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| Lesson History |
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| Learning Objective |
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This lesson was given October 14-16, 2003 in
Franklin Middle School's 8th Grade Science Class.
The work will be graded October 28th and 30th.
Each student shall collect some information (see
worksheet) on each
of four astronomical bodies. The first will
be Earth which is done together as a class.
The next two are planets. They will be working
in groups of four to compare information on those
planets and therefore will need to have all information
in the same units throughout each class.
Finally, they may do a moon or planet for extra
credit.
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| Driving Question |
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How does Earth relate to compare to other planets
and moons?
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This is where they are learning about
the planets so that they can discuss
the possibility of life at the end of
the unit.
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| Activity |
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| Instructor Preparation |
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| Materials Needed |
| Resource |
What is it? |
File(s) |
| Research Form |
This is a form with many questions which
can be used to compare planets and moons.
In addition to the pdf file, I have an editable
version in ClarisWorks format. |
ResearchForm.pdf
ResearchForm.cwk
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Resources. I found this site
most useful: Solar System Exploration.
In addition, I had books from the library,
articles from Science World, Science News,
and SSE Forum (the kids version of the most
useful site).
On the second day I would recommend giving
out a conversion
cheat sheet. I would give it out
the second day and not the first because
I feel that the first day they should struggle
with how to find the numbers in the right
units and what to do if they're not in the
units they wanted. By the second day,
everyone has figured out what they need
to do and just need the conversions.
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| Activity Time |
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2 class periods
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| Instructional Strategies
(Science Instruction pg. 244) |
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Discussion and Guided Research
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| Instructional Sequence |
- On the first day, after journaling, I
move the class from talking about other star
systems to talking about our own. Have
one student start passing out papers.
"Which planet are you an expert on?"
"Earth." While the paper passer
finishes up, I fill in the information above
"Remembering Factual Knowledge."
***One thing I learned giving this lesson
is that it is better to talk about the essay
first. It cuts down on confusion at
the end of the discussion.***
Now the way the handout
is designed each question brings up different
issues. The first question has
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| Assessment |
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On the information sheets, I'm looking for them to be completely
filled out, for the unit conversions to have been done correctly,
and for thoughtful essays
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| Rationale |
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