Eight Planet Model of the Solar System

8/2/2019 Eight Planet Model of the Solar System

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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
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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)

Documents

Eight Planet Model of the Solar System