Unit by Design
|
|
Unit by Design
|
Our Solar System
| Grade Level | 5th Grade |
| Subject Area | Earth/Space Science |
| South Dakota Content Standards | Students
will describe the variety or components of the Solar System
Students will describe the relative scale of Earth to the Sun, planets, and moon. |
| Objectives | Students
will list the planet sin order from the Sun.
Students will identify and explain the natural cycles and patterns in the Solar System. Students will create a downsized scale model of the Solar System. |
| Materials | metric ruler, miniature marshmallows, poppy seeds, mustard seeds, Kix Cereal and Crunchberries, Popcorn kernels, dried peas, 1-cent gum balls, black pepper, glue, student worksheets, Model Planet Cards, 600 meter space (in a straight line), large balloon (15 cm diameter), Discussion Questions |
| Anticipatory Activity | Ask the
students this riddle:
What is the biggest thing you have ever touched? Depending on where you touch it, it can be wet or dry, hot or cold, and everybody you know has touched it too. What is it? Earth is the biggest thing we’ve ever touched, but Earth is not the biggest planet in our Solar System. We cannot just look up in the sky and see the whole Solar System, and how it works. It is too big, and the planets are too far away. Models let us take objects that are vast (bigger than we can understand) and bring them down to a size that we can study.
|
| Procedures |
Day 1 - inside 1. Show the students the model of the sun (15 cm balloon). Based on the size of the model Sun, students will work in cooperative groups to answer the questions on the student worksheet. Each group will need the following: Leader – keeps the group on task Materials Specialist – collects items on the materials list Recorder – writes down group answers Reporter – speaks for the team 2. Discuss the students’ predictions and give them the answers. 3. Pass out the Model Planet Cards. Direct each team to glue the cereal, marshmallows, etc. to match the size of each planet. 4. Discuss the answers to questions on the student worksheets. Go around the room, having each team’s reporter give reasons why they picked each object to use for a given planet. 5. Using the correct foods, prepare a master set of Model Planet Cards to use for the next lesson. Day 2 - outside1. Before taking the class outside, introduce a “pace” as the “ruler” for this model. A pace is two steps – one with each foot. One pace is about one meter. 2. Have each team predict how far away the Earth card should be from the model Sun, using paces or meters. 3. Take your class outside to walk the model length of the Solar System. Take the cut-up master Model Planet Cards you made the previous class period with you outside and a copy of the Model Distances Chart. 4. For each planet choose a different student to be the official “pace setter” and select a “planet bearer” to fasten the planet at the correct distances. 5. Fasten the Sun to the ground. Tell the class the number of paces to Mercury, and tell students to complete the chart on their worksheets. “Walk” to Mercury, fast the Mercury Planet Card to the ground and repeat the process for all planets. 6. Ask questions from Walking Questions Cards while walking the distances between the model planets to keep the students’ attention. |
| Closing Activity | Back in the classroom, conclude the activity with the Discussion Questions. |
| Learning Centers |
Writing CenterCreate a story by choosing one of the following, or one of your own…
Music Center
Creative Corner
Technology Center
|
| Power Points |
|
| Assessment |
|
| Resources | |
| Support Handouts |
Discussion Questions - Walking |
