Solar System
Fourth Grade
Kayla Noe
&
Stephanie Nelson
Five Day Period Unit Plan
Unit Introduction
In this unit students will be learning about the planets in the solar system.
Specifically a brief history of the solar system, the order of the planets in relation to the
sun, information about all 8 planets, the relative size of the planets, and the difference
between planets and dwarf planets. This five day unit covers the entire Science SOL
4.7. Essential information will build scaffolding to create prior knowledge from day 1 all
the way to day 5 and even into the next unit (Earth movements, seasons, and moon
phases).
Objectives
General Unit Objectives
1) The students will gain knowledge and understanding of
the history of the solar system, order of the planets in
relation to the sun, specific planet information, relative size
of the planets, and information about dwarf planets.
2)Through this unit the students will learn the essential
skills of planning, classifying, estimation, and research.
3)The students will learn to appreciate the solar system
and all the objects (planets, stars, blackboard) from the
information provided by this unit.
Specific Objectives
Lesson 1:
Given an assigned planet the students will be able to work together to order themselves based
on the order of the planets with 100% accuracy.
Lesson 2:
The students will be able to recall basic information of the terrestrial planets given a short quiz
at the end of the lesson with 80% accuracy.
Lesson 3:
The students will be able to paraphrase the Gas Giants planets and other important vocabulary
that has been taught thus far when given a list on the words with 80% accuracy.
The students will be able to plan and write a paper about an imaginary planet of their choosing
when given the proper information by using at least three vocabulary words.
Lesson 4:
Given an exit slip the students will be able to list 7 out of 8 planets in order from smallest to
largest.
Lesson 5:
When given various technological objects, the students will be able to conduct specific research
on the dwarf planets and present findings by listing at least all 6 aspects of the 3 planets.
Standards of Learning (SOL’s)
Science 4.7
The student will investigate and understand the organization of the solar system. Key concepts include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
Lesson 1:
P.E. 4.1
The student will refine movement skills and demonstrate the ability to combine them in increasingly
complex movement activities.
a) Demonstrate proficiency in specialized locomotor, non-locomotor, and manipulative skill
combinations in game and modified sports activities (e.g., throw to a partner while he/she runs to catch,
dribble and pass soccer ball/basketball to a moving receiver, catch thrown objects, continuously strike a
ball against a backboard or wall with an implement).
b) Demonstrate moving to a rhythm (e.g., perform a variety of educational dances with different
international and regional American formations; create educational dances with apparent beginning,
middle, and end, combining shapes, levels, pathways, and locomotor patterns).
c) Perform smooth flowing sequences that combine four or more of the following movements:
traveling, balancing, rolling, and other types of weight transfer.
Lesson 2:
Fine Arts 4.1
The student will use steps of the art-making process, including brainstorming, preliminary sketching,
planning, and reflecting, to generate ideas for and create works of art.
Lesson 3:
English 4.4
The student will expand vocabulary when reading.
a) Use context to clarify meanings of unfamiliar words.
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
d) Develop vocabulary by listening to and reading a variety of texts.
e) Use vocabulary from other content areas.
Lesson 4:
Math 4.7
a) The student will estimate and measure length, and describe the result in both metric and U.S.
Customary units; and
b) identify equivalent measurements between units within the U.S. Customary system (inches
and feet; feet and yards; inches and yards; yards and miles) and between units within the
metric system (millimeters and centimeters; centimeters and meters; and millimeters and
Lesson 5:
Technology C/T 3-5.1
Demonstrate an operational knowledge of various technologies.
a) Use various types of technology devices to perform learning tasks. • Use a keyboard, mouse, touch
screen, touchpad, and other input devices to interact with a computer. • Demonstrate the ability to
perform a wide variety of basic tasks using technology, including saving, editing, printing, viewing, and
graphing.
b) Communicate about technology with appropriate terminology. • Use basic technology vocabulary in
daily practice
LESSON KEY
Purple = What is in Materials
Yellow = Extra Information for
Teacher
Fourth Grade
Green = Definitions
Red = Discussion Questions
Purpose:
for students/teacher
Today is the first day in a series of lessons that teach
Blue = Lesson Tips
students about the solar system. Specifically the planets in the solar
the order of the
Pink =system,
Modalities
Planet History
planets, and the relative size of the planets. Today the focus is on the history of the solar
system and the order of the planets. There is also a focus on locomotor, non-locomotor, and
manipulative skill combinations.
Science 4.7
The student will investigate and understand the organization of the solar system. Key concepts
include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
P.E. 4.1
The student will refine movement skills and demonstrate the ability to combine them in
increasingly complex movement activities.
a) Demonstrate proficiency in specialized locomotor, non-locomotor, and manipulative
skill combinations in game and modified sports activities (e.g., throw to a partner while he/she
runs to catch, dribble and pass soccer ball/basketball to a moving receiver, catch thrown
objects, continuously strike a ball against a backboard or wall with an implement).
b) Demonstrate moving to a rhythm (e.g., perform a variety of educational dances with
different international and regional American formations; create educational dances with
apparent beginning, middle, and end, combining shapes, levels, pathways, and locomotor
patterns).
c) Perform smooth flowing sequences that combine four or more of the following
movements: traveling, balancing, rolling, and other types of weight transfer.
Objective:
Given an assigned planet the students will be able to work together to order themselves based
on the order of the planets with 100% accuracy.
Procedure:
Introduction - 15 minutes
- Begin by showing the students a picture of the solar system (V)
Picture in materials below
- Explain that Earth Is not the only planet in our Milky Way Galaxy but there are actually
7 more (A)
Can anyone name any other planets?
- Explain how the Ptolemy thought the world was geocentric (Earth is the center of the
universe) and how it was disproved by Galileo (A)
- Show the students that Galileo disproved this theory and our galaxy is actually
heliocentric: (V)
Our planets orbit around the Sun
“Can anyone tell me what the underlined word means?”
- To revolve or rotate
Re-show picture and point where the sun
- Introduce all of the planets + the Sun on the picture on the projector or SmartBoard (V)
Label the planets as the class goes through them
Picture in materials
Development - 45 minutes
- First, hand out the definition sheet for the students to follow during the lesson, this will
be used as a reference
Sheet at the end of Unit
- Write the definition of a planet on the board: (V, A)
a celestial body moving in an elliptical orbit around a star.
Ask the students what the star is in our solar system -- The Sun
- Begin with this definition on the history of the planets in the solar system and how they
were formed: Big Bang Theory (A)
the prevailing cosmological model for the universe from the earliest known periods
through its subsequent large-scale evolution.
- Discussion on big bang theory:
Our universe sprang up as a singularity 13.7 billion years ago.
Singularities what our universe is thought to have begun as, it is dense, small and hot
Black holes are areas of intense gravitational pressure.
The pressure is thought to be so intense that finite matter is actually squished
into infinite density (a mathematical concept which truly boggles the mind).
- Mention to the students that this theory makes our solar system ancient
Have the students name other ancient things to spark interest
- After this introduction on the planets and solar system, have the order of the planets
listed on the board: (A)
Go over the planets in order and explain that it is hotter near the sun and colder
further away so the planets close to the sun = hot, planets further away = cold
Why do you think that this is true? -- The sun is hot, not heat source further away than
sun
- Show students the 3 minute video about the planets that just talk about everything
discussed. (V, A)
Video Link in Materials
- Hand out the worksheet labeled: Order of Planets (V)
Instructions: Label the following planets with friends nearby correctly.
Worksheet at end of Unit
For Early Finishers: Can read from the selection of planet book from classroom library
Books in Materials
For Struggling Students: Have them copy the order of planets from the board or picture
For Advanced Students: Can help out the struggling students when finished with own
worksheet
Summary - 60 minutes
- After the worksheet is completed, break the students into groups of nine by counting
by 9 or color coded (K)
If there are more than nine to a group, have 1 student be Earth’s moon
If there are less than 9, give one of the roles to an inanimate object in the class i.e. a
chair
Once in groups, the students will be given pieces of paper that let them know
what planet they represent (Sun or moon also, see above)
Instructions: Students are to use their roles and get in the correct order based on
the distance from the Sun of the planets (with the sun as the center)
Teacher will call out Planet/Sun (Moon if needed) in random order and the
students with that celestial body will hop, skip, walk, crawl or any type of motion in order
to get to that spot
There should be X’s on the ground so the students have some idea where to go
- When all of the students are in order, have them talk amongst themselves:
Allow students a chance to fix themselves
Why they chose to get in that spot? Why that planet belongs there?
Is it hot or cold? Are there bigger planets near the Sun or away?
- Gather the students back to their desks to have a quick summary on what they learned
today
This should be done by having the students explain what they learned with little help
from the teacher, but the teacher should be writing all the ideas on the board
Main points: order of planets, black holes, singularities, planets, heliocentric
- After the short discussion, have the students fill out an exit slip saying 1 thing they
learned and 1 question they still have
Exit slip at end of Unit
Materials
- Worksheet on order of planets
- Video: https://www.youtube.com/watch?v=I_0qpfzg_cE
- Pictures to show students:
- Information found about planets: http://www.big-bang-theory.com/
- Books for Early Finishers: Space Boy by Orson Scott Card, National Geographic: Planets
by Elizabeth Carney, Smithsonian: The Planets by Robert Dinwiddie, There’s No Place Like
Space by Dr. Seuss
Evaluation A
- Depending on what the students fill out for the worksheet will determine how well they
understand the material
- Complete engagement and attentiveness while introducing the planets from students
shown as participating and aware of what is going on
- The teacher should be walking around during the movement activity and watching how
the students place themselves
- An exit slip should be filled out with 1 thing learned and 1 question they still have
Evaluation B
- Did the students meet your objectives?
- How do you know?
- Did your lesson accommodate/address the needs of all your learners?
- What were the strengths of the lesson?
- What were the weaknesses?
- How would you change the lesson if you could teach it again?
Planet Definitions
● Singularities - What our universe is thought to have
begun as, it is dense, small and hot.
● Black holes - Are areas of intense gravitational
pressure. The pressure is thought to be so intense
that finite matter is actually squished into infinite
density (a mathematical concept which truly boggles
the mind).
● Big Bang Theory - The prevailing cosmological
model for the universe from the earliest known
periods through its subsequent large-scale evolution.
● Planet - A celestial body moving in an elliptical orbit
around a star.
Exit Slip
Terrestrial Planets
Fourth Grade
Purpose:
Today is the second day in a series of lessons teaching students about the solar system
(science SOL 4.7). Yesterday the lesson focused around teaching the students about the history
of the solar system and the order of the planets in relation to the sun. The focus today centers
around essential information about the terrestrial planets (Mercury, Venus Earth, and Mars) in
our solar system. There is also a focus on fine arts SOL 4.1 where the students will be creating
their own terrestrial planets. Tomorrow the students will learn about the remaining (gas) planets
and writing about the terrestrial planet they created.
Science 4.7
The student will investigate and understand the organization of the solar system. Key concepts
include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
Fine Arts 4.1
The student will use steps of the art-making process, including brainstorming, preliminary
sketching, planning, and reflecting, to generate ideas for and create works of art.
Objective:
The students will be able to recall basic information about the terrestrial planets when given a
short quiz at the end of the lesson with 4 out of 5 correct.
Procedure:
Introduction
- The teacher will begin by having students sit at their desks.
- The teacher will then instruct students to get out a piece of paper and fold it in half (hot dog
style)
On the left side the students will write what they know about the planets in our solar
system. This could be the order of the planets in relation to the sun, history of the solar system,
specific information about the planets, etc (V)
On the right side students should write down what they would like to know about the
solar system. This can be in the form of statements or questions (V)
- Once the teacher has explained this to the students he/she should give the students 5-7
minutes to write down their thoughts and questions.
- When the time is up the teacher will instruct the students to get with a partner.
If there is an odd number there can be a group of 3.
- The students will briefly talk about what they wrote down. (maybe 5-10 minutes) (A)
- While the students are talking, the teacher should be walking around listening to the
conversations. The teacher needs to write down notes about what the students are saying.
- When the time is up the teacher will call on various groups to tell the other students what they
talked about. The teacher should call on students based on the conversations he/ she heard
them having. (A)
Looking for: Order of the planets in relation to the sun, any information they remember
about the history of the solar system, and mention any questions students have about specific
planet information
-make sure these pieces of paper get turned in for reference later on.
- The teacher should then call on various students to answer questions about the order of the
planets in relation to the sun.
What is the closest planet to the sun? (mercury) What is the next planet? (Venus) and
keep asking until all of the planets were named in order. (A)
- While the students are naming the planets the teacher should be writing them on the board in
order. (V)
Development
- The teacher should then tell the students that Mercury, Venus, Earth, and Mars are all
terrestrial planets. (A)
- The teacher should define terrestrial for the students and write it on the board. (A) terrestrial
planet, telluric planet or rocky planet is a planet that is composed primarily of silicate rocks or
metals. (V,A)
- The teacher should then pass out a graphic organizer labeled: Terrestrial Planets that will be
used for writing information on. (V)
Sheet at end of Unit
- The teacher will then present the students with information about the planets in order of their
positional relation to the sun. (A)
Mercury, Venus, Earth, Mars
- While the teacher is telling the students information about each planet he/she should write the
information on the board. (V)
-Mercury: small, heavily cratered, looks like the moon, very hot.
-Venus: Similar to Earth by both size and mass, the clouds trap heat making the planet
extremely hot, the planet is toxic
-Earth: made up of both water and land, the atmosphere and temperature supports life,
haven for life, has one moon.
-Mars: atmosphere is very thin, its nickname is the red planet, it has a river bed of
craters, it is thought that it used to have life, current NASA program
show website and read to students: http://www.mars-one.com/mission
- The teacher will then explain to the students that they will be creating their own terrestrial
planets.
- They will need to brainstorm, sketch, plan, and reflect.
- The students will brainstorm by writing down their ideas on a piece of paper in any way they
choose (graphic organizer, list, etc.) (V)
Every brainstorming sheet must have a list of characteristics the imaginary planet has:
1. Write a name for the imaginary planet
2. Must state what the planet is made of.
3. Include at least 5 other characteristics to have 6 total.
4. 3 of these characteristics must be taken from one of the terrestrial planets.
5. The characteristics that are taken from the other planets must be cited
They may use their graphic organizer to help them.
Example: Characteristic of Buma = toxic atmosphere (Venus)
- The students should then sketch their planets on the same piece of paper (K)
if they have room, if not on another piece of paper
- While the students are brainstorming, planning, and sketching the teacher will pull out any
materials that the students may need.
Objects in Materials
- The students will then write down what materials they think they will need to create a 2
dimensional image of their planet. (V)
- Once they are finished planning they should go talk to the teacher to show their planning
sheet.
- The teacher should then walk around and help any students that may need help.
- When each student finishes his/her work and shows the teacher their planning sheet. The
teacher will give permission for the students to get all necessary materials along with the white
paper
- The students can then create their planets on the large piece of white paper with the name of
their planet clearly showing and their name on the back. (K)
- When the students are finished they should show the teacher
- The students will then write 3-5 sentences about how this activity went. Specifically their
planning, creating, and if they are satisfied with the outcome. (V)
- The students will turn in the reflection to the teacher and begin reading books about the solar
system from the classroom library.
For advanced students: They will need to write 5-6 sentences for the reflection.
- They will have at least 8 total characteristics for their terrestrial planet on their planning
sheet.
For struggling students: They may write 2-4 sentences for the reflection.
- They will have at least 4 total characteristics for their terrestrial planet on their planning
sheet
Summary
- At the end of the lesson the students will be instructed to put the books back in the library and
go back to their desks.
- The teacher will allow each student to stand up and present his/ her planet. (A)
The students should show the class what they created, and say the name of the planet
they created and tell any characteristics that the planet has.
- After the presentations, the students will then find an elbow buddy to talk about what they
learned in the lesson. (about 2 minutes)
- The teacher will then go around and ask each group to tell the rest of the class one thing they
learned about the terrestrial planets.
Materials
- paper, pencils, chalk board or dry erase board, large pieces of white paper, crayons, markers,
construction paper, glue, scissors, colored pencils, any additional art supplies a teacher may
have for the planets.
- NASA program website:
http://www.mars-one.com/mission
Evaluation A
- The teacher will give the students a short 5 question, multiple choice quiz about terrestrial
planets.
- When the students are finished with the quiz they should sit at their seats quietly.
- When all students are finished they will give their quiz to the teacher.
- The teacher should use the results of the quiz to gauge if the students need more review or if
they can move on.
Evaluation B
- Did the students meet the objective?
- How did you manage the small groups?
- What were the weaknesses?
- How would you change the lesson if you could?
Terrestrial Planets
Mercury:
Venus:
Earth:
Mars:
Name:_______________________
Directions: Read every question carefully and place your answer in the blank available. If you
need assistance please raise your hand and wait patiently.
_______1. Which of the following is not a terrestrial planet?
A. Earth
B. Mercury
C. Neptune
D. Mars
_______2. What is true about Venus?
A. It is similar to Earth in both size and mass
B. It has water and land
C. It is very small
D. It has been known to support life
_______3. What is the nickname for Mars?
A. The alien planet
B. The sideways planet
C. The old Earth
D. The red planet
_______4. What does terrestrial mean?
A. Made of gas
B. Can support life
C. Good atmosphere
D. Made of rocks or silicate matter
_______5. Which of the terrestrial planets has the hottest climate?
A. Earth
B. Mercury
C. Venus
D. Mars
Gas Planets
Fourth Grade
Purpose:
Today is the third day of enlightening the students about the solar system (SOL 4.7).
Yesterday’s topic was focused on the features of the terrestrial planets (Mercury, Venus, Earth
and Mars). Today’s focus will be on the features of the Gas Giants (Jupiter, Saturn, Uranus, and
Neptune). The SOL that will be targeted in this lesson is English 4.4 which considers
vocabulary. Tomorrow the students will be taking the features used in today’s and yesterday’s
lesson and applying it to the relative size and distance of the planets.
Science 4.7
The student will investigate and understand the organization of the solar system. Key concepts
include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
English 4.4
The student will expand vocabulary when reading.
a) Use context to clarify meanings of unfamiliar words.
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
d) Develop vocabulary by listening to and reading a variety of texts.
e) Use vocabulary from other content areas.
Objective:
The students will be able to paraphrase the Gas Giants planets and other important vocabulary
that has been taught thus far when given a list on the words with 80% accuracy.
The students will be able to plan and write a paper about an imaginary planet of their choosing
when given the proper information by using at least three vocabulary words.
Procedure:
Introduction: (20 minutes)
- First, give the quiz back from yesterday. These quizzes should be graded and reviewed with
the whole-class
This should be a review from what happened yesterday.
- Display the picture of the planets onto the projector
Picture in Materials
- Have 8 students come to the front of the class
These students can be chosen by their birthday or what they are wearing
- Hand each of the 8 students a planet (non-labeled)
These cut-outs should in color and ready before the lesson begins (cut-outs should be
numbered for teacher’s “cheat sheet”)
Planet cut-out guide in materials (the example is just a guide, the cut-outs should be
much bigger for everyone to be able to see)
- Explain that students who are sitting at their desks are going to tell the 8 students how they
should be ordered correctly by looking at the cut-out planets and the picture displayed. (K, V, A)
- Once they are ordered correctly, have the whole class say the order of the planets once more
(A)
- When the chanting is complete, insert the asteroid belt in between the inner and outer planets
Asteroid belt example in materials
- Explain to the students that this weird stick represents the asteroid belt that separates the
inner planets, also known as terrestrial planets (learned yesterday) and the outer planets (learn
today)
The students may return to their seats
Development: (50 minutes)
- Discuss with the class that the planets are not the only one’s orbiting the sun, but there are
other objects like asteroids and comets
“I do not remember what orbit means again? Does anyone remember that word from the
other day?”
orbit = revolve or rotate
- The asteroid belt was discovered by astronomers in 1801 when they saw thousands of
rock and debris past Mars.
- It is the substance that separate the inner and outer planets.
- Explain that yesterday’s discussion was about the inner terrestrial planets, but today we will
learn about the remaining four planets which are also called the outer planets.
- Have the students turn to a partner and say the remaining four planets (A)
- There are four planets that are to be mentioned after turn and talk:
Jupiter, Saturn, Uranus, Neptune
Call on four students to say the planets so the whole class can hear
- Next, pass out the planet worksheet which is to be filled out for the next discussion on the gas
planets.
Worksheet at end of lesson
- Turn the projector to the first picture of the planet to be discussed, continue to change the
picture of the planet when moving on to the next one:
Pictures (in order) in materials
The students should fill out the worksheet with the main points (underlined) when going
through the following information:
Jupiter - is the biggest planet in the Solar System. However, a day on the planet only
takes 9 hours and 55 minutes, meaning that the planet spins very fast. The planet is
made up mainly of hydrogen and helium, and, as far as we know, it does not have a solid core
(which makes it a Gas Giant). Its main feature is a Great Red Spot, which is a storm that has
been going on for years. The planet has 63 confirmed moons, with two moons larger than the
planet Mercury.
Saturn - is made up mainly of hydrogen and helium just like Jupiter. Saturn
takes 10 hours and 39 minutes to turn on its axis, so, everytime a day has
passed on Earth, over two days have passed on Saturn. Saturn's most famous
feature are its great rings, which appeared like ears when Galileo Galilei observed Saturn in the
Seventeenth Century. These are rings of small dust, rock and ice particles. Saturn has at least
60 moons orbiting it. Most of them are small, apart from one called Titan.
Uranus - is made up of hydrogen, helium and methane. The methane gives the
planet a pale blue colour. The planet is tipped on its side, which makes it the most
unique planet because it is the only one that does that. It rotates on its tilted axis in
16 hours and 7 minutes. The planet has 27 known moons. An interesting fact about
Uranus is that in 1977 Uranus passed in front of a star and the astronomers observing the
planet through giant telescopes and saw nine rings around the planet. These are very faint and
not easily seen, unlike the rings around Saturn.
Neptune - is often considered to be a twin planet of Uranus, Neptune is a similar
size and has similar contents in its atmosphere. The planet takes 16 hours and 7
minutes to turn on its axis. The winds on the planet are the strongest in the Solar
System. It is known for its blue colour which comes from the methane in its atmosphere, it is
also the coldest because it is furthest away from the sun. The planet has 13 moons known to
orbit it.
- After the information has been taught, have the students cut out each planet on the dark
bolded line so that they can form it into a Gas Giant Book for a reference.
For Struggling Students: Have a choice to team up with a partner in order to complete the
worksheet during the lecture.
For Advanced Students: Have these students think of several different things that these planets
have in common.
Summary: (50 minutes)
- Hand out the worksheet that is labeled: Solar System Vocabulary
Worksheet in materials
- The students play “Give One Take One” to complete this assignment. (A, K)
Instructions at end of lesson
- Once the vocabulary list is complete, the whole class will go over the vocabulary list together.
Students should be checking and fixing their answers because this list will be used as a
reference
- The students will then take out the plan of their planet that was done yesterday on the
terrestrial planet
- With this plan that was done yesterday, the students should write a page about their planet
using at least three vocabulary words.
- When this paper is completed, the students may present the main attributes of their planet to
the class
- This should include the name of their planet, features, atmosphere (lack of), day and
night cycle, and moons
Materials
- Projector (or some type of technology to display pictures)
- Pictures:
Asteroid Belt Example:
Brown line = stick
Gray clouds = crumbled pieces of paper
Evaluation A
- During the first part of the lesson, the teacher should be looking for how many students
remember what was taught the day before and participating in the demonstration by seeing who
is speaking.
- The teacher will also see how many students are writing during the lecture portion. This will
show the teacher that the students are engaged in the material.
- When the students are filling out the vocabulary sheet, the teacher will look for who is following
directions and working hard to find the definitions.
Evaluation B
● Did the students meet your objectives?
● How do you know?
● Did your lesson accommodate/address the needs of all your learners?
● What were the strengths of the lesson?
● What were the weaknesses?
● How would you change the lesson if you could teach it again?
Give One Take One Instructions
1. Fill out one definition on the worksheet.
2. Find a friend in the classroom
3. Give one definition to the friend
4. Take one definition from the friend
5. Continue in this pattern with a different friend each time
6. If your list and your partner’s lists are identical, you both must brainstorm together a
suggestion that can be added to both of the lists
Name:
.
Date:
Solar System Vocabulary List
Planet
Outer Planets
Sun
Space
Asteroid
Gas Giants
Mercury
Star
Venus
Comet
Earth
Milky Way Galaxy
Mars
Solar System
Jupiter
Satellite (moon)
Saturn
Orbit
.
Neptune
Black Holes
Uranus
Singularities
Inner Planets
Terrestrial Planets
Size of Planets
Fourth Grade
Purpose:
Today is the 4th day in a series of lessons teaching students about the planets in the solar
system. The past two days the students have been learning about the different characteristics of
the planets (terrestrial and gas). Today the students will be learning about the relative size of
the planets. They will be estimating the diameter of the planets in km in an activity that will later
help them order the planets from smallest to largest.Tomorrow the students will learn about the
differences between planets and dwarf planets.
Science 4.7
The student will investigate and understand the organization of the solar system. Key concepts
include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
Math 4.7
a) The student will estimate and measure length, and describe the result in both metric and
U.S. Customary units; and
b) identify equivalent measurements between units within the U.S. Customary system (inches
and feet; feet and yards; inches and yards; yards and miles) and between units within the
metric system (millimeters and centimeters; centimeters and meters; and millimeters and
meters).
Objective:
Given an exit slip the students will be able to list 7 out of 8 planets in order from smallest to
largest.
Procedure:
Introduction
- The teachers will put the picture of the solar system up on the board. (V)
-Picture previously used
- The teacher should tell students that they have now practiced the order of the planets in
relation to the sun but there are other ways the planets can be ordered.
- The teacher will ask the students if they can think of any other ways they can order the
planets. (A)
- size, temperature, density, etc.
Development
- The students will be broken into groups of 7 by counting off by 7s.
- Each group will be instructed to go to one of the 7 station in the room.
- At each station there will be a cut outs of earth and one of the other 7 planets taped on the
wall, about eye level (V)
- both labeled
- Sheet with planets in materials at end of unit labeled planet size (will need to print out
several because 7 Earths are needed)
- The teacher will tell students that the diameter of the Earth is 12,756 km and write it on the
board. (V,A)
- The teacher will tell the students that they will have 30 seconds to talk with their group to
estimate the diameter (in km) of the planet at their station based on the diameter of the Earth.
- Each students should have his/her own piece of paper to write the estimations
down.
- While transitioning between stations the students will use different locomotor skills designated
by the teacher (K)
- (walk, hop, skip)
- Once the groups have gone to every station they will sit together at the desks and order the
planets from smallest to largest based on their estimations. (V,A)
- They should write their results on the same piece of paper they used for the
estimations.
- When all groups have finished the student with the next upcoming birthday will write the order
his/her group developed on the board. (V,K)
-(all groups at once)
- The teacher will then read the actual diameter to the students and have them write the
measurements down on the same piece of paper they have been using. (V,A)
- Jupiter: 139,822 km
- Saturn: 116,464 km
- Uranus: 50,724 km
- Neptune: 49,248 km
- Earth: 12,756 km
- Venus: 12,104 km
- Mars: 6,780 km
- Mercury: 4,780 km
- This should be told in random order and written on the board*
- received from http://planetfacts.org/size-of-planets-in-order/
- With this information the groups should work together to reorganize the order of the planets
from smallest to largest.
- After they have had time to order the planets one student in the group must go back up to the
board where his/her group wrote the order originally and fix it. If they had the order correct to
begin with he/she should place a smiley face next to their order. (V)
- The tallest student in each group with be the one to go up to the board.
- Once all of the groups have either confirmed the original order or fixed the order the student
may go back to sit with the group.
- The teacher should check all of the groups’ work for accuracy.
-If there are any incorrect orders the teacher should explain why the order is the way it
is.
- For advanced students: ask them to write down their reasoning for their estimations
- ex. Neptune and Uranus are close in size but Neptune looks a little bit bigger.
- Make these students the group managers. There job is to make sure that everyone in their
group made the transition between stations and that everyone has the same answer written
down.
- For struggling students: provide them with hints for the estimations
- ex. Mercury is about a 3rd of the size of the Earth. Venus and Earth are very close in
size but Earth is a bit larger, etc.
- Assign them a buddy so that they do not need to write down the estimations, they just need to
be engaged in the conversation piece with the group.
- Summary
- The students will remain in their groups to create a mnemonic device to remember the order of
the planets from smallest to largest.
- The students will have up to 15 minutes to create their mnemonic device and decide
how to present it. (V,A)
- The groups should write down the mnemonic device they create on a piece of paper to
turn in to the teacher with all group members’ names on it.
- The groups will get up one at a time and present their mnemonic devices to the rest of
the class. (A)
- All group members must participate
- The students will turn in the mnemonic devices and go back to their own desks after all
presentations are complete.
- Later the teacher will type up all of the mnemonic devices onto one sheet for
the students to have.
- For an exit ticket the students will quickly write down the order of the planets from
smallest to largest on a post-it note that they will then place on the wall in a designated
spot.
- The students must put their names on the post-its (names can be on the back if
they wish)
Materials
- Picture for board, planet cut outs, paper, pencils, tape, post-it notes
- website for planet cut outs:
http://imgbuddy.com/the-solar-system-for-kids-printables.asp
Evaluation A
- The teacher will check over the post-it notes that the students turned in. All students
should have at least 7 out of 8 of the planets ordered from smallest to largest correctly.
Evaluation B
- Did the students meet your objectives?
- How do you know?
- Did your lesson accommodate/address the needs of all your learners?
- What were the strengths of the lesson?
- What were the weaknesses?
- How would you change the lesson if you could teach it again?
Dwarf Planets
Fourth Grade
Purpose:
Today is the last day of the Solar System Unit for Science SOL 4.7. So far, the previous
instructions have been focused on the features of the planets, order, size and distance.
However, today will be specifically related to dwarf planets versus the eight planets. The focus
will be on Technology and how much research the students can put towards finding these facts.
The assessment piece of the entire unit will also be mentioned during this day.
Science 4.7
The student will investigate and understand the organization of the solar system. Key concepts
include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
Technology C/T 3-5.1
Demonstrate an operational knowledge of various technologies.
a) Use various types of technology devices to perform learning tasks. • Use a keyboard, mouse,
touch screen, touchpad, and other input devices to interact with a computer. • Demonstrate the
ability to perform a wide variety of basic tasks using technology, including saving, editing,
printing, viewing, and graphing.
b) Communicate about technology with appropriate terminology. • Use basic technology
vocabulary in daily practice
Objective:
When given various technological objects, the students will be able to conduct specific
research on the dwarf planets and present findings by listing at least all 6 aspects of the 3
planets.
Procedure:
Introduction:
- Post two butcher papers on the board:
the papers should be labeled: Size of the Planets and Order of the Planets
- Tell the students that they will be working on a quick review in teams. (K, V, A)
The left side of the class will be writing down the size of the planets from smallest to
largest. The right side of the class will be listing the planets from the closest to the Sun to the
farthest.
The students will be writing on the butcher paper provided along with colored markers
- Once the students are completed have the teams present what they wrote down
Tell the students that the speaker will be the person who is the youngest
- Have the students transition back to their seats in order to begin the next part of the lesson
Development:
- Have the students break up into groups of 3 or 4
These numbers can change depending on how many students are in the class
- Explain to the students that they will be doing research on what is called: Dwarf planets
Write on the board: Dwarf planet - is a planetary-mass object that is neither a planet nor
a natural satellite (moon).
- Each student will have a job in order fully complete the research
Pass out the job instructions at this time
Job 1) Group Leader
Job 2) Data Collector
Job 3) Source Enforcer
Job 4) Paper Maker
Instructions for the jobs are at the end of the Unit
The jobs should be cut out ahead of time.
The group leader is chosen by the teacher (who has on a striped shirt, who is wearing
shorts, who is wearing a polo, etc.)
- Next pass out the instructions for the activity the students will be completing with their jobs
Instructions sheet for the groups are at the end of the lesson
- Explain how the groups will conduct this activity
Each group will be conducting its own research on the dwarf planets (3 specifically)
The research should include: name of the planet date it was founded features about the
planet interesting facts on the planet where most of them are located The research will be
conducted with a tablet and computer
- Next, pass out the three (1 red, 1 green, 1 yellow) cups (1 set of 3 per group)
- Explain the system of the cups quickly,
Red = We need assistance and have stopped working
Yellow = We need your help, but can continue working
Green = We are fine and working together
- Once the students understand the directions, give them about 40 minutes to conduct their
research (V, A, K)
For Advanced students: will
For Struggling students:
Summary:
- When the research is complete each group, the teacher should sound a bell to let the students
know it is time to wrap up the paper and research
- Next, the groups are to present their findings on the dwarf planets
Directions for presentation are found in the research
The information should follow the paper that was constructed
Each student should talk during the presentation
- After the presentations, the teacher should touch on the main points of the planets that were
founded by the students (A, V)
- These points should be listed on the board:
Pluto, Ceres, Eris
The dwarf planets are found past the Kuiper Belt
They do not have enough gravity to pull mass into rounded shape
Ceres was discovered in 1801 by Sicilian astronomer Giuseppe Piazzi
It is classified as a dwarf planet and asteroid
Pluto was once the 9th planet in our solar system until the new definition of a planet
came in 2006 by the IAU (International Astronomical Union)
It was discovered in 1930 and its orbit is so erratic that it is sometimes closer to
the sun than Neptune
Eris prompted the IAU to change its definition on a planet because of the huge mass and
size of it
It’s orbit crosses not only Pluto’s but also Neptunes. It takes 577 years to orbit
around the sun.
- Once the information is posted on the board, the teacher should review the assessment piece
for the solar system unit
Assessment piece instructions at beginning of Unit packet
- Next, have the students discuss and review all of the materials that have been completed
during this unit (A)
The discussion should be completed in groups or partnerships
- The student-centered discussion should continue until the end of class
Materials:
- 2 big pieces of butcher paper (colored markers for the teams to use)
- Computer and tablets (any type of technology will work
- Job instructions (already cut out)
- Research instruction sheet for each group
- Set of 3 colored cups (red, yellow, and green) for each group
- Information on dwarf planets retrieved from:
http://m.space.com/15216-dwarf-planets-facts-solar-system-sdcmp.html
Evaluation A:
- The teacher will check in on the students and rotate around the room to make sure all the
students are following directions and staying on task.
- The teacher will be listening for specific information from all of the Unit objectives during the
conversations at the end of the period.
-
Evaluation B:
- Did the students meet your objectives?
- How do you know?
- Did your lesson accommodate/address the needs of all your learners?
- What were the strengths of the lesson?
- What were the weaknesses?
- How would you change the lesson if you could teach it again?
Job Instructions
Group
Leader
- Reads directions and
distributes jobs throughout group
- Leads discussions
- Writes down any important
information
- Helps with clean-up and
materials
Source
Enforcer
- You are to check to make sure
the sources that are being used
for the information are reliable
- Make citations for the paper
- Helps with clean-up
- Find any artistic and eye
popping materials for the paper
Data
Collector
- Conducts research on the
computer about the dwarf
planets
- Helps with clean-up
- Make sure all the team
members agree with the
information
Paper
Maker
- You are to create the paper (it can
look like a newsletter if preferred)
- The paper should have all of the
required information on it along with
any extra information
- You should work with your
teammates to create this piece
- Helps with clean-up
- Shows the teacher when finished
Research Instructions
- Research should be completed on the electronics provided (computer and
tablet)
- You will be researching the dwarf planets in the solar system
- This research should consist of:
Name of the planet (should be at least 3)
Picture of the planet
Date it was founded
Features about the planet
Interesting facts on the planet
Where are most of them located
- Once the research is completed, there will be a presentations on the
findings
- This 3-5 minute presentation will be from the fact paper that was written
during the paper
- The each student should speak during the presentation
- Sources are to be cited and inserted into the paper
*Videos and pictures are encouraged as long as it is within the time
frame*
- Videos need permission from teacher
- The group leader is to use the red, green and yellow cups are to be used
if there are any questions during this activity
Unit Evaluation
Solar System Model
Based on what you have learned in class you will create a model of our solar system. You should
show evidence that you have used brainstorming, planning, organizing, and reflecting
strategies. You may use any kind of medium (3d foam model, painting, clay, poster, etc.) to
show the order, relative size, and appearance of the sun and 8 planets that include labels and
characteristics of the planets.
Requirements:
●
●
●
●
●
Brainstorm, plan, organize, and reflect
You may use any type of brainstorming that you would like (web, list, etc.)
Write a list of the things you will need and possible steps you may take
Show the sun and all 8 planets
The sun and planets must be in order and labeled with correct names and
characteristics (characteristics only for planets).
● The sun and planets should be shown according their relative size
● The color and appearance of the sun and planets should be accounted for (rings?)
● Write 3-6 sentences about how you think you project turned out (strengths,
weaknesses, what you would change)
Things to think about:
What will be the most effective and interesting way to show a model of the solar system?
Remember we will be walking around to look at everyone’s models on the day they are due.
If you need to do additional research you may (remember to write down where you got you
information from).
Rubric
Planning
· Did the student show
evidence that they
brainstormed and planned/
organized?
·Did the student write a
meaningful 3-6 sentence
reflection?
·Was the students project
well thought out?
Design
Execution
·Is the design clear
- Is it easy to determine
one planet from another?
· Is the design thoughtful?
· The sun and all planets
included
· Are all planets in order?
· The model is labeled
-Spelled correctly
2.5
2.5
5.0
Do all 8 planets have
characteristics listed?
· Relative size of the planets is
accurate
· Appearance of the planets
are accurate
Total Points
10
Resources
Lesson 1:
- Worksheet on order of planets
- Video: https://www.youtube.com/watch?v=I_0qpfzg_cE
- Pictures to show students:
- Information found about planets: http://www.big-bang-theory.com/
- Books for Early Finishers: Space Boy by Orson Scott Card, National Geographic: Planets by Elizabeth
Carney, Smithsonian: The Planets by Robert Dinwiddie, There’s No Place Like Space by Dr. Seuss
Lesson 2:
- paper, pencils,chalk board or dry erase board,large pieces of white paper, crayons, markers,
construction paper, glue, scissors, colored pencils, any additional art supplies a teacher may have for the
planets.
Lesson 3:
- Projector (or some type of technology to display pictures)
- Pictures:
- Asteroid Belt Example:
Brown line = stick
Gray clouds = crumbled pieces of paper
Lesson 4:
- Picture for board in lesson 1 materials, planet cut outs, paper, pencils, tape, post-it notes
- website for planet cut outs:
http://imgbuddy.com/the-solar-system-for-kids-printables.asp
Lesson 5:
- 2 big pieces of butcher paper (colored markers for the teams to use)
- Computer and tablets (any type of technology will work
- Job instructions (already cut out)
- Research instruction sheet for each group
- Set of 3 colored cups (red, yellow, and green) for each group
- Information on dwarf planets retrieved from:
http://m.space.com/15216-dwarf-planets-facts-solar-system-sdcmp.html