Lesson 1: Journey Through the Solar System

I.

LESSON DATA

a. Teacher/Teacher Candidate Name: Samantha

Kaziev
b. Subject/Content Area: Science
c. Grade Level: Grade 6
d. Unit Topic: Astronomy
e. Lesson Topic: Solar System Planets
f. Duration of lesson: 40 minutes
g. Materials for lesson: SMART board
White board
YouTube video on planets
Graphic organizer
Styrofoam balls
Markers
Paint
Activity instruction handout and rubric
Teacher handout
II.

INSTRUCTIONAL DATA

A. Ontario Expectations:
Overall Expectations:
3. Students will demonstrate an understanding of components of the systems of which
the earth is a part, and explain the phenomena that result from the movement of
different bodies in space.
Specific Expectations:
3.1. Students will identify components of the solar system, including the sun, the
earth, and other planets, natural satellites, comets, asteroids, meteoroids, and describe
their physical characteristics in qualitative terms.

B. New York State Expectations

Overall Expectation:
Standard 4: Students will understand and apply scientific concepts, principles, and
themes pertaining to the physical setting and living environment and recognize the
historical development of ideas in science.
Grade 6: Key Idea 1: The Earth and celestial phenomena can be described by
principles of relative motion and perspective.
Specific Expectations:
1.1c. The Sun and the planets that revolve around it are the major bodies in the solar
system. Other members include comets, moons, and asteroids. Earths orbit is nearly
circular.
ELA Common Core Standards:
CCSS.ELA-Literacy.RST.6-8.2: Determine the central ideas or conclusions of a text;
provide an accurate summary of the text distinct from prior knowledge or opinions.
C. CENTRAL FOCUS
Students will be able to understand and name the planets in our solar system, as well
as identify them by name, physical properties and characteristics, and by their
distance from the sun. The requisite skills required for this lesson is the ability to
understand the differences between each planet, and define scientific/astrological
terminology such as atmosphere, planets, and galaxy.
D. OBJECTIVES
By the end of this lesson, the students will be able to:
i.
Understand the key words associated with the solar system (planets,
galaxy, atmosphere)
ii.
Understand and define each planets physical characteristics and
properties
iii.
Locate and identify planet distances from the sun
iv.
Describe the solar system and its importance to our atmosphere, and
understand its functions
E. ASSESSMENT PLAN
The teacher will formatively assess the students ability to define the key vocabulary
terms, and to name the planets of the solar system, by asking students questions about
their understanding. The teacher will assess students through SMART board
activities, and how they are interacting within their groups. The teacher will formally

assess the students in groups, on their final product their chosen planet in the solar
system. Students will be assessed by group rather than an individual manner, as their
collaboration and investigation skills will be taken into account. This will be their
summative group project, as they will then have to present the chosen planet.
F. ANTICIPATORY SET
a. Teacher Talk: Good morning students. Today we will be discussing the solar
system. Can anyone tell me what is the solar system and what is in it?
b. Teacher will prompt students to write their answers on the whiteboard.
c. Teacher Talk: I have some of the components of the solar system in this SMART
board presentation, as well as some definitions and terms. You should write these
in your notebooks, since they will help you in your upcoming activities.
d. Teacher lets students come to the SMART board to play the relative activities.
G. MAIN BODY/PROCEDURE
1. Teacher Talk: Now that weve seen what components make up our solar system,
I will now play a YouTube video on our solar system and planets. This will give
you a better understanding for our activity later in our lesson. Link:
https://www.youtube.com/watch?v=5c_lL6I3OaA
2. The teacher will give students 5 minutes to watch the clip and write down some of
the important ideas from what they learned.
3. Teacher Talk: So students, tell me what you learned.
4. Students will tell teacher what they learned.
5. Students and teacher will have an open discussion of planets and elements.
6. Teacher Talk: Now that we have learned about the planets, you will divide
yourselves into groups, and create the planet that you select, using the randomizer
activity on the SMART board.
7. Students get into groups and choose their planet.
8. Students work in groups for the remainder of the lesson.
9. Teacher will allow students to finish the next day in class, and the remainder will
be assigned for homework, so students can present at the end of the week.
H. CLOSURE/ENDING
1. Teacher Talk: Now that you have had time to work on your projects, what have
you learned?
2. Student Talk: We have learned about the planets and their functions, and other
elements that make up the solar system, such as comets, meteors and asteroids.
3. Teacher will check student understanding, by asking questions about the
definitions and terms from the beginning of the lesson, and from their group
activity.
4. Teacher Talk: Good job everyone, next class you will be able to work on your
planet presentations, and have them for homework before we present them at the
end of the week.

III.

REFLECTION

1. Culturally Responsive Teaching

The teacher will demonstrate culturally responsive teaching throughout the lesson
plan. Students will be expected to demonstrate good character, treat each other with
respect and value others opinions. The teacher will demonstrate good values and be a
positive role model to students. The lesson uses a variety of different teaching
methods and instructional strategies. These uses of strategies address the needs of all
students, as well as their levels of academics and intelligence.
This lesson uses scaffolding, as the teacher will have students watch a demonstration,
and would then have to create, given what they have learned and ways they connect
with the knowledge and information. The lesson also draws upon Blooms theory, in
having students work collaboratively as they inquire, apply, communicate, and
evaluate their knowledge by working on a hands on activity and presentation. The
teacher also demonstrated the lesson with the use of different audio and visual aids
for special needs and ELL students.
2. Accommodations/Adaptations for Diverse Learners
The teacher will provide instructions through the use of visuals, handouts, examples
and demonstration on the SMART board, to assist students. Teacher assists students
by having a collaborative activity/project for students to work on together: studentstudent teaching.
3. Prerequisite Skills
In order to be successful in this lesson, students will need to know about the solar
system and relevant terminology. Students should be able to define planets,
atmosphere, galaxy, and identify that there are planets.
4. Anticipated Misconceptions
Students may not understand the concepts being provided by the teacher. The students
may not understand that the solar system is not only just made up of planets, but other
components as well (meteors, asteroids etc.). The teacher will have to present
information through visual aids and cues, and will allow extra time for students to
have a review if they do not understand.
5. Academic Language
The teacher will provide a graphic organizer and an instructional handout for
students, indicating expectations of their presentations and chosen planet, which they

are to create using the Styrofoam ball. Students will be given visual and handwritten
cues and examples. Students will be able to apply their ELA skills, as they will be
reading, writing, listening and speaking. They will also be able to apply their visual
art and mathematical skills, as they will be measuring, building, painting, calculating,
and creating.