Lesson Content

What Standards (national

or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able
to do after this lesson?
Include the ABCDs of
objectives: action, behavior,
condition, and degree of
mastery, i.e., "C: Given a

SC.5.E.5.2 Recognize the major common characteristics of all planets and

compare/contrast the properties of inner and outer planets.

What are the common characteristics of all planets? How are inner and outer
planets different?

Given a Venn Diagram, students will be able to sort the planets according to
different classification based on the data gathered.

sentence written in the past

or present tense, A: the
student B: will be able to rewrite the sentence in future
tense D: with no errors in
tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery
does not need to be a
percentage.)
Rationale
Address the following
questions:
Why are you teaching
this objective?
Where does this
lesson fit within a larger
plan?
Why are you teaching
it this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your
objectives?

I am teaching this objective because the students need this information in order to
understand the universe, galaxy, solar system, and planet we live on in order to
write a scientific report at the end of the week. The students will be concluding why
Pluto is no longer considered a planet, and this will help them with that task.

Formative: I will be informally assessing their progress by checking whether or not

they are sorting the planets on the T- Chart correctly. The ones that are correct will

be the ones that can glue theirs down.

Address the following:
What formative evidence
will you use to document
student learning during this
lesson?
What summative evidence
will you collect, either during
this lesson or in upcoming
lessons?

Summative: I will be assessing them on being able to sort the planets based on
various characteristics, and be able to compare and contrast them in order to
complete the Venn Diagram.

What Content Knowledge

is necessary for a teacher
The teacher needs to know about the planets, what inner and outer planets are, and
to teach this material?
what their characteristics are.

What background
knowledge is necessary
for a student to
successfully meet these
objectives?
How will you ensure
students have this previous
knowledge?

The students should know what planets, moons, and rings are. This will help them in
order to understand what the classifications mean. I will ensure the students know
this knowledge by informally and formally assessing them in all of the lessons
leading up to this one to make sure they are ready for this lesson. I will scaffold the
instruction for any struggling students so that they do not get left behind as we
move along in this unit.

 Who are your learners?

What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have
about this content?

The students may have misconceptions about the gaseous planets and the rocky
planets being in random order. The students may also have a misconception about
the rings being solid, and they might assume that ringed planets are rocky. All
students are also well aware of the different gasses that are in our atmosphere, and
know about greenhouse gasses after our weather unit, therefore assuming Earth is
a gaseous planet.
Lesson Implementation

Teaching Methods
(What teaching method(s)
will you use during this
lesson? Examples include
guided release, 5 Es, direct
instruction, lecture,
demonstration, partner
word, etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson?
Be thorough. Act as if you
needed a substitute to carry
out the lesson for you.)

The students will be engaging in independent practice.

Time

Who is
responsible
(Teacher or
Students)?

1.
The students will cut out the planet cards and clue
cards from their LDC booklet.
2.
The students will go through the clue cards one by one
and sort their planets onto their T-Chart.
3.
Once they have completed the task and a teacher has
seen that they are sorted properly, they may glue the

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of coteaching are you using?
What will you do if

planets into their spots on the chart.

4.
We will discuss the sorting of the planets as a class.
5.
I will then go over the fact that they created a type of
chart, and refer back to their performance task chart to
remind them that they will need a chart included into their
scientific report in order to support their claims.
6.
Afterwards we will discuss ways in which we can
classify planets.
7.
The students will use their data cards about the
planets in order to complete a data chart.
8.
Finally, the students will complete two Venn Diagrams
where they will compare and contrast the different planets.
The students may only glue down their sorted pieces once a
teacher has checked to ensure it was done correctly.
9.
We will then discuss the placements as a class.

a student struggles with the content?

If a student struggles, I will scaffold their learning. I will work with them to either
read the clues or interpret the data. I will try to see where they are having the

difficult or misunderstanding and help guide their thinking in the right direction in
order to reach a better understanding of the content.

What will you do if

a student masters the content quickly?

If a student masters the content quickly, I will have them think of other
characteristic in which to compare and contrast the planets that we have not yet
done.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This connects to the interest and background of my students because the ladies in
the class really enjoy being able to explore things and figure things out on their
own. There is a high level of engagement in lesson in which they can work on
something independently and have the teacher check them off. They tend to try to
get the correct answer as fast as they can, and tend to have a lot of fun with it.
Therefore, the activities that are planned will definitely be to their liking, and should
result in a high level of engagment.
If applicable, how does this lesson connect to/reflect the local community?
This reflects the local community because we are learning about Earth. We live on
Earth, it is our only planet, and it only makes sense to know more about it. Just as
we learn about the neighborhoods we live in, we learn about our planet and
neighboring planets.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will have them try and come up with a new Venn Diagram using different
characteristics. I could also have them reflect on the types of planets that tended to
be on one end or another of the sorting. Were there any patterns?

How will you differentiate instruction for students who need additional
language support?
I do not have students that require language support, but if I did, I would make
cards that are bilingual so that they may learn the content in English but also refer
back to the information in their home language to get a deeper understanding and
learn new vocabulary.

Accommodations (If
None of my students require specific accomodations.
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you
use? Why did you choose
these materials? Include any
resources you used. This can
also include people!)

Scissors
Glue
Clue Cards
Planet Cards
Data Cards
Data Chart
T-Chart
Venn Diagrams