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
English Outcome
EN3-2A - composes, edits and presents well-structured and coherent texts
Indicators
1. understand the concept of scale in Activity 1 and integrate this knowledge with how planets orbit around the Sun as well as the sizes of planets
2. through the AURAs created, students are able to compose, and present information relevant to the topic
3. demonstrate a sound understanding of the topic (Solar Systems)
Aim & Purpose
The aim of this lesson is for students develop an understanding of how large our solar system is; including its planets.
Students will also be able to present and view their peers' models and AURAs.
ST3-8ES - describes how discoveries by people from different cultures and times have contributed to advancing scientific understanding of the solar system
English Outcome
EN3-2A - composes, edits and presents well-structured and coherent texts
Indicators
1. understand the concept of scale in Activity 1 and integrate this knowledge with how planets orbit around the Sun as well as the sizes of planets
2. through the AURAs created, students are able to compose, and present information relevant to the topic
3. demonstrate a sound understanding of the topic (Solar Systems)
Aim & Purpose
The aim of this lesson is for students develop an understanding of how large our solar system is; including its planets.
Students will also be able to present and view their peers' models and AURAs.
Activities
Activity 1: Outdoor Activity
Lets go to the playground (Oval area). We are aiming to make an accurate scale of what the Solar System would look like according to this information provided by "Gravity Discovery Centre".
For homework, you were asked to bring in an object that would represent the size of your planet. (Small balls, marbles, coloured sprinkles, pencil dots etc.)
As a class, we are going to use a trundle wheel and accurately measure out the distance between each planet and the Sun. Objects and students will stand at the relevant points.
Orbit
Our Solar System is a System, held together by gravity. Each planet orbits around the Sun on their individual path. Planets do not leave their own orbits
Using the Sun as the centre of the Solar system, students will now walk around the Sun on their own orbit. Then, students will be introduced to the concept of rotation and revolution. All planets and the Sun rotate anti-clockwise, except Venus.
While moving around the Sun, students will spin around, demonstrating rotation.
It takes one year for the Earth the revolve around the Sun, and one day for the Earth to rotate on its own axis.
Questions to Ask
Why are the orbits of outer planets so slow?
What is causing the planets to remain in orbit around the Sun?
Teacher: Introduce the location of the Asteroid Belt.
Lets go to the playground (Oval area). We are aiming to make an accurate scale of what the Solar System would look like according to this information provided by "Gravity Discovery Centre".
For homework, you were asked to bring in an object that would represent the size of your planet. (Small balls, marbles, coloured sprinkles, pencil dots etc.)
As a class, we are going to use a trundle wheel and accurately measure out the distance between each planet and the Sun. Objects and students will stand at the relevant points.
Orbit
Our Solar System is a System, held together by gravity. Each planet orbits around the Sun on their individual path. Planets do not leave their own orbits
Using the Sun as the centre of the Solar system, students will now walk around the Sun on their own orbit. Then, students will be introduced to the concept of rotation and revolution. All planets and the Sun rotate anti-clockwise, except Venus.
While moving around the Sun, students will spin around, demonstrating rotation.
It takes one year for the Earth the revolve around the Sun, and one day for the Earth to rotate on its own axis.
Questions to Ask
Why are the orbits of outer planets so slow?
What is causing the planets to remain in orbit around the Sun?
Teacher: Introduce the location of the Asteroid Belt.
Source: Provide by the "Gravity Discovery Centre"
Activity 2: The Asteroid Belt
Once students have arrived back in the classroom, watch this video.
Once students have arrived back in the classroom, watch this video.
Source: https://www.youtube.com/watch?v=iVXrTMqhB8s
Think-Pair-Share
1. What did you find interesting about the video?
2. Between which two planets is the Asteroid Belt located?
3. What is the average distance between two asteroids?
4. Tell me something about SRI.
Think-Pair-Share
1. What did you find interesting about the video?
2. Between which two planets is the Asteroid Belt located?
3. What is the average distance between two asteroids?
4. Tell me something about SRI.
Activity 3: Looking at our Models
Set up the completed models at three different points in the classroom. Make sure all AURAS are working. iPads will be set up at all locations of model. (there will be a total of 3 models)
When the teacher allows, each Home Team will rotate around the classroom to view the different models and the AURAS. Some of these AURAS will be presented in-front of the class during the class discussion.
Please be careful of what you touch! Everyone spent a lot of time and effort to create these amazing models!
Set up the completed models at three different points in the classroom. Make sure all AURAS are working. iPads will be set up at all locations of model. (there will be a total of 3 models)
When the teacher allows, each Home Team will rotate around the classroom to view the different models and the AURAS. Some of these AURAS will be presented in-front of the class during the class discussion.
Please be careful of what you touch! Everyone spent a lot of time and effort to create these amazing models!
Activity 4: Class Discussion
The teacher will lead a class discussion relating to the following questions. 1. What did you like about the other models? How was if different to you Home Team's model? 2. Is there anything you would do differently? 3. What did you like most about this module? 4. What did you least enjoy in this model? 5. What did you find most challenging? 6. Do you still have any questions about this topic? If so, what are they? |
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Assessment
Formative Assessment
In Activity 1: Observing how students use the trundle wheel to demonstrate distance and scale between the planets; how they use the data provided for them to create a model.
In Activity 2: Probing students understanding of the video - as this is only an introduction to the Asteroid Belt
In Activity 3: Looking at the different models presented around the classroom and the AURAS created by the students. This will be a clear indication of the knowledge they have gained through the tasks.
In Activity 4: Listening and responding to the answers students provide and asking them to explain and expand on their ideas
In Activity 1: Observing how students use the trundle wheel to demonstrate distance and scale between the planets; how they use the data provided for them to create a model.
In Activity 2: Probing students understanding of the video - as this is only an introduction to the Asteroid Belt
In Activity 3: Looking at the different models presented around the classroom and the AURAS created by the students. This will be a clear indication of the knowledge they have gained through the tasks.
In Activity 4: Listening and responding to the answers students provide and asking them to explain and expand on their ideas