Tyson+Youngs+Science+6+Sky+Science

Abstract:** The activity that I have planned for my lesson is using the internet as a research tool but also as a supplement for the assignment. I will put the students into groups (8 groups) and have each of the groups research various characteristics about a given planet. For example, where it fits in the solar system, how big is it? what is the surface of the planet like? etc. On top of that, I will have each group design a powerpoint slide that has a picture of the planet and the four or five facts that they found out about it. This will teach the students how to use the internet to search for information as well as find images that can help to supplement an idea.
 *  Primary Editor: Anildev Vasudevan

**6–7 Observe, describe and interpret the movement of objects in the sky; and identify pattern and order in these movements. SLO:** //Students will://
 * Grade**: 6
 * Subject:** Science
 * Unit :** Sky Science
 * GLO:** // Students will // :
 * 6-7:9 Recognize that the other 8 known planets, that revolve around the Sun, have characteristics and surface conditions that are different from the earth; and identify example of those differences.**

**ICT outcomes: GLO:** //Students will:// Access, use, and communicate information from a variety of technologies. 1.1 - access and retrieve appropriate information from electronic source 2.2 - organize information gathered from the internet, or an electronic source, by selecting and recording the data in logical files or categories; and by communicating effectively, through appropriate forms, such as speeches, reports, and multimedia presentations, applying information technologies that serve particular audiences and purposes **Introduction:** (Remember that the purpose is to spark children's imagination, and make them feel more motivated for their online inquiries.)
 * SLO:**
 * Have a golf ball and a basketball at the front of the class.
 * Have the class brainstorm the various ways in which the two balls are different. (Size, surface, color, bounciness, weight, etc.)
 * Now, explain that there are different planets in our solar system and they are different from the earth just like that basketball is different than the golf ball.
 * Unit on space is also the best opportunity to introduce students into science fiction. Prior to showing the golf ball and the basketball, I will try to get students to think about what makes the Earth different from other planets, following the audio stream [|Earth like planet discovered]. (Can be done in the classroom, or if time permits the teacher can take the students to go to the computer lab, listen to the stream and read through the [|web page].)
 * Ask questions such as:
 * Why life exists on the Earth? (Provide hints such as "what do we need to live?" depending on the students' level)
 * What are the other planet you know about?
 * Does life exist on any other planet?
 * What do you think would happen if there were life in other planets? What if they were much more advanced and powerful than humans? Is there a possibility that they attack the Earth? What would happen in that case? Will we be able to survive?
 * Depending on the students' background on literature one can also ask questions about science fiction. The chances are that they already had some experience with it, and the teacher does not need to talk about it.
 * Explain to students that we are going to look at the other planets in the solar system, and investigate if life exists in any of them; if not why. This way the students can compare the atmosphere and nature of the planet to those of the Earth and see what makes the difference.


 * Lesson:**
 * Divide the students into groups of 3 (there should be 8 groups).
 * Have the oldest person from each group come up to the front of the class.
 * Each student picks a piece of paper out of a hat and whichever planet they have written on their piece of paper that is the planet that they are to research.
 * Before going to the computer lab, explain that each group is to use the internet to:
 * find out at least five facts about each planet.
 * Four of the facts must be: size, where it fits in the solar system, what the surface is made of, how long it takes to revolve around the Sun.
 * The fifth fact can be anything else that's interesting.
 * Does the planet have any moons? What are the names?
 * Does life exists in the planet of interest? Why?
 * A general question for all groups: Until recently there was one more planet called Pluto. [|How did Pluto lost its status as a planet?])
 * find an image of the planet from the internet and save it
 * put their facts and image on a powerpoint slide
 * <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(128, 0, 0);">Children can be given more options in addition to the Powerpoint on the product of their research such as
 * <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(128, 0, 0);">Prepare a poster (Children will have to print out the necessary images)
 * <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(128, 0, 0);">A write-up in Word. (Encourage them to copy and paste images etc.)
 * <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(128, 0, 0);">Write a story/letter about the planet including all the facts (using a word processor).
 * Take the class to the computer lab and have each group log on to a computer.
 * walk around and assist the students where needed
 * be prepared to give suggestions (i.e. search the planet's name or use google images, or search the whole solar system etc.)
 * Have the students work on their projects until ten minutes are left in class
 * Make sure that the students **SAVE THEIR WORK** in an appropriate place and log off of their computers.
 * <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(128, 0, 0);">I would encourage students (in groups) to write a science fiction story after they complete their product. i.e powerpoint/write-up/poster etc. This can also be done as a completely different section.
 * <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(128, 0, 0);">The teacher may need to provide "story starters" such as
 * <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(128, 0, 0);">Most of them on board the spaceship had fallen asleep. I wasn't feeling sleepy, and I sat looking outside through the window. It was beautiful to watch the bright stars and galaxies. Suddenly I saw a large glowing object flying towards the spaceship at a terrifying speed. The only thing to do was...
 * <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(128, 0, 0);">When Kyle contacted for the last time from his spaceship, they were getting ready to land on the Titania, the moon of Uranus. No one knew what happened when the radio contact broke suddenly. It has been almost two hours since the last contact.
 * <span style="font-family: Verdana,Geneva,sans-serif; color: rgb(128, 0, 0);">The mining operation on Io started operating in April, 2150. Everything went well until May, 2163. That was when Bill and Nancy brought up a sample of molten lava. . . .(You can find more examples, and a complete lesson plan based on sci-fi writing [|here]).


 * Conclusion:**
 * when the students are back in their desks, have a tennis ball, the golf ball and the basketball at the front.
 * by using the tennis ball to represent earth, ask which groups had balls that were like the basketball (bigger than earth), and which had planets like the golf ball (smaller than earth)


 * Assessment:**
 * observation checklist:
 * were the students on task - yes/no
 * were the students sharing the work equally - yes/no
 * were the students cooperating with one another - yes/no
 * did the students find 5 facts and an image for their project - yes/no

<span style="font-family: Verdana,Geneva,sans-serif; color: rgb(128, 0, 0);">**Extension:**

I had the opportunity to work with grade six students on the same topic, and I introduced the lesson according to Tyson's lesson plan, only with the students given the option of multiple products. I have not tried the Sci-fi writing with them, but at the very next chance I get, I will try it.

Another possible extension is to connect the lesson to the Greek history they learn in grade six. Most of the planets are named after Greek Gods, and there are so many stories connecting different planets and their moons, even before the planets were identified. Also there are some similarities in the appearance of the planets and the corresponding Gods. For example, Mars is red in appearance, and red represents anger, blood, war etc. Planet Mars is named after the Greek war god Ares whose Latin name is Mars.

<span style="font-family: Verdana,Geneva,sans-serif; color: rgb(128, 0, 0);">Note: The suggested changes/extensions may be suitable only if you teach language arts, and social sciences. If I were teaching only science to grade 6, I would rather follow Tyson's lesson plan, and focus on less objectives, and help students achieve them well. If you teach all three subjects, curriculum integration can be done on this topic.

[|www.kidsastronomy.com] [|www.manatee.k12.fl.us/sites/elementary/samoset/psgk3ex.htm]
 * Websites that might be helpful:

<span style="font-family: Verdana,Geneva,sans-serif; color: rgb(128, 0, 0);">Some other interesting sites: <span style="color: rgb(128, 0, 0); font-family: Verdana,Geneva,sans-serif;">[] [] [] This is a poem! []

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