Source: http://commons.wikimedia.org/wiki/Solar_system#/media/File:Solar_sys.jpg
Lesson outcome, aim & purpose
Science Outcome
ST3-8ES - describes how discoveries by people from different cultures and times have contributed to advancing scientific understanding of the solar system
ST3-5WT - plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints
ST3-4WS - investigates by posing questions, including testable questions, making predictions and
gathering data to draw evidence-based conclusions and develop explanations
Indicators
1. being able to communicate researched information with peers
2. work collaboratively with peers to build a model of the solar system using given materials
3. selecting and using creative strategies to develop a model
Aim & Purpose
The aim of this lesson is for students to collaboratively plan and create a model of the solar system. Students will identify the key features of the planets and represent them visually through their models.
ST3-8ES - describes how discoveries by people from different cultures and times have contributed to advancing scientific understanding of the solar system
ST3-5WT - plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints
ST3-4WS - investigates by posing questions, including testable questions, making predictions and
gathering data to draw evidence-based conclusions and develop explanations
Indicators
1. being able to communicate researched information with peers
2. work collaboratively with peers to build a model of the solar system using given materials
3. selecting and using creative strategies to develop a model
Aim & Purpose
The aim of this lesson is for students to collaboratively plan and create a model of the solar system. Students will identify the key features of the planets and represent them visually through their models.
Activities
Source: https://www.flickr.com/photos/kathycassidy/5191294140/in/photolist-8UJJTo-naZFui-nb2D9d-d3fR7w-d3fR1C-d3fQZC-d3fR8o-d3fR2f-aMftvt-naZmoe-bbFf3R-d3fQWS-d3fQQ3-d3fQSG-23FB31-SC3
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Activity 1: Recap - Jigsaw Method Expert Teams
Move back into their Expert Teams. Then, recap the knowledge that you have gathered so that they can report back to your Home Teams. Role of Director: Make sure you cover all the information on the scaffold from the previous session. Consolidate everything your group knows! Activity 2: Jigsaw Method Home Teams Move back into the Home Teams. Everyone in your Home Team will need to sit in a circle.Going in a clockwise direction, each one of you will need to report back on the information you have gathered. You each have a maximum of 2 minutes to share! Other members can ask you questions about your planet! Remember to discuss and listen in a respectful manner. |
Teacher: engage in small group talks with students to further expand on existing knowledge
Activity 3: Quick Game
Let's have a class discussion about the following key points!
1. The size of the planets (which planet is the smallest, largest)
Quickly in your Home Teams, stand in order from largest planet to smallest planet. (Remember which planet you are responsible for)
2. The order of the planets (which planet is the closest, furthest from the Sun)
Quickly in your Home Teams, stand in order from planet closest to furtherest away from the Sun. (Remember which planet you are responsible for)
Look at the image below to help you!
Reward: Ticks will be given to the Home Team who completes these task quickly but in a sensible manner!
Let's have a class discussion about the following key points!
1. The size of the planets (which planet is the smallest, largest)
Quickly in your Home Teams, stand in order from largest planet to smallest planet. (Remember which planet you are responsible for)
2. The order of the planets (which planet is the closest, furthest from the Sun)
Quickly in your Home Teams, stand in order from planet closest to furtherest away from the Sun. (Remember which planet you are responsible for)
Look at the image below to help you!
Reward: Ticks will be given to the Home Team who completes these task quickly but in a sensible manner!
Source: https://www.flickr.com/photos/prestonhall/3143746144/in/photostream/
Activity 4: Planning and creating a Model
Materials:
Different coloured Play dough
Cardboard
Rulers
Toothpicks
Icy pole sticks
Skewer sticks
Textas
Foam base
Permanent markers
1. Use the materials placed on your tables to create your planet (the planet you were researching in your Expert Teams).
Focus on:
Details of the planet - colour, features size?
Information you have gathered from their expert groups
2. Once each member of your Home Team has created their planets, start arranging them on the foam base.
Remember the Sun in at the Sun and the planets are orbiting around it!
Please be careful with the materials. Respect the planets that your peers' planets and handle them with care.
Possible Models and Plans
Activity 4: Planning and creating a Model
Materials:
Different coloured Play dough
Cardboard
Rulers
Toothpicks
Icy pole sticks
Skewer sticks
Textas
Foam base
Permanent markers
1. Use the materials placed on your tables to create your planet (the planet you were researching in your Expert Teams).
Focus on:
Details of the planet - colour, features size?
Information you have gathered from their expert groups
2. Once each member of your Home Team has created their planets, start arranging them on the foam base.
Remember the Sun in at the Sun and the planets are orbiting around it!
Please be careful with the materials. Respect the planets that your peers' planets and handle them with care.
Possible Models and Plans
Source:
Image 1: www.youtube.com (Screenshot)
Image 2: www.supercoloring.com
Image 1: www.youtube.com (Screenshot)
Image 2: www.supercoloring.com
Assessment
Formative Assessment
In Activity 1 - Listen to groups communicating to each other. Look at the information they have gathered.
In Activity 2 - Listen to the way each students is reporting back to the Home Teams. Pose questions for students to answers. This is also to check understanding about the topic.
In Activity 3 - Checking understanding of how to planets are sized and ordered. This is pre-requisite knowledge for creating a model.
In Activity 4 - Observe the ways students are creating their planets. Check if students are incorporating the key features of each planet, for example: Saturn has rings.
In Activity 1 - Listen to groups communicating to each other. Look at the information they have gathered.
In Activity 2 - Listen to the way each students is reporting back to the Home Teams. Pose questions for students to answers. This is also to check understanding about the topic.
In Activity 3 - Checking understanding of how to planets are sized and ordered. This is pre-requisite knowledge for creating a model.
In Activity 4 - Observe the ways students are creating their planets. Check if students are incorporating the key features of each planet, for example: Saturn has rings.