Toilet Paper Solar System Name: Courtney Eisenmann Grade Level: 5th Materials Required: Toilet Paper 5 sets

ts of cutouts of the planets Mnemonic Worksheet Model Rubric Mnemonic Communication Rubric Michigan Content Expectations E.ST.05.11 Design a model that of the solar system that shows the relative order and scale of the planets, dwarf planets, comets and asteroids to the sun. Objectives: 1. The learner will design a model of the solar system by using toilet paper squares that they make a scalar model of the planets distance from the sun with 75% proficiency. (Synthesis)
2.

Time Allotted: 90 minutes Subject: Science

The learner will sequence the 8 planets of the solar system by creating a mnemonic device so that they can verbally recall the order with 100% proficiency. (Knowledge)

Student Objectives: 1. I will design a model of the solar system. (Synthesis) 2. I will sequence the 8 planets of the solar system. (Knowledge) Assessment: Formative Formal: The student will be completing a puzzle piece summary at the end of the lesson. The puzzle piece should include a one word summary of the learning from the lesson as well as a design if time allows. At the end of the unit, the students will be putting together the puzzle pieces of each lesson to represent their learning from the unit. Objective 1 will be assessed as follows: Summative Formative: The students will be creating a model of the solar system by using toilet paper squares as their scale. The scale for this model can be found above. The students will be given this scale, toilet paper and cutouts of the planets. The students will be divided up into groups of 3. The group will work together to correctly create an accurate model of the solar system. Once the students have created the model they will call the teacher over to their group and they will have their model checked for accuracy. o Before the group constructs a model, each student will create their own draft model which must include: A drawing, sequence of 9 planets, and the distance in toilet paper squares. See rubric.

 Summative Informal: After the group has completed their model, the student will provide group feedback for the teacher to explain the cohesiveness of the work from them and their group members. This is an opportunity for students to inform the teacher about the students who did not pull their weight within the project. The students will complete this independently after the model is complete. This can be completed on a separate sheet of paper.

Objective 2 will be assessed as follows: Summative Informal: The student will create a mnemonic device in order to help them memorize the order of the planets. The student will create this by writing it down. They will receive credit for creating their device. Summative Formal: The following day, the students will be called up to the teacher one at a time to recite the planets. The students will be assessed on their ability to recite the planets in their correct order. Students that have met both learning objectives will be able to create and understand the processes of making a scale model of the solar system as well as the order of the planets within it. Students that have not met the learning objective will receive more days to study their mnemonic devices to understand the planetary order.

Instructional Procedure: 1. Anticipatory Set: (2 minutes) The teacher will play this video (http://www.youtube.com/watch?v=mVMTDjKDbws) This is a musical video that gives an introduction to the order within the solar system.

Yesterday the students learned about converting units of measure. (systematic) Today the students will use the conversion of units of measure from yesterday to create a scalar model of the solar system. Students should be using a 6 inch voice and be staying in their group. If the student is unable to work with a group to create a model they will create a scalar model on white paper using a ruler and a pencil. 2. State Purpose and Objective of Lesson: (3 minutes) The students are going to learn the order of the solar system and how to create a scalar model of it. (Direct) Its important to know the makeup of our solar system and how small our earth is in comparison. It also helps demonstrate the value of our perfect distance from the sun in order to sustain life. (Explicit) 3. Instructional Input/Direct Instruction: (15 minutes) TTW go over the planets within the solar system providing the following general information about each one: Mercury- Second smallest planet, moonlike surface, closest to the sun Venus- Brightest object in evening or morning sky (other than moon); surface is covered with clouds of sulfuric acid Earth- Only planet to have living things; has land, sea, and an oxygen rich atmosphere. Mars-Redish-brown deserts and dark blue grey seas with no water. Jupiter- Largest planet, made of gases, covered by colored bands of thick clouds; has a stormy spot called the Great Red Spot; has one thin ring. Saturn-Second largest planet; 6 giant rings, yellow surface and covered with liquid hydrogen. Uranus-Smaller than Jupiter and Saturn, has eleven narrow rings, appears blue-green. Neptune- Has a dark spot and looks blue-green. Pluto-too small to be a planet. We will look at this public issue later in our unit. TSW be sitting and listening. 4. Independent Practice: (10 minutes) The students will create a mnemonic device to help them memorize the orders of the planets in the solar system. They will complete the mnemonic device worksheet. The student will need to communicate the order of the 8 planets the following day to the teacher. 5. Modeling (5 minutes) The teacher will model how they students will be creating the scalar model of the solar system. The student will use the conversion factors that were solved yesterday as their rules while creating the scalar model today. Using yesterdays math, we found out that our earth is 2.5 toilet paper squares away from the sun. The teacher will demonstrate pulling out and tearing the toilet paper and placing the cutout of earth at the end of the paper.

6. Independent Practice: (20 minutes Each student will be responsible to individually create a design plan on a blank piece of paper. The student will use the toilet paper square numbers that they calculated previously to draw out a plan of what the model will look like. This does not need to be to scale exactly but should include the following o The planets in order o Written number of how many toilet paper square away from the sun the planet is o Representation by drawing The students will turn take these plans into their group work and will be turning them in to demonstrate their ability to design a model which will be made to scale in a group setting. 7. Guided Practice: (45 minutes) The students will be creating a scale model of the solar system using toilet paper. The students will be divided into groups of 3. They will work together to create a model using the calculations that they figured out in the previous lesson. The students can use assorted balls or cut out circles and color them to represent the planets. When they are finished will call the teacher over. The teacher must monitor this process. This will be performed outside on the blacktop in order to monitor all the groups equally. 8. Differentiated Consideration (Adjust instruction, tools, resources or activities for students who): Groups who finish making their model early can create one continuous model that uses one line of toilet paper and the addition of the scales for each planet in order to determine the placement of the planet. For example, Earth would be 5.3 squares total away from the sun. Students who need more time can finish their model while the other students are completing their mnemonic devices (unless outside) and can take that home as homework. Musical students may write a planetary song that would help them better memorize the solar system components. Students or groups who need more of a challenge can make the larger model of the solar system. This requires them to double the distance of each planet. 9. Closure: The teacher will restate the objectives. The students will complete the puzzle piece for the lesson by providing a one word summary along with a creative design if time allows. Tomorrow the students will be looking at the size of the planets within a math lesson that allows the students to expand their sizes using knowledge about the place value system. 10. References: Planet Rap 2011.m4v - YouTube. (n.d.). YouTube. Retrieved March 31, 2013, from http://www.youtube.com/watch?v=mVMTDjKDbws

Tails of Third Grade. (n.d.). Tails of Third Grade. Retrieved March 31, 2013, from http://tailsofthirdgrade.blogspot.com/ Toilet Paper Solar System. (n.d.). Astro Society. Retrieved March 31, 2013, from http://astrosociety.org/edu/family/materials/toiletpaper.pdf

Toilet Paper Solar System Conversion

Answer Key