Solar System Powerpoint Lesson

Elizabeth RaeAnn Staab

5th Grade

Day 1: Earth and Moon

Day 2: Eclipses

Day 3: Scientific Instruments for Studying Outer Space

Day 4: Indiana University Observatory Field Trip

Day 5: The Sun

Day 6: The Stars

Day 7: Indianapolis Children’s Museum Planetarium Field Trip

Before Beginning I will be making a trip to the public library to obtain books about the solar system to place throughout the classroom for children to reference and look at in their free time

Day 1: Earth and Moon Objectives

-Students will be able to identify and explain similarities and differences between the Earth and its moon.

-Students will be able to distinguish the difference between a lunar and solar eclipse

Breaking Down Day 1: Engage: We will begin with a

relatively short video clip showing Neil Armstrong walking on the moon. As a class we will then make a comparison chart between what we noticed about the moon and Neil Armstrong walking and how we walk around on the Earth every day.

Explore: Students will now have the opportunity to construct a simulation of the moon’s service, focusing on the existence of craters. In this activity students mix flour and water in a pan. They will then feel the thick batter like mixture this creates. After this, they will sprinkle some dry flour of the mixture. This simulates the moon’s surface. They will then drop a small ball from various heights onto the “moon’s surface” measuring the distance of the ball dropping and size of the mark left by the ball in the “moon’s surface”.

Explain: First, we will have a discussion of the activity and the formation of craters.

Elaborate: We will then talk about the relationship between the moon, sun and the Earth in space. Noting the differences and how the Earth and moon revolve as the Earth orbits the sun. This will be the more technical based discussion explaining key terms.

Note: This day has a lot taking place, if you feel it would benefit your students, it is perfectly fine to stretch this out into 2 days.

Day 2: Eclipses Objectives

-Students will understand there is a relationship between time-and-space that is shared between the sun-Earth-and-moon

-Students will understand seasons on Earth are a result of our location and the sun’s location.

-Students will be able to make comparisons of objects in the solar system.

Breaking Down Day 2: Engage: We will revisit the Elaborate from

the day before. Making sure the students are up-to-date and ready to revisit orbits and the relationship between the sun, moon, and Earth in the next activity.

Explore: The students will now conduct an activity simulating the relationship between the sun, moon, and Earth. You will need to take your students outside or to the gym if weather is not permitting. You will need a beach ball, a tennis ball, and a ping pong ball. The students will de divided into groups of 4 or 5 depending on supplies and classroom size. The students will be making a model of the sun, Earth, and moon in space. One person will hold the beach ball and represent the sun. Another student will hold the tennis ball to represent the Earth. The ping pong ball will represent the Earth’s moon. Students have the chance, to spin, rotate, and orbit around simulating what happens in space with the Earth, moon, and sun.

Explain: We will elaborate on the activity discussing what is occurring while the sun, moon, and Earth are in certain locations. Seasons will be discussed as well as when various eclipses take place.

Engage: Students will then split into small groups, or with partners, to discuss the other things from the chart that we find in space and have not defined yet.

Elaborate: All of the other items the students mention (and some they may have forgotten) are defined and discussed.

Note: This day is also long. However, Day 3 is designed to take on anything you do not have time for in Day 2.

Day 3: Scientific Instruments for Studying the Solar System

Objectives-Students will be able

to identify scientific instruments used to study the solar system: telescopes, satellites, and space probes.

Breaking Down Day 3: Engage/Explore: I will have

pictures and if possible, telescopes and other things the students are allowed to touch, set up in the classroom. The students will go from station to station writing down what they think the instrument is and what it could be used for.

Explain: We will then as a class, discuss our thoughts and what we wrote down. Clarifying when needed what the various items are and what they do.

Elaborate: Students will get to construct their own telescope. Each student will need 2 sheets of construction paper, tape, two convex lenses, and some modeling clay to construct their telescope. Roll and tape a piece of construction paper into a tube, larger in diameter than the lenses. Then make another tube that will fit inside the larger tube. Use the clay to place the lenses inside the tube. Have the students try out the telescopes viewing objects in the classroom.

Day 4: Indiana University Observatory Field Trip

Explore: Students will be allowed to see a much larger telescope as they learn how it functions similarly to the small one they made. The will be allowed to look into it and observe all the features and functions of an observatory.

Day 5: The Sun

Objective-Students will be able

to describe the structure and features of the sun.

Breaking Down Day 5: Engage: Students will be

construct materials needed to observe sunspots. The materials needed are white paper, a telescope, a clipboard, tap, scissors, and a large piece of cardboard.

Explore: Once students finish their telescope, take them outside to observe sunspots. Have them draw pictures of their observations, recording the date and time on the paper.

Explain: Have the students discuss as a class what they observed, showing the pictures when necessary. After a discussion, introduce the sun vocabulary and explain what the sun is made of and the various features of the sun.

Day 6: The Stars Objectives:

-Students will be able to classify stars based on physical properties.

-Students will be able to recognize star formations. Example: the Big Dipper

Breaking Down Day 6 Elaborate: Revisit the discussion

of the sun and introduce the concept that the sun is also a star.

Engage: Glow in the dark ceiling stars are inexpensive and a great way to engage. Prior to this lesson stick the stars all over the room. You can create the big dipper and various other constellations. Have all the lights out, windows covered if possible, and allow the students to observe the stars. If this is not possible, obtain 2 light bulbs, one 40 watt and one 60 watt. Place them in identical lamps or light bulb holders. Show how one light is brighter than the other.

Explore: Hold a discussion with the students about what they observed. Do the stars they saw on the ceiling in constellations look like what they think of when you say draw a star? Why is one light bulb brighter than the other?

Explain: Discuss with the class

how the stars are classified, what stars of made of, and how they change.

Day 7: Indianapolis Children’s Museum Planetarium Field Trip

Elaborate: This pulls together the entire unit as the students observe, with the use of the planetarium, all of the components of our galaxy.

Resources Harcourt Science

5th Grade Earth Science Edition