Elementary Education                                                                                                        Science

2nd Grade

 

Duration of the lesson: 45 minutes

Lesson plan title and summary:

The lesson name is Earth, Mars, and Jupiter: The Middle Three Planets. In this lesson a small group will be introduced to the next three major bodies in the solar system: Earth, Mars, and Jupiter. The group will learn the names, climate, as well as some general and fun facts about each planet. Students will have 3 planet pages to fill in during the lesson, these will be turned in to the teacher at the end of the lesson.

Links to MA Curriculum Frameworks and National Standards

Science and Technology/Engineering Curriculum Frameworks 3rd grade -5th grade Earth and Space Science 13: Recognize that the earth is part of a system called the “solar system” that includes the sun (a star), planets, and many moons. The earth is the third planet from the sun in our solar system.

Specific Objective(s) of the Lesson

1.      Given the information about the planet the student will be able to record all of the correct information, to fill in their planet pages.

Materials and Technology Needed:

·         Laptop

·         Solar System PowerPoint

·         Markers

·         Crayons

·         Pencils

·         Notebooks

·         Planet Pages

·         Whiteboard

·         Dry-Eraser Marker

·         Apple

 

Vocabulary:

·         Atmosphere – The gases surrounding the Earth

·         Hurricane – A severe wind-storm. 

·         Gas-Giant – A large planet made up entirely of gases

 

Connections across the Curriculum:

This lesson could connect to the students English or Spelling curriculum by introducing or reinforcing words that being used in current lessons. The lesson also connects to Social Studies as one of the topics covered on all three solar bodies is the climate of the planet, this could either introduce the idea of climate to the students, or reinforce the idea depending if the concept has been introduce to them or not.

Instructional Sequence:

Introduction to the topic:

The lesson will take place in a small group setting at a table in the back of the classroom. Students will be asked to share out any information they know about Earth, Mars, or Jupiter before the lesson starts; also any question that they might have come up with. Write down any questions that the students have on the whiteboard, and try to address them during the lesson if possible. Now take out the apple and show it to the students. Tell them that the apple represents the Earth. With your fingernail peel off a section skin from the apple. Show the skin to the students and tell them that if the earth were the size of an apple, the very skin layer of skin you just peeled off would be the amount of area the all live has ever lived on. Handout the next three planet pages to the students  

Development:

Have all the students label the first page “Earth”. Open the PowePoint for the second lesson uing the slide show, share and have students write on the planet page that the earth is the planet that we live on, the earth is the third planet from the sun, the only planet currently known to have life on it, and that compared to most of the planets in our solar system earth has a mild climate. Next, have the students use colored pencils or crayons to color in the circle on the planet page to represent the earth. Continue to the Mars section of he PowerPoint, have students label the next planet page “Mars”. Using the webpage, share and have students write on the planet page, Mars is the fourth planet from the sun, it is nicknamed “The Red Planet”, Mars is very similar to earth but lacks an atmosphere, and the climate of Mars is very similar to the Earths. Have the students color the planet on the Mars planet page so that it resembles Mars. Continue the slide show to Jupiter and have the student’s label of the third page “Jupiter”. Follow the same steps used to instruct the students about Mars, instead including that Jupiter is a very stormy planet, that there is an enormous hurricane on Jupiter that has been raging for at least 300 years, it’s the largest planet in the solar system, and it is the first of the gas-giants. Make sure the students color the Jupiter page.

 

Conclusion:

Have students put their name at the top of each planet page and turn it into the teacher. Ask the students to think about what Earth has, as a planet, that other planets do not have. Have the students bring these ideas with them to the next group meeting. With any remaining time give the students “my solar system” book page and have them put their names on it and illustrate it with what they think space is like.

Assessment:

The assessment will be collecting the first three pages of the students Solar System book, as well as checking the pages for completeness and for correct use of information, for each planet or star. Any mistakes made on the pages should be written on a sticky note, and not made on the page with pen. This is because the pages will be used to create an information book for students and they should correct the pages, but not have pen marks on their final product.

Planning for Learner Variability:

Representation:

1.1: This lesson provides students will a variety of ways to display the information that they are acquiring. Students are able to put the majority of the information in written for on the planet pages that they are provided with. They are also able to color a representation of the planet, that could include any details that will help the student to remember information about the planet. This allows students to display the information in both an artistic and written format.

2.1: Though the vocabulary in the lesson is limited, it is all very critical to understanding the lesson. New and potentially difficult vocabulary such as atmosphere, hurricane, and gas-giant. If a student needs further clarification on the vocabulary there are instances where the vocab is used in context during the lesson, and the use repetition during the lesson will surely help students to grasp the vocabulary.

Action and Expression:

4.2: The majority of the lesson’s information will be provided using a laptop or tablet. The whiteboard will also be utilized during this lesson to put new vocabulary and new definitions as needed.

5.2: During the lesson students will be provided with planet pages for recording information about the different planets, on this page they will be able to both write down information and color a picture of the planet discussed on the page. This allows the students to construct a visual model of the planet using colored pencils and crayons as well as include written information that could not be drawn or colored.

Engagement:

7.1: Several times during the course of the lesson, students are given the opportunity to color and draw specific planets in whatever way allows them to identify the planet. Students will also be given the opportunity to create an individual cover page for the final book that will be created at the end of the unit.

7.3: To minimize threats and distractions, this lesson will take place in a small group. The small group setting allows for minimal distractions due to fewer students being able to disrupt the flow of the lesson, allowing the students in the group to remain focused on the task more easily.

Sources Utilized in the Design Process:

Information on the different solar bodies from: http://www.kidsastronomy.com/

 

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