3
5 E’s
Explanation
HEART OF THE LESSON
Time
Time
4
5 E’s
Focusing
Student
Attention
2
DTA
Introductory and/or Developmental Activities
5
mins.
DAILY LESSON PLANNER
Statement of Objective: What should students know and do
1 5 E’s 1 DTA
as a result of the lesson?
Engagement
OPENING
Time
Grade Level/Content:
3rd grade
4
DTA
Students will construct scale models of Each planet in
order to show the relationship to the sun. Students will
measure each planet's distance from the sun in order to
create a scaled model of our solar system. Students
will analyze an article in order to respond to questions
about our solar system.
Teacher Directed Activities: How will you aid students in constructing
meaning of new concepts?
How will you introduce/model new skills or procedures?
What are the objects that make up our solar
system? Specifically our Solar System is
composed of the following: One star (Sun),
Planets, Moons, asteroids, and comets.
The Milky Way is an example of a heliocentric
system whereas the Sun is at the center. Which
planet is closest to the Sun? Mercury. From closets
to farthest the order of the planets are as follows:
Mercury (36 million miles), Venus (67 million miles
away from the sun), Earth (93 million miles away
from the sun) Mars (140 million miles away from
the sun), Jupiter (480million miles away from the
sun), Saturn (890million miles away from the sun) ,
Uranus (1,790 million miles away from the sun) and
Neptune (2,800 million miles away from the sun) .
What is the largest object in our Solar System? The
largest object in our solar system is the Sun.
Date:
7/15/2010
 indicates part of every lesson
Warm-Up: How will you engage students in learning? How will you connect the lesson to
their prior knowledge?
Have students list all of the items that they believe are in the solar
system. Answers will vary; Star-"Sun", Planets, moon, asteroids,
comets.
Time
2
5 E’s
3
DTA
Guided Practice
Francis Watson & Tocarra Bell
Exploration
Name:
Teacher-Monitored Activities: What will students do together to
use new concepts or skills? How will you assist students in this
process?
Assign a planet to each group of students’(8
groups), the teacher creates Pluto and explain
why Pluto was kicked out of the planets. Have
the students use card stock paper to create their
planet as a group using the following inch scale.
The sun(12 in), Mercury(2 in), Venus(2.5 in),
Earth(3.00 in), Mars (2.5 in), Jupiter (10 in),
Saturn(9 in), Uranus(4 in), Neptune(3.8 in),
Pluto (1 in). Have students place their planets
on the wall in the hallway( try to pick a wall that
has long stretches between doors.) according to
the following scale- Sun(0); Mercury(.39 ft),
Venus(.72 ft), Earth(1ft), Mars(.53 ft),
Jupiter(5.2 ft), Saturn(9.55 ft), Uranus(19.19ft),
Neptune(30.11 ft) and Pluto(39.53ft.)
Outside: to show rotation and revolution: Create
solar system using the children's bodies placing
the Sun in the middle. Place the planets
strategically around the circle according to the
scale used on the wall. Have the students rotate
on their axis as they make a revolution around
the Sun. Have the students rotation according to
how fast or slow the planets rotate around the
Sun. Our Solar System the Milky Way is
composed of several natural objects all of which
rotate on their axis (an imaginary line that
passes thorugh the center of a celestial object.
Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand
and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?
Time
Assessment
5 All Models
Evaluation
CLOSING
Time
Independent
Activities and/or
Meaningful-Use
Tasks
Grade Level/Content:
Elaboration
Name:
6 All Models
Closure
Date:
Do you think there is a relationship between a planets distance from the sun and its period of revolution?
The closer the planet is to the sun, the shorter its revolution (year). It takes Mars 88 days to revolve around the sun. Venus takes
224 days and 17 hours to revolve around the sun. The Earth takes 365 days and 6 hours to revolve around the sun. Mars takes 687
days in 23 hours to orbit the sun. Jupiter takes 11 Earth Years and 11 months to revolve around the sun. Saturn takes 29 Earth
years and five months to revolve around the sun. Uranus takes 84 Earth Years to revolve around the sun. Neptune takes 164 Earth
Years to revolve around the sun. Remember all objects in our solar system rotate.
Ongoing Assessment: How will you monitor student progress throughout the lesson?
Daily warm-up and review questions.
Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?
Have students silently read the following article "Solar System". Afterwards have student work in pairs or individuals
in order to answer the following SR and BCR questions?
Closure Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for tomorrow’s lesson?
What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?
Have students come to the board and input planet statistics in reference to their relative distance to the Sun. This can be
entered directly into the attached PowerPoint or written on a sheet of chart paper.
Prince George's County Public Schools
Revised
June 2003
Grade Level/Content:
Date:
André Name:
Hornsby,
DAILY LESSON PLANNER - RESOURCE PLANNER
Ed.D.
Text Resources
Technology Resources
Chief
Cooperative Groupings
How will various forms of text (e.g., print, video,
How can the use of technology enhance the learning
What cooperative structures will facilitate
Writing Opportunities
Executive
etc.) be used to help learners develop a deeper
experience? What tools may be accessed to further
learning? How will students be involved in group
How will students have an opportunity to further
understanding of the key concepts and skills? What
develop students’ skills in using technology as an
Officer
processing? How will students work with one
extend their thinking through writing?
text resources can be utilized to assist learners in
enhancing literary experiences?
integrated part of their learning? How can information
literacy skills be integrated with instruction?
another during the unit?
Hands-On Experiences and/or
Manipulative Usage
What hands-on experiences and/or manipulatives
will be used to help students develop an
understanding of key skills and processes for
investigation?
Individualized Instruction
How will the lesson need to be adapted for students
with special needs (i.e., special education, talented
and gifted, ESOL/language minority)? In what ways
will you vary the modalities of learning to ensure that
ALL students have an opportunity to learn?
Material Resources
What materials will need to be prepared before
each lesson in order to ensure the unit goes
smoothly? What library media resources are
available to enhance your lessons?
See outdoor elaboration
Prince George's County Public Schools
United streaming videos about planets
Other Planning Considerations
What else should be considered when planning and
delivering this lesson? What reminders should you
record for yourself? What are the time constraints
and considerations for this lesson?