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Prepared Graduates (3): Describe and interpret how Earth’s geologic history and place in
space are relevant to our understanding of the processes that have shaped our planet.
Concepts and skills students master (2): As part of the solar system, Earth interacts with
various extraterrestrial forces and energies such as gravity, solar phenomena, electromagnetic
radiation, and impact events that influence the planet’s geosphere, atmosphere, and biosphere in
a variety of ways.
Evidence Outcomes: 3.2.d Use specific equipment, technology, and resources such as satellite
imagery, global positioning systems (GPS), global information systems (GIS), telescopes, video
and image libraries, and computers to explore the universe.
2. Objective: By the end of the lesson, students will identify 8 out of 8 everyday objects that
can accurately represent the solar system planets in a scale-model, and place them in correct
order from the sun.
3. Learning Target: I can identify and compare everyday objects to planetary bodies.
5. Materials: Bunsen burner, lab coat, glasses, tongs, GI Joe, gloves, fan, PowerPoint slides,
copies of KWL sheets, at least ten of: marbles, bottle caps, tennis balls, pin tacks, softballs, golf
balls
- What are the order of the planets in the solar system from the sun?
- What does it mean to be a “Goldilocks planet”?
- Why is Earth’s position in the solar system so important? Why does it matter for
humankind?
7. Introduction/Anticipatory Set: Have the lab table set up in front of the class. Once the
students are sitting down and quiet, ask them to discuss with their partner “what planet in our
solar system is hottest and why?” Give them about one minute to do so and afterwards ask a few
people to share their thoughts. Then, Demo time:
Next, have lab equipment ready (lab coat, glasses, Bunsen burner, hotplate, GI Joe figurine
(painted silver to imitate lead Pb), gloves, tongs). Set the stage: “This GI Joe has on a lead-
based space suit and is about to descend into one of our planets that no human has ever dared to
venture.” Cue the Bunsen burner as the GI Joe goes into the hot plate and MELT HIM!!!! (have
windows and fan going during demo). What was that all about!? Ask the students again to
discuss with their partner and consider if this is possible on one of our solar system planets!?
(Remind them that the GI Joe had on a lead spacesuit).
8. ****Step-by-Step Lesson Process:****
Once the LT and Objectives have been stated, pass out the KWL charts and have an
example displayed on the PowerPoint slide simultaneously.
Explain the KWL chart. Have the students fill out the first section “What do you
know” section about everything they think they know about the planets in our solar
system. (Have next slide of the planets displayed on the projector as the students are
writing. Also, walk around the classroom and assess how much students are writing
down in the ‘know’ column). Individual work.
After students have finished writing (give them a couple minutes), have them write
down in the next box, what they want to know about the solar system planets.
After students have finished writing in the second box. Have them rapid-fire go around
the classroom and either state something they already knew about the planets or a
question they want to know. Quickly! Get the class involved, invigorate!
Once the students have finished researching their specific planet, have them head back
to the classroom (research shouldn’t take longer than 15 minutes considering it’s 4
students working together on one planet). Tell the students to go “back to the
classroom and stand behind their chair with their KWL chart and writing utensil. Wait
for further instructions.”
While the students are standing behind their chairs, explain the Jigsaw activity (keep
them standing to get blood flowing and energy up). We will break off into 4 groups of
8 (each student should know their number from the computer lab), and we have 8
stations marked around the classroom (there will be a piece of computer paper with a
picture of a specific planet on it). Each group will start at one station, and there will be
an ‘expert’ in each group that will discuss the key terms/concepts they found during
computer lab time. The other students will listen to the ‘expert’ and fill out their last
box in the KWL chart. Each station will be 2/3 minutes long, then rotate clockwise to
the next station until all 8 stations have been completed (I will ring the bell when it’s
time to rotate).
During the Jigsaw activity, walk around and listen in to the ‘experts’ and assess their
learning during computer lab time.
9. Assessments will be completed by the KWL chart hand in at the end of class and content
knowledge displayed during the Jigsaw activity (when students presented their ‘expert’ facts and
key points on their specific planet). Also, the collective classroom rapid-fire questioning will assess
the students overall grasp of the content discussed during the lesson.
P.P. Slides:
** Backside of KWL sheet** KEY TERMS/CONCEPTS TO FOCUS ON FOR PLANETS:
Mercury:
Venus:
Earth:
Mars:
Jupiter:
Saturn:
Uranus:
Neptune:
Includes the actual text of the content Meets all Meets some Meets few 5
area(s), standard, prepared graduates criteria at criteria; criteria;
statement, the concept and skills
students should master, and then
high level; uneven; less unclear
whichever specific evidence clear clear
outcome(s) their lesson will address.
Includes only the standards
information that you will actually
focus on in this lesson.
Includes all letters and numbers.
SMART Objectives 8-7 points 6-5 points 4 and below
All objectives answer the Meets all Meets some Meets few 7
question: What will students criteria at criteria; criteria;
know and/or be able to do at the high level; uneven; less unclear
completion of the lesson? clear clear
All objectives are S.M.A.R.T. –
Specific, Measureable,
Attainable, Relevant & Results-
Oriented, and Timely/Time-
bound
All objectives directly connect
back to the evidence outcomes.
Learning Target(s) 3 points 2 points 1-0 points
In first-person from the student’s Meets all Meets some Meets few 3
point of view (“I can. . .”) criteria at criteria; criteria;
Rephrases the objectives/evidence high level; uneven; less unclear
outcomes in student-friendly clear clear
language.
Assessment(s) 7-6 points 5-4 points 3 points and
below
Clearly aligned with objectives Meets all Meets some Meets few 7
and learning targets criteria at criteria; criteria;
May be formative and/or high level; uneven; less unclear
summative clear clear
Measurable
Clearly answers: What will
students do to show they have met
objectives?
Materials 2 points 1 point 0 points
Lists everything needed for Meets all Meets some Meets few
lesson. criteria at criteria; criteria;
Includes copies or locations of all unclear
handouts, graphic organizers,
websites, Power Points, video high level; uneven; less
clips, etc. Cite your sources as clear clear
needed.
Essential Question(s) or Big 2 points 1 point 0 points
Picture Statement
A statement that will make the Meets all Meets some Meets few 2
lesson more meaningful or criteria at criteria; criteria;
relevant by stating what big ideas high level; uneven; less unclear
or questions the students will clear clear
explore in the lesson and why it
matters.
Step-by-Step Lesson Process 20-18 points 17-15 points 14 and below
Lists exact steps in lesson Meets all Meets some Meets few 18
progression to accomplish criteria at criteria; criteria;
objective(s). high level; uneven; less unclear
Lists estimated time frames for clear clear
each step.
Includes enough detail that a
substitute teacher could teach
from this plan.
Indicates what STUDENTS
WILL DO as well as what
TEACHER WILL DO.
Includes an intro/anticipatory set
(labeled)
Includes modeling (labeled)
Includes checking for
understanding (labeled)
Includes guided and/or
independent practice (labeled)
Includes closure/reflection for
students
Indicates where and how in
lesson you will ASSESS the
extent to which students have met
the learning objectives
Differentiation 9-8 points 7 points 6 points and
below
0 Points Deducted 1-2 Points Deducted 3-4 Points Deducted 5-7.5 Points
Deducted
No errors Minor errors Significant errors
occasionally distract consistently distract Significant and
from the content. from the content. consistent errors
distract from the
content throughout
the document.
***Updates***
- I organized the step-by-step section (adding bullet points and more space between sections).
- I added more ‘white space’ within the whole lesson plan to make it easier to follow.
- Changed some wording in the Jigsaw and Computer Lab sections.
- I honestly didn’t change much though; I wasn’t sure what else to revise.