Lesson Design

Candidate Name: Russell Baker Host Teacher Name: Corey Aist

School: Polaris K-12 Grade Level: 4/5 # of Students: 26
Date & Time of Lesson: 3/27/2018 1:00 Length of Lesson: 90 minutes
Topic of Lesson: Our Place in the Solar Content Area: Science Astronomy
System
Materials: Include all materials including types of technology used: TV monitor with Apple
TV, whiteboard and markers, student science journals and pencils, Chromebooks or desktop
computers, a globe, one 65 cm “yoga ball,” twenty-six 6 mm beads.

ALASKA CONTENT STANDARD

The student demonstrates an understanding of cycles influenced by energy from the sun and by
Earth’s position and motion in our solar system by:

[5] SD4.2 recognizing that the Earth is in regular and predictable motion and this motion explains
the length of a day and a year

TRANSFER GOAL(S) (transferability)

Students will learn our place in the universe and develop a sense of scale.

STAGE ONE – Essential Questions and Enduring Understandings (meaning)

Enduring Understanding(s): What Essential Questions will be Considered?
Students will understand that….
Students who demonstrate understanding How do the positions, motions, and
can use information from several sources to characteristics of the various planets make
understand the relative positions, motions, them habitable or inhabitable?
and characteristics of the planets in our solar
system and apply that understanding to solve
environmental problems we experience on
earth.

STAGE ONE: Objectives STAGE TWO: Assessments


Knowledge - What students should know….
Students should know the scale of the solar system, how
the planets revolve around the sun, how they rotate on their
axes, and the general characteristics of each planet.
Skills - What students should be able to do…….
Analyze and interpret data to determine scale properties of
objects in the solar system (building toward MS-ESS1-3).
Use books and internet resources to complete science
journal entries on each planet and make a report on one
planet.
STAGE THREE: Opportunities to Learn (Acquisition)
Introduction/Hook
Give a presentation which provides an overview of the solar system emphasizing the size of the
planets and the scale of the solar system.
Processes and products for Learning
Opportunities
Students participate in the presentation by
asking questions and writing notes in their
journals.
Students complete the “comparing the planets”
chart by doing independent and collaborative
research.
Evidence of Learning/Accountability -
Formative/Summative/Performance
Assessment(s)/Other Evidence:
Ask students questions about the distance of the Earth to
the Sun, how the Earth revolves around the Sun, and how it
rotates on its axis.
Assessment(s)/Other Evidence:
Monitor students’ research and review their science journal
entries.
Strategies for Differentiation/ Multimodal
Instruction/Universal Design for Learning
The teacher will call on students to relate their
experiences of time, distance, and scale.
The teacher will guide the students by providing
useful internet resources for their research.
Students may work as partners in their research.
Closure:

Students will go outside and walk at “the speed Teacher observes students and keeps time.
of light” (about 4.7 inches per second) over a
scale distance of 196 feet from the “Earth”
(6mm) to the “Sun” (65cm).