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Salvi Muzio's Solar System Unit

Lesson Plans

Table of Contents:

Lesson1 - Introduction
Lesson 2 - Planet Assignments
Lesson 3 - Pneumonic - Place in the Solar System
Lesson 4 - Nonfiction, Partner Reading
Lesson 5 - Expert Share (1)
Lesson 6 - Expert Share (2)
Lesson 7 - Who Am I? Game
Lesson 8 - Paper Mache
Lesson 9 - Physical Solar System
Lesson 10 - Reflection
Examples of Student Work - Planet Drawings, KWL Charts, Bulletin Board

Introduction (1)

Objective

Students will be introduced to a new thematic unit.

Students will work in small groups.

Students will have an introduction to and practice with the KWL graphic organizer.

Teacher will gain information of students background/initial level of content knowledge and questions.

Pennsylvania Educational Standards
AL.1 Demonstrate Initiative and Curiosity (6)
AL.2 Demonstrate Engagement and Persistence (1,3,5)
PS.2 Develop Self Regulation (D,E,F,G, H)
PS.3 Develop Social Interactions (B,C,E,F,G,H,K,I)
1.6 Speaking and Listening (A)
1.6.3 Speaking and Listening (A, B, C, D, E)
1.8 Research (A)
1.8.3 Research (C)

Materials

Large sheet of paper, divided into three columns with a K, W, and L at the top each column One per group

Markers

Magic School Bus Lost in Space by Joanna Cole

Selection of Solar System theme related reading material

Anticipatory Set

Teacher will introduce the start of a new unit on the Solar System. Throughout the next week (or so), students will be learning about what’s beyond our Planet Earth, and each pair of students will become experts on a specific planet. Together, with an “Exploration Buddies” students will read about a planet, learn some interesting facts, and teach the class about that planet. Also, the unit will finish with each pair creating a model of their planet.

Teacher should pair students with their “Exploration Buddy.” These pairs will work together on the research, reading and projects during this unit.

Development

Teacher should introduce the “KWL” (know, want to know, learn). Teacher should have an example and explain what each part means. The teacher should emphasize that the third column should be blank for now, but at the end of the unit, they will return to these charts to fill in what they know now. Also, the students should emphasize questions for the “W” chart. (What makes a question? Specific words/Question Mark).

Students should work on the first two columns (K, W) with their Exploration Buddy.

Closing

Students should return to the carpet to listen to a story read-aloud about the Solar System.

Teacher should also introduce a variety of books that will be available for the students to look at during DEAR time, Centers Time.

Assessment

Informal teacher observations.

Students should have at least one thing written or drawn in each of the first two columns of their chart.

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Planet Assignments (2)

Objective

Students get exposure to Smart Board use.

Students learn content-specific vocabulary.

Students are introduced to the strategy of a pneumonic.

Pennsylvania Educational Standards
AL.1 Demonstrate Initiative and Curiousity (6)
AL.2 Demonstrate Engagement and Persistence (1,3,5)
PS.2 Develop Self Regulation (D,E,F,G, H)
PS. 3 Develop Social Interactions (B)
1.1.3 Learning to Read Independently (F)
1.6 Speaking and Listening (A)
1.6.3 Speaking and Listening (A, C,D,E)
1.8 Research ( A)

Materials

Smart board

www.brainpopjr.com

Vocabulary Power Point

Anticipatory Set

Students will gather at the Smart Board and watch the BrainpopJr video on the Solar System. BrainpopJr will also be used for a Solar System Joke (The Belly Up) and the initial vocabulary.

Development

Teacher will introduce the vocabulary for the unit. Can anyone read this word? What does it mean? Teacher should emphasize that students should not get frustrated if they cannot read the words or know what they mean because they are related to this theme, they are not “every day words.”

Solar System, orbit, planet, crater, star, Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune

Introduce the word “Pneumonic” (has a silent p!). Teacher should also have written on the board the Pneumonic for the planets: “My Very Educated Mother Just Served Us Nachos.” Teacher should explicitly teach that this is a good strategy to remember things, and that it is something they will use when they are in higher grades. (They are learning strategies for fifth graders!). This sentence should be left on the board for the entire units for students to refer to and be part of an authentic, literacy-rich environment.

Teacher should assign the planets to the Exploration Buddies randomly (by sticks) so students will learn their place in the universe. Reiterate that these are the planets that students will become experts on, and students will become teachers for their classroom.

Closing

Teacher randomly call on students to define one of the vocabulary words, repeat the pneumonic, or one thing that they are excited about their planet.

Assessment

Informal teacher observations.

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Pneumonic - Place in the Solar System (3)

Objective

Students gain practice sorting and ordering planets according to different criteria.

Students gain practice with the concept of a pneumonic.

Students are able to creatively and artistically represent their planets using examples from different resources.

Pennsylvania Educational Standards
AL.1 Demonstrate Initiative and Curiosity (6)
AL.2 Demonstrate Engagement and Persistence (1,3,5)
PS.2 Develop Self Regulation (D,E,F,G, H)
9.1 Production, Performance and Exhibition of Dance, Music, Theatre & Visual Arts (L, M)
PS.3 Develop Social Interactions (B,C,E,F,G,H,K,I)
1.1.3 Learning to Read Independently (C, F)
1.6 Speaking and Listening (A)
1.6.3 Speaking and Listening (A, C, D, E)
1.8 Research (A)

Materials

Solar System Cards

Paper

Crayons

Examples of what the planets look like (books, printouts)

Anticipatory Set

Teacher should ask students what a pneumonic is. Teacher should ask students how to remember the order of the planets from closest to the sun to the farthest.

Teacher will introduce the “Solar System Cards,” and point out the information that they have on it (order from the sun, size, temperature, and picture).

Development

One from each pair will sort themselves in line from closest to the sun to farthest.

The other half of the students will be sorting their Solar System cards. This activity is like the Animal Sort with the Everyday Math Cards so the students should have some familiarity with it. If the students sorting cards finished, they can also sort by other information.

Once the students have all finished sorting, both with the cards and in person, they can begin drawing their planet. Resources should be made available (pictures, books, printouts) to help with realistically colored drawings.

Closing

Students should be able to answer question about what color their planets are. Also, students should all repeat the pneumonic to remember the order and re-enforce the strategy of pneumonics.

Assessment

Informal teacher observations.

Students should complete a picture of their planet labeled with the planet’s name and position in the Solar System (e.g. “Earth, 3rd planet from the sun.”).

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Nonfiction, Partner Reading (4)

Objective

Students work together with varied level of reading skills to gather information from a nonfiction source.

Students learn to work with a nonfiction source and are introduced to concept of fact vs. opinion and different reading skills for nonfiction (such as headings, captions, reading for information).

Students practice taking notes from information.

Pennsylvania Educational Standards
AL.1 Demonstrate Initiative and Curiosity (6)
AL.2 Demonstrate Engagement and Persistence (1,3,5)
PS.2 Develop Self Regulation (D,E,F,G, H)
PS.3 Develop Social Interactions (B,C,E,F,G,H,K,I)
1.1.3 Learning to Read Independently (A, B, C, F, G)
1.2 Reading Critically in All Content Areas (A)
1.2.3 Reading Critically in All Content Areas (A)
1.6 Speaking and Listening (A)
1.6.3 Speaking and Listening (A, C,D,E)

Materials

Rosalind Mist books:
- Mist, Rosalind. Asteroids, Comets and Meteors: Become a space explorer. Laguna Hills:
  QEB Publishing, Inc, 2008.

Mist, Rosalind. Earth and Mars: Become a space explorer. Laguna Hills: QEB
Publishing, Inc, 2008.
Mist, Rosalind. Jupiter and Saturn: Become a space explorer. Laguna Hills: QEB
Publishing, Inc, 2008.

Mist, Rosalind. Mercury and Venus: Become a space explorer. Laguna Hills: QEB
Publishing, Inc, 2008.

Mist, Rosalind. Sun and Moon: Become a space explorer. Laguna Hills: QEB Publishing,
Inc, 2008.

Mist, Rosalind. Uranus, Neptune and the Dwarf Planets: Become a space explorer.
Laguna Hills: QEB Publishing, Inc, 2008.

Research Project Questions (Attached)
Pencils
Laminated Fact Sheets

Anticipatory Set

On the board three question should be written:

1. What is an expert?
2. What is research?
3. What is a nonfiction text?

Teacher should read questions aloud and let students think about answers. Students should share some of their answers.

Development

Introduction to a Nonfiction Text:
- What is a nonfiction text? How is it different from fiction? (Fact vs. Opinion)
- Heading, Table of Contents, Captions
- Read for information, not necessarily need to read everything.

Teacher should use one of the Rosalind Mist books to introduce the genre of Nonfiction and some ways in which it is different from fiction and how it is structured. This should be whole group, but can be re-enforced in smaller groups.
Teacher should explicitly go over that the students will be researching and filling out a question sheet on their planet. Since this is a form of note-taking, it does not have to be in complete sentences. This can be connected to the “star-of-the-week” procedure. Students should be notified that they will be sharing the information and teaching the next time.
Half of the groups should be working with the Rosalind Mist books to do a partner reading; this is because the resources need to be shared. While one half of the groups are using the Rosalind Mist books, the other can be using the laminated facts sheet and/or finishing their pictures. All students should receive the question sheet. If there is extra time, students may also work on their Solar System Activity Packets.
Students should switch at about halfway (or if they finish earlier).

Closing

Have students share one thing they learned about the Nonfiction genre.

Assessment

Informal teacher observations.
Students should complete the worksheet. Teacher should read through work sheets to check for both correct information and spelling. Additionally, if students use numbers to express temperature and/or size, teacher may simplify to cold/mild/hot and big/medium/small. This will help with sharing because numbers are too large to read correctly at this level and general comprehension.

Expert Share (5)

Objective

Students use the information they wrote and researched to write four complete sentences.
Students interpret numbers of size as big/medium/small and numbers of temperature as hot/mild/cold.
Students practice good handwriting and practice work to be proud to display.

Pennsylvania Educational Standards
AL.1 Demonstrate Initiative and Curiosity (6)
AL.2 Demonstrate Engagement and Persistence (1,3,5)
PS.2 Develop Self Regulation (D,E,F,G, H)
PS.3 Develop Social Interactions (B,C,E,F,G,H,K,I)
1.4.3 Types of Writing (B)
1.5.3 Quality of Writing (B, F, G)
1.6 Speaking and Listening (A)
1.6.3 Speaking and Listening (A, B, C, D, E)
1.8 Research (A)
1.8.3 Research (C)

Materials

Completed Research Project Question sheet
Lined paper
Pencil

Development

Teacher should introduce that each student is going to write about their planet. All the information they are going to need is on their completed question sheets.
Teacher should show what information they are going to write.
- Name: My planet is __________.
- Size: My planet is big/medium/small sized.
- Temperature: The temperature is hot/mild/cold.
- One special thing about my planet is..
Teacher should complete an example. Teacher should point out:
- the use of complete sentences (not just answers or words to the questions) while using the model.
- effort in handwriting (that this work is going on a bulletin board and displayed).
- Name of the planet large at the top of the paper, their name on the back.
- all of the information should be on their sheet.
Students must work together to “share the pencil” (i.e. switch off writing sentences).

Closing

Very briefly, teacher can initiate a reflection on how the students behaved as for to a peer-teacher. On the first day, specifically they can talk about how to make it better for the next day. On the last day, as a classroom they can talk about (explicitly) what went well and how it can go better in the future. Teacher can scaffold with “I noticed that…”

Assessment

By the end of this lesson, all students should have completed research questions, pictures, and four sentences about their planet.

Expert Share (6)

Objective

Using jigsaw methods, students will become “experts” on their specific planet and then be able to share and teach that information to others in the class (using teacher modeled conversation).
Students practice respectful listening skills.
Students reflect and evaluate classroom discussion practices.

Pennsylvania Educational Standards
AL.1 Demonstrate Initiative and Curiosity (6)
AL.2 Demonstrate Engagement and Persistence (1,3,5)
9.1 Production, Performance and Exhibition of Dance, Music, Theatre & Visual Arts (M)
PS.2 Develop Self Regulation (D,E,F,G, H)
PS.3 Develop Social Interactions (B,C,E,F,G,H,K,I)
1.6 Speaking and Listening (A)
1.6.3 Speaking and Listening (A,C,D,E)
1.8 Research (A)
1.8.3 Research (A)

Materials

Completed Research Project Question sheet

Anticipatory Set

Students should gather on the carpet with their completed sentences from the previous lesson.
Teacher should go over respectful behavior. Emphasize that the group sharing is the teacher, teaching new information and that the presenter should be treated respectfully.
Teacher should introduce each group of Exploration Buddies as “Professors,” experts on their planet.

Development

Each Exploration Buddy group should be given a chance to share, no more than 5 minutes.
Audience should be given specific jobs, to listen for specific things. For example, students should raise hand when the student mentions the color of the planet and temperature.
Audience should also be asked to say one thing that they learned after each presentation (1-2 comments max). Teacher may call on a student at random to remember what the “fun-fact” about the planet is.

Closing

Very briefly, teacher can initiate a reflection on how the students behaved as for to a peer-teacher. On the first day, specifically they can talk about how to make it better for the next day. On the last day, as a classroom they can talk about (explicitly) what went well and how it can go better in the future. Teacher can scaffold with “I noticed that…”

Assessment

Informal teacher observations: both of audience behavior and presenting behavior.

Who am I? Game (7)

Objective

Students synthesize what they have learned through a fun game.
Students use logical reasoning skills.
Students practice that there may be different answers to the same information.
Students practice writing planet names.

Pennsylvania Educational Standards
AL.1 Demonstrate Initiative and Curiosity (6)
AL.2 Demonstrate Engagement and Persistence (1,3,5)
PS.2 Develop Self Regulation (D,E,F,G, H)
1.1.3 Learning to Read Independently (F, G)
1.2 Reading Critically in All Content Areas (A)
1.6 Speaking and Listening (A)
1.6.3 Speaking and Listening (A)

Materials

Lined paper, one per child
Pencil
Teacher Guessing Game Clues (Made directly from students’ planet research project notes - See Attached)

Anticipatory Set

Teacher should introduce to the students that they are playing a game. On the rug, they should first play a round (or two of the game together), whole group, with the teacher modeling on the board.

Development

Students should be seated at their desk and write their guess. With each planet, students should make three guesses (one after each clue) and then circle their final answer. Teacher reads allowed a clue for a planet and give the students time to guess. Questions should become progressively easier until by the end they should all be known.
Teacher should dramatize turning into different planets.

Closing

Teacher should ask students if they liked the game. What was difficult about it? What was easy? Especially emphasizing when there are multiple answers to a clue (ex. I am a planet).

Assessment

Teacher can monitor students’ ability to guess the planet based on facts gone over repeatedly from their own research and student presentations.
This is a major formal assessment of the unit. Teacher should check responses, looking for students understanding of:

A. Ability to name a certain planet based on size.
B. Ability to name a certain planet based on size and temperature.
C. Ability to name a certain planet based on size, temperature and order from the sun.

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Paper Mache (8)

Objective

Students express knowledge through an artistic and hands-on medium.

Pennsylvania Educational Standards
AL.1 Demonstrate Initiative and Curiosity (6)
AL.2 Demonstrate Engagement and Persistence (1,3,5)
9.1 Production, Performance and Exhibition of Dance, Music, Theatre & Visual Arts (L, M)
PS.2 Develop Self Regulation (D,E,F,G, H)
PS.3 Develop Social Interactions (B,C,E,F,G,H,K,I)
1.6 Speaking and Listening (A)

Materials

Balloons, one per child

Paper mache

Paint

Anticipatory Set

Teacher should go over the project that the students will be creating their own planet to hang in the room. Teacher should invite the students to discuss how will the planets be similar and different (different sizes). What are ways that even given the same materials, what are some ways to make the planets look like your planet (dark spots, colors, rings?).

Development

Students should blow up balloons, paper-mache them, then paint them. Size of balloons should vary based on the relative size of the planets.

Teacher should assist when needed.

At least one day is needed in between paper-mache and painting.

Closing

Students can point out a unique fact about their planet to an adult while finishing their project.

Assessment

Informal teacher observations.

Assess the paper-mache final product in terms of size, color, and special characteristics. Shows understanding of color and size of the planet (use different balloons or blowing them up to different levels), as well as distinguishing characteristics (rings, moons, volcanoes , etc.). Note: Teacher may need to pre-blow-up balloons; however students should then have to pick between small/medium/large balloons that will best represent their planet.

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Physical Solar System – (*9)
*if there is space available

Objective

Students practice sorting and organizing through movement.

Students gain experience and physical-concrete explanation about concepts of temperature and length of year.

Students will be able to go outside and move around to learn kinesthetically.

Pennsylvania Educational Standards
AL.1 Demonstrate Initiative and Curiosity (6)
AL.2 Demonstrate Engagement and Persistence (1,3,5)
9.1 Production, Performance and Exhibition of Dance, Music, Theatre & Visual Arts (L, M)
PS.2 Develop Self Regulation (D,E,F,G, H)
PS.3 Develop Social Interactions (B,C,E,F,G,H,K,I)
1.2 Reading Critically in All Content Areas (A)
1.6 Speaking and Listening (A)
1.6.3 Speaking and Listening (A,C,D,E)
1.8 Research (A)
1.8.3 Research (C)

Materials

Solar System Planet Cards

Anticipatory Set

Have students review the idea of a pneumonic and the order of the planets. Have the students line up in planet order (with the sun in the front of the line) and walk outside.

Development

Once outside, have one partner line up in both distance order as well as relative distance. The other half of the students should be watching and help with the counting. After, children will switch. This way each student has a chance to both see the demonstration and participate in it. Teacher should place the students in relative distance:

Mercury – 1 ft
Venus – 2 ft
Earth – 3 ft
Mars – 4 ft
Jupiter - 15 ft
Saturn – 24 ft
Uranus – 51 ft
Neptune – 78 ft

Teacher should tell the students, from their position, to think about the distance from the sun and how that might affect the temperature.

Once in position, teacher should have students circle around the sun (orbit) and think about how long it takes them to do it. Also, it reinforces the vocabulary of orbit and provides some kinesthetic movement.

Closing

Have students return to the rug. Teacher should engage in a discussion about what they learned and/or observed during the simulation. Teacher can ask questions specifically related to temperature (closer to the sun, hotter) and rotation time (they had farther to walk).

Assessment

Informal teacher observations, specifically during closing activity.

Depending on level of success of activity, special attention should be taken to the discussion (connections made, questions remaining) to assess children’s understanding and knowledge.

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Reflection: What I learned (10)

Objective

Students will complete their KWL chart.

Students will be able to reflect on what they initially knew and how much they have learned.

Students will evaluate the questions that they asked and reflect on remaining (and/or evolving) questions.

Pennsylvania Educational Standards
AL.1 Demonstrate Initiative and Curiosity (6)
AL.2 Demonstrate Engagement and Persistence (1,3,5)
PS.2 Develop Self Regulation (D,E,F,G, H)
PS.3 Develop Social Interactions (B,C,E,F,G,H,K,I)
1.6 Speaking and Listening (A)
1.6.3 Speaking and Listening (A, B, C, D, E)
1.8 Research (A)
1.8.3 Research (C)

Materials

Students’ KWL charts

Anticipatory Set

Teacher should revisit the idea of a KWL chart: What does it mean? Why would a student use it?

Teacher should review some of the initial questions taken and compiled from the students’ charts.

Development

Exploration Buddies should fill in the last section of their chart. They must write at least three things that they learned in the course of the unit and one thing must be about their planet of expertise. They should also check the questions they now know the answers to in the middle column and circle remaining questions.

Closing

Students should gather again on the rug and share one thing that they learned and wrote on their chart with the group.

Teacher should explicitly talk about the importance of going back and reflecting on what students knew to begin with, what students now know, and the progress that they have made.

Assessment

KWL charts are an assessment tool because they show a development of knowledge and understanding for the individual. They also show the development and progress of their initial to final levels of work.

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