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Carol Moore
11-14-14
Science Lesson Plan
TEDU 517 - Dr Dabney
I. Purpose:
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The students will gain an understanding of the planets and will be able to identify
and recognize the planets based on their characteristics (terrestrial or gas giant),
size compared to the other planets, and its position in our solar system in relation
to the sun.
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National Science Education Standard:
o D: Earth and Space Science
 Objects in the Sky
 The sun, moon, stars, birds, clouds, airplanes, all have
characteristics that can be observed and described.
 Changes in the Earth and Sky
 Objects in the sky have patterns of movement.
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Science SOL 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;
c) the relative sizes of the planets.
II. Objectives:
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III.
The students will be able to name and describe the eight planets based on their
physical characteristics (terrestrial or gas giant) with 88% accuracy.
The students will also be able to identify and sequence the eight planets in our
solar system based on their size in relation to the other planets and their position
in relation to the sun with 88% accuracy.
Behavioral Objectives:
 TSWBAT name and describe the eight planets based on their physical
characteristics (terrestrial or gas giant).
 TSWBAT identify and sequence the eight planets in our solar system
based on their size in relation to the other planets and their position in
relation to the sun.
Procedures:
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a. Introduction:
Engagement
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What do you do know about planets? Have you ever wondered why Earth is the
only planet that has life on it…or have you ever wondered whether another
planet in our solar system has or could sustain life on it…. If so, what do you
think? (accept any answer)
 Possible answers could be that they are inhabitable because they are too
hot or too cold, or no water, etc.)
Give students a purpose for learning this topic.
 We are going to learn some interesting things about our solar system.
And, why people might be interested in learning about space and wanting
to travel there.
 Tell students we are going to learn some possible reasons why planets
might be able to sustain life, so while I am reading I want you to think
about what a planet needs in order to sustain life.
 What do you think a book would be about that is called Fly Guy Presents
Space?
Read Fly Guy Presents by Tedd Arnold
Prior to reading discuss vocabulary words
While reading discuss the vocabulary words (kid friendly definition) and the story.
 Gravity - Gravity is a force of attraction between two objects. All objects
with mass have gravity. Gravity acts like a magnet - pulling objects
together.
 Do other planets have gravity? If not, what do you think?
 Meteroids – Any small object in outer space, such as dust or a rock.
 Comets - Are large pieces of rock, dust, and ice that orbit the Sun. Comets
are called “dirty snowballs.”
 Asteroids – Are made up of rock and metal. An asteroid belt is made up of
lots of asteroids.
 While reading, ask students where do they think meteroids, comets
and asteroids come from?
 Oxygen - Oxygen is the most common chemical element found on or in
Earth. It is one of the main elements that make up air, and it is necessary
for the survival of all plants and animals.
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 Do other planets have oxygen? If not, what do you think?
 Ask students, Why did Buzz tell Fly Guy he was wearing a belt made out
of rocks and metal? (It was an asteroid belt) 
Our book probably did not answer a lot of our questions about what makes a
planet inhabitable or not. So I would like for you to they think about what makes a
planet inhabitable or not to sustain life.(accept any answer)
 Whether it was a terrestrial planet or gaseous giant
 What is a terrestrial planet vs a gaseous giant?
 Too close to the sun, or too cold, or has no water, and why would that be
important or matter?
 Ask students if they think its size or relation to the other planets would
matter….If not, what do you think?
 If you don’t know the answer that’s okay. Sometimes we have more
questions than answers, so we are going to see if we can find some of
these answers….
Exploration
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In a few minutes I am going to ask each of you to pick a planet and using the
different books I got from the library or computer you are going to research your
planet.
We may not have time to finish everything today. If we don’t then we will ave an
opportunity to work on this tomorrow or another day this week and we’ll share
then what we learned about the planets
 I want you to find out if it is a terrestrial or gaseous giant planet.
 I would also like for you to find out the size (how big) your planet is in
relation to the other planets.
 And, I would like for you to find out the position of your planet in relation to
the sun.
 And, share something interesting you learned about your planet…
 like a specific space mission went to that planet,
 a meteor or asteroid hit it,
 or, another interesting fact you found out and would like to share
about that planet.
 You have the choice of creating either (student choice and addresses their
different learning styles)
 a rap song/poem,
 a model of the planet (using styrofoam),
 or, you can write about or draw a picture of the planet detailing the
characteristics of the planet and what makes it inhabitable or not.
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Since there are 30 of you and only 8 planets, two of the planets will have 3
names and six of the planets will have 4 names under it.
Write the names of the planets (in order) and have students echo read the
planets while writing on the Promethean Board (Mercury, Venus, Earth, Mars,
Jupiter, Saturn, Uranus, Neptune). (addresses needs of auditory and visual
learners)
After you write your name on the Promethean Board under the planet I want
you to go and get your supplies so you can work on your project after your
done researching.
o Stand by supplies and hold up for each possible activity.
 Rap song/poem – hold up writing paper and pencils.
 Model of planet – hold up Styrofoam, paint, paint brushes, and
newspapers.
 Or, write or draw a picture – hold up writing paper, construction
paper, markers and colored pencils.
Once that planet is full you need to write your name under a different planet.
However, this is an individual activity and not a group activity.
Summary:
Explanation
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Have students come back together and share what they learned about the
planets. (addresses needs of auditory and visual learners)
 Ask each student to share one thing they learned about the planet they
were researching.
 Characteristics about the planet (terrestrial, gaseous giant)
 How large the planet is in comparison with to the other planets.
 The planets position in relation to the sun.
Expansion
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Give students flash cards with large pictures of planets and have them line up
according to position in relation to the sun. (visual learners)
Then have them line up in relation to their planets size in relation to the other
planets. (visual learners)
Materials:
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Book The Jupiter Stone by Paul Owen Lewis
Flash cards with large pictures of planets
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Library books on planets
Computers to research information on planets
Syrofoam (different sizes)
Paint to create and decorate planets
Construction paper and writing paper to create planet and/or write about planet.
 Glue, colored pencils, markers, scissors
Microphone to perform
 rap songs/poems
Evaluation
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Rubric
Evaluation Part A:
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I will assess whether the students understood and mastered the material if they
are able to name and describe the eight planets based on their physical
characteristics (terrestrial or gas giant).
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Lastly, I will know if they understood the unit if they are able to identify and
sequence the eight planets in our solar system based on their size in relation to
the other planets and its position in relation to the sun.
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Evaluation Part B:
Did the students meet your objectives?
How do you know?
Did your lesson accommodate/address the needs of all your learner?
What were the strengths of the lesson?
What were the weaknesses?
How would you change the lesson if you could teach it again?