Junior: Grade 6 Science Lesson Plan

Here is a lesson plan I developed for Grade Six students.

 

Lesson Plan

Lesson Title: Our Solar System Grade: 6 Date: March 6 2016

Subject/Strand: Science/UNDERSTANDING EARTH AND SPACE SYSTEMS

Unit:1 Location: Heritage place Time: (length in minutes): 60 minutes

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)

This lesson functions as the final lesson for Understanding Earth and Space Systems. During this lesson and work period the students will be required to work with a partner to complete their culminating task of creating a model of the solar system using: meat skewers, toothpicks, styrofoam spheres and either paint or markers. The students culminating task will also require them to present their model of the solar system to the class; thus, students must explain what components of the solar system they included and why. The culminating task the students are required to complete during this lesson and work period will sum at the unit and allow students to apply much of the knowledge they have gained about space and the solar system.

CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

2. Investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon

3. Demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space.

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when necessary, has verbs that are observable & measurable, has realistic number of expectations (1 to 3), have expectations that match assessment

2.4-Use appropriate science and technology vocabulary, including axis, tilt, rotation, revolution, planets, moons, comets, and asteroids, in oral and written communication

3.1-Identify components of the solar system, including the sun, the earth, and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their physical characteristics in qualitative terms (e.g., The earth’s surface is very young; much of it is covered with water. The moon is the earth’s only natural satellite. Comets are the largest objects in our solar system; their centres contain rock particles trapped in frozen liquid; their tails are made up of gas and dust.)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that students can readily understand.)

Today I will learn…

  • Today I will learn how to make a 3D model of the solar system using: styrofoam spheres, tooth picks and meat skewers

  • Today I will learn how to use information I have learned about the solar system and class resources to add detail to my model of the solar system

  • Today I will learn how to present my model of the solar system

ASSESSMENT and EVALUATION

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand).

I can: make a 3D model of the solar system using: styrofoam spheres, tooth picks and meat skewers

I can: use information I have learned about the solar system and class resources to add detail to my model of the solar system

I can: present my model of the solar system to the rest of the class and I can explain particular components of the solar system that I included in my culminating project.

Assessment – How will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)

Assessment Mode
Written, Oral, Performance
(Write, Say, Do)

Assessment Strategy and Task for Students- What are the students doing to show their learning? e.g. turn and talk, role play/individual, cooperative, etc.

Assessment Tool – Instrument used to assess task and record learning e.g., rubric, checklist, observation sheet, turn/talk, role play etc.

There are two modes of assessment in this lesson. First students must work with a partner to create their own model of the solar system. Second students must present their model of the solar system to the class.

The students will be working with an assigned partner to complete their culminating task of making the solar system using the tools provided by the teacher. The students will also have to present their culminating project to the class in a 1-2 minute presentation and are required to use the proper names for each planet, and to explain their model of the solar system in some detail.

As Learning: An observation sheet will be used to record the student’s ability to stay focused while working with their partner on their culminating task. The teacher will use the observation sheet to record key notes regarding the student’s ability to self-regulate and to complete the assignment that was given in the time that was given. Also the teacher will make note of the students ability to use the in class resources that the students and teacher created as a class.

Of Learning: The teacher will be using a checklist to assess the students culminating task and presentation.

The checklist will include:

  1. students have created a model of the solar system using the correct placement of the planets

  2. students use the correct colours for each planet

  3. students can explain their model of the solar system in some detail

  4. students use correct terminology and vocabulary while presenting their model of the solar system

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have

*Students will have learned about the solar system through: games, research, videos and class discussions

*Students will have learned about the planets

* Students will have learned the difference between: planets, moons, comets and asteroids

*Students will have learned about advances have humans made in space

*Students will have watched a video which demonstrates how to build a simple solar system

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations, Modifications

  • Environment: Lucas may work in the library with his partner, so it is easier for him to concentrate and complete the culminating task

  • Product: Amy and her partner may present to the teacher privately, to avoid Amy getting anxiety

Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Solar system model

Planets

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

  • Round styrofoam spheres ( different sizes)

  • Meat skewers

  • Tooth picks

  • Paint

  • Markers

  • 5 class IPads students can use to re-watch video YouTube: How To Make a Simple 3D Solar System or to reference other resources to complete their culminating task

  • Styrofoam flat board

Learning Environment (grouping; transitions; physical set up)

The students will begin at their desks while they listen to the instructions from the teacher and will than be given the opportunity to move and sit with their partner. The teacher will have already assigned the students their partners the previous day to avoid confusion the day of the culminating project. For this lesson the classroom will be set up in a way that allows the students room to work and to concentrate. All the tools and materials will be provided at two separate pick up stations, to avoid congestion amongst the students. The teacher will be walking around, providing assistance when necessary. When the students present their models of the solar system, the students who are not presenting will sit at their desks and the teacher will be sitting the at conferencing table.

Cross Curricular Links

Visual Arts-D1.1 create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues from a variety of points of view (e.g., art work inspired by the motifs in other art forms [dance, music] or by hopes and dreams; a mixed-media piece or one-minute video “short” about adaptation and survival; a still-life painting that offers a social commentary on fast-food packaging)

Three Part Lesson

Identify what the students are expected to think about or do. Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.

What Teachers Do:

What Students do:

Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.

Time: 5-6 minutes (Indicate time breakdown of instructional elements)

AT Greets students

Good afternoon boys and girls today we are going to be finishing up our space unit, just as we discussed yesterday, at the end of class. Today is going to be a hands on day where you are going to work with your assigned partner to complete your culminating task of building a model of the solar system. I have brought in all the supplies you will need to complete your assignment and it is going be so much fun!”

Before you begin your culminating task I would like to go over the set up and some of the key aspects of the solar system, just in case you forget from yesterday.

(The AT has brought in cut outs of the solar system to place onto the board so the students have additional resources to reference in the classroom while they work on completing their culminating task.)

I am going to review the solar system using these paper cut outs of the planets to show you the setup of the solar system. This way you will have a visual of what it looks like but you are more than welcome to use the class iPad to do further research and you may even re-watch the video (YouTube: How To Make a Simple 3D Solar System)) that we watched yesterday at the beginning of class.”

I have all the planet in my hand and yes they have already been coloured for time purposes but the colour of the planets is key to knowing which planet is which.”

We already know that each plane has its own colour and also each planet is a particular distance from the sun. On Tuesday we learned about the 8 planets and how they are different from one another. (The AT holds up the first planet) this planet is the closest to the sun, can anyone tell me what planet this is?

Excellent you are correct is it Mercury. Mercury has been coloured in grey for this model.”

(AT holds up the next planet) “Is anyone able to tell me what planet this is? Remember we are working from planets closest to the sun first”

Excellent you are absolutely right it is Venus. How did you know that Lucas? Good work using the notes you took on Tuesday”

(As students guess what planet goes next the teacher is placing them onto the board)

Who knows what planet this is? (AT holds up next planet for students to guess)

Excellent work, it is Earth. How did you know this one? So you used the colours to determine what planet it was. When we look at models of the Earth the colours we often see are blue, white and sometimes green, and this because our planet is made up mostly of water and land. We can definitely use colour as a way of identifying particular planets.”

Okay so what planet do we have here?” (AT holds up next planet)

Excellent work, it is Mars. How did you know this? Good job again you used the colour of the planet to determine what planet it was. Yes red most definitely represents Mars as Mars is known as the red planet.”

Everyone is doing so well. Okay so what planet do is this?”

Excellent, it is Jupiter. How did you know that is was Jupiter? Yes you are right Jupiter is the fifth planet from the sun”

Okay we have a couple more left. Which planet is this?”

Excellent, work it is Saturn. How did you know this planet was Saturn? Oh okay so you used the ring that surrounds it to identify what planet it is. Good job using key features of the planet to identify what it is.”

We have two planets left. (AT holds up the seventh planet from the sun) What planet is this boys and girls?”

Excellent work. How did you know that this planet is Uranus. Okay so you remember that it is the seventh planet from the sun, anything else? Yes it is almost white, so again you used the colour of the planet to determine what planet it is.”

Okay the last planet everyone, number 8. Who can tell me what planet this is?”

Excellent work, it is Neptune. How did you know this planet was Neptune? Yes the bright blue colour does give it away. Good job boys and girls.”

AT places the last Neptune on the board.

Okay boys and girls we are now going to now move on to your culminating project. You may all move and sit with your assigned partner. AT waits until the students have moved to sit with their partner and have settled down.”

Students are greeted by the AT

Good morning Ms. Vienneau”

Students listen as Teacher explains what they will be working on that day.

Students understand that they will be going over some key aspects of the solar system in order to help them complete their culminating task.

Students learn that the AT will use paper cut outs of the different planets to show their distance from the sun, which is something the students will do in their culminating task.

Students listen to the instructions the AT gives

Students listen to the AT and answer questions

I think it is the planet Mercury because I remember learning that Mercury is the closest planet to the sun.”

Students learn that their answer is correct

The second planet from the sun is Venus.”

I know this because the planet Venus is my favourite planet and I took notes about the planet Venus on Tuesday.”

Students learn that their answer is correct

I think this planet is the earth.”

Students learn that their answer is correct

I knew that it was Earth because it is blue and white.”

I think it is the planet Mars”

I know that the planet Mars is usually red”

I think it is Jupiter”

I knew it was Jupiter because Jupiter is the fifth planet from the sun”

That planet it Saturn”

I knew it was Saturn because Saturn has a ring that surrounds it”

I think it is Uranus”

I remember learning that Uranus is the seventh planet from the sun. Also I remember that in many of the pictures we saw and videos we watch, that Uranus was shown as a white looking planet.”

I remember it is Neptune”

I remember that Neptune is always shown as being bright blue”

Students watch as AT places Neptune onto the board

Students transition and go and sit with their assigned partner for their culminating task

Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.

Time: 30-35 minutes (Indicate time breakdown of instructional elements)

AT gives instructions to students before they begin working on their culminating task and reads out the success criteria for the day

I can: make a 3D model of the solar system using: styrofoam spheres, tooth picks and meat skewers”

I can: use information I have learned about the solar system and class resources to add detail to my model of the solar system”

I can: present my model of the solar system to the rest of the class and I can explain particular components of the solar system that I included in my culminating project.”

Boys and girls, you will see that there are two stations set up where you can pick up all the tools and materials you will need to make your model of the solar system. There are tooth picks, meat skewers, Styrofoam spheres, and a flat Styrofoam sheet to place your planets and sun on. You may use either planet or markers to colour your planets but you need to remember if you are using paint use a small amount on your planets, so it they will dry quickly”

AT walks around the classroom while students work on their culminating task and provides assistance when necessary

No you don’t have to label the planet but during your presentation you will want to know which planet is which.”

Yes you may. This would be something interesting you can explain in your presentation”

I would prefer you use colours that best represent each planet so they are easily recognizable.”

20 minutes into working on the culminating task

Boys and girls if you are still working on planning out your solar system model please do not use paint to colour in your planets, as you only have 15 minutes remaining to complete your culminating task.”

5 minutes later

Boys and girls you have 5 minutes to finish up your model of the solar system and to put any tools and materials you did not use onto the pickup stations. Once you are finished please have seat at your desk with you model and your partner.”

AT waits until students have cleaned up and are sitting at their desks

Students listen to the instruction the AT gives before getting started on their culminating task

Students listen as AT reads out the success criteria for the day

Students ask questions about the success criteria if necessary

Students listen as AT explains where tools and materials are located in the classroom for the students culminating task

Students listen to more instructions about their culminating task

Students begin working on their culminating task with their partner

Questions students may ask teacher

Do we have to label the planets?”// “Can we use the different size syrofoam spheres to show how far the planets are from the sun”// “ Can we use some different colours to colour in or paint the planets”

After 20 minutes

Students learn that they only have 15 minutes left to complete their culminating task and should not use paint if they have not already done so

5 minutes later

Students learn that they have 5 minutes left to complete their culminating task. Students cleanup work stations and go back to their seats with their partner and their models, once they are ready

Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.

Time: 15-20 minutes(Indicate time breakdown of instructional elements)

Excellent work today boys and girls. We are going to begin with your presentations now. All of your models look very well done, so good job remember you presentation is between 1-2 minutes, so just explain what you did and if you encountered any problems while working on your model of the solar system. ”

AT calls students up with their partner and sits at the conferencing table while filling out the checklist.

AT makes notes of students presentations and fills out checklist

After 15-20 minutes and after all the presentations are complete

Excellent work today boys and girls. You all made wonderful models of the solar system and presented your work beautifully. Each of models will be displayed in the classroom and in the library so everyone can see your models of the solar system”

AT dismisses students for recess

if you are wearing blue you may go get ready for recess”

if you are wearing red you may go get ready for recess”

if you are wearing yellow you may go get ready for recess”

if you are wearing black or pink you may go get ready for recess”

if you have not gone to get ready for recess you may do so now”

Students know that they will be presenting their culminating project in a short 1-2 minute presentation

Students are called up one at a time to present their culminating task to the class

Some things students may say when they present:

We used smaller and larger syrofoam spheres so show which planets are closer to the sun and which ones are farther”// “We used one of the meat skewers and placed our planets in a line so that it was easy to transport, rather than placing all our planets on the larger square of syrofoam.”// “We choose to paint the sun, so that it stood out amongst the planets.”

After 15-20 minutes and after all students have presented their culminating task

Students learn that their models of the solar system will be displayed in the classroom and the library, so that everyone can see their amazing work.

Transition

Students are dismissed for recess based on the colour of clothing they are wearing.

Extension Activities/Next Steps (where will this lesson lead to next)

Once the students have completed their culminating task the teacher will have the students write a short paper for language arts describing their culminating project and some of the difficulties they faced when completing the project. If the students did not find the culminating task difficult they are to explain what they enjoyed about the project and why.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)

The Lesson:

The Teacher: