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Science Lesson

Professor Messersmith

Jorge Merino

Play-doh Planet Comparison

Goal: Students will differentiate the sizes of the planets in our solar system.

Objective: Students will create scale models of the planets in our solar system and makeinferences from the data they collect.

Class Grade: 4

Standard:

5.1 Science Practices: All students will understand that science is both a body of

knowledge and an evidence-based, model-building enterprise that continuallyextends, refines, and revises knowledge. The four Science Practices strands

encompass the knowledge and reasoning skills that students must acquire to beproficient in science.

5.1.4.B.1 Design and follow simple plans using systematic observations to explore

questions and predictions.

Resource:

y Nasa.govMaterials:

y 3 pounds of Play-dohy Papery Pensy Rulersy Mini-quiz

Engage:

y Boys and girls, we have been learning a lot about our solar system and the planets thatsurround us. One thing I feel is necessary for us to understand is how big our planet iscompared to the other planets because the photos we see in our textbooks does not justify

the enormous differences in size. Is Earth the biggest planet in our solar system?

y After the kids answer with no, I will say, Very good we will make our own modelplanets to discover the humungous differences in size.

Exploration:

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y In this activity I will guide the students through each step of making the model planetswith Play-doh. One classroom management problem that I will have to address is having

the students keep the Play-doh within the activity and not play with it on the side or try tokeep some for themselves. I will also have to caution them not to eat the Play-doh, even

though it is non-toxic. In terms of group cooperation, I will tell the students that they

have to take turns with every direction. There will be no technology used in this activity,but I will be using rulers to help the students divide the Play-doh into separate parts. Thisactivity allows for students to use the creative arts to learn science by molding their own

planets out of Play-doh. Students practice their mathematical skills with the splitting ofthe materials used and subtracting one part of the equation to use in another equation, for

example; Divide the ball of Play-doh that is left into ten. Squash five of them togetherand add them to Saturn. Take two and squash them together...this is Neptune. At the end

of the lesson the students may have the misconception that we forgot a planet (Pluto), butI will simply say that scientists have relabeled it a dwarf planet and carry on with the

lesson. There are no students in my classroom that need specific learning modifications.

y Steps To Making the Model Planets (All Narative):1. Write the name of each of the nine planets on separate pieces of paper. Spread thelabeled papers out on a table. This is where you will be placing the Play-doh to make each of the

planets.

2. Make ten equal balls. Squash six of them together...this will be Jupiter. Place the ball

on the paper labeled Jupiter. Take another three and squash them together...this is only part ofSaturn (you will add to Saturn two more times before the activity is over). Place the ball on the

paper labeled Saturn.3. Divide the ball of Play-doh that is left into ten. Squash five of them together and add

them to Saturn. Take two and squash them together...this is Neptune. Place the ball on the paperlabeled Neptune. Take another two and squash them together...this is Uranus. Place the ball on

the paper labeled Uranus. (I may have to re-gather students attention because of themisconception that students could have with how this planets name sounds)

- Todo this I will ask them a question, Boys and girls what are you starting to

notice about the size ofthe planets we have sofar, take into account the amount ofPlay-

doh you have left for the other planets?

4. With the ball that is left, make ten equal sized balls. Squash nine of them together...add

them to Saturn. Saturn is now complete!-Now that we are done with Saturn, we have made four planets, who can tell me

how many more we have to make?5. Divide the remaining ball into two. One is Earth. Place the ball on the paper labeled

Earth.6. Now is when things get tricky! Divide the ball that is left into ten. Nine of them make

up Venus. Place the ball on the paper labeled Venus.7. Make ten balls out of the one that is left. Use nine to create Mars. Place the ball on the

paper labeled Mars.8. The remaining ball of Play-Doh is Mercury! Place that on the paper labeled Mercury.

- Misconception ofPluto may come up after this point.Explain:

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y Students will notice the undeniable difference of size of the planets. This will show themthat we are so little in this enormous universe and can inspire them to want to discover

what else is out there. This could also show them that working together towards acommon goal, being making a model of the planets, is fun and even makes learning more

fun.

y I might have to explain why Pluto isnt involved in our solar system anymore. If thestudent asks why the sun isnt involved, since it is a part of our solar system; I will givethem this interesting fact regardless, The Sun is so much larger than all of the planetsthat if you use a 3lb tub of Play-doh to make the eight planets, it would take 980 tubs to

make the Sun!

y I will ask questions like;- What did the activity prove?- From what we have learned about our solar system, so far, does this surprise you?

Why?

- What is another way we could compare the sizes of the planets? (ex. numbers)Elaborate:

y To elaborate on this lesson I will have the students think about the fact that I told themearlier about the sun, The Sun is so much larger than all of the planets that if you use a3lb tub of Play-doh to make the eight planets, it would take 980 tubs to make the Sun!

y This will have them think about the size differences of the planets and reuse thatinformation to grasp the even more astronomic size of the sun. I may lead this into alesson on the effect that the sun has on Earth, which will be done by explaining gravity

and the Earths orbit.

y I may ask:- Try comparing more everyday life situations like the size of yourself compared to

your parents

- Imagine the size comparison of a whale to a bus.y I integrated language arts by having the students use their listening skills to accomplish

the multi-stepped activity and their participation in discussion. Math is involved with theparting of the Play-doh and comprehending which parts went to each planet and which

parts were kept to continue making the other planets. I showed the concept was involvedin the world itself by asking the previous questions in the above point.

Evaluate:

What needs to be assessed?

y The comparison of the planets sizes and how the Earth that we live in isnt so bigcompared to the rest of the planets. The skills being evaluated are teamwork and listening

skills.

y I will have students answer questions using their Play-doh models.- What combination of planets can closely resemble the size of Jupiter? This will

help with clean-up because if the students correctly followed direction it will take theremaining seven planets to make the size ofJupiter.

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- Future lessons could be based on the knowledge and skills have learned by allowingmore group work for their cooperation, more hands-on activities and using the size

comparison knowledge to use for lessons on the suns comparison to Earth and therest of the solar system.

y The students understanding will be evaluated by their Play-doh models and through amini-quiz having the students put the planets in order of size.

y If the students did not learn anything or to start another topic I can move onto thecomparison of size that the sun and the rest of the solar system have because the samequestion will be posed, but I would use another mode of activity.