SCIENCE LESSON PLAN Date: Thursday, February 1st, 2018
What exit slip will we use to evaluate if they understand these big ideas?
What is the center of our Solar System?
10:00-10:15: Mini Lesson (Explain) Lesson Title:
The Sun, Moon, and Earth System
Create the Public record on the top of Essential Question:
page 3 in Science Sparks. -Identify the major components of the
solar system, i.e. sun, planets, moons
-Use data to categorize the inner and
outer planets
Vocabulary:
-rotation
-revolution/orbit
-Solar System
Connection:
Allow students to fill out a sticky note
that says “I know…” with a fact that
they already know about the Solar
System. Display this on a public record.
Plan:
-Ask students to write on a sticky note
what they know about the sun, the
earth, or the moon, display on public
record
-Create Public Record of information
listed to the left
10:15-10:35 Explore/Engage Directions for teacher:
help students fill in and label Solar
Glue in the Solar System diagram and System diagram
label the following:
● planets
● the Asteroid Belt Students will…..
● inner/outer planets
participate as teacher helps them to fill
in public record and diagram
Materials Needed 1. Chart Paper/Makers
2. index card for exit ticket
3. copies of Solar System diagram
(Google Drive in Science Folder)
2:20-2:40 Evaluate Wrap up/ Exit Ticket/Science Spiral
Review
Ask students to complete an exit ticket
that asks:
What is the center of our solar system?
SCIENCE LESSON PLAN Date: Friday February 2nd, 2017
What exit slip will we use to evaluate if they understand these big ideas?
What are two characteristics of an inner planet?
10:00-10:15: Mini Lesson (Explain) Lesson Title:
The Sun, Moon, and Earth System
Explore:Solar System Generalization Essential Question:
(page 6 Science Sparks) -Identify the major components of the
solar system, i.e. sun, planets, moons
● Glue in Solar System Data into -Use data to categorize the inner and
Science Notebook outer planets
● Give students 2-3 minutes of Vocabulary:
private think time to see what -rotation
they notice about the data -revolution/orbit
● Share out one fact to your group -Solar System
(I noticed…) Connection (5 minutes):
Turn and talk with an elbow partner
what new fact did you learn about the
Solar System yesterday.
Plan:
-Have students glue into their
notebooks the Solar System Data
-Give them 2-3 minutes of private think
time to see what they notice about the
chart
-Talk with people in your group about
what they notice.
10:15-10:35 Explore/Engage Directions for teacher:
Explore: Solar System Generalizations ● Organize class into teams of 4-5
(Science Sparks page 6) ● Work together with their group to
present one generalization to the
Possible way to organize students into while class. On a white piece of
teams: paper have each group do the
1. Speaker (present generalization following:
to class) 1. Write the generalization
2. Leader (Keeps team on task and 2. Provide the data to support
makes sure assignment has all generalization, a visual (graphic,
parts complete) drawing, physical model, etc)(10
3. Scribe (Completes writing parts minutes)
of assignment) 3. Speaker from each team will
4. Artist (Completes visual for present generalization to whole
assignment) class (2 minutes per group)
5. Data Gatherer (if needed)
(identifies data from the chart to Students will…..
include on the assignment) -read the data and notice
generalizations about each of the
planets.
Materials Needed 1. Solar System Data copies for each
student (Science Sparks page 7)
2. Science Notebook
3. White Paper
4. Crayons
5. Glue Sticks
2:20-2:40 Evaluate Wrap up/ Exit Ticket/Science Spiral
Exit: What are two characteristics of an Review
inner planet?
SCIENCE LESSON PLAN Date: Monday February 5th, 2018
What exit slip will we use to evaluate if they understand these big ideas?
Give an example of something in the Solar System that rotates.
10:00-10:15: Mini Lesson (Explain) Lesson Title:
The Sun, Moon, and Earth System
Essential Question:
-Identify the major components of the
solar system, i.e. sun, planets, moons
-Use data to categorize the inner and
outer planets
Vocabulary:
-rotation
-revolution/orbit
-Solar System
Connection: Have you ever wondered
what causes day and night? What
about what causes the seasons? By the
end of today, I hope you can answer
those two questions.
Plan:
-Create a public record, like the one
above to explain the difference
between Rotate and Revolve
10:15-10:35 Explore/Engage Directions for teacher:
Birthday Dilemma ● Give each student a copy of The
Birthday Dilemma (pg 4 Science
Sparks)
● Model an example of how to
share, listen, rephrase and agree
or disagree
● Allow students 5 minutes of
Private Think time to read and
answer the question
● With a partner from their table
allow partner A to share, while
partner B listens, rephrases and
agree/disagree (5 minutes)
● Allow partner B to share, while
partner A listens, rephrases, and
agrees/disagrees (5 minutes)
● Before Students turn in the
Birthday Dilemma, allow them to
change their answer and
explanation, if they need to (5
minutes)
Students will…..
-Complete the Birthday Dilemma
-Explain to a partner their reasoning
Materials Needed 1. Birthday Dilemma (pg 4 Science
Sparks)
2. index card for exit ticket
2:20-2:40 Evaluate Wrap up/ Exit Ticket/Science Spiral
Give an example of something in the Solar Review
System that rotates. Give an example of
something in the Solar System that revolves.
SCIENCE LESSON PLAN Date: Tuesday February 6th, 2018
What exit slip will we use to evaluate if they understand these big ideas?
Solar System Assessment
10:00-10:10: Mini Lesson (Explain) Lesson Title:
The Sun, Moon, and Earth System
Modeling the Solar System Essential Question:
(Complete instructions in Science -Identify the major components of the
Sparks pate 9) solar system, i.e. sun, planets, moons
-Use data to categorize the inner and
outer planets
Vocabulary:
-rotation
-revolution/orbit
-Solar System
Connection:
What causes your birthday? What
causes a year?
Plan:
● Connection (What causes your
birthday?) (5 minutes)
● Explain how to complete
Modeling the Solar System (5
minutes)
10:10-10:35 Explore/Engage Directions for teacher:
● Divide students into groups of 3-5
Modeling the Solar System ● Each group will have the
following members:
○ Materials Manager (only
person who can talk to
teacher and ask for
supplies or ask a question)
○ Captain (Keeps team on
task, ensures all part of
project are complete,
manages time)
○ Builder (creates model,
with help of teammates)
○ Presenter (Presents the
model to the class)
● Each group must create a model
to show motions in the universe
(planets orbiting the sun, planets
rotating on axis, moons orbiting
planets, moons rotating on axis,
etc) (15 minutes)
● They will present their model to
the class (2 minutes each)
Students will…..
work together to create a model of the
solar system
Materials Needed 1. Styrofoam balls
2. Toothpicks
3. Ping pong balls
4. Flashlights
5. Colored Paper
6. Scissors
7. String
8. Skewers
9. Other Materials
10. Solar System Assessment (pg 10
and 8 in Science Sparks)
2:20-2:40 Evaluate Wrap up/ Exit Ticket/Science Spiral
Have students complete the Solar Review
System Assessment during writing
station during literacy stations
Order of Lesson Flow:
Explain
Explore/Engage
Evaluate
