Exploring Planets

Grade Level: 5
Time Allotment: 2-3 class periods
Concept:
How far is each planet from the sun?
What are the effects that planets have on each other?
Instructional Materials:
iPad
Planets App
8 rolls of toilet paper
Balloons
Worksheet
Tape
Calculator
Science Interactive Notebooks
Standards:
Maryland State Standards
D1: Identify and compare properties, location, and movement of
celestial objects in our solar system.
e. Provide evidence that supports the idea that our solar
system is sun- centered.
Common Core
Math
A.4: Use place value understanding to round decimals to any
place.
B.7: Add, subtract, multiply, and divide to hundredths, using
concrete models
or drawings and strategies based on place value, properties or
operations, and/or the calculation by using equations,
rectangular arrays, and/or models.
Writing
W.5.3: Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details, and clear
even sequences.
Students will be able to:
Identify, write, solve, and apply equations and inequalities.
Apply knowledge of decimals and place value.
Identify and compare properties, location, and movement of
celestial objects in our solar system.

Write narratives to develop real or imagined experiences.

Assessment of Prior Knowledge:

Students will complete a brain dump. They will have five minutes to
write down (on post-it notes) all of the information they know about
planets. They will then place their post-it notes on the Show What You
Know Board.
Differentiated Instruction
Calculators will be available upon request.
Students will be placed in groups to have peer assistance and
guidance.
A scribe may be used for the writing portion of the worksheet.
A review of a sample problem at the beginning of class will be
used to ensure understanding, and to answer any questions or
problems.
Students will be able to move around and interact with others
while also having individual work to ensure all learners needs are
met.
Teaching/Activities:
Day 1
Students will complete a brain dump. They will have five
minutes to write down (on post-it notes) all of the information
they know about planets. They will then place their post-it notes
on the Show What You Know Board.
Next, by using the Planets app on my iPad, I will show the
students a 3d demonstration of each planet and how they
actually rotate in space. Using this, I will review how the light and
warmth a planet receives depends on how far away the sun is
from the planet. We will also review why the sun is the reason for
day and night, and at any point in time, half of a planet is facing
the sun. Students will refer to their Science Interactive
Notebooks and takes notes/draw pictures, etc. as needed.
Then, students will be given a worksheet that has a scale of the
distances of the planets of the sun. Together, we will read the
directions of the worksheet and discuss the activity.
Afterwards, as a whole group, we will practice solving similar
problems to ensure student understanding, and to review such
math concepts. We will use individual dry erase boards and
markers to do so.

Next, students will be paired into 9 groups (one group per

planet). Within their group, they will begin to figure out the
distance from the Sun to their planet by rounding each distance
to the nearest 10 million km.
Then, using estimation, they will divide their estimate by 10
million km to discover how many sheets of toilet paper they will
need to accurately depict the distance from the sun to their
planet (10 million km =1 sheet of toilet paper).

Day 2
Prior to class, balloons, which represent each planet, will be
taped to the floor in the hallway.
When class begins, if needed, students will be given time to
complete their computations.
Then, students will find their (balloon) planet and count out the
amount of sheets of toilet paper needed to show the distance
from the sun to their planet. They will then roll it out onto the
floor (the length of the hallway).
Next, students will make a list of the planets ranging from the
shortest distance to the sun to the longest distance.
We will go back to the classroom and compare results, as well as,
discuss the warmth each planet receives based on the distance.
All findings will be recorded in their Interactive Science
Notebooks.
Lastly, using dry erase boards, students will write what they have
found interesting thus far and why. Students will then have an
opportunity to share with the class.
Day 3
After reviewing the results from the previous day, students will
begin to calculate how old they are on all nine planets. They will
be given the amount of days it takes each planet to orbit the sun.
To start, they will multiply 365 days by their age to discover how
many days old they are. Then, they will divide the number of
days old they are by the number of days in a year there are on
each planet. Students will be given the opportunity to use a
calculator and work with a peer if needed.
After discovering their ages, students will have the chance to
share their results with the class.
Next, students will answer the final question on the worksheet.
Lastly, students will write a three-paragraph narrative that
describes a day on the planet of your choice. Students will be
required to include specific details and use complete sentences.
(This portion of the activity may take another day or two
depending on the needs of students the writing process may

need to be reviewed, as well as, allowing students to create

rough drafts, etc.)