5th grade solar system lesson plan

Running Head: CA.5.EARTH SCIENCES: 1

CA.5.Earth Sciences: The Solar System

Andrew Smith

EDU 381

Instructor Ewing

CA.5.Earth Sciences: The Solar System 2

April 19, 2023CA.5.Earth Sciences: The Solar System

Introduction

The academic standard these lesson plans were created for is CA.5 Earth Sciences. This

standard is about the solar system. Students will need to know that “[t]he solar system consists

of planets and other bodies that orbit the Sun in predictable paths,” (California Department of

Education, 2009, P. 16, Par. 3). After completing these lessons, students should know: 1) The

composition of the sun, that it is a star, and is the largest body in our solar system. 2) What

makes up our solar system, the planets, their moons, and the other, smaller objects like asteroids.

3) That the path of each planet is due to the sun’s gravitational pull (California Department of

Education, 2009). The three instructional models used are the Direct Instructional Model, the

WebQuest Model of Inquiry, and the Graffiti Cooperative Learning Model.

Lesson Plans

Direct Instructional Model

This lesson plan uses the direct instructional model. It is based on a state standard for

grade five, CA.5.Earth Sciences. This standard covers the solar system, which consists of the

sun, the planets, their moons, and other objects like asteroids. This lesson is for a fifth grade

science class.

Objectives: Students will know:

That the composition of the sun is mostly hydrogen and helium, and it is the

largest object in our solar system.

That our solar system consists of the planets, their moons, the sun, and space

debris like asteroids.

Students will understand:


The relationship between the sun and the movement of the planets.

Students will be able to:

List the names of the planets, and their order from the sun.

Draw the paths of the planets around the sun.

Assessments:

Diagnostic: Ask students to label planet names on a display of the solar system and

list characteristics they may know about the planets.

Formative: During the lesson, the students will be able to list specific facts about each

planet, the sun, other objects in space, and why they move like they do.

Summative: After the lesson, have students complete a quiz with multiple choice

questions, fill in the blank questions, and a section to the draw the sun, planets, and

their orbits around the sun.

Procedures:

1. Review previously learned material: Ask students what they know about the planets, the

sun, and other objects in our solar system.

2. State objectives of the lesson: Tell the students about the gravitational pull of the sun, and

that they will be learning about its effects. Students will also be learning about the

planets, their moons, and other objects in space (manmade and natural).

3. Present new material: Show diagram of the solar system, with the planets and their

moons labeled, along with their orbits around the sun. Explain that the gravitational pull

of the sun creates the planets orbits, and that the gravitational pull of the planets creates

their moons orbits. Present information about the planets, such as their size, atmosphere,


their distance from the sun, and how many moons they have. Explain why Earth is the

only planet in our solar system that can support life.

4. Guided practice: Show students a moving model of the solar system. Ask students to list

planets and specific facts about each planet. Show actual photos from telescopes and

satellites of the planets and other objects in our solar system. Have students conduct

experiments with gravity to reinforce learning about gravitational pull. Ask students if

they have any questions.

5. Presentation II: Show students a labeled diagram of the planets, along with their moons.

Explain that until recently, Pluto was considered a planet, but the definition has been

changed, and Pluto is now considered a dwarf planet. Present a list of other dwarf planets

and give the definition of both a planet, and a dwarf planet (Wall, 2011).

6. Guided practice: Have students form groups, one for each planet and their moons, one for

the dwarf planets, and one for space debris (asteroids and comets), and the last for the

sun. Assign each group to make a poster of their planet or other object(s), with labels and

information about their object(s). After all posters have been created, post them in the

front of the class, and have each group do a presentation.

7. Independent practice: Students are asked characteristics of the different objects (planets,

dwarf planets, moons, asteroids, etc.). Then the students are asked to group the different

objects in our solar system into the different categories.

WebQuest Model of Inquiry

This lesson plan uses the WebQuest model of inquiry. It is based on a state standard for

grade five, CA.5.Earth Sciences. This standard covers the solar system, which consists of the

sun, the planets, their moons, and other objects like asteroids. This lesson is for a fifth grade


science class. The question the students will explore is what makes up our solar system. There

are many WebQuests that can be found online to explore this topic, or the teacher could create

their own.


The solar system is made up of the sun (a star), 8 planets, their moons,

numerous dwarf planets, and other smaller objects like asteroids and comets.

The characteristics of a star, a planet, a dwarf planet, a moon, and asteroids.


Why the category of dwarf planet was added to the list of categories

identifying objects in space, and why Pluto was declassified as a planet.


Explain the difference between a planet and a dwarf planet.

List the names of the planets, their order away from the sun, and list some of

the dwarf planets.

Assessments:

Diagnostic: Ask students to list objects in space (planets, moons, stars, asteroids,

satellites, etc.). Have students to demonstrate their ability to browse the internet and

use the computer properly.

Formative: During the lesson, students should be able to list some properties of

planets and dwarf planets.

Summative: After the lesson, students should be able to clearly identify the

similarities and differences between planets and dwarf planets, and should be able to


list a few dwarf planets. Have students complete a quiz with multiple choice

questions and fill in the blank questions.

Procedures:

1. Selection and research: Select a unit of study (the solar system), create an open-ended or

puzzling problem (what makes up our solar system), and search for student appropriate

webpages that will contain useful information about the subject.

2. Present the problem in the WebQuest template: Create the WebQuest with the template

by filling in the different sections (introduction, task, process, evaluation, conclusion, and

references), or use an already created WebQuest for this topic found online.

3. Students conduct research using the provided links and resources: The students form

small groups, or work alone, and browse the websites and/or use information from other

resources the teachers has provided to research the question of the WebQuest.

4. Students develop and verify their solutions: The students present their finished products

to each other. The presentations will be different, depending on the resources the

students use and on what they choose to focus. Some student may focus on the planets,

while others focus more on the sun, the dwarf planets, or the other objects in space.

Graffiti Cooperative Learning Model

This lesson plan uses the Graffiti cooperative learning model. It is based on a state

standard for grade five, CA.5.Earth Sciences. This standard covers the solar system, which

consists of the sun, the planets, their moons, and other objects like asteroids. This lesson is for a

fifth grade science class. The questions the students will answer cover the different aspects of

what makes up the solar system. For instance, what is the difference between asteroids and

comets? Another could be, why was Pluto declassified as a planet?



The procedures of using the graffiti model of inquiry.

How to synthetize multiple answers into one, all-encompassing, in-depth

answer.

The multiple objects, and their characteristics, that make up our solar system.


That people think differently, and have different views or opinions on the

same information, represented by the different answers each group will write

on the question.


Work cooperatively in a group to complete a project or answer a question.

Answer questions about the solar system, and the objects that it is comprised

of (planets, moons, dwarf planets, stars, asteroids, etc.).

Assessment:

Diagnostic: The questions used for the graffiti model can all serve as diagnostic

assessments.

Formative: The group answers on the graffiti posters can serve as formative

assessments.

Summative: The summarization and generalization of all the individual group

answers, as well as the group presentation, can serve as a summative assessment.

Students can also complete a quiz with questions derived from the group questions.


Procedures:

1. Prepare the questions and arrange the groups: Write down several questions, based on the

material the students have covered. Questions will cover all aspects of previously learned

material about our solar system. Decide on how many groups, the students who will be

in each group, and split the class into these groups. In a class of 30 students, I would use

groups of 4 or 5, and create six or seven questions.

2. Distribute materials: Give each of the questions to a separate group, along with a

different colored pen to identify which answers are from which groups. If textbooks or

other resources are to be used, pass them out with the questions. These resources will

stay with the question they are supporting.

3. Groups answer questions: Each group is given a specified amount of time (3-5 min) to

discuss and write down their answers on the question card.

4. Exchange questions: When the groups have finished their responses, have the groups

move to the next question. Continue this process until all groups have answered all the

questions.

5. Return to the original question, summarize, and make generalizations: Have each group

return to their first question, read the answers from the other groups, and have the groups

summarize the answers into a single, in-depth answer that can be shared with the rest of

the class.

6. Share information: Have each group take turns presenting their summarized answers, and

other pieces of information they find interesting or informative.


7. Evaluate the process: The teacher discusses each of the questions and reviews the group

answers with the class. If further information or details are missing, the teacher can add

to the answers.

Rationale

Direct Instructional Model

This model was selected because it is a great tool to introduce new information to

students just starting a new unit. It builds off of previous knowledge, and clearly states the

objectives (what the students need to learn) of the lesson. “How the material is presented is not a

critical attribute of the direct instruction model. What is critical in this model and what is

essential in all good teaching are the links to background knowledge, the small chunks of

information, and guided and independent practice, all with corrective feedback,” (Estes, Mintz,

& Gunter, 2011, P. 78, Par. 2). With continuous feedback, teachers will be able to see if students

are on the right track, or if they need extra assistance. This method has proven successful in

helping students, not only to learn, but to excel, as well. In a study, results showed that direct

instruction had the strongest impact on student learning. “Students receiving Direct Instruction

did better than those in all other programs when tested in reading, arithmetic, spelling, and

language,” (Direct instruction: The most successful teaching model, n.d., Par. 8).

The direct instructional model can meet the needs of diverse learners a number of ways.

The textbook provides two methods, which is flexible grouping and varying questions. Flexible

grouping allows students to work with diverse groups. Students can be grouped with others that

share the same interests, or background knowledge of a subject, or the groups could be mixed-

achievement groups so that students with more knowledge of the subject could help those in their

group, allowing the teacher more time for instruction. Varying questions is important in this


model. Not all students will have the same interests, experiences, learning styles, and may be

behind or ahead of the rest of the class. Questions can be focused to meet these different needs.

To be successful in meeting the needs of a group of diverse learners, the teachers must be aware

of their students’ abilities, readiness to learn, and their preferred learning styles. “The purpose of

varying questions is to help individual learners make connections with the content and develop

the understandings, knowledge, and skills of the lesson,” (Estes, Mintz, & Gunter, 2011, P. 78).

WebQuest Model of Inquiry

This model was selected because it can be tailored to fit almost any lesson or unit, and it

is highly effective, at least if it is designed properly. The effectiveness of this model is based on

the websites, and other resources, that are provided to the students. Teachers can either create

their own WebQuest, or use one of the many found online. A WebQuest that was designed to

meet the standards of CA.5 Earth Sciences is Ms. Woodward's Solar System WebQuest (Ms.

Woodward's solar system WebQuest, n.d.). If the resources are too challenging for your students

to understand, than the student learning will not be as effective. The websites are to be tailored

to your lesson, your students’ grade, and their previous knowledge. When these criteria are met,

the learning is very effective. This model is student-led learning instead or teacher directed,

which also increases willingness to participate and conduct their work. When a student is able to

learn on their own, about things that interest them, they are more likely to try harder and spend

more time on the activity, which creates effective learning.

The WebQuest model is very adaptable in meeting the needs of a class of diverse

learners. The websites and other resources can be tailored to meet those students’ needs.

Teachers can design the WebQuest with sites targeting the different learning styles, or even

different languages if a student is an ESL student and is more comfortable or has an easier time


using resources that are written in their preferred language. This doesn’t mean their final product

would be in a different language, just that the resources used were. Their product can be

summarized into English after the students gain an understanding of the material. Another way

this model can be used to meet the needs of diverse learners would be to pair students with

different abilities and background knowledge. These students can help each other better

understand the material.

Graffiti Cooperative Learning Model

The Graffiti cooperative learning model was chosen because it is a very effective

means of checking for student understanding. “Graffiti is a cooperative brainstorming process

that can be used at any point in a unit of instruction to check for understanding, to evaluate

progress toward objectives, and to do an informal needs assessment,” (Estes, Mintz, & Gunter,

2011, P. 263, Par. 7). This model allows all of the groups to work together to create a multi-

dimensional view of the material. All groups write their answers on the same page, using

different colored ink to differentiate the groups’ work, and then one group summarizes all the

answers into generalizations about the material. The Graffiti model works well because groups

may have different perspectives on the same questions, and when these answers are examined,

they create a richer and fuller understanding of the material. The effectiveness of this model is

determined by the questions asked, so the teacher must come up with questions that are clear and

cover a range of the material covered.

This model can meet the needs of diverse learners in a number of ways. Groups should

be picked by the teacher, so that students with different strengths and abilities can work together.

Some students may have different areas of knowledge; therefore each member of the group will

have different views about the answer. These groups will work together to synthesize one full,


and complete answer to the question. “Group tasks can also be determined by

student learning profiles—different groups can be formed around intelligence

preferences (practical, analytic, or creative tasks), student interests, or

academic, social, or emotional skill needs,” (Estes, Mintz, & Gunter, 2011, P. 275,

Par. 2). In order for the teacher to group these students, they must know a good deal about their

students, like their interests, their skills, their background knowledge, and their learning

preferences. That way when the groups are formed, they will be able to work cooperatively to

come up with the answer to the question.

Assessment and Accountability

There are multiple methods of assessment that can be used with the direct instructional

model, the WebQuest model of inquiry, and the graffiti cooperative learning model. Diagnostic,

formative, and summative assessments will all provide valuable insight into your students’

readiness to learn and understanding of the material. Diagnostic assessments will demonstrate

the students’ background knowledge, which helps the teacher in knowing where to start with the

lesson, so that they can build on that previous knowledge. Formative assessments are used

during the lesson to make sure that the students are on the right track. These can be tests or

questions asked by the teacher in an informal manner. The purpose of these is to make sure that

the students do not become confused or get lost in all the material being covered; it is easier to

go back one step than to go back multiple steps. Summative assessments are used at the end of

the lesson to gauge student learning. This also shows the teacher if their instruction was

effective. If a lot of students were not able to do well on an assessment, it may be the instruction

was not as effective as it could have been, and should be altered so that more students will gain

an understanding of the material.


Evaluation Plan

The effectiveness of the unit or lesson can be evaluated by using the formative and

summative assessments, as well as through other means. The formative assessments will show

the teacher if the students are on the right track, and if they are not, it could be a problem in the

lesson. If a lesson is too confusing for a student, they may get lost or stop trying. Lessons

should be tailored so that the information is clear and easy to understand. Students will not all be

on the same level, so some material should be adjusted to help the students who need extra help,

and a bit more challenging for those who are ready for the challenge. Summative assessments

will show how much of the information the students were able to absorb. If a large number of

students do not do well on a certain part of the assessment, the teacher may choose to find an

alternative method of instruction to cover this part, so that the students will be able to understand

the material. Another method to evaluate the effectiveness of the lesson, depending on the

lesson, is if the students are able to use this knowledge in their everyday lives.

Conclusion

In conclusion, it is important to use a wide range of teaching models so that we can help

provide our students with a multi-faceted view of the material. Each model will introduce

material in a different way, and students will gain a deeper understanding of the material if we

differentiate our instruction. Some models focus on different learning styles, which is important

because our students will have a variety of preferred learning styles. Focusing on just one could

alienate some students and they may not try as hard. These models also have different methods

of assessment. When we only use one method of evaluation or assessment, we may not be

gaining the full picture of our students’ learning. However, when we use multiple methods of


assessment, we can gain a better picture, and see if and where our instruction is lacking or our

students need extra help.


References

California Department of Education. (2009, June 11). Science content standards.

Retrieved July 13, 2013, from http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf

Direct instruction: The most successful teaching model. (n.d.). Retrieved July 15, 2013, from

http://www.jefflindsay.com/EducData.shtml

Estes, T.H., Mintz, S.L., & Gunter, M.A. (2011). Instruction: A models approach.

Boston: Pearson. ISBN 9780131381353

Ms. Woodward's solar system WebQuest. (n.d.). Retrieved July 14, 2013, from

http://teacherweb.com/CA/SangerJackson/SolarSystemWebQuest/index.html

Wall, M. (2011, August 22). Meet the solar system's dwarf planets. Retrieved from

http://www.space.com/12692-dwarf-planets-solar-system-tour.html

5th grade solar system lesson plan

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