Experiential

Learning
Project
PREPARED BY - Ms. Harmeet Kaur Sohal
CMS RAJAJIPURAM CAMPUS I
 Social Studies-Class III

THE EARTH AND THE

SOLAR SYSTEM
 Experiential Learning
“Experiential learning takes place
when a person involved in an
activity looks back and evaluates it,
determines what was useful or
important to remember, and uses
this information to perform another
activity.”
-John Dewey
 Experiential Learning is the process of learning by
doing. By engaging students in hands-on experiences
and reflection, they are better able to connect theories
and knowledge learned in the classroom to real-world
situations.

Examples of experiential learning activities include

field trips for conservation, outdoor excursions, group
work in and out of the classroom, open ended
discussion activities and active and open ended
questioning guidance.
 Designing An ELP
A framework is important to determine the curriculum goals/ experiences/ skills and
values we want to achieve.Components of framework:

1. Title (related to the curriculum goal and experience)

2. Big idea( the objective or central idea that we want the students to remember)

3. Guiding questions ( generated from the big idea)

4. Focus of the project( subjects, concepts, skills and values)

5. Flow of the project-( hook, building background, designing an experience)

6. Reflection

7. Assessment/end product/project work

 TITLE
THE EARTH AND THE SOLAR SYSTEM
This is the topic to be taken up by the students of class 3 for their ELP in the month of JULY 2022.
 The Learning Objectives
Upon the completion of the project, the students will be able to..
1. Gain knowledge and understanding about the family of the SUN.
2. Learn about THE EIGHT PLANETS, their satellites.
3. Collect information about different celestial bodies and their features as
compared to earth.
4. Elicit the various actions that can prevent space destruction by man.
 THE BIG IDEA
• THE LEARNERS WILL BE ABLE TO DESCRIBE THE IMPORTANCE OF SUN
AND WHY THE NAME OF THE SYSTEM IS BASED ON IT.

•THEY WILL BE ABLE TO COMPREHEND THE CONCEPT OF ROTATION

AND REVOLUTION AND THE SATELLITES.

•THEY WILL BE ABLE TO DISCUSS ABOUT VARIOUS CELESTIAL BODIES.

• THEY WILL EXPLORE AND FIND OUT SOLUTION TO SPACE POLLUTION.

 THE GUIDING QUESTIONS
(Attempt any 5)
1.Do you think there is only one solar system in the universe. If not, why?

2.Why is sun referred to as a STAR and not planet?

3.Why is pluto now called a dwarf planet?

4.What do you understand by constellations? What do these constellations represent?

5.Does gravity affect the position of planets in the solar system?

6.How do you think people kept track of time and seasons before there were calendars?

7. Why do stars seem to twinkle?

 FLOW OF THE PROJECT
BUILDING BACKGROUND ACTIVITY-
1.What do you understand by the term SOLAR SYSTEM?
A video related to the topic can be shown to the students-
Links-

https://youtu.be/jp https://youtu.be/88
MyjPJ9HFg abzPu_57s
 HOOK ACTIVITY
In addition to understanding the vastness of our solar
system and each planet’s distance from the sun, students
need to understand the relative size of each planet.
To demonstrate this, perform an activity that uses fruits and
vegetables to illustrate the size of the sun and each of the
eight planets to help you to comprehend the relative size of
the planets and other objects that orbit the sun.
Use a giant pumpkin to represent the sun.
Then, use fruits such as mangoes, oranges, cantaloupes,
plums, limes, grape, and blueberries to represent each
planet. Peas, beans, or grains of rice or pasta can be used to
represent the smallest celestial bodies.

Upload a picture of this activity here.

 REFLECTION SHEET - 1

Write a paragraph on any one topic-

(in less than 50 words)

1.Space Pollution and prevention.

2.Celestial bodies and features.

 Flow of the project
Reflection Sheet 2-
PLANETS Number of moons Position from the sun Terrestrial/Jovian

EARTH

MARS

JUPITER

URANUS

SATURN
 FLOW OF THE PROJECT
Rocky planets, also known as Terrestrial planets, are predominantly composed of rocky
substances such as rock, water, carbon, and silicate.
Gas planets are also planets but they are composed primarily of gaseous substances such as
hydrogen and helium.
An ice giant is a giant planet composed mainly of elements heavier than hydrogen and helium

Reflection Sheet 3-
Terrestrial
Planets
Gas Giants

Ice Giants
 FLOW OF THE PROJECT
Reflection Sheet 4-
CELESTIAL BODIES LUMINOUS NON- LUMINOUS

Comets

Stars

Asteroids

Planets

ACTIVITY-You need A small torch light, Two small transparent bowls.

Use your imagination to portray the difference between Luminous and Non-
Luminous bodies with the help of these objects.