McNeese State University

Department of Education Professions

Lesson Plan Template

Course:EDUC 245 Semester: Fall 2018

Name: Ashley McCall Email: msu-amccall2@student.mcneese.edu
Primary Subject Area: Science Grade Level: 3rd Grade
Solar System Approximate Duration: 1 week
Overview of Lesson (Danielson, 1c)
This third grade lesson plan on planets will serve as an introduction to an entire instructional unit on the components of the solar system. It will give
students an overview of the solar system, describing how the sun is in the center, and the planets orbit around the sun, and it will show the students the
relative sizes of the planets. The teacher can explain that due to Pluto's very small size, even smaller than Earth's moon, and its distant location at the
very edge of the solar system, scientists have decided to change its classification, and have redefined it as a dwarf planet.

Prior Knowledge Expected of Students

Be able to name the planet we live on, Earth, as well as other planets. Be able to describe the sun, the moon, and stars. Know that the planets come in
different sizes and are very far apart from each other.
Louisiana Student Standards (LSS)
UE.ESS1B.a The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and
South poles, cause observable patterns. These include: day and night, daily changes in the length and direction of shadows, and different positions of
the sun, moon, and stars at different times of the day, month, and year.

Educational Technology Standard

1. Produce a media-rich digital presentation. (1, 2, 3, 4)
2. Use digital-imaging technology to modify or create original works. (1, 2, 6)
3. Recognize bias in digital resources while researching an issue with guidance from the teacher. (3, 4)
4. Select and use digital tools, instruments, and measurement devices to collect, organize, and analyze data while conducting experiments,
evaluating theories and/or testing hypotheses. (3, 4, 6)
5. Identify and investigate a world issue and generate a possible solution using digital tools and resources. (3, 4)
6. Conceptualize, guide, and manage individual or group learning projects using digital tools with teacher support. (4, 6)
7. Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5)
8. Discuss the ethical use of technologies and the effect of existing and emerging technologies on individuals, society, and the global
community. (5, 6)
9. Communicate about technology using developmentally appropriate and accurate terminology. (6)
10. Apply previous knowledge of digital technology operations to analyze and resolve current hardware and software issues. (4, 6)

Additional Standards
 Focus and support inquiries while interacting with students.
 Orchestrate discourse among students about scientific ideas.
 Challenge students to accept and share responsibility for their own learning.
 Recognize and respond to student diversity and encourage all students to participate fully in science learning.
 Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize
science.

Interdisciplinary Connections + Standards

Language Arts: can be used to learn vocabulary on the solar system.
Art: Drawing or building models can help give a visual of the planets.
Student Outcomes (Danielson, 1c)
Be able to list the planets in order. Be able to describe how planets move around the sun. Be able to describe how the size of planets differ from each
other.
Lesson Procedures
Time Step By Step Lesson Procedures Pre-planned Seed Questions
Every step in the lesson Objectives: What planet is closest to the sun?
should be competed in What planet do we live on?
1 week. Exceptions to How do planets move around the sun?
be made if students How long does the Earth take to go around the sun?
aren’t understanding.
 Students will be able to identify all eight planets (nine Why do some planets take longer or shorter to go around
the sun?
including the dwarf planet Pluto), and will be able to name
the planets.
 Students will become familiar with and observe the
relative sizes of the planets.
 Students will be able to explain that the planets orbit
around the sun, which is located in the center of the solar
system.
 Students will be able to list the order of the planets from
the sun.
Procedure:
Day 1: Invite students to share facts that they already know
about the planets and the solar system while drawing a diagram
of the solar system on the chart paper. Lead the students with
questions, such as which planet is closest to the sun, which
planet comes next, etc. Discuss the relative sizes of the planets,
and show students the fruit models.

Day 2: Explain how the planets orbit around the sun. The closer
planets have smaller orbits, and the orbits get larger with
increasing distance from the sun. Ask students how long it takes
Earth to travel around the sun. (One year, 365 days.) Tell
students that since Mercury is the closest planet to the sun, its
revolution only takes 88 days, while Neptune takes 165 years,
and Pluto takes 248 years to complete one revolution. * Model
the orbits of planets Activity*

Day 3: Ask students what they think the different planets might
be like, and why. For example, Mercury is very hot because it is
so close to the sun, while the outer planets are always very cold.
The inner four planets, Mercury, Venus, Earth and Mars, are
known as the terrestrial planets because they are rocky. Jupiter,
Saturn, Uranus and Neptune are known as the gas giants
because they are mainly composed of hydrogen and helium gas,
and they are very large. * Planets and Scale Activity*

Day 4: Choose nine students to come to the front of the room,

and give one of the objects to each student. Designate an object
to be the sun, such as the chart paper. Ask the class which planet
is closest to the sun, and have the student holding "Mercury"
stand next to the chart. Continue with the rest of the planets in
order. Test Review

Day 5: Test on Information Learned about the Solar System

 Teacher Materials
Materials Resources
-Spherical objects such as balls or
fruit corresponding to the relative
sizes of the planets. The relative
sizes are listed below in -notebook for
millimeters.
On the same scale, the sun would
be about 1.39 meters (about 4.5
feet) in diameter.
Mercury- 4.9 mm small pea
Venus- 12.1 mm olive or cherry
Earth- 12.7 mm small radish
Mars- 6.8 mm large pea
Jupiter- 142.8 mm small
cantaloupe
Saturn- 120 mm grapefruit
Uranus- 51.2 mm small tangerine
Neptune- 48.6 mm apricot
Pluto- 2.3 mm sesame seed
Student Technology References
-Chart If needed: Computer https://www.brighthubeducation.com/lesson-plans-grades-3-
-paper 5/62804-third-grade-introductory-lesson-to-the-planets-and-solar-
- markers system/
notes http://lasp.colorado.edu/education/outerplanets/lessons/grades3-
5/Modeling%20the%20Orbits%20of%20Planets.pdf
http://lasp.colorado.edu/education/outerplanets/lessons/grades3-
5/The%20Planets%20and%20Scale.pdf
https://www.teacherspayteachers.com/Product/3rd-Grade-Solar-
System-Test-79635
https://www.scholastic.com/teachers/articles/teaching-content/4-
proven-strategies-differentiating-instruction/
https://www.nap.edu/read/4962/chapter/5#32

Relevance / Rationale
This lesson will help with the progression of study of the Sun and the Planets going into 4th grade. Students should learn about the Earth because it is
the only planet in the solar system that’s known to have water. Because of this, Earth is the only planet with life.
By knowing how different and special the planet Earth is, and how important it is to the ecosystem, they’ll be more willing to conserve the resources on
it.

Exploration / Extension / Supplemental

Outside Reading Material
1. The Magic School Bus Lost in the Solar System By Bruce Degen, Joanna Cole
2. Our Solar System (Revised Edition) By Seymour Simon

Other Activities:
- Model the orbits of planets:
http://lasp.colorado.edu/education/outerplanets/lessons/grades3-5/Modeling%20the%20Orbits%20of%20Planets.pdf

- Planets and Scale:

http://lasp.colorado.edu/education/outerplanets/lessons/grades3-5/The%20Planets%20and%20Scale.pdf
Assessment Criteria For Success
At the end of this third grade lesson plan on planets, have a verbal review of the lesson objectives as an observational assessment (group):
1. What are the names of the eight planets?
2. Which planet is closest to the sun?
3. Which planet is largest?
4. What is the name of the very small, distant dwarf planet?
5. Which planet is farthest from the sun?
6. Which are the terrestrial planets?
7. Which planets are the gas giants?
8. How long does it take Earth to revolve once in its orbit around the sun?
9. Which planets are Earth's nearest neighbors?
Assessment for individual students:
Test on the solar system: The first part includes 12 fill in the blank questions that cover topics such as the moon, sun, stars, and planets. There is a word
bank. The second part is called "Name that Planet". Students have to figure out which planets are being described. The last part requires students to
name two additional facts about the solar system. There is also one extra credit question.
https://www.teacherspayteachers.com/Product/3rd-Grade-Solar-System-Test-79635

Differentiation (Danielson, 1c, 3e )

1. Ask the students what they need to learn easier
2. Ask the class if they understand the lesson, and encourage them to ask questions
3. Group work, allows for the students to work and help each other learn the topic at hand.
4. The use of technology, showing a visual may help in the learning process. A video of the planets may help students understand more than reading
about them.
 Post Lesson Reflection
1. How well were the Overview and the Objectives met? Yes, all information was taught to the class, the assignments were given, and everyone
had a chance to ask questions.

2. Identify two elements of instruction that went well. Give direct teaching evidence to support your claim. When asked the students worked
together to come up to the front of the class and put the planets in order. Also they gave great feedback during the test review. Anything that
was still not understood was discussed.

3. What would you do differently next time? Why? Change up the activities, add more outside material, and maybe add a class project of
building the planets and solar system.

4. How did your formative assessment technique help you to determine which students will need additional support? Thru group activities, in
class discussion, as well as a test review, I could see that some students learned differently then others. Notes were taken to keep in mind
during another subject.

5. Who did not get “seen” in the class? What do you need to pay attention to in order to support this student better? Encourage all students to
ask questions and join in during group activities. Also one on one time with each student, such as going around asking the personally if they
don’t understand something.

6. What do you need to read about more in the professional literature to support your development as a teacher? Information about making
better lessons plans, helpful tools and tips for teaching and reaching every student, and how to make all subject interesting for everyone.

7. Address any other relevant needs, concerns, creative ideas, etc. at the conclusion of your reflection. Having a better understanding of what its
like to be a better teacher, as well as skills to be able to get the information out in creative was for students to understand it.