The Planets of our Solar System

Title: The Planets of our Solar System



Author: Rebekah Griffith

Subject: Science

Grade Level: 5th

IEP classification(s): Speech Language Impairment, ADHD, Hearing Impairment, Vision Impairment

State Standard(s):    ESS.10.5.2  Solar System:  Sun, Earth, Moons, Planets, Galaxies

Lesson Goals:
Students will watch YouTube videos about the planets, complete a worksheet about the planets, and build a planet out of foam.  Students will be able to name the nine planets in order, and tell at least three facts about each planet. 

Lesson Materials:

1.  Planet worksheet
2.  Plastic models of the planets
3.  White foam ball
4.  Paint



Instructional Methods

Anticipatory Set

1.  Teacher will show students a YouTube video about the nine planets.
2.  Teacher will hand out paper copies that highlight what the video talks about.
3.  Teacher will discuss the video with the class.
4.  Teacher will ask the class the following question:
     What is the correct order of the planets from the sun?
5.  Teacher will have the students put the planets in the correct order by either using plastic models of the         planets, drawing and labeling the planets, or simply writing a list of the planets.

Recognition “What” Multiple Means of Representation	Strategic “How” Multiple Means of Action and Expression	Affective “Why” Multiple Means of Engagement
3.1  Provide or activate background knowledge. 1.2  Provide alternatives for Auditory information.	4.2  Provide varied ways to interact with materials.	7.1  Increase individual choice and autonomy.
Teacher will show students a video of the planets and see how many they can recognize. Teacher will provide written hand-outs for those with hearing impairments.	Students will have a choice of putting the planets in the correct order using plastic models, drawing & labeling, or making a list.	Students will have the opportunity to choose which materials they want to use in order to represent their planets.

Introduce and Model New Knowledge

1.  Teacher will hand out a worksheet that contains facts about the nine planets.
2.  Teacher will read the information on the worksheet to the students.
3.  As a class, we will determine some key facts about each planet by brainstorming.
4.  Teacher will write these facts on the smartboard, and also read aloud what is written on the smartboard.
5.  Each student will then come up with their three favorite facts about each planet.  They may write these facts on a piece of paper, on the smartboard, or on the computer.

Recognition “What” Multiple Means of Representation	Strategic “How” Multiple Means of Action and Expression	Affective “Why” Multiple Means of Engagement
1.3  Provide alternatives for Visual information.	5.1  Allow choices of media for communication.	8.3  Foster collaboration and communication.
Teacher reads the worksheet aloud for those who are visually impaired.	Students may write their answers on the smartboard, computer, or piece of paper.	Students will brainstorm as a class to determine as many facts as possible about the planets.

Guided Practice

1.  Students will be paired with a partner.  Each pair will be assigned to a "quiet zone" in the classroom.
2.  Each set of students will be given plastic models of the 9 planets.
3.  Each pair of students need to put the 9 planets in order, label the planets with plastic labels provided, then come up with their favorite fact about each planet.
4.  Teacher will walk around the room to monitor progress and assist when needed.
5.  Each pair of students will then tell each other their favorite fact about each planet.

Recognition “What” Multiple Means of Representation	Strategic “How” Multiple Means of Action and Expression	Affective “Why” Multiple Means of Engagement
3.3  Guide information processing.	5.3  Provide ways to scaffold practice and performance.	7.3  Reduce threats and distractions.
Teacher will monitor student learning by asking questions to check for understanding.	Teacher will walk the room and monitor student learning and assist when needed.	Teacher will assign each pair of students to a "quiet zone" in the classroom.

Independent Practice

1.  Students will now be given a white foam ball to represent a planet.

2.  Each student will be told to decide which planet is most interesting to them.

3.  The students will then take paint from the supply cabinet and paint their planet the appropriate colors.

4.  As the paint dries, each student will choose their three favorite facts about their planet.

5.  Each student will then present his/her planet, and the three interesting facts associated with the planet.

6.  The teacher will provide feedback to the student, both positive and negative.

Recognition “What” Multiple Means of Representation	Strategic “How” Multiple Means of Action and Expression	Affective “Why” Multiple Means of Engagement
3.4  Support memory and transfer.	5.2  Provide appropriate tools for composition and problem solving.	8.4  Increase mastery-oriented feedback.
Students will be able to transfer what they have learned so far to their independent skills.	Students will be given paint and foam to use for planet representation.	After each presentation, the teacher will provide both positive and negative feedback to the student.

Wrap-Up

1.  Teacher will collect each planet from the students.

2.  Teacher will then review the key facts about each planet, writing them on the smartboard.

3.  Teacher will ask the entire class to name the planets, in order, one final time.

4.  Teacher will then show a video about how space exploration benefits us here on Earth.

5.  Teacher will go around room and ask each table of students a question about the video.

Recognition “What” Multiple Means of Representation	Strategic “How” Multiple Means of Action and Expression	Affective “Why” Multiple Means of Engagement
3.2  Highlight critical features, big ideas, and relationships.	6.4  Enhance capacity for monitoring progress.	7.2  Enhance relevance, value, and authenticity.
Teacher will review key facts about each planet.	Teacher will review the lesson and ask various questions to each table.	Teacher will show video about how space exploration benefits us here on Earth.

Assessment

1.  Teacher will hand out a 10-question written test about the 9 planets.

2.  Students may answer the 10-questions on a piece of paper, or they may choose to answer the questions orally to the teacher or paraprofessional.

3.  Teacher will then collect the tests from the students.

4.  Finally, the teacher will ask the students to take out a piece of paper, reflect on the lesson, and write five key facts about what they have learned during this lesson.

EXAM:

1.  Please list the planets in order from the sun.

2.  Which planet is the largest?

3.  Which planet is considered a dwarf planet?

4.  Which planet is the hottest and why?

5.  List the 4 gas giants.

6.  What is the great red spot on Jupiter?

7.  Which planet has rings?  What are these rings made of?

8.  How many moons does Neptune have?

9.  How many moons does Jupiter have?

10. Why is Earth considered to be in the Goldilocks Zone?

Recognition “What” Multiple Means of Representation	Strategic “How” Multiple Means of Action and Expression	Affective “Why” Multiple Means of Engagement
2.5  Illustrate key concepts non-linguistically.	4.1  Provide varied ways to respond.	9.3  Develop self-assessment and reflection.
Teacher will give students a written exam.	Students may write out their answers, or respond orally to the teacher.	Students will reflect on the lesson and write down 5 key facts that they learned.