Solar System Unit

Candidate Name: Amanda Camargo Host Teacher Name: Janet McLain

School: John Shaw Elementary Grade Level: 5th # of Students: 21 students
grade
Theme of Unit: The Solar System Content Area: Science
Classroom Demographics:
Social skills interventions
Tier II interventions for: writing fluency, reading, reasoning, speech
504 ADHD
IEPs ADHD, Asperger Syndrome, high-functioning Autism

Alaska Content Standards:

1) Language Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
2) Art Standard A: A student should be able to imagine and develop artistic ideas and work.
3) Concepts of Earth Science Standard D: A student should understand and be able to apply the
concepts, processes, theories, models, evidence, and systems of earth and space sciences.

Transfer Goal(s) - Unpacked Standards

1) Language: Students will identify key terms used to describe Earth and the planets of the solar
system.
2) Art: Students will create art work demonstrating their interpretation of the planetary alignment in
the solar system and their viewpoint of storms on other planets.
3) Science: Students will utilize their acquired knowledge of the solar system to create meaning in
current events taking place in the community.

BIG IDEA of the Unit:

The solar system is comprised of 8 vastly different planets orbiting one star.

STAGE 1 Essential Questions and Enduring Understandings

Enduring Understanding(s):
Students will understand that.
1) Language: Increased language acquisition
furthers an individuals ability to comprehend 2) What characteristics do the Inner Planets
current events.
2) Art: Art is a means of demonstrating
individual interpretations of information.
3) Science: Astronomical content knowledge
increases the meaning of scientific events.
Essential Questions to be Considered:
1) How does the order, or planetary alignment,
create balance in our solar system?
share?
3) Why have we not visited Mercury?
4) How does Venus differ from Earth? From
Mercury?
5) What is the Greenhouse Effect on Venus? Why
is this important?
6) How is the Earth able to support life?
7) Why does the Earth have a satellite (moon)?
8) Does the location of the Earth influence the
ability of life to continue? Why?

STAGE ONE:
Objectives/Learning Targets (Acquisition)
Knowledge: What students should know.
1) Key terms associated space and the solar
system.
2) Classification of planets in the solar system.
3) Relationships between the planets of the solar
system.
4) Various forms of art media utilized to represent
individual perspectives of the solar system.
Skills: What students should be able to do.
1) Identify the 8 planets of the solar system.
2) Describe distinguishing characteristics for
each planet in the solar system.
9) How does the Moon influence the Earth?
10) Why do we always see the same side of the
Moon?
11) What do you think would happen if there was
no moon?
12) Why are scientists so interested in
colonization of the Red Planet?
13) What is happening to Mars moons? Why?
14) Could Mars support life one day? Why or why
not?
15) What do scientists believe the asteroid belt is?
16) Why are the orbital periods of the Jovian
Giants so long?
17) Why is it impossible to land on a Jovian
Giant?
18) What characteristics do the Outer Planets
share?
19) What is the significance of The Great Red
Spot on Jupiter? The Great Dark Spot on
Neptune?
20) How many space craft have visited Saturn?
21) Are there any moons orbiting Saturn that
could support life? Which ones, and why?
22) Why is Uranus described as rotating on its
side?
23) Why is Neptune the coldest planet in the solar
system?
24) Why was Pluto down-graded to a Dwarf
Planet?
25) How do solar storms affect our planet?
26) What causes the Aurora Borealis?
27) Why does the sun look white to us?
STAGE TWO:
Assessment/Acceptable Evidence of Learning
1) Students will complete a visual
representation of the solar system,
demonstrating their understanding of
planetary alignment.
2) Students will participate in a group
discussion of the characteristics of each
individual planet. Participation will be
driven by equity sticks!
3) Students will complete, and submit, the solar
system graphic organizer for grading on
note-taking skills.
4) Students will predict/watch a demonstration
of the atmospheric pressure differences
between Earth and Venus.
3) Write efficient notes on the provided graphic
organizer to be utilized during the end of unit
exam.
4) Define key terms related to planets and the
solar system.
5) Create and display artistic representations of
the solar system and planetary alignment.
6) Create and display artistic representations of
the largest planet in the solar system in a
different art medium.
7) Identify the phases of the Earths moon, and
describe each phase.
8) Differentiate between rotation and revolution
when applied to the planets.
9) Explain the differences in orbital periods of the
8 planets.
10) Explain synchronous rotation.
11) Explain retrograde rotation.
12) Identify planets with the possibility to support
life, and explain why.
13) Explain the importance of the sun in the solar
system.
5) Students will define rotation and revolution,
orally.
6) Students will define rotation and revolution,
via physical demonstration with a partner as
an exit ticket for the lesson.
7) Students will participate in a partner activity
to demonstrate understanding of the phases
of the moon.
8) Students will define synchronous rotation,
orally.
9) Students will complete a visual
representation of the planet Jupiter and its
Great Red Spot.
10) Students will complete an end of unit, open-
note exam on the planets of the solar system.

STAGE TWO: Culminating Performance Tasks

Culminating Performance Task 1 Culminating Performance Task 2

Title of Task: UNIT EXAM Title of task: Solar System Flip book

Students will complete a unit exam that includes
matching, fill-in the blank, and short answer
questions to determine students meeting the
multidisciplinary objectives of the unit. (Reading,
Art, Science)
Students will create a solar system flip book in
which to take notes, document questions and
demonstrate understanding of the importance of
information shared during lessons. The teacher
will give students a template design and students
will use a different color for each planet.

STAGE THREE: Learning for Understanding/ Instructional Activities

Dates Processes & Products Differentiation/Accommodations/Modifications Formative
Assessments
Day 1, Week Assessment handouts Additional time for completing the pre- Pre-
1 Solar System assessment assessment
Video clips on the solar
system: Adjustment of visual/audio components of the
Solar System 101 videos.
How Long Can You
Survive on Each Planet
Neil Degrasse Tyson
Day 2, Week Theres No Place Like Multiple means of accommodation are Completion of
1 Space incorporated in this lesson, assistance with Solar System
Dr. Seus Read Aloud cutting and gluing. Art Project

Solar System Art Project Assistance with planetary order.

Day 3, Week Origins of the Universe Written and verbal directions. Science
1 Big Bang Theory Journal
-What is the Big Bang Student progress monitoring via proximity. Entries
Theory, flipchart
-Mind Map Notes
-Expanding balloon activity
example/experiment
What happens to the dots
when you expand the
balloon?

Day 4, Week The Inner Planets: Additional time for completing notes Completion of
1 Mercury, flipchart Solar System
Solar System Graphic Graphic
Organizer: Organizer
Notes on Mercury, cut and
staple organizer together for
future lessons

Day 5, Week The Inner Planets: Additional time for completing notes. Completion of
2 Venus, flipchart Solar System
Solar System Graphic Hands-on activity to demonstrate pressure Graphic
Organizer differences. Organizer
Feeling the Pressure
Activity

Day 6, Week The Inner Planets Partner collaboration. Completion of

2 Earth & the Moon, flipchart Solar System
Solar System Graphic Written and verbal directions. Repetition of Graphic
Organizer directions. Organizer

Physical
demonstration
of rotation
and revolution
Day 7, Week The Inner Planets Partner collaboration. Completion of
2 Earth & the Moon, flipchart phases of the
Solar System Graphic Written and verbal directions. Repetition of moon activity
Organizer directions.
Phases of the Moon activity Completion of
Hands-on activity to provide alternate means of Solar System
demonstrating comprehension. Graphic
Organizer

Day 8, Week The Inner Planets: Additional time for notes completion. Completion of
2 Mars, flipchart Solar System
Solar System Graphic Audio and visual adjustment for video links. Graphic
Organizer: Organizer

Erupting Olympus Mons

Day 9, Week The Outer Planets: Additional time for notes completion. Completion of
3 Jupiter & its moons, Solar System
flipchart Graphic
Solar System Graphic Organizer
Organizer

Day 10, The Outer Planets Partner collaboration. Completion of

Week 3 Jupiter Bean Art Project Jupiter Art
Written and verbal directions. Repetition of Project
directions.

Assistance with gluing and cutting.

Hands-on activity to provide alternate means of

demonstrating comprehension.

t
Day 11, Science: Additional time to complete notes. Completion of
Week 3 The Outer Planets: Solar System
Uranus, flipchart Audio and visual adjustment for video links. Graphic
Solar System Graphic Organizer
Organizer:

Day 12, Science: Additional time to complete notes. Completion of

Week 4 The Outer Planets: Solar System
Neptune & Pluto, flipchart
 Solar System Graphic Graphic
Organizer Organizer

Day 13, Solar System Unit Test Additional time to complete test. Completion of
Week 4 Unit Test
Quiet testing environment.