Science and Mathematics Lesson Plan (Day 2)
To develop in the students a sense of the expanse of our solar system and the greatness of God, the Creator
To allow students to learn (or re-learn) names and positions of the planets of our solar system
To introduce and have students learn the relationships between distance, rate of speed and time
To introduce and have students learn and develop Standard Notation using planet/sun distances and particle sizes
To make students aware of the interconnectedness of Creation, i.e. science and math
Use talents in mathematical calculation
Use artistic talents in designing and coloring
Students will be able to:
Name, in order, the planets of our solar system
Use the formula calculating distance—distance = rate of speed X time
Decorate classroom walls with their artwork
Roll of paper—fax-type
Markers, water paints
Student notebooks/lined paper
The teacher will introduce the lesson for the day by handing each student a sheet of paper containing several website addresses, those with science/astronomy information and instructions for the class period and he/she will pair up students in groups of two. NASA websites especially contain much information regarding our own Solar System. The teacher will also explain that students will use these websites to research the planets in our solar system. He/she will review with students the school rule regarding Internet use.
Students will find the following information:
Names of nine planets in order and number of moons for each
Distance of planets from the Sun
Diameter of each planet
Circumference of (distance around) each planet
Students are to write down their information on the sheet provided or enter the information onto a spreadsheet or word processing program and print out their information.
Students will use the information regarding planet position from the sun and draw a neat diagram (not necessarily to scale—although if a student wishes to do so that’s very acceptable and encouraged) of the planets and carefully title and label the diagram. The diagram may be two-dimensional or three-dimensional and should be colored.
Students will then make up a sentence, using the first letter of each planet in order, as the first letter of each word in their sentence. For example, if the first letters of the names of the planets were M (Mercury), V (Venus), M (Mars), E (Earth), J (Jupiter), S (Saturn), N (Neptune), U (Uranus), P (Pluto), then the student would make up a sentence using each of those letters as the first letter of each word (mnemonic). They will write their sentence on a lengthy piece of paper (from a roll of paper) and display their sentences on the classroom walls. These sentences will stay up throughout the unit.
When the sentences are done and hung up the teacher will call the class to order and students will sit at their desks. Each will need a pen, eraser, and notebook. The teacher will introduce the formula D = r (mph)X t and will review problems and solution methods using the new formula. Students will use the information gained and the new formula and calculate:
a) the time it takes to get from the Sun to Mercury in a spaceship traveling 1000 miles per hour—in hours, in days, in years?
b) the time it takes to get from the Sun to Pluto in the same spaceship.
c) the time it takes to get from Earth to Uranus. (two steps involved)
d) variations on the theme
e) how fast one would travel if it took 12,000 hours to get to Mars from the Sun; if it took 200 days (two steps involved)
f) teacher can devise more situations
Students may solve these problems with a partner or two. Answers to the problems should be made available for students to check their work.
Students should fill in a log for each class period, noting after each activity, their accomplishments and with whom they were working for that activity, if with anyone.