Lesson Plan For 6th Grade Students Learning The Solar System

Lesson Plan for 6th Grade Students Learning the Solar System
Overview of Lesson
In this lesson, the students will be divided into

two groups of ten in order to present the solar
system. Each student will be their own planet,
with costume, and present facts about their
planet. The students will also act out the orbit
of the planets. Students will be given a lino
presentation, which will be projected on to the
only white board in the classroom, in order to
learn about the planets and prepare their
small speech. This lesson is to be viewed as
a game in order to enhance the chance of
class participation.
Description of learners/environment
15-20 students (6th grade) will be in a large

classroom with several round tables for the
afternoon. Room has small white boards and
wireless internet. There is one projector in the
room. Students are apart of the STEM
(science, technology, engineering, and math)
program.
Learning Objectives
Using the Lino presentation, note cards,

pencils, and costumes for the planets, moon
and sun, the students will present the size,
position, surface features and ability to
support life of their given planet correctly.
Standards
6.2.1 Describe and model how the position,

size and relative motions of the earth, moon
and sun cause day and night, solar and lunar
eclipses, and phases of the moon.
6.2.3 Understand that the sun, an average
star where nuclear reactions occur, is the
central and largest body in the solar system.
6.2.4 With regard to their size, composition,
distance from sun, surface features and
ability to support life, compare and contrast
the planets of the solar system with one
another and with asteroids and comets.
Materials
Cardboard signs for the planets, moon, and

the sun, Lino presentation, notecards for the
students to remember their facts, pencils,
string, markers, colored pencils, tape.
Procedures
1. Pre Prep: make two sets of cardboard signs

with the planet glued on each and a string
attached for students to wear like a necklace.
In each set, there should be a sign for these:

Sun, Mercury, Venus, Earth, Earths moon,
Mars, Jupiter, Saturn, Uranus, and Neptune.
2. Lino presentation will be projected for the
class as a basic overview of the planets and
their facts.
3. The class will break up into two equal groups.
(10 in each)
4. Every student in each group will be assigned
either one of the planets, the sun or the
moon.
5. Knowing what they are assigned, each
student will find their sign.
6. Students will use the Lino presentation to find
the information about their planet.
7. Students will color their planet correctly.
8. Each student will copy the information about
their planet onto a notecard.
9. When all signs are colored and notecards are
finished, one group will have to put
themselves in the order that their planet
belongs in the solar system.
10. Students will act like they are whatever planet
they are wearing.
11. Starting with the Sun, that student will begin
telling the other group about himself/herself
without stating their name, then ask the other
group, Who am I?
12. The other group then works as a team and
decides who that person is.
13. If they get the planet correct then that team
earns 2 points. If its the wrong answer the
other team gets 1 point.
14. After the 1st team is done, it is the next
teams turn.
15. Team with the most points wins.
16. Everyone gets candy at the end!
17. If there is enough time at the end, have
students line up, in their separate groups, so
their planets are in the correct order from the
sun.
18. Have the students orbit around the sun.
19. Have the sun shout out a random planet, and
then that chosen planet has to say a fun fact
about itself.
20. Repeat until all planets have spoken.
Assessment
Students will play a What am I? game. As

each student presents, a member of the other
group must guess what they are. For
example, if a student from group 1 says I am

the 2nd planet closest to the sun(other
facts), who am I? Then, group 2 will discuss
together, picking one student to say the
answer, they will try to guess which planet it
is. Each correct answer counts as one point
and the team with the most points at the end
of the activity wins.
References and Reference Materials
http://linoit.com/groups/EDCI270%20case
%202/canvases/EDCI270%20case%202
https://www.youtube.com/watch?
v=Cu8qdHuNluI
Sources
Heaverlo, C. A., Cooper, R. S., & Lannan, F. (2013). STEM development: Predictors for
6th-12th grade girls' interest and confidence in science and math. Journal of
Women and Minorities in Science and Engineering, 19(2), 121-142.
This article focuses on the importance of female influence in the STEM field. It
focuses on the lack of female influence and the lack of female student
participation in the STEM field. The article explores different influences that could
have an impact on the lack of female participation in the STEM field. The
research found that, when exposed positively to the STEM subjects, women tend
to enjoy them. Religion, region, parents, and economic status are shown to play
a role in whether or not women are encouraged to pursue STEM interests.
Dickerson, D., Eckhoff, L., Stewart, A., Chappell, C., & Hathcock, O. (2014). The
Examination of a Pullout STEM Program for Urban Upper Elementary Students.
Research in Science Education, 44(3), 483-506.
This article focuses on the idea of pulling the STEM program from schools to see
what the effects would be on the students. In this study, a school who was used
to a regular STEM program was stripped of it to see the difference in test scores.
Results showed that students preferred to have the STEM programs. It also
showed that STEM programs help the test scores in reading and writing. STEM
also is shown to raise interest in all students, no matter their race.

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Lesson Plan for 6th Grade Students Learning the Solar System

In this lesson, the students will be divided into

15-20 students (6th grade) will be in a large

Using the Lino presentation, note cards,

6.2.1 Describe and model how the position,

Cardboard signs for the planets, moon, and

1. Pre Prep: make two sets of cardboard signs

In each set, there should be a sign for these:

Students will play a What am I? game. As

example, if a student from group 1 says I am

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