Nicole Hester

Melanie Petrillo
Professor Yunhyun Lee
TSL4251.797F14
ESOL Infused Lesson Plan Unit

MELANIE PETRILLO AND NICOLE HESTER

ELEMENTARY EDUCATION
UNIT PLAN OBTAINED FROM CPALMS.ORG
5th GRADE LESSON 1: GALAXIES

BIG IDEA 5: EARTH IN SPACE AND TIME

SUNSHINE STATE STANDARD

SC.5.E.5.1: Recognize that a galaxy consists of gas, dust, and many stars, including any
objects orbiting the stars. Identify our home galaxy as the Milky Way.

OBJECTIVES (M/S=Mainstream)
-Students will be able to
- Identify our home galaxy as the Milky Way.
-Create a model galaxy and label parts of the model.
-Compare and contrast galaxies.
-Cite examples that demonstrate the difference of a solar system, galaxy, and
our universe.

ESOL OBJECTIVES

-Pre-production: Students will be able to point to a picture of the Milky Way galaxy when
asked: What is our home galaxy? Students will be able to point to pictures of gas, dust,
and stars when asked: What are the parts of a galaxy?

-Early Production: Students will be able to match pictures of galaxy parts with the names
of the galaxy parts. Students will be able to match a picture of the Milky Way galaxy with
the word: Milky Way galaxy.
-Speech Emergent: Students will be able to verbally name the parts of a galaxy and
verbally name the Milky Way as our home galaxy.
-Intermediate Fluency: Students will be able to write a sentence describing the parts of a
galaxy and describe the Milky Way galaxy as our home galaxy.
CULTURAL OBJECTIVES:
-Since the Milky Way galaxy is home to planet Earth, and we all live on planet Earth, we
dont see any cultural schema that would be needed for our English Language Learners.
LINGUISTIC OBJECTIVES:
-Students will be able to recognize the scientific vocabulary meanings of: Milky Way,
galaxy, gas, dust, and stars. (PP, EP, SE, IF).
-Students will be able to practice saying the words: Milky Way, galaxy, gas, dust, stars.

ESSENTIAL QUESTIONS

What makes up a galaxy? How do solar systems compare to galaxies?

BACKGROUND INFORMATION

Our solar system is one of millions of solar systems in our galaxy, the Milky Way. Objects in our
solar system are held in place by gravity with the only star, the Sun, in the center. Other stars
make up many other solar systems, which combine to form galaxies. Our galaxy orbits the center
of mass. Students may have the misconception that constellations are a part of our solar system.
You may need to discuss the fact that these are actually part of our galaxy. The Sun is the only

star in our solar system. There are three main types of galaxies as identified by the following
table.
-ELL TABLE ADAPTATION: Add pictures to help with vocabulary and have it typed with fill
in the blank for ELL to fill in as he follows along.
Elliptical

Spiral

Irregular

Made up of gas, dust,

and stars

Made up of gas,
dust, and stars

Made up of gas, dust, and

stars

Made up of both young

and old stars

Made up of
mostly old stars

Made up of young and

old stars

Held together by gravity

Held together
by gravity

Held together by gravity

Round or oval shape

Pinwheel shape

Has no identifiable shape

Example- M87 (60

million light years from
the Milky Way)

ExampleMilky Way

Example- M82 (10

million light years from
the Milky Way)

-Students may have many questions about galaxies, solar systems, and the universe. This is an
area of science where new information is constantly discovered. Encourage students to find
answers to their questions by doing research on the Internet or by using recently published
books. The universe may contain 100 billion galaxies

MATERIALS
Per Student

Per group

science notebook

1 Model of the Milky Way Galaxy sheet

pencil

Colored pencils

large piece of blue paper (18 X 24)

37 small cups
fine sand

ELL MATERIALS ADAPTATION

o

1 Model of the Milky Way Galaxy sheet will include pictures and fill in the
blanks.

Spanish to English Dictionary

Edited organizational map that includes Spanish key words

Color Code Sheet

SAFETY
Students should wear goggles to avoid getting sand in their eyes.
PROCEDURES:

ENGAGE:

1. Display the key question and have students write it in their science notebook.
2. Provide student pairs or groups with a few minutes to discuss their preliminary thoughts
about the question and to make notes in their science notebook. Provide our ELL with a
Spanish-English dictionary to help search words he may not know in English. Pair our
ELL with a bilingual Spanish/English speaking student in the class.
3. Ask student pairs or groups to report out their preliminary thinking. The table leader for
the day will be the person who shares the groups thinking out loud. This person will be
our ELLs partner.
4. Post the organizational map below. Include an edited organized map for our ELL
including Spanish key words alongside the English key words.
5. Ask students:
1. What is a universe? (show picture)
2. What is a galaxy? (show picture)

3. Which is larger- a universe or a galaxy? (show both pictures side by side)

4. What is a solar system? (show picture)
5. Which is larger- a solar system or a galaxy? (show picture side by side)
Model of the Milky Way Galaxy Sheet:

EXPLORE

1. Tell students that you are now going to make a model of one galaxy- the Milky Way
galaxy.
2. Ask students why we would make a model of a galaxy. (They should be able to explain
that we cannot see the entire galaxy so we have to make models) Use the Turn & Talk
strategy to support our ELL in linguistic conversation.
3. Have student groups place one cup in the center of the large blue paper. Explain that this
represents the center of the galaxy- a place where it is dense with old stars. Include a

picture of the galaxy on the cup, as well as the word galaxy, with an arrow in the
middle indicating that the cup represents the middle of the galaxy.
4. Have students create 5 curved arms that extend off the center so the model looks
similar to the Model of the Milky Way Galaxy sheet. Explain that each cup represents
millions of stars. Also include pictures of stars on the cup as well as the word stars.
5. Refer students to the blue paper. Tell them that the blue paper represents all the gas in
this galaxy. Place a picture of gas and the word gas on the blue paper indicating that the
blue paper represents the gas.
6. Have students sprinkle the sand between the cups on the blue paper. Explain that this
represents the space dust that is in the galaxy. Include the word dust on the cup that
holds the sand as well as a picture of sand on the cup.
7. Tell students to rotate the blue paper in a circular manner. The center cup should always
be in the same place and the blue paper should not leave the table. Tell students that the
galaxy revolves around this cluster of old stars.
8. Give students a few minutes in their group to keep spinning the model, to discuss with
one another what the model represents and to discuss what makes up a galaxy. This is the
ideal time to walk around the room and do a quick assessment to determine if the students
are making correct connections. Make sure table groups are using accountable talk and
engaging our ELL in conversation.
9. Tell students to look at one of the cups on the edge of one of the arms. Tell them that this
represents our solar system, which has only one star- the Sun. Students can imagine how
the model would look if all of the cups were also spinning like the large paper. Have cups
labeled accordingly.

10. Ask students to recreate this model in their science notebook using blue colored pencil as
gas, brown colored pencil as dust, and yellow colored pencil as the millions of stars.
Students must be sure to use a key to identify the parts of the galaxy. Color Code sheet
where the color yellow will have the vocabulary word dust next to it, etc.

EXPLAIN

1. Ask students: Use the Turn & Talk strategy for these questions while simultaneously
showing pictures.
1. What is a universe? (show picture)
2. What is a galaxy? (show picture)
3. Which is larger- a universe or a galaxy? (show picture)
4. What is a solar system? (show picture)
5. Which is larger- a solar system or a galaxy? (show picture)
6. What is the name of our galaxy? (show picture)
7. What is a galaxy made of? (show picture)

ASSESSMENT

1. Make observational assessments when walking around the room while students are
manipulating the model. Make anecdotal notes of misconceptions or inappropriate use of
vocabulary. Write down and record any insight to how the ELL is doing to guide future
instruction.
2. Another formative assessment can be made from the students drawing in their notebook.
Determine if they understand what a galaxy is by ensuring that their drawing identifies
stars, gas, and dust. The students graphic should have a clear key.

3. A summative assessment will be given at the end of the unit as a chapter test evaluating
student knowledge on vocabulary, types of galaxies, and our Milky Way Solar System.
ELL ADAPTATION:
-Pre-production: ask students to point to pictures of parts of a galaxy. Ask students to
point to a picture of the Milky Way.
-Early Production: ask students to match up words with pictures given to them on the
parts of the galaxy. Ask students to match the picture that shows the Milky Way galaxy to the
word.
-Speech Emergent: Ask students to tell me what they drew and why in a simple verbal
sentence.
-Intermediate Fluency: Ask students to write a sentence describing what they drew.

HOME-FUN ACTIVITY:
Students will have the choice to design a model of the Milky Way using materials at

home with their caretakers. The materials can range from ANYTHING the students can find
within their home. If there are students who do not have access to materials at home, coloring
materials will be provided for them. The home-fun activity will require ELL students to teach
their caretakers what they have learned in class and show off their newly learned English science
words. The Home-fun activity will require students to be creative as possible. A letter will be
sent home explaining the directions in the parents native language. This assignment will also be
mainstream, but adapted for ELL students.

5th GRADE LESSON 2:

CLASSIFY AND IDENTIFY SOLAR SYSTEM OBJECTS
BIG IDEA 5: EARTH IN SPACE AND TIME
SUNSHINE STATE STANDARD:

SC.5.E.5.3 Distinguish among the following objects of the Solar SystemSun, planets,
moons, asteroids, cometsand identify Earths position in it.

MAINSTREAM OBJECTIVES:
Students will be able to:
Identify objects of the Solar System including Sun, planets, moons, asteroids, and comets.
Compare/contrast characteristics of the Sun, planets, moons, asteroids, and comets in our
Solar System.
LINGUISTIC OBJECTIVES:
Pre-Production: Students will be able to identify objects of the Solar System including the
Sun, planets, moons, asteroids, and comets by pointing to the picture that corresponds to
the vocabulary word read aloud to the student by the teacher. Students will be able to
sort labeled picture cards into a T-chart graphic organizer made of groups that have
similar and dissimilar characteristics.
Early Production: Students will be able to identify objects of the Solar System including
the Sun, planets, moons, asteroids, and comets by matching vocabulary words to picture
cards. Students will be able to independently use a Venn diagram to sort labeled pictures
into groups that have similar and dissimilar characteristics of the listed vocabulary
words.
Speech Emergent: Students will be able to identify objects of the Solar System including
the Sun, planets, moons, asteroids, and comets by using a sentence starter graphic
organizer with fill-in-the-blanks. Students will be able to verbally explain how to
compare/contrast characteristics of the Sun, planets, moons, asteroids, and comets in our
Solar System.
Intermediate Fluency: Students will be able to identify objects of the Solar System
including the Sun, planets, moons, asteroids, and comets by drawing a picture and
labeling it. Students will be able to write a paragraph comparing and contrasting the
characteristics of the Sun, planets, moons, asteroids, and comets in our Solar System.
CULTURAL OBJECTIVES:
-Since the Milky Way galaxy is home to planet Earth, and we all live on planet Earth, we dont
see any cultural schema that would be needed for our English Language Learners.

ESSENTIAL QUESTION:
How can we classify and identify solar system objects?

BACKGROUND INFORMATION: The previous lesson will have provided enough

information for our students to be able to understand todays lesson.
The solar system consists of the sun, the planets and their moons, asteroids, meteoroids,
thousands of comets, and particles of dust and gas that revolve around the sun. Each of the eight
planets spins around an imaginary axis through its center, while also traveling in a clockwise
direction around the sun.

Mercury and Venus have no moons

Earth has one moon named Luna
Mercury has 2 moons:
Jupiter has 63 moons including Callisto, Europa, Ganymede, Io
Saturn has 34 moons including Enceladus
Uranus has 27 moons
Neptune has 13 moons

More information can be found at http://www.nasa.gov/worldbook/index.html

MATERIALS
Per student
Science notebook and pencil
chart

Per group
Asteroid, Comet, Moon, or Planet?

ELL Materials: ELL students will be allowed to use their notes from yesterdays lesson as well
as a Spanish/English dictionary or a translating dictionary in their native language.
SAFETY
Always follow OCPS science safety guidelines.
ENGAGE
1. Tell students to write the essential question in their notebook. Have the essential question
written on the board for ELL students to see. Give them time to translate any words as
necessary using their dictionaries.
2. Have students take a moment to think about the question: How can we classify and
identify solar system objects? and to write their thoughts in their science notebook under
the key question. Allow wait time for ELL students. Walk around and provide support as
necessary depending on students needs. Aid in translation.
3. Ask students to think-pair-share their ideas with a partner. Make sure the ELL students
are specifically paired with others to meet student needs, such as, a pre-production ELL
be paired with someone who speaks their native language.
4. Allow student partners to share their thoughts. Allow wait time. Dont force all students
to share aloud especially with pre-production and speech emergent ELL students.
5. Tell students that today, we will look at some evidence and students will need to be
scientists and use this evidence to form conclusions.

EXPLORE
1. Provide each group of students with the data chart. Ask them to use what they know
about solar system objects to make a claim in the last column. Their claim must be
whether the object is an asteroid, a comet, a moon, or a planet. Students must be prepared
to support their claim with evidence from the chart or other resource. Adapt the data chart
to support ELL students by including corresponding pictures of the vocabulary words in
the first column. Use clip art next to the remaining words to help the ELL student
visualize the words in the data chart. *SEE DATA CHART p.5. This will be adapted
based on the above-mentioned modifications.
2. Allow students ample time to discuss and make claims. Ensure that your ELL student is
supported by pairing him/her with a bilingual student who speaks their native language.
Allow your ELL students wait time to do additional research, ask questions, or translate.
3. Provide time for students to report out their conclusions and support their claims. Use the
Numbered Heads strategy to ensure ELLs are supported during group discussions and
sharing time.
EXPLAIN
1. Ask the following questions to support understanding: Use the Turn & Talk strategy
for these questions while simultaneously showing pictures to aid with ELL
comprehensible input.
What characteristics do planets have in common?
- Orbit the sun (show pictures on a PowerPoint slide)
- Spherical shapes (show pictures on a PowerPoint slide
What characteristics do comets have in common?
- Orbit the sun (show pictures on a PowerPoint slide
- Have a tail and made of dust (show pictures on a PowerPoint slide
- Have an irregular shape (show pictures on a PowerPoint slide
What characteristics do asteroids have in common?
- Orbit the sun (show pictures on a PowerPoint slide
- Have an irregular shape (show pictures on a PowerPoint slide
What characteristics do moons have in common?
- Orbit a planet (show pictures on a PowerPoint slide
- Have a spherical shape (show pictures on a PowerPoint slide
ASSESSMENT
1. Students respond to the following prompt:
Scientists need to classify two objects in our solar system. This is the information we
have on them:
Vesta: Vesta is located approximately 375,000,000 Km from the sun and has no
atmosphere. Vesta orbits the sun and has an irregular shape.
Pluto: Pluto is located 7,376,000,000 Km from the sun at its farthest point during its orbit
around the sun. Pluto has very little atmosphere and is made of ice.

What do you think each object is- an asteroid, comet, moon, or planet? Explain your
thinking.
(Note: Both Vesta and Pluto are solar system objects that scientists disagree on the classification
of and both have been thought to be able to meet the criteria for either a planet or a dwarf planet
at one point. Currently, Vesta is identified as an asteroid and is in the asteroid belt. Assess
students only on their critical thinking and ability to provide evidence for their claim.)
ELL assessment is modified based on objectives and based on the stage of language
acquisition. SEE OBJECTIVES. Instead of responding to the prompt (see #2), students will
receive a modified assessment worksheet based on their linguistic objectives, which includes the
following scenarios:

Pre-Production: Students will identify objects of the Solar System including the Sun,
planets, moons, asteroids, and comets by pointing to the picture that corresponds to the
vocabulary word read aloud to the student by the teacher. Students will sort labeled
picture cards into a T-chart graphic organizer made of groups that have similar and
dissimilar characteristics.
Early Production: Students will identify objects of the Solar System including the Sun,
planets, moons, asteroids, and comets by matching vocabulary words to picture cards.
Students will independently use a Venn diagram to sort labeled pictures into groups that
have similar and dissimilar characteristics of the listed vocabulary words.
Speech Emergent: Students will identify objects of the Solar System including the Sun,
planets, moons, asteroids, and comets by using a sentence starter graphic organizer with
fill-in-the-blanks. Students will verbally explain how to compare/contrast characteristics
of the Sun, planets, moons, asteroids, and comets in our Solar System.
Intermediate Fluency: Students will identify objects of the Solar System including the
Sun, planets, moons, asteroids, and comets by drawing a picture and labeling it. Students
will write a paragraph comparing and contrasting the characteristics of the Sun, planets,
moons, asteroids, and comets in our Solar System.

*Data Chart: Asteroid, Comet, Moon, or Planet?

Orbits

Composition

Atmosphere?

Shape

Earth

Sun

Rock

Cloudy

Spherical

Enceladus

Saturn

Ice

No

Spherical

Eros

Sun

Rock

Almost none

Irregular

Europa

Jupiter

Ice

No

Spherical

Ganymede

Jupiter

Ice

No

Spherical

Halley

Sun

Almost none

Irregular

Hyperion

Saturn

Ice and dust, with a

long tail
Ice and rock

No

Irregular

Ida

Sun

Rock

Almost none

Irregular

Io

Jupiter

Rock

No

Spherical

Jupiter

Sun

Gas

Thick and cloudy

Spherical

Luna

Earth

Rock

No

Spherical

Mars

Sun

Rock

Thin and cloudy

Spherical

Mercury

Sun

Rock

No

Spherical

Miranda

Uranus

Ice

No

Spherical

Neptune

Sun

Gas

Thick and cloudy

Spherical

Phobos

Mars

Rock

No

Spherical

Saturn

Sun

Gas

Thick and cloudy

Spherical

Tempel 1

Sun

Almost none

Irregular

Titan

Saturn

Ice and dust, with a

dust tail
Rock and ice

Thick and cloudy

Spherical

Triton

Neptune

Ice

Almost none

Spherical

Uranus

Sun

Gas

Thick and cloudy

Spherical

What is it?
Planet

Asteroid

Moon

Comet

Home Fun Activity:

Each student will be assigned a different planet. These planets may not just be the ones
that are in our solar system. Students will then be responsible for researching the planet at home,
and drawing a picture with labels of the planet. They are also responsible for writing a short
description of the planet. These will be presented during class, and will be collected to put into a
class book. At the end of the unit on planets, students will be given a copy of the class book. The
original class book will stay in the classroom for students to use as a reference for the rest of the
year. ELL students may have extra time to work on this assignment, as well as teacher support
before and after school. ELL students may take home an example to help scaffold their thinking.
A letter informing parents of the project will be in the student and parents native language.

5th GRADE LESSON 3: CLASSIFY AND DESCRIBE PLANETS

BIG IDEA 5: EARTH IN SPACE AND TIME
SUNSHINE STATE STANDARD

SC.5.E.5.2 Recognize the major common characteristics of all planets and

compare/contrast the properties of inner and outer planets.

SC.5.N.1.2 Explain the difference between an experiment and other types of scientific
investigation.
OBJECTIVES (M/S=Mainstream)
-Students will be able to
-Recognize the major common characteristics of all planets.
-Compare and contrast the properties of inner and outer planets.

-Cite examples that demonstrate the difference between an experiment and a

scientific investigation.
LINGUISTIC OBJECTIVES:
Pre-Production: Students will be able to classify characteristics of all planets by
pointing to the picture that corresponds to the vocabulary word read aloud to the
student by the teacher. Students will be able to sort labeled picture cards into a T-
chart graphic organizer made of groups that have similar and dissimilar
characteristics. Vocabulary words include; moon, temperature, year, density,
diameter, and surface gravity.

Early Production: Students will be able to classify characteristics of all planets by

independently using a Venn diagram to sort labeled pictures into groups that have
similar and dissimilar characteristics of the listed planets.

Speech Emergent: Students will be able to classify characteristics of all planets by

using a sentence starter graphic organizer with fill-in-the-blanks. Students will be
able to verbally explain how to compare/contrast characteristics of the moon,
temperature, year, density, diameter, and surface gravity of the planets.

Intermediate Fluency: Students will be able to classify characteristics of all planets

by drawing a picture and labeling it. Students will be able to write a paragraph
comparing and contrasting the properties of inner and outer planets.

CULTURAL OBJECTIVES:
-Since the planets compared and contrasted are all located in the Milky Way galaxy, and
we all live in the Milky Way galaxy, we dont see any cultural schema that would be needed
for our English Language Learners.

ESSENTIAL QUESTION
How can you classify and describe the planets in our solar system?

BACKGROUND INFORMATION
Our solar system consists of the sun and all the objects- eight planets and their moons, asteroids,
meteoroids, thousands of comets, and particles of dust and gas- that revolve around the sun. Each
of the eight planets spins around an axis and travels in a counterclockwise direction around the
sun. The time it takes a planet to orbit around the sun is that planets year. A planets distance
from the sun affects its climate and atmosphere.
More information can be found at http://www.nasa.gov/worldbook/index.html

MATERIALS
Per student

per group

Student notebook and pencil

crayons or markers
Solar System Cards

Teacher
Print and laminate enough sets of the planet cards ahead of time
ELL MATERIALS ADAPTATION
o

Spanish to English Dictionary

Edited Solar System Card that includes Spanish key words

ENGAGE

1. Display the key question and have students write it in their science notebook.
2. Provide student pairs or groups with a few minutes to discuss their preliminary thoughts
about the question and to make notes in their science notebook. Provide our ELL with a
Spanish-English dictionary to help search words he may not know in English. Pair our
ELL with a bilingual Spanish/English speaking student in the class.
3. Ask student pairs or groups to report out their preliminary thinking. (Use this to help you
understand student misconceptions and background knowledge on the subject) The table
leader for the day will be the person who shares the groups thinking out loud. This
person will be our ELLs partner.
4. Pass out the planet cards. Each student should get one. Include an edited planet card for
our ELL which will include pictures defining the alongside English key words. A group

would include all 8 planets. Use the Turn & Talk strategy to support our ELL in linguistic
conversation about what is on their planet card.
5. Ask one group of 8 students to come up to the front of the room. Ask them to stand so
that the distances of their planets from the sun are arranged from smallest to largest. List
these in order on the board.
6. Ask that same group to rearrange themselves so that their planets densities are arranged
from greatest to least. List these in order on the board below the list you just created.

EXPLORE:
1. Allow students group time to compare their cards and line themselves up based upon the
attributes on the cards. Circulate groups making sure table groups are using accountable
talk and engaging our ELL in conversation.
2. Have students write their observations in their science notebooks and to discuss ways to
classify the planets based upon patterns. Provide our ELL with a Spanish-English
dictionary to help search words he may not know in English, for help with thinking of
what English words they want to write.
3. Have students create a planet comparison chart. Ask them to complete the chart using the
planet cards. Pair our ELL with a bilingual Spanish/English speaking student in the class.
4. Allow each group time to report out conclusions about how planets can be classified and
what observations were made. (Students should notice that the lists are similar. Inner
planets generally have higher densities than the gas giants. The inner planets usually have
smaller diameters. Gas giants usually have longer lengths of years.)

EXPLAIN
1. Tell students that planets are generally classified as either inner or outer planets based
upon similar attributes.
2. Using the Planet Comparison Chart, students should answer the following questions:
Use the Turn & Talk strategy for these questions, This allows our ELL with extra think
time to give the confidence needed to participate in English.
a. Which planets have moons?
b. Which planets have a density greater than 2? Are these inner or outer planets?
What do you think this tells us about these planets?
c. Which planets have a diameter less than Earths? Are these inner or outer
planets? What do you think this tells us about these planets?
3. Ask students if this was a scientific experiment or investigation. (Investigation) Ask
students to explain the difference. (No variable to control) Provide our ELL with a
Spanish-English dictionary to help search words he may not know in English. Have
students answer this question in their science notebooks as a formative assessment (exit
slip).
ASSESSMENT

1. Complete observational assessments as student groups are working together- note if

students are using scientific thinking to discuss patterns and to classify information.
Write down and record any insight to how the ELL is doing to guide future instruction.
2. Have students respond to the following prompt in their science notebooks:
A new planet has been found. It has a density of 4.2 and surface gravity that is less than
Earths. Would this likely be an inner planet or an outer planet? (Because of the pattern noted

above, students should determine that the planet is an inner planet because of the density.
Surface gravity cannot be a deciding factor since there is both inner and outer planets with
gravities less than Earth.)

Pre-Production: Student will be read the question and will be given picture cards
with labels and asked to sort the picture cards into groups of inner or outer planets.
Student will have to point to the new planet.

Early Production: Student will use a sentence started graphic organizer to be able to
fill in the blanks on whether or not the new planet is an inner or outer planet and
why.

Speech Emergent: Student will verbally explain to the teacher whether or not the
new planet is an inner or outer planet and why.

Intermediate Fluency: Student will be able to use their Spanish-English dictionary and
will be given more time.

3. A summative assessment will be given at the end of the unit as a chapter test evaluating
student knowledge on density, diameter, and outer versus inner planets. ELL students
will be able to use their Spanish-English dictionary and will be given more time.

HOME-FUN ACTIVITY:
Students will have the choice to design a postcard from a planet they want to travel to
using materials at home with their caretakers. They will bring home the book, A Tour of the
Planets by Melvin Berger, to read aloud with their caretakers. This will connect caretakers at
home having fun learning the English language. This book and their science notebook will be
their resource. Students may find this book at the school library or their public library. The

postcard will be a notecard given out by their teacher. The home-fun activity will require ELL
students to teach their caretakers what they have learned in class and show off their newly
learned English science words. This will connect caretakers at home having fun learning the
English language. On the front of the postcard students will draw a picture of the planet they
have traveled to. On the back of the postcard students will write what they learned about that
specific planet as they were traveling. A letter will be sent home explaining the directions in the
parents native language. This assignment will also be mainstream, but is adapted for ELL
students. This at home-fun activity is for all four levels of ELLs.

Densit
y: 5.5
Diame
ter:
4,900
Km
Distance from the Sun: 57,900,000 Km
Density: 5.2
Surface Gravity (compared to Earth):
0.39

Diameter: 12,100 Km

Length of Year: 88 Earth days

Distance from the Sun: 108,200,000 Km

Composition: Rock and metal

Surface Gravity (compared to Earth): 0.91

Number of Moons: 0

Length of Year: 225 Earth days

Temperature: -185 degrees to 450 degrees

Composition: Rock and metal

Number of Moons: 0

Temperature: 482 degrees Celsius at the

surface

E
A
R
T
H

Density: 5.5
Density: 3.9
Diameter: 12,800 Km
Diameter: 6,800 Km
Distance from the Sun: 149,600,000 Km
Distance from the Sun: 227,900,000 Km
Surface Gravity: 1
Surface Gravity: 0.38
Length of Year: 365 days
Length of Year: 687 Earth days
Composition: Rock and metal
Composition: Rock and metal
Number of Moons: 1
Number of Moons: 2
Temperature: 15 degrees Celsius on
surface (average)

Temperature: -23 degrees Celsius on the

surface (average)

Density: 0.7
Diameter: 120,600 Km
Distance from the Sun: 1427,000,000 Km
Surface Gravity: 1.07
Density: 1.3

Length of Year: 29.5 Earth years

Diameter: 143,000 Km

Composition: Mostly Hydrogen and Helium

gases

Distance from the Sun: 778,300,000 Km

Number of Moons: 34
Surface Gravity: 2.60
Temperature: -180 degrees at cloud tops
Length of Year: 11.9 Earth years
Composition: Mostly Hydrogen and
Helium gases
Number of Moons: 63
Temperature: -150 degrees at cloud tops

Density:
1.3

Density: 1.6
Diameter: 49,500 Km

Diameter: 51,100 Km
Distance from the Sun: 4497,000,000 Km
Distance from the Sun: 2870,000,000 Km

Surface Gravity: 1.15

Surface Gravity: 0.90
Length of Year: 165 Earth years
Length of Year: 84 Earth years
Composition: Mostly Hydrogen and
Helium gases

Composition: Mostly Hydrogen and Helium

gases
Number of Moons: 13

Number of Moons: 27
Temperature: -220 degrees at cloud tops
Temperature: -210 degrees at cloud tops