EIGHT PLANET MODEL OF THE SOLAR SYSTEM

Earth Science: Properties on earth materials, objects in the sky, changes in sky and earth. Grade 6

EIGHT PLANET MODEL OF THE SOLAR SYSTEM

Video Introduction - Planets.mp4

EIGHT PLANET MODEL OF THE SOLAR SYSTEM

Video Introduction Planets Solar System.flv

RATIONALE
To

introduce the eight planets of the solar system and their similarities and differences. To use alternative assessments to measure the students learning

OBJECTIVES
At the end of the sessions, the students should be able to: Enumerate 5 characteristics of each of the 8 planets orally. Create an eight planet model solar system and display it as an exhibit on their presentation at school. To communicate the ideas they found out about the planets using the 21st century skill.

OVERVIEW

Students likely know some information about the other planets in our solar system as well as about earth's moon. In this lesson, students will build on this knowledge as they research planets in order to determine their similarities and differences. In the process, students will learn about their geology, composition, and characteristics. Students will determine such factors as: what it is like, whether or not it is habitable, and how their place in the solar system affect their characteristics. In addition to giving students a broader knowledge of the eight planets, this exercise gives them an opportunity to work in groups to research and develop their own model of solar system. The students will be divided into 5 groups with 8 members. Each member will be assign with a planet that he will make and design according to the characteristic of the planet.

PROJECT CHARACTERISTIC CHECKLIST

Characteristics of an Effective Project based Learning Experience

Notes

The learners are the center of the project. The interests of the learners are considered on the project. The project is aligned with the teachers goals and objectives for the class. The project encourages the learners to use and develop their 21st century skills. The project helps the teacher assess the learning gained by the students. The project involves connected task and activities that enable the students to be successful on their projects.

The project has real world connection or is authentic. Technology supports aids Students learning.
Critical thinking and creativity is enhanced and encourage. Learners use their knowledge and skills through products and performances that can be publish, presented and displayed.

8 PLANET SOLAR SYSTEM MODEL TIMELINE

Week 1 TEACHER Introduction of project as well as the topic. Facilitates the discussion of the students. BEFORE PROJECT WORK During Project Work Discussion of each planet by the teacher. Continues the discussion. Discussing on how T-charts work and how should it is use in the project. Continues the discussion. Introduction of Venn diagram. Continues the discussion and highlights the planets similarities and differences. Making of rubric together with the class. Checking and giving comments on students work and giving it back to them for final improvements. Checking again the students projects and grade them according to the rubric they designed. Cooperates with the making of the students newsletters that will serve as an invitation to their exhibit. Assessing the students presentation or report about their project. STUDENTS Answering the K-W-L Chart. Students will be grouped into small groups; they will be assigned on specific planet. Have a small grouped discussion and later discusses in a big group discussion. Planning of the project and gaining information about the planets. Brainstorming on the project they will make. Making of T-charts.

Week 2 Week 3 Week 4

The students will make a Venn diagram. Giving suggestions and cooperating on creating their rubric. Passing of preliminary project. Passing of improved project. Making of newsletters that will serve as an invitation of their exhibit. Creating and designing their exhibit area. Act as reporters or astronauts in discussing the planets based on their 8 model solar system project.

Week 5

T-CHART AND VENN DIAGRAM

Inner planets Similarities Differences Outer planets Similarities Differences

21ST CENTURY SKILLS

Learning and Innovation Skills Creativity and Innovation Demonstrating originality and inventiveness in work Developing, implementing and communicating new ideas to others Being open and responsive to new and diverse perspectives Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs. This 21st century skill is very much emphasize in my project because this involves demonstrating originality and inventiveness in work by creating their own model of the 8 planet solar system, I gave them the freedom to use materials that they would want in their project. It also involves communicating new ideas to others; this is emphasize during their report in their exhibit day. Being open and responsive to new and diverse perspective and acting on creative ideas can be also shown during their reports and answering various questions that will be asked to them by their schoolmates.

ICT (Information, Communications and Technology) Literacy Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate and create information in order to function in a knowledge economy Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information

We used ICT in order to gain information and affirm concerns that can be accurately answered using the ICT. Before doing their projects they are encourage to research on the 8 planet model of a solar system, the planets differences and similarities to one another. This activity demonstrates and develops their ICT skills that would be a great help to them.

Productivity and Accountability Setting and meeting high standards and goals for delivering quality work on time Demonstrating diligence and a positive work ethic (e.g., being punctual and reliable)

This skill is very much emphasize during their deadlines set by the teacher. Time management is one of the techniques I told them during the making of their project, the deadlines of students output are given to the students before working on the actual project for them to divide their time efficiently. Deadlines are given to them before hand for them to know what will they be prioritizing, for example their preliminary project deadline this will encourage them to do their project before the deadline of their final project. This skill is used and developed during the making of the project. They are not just tasked to make a 8 planet model but they are also tasked to do with various assessment before during and after they have done their project.

Flexibility and Adaptability Adapting to varied roles and responsibilities Working effectively in a climate of ambiguity and changing priorities

Communication and Collaboration Articulating thoughts and ideas clearly and effectively through speaking and writing Demonstrating ability to work effectively with diverse teams Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal Assuming shared responsibility for collaborative work

This skill is used during the reporting of the students during their exhibit. Working effectively in diverse team is also shown in the day of exhibit, they are to create their own exhibit area as a class in a area inside the classroom, so team work is also emphasize as well as flexibility and willingness to be helpful to accomplish common goal. Shared responsibility and collaboration can also be demonstrated by the students during their work on the exhibit area.

COLLABORATION, COMMUNICATION AND SPEAKING AND SELF-DIRECTION

We used rubrics for collaboration, communication and speaking because we are setting a criteria or scoring guide that describe levels of performance or understanding of the student. They provide students with expectations about what will be assessed, standards that need to be met, and information about where students are in relation to where they need to be. The student then can independently judge their work and accept more responsibility of the final product. We used the checklist for Learners Self Direction so that we are able to assess the students knowledge and how much more they still need to know.

COLLABORATION RUBRIC
contribution Weigh Beginning t 1 Information X3 Collects Gathering information but does not relate to the topic. Developing 2 Collects a little information about the topic. Relays very little information about the topic. Accomplished Exemplary Score 3 4 Collects some Collects relevant information information in that is related relation to the to the topic. topics.

Relaying information

X3

Relays irrelevant information.

Relays basic Relays most of information the relevant about the topic. information.

Punctuality

X2

Does not give assigned task.

Giving Giving Giving assigned assigned assigned tasked ahead of tasked the day tasked on time. time. after the deadline.

COMMUNICATION RUBRIC
CRITERIA
Weight

Speaking Content: Introduction, Body, Conclusion

X3

Voice and
Mannerisms

X1

When I present, I begin with an introduction that informs my audience of my presentations theme and engages my audience. When I present, I provide details and supporting information that clarify the main ideas and elaborate on thoughts, ideas, and opinions. I conclude my presentation in a memorable way to reinforce my presentations theme. When I present, I speak naturally with poise, precision, animation, and proper volume. I effectively use nonverbal cues, such as facial expressions, gestures, posture, and proximity.

When I present, I begin by introducing the topic. I provide details and supporting information that clarify the main ideas. I conclude my presentation by reinforcing my presentations theme. When I present, I enunciate clearly and speak audibly, avoid clumsy pauses and fillers, maintain eye contact with my listeners, and use gestures and facial expressions to keep the audience engaged. I recognize different types of audiences and vary my speaking to meet their needs.

When I present, I try to introduce the topic, but my introduction may leave my audience confused about my presentations topic. I provide some details and supporting information that clarify some of the main ideas. I conclude my presentation in a generic way. When I present, I sometimes use a voice too soft for listeners to comfortably hear and understand, use fillers such as uh and um, have difficulty maintaining eye contact, and forget to use nonverbal cues.

I do not end my presentation with a conclusion. I do not provide any details or supporting information to clarify the main ideas. I do not begin my presentation by introducing my topic.

When I present, I speak inaudibly, enunciate poorly, mispronounce words, distract listeners with fillers such as uh or um, pause awkwardly, frequently look down to avoid eye contact, and use distracting gestures and other nonverbal cues. I do not consider different types of audiences.

Audience Awareness

X1

I recognize and effectively vary my speaking based on audience characteristics, such as group size, gender, and age.

Audio or Visual Aids

X2

I effectively use a variety of audio and visual aids to enhance my message.

I use audio or visual aids to enhance my message.

I try to take into account different types of audiences, but I am not effective in varying my speaking to meet their needs. I try to use audio and visual aids, but they may not enhance my message.

I do not use audio or visual aids, or if I use them, they distract the audience from my message.

LEARNERS SELF DIRECTION CHECKLIST

Do things independently.
After I have finished my project , I am now able to : Easily Need More Practice Not at all

Do research and collect relevant information to my topic. Create my project resourcefully. Manage my time well. Prioritized things according to its importance. Share my ideas that are relevant to my topic and is very much helpful to my listeners. Communicate my new ideas in front of the public. Create an 8 planet model of the solar system. Identify the similarities and differences o the planets.
The activity where I learned and enjoyed as well was when

CRITICAL THINKING, CREATIVITY AND PROBLEM SOLVING

We used rubrics for creativity and critical thinking because we think its appropriate to use a rubric. Using rubrics is a way of ensuring that students, teachers, and parents alike know the purpose of the work that students are being asked to do. The use of rubrics as a tool for scoring work has the potential for giving students the power and responsibility that goes with knowing what is being asked of them and how to achieve it. Rubrics help learners set goals and assume responsibility for their learningthey know what comprises an optimal performance and can strive to achieve it.

We used a checklist for problem solving because a teacher will use a checklist to observe the students on how well they do with their project.

CRITICAL THINKING RUBRIC

Criteria Unsatisfactory
Below performance standards 1

Proficient
Acceptable criteria 2

Advanced
Demonstrates exceptional performance 3

Appropriateness The student selects material, objects, and/or techniques that meet the needs, requirements, and rules of the time, place, and audience. X3

The material of the project is not appropriate for the audience and the situation. The language used is not appropriate for the audience and the in the venue of the presentation. Effective tool and technique use by the student is not evident. There were unnecessary ideas and topics the student talked about.

The material use in the project and the project itself is appropriate to the audience and to the topic. The language used is appropriate to the student and to the presentation venue. Effective tool and techniques were used by the students. Some ideas mentioned by the student are not relevant to the topic. Student demonstrates an ability to apply theories, principles, and/or skills to new situations, settings, or problems.

The materials used by the student shows his deep understanding about the topic. The language used by the student helps the audience to understand the topic easily.. Effective tools and techniques are used by the students. Ideas mentioned by the student elicit understanding to the audience and are related to the topic. The student actively seeks new environment and situations to apply theories, principles, and/or skills. Student provides multiple examples of how theory can be applied. The student used his analysis and relaying it to the audience. The student can differentiate and identify similarities between the planets.

Application The student uses this material, understanding, and/or skill in new situations. X4 Analysis The student breaks down this material and/or skill into its component parts so that its structure can be understood. X4

The student does not apply related theories and other new ideas to the new situation. The student did not apply or change theories and ideas to fit the new environment. Student does not demonstrate a clear understanding of the concepts of topic or skill under study. Analysis does not include illustrations or other forms of tool that can show their analysis.

Student demonstrates a clear understanding of theories of topic or skill under study. Analysis includes illustration that can show their understanding about the topic.

CREATIVITY RUBRIC
Objectives or Performance Criteria
Explores and develops ideas X3

4
Explores new ideas and develops original ideas.

3
Often explores new ideas and sometimes develops original ideas.

2
Sometimes explores new ideas and has difficulty in developing projects originally.

1
Rarely explores new ideas and does not have his own originality.

Works independently X2

Self-motivated and Needs some direction works independently but can later work at an advanced level. independently.

Rarely works independently.

Needs constant direction and did not work independently. Does not demonstrate any organizational abilities. Does not participate in group efforts.

Possesses organizational ability X3

Demonstrates high degree of organizational activity all the time. Consistent in his leadership abilities.

Usually organize but sometimes have difficulty in organizing things. Contributes ideas to the group that are relevant to the topic.

Rarely organized but attempts to prioritize things.

Works co-operatively to achieve group aims x2 Uses reflective thinking X3

Rarely contributes ideas to the group.

Uses reflective thinking during the whole project process.

Sometimes uses reflective thinking in the project process.

Rarely uses reflective thinking in the process.

Does not demonstrate reflective thinking during the project process.

PROBLEM SOLVING CHECKLIST

1

EVALUATION CRITERIA Identifies the problem to be solved independently. Takes initiative and think of ways to solve the problem. Accurately identifies appropriate sources of information needed to solve the problem Explores alternative solutions for the problem. Chooses most appropriate plans for the problem to be solved. Evaluates the solution by implementing it to the problem. Initiates alternative plans if the problem is not solved.

COMMENTS

QUESTIONS FROM THE TEACHER

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8. 9.

How many planets are found in the inner solar system? (knowledge) What are the planets that are found in the outer solar system? (knowledge) What do you understand when we say inner planets? (Comprehension) Differentiate the planets that are found in the inner solar system to the planets that are found in the outer solar system. (Comprehension) Describe how the inner planets are separated from the outer planets. Explain why Pluto is no longer considered one of the planets of the solar system. (Analysis) What will happen if the Earth moves one degree farther away from the Sun? (Synthesis) Explain the difference of the planets from the Sun. (Evaluation) Explain the importance of the Sun to the planets surrounding

QUESTIONS FROM THE STUDENTS

1. 2.

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4. 5. 6. 7. 8. 9. 10.

Why is Mercury uninhabitable? (Analysis) Why do we need to study each planet characteristic, well in fact we are just living in just one planet? (Evaluation) How many days does earth needs to revolve around the sun? (Knowledge) How many satellites does earth have? (Knowledge) What do you mean when we say satellite? (Comprehension) What is the difference between inner and outer planets? (Comprehension) What would likely happen I two planets collide with each other? (Analysis) Why does earth needs to travel 365 days in order for it to revolve around the sun? (Analysis) Why do prefer living in mars rather than in Venus? What will happen if the Earth moves one degree closer to the Sun? (Synthesis)

JOURNEY THROUGH THE SOLAR SYSTEM

..\VideoConclusion Journey Through The Solar System.flv