Lesson Plan in Science 5

Villanueva then begins to ask the students review questions. He initiates the classroom discussion by asking the students “What is the first planet in our solar system?” Although Todd hesitantly answers, I believe that this is an example of over-learned material. Being that the students are reviewing for a test, they have probably done a lot of work in this lesson to learn the different planets. Knowing the first planet should be something that is over-learned material because it should have been the first planet the students were introduced to and was probably reviewed every time before a new planet was learned. Students should be taught the necessity of “over-learning” new information. Often they practice only until they are able to perform one error-free repetition of the material. However, several error-free repetitions are needed to solidify the

Astronomer Nicolaus Copernicus observed that the Planets and stars revolved around the sun not the Earth.

When teaching a lesson about seasons I would have the students seat at the rug in a circle. I would start talking about the name of each season and what happen with the weather during that time. To help the ELL

momentum are at work, the planets "fall", not down, but around, forever as they move in

By the 16th century, astronomers began to note irregularities in the accepted model of the solar system. In the early 1500s, Nicolaus Copernicus noted that the planets had slight discrepancies between their observed and presumed positions. Copernicus thought that the Sun was

For Body 2 T^2/r^3 was 1.99E-5, for Body 3 it was 1.97E-5 and for Body 3 is was 1.97E-5. For Body 4 this was 1.85E-5. The data helps support the fact that the T^2/r^3 should be the same for all planets because the numbers were all relatively similar, especially for Bodies 2 and 3 which were identical and thus proved Kepler’s Law of Harmony, which states that T^2/r^3 should be the same for all planets orbiting the same central body.

Also, we had some posters about the shapes and I used them to demonstrate to them. With showing the illustration and let them to touch the colourful shapes I engaged them and I let them to discuss between themselves. I asked them for this activity you should all work as a team and should look at the shapes carefully and according the sides you must put in one circle. For example, in circle 1 we have all shape with 4 sides that we call quadrilateral.

The Law of ellipses, which means that each planet travels around the sun in an ellipses.

Hence children have misconceptions on the weather elements and changes in the environment (Reference book Year 1) Probing questions and discussing with the students about the moon’s phases

Another planetarium teaching experience was at Wahluke Junior High, in Mattawa. This was the first time I ran a 30 minute planetarium show, and I got the opportunity to do it in Spanish for the Limited Language Proficient students (WA-COMP-2009.SCI.2.2.1). I discussed that the colors of stars are used to determine the relative age and temperature of stars. Moreover, I showed them a way to find Polaris, and shared strategies that will help them find other constellations relative to the big dipper. I also shared Greco-Roman and Navaho stories with these students, and they enjoyed

Made up of all the planets that orbit the sun, the Solar System has over 100 worlds. In addition to eight planets without Pluto and nine with Pluto, the Solar System also consist of gas, dust, minor planets,asteroids, and moons. Containing 98% of all the materials in the Solar System, the sun is an extremely important object in the Solar System. Everything in the Solar System orbits or revolves around the sun. The larger an object is in space the more gravity it has and that why the enormous sun contains 98% of all the materials in the Solar System. The Solar System basically is just the planets moving rapidly and trying to fly away from the sun. They end up in in the emptiness of outer space. The outcome of the planets trying to fly away and

Ask students to make three circles on their paper. Draw an example on the white board so students know where their circles should be placed. Write water, fog and ice, in each circle on the board and have the students do the same thing on their paper. Next also add the terms solid, liquid and gas to each of the appropriate circles.

Read the poem “Five green and speckled frogs”. Read it once out loud with them. Then pass out the little cards paper clipped together to random students. Have them find the words that match the sounds in the poems.

word, dragonfly.” Then have the students pick a partner to tell them what a dragonfly is as a teacher I will be walking around to listen to the students explain

gravitational pull and all of the asteroids in it revolve around the Sun. Although the majority of