Post on 05-Apr-2018
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EIGHT PLANET MODELOF THE SOLAR SYSTEM
Earth Science: Properties on earthmaterials, objects in the sky, changes in
sky and earth.Grade 6
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RATIONALE
To introduce the eight planets
of the solar system and their
similarities and differences.To use alternativeassessments to measure the
students learning
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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 inorder to determine their similarities and differences. In theprocess, students will learn about their geology, composition, andcharacteristics. Students will determine such factors as: what it is
like, whether or not it is habitable, and how their place in the solarsystem affect their characteristics.
In addition to giving students a broader knowledge of the eightplanets, this exercise gives them an opportunity to work in groupsto research and develop their own model of solar system.
The students will be divided into 5 groups with 8 members. Eachmember will be assign with a planet that he will make and designaccording to the characteristic of the planet.
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PROJECT CHARACTERISTIC CHECKLIST
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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 theproject.
The project is aligned with the teachers 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 Students 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.
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PROJECTTIMELINE
timeline of activities.docx
T-Chart and Venn diagram tchart and venn diagram.docx
http://timeline%20of%20activities.docx/http://tchart%20and%20venn%20diagram.docx/http://tchart%20and%20venn%20diagram.docx/http://tchart%20and%20venn%20diagram.docx/http://tchart%20and%20venn%20diagram.docx/http://tchart%20and%20venn%20diagram.docx/http://tchart%20and%20venn%20diagram.docx/http://tchart%20and%20venn%20diagram.docx/http://timeline%20of%20activities.docx/8/2/2019 Eight Planet Model of the Solar System
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21ST CENTURY SKILLS
Learning and Innovation SkillsCreativity and Innovation
Demonstrating originality and inventiveness inwork
Developing, implementing and communicatingnew ideas to others
Being open and responsive to new and diverseperspectives
Acting on creative ideas to make a tangible anduseful 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 toolsand/or networksappropriately to access, manage, integrate,evaluate and createinformation in order to function in a knowledgeeconomy
Using technology as a tool to research,organize, evaluate andcommunicate information, and thepossession of a fundamentalunderstanding of the ethical/legal issuessurrounding 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 solarsystem, the planets differences and
similarities to one another. This activity
demonstrates and develops their ICT skills that
would be a great help to them.
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Productivity and Accountability
Setting and meeting high standards and goals for
delivering quality work
on time
Demonstrating diligence and a positive work ethic
(e.g., being punctual
and 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 toknow 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 andchanging 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 assessmentbefore during and after they have done their project.
Communication and Collaboration
Articulating thoughts and ideas clearly and
effectively through speaking
and writingDemonstrating ability to work effectively with
diverse teams
Exercising flexibility and willingness to be helpful
in making necessary
compromises 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.
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COLLABORATION RUBRIC
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COLLABORATION RUBRIC
contribution Weigh
t
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Score
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.
Relayinginformation
X3 Relaysirrelevant
information.
Relays verylittle
information
about the
topic.
Relays basicinformation
about the topic.
Relays most ofthe 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.
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COMMUNICATION RUBRIC
COMMUNICATION RUBRIC
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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 presentations
theme and engages my
audience.
When I present, I providedetails 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 presentations theme.
When I present, I
begin by introducing
the topic.
I provide details and
supporting
information thatclarify the main
ideas.
I conclude my
presentation by
reinforcing my
presentations
theme.
When I present, I try to
introduce the topic, but my
introduction may leave my
audience confused about
my presentations topic.
I provide some details andsupporting 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 themain 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 clearlyand 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 toosoft 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, enunciatepoorly, 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 toenhance my message.
I use audio or visual
aids to enhance mymessage.
I try to use audio and
visual aids, but they maynot enhance my message.
I do not use audio or visual
aids, or if I use them, theydistract the audience from
my message.
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LEARNERS SELF DIRECTION CHECKLIST
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LEARNERS 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 relevantinformation to my topic.
Create my project resourcefully.
Manage my time well.
Prioritized things according to itsimportance.
Share my ideas that are relevant to my
topic and is very much helpful to my
listeners.
Communicate my new ideas in front ofthe 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
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CRITICAL THINKING RUBRIC
C T R
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CRITICAL THINKING RUBRIC
Criteria UnsatisfactoryBelow performance standards
1
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 audienceand 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 tothe 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.
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CREATIVITY RUBRIC
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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 independently
X2
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.
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PROBLEM SOLVING CHECKLIST
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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 problem4 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.
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QUESTIONS FROMTHE 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 solarsystemto the planets that are found in the outer solar system.(Comprehension)
5. Describe how the inner planetsare separated from the outerplanets.
6. Explain why Pluto is no longer considered one of the planets ofthe solar system. (Analysis)
7. What will happen if the Earth moves one degree farther awayfrom 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
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QUESTIONS FROMTHE STUDENTS
1. Why is Mercury uninhabitable? (Analysis)
2. Why do we need to study each planet characteristic, well in factwe 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)