Backwards+Design+Lesson+Plan

Space Classroom http://www.youtube.com/watch?v=u1Yi58jtNdY || S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon. d. Demonstrate the relative size and order from the sun of the planets in the solar system. || The student will understand where planets are in the sky. |||| Why is it important to know about planets in our solar system? || Where are the planets? Where are the other planets in relation to Earth? || Students will take part in making paper mache planets out of balloons, newspaper, and construction paper. Students will then be required to hold the planets in the order they believe they are in and after we have checked the order we will work on the amount of space that should be in between each planet. We will then hang them in the ceiling to display our classroom solar system. || Students will show their understanding through their own drawings of the solar system where they will color and label the planets. They will also record the distance between the planets on their drawings. || Have an understanding of what distance is and to understand we are making a model on a small scale to represent the actual solar system. |||| Follow directions and stay on task. It is important for the students to follow the safety guidelines presented to them at the beginning of the lesson to ensure we develop an accurate solar system in the classroom. Students will need to be able to make a replica (visually) of a planet and choose the appropriate size of balloon necessary to represent that planet in relation to Earth. They should use their imaginations to create textured planets if appropriate. ||
 * **Name of Lesson:**
 * **Materials:**
 * Video
 * Round balloons (varying in size)
 * Construction Paper
 * Glue & Water
 * Newspaper (torn into strips)
 * Fishing line
 * Technology:**
 * Video:
 * **Standard(s): **
 * **Identify Desired Results** ||
 * **Enduring Understanding(s):** |||| **Essential Question(s):** ||
 * The student will understand distance between objects.
 * **What will students understand as a result of this plan?** |||| **What questions will focus this plan?** ||
 * The students will understand the relation in distance between planets beginning from Earth. Students will see on a smaller scale the distance the planets are apart. |||| What is a planet? How many?
 * **Determine Acceptable Evidence (Assessment)** ||
 * **What evidence will show that students understand . . .** ||
 * **Performance Task(s):**
 * **Other Evidence: (quizzes, observation, work samples, etc.)**
 * Plan Learning Experience and Instruction ||
 * **Given the targeted understandings, other lesson/unit goals, and the assessment evidence identified, what knowledge and skills are needed?** ||
 * **Students will need to know . . .** |||| **Students will need to be able to . . .** ||
 * What the planets are and that they are in what is called the solar system or universe.

|||| **What teachings and learning experiences will equip students to demonstrate the targeted understandings?** The Direct Instruction is used here because the students need to understand how to make a planets before they complete what is expected of them when they begin creating their planets. They will be told from the beginning exactly what is expected from them and the teacher will model each step while explaining what to do. The Cooperative Learning allows the students to practice the skill with direct help from the instructor. Students will work with teachers when needed to complete their planets and we will also work to put together the hanging solar system on the ceiling. The Problem Based Learning allows students to apply the skill while having direct feedback from the instructor to ensure mastery of the skill. After students have gotten in the order and shown the spacial relationship we will, as a class, go over the correct placement of the planets in the solar system. || **__During Reading Activity__** Students will be shown, on a sample balloon, how to make the paper mache (how to lay and how much to lay on the balloon). Then, after the balloons have dried, the teacher will glue on the construction paper to demonstrate how the students will make their planet. Students will initially be informed of all safety procedures for the lesson.
 * **Hook:** Students will watch the solar system video attached above. This video includes information on the spacial relationships of planets to one another. Students will also be shown the Earth model that has been previously made and hung in the classroom. The rest of the planets, once finished, will then be hung in the correct distance from the Earth. The Earth will serve as the measuring tool. Student attention will be caught from the beginning with the activity preview they will see. || **Prior Knowledge:** Students will need to have some background knowledge on the planets in general such as their names and that they are in the universe and make up the solar system. ||
 * **Rationale for type instruction(D), (CL), (PB):**
 * **Rationale for type instruction(D), (CL), (PB):**
 * Direct Instruction:**

Students will work together will another student or 2 to create their planet. Also, students will be given assistance when needed.
 * Cooperative Learning:**

Students will hold the planets in order once they have been made. We will determine their order and the appropriate distance to place between them to represent the actual solar system. Students will then help hang the planets with fishing line from the ceiling to make our classroom solar system. || Differentiation is embedded by students’ receiving assistance when creating the planets. In addition, students will not work alone. They will be partnered with other students in the class based on the abilities of the learners and they will work together. Student’s interest is addressed in this lesson because it is a tactile lesson where students actively use their hands to create the planets. Students will draw planets out of a hat to fairly distribute them. || **Conclude: (Provide Opportunity to Rethink/Revise)** The conclusion or wrap-up for this lesson will be to have the students draw the solar system on their papers including writing the distance of each planet from Earth. They will present their drawings to the class once they have finished. ||
 * Problem Based Learning:**
 * **Differentiation: (needs, interests, abilities of learners)**