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Introduction
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Name: Ashley Carter
Title of lesson: Formation and
Structure of the Universe
Date of lesson:
Length of lesson: Two 45
minute periods
Description of the class:
Trade book:
Stars and Planets by Gunther D. Roth
Reading
Strategy: Semantic Feature Analysis Grid (during reading)
Grade level: 8th
Source of the lesson: http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Space_Sciences/SPA0026.html
TEKS addressed:
(3)
Scientific processes. The student uses critical thinking and scientific
problem solving to make informed decision. The student is expected to:
(C) represent the natural
world using models
(7) Science
concepts. The student knows that there is a relationship between force and
motion. The student is expected to:
(A) demonstrate how
unbalanced forces cause changes in
the speed or direction of an
object’s motion
(10) Science
concepts. The student knows that complex interactions occur between matter
and energy. The student is expected to:
(B) describe interactions
among solar, weather, and ocean
systems
(13) Science
concepts. The student knows characteristics of the universe. The student is
expected to:
(C) research and describe historical
scientific theories of the
origin of the universe
The
Lesson:
I.
Overview
The
student should understand the different theories for the origin of the
universe and how our universe is set up. They should know the names of the
eight planets and at least one thing about each of them
II. Performance or learner outcomes
Students
will be able to:
- Describe the different theories
for the creation of the universe
- Describe how our universe is
structured: the sun at the center and the order of the eight planets
around it
- Should be able to say at least
one thing about each of the eight planets
- Explain how the planets move in
their orbit around the sun; force of gravity
III. Resources, materials and
supplies needed
NOVA clip: http://www.pbs.org/wgbh/nova/origins/program-3114.html
Cardboard
(all different colors)
Scissors
Glue or tape
Colored pens
Food:
peppercorn, green pea, mushroom, walnut, cherry tomato, orange, grapefruit,
cabbage, and lettuce
IV. Supplementary materials, handouts.
Stars and
Planets by Gunther D. Roth
Semantic
Feature Analysis grid
Five-E
Organization
Teacher Does Probing Questions Student Does
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Engage:
Show the students a clip from NOVA about the formation of the universe
Approx. Time 10 minutes
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What can you tell me about the universe?
How do you think the solar system was first organized?
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There are 8 planets with the sun in the middle
The planets go in
a circle around the sun
Big Bang
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Explore:
Make a model of the universe with cardboard (different colors). Be sure
to instruct students to try and keep the scale of the planets correct (or
close to it). All parts of the model should be labeled.
Show them
different food for each of the planets to give them an idea of the relative
size of each (Mercury- green pea, Mars- mushroom, Venus- walnut, earth-
cherry tomato, Neptune- orange, Uranus-
grapefruit, Saturn- cabbage, Jupiter- lettuce)
Have each student
“be” a different planet; have one be the sun (this can be done
in two groups if there are too many students). Have the students walk
around their orbits, the spin while they do so to illustrate revolution vs.
rotation
Put the students
into groups of 4-5 and have them read from Stars and Planets by Gunther D.
Roth and ask them to discuss and write down the different aspects of the
different planets. They should also fill out their Semantic feature
Analysis Grid
Approx. Time 60 minutes
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What is the order
of the planets, starting from the sun?
What keeps the
planets in orbit around the sun?
How often does
Earth make one rotation?
How often does the
Earth make one revolution?
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Mercury, Venus,
Earth, Mars, Jupiter, Saturn, Uranus, Neptune (Pluto)
They are in a
track around the sun; gravity
Every day (24
hours)
Every year (365
days)
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Explain:
Have each group
“present” one fact they found especially interesting about one
of the planets. As each group presents, all students should write down the
fact on the back of their poster of the universe.
Discuss how the
sun and planets stay in their positions and orbits
Discuss the
different theories for the formation of the universe
Approx. Time 20 minutes
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What does the Big
Bang Theory say?
Now that we have
discussed some things, what keeps the planets in orbit around the sun?
What did you find
most interesting in your reading?
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Gravity
· Earth- only planet to support life as we
know it, third planet from the Sun, made of rock and surrounded by a layer
of gas called and atmosphere.
· Jupiter- largest planet, has Great Red
Spot, has twice as much mass as all other planets put together.
· Mars- the red planet, most like the
Earth, has two moons called Deimos and Phobos.
· Mercury- closest to the Sun, has
craters, has no atmosphere
· Neptune- has an icy moon called Triton,
bluish in color, great gas ball
· Pluto- smallest planet, last to be
discovered, has moon called Charon
· Saturn- has thousands of rings and most
satellites, second largest planet
· Uranus- spins on a nearly horizontal
axis, made of gas and liquid gas, tipped on its side when it travels.
· Venus-atmosphere of hot, swirling clouds
of carbon dioxide, called the Evening Star
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