Lesson One: Science Gr.6

March 10, 2009 Lesson One: Science Gr.6

Duration: 50 Minutes

Topic: The Solar System

Rationale: After understanding the sun, moon, stars, and the Earth's movements, students need to be able to identify the other eight planets and their characteristics.

General Learner Expectations: Skills: 6-2 Recognize the importance of accuracy in observation and measurement; and apply suitable methods to record, compile, interpret and evaluate observations and measurements. Knowledge: 6-7 Observe, describe and interpret the movement of objects in the sky, and identify pattern and order in these movements.

Specific Learner Expectations: 6-2-1 (F): ask questions that lead to exploration and investigation. 6-2-15(RI): identify new questions that arise from what was learned. 6-7-9(K): recognize that the other eight known planets, which revolve around the Sun, have characteristics and surface conditions that are different form Earth; and identify examples of those differences.

Objectives: The student will:  Identify what a planet is.  Recognize the nine planets of the solar system.  Identify the order of the planets in relation to the Sun.

Materials:  SMART notebook presentation  Loose leaf for taking notes  Cue cards

Activities: (37-40 minutes)  Review what they have already learned in the unit. Ask the class. (3-5 minutes)

 Introduce the topic: The Solar System (Use SMART board slides)  Have the student's take out a piece of paper to take some notes.  After the second slide let, the students know that if any questions or concerns come up about the solar system that I can't answer, then they can place them on the bulletin board and we will research them.  So what is a solar system? Have the students record the information on their sheets. Ask if they have any questions or comments.  What makes a planet, a planet? Ask the students if they know why a planet is called a planet. Write their answers in the box provided. Explain that until 2006, scientists did not have a clear definition of a planet. We will watch a short video clip (3 minutes) on the definition of a planet (link is below "Definition of a planet"). Listen carefully to what the narrator defines a planet as, because I will be asking you after.  Ask the class what a planet is defined as. Show them the list on the slide. Who remembers what they said about Pluto. Why is it a dwarf planet? We will go into more detail on this when we look at Pluto.  Pull up slide on 'Can you name all the planets?' Point to a planet and have the students name it. Move the picture of the planet to reveal the answer. Continue until all planet's are revealed.  The next slide is about the different categories of planets. Inner and Outer. Have the student's take notes on the characteristics of both.  Now we will put the planets in order. The order of the planets starts at the sun and ends at the outermost planet. On your cue cards, we will write the order of the planets. Then we will create a mnemonic to remember what the order is. Using the slide, have the students write down the order of the planets. Reveal the example mnemonic by moving the white rectangle. Read the other example. Have the student's write their own mnemonic on the backside of their cue cards. They may work in partners for this activity. Address the behaviour that is expected during this activity, and that the menmonics must be appropriate. Share them with the class.

Closure: (3-5 minutes)  Review what was learned today. What is a solar system? What is the definition of a planet? What is the order of the planets starting at the Sun?  Preview tomorrow's class: Looking at Mercury and Venus. Any Questions?

Assessment:  Students will be assessed on participation in the activities and there willingness to be cooperative.

Resources: Let’s Do Science – Science Alberta Foundation, Hands-on Science- Level Six, teachingideas.co.uk – ordering planets.

Comments: