Science Lesson Plan

1. Context and Learning Environment for this Lesson:

Interns name: Ashlyn Simmons
School: William Allen White/TPA
Mentor teacher
Grade level (s) 6
Time 9:30

Heidi Harn

Subject Science: The Solar System

Tentative date to be taught: Friday September 4

The setting:
Mrs. Harns classroom has 8 student tables spread out individually throughout the room. She has four
set aside in the back for labs, and four in the front for lecture, note taking, and individual work. One
wall is mostly windows with a door to exit to the playground so there is plenty of sunlight, but also
some distractions. The room tends to be kind of chilly. At the front of the room there is a smart board
and a computer to project with. There is some floor space, but if more is needed the students can go
into the hall to complete this activity.
Students in this class are in both the 5th and 6th grades. My mentor teacher is teaching the group 6th
grade science standards is year. There are 13 students; 4 girls, and 9 boys. The students are very
energetic and get along very well.

Class Description:
Number of students: 13
Grade level: 6
Numbers by gender: 4 girls, 9 boys
Numbers by ethnicity: 10 Caucasian, 3 Hispanic
Identified special needs (list specific needs such as ELL, IEP needs): N/A
Other needs that may place a student at risk: N/A
Estimated number of students working above, on, and below level in math: N/A
Classroom Physical Setting: classroom tables seat 4 students- tables are spread out across
the room. Students could get distracted by being in close proximity of others. Teaching
resources include a Smart board at the front of the room and a connected computer.
On average WAW and TPA have an SES of 86% and 41% respectively.

Materials:
One roll of receipt tape paper per group of 3-4 students.
1 Sun and 8 Planet cut outs per group of 3-4 students.
2 colored markers/pens/pencils per group of 3-4 students.
Handout containing characteristics about each Planet including distance from sun. 1 per
group of 3-4 students.
Handout for each group of 3-4 students to record their scale calculations on.
Students may need to use a calculator and are allowed to use one.
Meter sticks or tape measures for each group of 3-4 students.
Glue
Tape

For the teacher:

Premade Sun and Planet cutouts.
Rolls of receipt tape paper
Meter sticks or tape measures for each group
Glue
Tape
Colored markers/pens/pencils. 2 different colors
Planetary Characteristics Handout
Calculators for each student
For the student(s):
N/A
2. Lesson Goals, Outcomes, and Objectives: Describe what you expect students to be able
to do, to achieve, including:
2.1 Instructional Objectives: TSW be able to calculate a scale model of distances of the 8 plants
from the Sun. TSW construct a visual model of planetary distances using numerical data from the
calculations of the scale model the students formulated.
2.2 Relevant local district/state/common core standard(s) - (ksde.org)
DISTRICT STANDARDS

STATE STANDARDS

COMMON CORE
STANDARDS

Science Standard: RST.6-8.7: Integrate quantitative or technical information expressed

in words in a text with a version of that information expressed visually.
Math: 6.RP.A.1: Understand the concept of a ration and use ratio language to describe a
ratio relationship between two quantities.

CCSSM Mathematical Practices: List the math practices you will use in your lesson.
3. Assessment:
We will know students have understanding when they complete the short 7 point quiz at the end of the
activity. We will know students have understanding of the math if their scale calculations are correctly
rounded to the nearest whole number. These math calculations will be recorded on a separate
worksheet.
I know students have mastered calculating a scale model of distances of the 8 plants from the Sun
when they score 5/7 on their distance graphs completed during the individual portion during the
guided practice portion of the lesson.
4.
Adaptations:
4.1 Gearing down The teacher will provide assistance with calculations and
measuring.
4.2 Gearing up The teacher could ask students to label planets on their distance
graph based on type of planet (jovial or terrestrial) and list their density. Students could
also look up other objects in space like our moon and place those on their distance graph.

5.

Integration:

Across: ratios are integrated with math when they use the scale provided to produce a distance graph
using the distance in miles each planet is from the sun.
Within: Weather is integrated with Earth/Space science when they research a planets atmosphere
and temperature for individual planet research projects. (This element of integration would have been
implemented earlier in the unit.)

6.

References/Resources Used: Planet Cutout Template: http://sproutonlinepmd.edgesuite.net/o15/Content/birthdays/crafts/printables/Solar%20System%20Party/PlanetsCutouts.jpg

Day 1:
7.
Instructional Design Teaching Plan
7.1 Introduction a. Anticipatory Set: Please split up into groups of 3 ( one group will be a group of 4).
Each group will get a table with a number of different characteristics of our 8 planets. Each group is
going to be responsible for researching 2 planets. When you guys are done we will share our
information so each group has all the information. I have put two websites for you guys to use to find
this information. Please use the first one first to get a majority of the information. Then I want you to
go to the second website and read to learn what Jovian and terrestrial planets are. Each group will
have two large pieces of paper with Jovian and Terrestrial written on them, respectively. Students
will spend some time jotting down information/facts about each type of planet on the papers. Then you
will fill out the first column on the table. When you finish with yours you may continue researching to
find other planets information until every group is finished. When each group has completed their
research for their planets, we will discuss what Jovian and terrestrial planets are using a semantic map
drawn on the board by the teacher. The students will complete the map.

b. Communication of Objectives: Today we are going to look at the distances of

each planet from the sun in miles to determine how many inches each planet is
from the sun using a smaller scale.
*7.2. Input(after they have filled out the first table) If we look at the handout
everyone has been working on, we can see that each planet is tens, if not hundreds of
millions of miles from the Sun. It is important to understand that distance, but
obviously we cant make a graph to look at using millions of miles. What we are going
to do is scale down, or use a ratio, to determine how far each planet is from the sun in
inches, and we will also be able to see how far planets are from each other. We are
going to use the scale of 10 million miles=1 inch.
*7.3 Modeling On a chalk/marker/promethean board demonstrate how to use a
ratio using the given scale of 10 million miles=1 inch. Example:
243,345,994/10,000,000=24.33.
Explain to the students they will be dividing the length in miles by 10,000,000 miles to
get an answer in inches. The students should record their answers to the nearest
whole inch using the about symbol in their Planet Distance Chart.
*7.4 Guided Practice - The class as a whole will perform calculations for one planet.
Example: Earth is 92,957,100 miles from the sun and 9.296 or 9 inches from the sun.
Each group will use the information from the table and the scale of 10,000,000

miles=1 inch to fill out the entire planetary distances table. Students will do this
individually and check with their group for correct answers.
As the class is working in their groups, the teacher will provide assistance as needed
in calculations and measuring.
*7.5 Checks for Understanding- The teacher will assess the students calculations
before they begin graphing on the distance graph the following day to ensure
calculations are at least close to accurate. For example if it should be 4.5 inches, but
the student has 12 inches, ask them to check their calculations again.
7.6 Independent Practice/Assignment Each student will perform the calculations
for each planet on their own. Each student will individually answer a 7 point review
quiz at the end of the activity on the back of the Planet Distance Chart.
7.7. Closure, wrap-up We will look at the distances in both miles and inches and
look for a pattern. (Terrestrial planets are really close to the sun, Jovian planets are
further away from the sun.

Day 2:
7.
Instructional Design Teaching Plan
7.1 Introduction a. Anticipatory Set: Students will get back into their groups from the previous
day. They will spend about 2 minutes going over their notes about Terrestrial and Jovian
planets. Also hand out the cut out page for students to cut out planets from.
b. Communication of Objectives: Today we are going to be using the
calculations we did last time to create a scale we can easily look at to compare
distances between planets and between planets and the sun.
*7.2. Input Everyone needs to get out their planetary distances table. Discuss
metric vs. standard measurements. We will be measuring using only the standard
side, using inches. You will need to cut out the planets so we can place them on our
distance graph. It may be a good idea to label them all before cutting so you dont
forget which planet is which. Please cut carefully. We will start by gluing the sun to
one end of your receipt paper. This will be the starting point for all of our
measurements.
*7.3 Modeling Draw a model graph on the back whiteboard and demonstrate how
each planet should be placed on the graph. Demonstrate using two different colored
markers how to label the planets (one color for miles, one color for inches).
*7.4 Guided Practice - Ask a student to provide a planet and its measurements to
use on the model on the whiteboard.
*7.5 Checks for Understanding- I will walk around the room/area to make sure
students are labeling correctly and measuring in the correct unit.

7.6 Independent Practice/Assignment Students will complete a short 7 point quiz on

the back of the planet distance chart. We will assess both their calculations and their answers
on the quiz.

7.7. Closure, wrap-up We will briefly go over the questions that were on the quiz.

Planetary Characteristics
Our solar system is a vast relatively unknown cosmos, changing almost every day.
However, some things about our solar system stay the same. As we research each
planet, fill out the table below to organize information from class discussions and
project presentations. We will use some of this information in future projects and
activities.

Characteristics
Planet

Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune

Composition
(Jovian or
Terrestrial)

Diameter
(in miles)

Density
(in g/cm3)

Distance from
the sun
(in miles)

Average
Temperature
(in
Fahrenheit)

Number
of Moons

Planet Distance Chart

This chart will assist you in creating your visual display of a scaled model of each
planets distance from the Sun.
1.

In the column, Distance from the Sun in miles, you will use the information from the
Planetary Characteristics chart to fill in this column.
2. You will then using ratios and the scaling key below, calculate the distances to scale
in inches.
*Note: We will do an example in class.
Planet

Distance from the Sun in

miles

Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune

Scaling system:
10,000,000 miles = 1 inch

Scaled distance in inches

Planet Review
*On a separate sheet of paper, please answer each of the questions in each part.*

Part 1:
Which planet was the closest to the Sun?
What is the distance between that planet and the Sun in miles and inches?
Part 2:
Which planet was the furthest from the Sun?
What is the distance between that planet and the Sun in miles and in inches?
Part 3:
What do the planets furthest away from the Sun have in common?
Does their distance from the Sun have any effect on their composition? Explain why.
Part 4:
What did you enjoy most about the activity today? Give a specific example.
What was the most difficult part about the activity today? Give a specific example.

Answer Key for Review

1: Mercury. 35,983,610 miles. 4 inches
2. Neptune. 2,798,842,000 miles. 280 inches.
3. They are jovian planets. They are made of gas and ice. They are the largest. Yesbecause they are further away from the sun, they are colder. Therefore, they are made
of mostly ice and gases.
4. Opinion

*Cut out each planet for your visual display of the scaled distances for each planet*