WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name Kowinsky Date March 10 2014 Length of Lesson 15 daysContent Area Astronomy

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STAGE I – DESIRED RESULTS
LESSON TOPIC:Inner Planets / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
Stars have life cycle
ESSential Questions.- Where did all the material on earth come from?
S11.A.1.3.2, S11.A.3.1.1, S11.A.3.3.3, S11.D.1.2.1, S11.D.3.1.1, S11.D.3.1.3
UNDERSTANDING GOALS (CONCEPTS): Groups of stars that move in unison in the night sky form constellations.
Direct and remote sensing provide evidence that billions of stars cluster into galaxies
Direct and remote sensing provide evidence that the universe contains billions of galaxies
Students will understand:
s / ESSENTIAL QUESTIONS: Compare and Contrast Gas Giants to Terrestrial Planets
Differentiate between Terrestrial Planets

VOCABULARY: terrestrial, jovian, greenhouse effect, lobate scarps, ozone, magnetic field, hematite, moon,

/

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

S
General Properties:
Differentiate terrestrial planets from jovian planets.
Compare the sizes of the 4 terrestrial planets with each other.
Discuss the greenhouse/icehouse effects on Venus, Earth, and Mars. Identify what happened to each of the planets, and where their CO2 currently is.
Identify planetary features and by looking at images.
Mercury:
List general features of mercury – Lobate scarps, many craters, large iron core, smallest terrestrial planet, virtually no atmosphere, etc..
Define Lobate Scarps, tell how they occurred
Venus:
List general features of venus – Hottest planet due to runaway greenhouse effect, similar in size to earth, no plate tectonics, atmosphere composition, etc…
What happened to the water that was originally on Venus?
Earth:
List and explain the 3 criteria that make Earth unique:
Liquid water, Stable greenhouse effect, ozone layer.
Know that the Earth has the largest magnetic field of the terrestrial planets and is therefore geologically active.
Discuss Earth’s atmosphere composition.
Mars:
List general features of Mars – ½ size of earth, frozen CO2 icecaps, oxidized iron, northern lowlands, southern highlands, largest volcano, largest canyon, dust storms, atmosphere composition, etc…
Discuss the evidence for liquid water in Mars’ past, including exploration rover evidence, and Mars global Surveyor evidence from orbit.
Define Hematite and sedimentary rock.
Understand where most of Mars’ water is now.
Moons:
Discuss the theories behind the formation of the Earth’s moon. List the pro’s and con’s of each theory.
Discuss the Giant impact theory and how it applies to other planets in our solar system.
Know that mars has two captured asteroids as moons, phobos and deimos.
Students will be able to:
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:Classwork
Homework
Tests/Quizzes
Labs
Warm-ups/Exit Slips
Formative assessments / OTHER EVIDENCE:
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
(Active Engagement, Explicit Instruction, Metacognition, Modeling, Scaffolding)
Presentation, discussion, pre-lab, laboratory experiments, actvities
MINI LESSON:
Inner Planets Comparison Activity
Inner Planets Project / MATERIALS AND RESOURCES:
Overhead/Board/Promethean board
Lab material/equipment
Travlers Guide To Planets - Merc and Venus Video
Roving Mars Video Worksheets 1-4
Scale Activity Worksheet
Terrestrial planet Quiz / INTERVENTIONS:
Preferential seating
Cooperative work
Guided notes
Modified tests / ASSIGNMENTS:
Classwork
Homework
Tests/Quizzes
Labs
Warm-ups/Exit Slips
Formative assessments