EIGHT PLANET MODEL OF THE SOLAR SYSTEM

Earth Science: Properties on earth materials, objects in the sky,

changes in sky and earth.Grade 6

EIGHT PLANET MODEL OF THE SOLAR SYSTEM

Video Introduction - Planets.mp4

EIGHT PLANET MODEL OF THE SOLAR SYSTEM

Video Introduction Planets Solar System.flv

RATIONALETo introduce the eight planets of the solar system and their similarities and differences.

To use alternative assessments to measure the student’s learning

OBJECTIVES

At the end of the sessions, the students should be able to:

Enumerate 5 characteristics of each of the 8 planets orally.

Create an eight planet model solar system and display it as an exhibit on their presentation at school.

To communicate the ideas they found out about the planets using the 21st century skill.

OVERVIEW Students likely know some information about the other

planets in our solar system as well as about earth's moon. In this lesson, students will build on this knowledge as they research planets in order to determine their similarities and differences. In the process, students will learn about their geology, composition, and characteristics. Students will determine such factors as: what it is like, whether or not it is habitable, and how their place in the solar system affect their characteristics.

 In addition to giving students a broader knowledge of the eight planets, this exercise gives them an opportunity to work in groups to research and develop their own model of solar system.

The students will be divided into 5 groups with 8 members. Each member will be assign with a planet that he will make and design according to the characteristic of the planet.

PROJECT CHARACTERISTIC CHECKLISTCharacteristics of an Effective Project based Learning Experience

Notes

The learners are the center of the project.

The interests of the learners are considered on the project.

The project is aligned with the teacher’s goals and objectives for the class.

The project encourages the learners to use and develop their 21st century skills.

The project helps the teacher assess the learning gained by the students.

The project involves connected task and activities that enable the students to be successful on their projects.

The project has real world connection or is authentic.

Technology supports aids Student’s learning.

Critical thinking and creativity is enhanced and encourage.

Learners use their knowledge and skills through products and performances that can be publish, presented and displayed.

8 PLANET SOLAR SYSTEM MODEL TIMELINE

BEFORE PROJECT WORKTEACHER STUDENTS

Week 1

Introduction of project as well as the topic. Facilitates the discussion of the students.

Answering the K-W-L Chart. Students will be grouped into small

groups; they will be assigned on specific planet.

Have a small grouped discussion and later discusses in a big group discussion.

During Project WorkWeek 2

Discussion of each planet by the teacher. Continues the discussion.

Planning of the project and gaining information about the planets.

Brainstorming on the project they will make.

Week 3

Discussing on how T-charts work and how should it is use in the project.

Continues the discussion. Introduction of Venn diagram.

Making of T-charts.

Week 4

Continues the discussion and highlights the planets’ similarities and differences.

Making of rubric together with the class. Checking and giving comments on students work

and giving it back to them for final improvements.

The students will make a Venn diagram.

Giving suggestions and cooperating on creating their rubric.

Passing of preliminary project.

Week 5

Checking again the student’s projects and grade them according to the rubric they designed.

Cooperates with the making of the student’s newsletters that will serve as an invitation to their exhibit.

Assessing the student’s presentation or report about their project.

Passing of improved project. Making of newsletters that will serve

as an invitation of their exhibit. Creating and designing their exhibit

area. Act as reporters or astronauts in

discussing the planets based on their 8 model solar system project.

T-CHART AND VENN DIAGRAMInner planets Outer planets

Similarities Differences Similarities Differences

21ST CENTURY SKILLSLearning and Innovation SkillsCreativity and Innovation Demonstrating originality and inventiveness in work Developing, implementing and communicating new ideas to others Being open and responsive to new and diverse perspectives Acting on creative ideas to make a tangible and useful contribution to thedomain in which the innovation occurs.

This 21st century skill is very much emphasize in my project because this involves demonstrating originality and inventiveness in work by creating their own model of the 8 planet solar system, I gave them the freedom to use materials that they would want in their project.

It also involves communicating new ideas to others; this is emphasize during their report in their exhibit day.

Being open and responsive to new and diverse perspective and acting on creative ideas can be also shown during their reports and answering various questions that will be asked to them by their schoolmates.

ICT (Information, Communications and Technology) Literacy Using digital technology, communication tools and/or networksappropriately to access, manage, integrate, evaluate and createinformation in order to function in a knowledge economy Using technology as a tool to research, organize, evaluate andcommunicate information, and the possession of a fundamentalunderstanding of the ethical/legal issues surrounding the access and useof information

We used ICT in order to gain information and affirm concerns that can be accurately answered using the ICT.

Before doing their projects they are encourage to research on the 8 planet model of a solar system, the planets’ differences and similarities to one another. This activity demonstrates and develops their ICT skills that would be a great help to them.

Productivity and Accountability Setting and meeting high standards and goals for delivering quality workon time Demonstrating diligence and a positive work ethic (e.g., being punctualand reliable)

This skill is very much emphasize during their deadlines set by the teacher. Time management is one of the techniques I told them during the making of their project, the deadlines of students output are given to the students before working on the actual project for them to divide their time efficiently.

Deadlines are given to them before hand for them to know what will they be prioritizing, for example their preliminary project deadline this will encourage them to do their project before the deadline of their final project.

Flexibility and Adaptability Adapting to varied roles and responsibilities Working effectively in a climate of ambiguity and changing priorities

This skill is used and developed during the making of the project. They are not just tasked to make a 8 planet model but they are also tasked to do with various assessment before during and after they have done their project.

Communication and Collaboration Articulating thoughts and ideas clearly and effectively through speakingand writing Demonstrating ability to work effectively with diverse teams Exercising flexibility and willingness to be helpful in making necessarycompromises to accomplish a common goal Assuming shared responsibility for collaborative work

This skill is used during the reporting of the students during their exhibit. Working effectively in diverse team is also shown in the day of exhibit, they are to create their own exhibit area as a class in a area inside the classroom, so team work is also emphasize as well as flexibility and willingness to be helpful to accomplish common goal. Shared responsibility and collaboration can also be demonstrated by the students during their work on the exhibit area.

COLLABORATION, COMMUNICATION AND SPEAKING AND SELF-DIRECTION

We used rubrics for collaboration, communication and speaking because we are setting a criteria or scoring guide that describe levels of performance or understanding of the student. They provide students with expectations about what will be assessed, standards that need to be met, and information about where students are in relation to where they need to be. The student then can independently judge their work and accept more responsibility of the final product.

We used the checklist for Learner’s Self Direction so that we are able to assess the student’s knowledge and how much more they still need to know.

COLLABORATION RUBRICcontribution Weigh

tBeginning

1Developing

2Accomplished

3Exemplary

4Score

Information Gathering

X3 Collects information but does not relate to the

topic.

Collects a little

information about the

topic.

Collects some information

that is related to the topic.

Collects relevant information in relation to the

topics.

Relaying information

X3 Relays irrelevant

information.

Relays very little

information about the

topic.

Relays basic information

about the topic.

Relays most of the relevant information.

Punctuality X2 Does not give assigned task.

Giving assigned

tasked the day after the deadline.

Giving assigned

tasked on time.

Giving assigned tasked ahead of

time.

COMMUNICATION RUBRICCRITERIA Weight 4 3 2 1  

Speaking Content:

Introduction, Body,

Conclusion

X 3

When I present, I begin with an introduction that informs my audience of my presentation’s theme and engages my audience.When I present, I provide details and supporting information that clarify the main ideas and elaborate on thoughts, ideas, and opinions.I conclude my presentation in a memorable way to reinforce my presentation’s theme.

When I present, I begin by introducing the topic.I provide details and supporting information that clarify the main ideas.I conclude my presentation by reinforcing my presentation’s theme.

When I present, I try to introduce the topic, but my introduction may leave my audience confused about my presentation’s topic.I provide some details and supporting information that clarify some of the main ideas.I conclude my presentation in a generic way.

I do not end my presentation with a conclusion.I do not provide any details or supporting information to clarify the main ideas.I do not begin my presentation by introducing my topic.

 

Voice and

Mannerisms

X 1

When I present, I speak naturally with poise, precision, animation, and proper volume. I effectively use nonverbal cues, such as facial expressions, gestures, posture, and proximity.

When I present, I enunciate clearly and speak audibly, avoid clumsy pauses and fillers, maintain eye contact with my listeners, and use gestures and facial expressions to keep the audience engaged.

When I present, I sometimes use a voice too soft for listeners to comfortably hear and understand, use fillers such as “uh” and “um”, have difficulty maintaining eye contact, and forget to use nonverbal cues.

When I present, I speak inaudibly, enunciate poorly, mispronounce words, distract listeners with fillers such as “uh” or “um”, pause awkwardly, frequently look down to avoid eye contact, and use distracting gestures and other nonverbal cues.

 

Audience Awareness

X 1

I recognize and effectively vary my speaking based on audience characteristics, such as group size, gender, and age.

I recognize different types of audiences and vary my speaking to meet their needs.

I try to take into account different types of audiences, but I am not effective in varying my speaking to meet their needs.

I do not consider different types of audiences.

 

Audio or Visual Aids

X 2

I effectively use a variety of audio and visual aids to enhance my message.

I use audio or visual aids to enhance my message.

I try to use audio and visual aids, but they may not enhance my message.

I do not use audio or visual aids, or if I use them, they distract the audience from my message.

LEARNER’S SELF DIRECTION CHECKLISTAfter I have finished my project , I am now

able to :Easily Need More

PracticeNot at all

Do things independently.      

Do research and collect relevant information to my topic.

     

Create my project resourcefully.      

Manage my time well.      

Prioritized things according to its importance.

     

Share my ideas that are relevant to my topic and is very much helpful to my listeners.

     

Communicate my new ideas in front of the public.

     

Create an 8 planet model of the solar system.

     

Identify the similarities and differences o the planets.

     

The activity where I learned and enjoyed as well was when ……

I need to improve and learn more about ……

CRITICAL THINKING, CREATIVITY AND PROBLEM SOLVING We used rubrics for creativity and critical thinking

because we think it’s appropriate to use a rubric. Using rubrics is a way of ensuring that students, teachers, and parents alike know the purpose of the work that students are being asked to do. The use of rubrics as a tool for scoring work has the potential for giving students the power and responsibility that goes with knowing what is being asked of them and how to achieve it. Rubrics help learners set goals and assume responsibility for their learning—they know what comprises an optimal performance and can strive to achieve it.

  We used a checklist for problem solving because a

teacher will use a checklist to observe the students on how well they do with their project.

CRITICAL THINKING RUBRICCriteria Unsatisfactory

Below performance standards1

ProficientAcceptable criteria

2

AdvancedDemonstrates exceptional performance

3

AppropriatenessThe student selects material, objects, and/or techniques that meet the needs, requirements, and rules of the time, place, and audience.X3

The material of the project is not appropriate for the audience and the situation.The language used is not appropriate for the audience and the in the venue of the presentation.Effective tool and technique use by the student is not evident.There were unnecessary ideas and topics the student talked about.

The material use in the project and the project itself is appropriate to the audience and to the topic.The language used is appropriate to the student and to the presentation’ venue.Effective tool and techniques were used by the students.Some ideas mentioned by the student are not relevant to the topic.

The materials used by the student shows his deep understanding about the topic.The language used by the student helps the audience to understand the topic easily..Effective tools and techniques are used by the students.Ideas mentioned by the student elicit understanding to the audience and are related to the topic.

ApplicationThe student uses this material, understanding, and/or skill in new situations.X4

The student does not apply related theories and other new ideas to the new situation.The student did not apply or change theories and ideas to fit the new environment.

Student demonstrates an ability to apply theories, principles, and/or skills to new situations, settings, or problems.

The student actively seeks new environment and situations to apply theories, principles, and/or skills.Student provides multiple examples of how theory can be applied.

AnalysisThe student breaks down this material and/or skill into its component parts so that its structure can be understood. X4

Student does not demonstrate a clear understanding of the concepts of topic or skill under study.Analysis does not include illustrations or other forms of tool that can show their analysis.

Student demonstrates a clear understanding of theories of topic or skill under study.Analysis includes illustration that can show their understanding about the topic.

The student used his analysis and relaying it to the audience.The student can differentiate and identify similarities between the planets.

CREATIVITY RUBRIC Objectives or Performance Criteria

4 3 2 1

Explores and develops ideas X3

Explores new ideas and develops original ideas.

Often explores new ideas and sometimes develops original ideas.

Sometimes explores new ideas and has difficulty in developing projects originally.

Rarely explores new ideas and does not have his own originality.

Works independentlyX2

Self-motivated and works independently at an advanced level.

Needs some direction but can later work independently.

Rarely works independently.

Needs constant direction and did not work independently.

Possesses organizational ability X3

Demonstrates high degree of organizational activity all the time.

Usually organize but sometimes have difficulty in organizing things.

Rarely organized but attempts to prioritize things.

Does not demonstrate any organizational abilities.

Works co-operatively to achieve group aims x2

Consistent in his leadership abilities.

Contributes ideas to the group that are relevant to the topic.

Rarely contributes ideas to the group.

Does not participate in group efforts.

Uses reflective thinking X3

Uses reflective thinking during the whole project process.

Sometimes uses reflective thinking in the project process.

Rarely uses reflective thinking in the process.

Does not demonstrate reflective thinking during the project process.

PROBLEM SOLVING CHECKLIST

EVALUATION CRITERIA COMMENTS1 Identifies the problem to be solved

independently.2 Takes initiative and think of ways to solve the

problem.3 Accurately identifies appropriate sources of

information needed to solve the problem

4 Explores alternative solutions for the problem.

5 Chooses most appropriate plans for the problem to be solved.

6 Evaluates the solution by implementing it to the problem.

7 Initiates alternative plans if the problem is not solved.

QUESTIONS FROM THE TEACHER

1. How many planets are found in the inner solar system? (knowledge)

2. What are the planets that are found in the outer solar system? (knowledge)

3. What do you understand when we say inner planets? (Comprehension)

4. Differentiate the planets that are found in the inner solar system to the planets that are found in the outer solar system. (Comprehension)

5. Describe how the inner planets are separated from the outer planets.

6. Explain why Pluto is no longer considered one of the planets of the solar system. (Analysis)

7. What will happen if the Earth moves one degree farther away from the Sun? (Synthesis)

8. Explain the difference of the planets from the Sun. (Evaluation)

9. Explain the importance of the Sun to the planets surrounding it. (Evaluation)

10. If throwing waste properly is one way of caring for the earth, why do you think so? (Evaluation)

QUESTIONS FROM THE STUDENTS

1. Why is Mercury uninhabitable? (Analysis)2. Why do we need to study each planet characteristic, well

in fact we are just living in just one planet? (Evaluation)3. How many days does earth needs to revolve around the

sun? (Knowledge)4. How many satellites does earth have? (Knowledge)5. What do you mean when we say satellite?

(Comprehension)6. What is the difference between inner and outer planets?

(Comprehension)7. What would likely happen I two planets collide with each

other? (Analysis)8. Why does earth needs to travel 365 days in order for it to

revolve around the sun? (Analysis)9. Why do prefer living in mars rather than in Venus?10. What will happen if the Earth moves one degree closer to

the Sun? (Synthesis)

JOURNEY THROUGH THE SOLAR SYSTEM

..\VideoConclusion Journey Through The Solar System.flv