Lesson Plan Outline JMU Elementary Education Program Emily Smith-George Mrs. Fitzgerald/ Stump Elementary A.

TITLE/TYPE OF LESSON: Solar System/ Introduction to Solar Systems B. CONTEXT OF LESSON: Students have been learning about the sun, earth, and moon. We are now moving into a unit focused on other aspects of the solar system such as the planets. The students have been exposed to certain vocabulary and facts through the earlier unit. Also, many students have prior knowledge regarding the planets from various personal experiences. The students have also had prior experiences with mnemonic devices so that section of this lesson should be familiar for most. This is the second day we will be working with the material in the unit. Yesterday we were able to complete a K-W-L in regards to our solar system and planets as well as sing our planet song through once. C. LEARNING OBJECTIVES Understand (Concepts/Skills) Know/Do (learning objectives) The students will understand The students will be able to create a mnemonic device to the order of the planets. remember the order of the planets. The students will understand some of the key vocabulary relating to the solar system. The students will be able to write the correct definition in their own words.

D. ASSESSING LEARNING Know/Do (Learning Assessment plan objectives) The students will be able to I will walk around while students brainstorm observing create a mnemonic device to and listening to what is being said. remember the order of the planets. The students will be able to The students will have a chance to guess the definition of write the correct definition in each vocabulary word. Once we talk about the word as a their own words. class they will re-write the correct definition in their own words.

E. RELATED VIRGINIA STANDARDS OF LEARNING 4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which b) objects or events are classified and arranged according to characteristics or properties;

4.7 The student will investigate and understand the organization of the solar system. Key concepts include a) the planets in the solar system; b) the order of the planets in the solar system; and c) the relative sizes of the planets. F. MATERIALS NEEDED 1. Planet song 2. Science journals 3. Pencils/ dry erase markers 4. Vocabulary worksheet G. PROCEDURE Preparation: Create vocabulary worksheet. Engage: Start by singing through the planet song. This will serve to engage as well as review what we talked about the day before. The song includes each planet, in order from the sun, as well as a fact about each planet. Implementation: 1. Who knows what a mnemonic device is? Listen to student responses. If no one is sure explain, A mnemonic device is a learning tool that helps us to remember certain things. We change the information so that it is easier to remember. Share the mnemonic device our book uses. Come up with a mnemonic device as a class. Later I will add these to the planet bulletin board as a visual reminder. My very excellent mother just served us nachos. 2. Before we can learn more about each planet we need to first learn some vocabulary that will help us understand. Yesterday we talked about a lot of different objects that you can find in our solar system, today we are going to talk more about what each of these objects really are. Some of you may already know, which is great, but I want to make sure we all understand the important solar system vocabulary before we get started answering some of those questions you wrote yesterday in you Want to know column. I will handout worksheets with important vocabulary for this unit. In the first blank column they work with their group to write what they think the definition is. Then as a

class we will discuss and they will have a blank column to write what the definition actually is (if they got it wrong). This is will most likely go into the next day. We will stop whenever we run out of time. H. DIFFERENTIATION Todays lesson includes aspects for musical learners, auditory learners, and visual learners. Students are able to work with their group to come up with their first definitions, which gives them added support. I will also be circulating the room for those that require additional help. I. WHAT COULD GO WRONG AND WHAT WILL YOU DO ABOUT IT? 1. This lesson will probably run into two days. I will stop whenever we run out of time and we will pick up with the leftover vocabulary words on Friday. 2. The students may have trouble collaborating on the mnemonic device. If this is the case I will randomly select students (using popsicle sticks) to come up with the next word for our sentence. 3. The students may present misconceptions while trying to guess what certain objects are. If this is the case I will address these misconceptions and do my best to explain what they are confusing. I will also use other students, who do understand the object, to explain in their own words what it is.