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Solar System -
Open-ended activity 1
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Plan Author: David Riddick
Date Created: 10/31/2002 12:20:27 AM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 10 ELD4-5: 1 ELD2. GATE
class - advanced learners
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Subject Area(s):
Science
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Goal(s):
Students will have an understanding of how to derive a guided question from
which to research the Solar System.
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Concept(s):
Students will learn how to derive a guided question from which to complete a
research paper of at least 7 pages in length on the Solar System.
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Standards:
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 CA-
CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Planning Instruction and Designing
Learning Experiences for all Students
TPE: D. Planning Instruction and Designing Learning Experiences
for Students
CSTP Description: Teachers plan instruction that draws on and values
students’ backgrounds, prior knowledge, and interests. Teachers establish
challenging learning goals for all students based on student experience,
language, development, and home and school expectations. Teachers
sequence curriculum and design long-term and short-range plans that
incorporate subject matter knowledge, reflect grade-level curriculum
expectations, and include a repertoire of instructional strategies.
Teachers use instructional activities that promote learning goals and
connect with student experiences and interests. Teachers modify and
adjust instructional plans according to student engagement and
achievement.
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• CSTP Key Element : Designing short-term and long-term plans to foster
student learning.
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 Question : develop short-term and
long-term plans that build on and extend students’ understanding of subject
matter?
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CA-
California K-12 Academic Content Standards
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• Subject : English Language Arts
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• Grade : Grade Five
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• Area : Writing
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• Sub-Strand 2.0: Writing Applications (Genres and Their
Characteristics)
Students write narrative, expository, persuasive, and descriptive texts
of at least 500 to 700 words in each genre. Student writing demonstrates
a command of standard Ameri-can English and the research, organizational,
and drafting strategies outlined in Writing Standard 1.0.
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• Concept : Using the writing strategies of grade five outlined
in Writing Standard 1.0, students:
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Standard 2.3: Write research reports
about important ideas, issues, or events by using the following
guidelines: a. Frame questions that direct the investigation. b.
Establish a controlling idea or topic. c. Develop the topic with simple
facts, details, examples, and explanations.
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• Subject : Science
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• Grade : Grade Five
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• Area : Earth Sciences
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• Sub-Strand 5: The solar system consists of planets and other
bodies that orbit the Sun in predictable paths. As a basis for
understanding this concept:
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Standard b: Students know the solar
system includes the planet Earth, the Moon, the Sun, eight other
planets and their satellites, and smaller objects, such as asteroids
and comets.
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Objective(s):
Cognitive: Students will learn how to formulate a guided question to research
the Solar System.
Observable behavior: Students will take lecture notes from the brief
mini-lesson and research information in the text, magazines, and internet.
Criteria: Given a rubric, students will demonstrate proficiency by scoring a
3 or 4 on the established criterion chart.
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Prerequisite Background Skills/Knowledge:
Students should be cognizant that the sun is the center of the solar system
and all nine planets revolve around it.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students work in cooperative groups and communicate with their
partners. Students may ask help from teacher, however, they are encouraged to
seek their own knowledge.
Writing: Students will gather information and place them in their science
journals.
Reading: Students read from science text, handouts on the solar system,
magazines, classroom library, and computer.
Vocabulary: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune,
Pluto, moon, satellite, orbit, asteroid, rotation, revolution.
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Materials:
1) Pencil & Paper
2) Markers - red, green, blue
3) Transparencies
4) Transparency pen
5) Butcher paper
6) Science textbook
7) Solar System handout
8) Computers - Internet - "Google"
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
As an attention getter, I call on students who have transitioned well into
Science to be the first volunteers to share what they know about the Solar
System.
I will give out extra credit points for students who participate and who are
actively engaged.
Procedure: Body
Input:
1st: Point our standards we are working on (posted).
2nd: Establish a sense of academia by introducing vocabulary for this lesson.
Review the background vocabulary they need to know, and deepen their
understanding by illustrating the rotation of the planets around the sun.
Students will diagram in their notes.
3rd: We well step outside and demonstrate the rotation of the Earth and the
moon and their revolution around the sun. Students will represent the sun,
Earth, and the moon.
4th: Students will work in cooperative groups to develop as many possible
guided questions as possible. Students may research through the Science text,
solar system handouts, or the computer.
5th: Students will write these questions on butcher paper and post them
around the classroom.
Guided Practice:
I will prompt students with a few possible guided questions and post them on
the chalkboard.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
Independent Practice:
Students will pass out butcher paper and supplies for students to work in
cooperative groups.
To discover guided questions, students will work in cooperative groups to
learn from one another.
High achieving students will expand the latitude of their research by
exploring the internet, illustrated word, & Power Point.
Procedure: Close
To close the lesson and summarize what was learned, students will reflect in
their journals what they learned and vocabulary introduced. I will hand it
over to the class to discuss what they learned, giving them ownership of
their learning.
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Assessment:
A rubric will be utilized to determine student proficiency by scoring a 3 or
4 on the established criterion chart.
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Assessment/Rubrics:
Rubrics:
Solar System Research 1
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Reflection:
The objective of the lesson was achieved. I know the objective was achieved
because the students demonstrated their understanding by listing several
intriguing guiding questions on butcher paper and in their notes. A few weeks
latter, the students utilized the rubric and showed proficiency by scoring at
leaast a 3 on a research paper of at least 7 pages in length on the Solar
System. The research was based on the guided question that was derived in
this lesson.
I correctly anticipated the students would show a wealth of curiosity into
the subject of astronomy. However, I did not anticipate how long it would
take them to write their questions down. I don't believe I allocated enough
time for this lesson. Many students were not finished with their questions
when I closed the lesson.
If I were to teach this lesson again I would allow the students more time to
research and investigate on their own. I have found that I spend a lot of
time talking and answering the students questions, when they should really
investigate on their own.
In order to meet the standard for Planning Instruction & Designing
Learning Experiences for all students, I allocated time for them to process
and take ownership of their learning. In the future I would allow even more
time for student reflection. I must design short-term and long-term plans
that build on and extend students understanding of the subject matter.
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