EDUC 4284

5E Science Lesson Plan

Title:

Spectacular Space

Strand:

Understanding Earth and Space Systems

Authors

Samantha Evans, Susan Li, Lindsey Miller

Big Idea:

Earth is a part of a large interrelated system.

Essential Question:

Grade:

Six

How does Earth fit into the Solar System?

Inquiry Type:

5E lesson plan
PEOE

Success Criteria
Assessment Type: Rubric

Process Skill:

Students will be expected to sort, compare, contrast, estimate, and predict.

What To Look For:

In each lesson, it states what students will look like, whether they are to be
working in groups or individually.

Keywords:

planets: mercury, venus, earth, mars, jupiter, saturn, uranus, neptune

moons, and moon phases: new moon, waxing crescent, waxing half (first
quarter), waxing gibbous, full moon, waning gibbous, waning half (last quarter),
waning crescent
craters
comets, asteroids, meteor, meteoroids

Resources:

Resources and Materials are listed in each specific lesson plan under each section
of the 5E lesson plan.
Engage

Specific Expectations:
2.1: Follow established safety procedures for handling tools and materials and observing the sun.
3.5: Describe the effects of the relative positions and motions of the earth, moon, and sun.
2.5: Use a variety of forms to communicate with different audiences and for a variety of purposes.
Approximate Time:
45 minutes (may need extra time for the students to complete the phases of the moon Oreo creation)
Differentiated Instruction:
The video will engage students, the activity is also hands on which will engage different types of learners
than and paper and pen activity would engage.
Objective:
The objective of this lesson is for the students to understand the different aspects of the moon including the
phases of the moon.

Materials:
Hook Video
Oreo Cookies (230 Oreo Cookies, 78 packages *regular, not double stuffed*)
Construction Paper (27 sheets)
Plastic Knives (27)
White Glue (7 bottles for the students to share)
Procedure:
1) Play the hook video. Stop the video at 3:27. https://www.youtube.com/watch?v=xBc8QHSsFgE The song is
a great introduction for the students. The repetition of the song allows the students to become familiar with
the vocabulary. The students are now aware that they are are learning about the moon, but more generally
about Space.
2) First the teacher will discuss the moon. What is the moon? Our moon is a natural satellite in the night sky
that appears to give off light. At different times throughout the month, the moon appears to change its shape.
However, both ideas are misconceptions (ideas that people have about something that is not necessarily
true). The moon appears to give off light, but it is really the Suns light bouncing off the surface of the moon.
And since only one half of the moon receives light at any given time it revolves around the Earth, we see
different parts reflecting light throughout the month. The moon appears to change shape. The different
shapes are actually called phases.
3) The next step is to review/introduce the eight different phases of the moon. The New Moon, Waxing
Crescent, Waxing Quarter, Waxing Gibbous, Full Moon, Waning Gibbous, Waning Quarter, and Waning
Crescent. The teacher will then draw the diagram which the video portrayed. Although the Moon has five
stages, it is important to remind the students that the moon repeats the stages Gibbous, Quarter and
Crescent again but the way the Sun reflects on the moon, the shape is reversed. The teacher will need to
teach the students the difference between waxing and waning. A trick which allows me to remember is
waxing is first stages because of the play on words wax on. The students can think of waxing a surf board.
Waning can be learned, by another play on words of warning someone. Waning the person to go away, so
the moon is slowly growing smaller and leaving the situation.
4) Once the students have a grasp on the eight phases of the moon, then the teacher will introduce the activity
at hand. The teacher will show the students the finished product of the activity which will look similar to the
image to the right. The teacher will review the eight different
phases so the students are well aware of the order they will
be designing the cookies. The teacher next will also need to
set out a list of safety rules before starting to hand out any
materials. It is extremely important to have safety rules in
place for this activity since the students will be working with
plastic knives and food. The students must remain sitting
while using the knife and cannot carry the knife around. The
students must be aware that they will not be given any
warnings about the knifes. If the students are using them in
any other way than how they are intended the student will
have to do the project using their fingers. Oreos do not contain nuts, but double checking allergies before.
The students also are not allowed to consume the cookies. If there are some remaining the teacher may
hand them out during lunch only if there is enough for all the students.
5) The students will then receive eight Oreo cookies, a plastic knife, and a piece of construction paper. The
students will be instructed first to write down all eight phases of the moon in sequential order in a circle on
the sheet. The students will then proceed to clear the Oreos to make the different phases of the moon and
use white glue to stick them to the construction paper. The students will then be extremely knowledgeable of
the eight phases of the moon!

Explore
Specific Expectations:
2.1: Follow established safety procedures for handling tools and materials and observing the sun.
2.5: Use a variety of forms to communicate with different audiences and for a variety of purposes.
Differentiated Instruction:
Objective:
To allow students to experiment and observe what will make the largest crater in not only depth but also
diameter. The teachable moment in this would come at the end, after the fun, encouraging students to think
about craters on the moon, along with why and how they were formed.
Materials:
8 buckets
8 pieces of string (1m long each)
25 spherical objects
8 PEOE worksheets Appendix A
2 large bags of flour
25 popsicle sticks
8 rulers
Space Chips Video; The Simpsons
Procedure:
1) Show the students the Space Chips video to engage them in the lesson and begin their thought process
about space and todays fun experiment! https://www.youtube.com/watch?v=qnPGDWD_oLE
2) The class will be divided in their tables groups to work as a team to complete the following PEOE.
3) Explain that the students will come to the front and take, one bucket, one sheet, and 3 different types of
spheres displayed at the front of the classroom.
4) Before coming to the front to choose their materials, ensure to explain the spheres (use this word rather than
balls to ensure no funny business) will be dropped into the buckets of flour at a height of 1m which the
students will use the pieces of string to measure.
5) Once the experiment is explained and students have asked any questions, they will be told to choose a
number in their groups 1 through 4, number 1 will be asked to come to the front and choose their groups
materials.
6) Once back at their desks, the students will be asked to make their predictions as a group and have group
member number 2 record the groups predictions in the blue portion of PEOE worksheet. Following member
number 3 would fill in the first explain portion of the sheet.
7) After the predictions are complete, the students are ready to start the experiment, taking turns, one student
will hold the string (that is taped to the bucket) up and a teammate will drop the sphere from that height into
the flour below.
8) The answers will be found by using a popsicle stick and putting it in the hole and drawing a line on the stick,
that will then be measured with a ruler. Group member number 4 will be requested to record their answers
under observations. To complete the sheet and ensure each group member has contributed to the work
member number 1 will then record the groups final explanations.
9) After every drop students will need to reset their flour, this is important to remind students, throughout their
experiment, because it may be forgotten while students get caught up in the fun.

Explain
Specific Expectation:
2.1 Follow established safety procedures for handling tools and materials and observing the sun
2.4 Use appropriate science and technology vocabulary, including axis, tilt, rotation, revolution, planets, moons,
comets, and asteroids, in oral and written communication
3.1 Identify components of the solar system, including the sun, the earth, and other planets, natural satellites,
comets, asteroids, and meteoroids, and describe their physical characteristics in qualitative terms
3.5 Describe the effects of the relative positions and motions of the earth, moon, and sun
Differentiated Instruction:
The students will have the choice of working on the computer or finding information in the science textbook.
Objective:
Students communicate and explain concepts they have been exploring. Students use formal language and
vocabulary associated with content. Students will become familiar with both the unique characteristics and the
similarities of comets, meteors and asteroids.
Materials:
PEOE Sheet
Video (link down below)
Poster Board
Crayons
Markers
White glue
Index cards
Pencils
Erasers
Encyclopedias, science textbook and other prints about comets, asteroids, and meteoroids
Magazines images of comets, asteroids and meteoroids
Computers
Procedure:
1) First have a discussion about the night sky and the teacher should ask these questions:
What kinds of objects do we see in the night sky?
What kinds of things exist in our solar system?
2) Next have the student watch the video about the difference of comets, asteroids, and meteoroids. (Linked
below)
3) Then the teacher will explain the PEOE sheet
Have the students predict what the difference of comets, asteroids, and meteoroids are.
Next, the students will explain their thinking as to why they think each of these are different
4) Then with the elbow partner, have the student discuss 2 things they have learned and 1 question on comets,
asteroids, and meteoroids.
5) The teacher will have a list of students with their partners. The teacher will have these partners assigned
ahead of time where putting weak and strong students together.
6) Once the group is formed, the students will be making a poster presentation for the rest of the class. The
students will be going on the computers, encyclopedia, or the textbook to find further information about the
asteroids, comets, and meteoroids for their presentation.
7) The teacher will explain to the students that the poster must include 10 interesting facts about asteroids,
comets, and meteoroids, along with illustrated pictures. The presentation should be around 23 minutes
briefly describing the poster and the students understanding of asteroids, comets, and meteoroids.
8) Once the students have finished their poster, have each partner orally present their posters and reports to
the rest of the class. Allow some time after each presentation for questions.

9) Once the students have finished researching, remind the students to go back to the PEOE sheet and fill out
the observe box.
This is when students have done their research and see what the actual difference is.
10)The teacher can display the group posters in the classroom so that the student may examine them in detail
Assessment
Students will be assessed and evaluated based on the rubric attached in Appendix B.
Extend / Elaborate
Specific Expectations:
2.1: Follow established safety procedures for handling tools and materials and observing the sun.
3.1: Identify components of the solar system, including the sun, the earth, and other planets (the rest of the
components will be taught in another portion of the 5E plan) and describe their physical characteristics in
qualitative terms.
3.5: Describe the effects of the relative positions and motions of the earth, moon, and sun.
2.4: Use appropriate science and technology vocabulary.
2.5: Use a variety of forms to communicate with different audience and for a variety of purposes.
Differentiated Instruction:
Students will be working in groups allowing them to use collaboration to work as a team with a purpose. Also
allowing the students to work in centers rather than all completing the same task at once allows for more
freedom and choice for the learners
The video at the beginning is teaching the planets through song, allowing different types of learners to
become engaged throughout the lesson.
Objective:
To determine how far from the sun each planet is, also to learn the facts about each planet in our Solar System.
Materials:
Pre-Measured Strips of Toilet Paper
Mercury = 1
Venus = 2
Earth = 3
Mars = 4.5
Jupiter = 15.5
Saturn = 28.5
Uranus = 57.5
Neptune 90
Planet and Sun Cut Outs
Planet Fact Sheets (laminated with a photo of the planet on the back) Appendix C
9 Workbooks (one for each group) Appendix D
Procedure:
1) The teacher will re-arrange the classroom while the students are outside for recess, the tables will be split
into eight centers. The teacher will also have prepared 8 strands of toilet paper to correspond with their
planets distance from the sun. (see material for lengths). When the students come into the class they will
quickly be separated into nine groups of three and asked to sit at specific centers having one group sit in
chairs near the teacher desk.
2) Once the students are seated the teacher will play the hook video (https://www.youtube.com/watch?
v=3b2twHNy9L8), begin the video at 51 seconds). By playing this video at the beginning of the lesson, the
students will immediately be engaged as well as ready to have some fun (due to the slight silliness of the
song). This video will also allow the students to become aware of the different planets in our Solar System
and the order in which they are distant from the sun.

3) To begin the teacher will explain to the students what a planet is: a planet has sufficient mass to be
round (or nearly round), and must orbit the sun. By this definition, there are in fact eight planets that orbit
the sun our planet, Earth, being one of them. Mercury, Venus, Mars, Jupiter, Saturn, Uranus, and Neptune,
as you heard in the song are the other seven planets that orbit the sun.
4) The teacher will explain that he/she will be handing out a fact sheet about each planet to centers one
through eight. As a group students will first, read all about the planet at their center and become experts on
that specific planet. Once the group has read the fact sheet they will then complete the matching worksheet
in their workbook (the fact sheets and worksheets are numbered to know which ones match). The ninth
center will be set up in the hall, the planet will be on one side of a strand of toilet paper and a black line
(tape) will be on the other side, students are asked to count how many squares of toilet paper there are for
each planet. The teacher will then explain that the toilet paper stands for how far away each planet is from
the sun.
5) Finally before the students get started the teacher will ask the groups to determine their roles; 1) reader (will
be expected to read each fact sheet), 2) recorder (will be expected to write down the groups answers in the
workbook), 3) mastermind (will be responsible for listening and helping the group find the answers in the fact
sheets, as well as counting toilet paper sheets in the hall).
6) The students will be given approximately five minutes at each station to complete their Solar System
Workbook, however this time will need to be monitored to make sure the students are given enough time to
complete their books, but also not too much time to act silly and chat with friends.
Evaluate
Specific Expectations:
2.1: Follow established safety procedures for handling tools and materials and observing the sun.
3.1: Identify components of the solar system, including the sun, the earth, and other planets (the rest of the
components will be taught in another portion of the 5E plan) and describe their physical characteristics in
qualitative terms.
2.4: Use appropriate science and technology vocabulary.
2.5: Use a variety of forms to communicate with different audience and for a variety of purposes.
2.2: Use technological problem-solving skills to design, build, and test devices for investigation the motions of
different bodies in the solar system.
Prior Knowledge:
They will have prior knowledge of where the planets are located in comparison to the sun
The students will also need to keep in mind the different names of the planets, the groups will be able to
use their workbook from the previous space lesson.
Differentiated Instruction:
To begin the lesson we will brainstorm ideas on the board having students think how they will make the
example at the front of the classroom. By using popcorn answers, the students mind will be working
quickly on todays task. We will then eliminate similar answers of the brainstorm on the board before we
get started.
As a class we will then determine the Success Criteria for the Solar System models.
Objective:
To determine the answer to the essential question, How does Earth fit into the Solar System?
Materials:
Styrofoam Balls: 1 of each diameter per group: 5, 4, 3, 2, 2, 1, and 1
Paint: yellow, orange, dark-blue, blue-green, cobalt blue, red, black
Paint Brushes
Hangers
Wood Dowel x 30

White Glue
Black String or Yarn
Teaspoon
Scissors
Procedure:
1. The teacher will show the students the final product of what they will be building for their final assessment.
The students will then proceed with the teaching strategy of popcorn when the teacher proposes the
question what materials would you need to build this?. The students will then brainstorm materials they
need for the project.
2. The students will then divide into the groups they were previously in for the previous section and they will
receive the materials they need to build the solar system mobile.
3. The students will first start off painting each of the various sizes styrofoam spheres the colour that each
planet is associated with. The string and clothes hanger should be painted black. Once all of the spheres are
painted and dried the the students will be able to start building their mobiles.
4. Cut the black yarn or string for hanging the planets. Each length should be 23 longer than the last, so that
the planets hang in a diagonal line from the sun to Neptune. Tie the strings onto the dowel, making sure
each string hangs several inches longer than the one before. Secure each string with a dot of white craft
glue. Tie a knot at the end of each string.
5. Poke a hole through each of the planets with a skewer. Arrange in the proper order going away from the sun.
Glue the knots into the skewer hole on each planet. Test hang the mobile to be sure the planets will hang
without bumping into each other. Let glue dry thoroughly.
6. Label each planet.
7. Tie a long string to either end of the dowel. Find the place on the string where the dowel hands straight and
hang the mobile from that point.
8. Once the mobiles are complete the students will then be assessed.
Assessment
Students will be evaluated based on the Success Criteria that the teacher will make with the students.
Where does this lesson fit in your unit?
This would occur at the beginning of the unit, the second curriculum cluster would come second, because the
students would need the knowledge from this in order for the other part of the space unit to make any sense at
all.
Background Information for the teacher?
There as 27 students in the classroom. Joey has an IEP and reads at a grade 3 level, he works very well
with Suzie, who has been helping him out a lot. Make sure they are grouped together or he will shut down
and not pay any attention.
Teaching Masters:

Appendix A: PEOE worksheet, belongs in explore.

Appendix B: Rubric, belongs in explain.
Appendix C: Planet Fact Sheets, belongs in extend.
Appendix D: Solar System Workbook, belongs in extend.

References and
Websites:

Safety Considerations:

1) engage video: https://www.youtube.com/watch?v=xBc8QHSsFgE

2) explore video: https://www.youtube.com/watch?v=qnPGDWD_oLE
3) explain reference: http://school.discoveryeducation.com/teachersguides/
pdfearthscience/ds/story_solar_system.pdf
4) explain video: https://www.youtube.com/watch?v=kAJHVII3_-0
5) extend fact sheets came from: http://www.teachersnotebook.com/product/
gliitzz/freebie-planets-worksheets
6) extend video: https://www.youtube.com/watch?v=3b2twHNy9L8
7) evaluate reference: http://craftsncoffee.com/2014/01/14/threes-the-charmthree-ways-to-make-a-solar-system-model-and-a-giveaway/
Engage:
No warnings, if students are being silly with the plastic knives they are done
with it and using their fingers.
Students must be reminded that they are not too eat the Oreo Cookies, as a
surprise at the end if they work well, they will each receive a cookie at lunch.
Explore:
Ensure the students are placing the flour buckets on the floor, to avoid standing
on chairs or tables in the classroom.
Remember to tell students not to consume any of the materials or put anything
in their mouths.
Explain:
Making sure that students are using the scissors properly and not fooling
around with it.
Extend:
Monitoring the students in both the classroom and the hallway is essential to
ensure all students are safe. Informing other classroom teachers and the
principal that you will have students working in the hallways is a great idea.
Evaluate:
Use caution while using sharp objects, such as scissors while cutting materials,
remind students that they must remain cautious of others around them.