Name of Lesson/Unit: Planetary bodies position in solar system/Astronomy
Grade Level: 8th Grade
Prepared by:
Section 1: Lesson Summary
Topic: Earth’s Place in the Universe
NGSS Performance Expectation:
MS-ESS1-2 Develop and use a model to describe the role of
gravity in the motions within galaxies and the solar system.
Crosscutting Concept:
Systems and System Models Models can be used to represent
systems and their interactions.
Engineering Practices:
Developing and Using Models Develop and use a model to
describe phenomena.
Common Core State Standards (Reading): No Suggestions but
we wish to use RST.6-8.1.
Cite specific textual evidence to support analysis of science and
technical texts.
(Speaking/Listening) SL.8.5 Integrate multimedia and visual
displays into presentations to clarify information, strengthen
claims and evidences, and add interest.
Common Core State Standards (Math):
MP.4 Model with mathematics.
6.RP.A.1 Understand the concept of a ratio and use ratio
language to describe a ratio relationship between two quantities.
Current CA Science Standards:
4.c (partial) Students know how to use astronomical units and
light years as measures of distances between the Sun, stars and
Earth.
4.e (partial) Students know the appearance, general composition,
relative position and size, and motion of objects in the solar
system, including planets, planetary satellites, comets, and
asteroids.
Objective of the Lesson or Unit:
Students explain position of planets in our solar system and how
this is interconnected to gravity.
How is this objective relevant to students?:
Shows Earth’s importance and position in our solar system and
explain its motion and position.
Culminating Assessment (How will you know students have
met the Performance Expectation?):
● Students will have a “map” that they will create of our
solar system.
● They will be given a list of planetary bodies and the Sun
and will have to order the planets and give approximate
locations of each planet.
● In addition, students will have to explain the connection of
the position of the planets and the role of gravity in
determining their position.
Describe the assessment and attach a copy.
What has been taught in my class to prepare students for
this topic?:
● Gravity and how it is related to mass and its role in the
planetary motion.
● Average distances of planets from the Sun Motion During
this lesson the order of the planets and astronomical
units.
Description of the Lesson/Unit (Use the following Table)
With 5 E and How People Learn in Mind!
Short
descriptio
n of
activity
Purpose/Inten
tion for the
activity or Key
Learning
· How does
this activity
build student
knowledge
and skills
towards
meeting the
Performance
Expectation?
· Identify at
least 1
Practice
Pre-assessment
Students
will work
in groups
to create
their
model of
the solar
system
on
butcher
paper
and
present to
the class
their
“map” of
the
planets
and their
reasoning
behind it.
This gives a
starting point
to gauge the
students’ prior
knowledge
and
understanding
about the
order of the
planets and
their position
in order to
guide and
inform next
steps and
activities.
Formative assessment writing task
Students
will think
and write
individuall
y to
explain
their
thinking
and
reasoning
about the
distance
between
the Earth
and the
Sun if the
Earth is a
Students will
be able to
defend their
selection from
objects and
distances that
are familiar in
order to
compare the
distance and
size of the
Earth and
Sun. Will also
be able be
given the
opportunity to
discuss and
“seed”
and the
Sun is a
“basketba
ll”.
defend their
choice with
their fellow
students.
Hands on activity
Students
in groups
will create
a toilet
paper
solar
system
that will
show the
position
of the
planets
and
compare
the
distances
between
the inner
and outer
planets.
The
activity
will follow
up with a
discussio
n about
what
could be
the cause
of the
difference
s in
distances
between
the
planets.
The outdoor
activity will
give the
students an
actual scale
model of how
far apart the
planets are.
When they
are able to
walk the
distance and
see the
distances
between the
planets it
becomes
more concrete
and relatable.
The
discussion
after the
activity
incorporates
students’
ideas about
the spacing of
the plan to
guide them
toward the
concept that
gravity is the
guiding force
in our solar
system.
Reading/Writing Task
Students
will read
two
articles
about the
solar
system
and
space
travel.
Post-test/Culminating Assessment
Section 2: Laboratory/ Hands-on Lesson
Students
will
individuall
y create a
“map” of
the solar
system
and the
position
of the
planets
integratin
g what
they
learned
during
activities
to make it
a more
accurate
and
evidence
based.
Students
will also
explain
the role of
gravity in
the
position
of
planets.
Content Objective:
● By estimating and constructing a scale model of the solar system, students
should be able to describe the Earth’s location and other planets in the solar
system.
● Students should be able to explain what role does gravity play in planetary
motion.
Language Objective:
● Students will be able to orally describe the vast distance spacings of planets
in the solar system to the members of their group.
Assessment: How will I know students met the objective?
Students will work independently in the Post-Assessment Activity and be able to
explain in writing and map what they learned about our solar system, specifically;
● relative distances of planets, specially our planet Earth;
● locations of planets with respect to the Sun and other planets; and
● the role of gravity our solar system.
Rubric:
Description of lesson:
Option 1: Using a scale of 1 standard sheet of toilet tissue as 10,000,000 miles, we
can use the unwound length of the roll of tissue as a ruler for a scale model of the
solar system.
Option 2: Using a scale factor of 1.0 meter per astronomical unit, we will use a
meter stick and a string to construct a scale model of the solar system. (open field
area required)
Time required for the lesson: 30 minutes
Materials/ Preparation needed:
● Toilet paper (strings for option 2), masking tape, large open space (less wind
the better) list of planets and the number of toilet paper sheets, ruler
(meter stick for option 2). Optional: flash cards of the planets for students
to display their location.
● Make copies of labsheets
● Group of 9-10 members for option 2
● Assigning the planets to each member of the group
Description of
Student Task
(each step)
Time
Needed
for
Students
to
complete
each Task
Step 1:
20 mins
Introduce the
Lesson: Our
Solar System
Students will
make
predictions and
hypothesis
about how
planets in the
solar system
were organized
by arranging the
images of the
planets and
paste them on a
brown folder.
Step 2: Think
and write
Students will
think and write
individually to
10 mins
Teacher Notes
(Include
strategies/questions to
check for understanding)
Accommodation/Modification
for Student Access and
Extension (i.e. strategies for
EL and extensions for
GATE)
explain their
thinking and
reasoning about
the distance
between the
Earth and the
Sun if the Earth
is a “seed” and
the Sun is a
“basketball”.
Step 3:
5 mins
Anticipation
Guide
Student will
make hypothesis
by agreeing or
disagreeing on
the statements.
Step 4: Handson Activity/Lab
Students in
groups will
create a toilet
paper solar
system that will
show the
position of the
planets and
compare the
distances
between the
inner and outer
planets.
30 mins
Step 5:
10 mins
Teacher Talk
Demo: Spin or
whirl an object
that is
suspended in a
string and ask
students how
does the object
moves and what
caused it to
move in a nearly
circular orbit.
Step 6: Post-
15 mins
assessment
Activity
Section 3: Science Literacy
Content Objective:
Language Objective:
Assessment: How will I know students met the objective?
Rubric:
Description of lesson:
Time required for the lesson:
Materials/ Preparation needed:
Description of
Student Task
(each step)
Time
Needed
for
Students
to
complete
each Task
Teacher Notes
(Include
strategies/questions to
check for
understanding)
Accommodation/Modification
for Student Access and
Extension (i.e. strategies for
EL and extensions for GATE)
Section 4: Student Pages
Please provide a printer/copier friendly student pages for Section 2 and Section 3.