Lesson Plan Guide

Teacher Candidate: Evan Ebenezer Date: 4/30/17

Grade and Topic: Grade 3, Earth and Space Science Length of Lesson: 45 Minutes for two days

Mentor Teacher: School:

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

The Mapping the Solar Systems lesson is part of a unit that covers our very own solar system and the definition
of a solar system. General knowledge about our solar system can be applied in creating a model of the solar
system depicting relative positions and sizes as described in TN state standard 0307.6.1

LESSON OBJECTIVE:
Content Learning Goals and Objectives
1. Given a blank sheet of paper, TLW be able to identify the planets of our solar system with a score of 7 or above
on the rubric. (Blooms taxonomy: comprehension)
2. TLW will also be able to align the planets in the solar system in the correct order with a score of 7 or above.
(Blooms taxonomy: comprehension)

Student Participation
The goal of this lesson if for students to demonstrate a clean understanding of the planets that compose our solar
system as well as identifying and aligning them in order. Students provide written representations of their
meaning through a short quiz which includes aligning and identifying.

STANDARDS ADDRESSED:
State/District, Common Core Standards
TN Earth and Space Science 0307.6.1 Identify and compare the major components of the solar system

MATERIALS:
Materials Used
1. Pencil
2. Paper
3. Computer
4. Internet Access to:
a. http://planetfacts.org/size-of-planets-in-order/

Technology Integration
Students will use the website stated above as a resource for the sizes of the planets to compare how big one is to another.
After they will use the sizes to see the proportions of each to create an somewhat accurate model.

BACKGROUND and RATIONALE:

Students will demonstrate a clear understanding of the planets in our solar system as well as the order in which they
orbit around our axis. They will do this by creating a model, whether it be 2D or 3D, to accurately represent the sizes
of the planets.
Academic Language is not addressed in IDT 3600.
 This lesson is a continuation of TN social studies standard 4.0.
We will refer to the summary created here as we continue to explore the Preamble. We will also use our outlines for a
unit on creative writing.
I am aware that the lesson will be differentiated for students who did not master the objectives and for those ready for
enrichment. However, modifications are not covered in this course and are not part of this lesson.

PROCEDURES AND TIMELINE:

Introduction:
Begin by displaying our solar system on the display and asking if the students know what it is.
Provide what it is and explain some trivial information about the names and give a brief history
behind it.
Explain to students what the different parts of a solar system are and explain our own solar
system and the planets.
Give the students a few minutes to look at the Solar System, then have the class orally repeat the
order of the planets.
Procedures:
Prior to the Computer (15 Minutes)
Teacher Procedures
o After the Introduction, distribute the Map the Planets worksheet and allow the students
to name and identify the nameless planets on the worksheet
Student Procedures
o While working by themselves, students fill out and review the Map the Planets
worksheet.
o Students discuss and correct the order if theyve missed it with their peers.
At the Computer (30 Minutes)
Teacher Procedures
o Have students start the computer and open an internet browser.
o Direct students to the planet sizes website
o Direct students to copy the diameters of the planets.
o Monitor and assist as needed.
Student Procedures
o Open an internet browser.
o Go to planet website and copy the data of diameters.
o Either email it to yourself or write it down on a piece of paper.
After the Computer (30 Minutes)
Teacher Procedures
o Ask students to review their diameters with others to make sure they have the correct
measurements.
o Pair students in groups of 3 to 4 students.
o Students are assigned a project to make a model of the solar system using items that
represent the planets.
o Students will also create proportions for each planet and compare them.
o Students will plan to create the planets with household items (eg. Tennis balls, ping pong
balls, etc.)
o Show students some examples of the projects and assign planets for each of them.
o Students will work on this project in the next class period.
Student procedures
o Measure findings with other students findings and come to a consensus.
o Brainstorm with the group and come up with ideas on how to represent the planets.
 o Divide the different planets based on what the teacher said and work to bring it all
together.

Closure:
Students will be quizzed for their knowledge by volunteering to recite the planets in order. After, the
students will all recite the planets in order without any help. Students will discuss with other students in
their groups and plan on completing this joint project.

ASSESSMENT EVIDENCE:
.
Criteria 1 2 3 4
Planets order The planets are not in Some planets are in Most planets are All the planets are
order and are not order and most are not in order but a few in order and are
represented properly in order are not represented
represented properly
properly
Names The names of all the The names of most The names of few All the planets are
planets are wrong. planets are wrong. planets are wrong. correct.
Proportions The proportions are The proportions for The proportions The proportions
off. some planets are for most planets are excellent and
correct, but overall it are correct, but provide good
is off. there are a few insight.
mistakes.

Student Sample