Is Pluto a Planet?

EXTENSION LESSON

Name: Courtney Eisenmann Time Allotted: 60-90 minutes
Grade Level: 5th Subject: EXTENSION
Materials Required:
Computers
Pluto Writing Paper
Two Column Notes
Pluto Writing Rubric

Michigan Content Expectations

CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the same topic in order to write
or speak about the subject knowledgeably.

Objectives:

1. The student will integrate information from multiple texts by taking two column notes in order to
determine whether Pluto is a planet or not. (Synthesis)

2. The student will decide whether Pluto is a planet by using gathered information in order to write
a formulated opinion paper on the Pluto Writing Paper at the end of the lesson. (Evaluation)

Student Objectives:
1. I will research Pluto and organize evidence for and against. (Analysis)
2. I will decide whether I think Pluto should be considered a planet based on my found evidence.
(Evaluation)

Assessment:
Formative Formal: The student will be completing a puzzle piece summary at the end of the
lesson. The puzzle piece should include a one word summary of the learning from the lesson as
well as a design if time allows. At the end of the unit, the students will be putting together the
puzzle pieces of each lesson to represent their learning from the unit.

Objective 1 will be assessed as follows:

Formative Formal: The student will be required to research Pluto as well as certain qualities
planets possess in order to determine whether or not they think that Pluto should be a planet. The
student will be using a Two Column note taking strategy in order to organize the data that they
find. On the left side of the notes, the students will be writing evidence that could support Pluto
being a planet, while on the right side the student will write evidence that could be used to
disprove Pluto as a planet in the solar system.
Objective 2 will be assessed as follows:

Summative Formal: The student will use their gathered facts to decide if Pluto is a planet or not.
They will formulate their opinion in the form of a paper which will be written on the Pluto lined
paper. The student will be assessed on their ability to come to a conclusion that is backed up with
facts. They will also be assessed on grammar. See attached rubric.
Instructional Procedure:
1. Anticipatory Set:
Ask the students if they are familiar with the debate about Pluto.
Yesterday the students looked at public issues and differences of opinions that take place in the world.
(Systematic)
Today the students will be researching Pluto, a dwarf planet that was once considered a normal planet of
the solar system.
This lesson is student led so it is important to remain focused while on the computers and looking for
material that can be used to support their opinion.

2. State Purpose and Objective of Lesson:
The students will be learning about the issue Is Pluto a Planet? and will formulate their own opinions
about it. (Direct)
It is important to learn how to develop an opinion about something that can be backed up with credible
evidence because that is part of who we are as people. (Explicit)

3. Instructional Input/Direct Instruction:
TTW inform students about the recent removal of Pluto from the list of planets of the solar system.
TTW tell the students that they will be researching this issue and formulating a stance on the issue based
on what we have learned about the solar system so far this unit.

4. Modeling:
TTW model the correct way to use the two column notes and will place emphasis on this strategy as it
helps the students gather information that they can then use to draw conclusions from.

5. Guided Practice:
TSW begin using the internet to find facts about Pluto and this issue while filling in their Two Column
notes (Strategy #8). Students will find research that supports Pluto being a planet (Pro), and research that
is against Pluto being a planet (Con)
TTW be monitoring the students computer use as well as helping the students find credible sources to
use.

6. Independent Practice:
The student will use the facts they have found to formulate an opinion about the issue. The student will
write their response on the Pluto lined paper and is expected to use proper grammar and neat
handwriting. The student must back up their opinion with the facts they have found. To guide the
writing process, each student will refer to their POW+TREE strategy sheet (Strategy #20) and will fill in
the organizer in order to effectively communicate their thoughts and implement good writing strategies.


7. Differentiated Consideration (Adjust instruction, tools, resources or activities for
students who):
This is an extension lesson not necessarily for every student to do. This lesson is for
students who would like more of a challenge or have the capability of researching and
formulating opinions. For this reason, there arent many differentiated considerations.

8. Closure:
The teacher will restate the objectives.
The students will complete their puzzle piece summary which includes a one word summary of what
they have learned through the lesson.
Tomorrow the students will be learning more about the solar system and its motion.

9. References:
Kid Safe Link Graphic Organizers Fact Finder. (n.d.). Kid Safe Link. Retrieved April 6, 2013,
from http://kidsafelink.com/?p=1333


Explanation of Identified Instructional Strategies:
Cues, Questions, & Advanced Organizers: POW+TREE Strategy
This strategy was chosen in order to help guide students through this lesson. It is
student led, as it is an extension lesson so they student must have the appropriate
materials in order to be successful. This particular strategy gives students guidance
about the expectations for their writing response. The strategy provides the student
with non-negotiable elements of their writing. I originally considered not including a
strategy at all, simply because not many in my collection seemed appropriate for this
type of activity. When I came across this one I knew utilizing it would help the
student organize and communicate their thoughts.
As previously stated, this strategy will benefit the student in many ways. On one hand
it will let students know what the teachers expectations are. Another benefit for the
student is that it allows the student to see the purpose of the assignment and how this
skill transcends the use within the classroom. It also helps the student communicate
and organize their thoughts in an effective way.
As with every strategy, there are barriers that could result from the use of this
strategy. One specific possible con could be that the responsibility to utilize this
strategy to the fullest falls on the student. Without close monitor of the teacher, the
strategy could not be used to its fullest potential. A way to prevent this from
occurring would be to communicate to students about taking responsibility for
learning and utilizing this strategy as an effective way to produce their best quality
work.
Summarizing and Note Taking: Two Column Notes
I selected this strategy as a way for students to organize the research that they are
gathering. I knew I wanted to do Two Column Notes but decided on labeling the
columns Pro/Cons for the argument because the notes then become purposeful for the
student to develop a stance on the issue at hand. Other strategies would help the student
organize their research but wouldnt necessarily help them think critically about it.
This strategy is the most effective because of its instructional purpose and the role it
takes to serve the student primarily. Utilizing this will help students see data on both
sides of the argument and the student will need to examine the data and draw
conclusions from it.
Possible cons that could occur from utilizing this strategy could occur without
specifically modeling and communicating the purpose of the note taking strategy. Its
value is lost if the student is unaware of its purposes. To combat this, I will clearly
communicate that the students need to gather data that could fit each side of their notes
and examine the research to draw conclusions.

Two Column Notes
Using the provided reading, write evidence you find that supports Pluto being a
planet (pro) or is against Pluto being a planet
Pro-Planet Con-Planet
























PLUTO

I think Pluto _____________________because_
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
By: ____________________________
Is Pluto a Planet?
Writing Rubric

The student used evidence
to formulate an opinion
and back it up with.

5
The student used a little
evidence to formulate an
opinion and back it up
with.

3
The student did not use
evidence to formulate
their opinion.

1
The student was able to
come to a conclusion
about the argument and
chose whether they
believe Pluto is a planet or
not.

5
The student was able to
come to a conclusion
about the argument and
chose whether they
believe Pluto is a planet or
not.

1
The student used
appropriate grammar and
punctuation.



5
The student used
appropriate grammar and
punctuation with 2 or less
errors.


3
The student did not
demonstrate appropriate
grammar and punctuation
with 3 or more errors.

1

Proficiency: 10/15

Total: ______/15