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5e Lesson On Celestial Bodies
5e Lesson On Celestial Bodies
TECHNOLOGY LESSON: Solar System scope, YouTube, and NASA Science Space Place
https://www.solarsystemscope.com/
https://www.youtube.com/watch?v=W47Wa7onrIQ
“Everything You Need to Ace Science in One Big Fat Notebook: The Complete Middle School Study Guide” by
Michael Geisen
https://spaceplace.nasa.gov/menu/play/
https://docs.google.com/presentation/d/1SZjD8aaWEEDkM61uHAGPxnMFMCzgnKM8tWffJzeLjzY/edit?
usp=sharing
TEKS ADDRESSED:
6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem
solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:
(A) analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning,
and experimental and observational testing, so as to encourage critical thinking by the student
6.11 Earth and space. The student understands the organization of our solar system and the relationships among the
various bodies that comprise it. The student is expected to:
(A) describe the physical properties, locations, and movements of the Sun, planets, moons, meteors,
asteroids, and comets
ELPS ADDRESSED:
c.1.C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and
reviewing to acquire basic and grade-level vocabulary
CCRS:
XI.C.1. Describe the structure and motions of the solar system and its components.
ACADEMIC LANGUAGE:
RESEARCH-BASE:
Egan, K. (1975, April). How to ask questions that promote high‐level thinking. Retrieved April 7, 2020, from
https://www.jstor.org/stable/1492320?seq=1#metadata_info_tab_contents
Johnson, D., Johnson, R., & Smith, K. (1991). Active Learning: Cooperation in the College Classroom. Edina, MI:
Interaction Book Company.
Shapiro, S. (1993). Strategies that Create a Positive Classroom Climate. Retrieved April 7, 2020, from
https://www.tandfonline.com/doi/abs/10.1080/00098655.1993.9956031?journalCode=vtch20
PERFORMANCE OBJECTIVES:
Students will be able to describe the physical properties, locations, and movements of celestial bodies by creating a
solar system poster.
RESOURCES, SUPPLIES, HANDOUTS:
Laptop, Celestial bodies handout, posters, markers, pencils, pens, scissors, glue, crayons, construction paper, Who
Am I? handouts
SAFETY CONSIDERATIONS:
Students are not to run with scissors, cut themselves or classmates, and can ask for assistance if needed
Students are not to mark on each other or their desks when using the markers
Glue must be used lightly and not create a mess
ACCOMMODATIONS/MODIFICATIONS/EXTENSIONS:
Accommodation: students can ask for cutouts of celestial body facts to cut and glue onto poster
Modification: students can fill out Order the Planets worksheet
Extension: Play games on NASA Science Space Place https://spaceplace.nasa.gov/menu/play/
DAY 2: Have student desks or What other ways can we Turn to a partner and create their own
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Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
Have the student that is the sun stand This student stands in the center
in the center
One by one, starting with Mercury, Each student moves as far as their string
each planet gives the sun their string allows and stands at different spots around
and stands as far away from the sun the sun
as their string allows The terrestrial planet students can make a
“hard face” to show they are rocky
The gas giant planet students can make
bubbles with their mouths to show they are
gaseous
Asteroid belt students stand in The asteroid belt students can twiddle their
between Mars and Jupiter fingers to show there are many of them
The moon stands close to Earth This student finds the Earth and stays close
to them
Once all students are in place, Every student, including the sun, begins to
instruct all of them to begin to walk around the sun to represent the
slowly orbit the sun at varying planetary orbits
speeds while walking
DAY 1 T: If you want to see what our solar system looks like, go online to this “out of this world” simulation!
DAY 2 T: It was so much fun to watch you become our solar system! Now you’re going to get in groups of 3
with people that have on the same color as you.
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Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
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Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
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Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
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Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
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Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
Face To Face Interaction: students Decide as a group what goes on the poster
must work together to coordinate the
planet order, which facts to include,
and how best to organize the poster
Individual Accountability: each Work together remind each other to their
student’s contribution is established roles and carry out their group expectations
and written on the back of the poster
prior to starting so that everyone’s
role is defined. Group members
remind each other what to do and
help as needed
Social Skills: as problems and Try to resolve conflicts without teacher
conflict arises, each member uses intervention
respect and an open mind to problem
solve. If they need mediation, the
teacher will fill in and model how to
resolve conflict
Group processing: students discuss Why did we learn about the solar Groups discussed this while making their
why we learned about the solar system? poster and one person from the group
system and present that along with - The night sky is something answer while presenting
their poster we see almost every day Answer: it’s interesting to learn about what
and learning about what is is outside of our world
in our universe helps us
understand the different
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Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
DAY 1 T: Thank you for working so hard to learn about our solar system!
DAY 2 T: I loved learning about and teaching you the solar system! Thanks for being such great scientists
and astronauts!
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Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
Name: Date:
Celestial Bodies
Directions: Only check boxes with the correct characteristic for that celestial body. For location, write
the number for the order the planet is from the sun and describe the location of the sun, the moon, and
asteroid belt.
Important note: The planets have a(n) orbit.
Celestial Body Location Inner planet? Outer planet? Terrestrial & Gaseous & what
kind of core type
Sun
Mercury
Venus
Earth
Moon
Mars
Asteroid belt
Jupiter
Saturn
Uranus
Neptune
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Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
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Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
Name: Date:
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Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
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Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
Celestial Body Location Inner planet? Outer planet? Terrestrial & Gaseous & what
kind of core type
Sun Center of the
solar system
Mercury 1
iron
Venus 2
iron
Earth 3
iron
Moon Orbiting Earth
Mars 4
iron
Asteroid belt In-between
Mars and Jupiter
Jupiter 5
hydrogen
Saturn 6
hydrogen
Uranus 7
methane
Neptune 8
methane
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Step 2: Inquiry-Based Lesson Design
5E Lesson Plan Template
Key
Neptune
Uranus
Saturn
Jupiter
Mars
Earth
Venus
Mercury
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