Natalia Jaramillo

ELED-3221-090
February 28, 2017

edTPA Indirect Instruction Lesson Plan Template

Earth in the Universe

______________________________________________________________________________
Central Focus/Big Idea: What are the objects that are a part of our Solar System and how do
they compare in size to the Earth and Sun?

Subject of this lesson: Science

Grade Level: 3rd

NC Essential Standard(s):
3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun
(a star), planets, and many moons and the earth is the third planet from the sun in our solar
system.

Next Generation Science Standard(s):

ESS1.A: The Universe and its Stars
The sun is a star that appears larger and brighter than other stars because it is closer. Stars range
greatly in their distance from Earth. (5-ESS1-1)

21st Century Skills:

Critical thinking and problem solving
Reason effectively by using various types of reasoning (inductive, deductive, etc.) as
appropriate to the situation.
Solve different kinds of non-familiar problems in both conventional and innovative ways

Communicate Clearly
Articulate thoughts and ideas effectively using oral, written and nonverbal
communication skills in a variety of forms and contexts

Collaborate with Others

Demonstrate ability to work effectively and respectfully with diverse teams

Academic Language Demand

Language Function: Students will analyze different planets and learn basic facts about them.
Students will compare and contrast the shape/weight of objects and relate it to how the planets
are compared. Students will describe definitions, and differences and similarities of planets.

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize
 Scientific Vocabulary: Solar Nebula, Solar System, Sun, Mercury, Venus, Earth,
Mars, Jupiter, Saturn, Uranus, Neptune

Instructional Objective: Students will gain an understanding of the inner eight planets of our
Solar System (terrestrial planets & gas giants).

Prior Knowledge: The students will have a basic understanding of the sun, the moon, and the
nine planets. In this unit, we will build upon the students prior knowledge.

Content Knowledge: All the information can be found in The Planets of the Solar System
PowerPoint: How old the Solar System is, how the Sun and the Solar System was formed,
definition of a solar nebula, how the solar nebula (a molecular cloud) began forming our Solar
System, how many planets are in the Solar System, how the planets revolve, definition of the
Solar System, what other things are in the Solar System (other than the sun and the 8 planets),
where the Sun is located, facts about the Sun, how planets orbit around the Sun, definition of
terrestrial planets and gas giants, knowing which planets are terrestrial planets and gas giants,
facts about Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune, the order of the
planets, the definition of Habitual Zone, also known as Goldilocks Zone, why Pluto isnt
considered a planet anymore, what makes a planet.

Accommodations for special needs:

For struggling students: Present them with a copy of the PowerPoint slides so they can
refer to when completing their work.
Take more time to complete a task or a test
Answer fewer or different questions
Get graded or assessed using a different standard than the one for classmates

Materials and Technology requirements:

Student Learning Map Worksheet, The Planets-Review Worksheets, The Planets of the Solar
System PowerPoint Presentation, Smart board, 10 objects ranging in size (possible items: ping-
pong ball, tennis ball, inflated balloon, grapefruit, glass marble, small pebble, etc.)

Total Estimated Time: 1 hour

Source of lesson:
Adapted from MrJacksBackPacks The Planets of The Solar System (Lesson, PowerPoint &
Pintables) https://www.teacherspayteachers.com/Product/FREEBIE-The-Planets-of-The-Solar-
System-Lesson-Powerpoint-Printables-2291191

Safety considerations:
Possible food allergies
 Name:
_________
Date:
The Planets _________

Student Learning Map

Solar Nebula: Solar System:

Terrestrial Planets: Gas Giants:

Mercury: Jupiter:

Venus: Saturn:

Earth: Uranus:

Mars: Neptune:
 Name: ____________

Directions: Use this word bank to complete the sentences on this page. Some words
are used more than once.

Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune

1) This planet is the hottest planet in the Solar System, and has an atmosphere
about 100 times thicker than Earth: _____________________.
2) ___________________ is a gaseous giant that rotates completely on its side:
3) The closest planet to the Sun is _____________________.
4) This blue gaseous giant is named after the Roman god of the sea:
_______________.
5) This terrestrial planets surface is covered with about 75% water:
_______________.
6) _________________ is the most massive planet in the Solar System by far.
7) _________________ is a terrestrial planet that has a crust that consists
mostly of iron oxide, and therefore we call it the little red planet.
8) The largest and most magnificent ring system out of all the gaseous giants can be
seen encircling the planet ___________________.
9) This terrestrial planet is the only planet in the Solar System with one moon:
__________________.

10) Pluto used to be classified as the ninth planet, but astronomers decided that
because it crossed the orbit of _____________________ that Pluto is more
accurately described as a dwarf planet.

11) On __________________, there is a seemingly endless spot called the big

red storm which has a diameter larger than the diameter of planet Earth.

Name: ____________

The Planets Review (key)

Directions: Use this word bank to complete the sentences on this page. Some words
are used more than once.
 Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune

1) This planet is the hottest planet in the Solar System, and has an atmosphere
about 100 times thicker than Earth: ______Venus______.
2) _____Uranus_____ is a gaseous giant that rotates completely on its side:
3) The closest planet to the Sun is ______Mercury______.
4) This blue gaseous giant is named after the Roman god of the sea:
____Neptune____.
5) This terrestrial planets surface is covered with about 75% water:
_____Earth_____.
6) ____Jupiter______ is the most massive planet in the Solar System by far.
7) _______Mars______ is a terrestrial planet that has a crust that consists mostly
of iron oxide, and therefore we call it the little red planet.
8) The largest and most magnificent ring system out of all the gaseous giants can be
seen encircling the planet _____Saturn_____.
9) This terrestrial planet is the only planet in the Solar System with one moon:
____Earth_______.

10) Pluto used to be classified as the ninth planet, but astronomers decided that
because it crossed the orbit of _____Neptune______ that Pluto is more accurately
described as a dwarf planet.

11) On ______Jupiter______, there is a seemingly endless spot called the big red
storm which has a diameter larger than the diameter of planet Earth.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.

Engage:
 Before the lesson, gather household items such as a ping-pong ball, tennis ball, inflated
balloon, grapefruit, glass marble, small pebble, etc. [around 10 items, with a large range
between the smallest to largest]. Use any round or spherical item you have on hand (that
is safe for students to handle). Put the round objects on a table and have students sort
them from largest to smallest. What about heaviest to lightest? Ask questions like:
Which object is the heaviest? Is that object also the biggest? How many times bigger is
the largest object than the smallest object? How do you know? Note: for a large
classroom, put the students in groups of 3-4 and give each group a container with around
10 objects of different sizes.

Explore:
Tell the class that the sorting they just did is similar to how a scientist would classify the
planets. We can sort the eight planets from biggest to smallest, from nearest to farthest
from the sun, and by how much they weigh.
Show the students a demonstration of the eight planets, telling students they are in order
from smallest to largest (Mercury, Mars, Venus, Earth, Uranus, Neptune, Saturn,
Jupiter).
Have students get in groups and work together to choose an object to represent each
planet and the sun. What could you use to represent Mercury? How about Jupiter?
Students can also draw a representation of how big they think a planet would be, or find
another round object in the classroom (a globe, an eraser from a pencil, etc.) Hint: Start
small. Give advice if needed, but let students work out the puzzle for themselves as
much as possible. When finished, each group should have nine objects that represent the
solar system, lined up in whatever order they choose (for example largest to smallest).

Explanation:
Guided practice: Present the interactive The Planets of the Solar System PowerPoint to
the class. The next series of slides displays information about each of the eight planets in
the solar system. As the students fill in information on their student learning map about
each planet. Discuss topics about each planet such as: why do you think this planet is so
hot? (Mercury/Venus), What causes (Mercury/Venus) to have a shorter orbital period
(year) than Earth?, What do you notice about the temperature as planets are further from
the sun?

Elaborate:
Have students share their Student Learning Map worksheet answers.
4-3-2-1 Blastoff: Have students get in groups of 4 and complete the following:
4. List four terrestrial planets and four gaseous giants in our Solar System. (All 8 in
order)
3. List three things that a celestial body must have to be considered a planet.
2. Two things that you still wonder about space.
1. One fact about the Solar Systems formation.
Have students complete The Planets Review Worksheet
Evaluate:
Formative: Answers to the 4-3-2-1 Blastoff will be collected as exit tickets as students
leave the classroom. This way I can determine which students have it, which ones need a
little help, and which ones are going to require much more instruction on the concept. By
assessing the responses on the exit ticket, I can better adjust the instruction to
accommodate students needs for the next class.
Summative- Students will be graded out of 11 points, 1 point for each correct answer on
The Planets Review Worksheet.

To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:

CT signature/confirmation: _________________________________ Date: ________________