Grades 3 – Language Arts, Science, Visual and Performing Arts

Our Vacation….

In The Solar System

Our Vacation….In The Solar System
Grades 3 – Language Arts, Science, Visual and Performing Arts

1. MATERIALS
Materials
 Postcard Outline
 Pencils
  Poster Paper *
 Paints
 Markers

Literature
 Voyage to the Planets, A book on Planets, By Jeff Davidson
 The Magic School Bus Lost in Space, A book about taking a trip to outer
space, by Joanna Cole

Videos
 The Story of the Solar System
http://store.discoveryeducation.com/product/show/50544#video

Vocabulary
 Solar System
 Planet
 Mars
 Mercury
 Earth
 Venus
 Neptune
 Uranus
 Jupiter
 Saturn

2. OBJECTIVE
After the lesson on the solar system and the universe, students in the third
grade will be able to understand that the solar system is made up of several
planets and communicate how the planets differ from one another
(characteristics) through their imaginative vacation with 100% accuracy.

Science Standards
Earth Science D: Students know that Earth is one of several planets that orbit
the Sun and that the Moon orbits Earth.

Visual And Performing Arts

Apply Vocal and Instrumental Skills
2.1 Sing with accuracy in a developmentally appropriate range.
2.2 Sing age-appropriate songs from memory, including rounds, partner songs,
and ostinatos.

English Language Arts Standards

Writing Strategies 1.0
1.3 Print legibly and space letters, words, and sentences appropriately.

Listening and Speaking Strategies 1.0

1.0 Students listen critically and respond appropriately to oral communication.
They speak in a manner that guides the listener to understand important ideas by
using proper phrasing, pitch, and modulation.
2
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Scientific Skills
 Observations - Students will observe physical characteristics of planets in
the solar system and recall what they have seen in the nighttime sky.
 Inferences – Students will make predictions as to which planet is which after
all planets are revealed to them and give characteristics of each.
 Communication – Students will communicate to each other about the solar
system and the planet they would like to visit and why.

3. ASSESSMENT
Students will be assessed informally on their knowledge of the solar system, the
planets, and Earth.
Students will be assessed informally on their group observations, predictions,
and communication of activity.
Students will be assessed formally on the group activity in which they will be
asked to plan a drawing of their planet (which closely resembles the real one),
come up with a cooperate drawing, and place it on the mural paper in the
appropriate order from the sun.
They will also be assessed on a test which asks them to name the nine planets,
list their order from the sun, and discuss one characteristic of each.
The postcards will be posted on a bulletin board in the classroom.
These assessments will be recorded in teacher’s grade book.
This assessment will be part of the final trimester grade.
The rubric will be as follows:

Rubric for “Our Vacation…In The Solar System”

Assignment: 1 2 3 4
Student followed instructions to draw the
planet on given postcard layout.
Student wrote about the planet, using at
least fi ve sentences.
Student had a sentence which talked
about at least one characteristic of the
planet.
Student had a sentence which talked
about where this planet was in relation
to the sun.
Student worked cooperatively in group
setting.
Student completed the assignment and
presented their findings to class.

Scoring Key
4 points correct, complete, detailed
3 points partially correct, complete, detailed
2 points partially correct, partially complete, lacks some detail
1 point incorrect or incomplete, needs assistance
3
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4. LESSON OPENING/PURPOSE
The primary purpose of this lesson is for students to be more knowledgeable
about the solar system and the planets within it. They will do this by completing
an activity about them so that they can identify and describe their characteristics.

"Boys and girls today we will learn about the solar system and the universe and
then we will imagine what life would be like on these planets. In this activity we
will explore the planets and their characteristics. This is important to know
because the planets make up our solar system and Earth on which we live, is
one of these planets, so it’s good to know our neighbors.

5. MOTIVATION FOR LEARNING

Teacher will start off lesson by showing the video The Story of the Solar System.
After watching the video, teacher will review the information students learned
about the objects in our galaxy and solar system. “What did you learn about our
solar system? What kinds of objects orbit the Sun or the planets? Ask students to
talk about some of the facts or information they know or have learned from the
video.
Teacher will than teach the students the following chant about planets while
making a clapping beat. Allowing them to fill in the planet of their choice once
they get the rhythm down:

A—B—CDE, How many planets can there be?

F—G—HIJ, There are nine we know today.
K—L—MNO, To which one would you like to go?
P—Q—RST, I’d like to visit Mercury.
U—V—WXY, I’d been watching in the sky.
Z—Z—ZZZ, Know anyone who will come with me?

6. LESSON BODY
Step 1 See Motivation For Learning Section for review/making connections

Step 2 "Boys and girls today we will learn about the solar system and the
universe and then we will imagine what life would be like on these planets.
In this activity we will explore the planets and their characteristics. This is
important to know because the planets make up our solar system and
Earth on which we live, is one of these planets, so it’s good to know our
neighbors.

Step 3 Present New Material

ENGAGEMENT: What are some characteristics of the planets in our solar
system?
1. The teacher describes the essential features of a problem or
situation to get students thinking and into an inquiry.

We are going to get into nine planet vacation groups.

(Teacher assigns each student group a planet, gives them solar
system resource books, and materials listed above).Your job is
research your planet by looking in the books provided and talk
4.
* among your group about the planet, so you can convince others to
vacation there. While researching ask yourself some questions:
 What are some visual characteristics of your planet?
 Does your planet have moons?
 What is unique to your planet only?
 Where is the sun in relation to your planet?
 Does the sun affect your planet? If so, how?
 What do all the planets have in common?

2. Students suggest possible solutions or explanations to the

questions posed within their groups. They write them down as they will
be presenting this information to the class later.

EXPLORATION:
3. Teacher will ask the students based on their research to plan a
drawing of their planet as close to reality as possible, and then work as
a cooperative group to create one drawing of that planet.
Teacher will have a mural bulletin board which has the sun
drawn on it.
Students come up to the mural and place their finished
planet in its appropriate order from the sun.
Students will then get a copy of the post card outline. They
will be asked to write a postcard to a family member describing
their trip to the planet they drew.
Students will be asked to recall characteristics of their planet
and describe them on their post cards. They are to address them
and draw an appropriate stamp for their post card.

EXPLANATION:
4. What planet did you have? What are some characteristics of your
planet? Why do you think your planet has those characteristics?
The children discuss their planet, some of its characteristics,
and why they think their planet has those specific characteristic
(e.g., my planet Mercury, it is hot, it is hotter because it is closer to
the sun).

5. Inventing a theory of the solar system/planets.

Building on the discoveries and constructed understanding
of the students, a theory of the solar system/planets is invented.
 Rotation.

ELABORATION:
6. Based on your research where is the best place to vacation?
Students will present their planet.
Students will give its location as relative to the sun.
Students will give characteristics of their planet.
Student will give reasons for vacationing on their planet.

EVALUATION:
7. Do you think you can live on your vacationing planet as easily as you can
5.
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“Our Solar System & Universe” LAB _____

PROMPT: Do you think you can live on your vacationing planet as easily as you can
Live on earth? Why or why not? Also discuss characteristics that differentiate
each planet in our solar system. How is the sun the principle component of the solar system?

Remember to use capital letters, ending marks, and complete sentences.

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i.
 Rubric for Science Lab Activity *
PURPOSE
The primary purpose of this lesson is to teach students to allow students
to gather information regarding planets so they may develop an hypothesis and
imagine how life would be living on another planet while identifying the similarities
and differences with earth
Assignment: Planets/Solar System
GROUP Participation Score Possible
Directions followed 1

Participation 3

Group Input (product) 10

Group Presentation 10

Total for Inquiry Lesson 25

INDIVIDUAL Participation
Score Possible

Name and date on journal 4

Journal done neatly 4

Assignment completed 4

Predictions Present 4

Explanation Present 4

Total for Inquiry Lesson 20

Key
4 – Above Average
3 – Average
2 – Attempted, Below Average
1 – Significantly Below Average, Incomplete
0 – No attempt

Comments:

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