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7 Science- Sensational Seasons and Heavenly bodies Lesson 7- Poor Pluto

Gilmore College Lesson Plan Framework Lesson Title: Poor Pluto



Location Room

S3 Date/Time Period 3

Learning Intent To be able to think of a pneumonic that helps you remember the order of the planets. To be able to discuss as a group if Pluto should be a planet. Success Criteria Find relevant information about Pluto As a group use this evidence to decide if Pluto should/shouldnt be cons idered a planet. Communicate this information to the class in a clear way Skills Focus Thinking skills Thinking like a scientist. Essential question By the end of the lesson you will be able to answer the following questions Is Pluto a planet? What are the reasons why/why not? How as a group did you come up with the decision?

Australian Curriculum See unit outline for full elaborations

Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed peoples understanding of the world (ACSHE119) Science knowledge can develop through collaboration and connecting ideas across the disciplines of science (ACSHE223) Links to other areas General Capabilities Critical and creative thinking Inquiring identifying, exploring and organising information and ideas Identify and clarify information and ideas Generating ideas, possibilities and actions Consider alternatives Literacy Comprehending texts through listening, reading and viewing Navigate, read and view learning area texts Interpret and analyse learning area texts Comprehend texts Personal and social capability Social awareness Contribute to civil society

Previous Assessment details informing this lesson. Students really enjoy all aspects of space an will independently be able to find out lots of relevant information about the topic Differentiation As there is 1 student that has special educational needs, an aide supports their learning. Have been advised that the 2 ESL students sit with the aide as well Health and Safety (see Risk Assessment)

Ms Crook

7 Science- Sensational Seasons and Heavenly bodies Lesson 7- Poor Pluto

5 features of an effective Science lesson. Motivation of students Students love all aspects of space and before the unit was even started they had expressed and interest. Elicit prior knowledge Most knew a pneumonic for the planets, but if they had their own it would allow more engagement. Engage intellectually Why do they believe what they believe? While working on their posters make sure you as open ended questions, get them thinking beyond the classroom. What if you found a planet further than Pluto that was as large as Earth but did not have the right kind of orbit, what would you call it? Think scientifically Should we keep Pluto in just because it always has been in? Where are the cut offs in science? Sense making Why scientists came up with conclusions they do. Why was Pluto not considered a planet? Where else do scientists come up with these ideas? Formative assessment tasks Looking at the students research to see where they are, asking questions to guide the learning. Using this to feed into the break activity at 12.15, which allows me to guide the research if it needs it. Proactive and reactive. Reflection at the end of the lesson Reading the body language of the class. Checking the understanding on the posters, if needs be why did you think that? Summative assessment tasks -

Ms Crook

7 Science- Sensational Seasons and Heavenly bodies Lesson 7- Poor Pluto

Lesson Plan Timing (Min) 11.46 11.56 Teacher activity Pupil activity Resources E5

Introducing the essential questions. Feedback from the initial lessonMany of you knew the planets, what different ways can you think of remembering the order? Why isnt Pluto a planet? Linking to the essential questions. From the poster session most identified that Pluto wasnt a planet anymore.

Thinking up a pneumonic to help them remember the order of the planets. Writing these down.

Essential questions on the board Picture of the planets on the board

Engage Open question and brainstorming the answer Pre existing ideas revealed

11.56 12.00

Listening to the questions, asking questions about the task.

Picture of Pluto on the board with. Essential questions on the board.

12.00 12.15

Researching why the Pluto is or isnt a planet in groups of 3. Making a poster that shows the evidence for and against. Poster must be clear enough to standalone. Where are we as a class? What makes a planet a planet? Orbital plane Size Does Pluto fit these criteria? What about other dwarf planets? Eris, Haumea, Makemake? (Advanced students could look at these too) Using new (?) knowledge to refine their research? Presenting their posters to the class. Sticking them up the front and describing what they found and what they think. Class vote is it in or out? Blutack Laptop connected in internet so I can show images of orbital plane, other dwarf planets and any other things that the class is struggling with.

Explore Group task Investigation Research

12.15 12.20

12.20 12.30 12.30 12.48

Explain Reporting to the class

12.48 12.50 12.50 12.58

This is what the scientist did when they decided if Pluto was a planet. Counting the votes

Personal reflection on why Pluto is/isnt a planet. Why you came to the decision.

Essential questions on the board

Elaborate Debate over if it is/isnt. Applying concept to the real world Evaluate Change in views? Reflection on learning

Ms Crook