CCSS

Code

e.g.

RL.K.5

OUTCOMES

(Lesson Focus)

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished the desired outcome? Please state the question that will be asked during your formative assessment.

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement.

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

5/5

RH.4

RL.9

RST. 3

Students will learn of the ideas of sun-centered and earth-centered models of our solar system

When did the solar system begin to form?

1.  Recall what cause the rising and setting of the sun.

2.  Oral reading.

3.  Write a report that describes Copernicus sun-centered model.

1.  Compare and contrast the sun-centered model of the solar system.

2.  How are the two models similar and how are they different?

3.  What was Johannes Kepler’s contribution to the sun-centered solar system model?

Tues

 5/6

SL.1

RST.2

WHST.1c

 Student will learn of the current models of the formation of the solar system.

What model of the solar system did Copernicus propose in 1543?

or GYM

1.  Review vocabulary words.

2.  Draw model of solar system.

3.  Complete Proficiency Prep.

1.  How did scientists hypothesize the solar system formed?

2.  Would a year on the planet Uranus be longer or shorter than on Earth year? Explain.

3.  What is an astrolabe?

Wed

5/7

WHST.2a

RI.4

RL.6

Students will learn about the inner planets.

Which planet is considered to be Earth’s twin?

1.  Review vocabulary words.

2.  Oral reading and note-taking

3.  In pairs, make up sentences that help to remember the planets in order from the sun.

1. How could studying Venus help us learn more about Earth?

2.  What is uniques about the surface temperature on Earth?

3.  List sizes of the inner planets and surface conditions.

Thurs

5/8

SL.1

RST.2

WHST.1c

Students will learn of the major characteristics of Jupiter, Saturn, Uranus, and Neptune.

Voyager’s tour ended with what planet?

1.  Review vocabulary words.

2.  Oral reading and note-takings

3.  Compile a list of the physical properties of all known moons orbiting the outer planets.

1.  What is the difference between the outer planes and the inner planets?

2.  Are any mmons is the solar system larger than planets?

3.  How does Pluto differ from the other outer planets?

Fri

5/9

L.6.1e

RL.6

RI.1

Students will complete the Skill Builder on p. 647

TITLE ! - READING AND MATH

Skill Builder:  Recognizing Cause and Effect.

1.  Re-read lesson.

2.  Work in groups

3.  Answer questions and present in class.

1.  What causes Jupiter’s surface color?

2.  How is the Great Red Spot affected by Jupiter’s atmosphere?

3.  How does Jupiter’s mass affect its gravitational force.

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests (40%):

Quizzes (20%):

Classwork/ Participation (15%):

Homework (5%):

Projects/ Portfolios (20%):

Vocabulary words for week:

1.  solar system

2.  inner planet

3.  outer planet

4.  Mercury

5. Venus

6. Earth

7.  astronomical unit

8. Mars

Use of Technology:

   __X__ Smartboard

   ____ Student Response System