Mars Rover Celebration

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Nov 10, 2013 (3 years and 8 months ago)

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National Aeronautics and Space Administration









Mars Rover Celebration

Curriculum Module


Week 1: Learning Research Skills

Lesson
1
: Overview of the Solar System




Educational Product

Edu
cators & Students

Grades 3
-
5


www.marsrover.org

2

Week 1: Learning Research Skills

LESSON 1
:



OVERVIEW OF THE SOLA
R SYSTEM

GRADE LEVEL:


3
-
5

MATERIALS
:



For each team:

o

5 meters of yarn

o

9 pony beads, each a different color

o

Centimeter ruler



One of each for demonstration

o

Beach ball

o

Cake sprinkles (round)

o

Cinnamon imperials candy

o

Dried peas

o

bb pellet
s(2)

o

Gumball
(2)

o

Styrofoam ball (2” diameter)

o

Ping pong ball
s



9
-

Index cards, labeled with the names of the planets and the Sun


TEKS/SES:

Science

Grade
3

3.2.A

3.2.B

3.3.C

3.4.A

3.8.C

3.8.D



Grade
4

4.2.A

4.2.C

4.4.A



Grade
5

5.3.C

5.4.A


Full text versions of these TEKS are available at
http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html

Math

Grade
3

3.4.B

3.11.A

3.14.B

3.14.D

3.15.A


Grade
4

4.4.D

4.
14.B

4.14.D

4.15.A


Grade
5

5.3.B

5.10.C

5.14.B

5.14.D

5.15.A


Full text versions of these TEKS are available at
http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111a.html

Mars Rover Model Celebration


Lesson Plan
; Week 1; Lesson3


Grades 3
-
5

3


Language Arts

Grade
3

3.4.B

3.17.A

3.20.A
.
ii

3.29.B

3.31


Grade
4

4.2.A

4.2.B

4.15.A

4.18.A
.ii

4.27.B

4.29


Grade
5

5.2.A

5.2.B

5.15.A

5.18.A.ii

5.18.A.iii


5.27.B

5.29


Full text versions of these TEKS are available at
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html

NATIONAL STANDARDS

Science

Unifying Concepts and Processes



Change, constancy and measurement

Science as Inquiry



Abil
ities necessary to do scientific inquiry



Understanding about scientific inquiry

Earth and Space Science



Earth in the solar system

History and Nature of Science



Science as human endeavor



Nature of science



History of science


Math

Number and Operations



Understand numbers, ways of representing numbers, relationships among numbers, and number systems

Measurement



Understand measurable attributes of objects and the units, systems, and processes of measurement





Apply appropriate techniques, tools, and formul
as to determine measurements.

Data Analysis and Probability



Formulate questions that can be addressed with data and collect, organize, and display relevant data to
answer them


Problem Solving



Build new mathematical knowledge through problem solving

Communication



Organize and consolidate their mathematical thinking through communication





Communicate their mathematical thinking coherently and clearly to peers, teachers, and others



Analyze and evaluate the mathematical thinking and strategies of other
s;

Representation



Create and use representations to organize, record, and communicate mathematical ideas



Use representations to model and interpret physical, social, and mathematical phenomena


Mars Rover Model Celebration


Lesson Plan
; Week 1; Lesson3


Grades 3
-
5

4

Language Arts



NL
-
ENG.K
-
12.1 Reading for Perspective: Student
s read a wide range of print and nonprint texts to build an
understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire
new information; to respond to the needs and demands of society and the workplace; and for

personal
fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.



NL
-
ENG.K
-
12.3 Evaluation Strategies:


Students apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on thei
r prior experience, their interactions with other readers
and writers, their knowledge of word meaning and of other texts, their word identification strategies, and
their understanding of textual features (e.g., sound
-
letter correspondence, sentence struct
ure, context,
graphics).



NL
-
ENG.K
-
12.7


Evaluating Data: Students conduct research on issues and interests by generating ideas
and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of
sources (e.g., print and nonp
rint texts, artifacts, people) to communicate their discoveries in ways that
suit their purpose and audience.



NL
-
ENG.K
-
12.8 Developing Research Skills: Students use a variety of technological and information
resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and
to create and communicate knowledge.

ESSENTIAL QUESTION:

How might you describe the solar system to a friend who knows nothing about the relative sizes

of the sun and planets or the distances among
them?

LESSON OBJECTIVE(S):

Students will be able to:



Identify that the Sun is the central body of the Solar System



Identify the 8 major planets



Understand the planets are very far away from Earth and each other



Understand the relative differences among
the planets and the Sun



Construct a model of the solar system



Demonstrate a grade appropriate understanding of revolution and rotation

ENGAGEMENT

1.

At the beginning of this lesson, and using the attached documents (Appendix), present the Key Vocabulary
and the Essential Question for students to consider during the lesson.

2.

In an open space and using the pre
-
labeled index cards, hand the cards to 9 stu
dents who will represent
the planets and the Sun. Ask the other students to place them in order starting with the planet closest to
the Sun and working outward. As students correctly identify the position of a planet, ask students what
they know about ea
ch one.

3.

Once students share what they know, ask if students can identify how the planets travel around the sun.
(They rotate and revolve.)
Ask students to stand up and physically demonstrate revolution
(moving
around the room in a circular path
), rotation
(spinning in place).

4.

Ask the students with the index cards to line up correctly and demonstrate the planets rotating and
revolving around the Sun. Discuss the relative distances between the planets and introduce the
Astronomical Unit
-

a unit of length (
14
9,597,870.700 km) approximately equal to distance between Earth
and the Sun.

5.


Allow students take turns so that all students get a chance to be a planet. Throughout the Engagement,
stress the distances between the individual planets and the Sun.


Mars Rover Model Celebration


Lesson Plan
; Week 1; Lesson3


Grades 3
-
5

5

EXPLORAT
ION



With students divided into teams of 4
-
5, teams will assign a bead to represent each planet and record the
data in their Science Notebooks.



By tying the Sun bead to the end the 5 meters of yarn, students will use the table in their Science
Notebooks t
o measure out the distances of each of the planets from the Sun. Students will work together
to correctly measure the distance from the Sun and tie the appropriate bead to the yarn.

EXPLANATION



After completing the Exploration, students should be brought
together to discuss results and review notes
and observations recorded in their Science Notebooks. The teacher should ask specific questions such as
those listed below to identify and correct any misconceptions:

o

What is the difference between rotation and
revolution?

o

Are all of the planets and the sun the same size? How do you know?

o

What is an Astronomical Unit? Why is it important?



To further solidify that the planets are different sizes, the teacher should hold up the beach ball and ask
students to cons
ider: If the beach ball represented the Sun, how big would each of the planets be?



Guide students to work together as a whole group to put the planet representations in the correct order
(Starting with Mercury
-

cake sprinkle, dried pea, bb pellet, cinnamon

imperial, Styrofoam ball, ping pong
ball, gumball, gumball)



Then, students should individually answer the Essential Question in their Science Notebooks.

ELABORATION



Students in the intermediate grades can calculate the distances between the planets themse
lves by using
a scale factor of 1 Astronomical Unit (AU)= 10 cm instead of using the chart provided in the Science
Notebook

EVALUATION



During this two day lesson, the teacher is encouraged to use formative assessments to determine and
deepen student unders
tanding. Teachers may wish to use one or both of the included Exit Tickets
(Appendix) after the conclusion of the first day or review and/or grade students’ Science Notebooks to
establish student understanding.

SUPPLEMENTAL RESOURC
ES

For Students

Link for Planetary Data:
http://nssdc.gsfc.nasa.gov/planetary/factsheet/

http://www.messenger
-
education.org/Interactives/ANIMATIONS/Planet_Size_Comparison/planet_size_comparison_full.htm


http://spaceplace.nasa.gov/solar
-
system
-
explorer/en/


http://www.nasa.gov/audience/forstudents/k
-
4/stories/what
-
is
-
the
-
solar
-
system.html

For Teachers

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Our_Solar_System_Lithograph
_Set.html

http://www.nasa.gov/offices/education/programs/national/summer/education_resources/earthspacesci
ence_grades7
-
9/ESS_ss
-
scale
-
models.html



Mars Rover Model Celebration


Lesson Plan
; Week 1; Lesson3


Grades 3
-
5

6

KEY VOCABULARY F
OR STUDENTS


calculate

represent

revolution

solar system


Additional Vocabulary for Students


orbit

planet

rotation


VOCABULARY F
OR TEACHERS

astrology

astronomy

astronomical unit

ellipse

focus

light minute

Mars Rover Model Celebration


Lesson Plan
; Week 1; Lesson3


Grades 3
-
5

7

APPENDIX

TEKS Details

http://marsrover.phys.uh.edu/curriculum/Gr
35
/
Lesson_01
/
Lesson1
_
35
_TEKS.docx

Essential Question

http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_01/Lesson1_35_EssentialQuestion.docx

Science Notebook

http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_01/Lesson1_35_SciNotebook.docx

Vocabulary Definitions for Students
http://marsrover.phys.uh.edu/curriculum/Gr
35
/
Lesson_01
/
Lesson1
_
35
_Definitions.docx

Vocabulary Definitions for Teachers
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_01/Lesson1_35_Teacher_Definitions.docx

Vocabulary Cards

o

Calculate

http://marsrover.phys.uh.edu/curric
ulum/Gr35/Lesson_01/Lesson1_35_VocabCard_Calculate.pd
f

o

Represent

http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_01/Lesson1_35_VocabCard_Repres
ent.p
df

o

Revolution

http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_01/Lesson1_35_VocabCard_Revolution.
pdf

o

Solar System

http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_01/Lesson1_35_VocabCard_SolarSystem
.pdf

Probes

o

Exit Ticket
http://marsrover.phys.uh.edu/curriculum/Gr35/Lesson_01/Lesson1_35_ExitTicket.docx


Additional NASA Resources for Teachers



http://ares.jsc.nasa.gov/ares/Education/Program/ExpMoon/DistanceMoon.pdf

http://amazing
-
space.stsci.edu/resources/exploratio
ns/trading/

http://discovery.nasa.gov/posterForm.cfml

http://eyeonthesky.org/lessonplans/05sun_daynight.html

http://marsrover.nasa.gov/classroom/pdfs/MSIP
-
MarsActivities.pdf#page=93

http://marsrover.nasa.gov/classroom/pdfs/MSIP
-
MarsActivities.pdf#page=118

http://phoenix.lpl.arizona.edu/pdf/lesson_1.pdf

http://sdo.gsfc.nasa.gov/assets/docs/UnitPlanElementary.pdf#page=27

http://sdo.gsfc.nasa.gov/assets/docs/UnitPlanElementary.pdf#page=33

http://sdo.gsfc.nasa.gov/assets/docs/UnitPlanElementary.pdf#page=37

http://sdo.gs
fc.nasa.gov/assets/docs/UnitPlanSecondary.pdf#page=51%C2%A0








8


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