Week 3 The Planets and Their Moons Day 11 Objective: Students will be introduced to The Planets and their

Moons. Students will choose a planet and begin the research process. Students will: Compare and contrast the inner planets Compare and contrast the outer planets Compare and contrast these planets moons California Standards: Science 4. The structure and composition of the universe can be learned from studying stars and galaxies and their evolution. As a basis for understanding this concept: e. Students know the appearance, general composition, relative position and size, and motion of objects in the solar system, including planets, planetary satellites, comets, and asteroids. COMMON CORE Range of Writing 8.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two). Speaking & Listening Comprehension and Collaboration 8.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. Presentation of Knowledge and Ideas 8.SL.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Language Conventions of Standard English 8.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 8.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ISTE- NETS Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. Apply existing knowledge to generate new ideas, products, or processes. b. Create original works as a means of personal or group expression. c. Use models and simulations to explore complex systems and issues. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: d. Contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. Identify and define authentic problems and significant questions for investigation. b. Plan and manage activities to develop a solution or complete a project. c. Collect and analyze data to identify solutions and/or make informed decisions. d. Use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. Advocate and practice safe, legal, and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. Demonstrate personal responsibility for lifelong learning. d. Exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. Understand and use technology systems. d. Transfer current knowledge to learning of new technologies. Preparation: Set up class iPads/MacBooks, place Poster Size Post-Its on three different walls in the class along with some markers for students to write with, have the different internet resources available to show students, and make sure students have computer access to school network for The Moon & Eclipses Reading Guide

Materials: iPad/MacBook Student cell phone (if possible) Post-It Notes Pencil Student Textbook Student Planetary Information Packet (Inner or Outer Planet) iMovie Directions Stick Pick App or Equity Sticks Chapter 11 Links Guided Instruction: Today the teacher will introduce the Planets and their Moons and the Planet Tour in iMovie. Have students take out their student textbook. Teacher will pass out one Post-it note to each student. Teacher will make eight columns on the board, with the name of each planet on the top of each column. Have students brainstorm what they already know about each planet and add it to the list on the board. Have the students go through the lesson (pg. 478 488) looking at the photos to see if anything interesting catches their attention. Ask students to take a picture with of anything they find interesting with their cell phones. If students do not have a cell phone, they may write down the page number that the photo is on. Have students write down the names of any planet they would like to know more about. The teacher will assign groups (2-3 students per group) and will allow students to pick their planet of choice by using equity sticks. The teacher will call the name from the equity jar and that team will get first pick at their planet. Teachers can also use the app called Stick Pick to pick a name. Once the student has called the planet, the teacher will write down the names of the students on the whiteboard, in the corresponding column. The teacher will show students where to download iMovie directions and Planet Information Packet, depending whether they are an inner or outer planet. The packets are somewhat differentiated. The Outer Planet Packet goes more in depth on a planet's moon. Since there might be less information on moons of planets, the outer planets could be used for higher-level thinkers. It is also important for these students, who choose an outer planet, to understand why life as we know it, would be more likely to be found on the moons of the outer planets rather than the planet itself. Make sure students who have an inner planet (Mercury, Venus, or Mars), get an Inner Planet iMovie Information Packet. Students who have an outer planet need the Outer Planet iMovie Information Packet (Jupiter, Saturn, Uranus, and Neptune). Have each student grab a MacBook from the cart and download the iMovie Directions. Read the directions as a class and answer any questions the students

might have. Have the students download the corresponding Planet Information Packet (Inner or Outer) and go over the questions in the packet. Show students the list of approved and useful websites where they might be able to find more information besides their textbook. Independent Activity: Students will brainstorm what they already know about the planets and their moons. Students will get into their groups (2-3) that the teacher has assigned and pick a planet they would like to know more about. After going over directions with the teacher, students will begin to research their planet and answer the questions in the Planetary Information Packet. Students may use their textbooks, the Solar Walk App on the iPad or the following approved websites located on Chapter 11 Links/Day 11: http://solarsystem.nasa.gov/kids/ http://www.planetsforkids.org http://kids.nineplanets.org/intro.htm http://www.kidsastronomy.com