Are We There Yet? Walking the Solar System Grade 5 1. Standards and Safety and Materials: A. NGSS Standards: ESS1.B: Earth and the Solar System B. Safety Concerns: minimal safety concerns with regular class activity C. Materials: Pencil, Measuring tape 2. Objectives: A. Students will construct a scale graphical display of the solar system. B. Students will distances accurately. measure C. Students will demonstrate understanding of 3. Connections, Misconceptions, and Crosscutting Concepts: A. Real world connections: Engineer, Architect, City Planner B. Student connections: Locations across town, state, and country C. Misconceptions: Scale of solar system D. Crosscutting Concepts: Scale, Proportion, Quantity 4. Catch/Engagement A. Visual: Photos of planets and Sun B. Auditory: by Gustav Holst The Planets C. Taste: Cheese puffs 5. Pre-Test: See below 6. Activity/Exploration Part 1: Lecture X See photos showing position and order of planets. – Y 1. Photo of Solar System – 2. Discuss terrestrial vs. gas planets 3. Discuss dwarf planets 4. Distances within town of Evanston 5. Discuss purpose of constructing model Part 2: Lab M See instruction handout – N Lab Procedure – Introduce scaled distance table Discuss how measurements were converted Name beginning and endpoint in hallway Discuss procedure for measuring and create small student groups Describe jobs within group, ensure that each student has a task: Tasks: Read table, Measure, Mark, Inspector, Data Resource Part 3: Reading: See below Part 4: Discussion: Students will know order of planets and relative distances between them. 7. Review/Essential Questions/Explanation A. Low Level What is the order of the planets in the Solar System? – B. Middle What is important for accurate measurement? – C. High Level How does a model help us understand scale? –
Are We There Yet? Walking the Solar System Grade 5 1. Standards and Safety and Materials: A. NGSS Standards: ESS1.B: Earth and the Solar System B. Safety Concerns: minimal safety concerns with regular class activity C. Materials: Pencil, Measuring tape 2. Objectives: A. Students will construct a scale graphical display of the solar system. B. Students will measure distances accurately. C. Students will demonstrate understanding of 3. Connections, Misconceptions, and Crosscutting Concepts: A. Real world connections: Engineer, Architect, City Planner B. Student connections: Locations across town, state, and country C. Misconceptions: Scale of solar system D. Crosscutting Concepts: Scale, Proportion, Quantity 4. Catch/Engagement A. Visual: Photos of planets and Sun B. Auditory: The Planets by Gustav Holst C. Taste: Cheese puffs 5. Pre-Test: See below 6. Activity/Exploration Part 1: Lecture X – See photos showing position and order of planets. Y – 1. Photo of Solar System 2. Discuss terrestrial vs. gas planets 3. Discuss dwarf planets 4. Distances within town of Evanston 5. Discuss purpose of constructing model Part 2: Lab M – See instruction handout N – Lab Procedure Introduce scaled distance table Discuss how measurements were converted Name beginning and endpoint in hallway Discuss procedure for measuring and create small student groups Describe jobs within group, ensure that each student has a task: Tasks: Read table, Measure, Mark, Inspector, Data Resource Part 3: Reading: See below Part 4: Discussion: Students will know order of planets and relative distances between them. 7. Review/Essential Questions/Explanation A. Low Level – What is the order of the planets in the Solar System? B. Middle – What is important for accurate measurement? C. High Level – How does a model help us understand scale?
SolarSystemModel-1.docx