Monday Tuesday Wednesday Thursday Friday

Topic: Characteristics of
the Earth, Sun, and Moon
(K1, K3, D1)

Before: I will give facts
about the characteristics of
the Earth, Moon, and Sun.
The class will take a poll on
which celestial body the
students think the facts are
about. (Ex/Eq)

During: Jigsaw- students
split into 6 expert groups
(2 Sun, 2 Earth, 2 Moon).
Each group will research
their topic and become
experts on the
characteristics. Groups will
jigsaw and teach each
other. (Ex/Eq)

After: Students will make a
chart after jigsaw in their
interactive notebooks and
reflect on it on the left side.
(Ev)
Topic: Characteristics of
the Earth, Sun, and
Moon (K1, K3, D1)

Before: Create a concept
map of all the
information youve
learned about the Earth,
Moon, and Sun in
interactive notebook
(W)

During: Create grafitti
posters about the
information learned so
far. Students will rotate
around the room adding
to the posters. Give each
poster a rating based on
the knowledge level on
this day. (R)

After: Exit ticket- What
are the major
characteristics of the
Sun and how do they
affect us here on Earth?
(Ev)
Topic: Comparing and
Contrasting
Characteristics of Earth,
Moon, and Sun (K1, K3,
D3)

Before: Fist list of things
you know about the
Earth, Moon, or Sun. Turn
and talk about your list
with a partner. Share out-
one list for each topic. (W)

During: Travel Brochure
PBE (Ex/Eq)

After: The students will
trade brochures and give
each other a star rating
based on how well they
think the person learned
and conveyed the
information (R, Ev)
Topic: Comparing and
Contrasting Characteristics
of Earth, Moon, and Sun
(K1, K3, D3)

Before: Use action cubes
(Draw it, write it, cartoon it,
apply it, act it, build it) to
compare and contrast the
characteristics of the Earth,
Moon, and Sun in pairs.
Partner will guess which
characteristic and body is
being portrayed (Ex/Eq)

During: Learning Menu
Conduct informal
interviews and make
observations while students
are completing their tasks.
(T, Ev)

After: Add to, edit, and
revise graffiti posters. Give
each poster a rating based
on the knowledge level on
this day. (R)
Topic: Distances (K2,
D2)

Before: Make
prediction models of
distances by standing
apart in the classroom
using objects around us
as a scale (H)

During: Students each
create their own scaled
model of the Earth-
Moon-Sun system
using materials
provided such as
beads, bouncy balls,
ping pong balls, etc. (T,
Ex/Eq)

After: Students set up
their models in a
gallery walk style.
Students walk around
with sticky notes and
leave gems and
opportunities for their
fellow students. (R)
Topic: Earth-centered
Model vs. Sun-centered
model (K4, D4)

Before: Students will walk
around the room observing
various models prepared
by me. They will each vote
on what theories the
models are supposed to
represent. (H)

During: Place a lamp (Sun)
in the center of the room.
Have each student hold a
ball and orbit around the
lamp while turning counter
clockwise. Replace the
lamp with a ball (Earth).
Repeat the rotation and
have students record
observations from both
activities. (H, Ex/Eq)

After: Add to, edit, and
revise graffiti posters. Give
each poster a rating based
on the knowledge level
today. (R)
Topic: Earth-centered
Model vs. Sun-centered
model (K4, D4)

Before: Quick Images of
Earth-Centered Model
and Sun-Centered
Model. Students will
give a thumbs up if
they can say which
model it is and who is
recognized for
discovering it. (W, Ev)

During: Ptolemy vs.
Copernicus Debate PBE
(Ex/Eq)

After: The students will
reflect on each of the
arguments made and
discuss the quality of
the argument- how well
each presented the
information in a clear
and masterful way. (R)
Topic: Historical
Contributions of Ptolemy
and Copernicus (K5, D5)

Before: Turn and talk-
recap points made from
yesterdays debate. Share
out to class. (R)

During: Students will get
into teams of 4 and make
a Ptolemy paddle and a
Copernicus paddle. I
will read a fact about one
of the men. The teams will
confer and the first team
to raise the correct paddle
will be awarded a point.
An incorrect paddle
raised will deduct a point.
(Ex/Eq)

After: Exit Ticket- Even
though Ptolemys model
was incorrect, how did it
still help contribute to
scientific understanding?
(Ev)
Topic: Historical
Contributions of Aristotle
and Galileo (K5, D5)

Before: Explore class
Portaportal websites.
Record facts about Galileo
and Aristotle in Interactive
Notebook. (Ex/Eq)

During: Students will get in
pairs, one student will write
a eulogy for Aristotle and
the other will write one for
Galileo highlighting their
major contributions to
science. When finished, the
students will swap and
revise/edit each others
product. (Ex/Eq, Ev)

After: Exit Ticket- What
scientific observations and
contributions did Aristotle
and Galileo make? How
does has their work
contributed to our current
scientific understanding?
(Ev)

Topic: Historical
Contributions of NASA
Apollo Missions (K6,
D6)

Before: Watch footage
from the Apollo 11
launch. View images
from the Apollo 11
launch and discuss
what information it
sent back to Earth (H)

During: Historical
Contributions Trading
Cards (Ex/Eq)

After: The students will
go around the room
comparing and
contrasting their cards
to other students-
seeing what content
one person might have
included that another
may not have (R)
Review

Before: Practice test
questions with clickers and
smart board (R)

During: BINGO Learning
Tool (Ex/Eq)

After: Add all remaining
knowledge to graffiti
posters. Edit and revise
posters. Add final rating on
knowledge level. (R)
Unit Test (Ev)