Elements of Effective Instruction (EEI)

Lesson Plan
VITAL INFORMATION
Author Gwendolyn Starnes

*Subject(s) Science
Topic or Unit of
Earth in the Universe – Pluto debate
Study
*Grade/Level 6th

This lesson focuses on how science changes over time, and how scientists do not always
agree on ideas. Students will take a stance on whether Pluto should be considered a
*Summary
planet or not. They will determine what they feel a definition of a planet should entail
and how Pluto compares to other planets.

STANDARDS AND DIFFERENTIATED INSTRUCTION:

6.E.1
Understand the earth/moon/sun system, and the properties, structures and predictable
*Standards motions of celestial bodies in the Universe
6.E.1.3
Summarize space exploration and the understandings gained from them.

Provide websites for students to use to focus students and maximize time.
Differentiated
Have students work in pairs or groups of three so that low students get help from high,
Instruction
and high students can help explain to those who may need extra help.

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN

ELEMENTS REQUIRED:
Audience: Students will be able to
Behavior:
 Explain observations
 Analyze evidence to make inferences
 Determine relationship between evidence and explanation
 Communicate and defend conclusions about scientific investigations
Objective
 Use technology to research, gather and analyze data, present data findings
 Identify problems that are subject to technological solutions
 Analyze the components and cycles of the solar system
Condition: After student’s research and debate whether Pluto should be classified as a
planet or not
Degree: with 90% accuracy.
This lesson helps students understand how science changes as new information is
Anticipatory Set presented. It also allows students to understand that scientists do not always agree with
their peers and to how concepts are debated and discussed as new technology presents
new data to investigate and interpret.
 Prior to lesson: Set signs in four corners of the room: YES, NO, MAYBE, NOT SURE
Discuss history of the definition of the word planet and how ancient people differentiated
these objects from stars and constellations, and how telescopes changed this initial
notion of what a planet is.
Read article http://www.space.com/scienceastronomy/solarsystem/planet_confusion_001101-1.html
Teach Lesson /
Show video https://www.youtube.com/watch?v=0OSO3YwaYk8
Model
Have students decide which corner they fall into with the belief that Pluto should be a
planet or not.
Students will work in pairs to research and create a poster or PowerPoint to support their
position.
Create class list for reasons on both sides

Discuss history of definition of the word planet.

Guided Practice
Explain why Pluto was demoted and how this sparks debate.
Show videos and read articles that take both sides of the debate.

Have students research and create a poster or PowerPoint in pairs that supports their
stance on whether Pluto should be a planet or not.
Independent Students should research why astronomers created a new classification of “dwarf
Practice planets.” What new discoveries in the region beyond Neptune made astronomers rethink
the definition of a planet?
There are still those who think that it was a mistake to redefine planets in such as way as
to remove Pluto. What are some of the “facts” or reasons for this viewpoint?

Closure Create a class list as to organize all sides of the debate. This will come into play for the
following lesson where students will have a class debate.

Students will turn their posters or PowerPoints in after briefly presenting it.
Poster:
 Names should be written on the back.
 A list of all sources used should be written on back
Evaluation
*Assessment/Rubri  See rubric below
cs PowerPoint:
 Names should be written on title page.
 A list of all sources used should be written on last slide
 See rubric below

MATERIALS AND RESOURCES

Computer with internet access and PowerPoint or equivalent
Instructional Projector to show video and news article.
Materials Art Supplies
(handouts, etc.) Four corner labels
Poster Board

http://www.space.com/scienceastronomy/solarsystem/planet_confusion_001101-1.html
https://www.youtube.com/watch?v=0OSO3YwaYk8
Resources http://news.bbc.co.uk/2/hi/in_depth/5282440.stm
CATEGORY 1 2 3 4
Aesthetics Poor Fair Good Excellent
organization, organization, organization, organization,
one image not many images used images used
images. well. effectively.
Content Little Fair amount of Good amount Excellent
information to information to of information amount of
support support to support information to
rational. Little rational. Few rational. support
factual or good sources. Mostly good rational from
supported Factual support sources. Facts reputable
content. is vague. supported sources. Facts
okay. strongly
supported.
Sources One sources Two sources Three sources Four sources
used used used used