet mobile (this can be done as a home extension): wire coat hanger, paint, tape and/or glue, paper-mache or balls of different sizes, string, and cardboard, paper, or newspaper.

7. Instructional Activities • To introduce the lesson, the teacher will read Magic School Bus Lost in Space or another book on the solar system • Ask students to recall the planets from the book and how the Earth is just one planet in the solar system • Use questioning to develop understanding and additional concepts • Teach students a chant to help them remember the planets • Reiterate that each planet has different characteristics like shown in the book.

8. Instructional Activities • Ask students if they would like to vacation on Mars or another planet in the solar system • Students will choose a planet to visit and grouped accordingly based on their planet • Each group will research through books provided by teacher as to what their planet should look like • Each group creates a drawing of their planet and places it in the appropriate order from the sun on the teacher’s sun mural • To conclude, students will write a postcard to family describing the trip to their chosen planet

9. Extension Activities Students with Learning Disabilities • Students may draw a picture of favorite planet without writing. • Students may work in groups with responsible peers. • Students may receive additional instruction individually or in small groups. Gifted Students • Students will be asked to create a new chant for the planets. • Students may create additional post cards. • Students will invent and describe a way for humans to live on Mars.

10. Assessment After students complete the activity, students will be given a short writing assignment. Students will be ask to write complete sentences to answer the following questions. • What is the name of the planet you chose? • Give a description of your planet. Provide at least five characteristics of your planet. • What made you choose this planet? • What did you know about the planet before choosing and researching it? • What did you discover new about the planet after researching? • What order is your planet from the sun?

11. Conclusion The students have been given the opportunity to learn through inquiry and group work. This opportunity allowed them to extend their understanding of the solar system and universe that they live in. This lesson joined strategies and learning experiences that met the different learning needs and styles of the students.

12. References Martin, R., Sexton, C., Franklin, T., & Gerlovich, J. (2005). Teaching science for all children: An inquiry approach (4th ed.). Boston: Pearson. Virginia Department of Education. (2003). The Standards of Learning Documents for Science: Grade 3. Retrieved October 1, 2010, from http://www.doe.virginia.gov/testing/sol/standards_docs/science/k-6/stds_science3.pdf