Theme: Solar System
Topic: The Solar System
Objectives:
• Students will be able to describe and
discuss facts about the solar system in
oral and/or written form.
• Students will be able to identify which
planets are made of rock and which
planets are made of gas.
Materials:
picture cards, photographs, game cards,
different-sized balls to represent planets
Book:
A Trip Through Our Solar System
Whole Group (Levels 1, 2, and 3)
Introduction/Background/Motivation:
• Use visuals (picture cards, photographs,
videos) to introduce the solar system.
Ask students what they know about the
solar system. Ask students what they
want to know about the solar system.
• Record responses on a KWL Chart
Example:
What do you know about the solar
system?
What do you want to know about the
solar system?
What did you learn about the
solar system?
ELD Lesson Plan Card 1.1
3–5
ELD LEVELS
Level 1 – Beginning
Target Vocabulary:
circles, Earth, moon, orbit, planet(s), solar system, star, sun
Guided Instruction:
• Introduce the solar system using the book and pictures of the solar system.
• Introduce key vocabulary nouns by pointing to the pictures.
• Ask students to identify key vocabulary words (solar system, planet, moon, star, sun, Earth) by pointing
to a picture and saying the word.
• Teacher will demonstrate circles and orbit by modeling how to circle with the help of a student. Ask
students to work in pairs and circle each other.
• Teacher will pass out pictures to students and ask each student to orally complete the sentence
“This is a __________.”
Independent Activity:
• Teacher will write the sentence “This is a __________” on the board. Students will copy the
sentence and add the picture-word to a sheet of paper.
• Students will color or draw a picture of selected vocabulary words (planet, sun, moon, solar system).
• Pass out “Solar System” worksheet (Teacher’s Guide) and have students point to and discuss the planets
in groups.
Level 2 – Early Intermediate and Intermediate
Target Vocabulary:
clouds, covered, found, gas, outer space, rock
Guided instruction:
• Show students picture cards and photographs of objects in the solar system. Ask students: What do you
see in this picture? Introduce new vocabulary words such as rock, gas, outer space, and clouds.
• Ask students to describe what the different planets look like and what they are made of.
• Describe and discuss how five planets (Mercury, Venus, Earth, Mars, Pluto) are made of rock. Discuss and
show how the largest planets in the solar system are made of gases and clouds (Saturn, Jupiter, Uranus,
Neptune).
• Have students describe individual planets using complete sentences. Teacher will model how to write
student-generated words into a cluster or pyramid organizer. Students will write words in a cluster or
pyramid organizer.
Jupiter
large
clouds
gas
• Pass out the “Solar System” worksheet and have students write one or two words next to each planet
describing it.
• Give small groups of students
different-sized balls to represent the
sun, moon, and planets.
• Introduce and model the words circle
and orbit.
• Have the student holding the sun
stand in the middle of the group while
the students holding the planets circle
the sun.
• Read A Trip Through Our Solar System.
Level 3 – Intermediate
Independent Activity:
• Read and discuss different books on the solar system. Discuss the characteristics of the planets.
Students will complete the cloze-procedure activity: “This is the planet ________. It is made of
_________. It has _________.”
• Students will write cloze-procedure activity, making sure to use vocabulary words introduced.
• Have students come up with their own complete sentences and write a paragraph describing a planet.
Students will illustrate the planet chosen, making sure to include the characteristics discussed.
Example: This is the planet Jupiter. It is the largest planet in the solar system. It has a red dot that is
bigger than Earth.
Closure – Whole Group:
• Briefly review facts about the solar
system. Discuss and write words learned
on the board.
• Have students come up and demonstrate
how a planet orbits or circles the sun (the
teacher can be the sun).
• Ask students to name planets and identify
which are made of gases or clouds and which
are made of rock. On the board, write:
Planets made of rock
Planets made of
gases or clouds
• Complete KWL Chart (What have you
learned about the solar system?).
Extended Activities:
• Have small groups of students hold picture
cards of the sun and planets and place
themselves in the proper order, beginning
with the sun.
• Group students and have them make a
poster of one planet. Have them draw the
planet and write facts about the planet.
Recommended Literature Books:
• Cole, Joanna. The Magic School Bus: Lost
in the Solar System. Bethany, MO:
Fitzgerald Books, 2002.
• Gibbons, Gail. The Planets. New York:
Holiday House, Inc., 1993.
California ELD Standards:
ELD Level 1 Beginning 3–5
• Listening and speaking, strategies and applications
Answer simple questions with one- to two-word responses.
• Reading comprehension
Understand and follow simple one-step directions for classroom activities.
• Writing strategies and applications
Create simple sentences or phrases with some assistance.
ELD Level 2 Early Intermediate 3–5
• Writing strategies and applications
Write an increasing number of words and simple sentences appropriate for language arts and
other content areas.
ELD Level 3 Intermediate 3–5
• Listening and speaking, strategies and applications
Ask and answer instructional questions with some supporting elements.
• Reading comprehension
Understand and follow some multiple-step directions for classroom-related activities. Use
detailed sentences to respond orally to comprehension questions about text.
• Writing conventions
Produce independent writing that may include some inconsistent use of capitalization,
periods, and correct spelling.
California Content Science Standards:
Third Grade:
Earth Science
4. Objects in the sky move in regular and predictable patterns. As a basis for understanding this
concept, students know that Earth is one of several planets that orbit the sun and that the moon
orbits Earth.
Fifth Grade:
Earth Science
5. The solar system consists of planets and other bodies that orbit the sun in predictable paths. As
a basis for understanding this concept, students know:
a. the solar system includes the planet Earth, the moon, the sun, eight other planets and
their satellites, and smaller objects, such as asteroids and comets.
Web Sites:
• NASA—For Kids Only
http://kids.earth.nasa.gov/
• NASA—Space Place
http://spaceplace.nasa.gov/en/kids/
Rosen Classroom Books & Materials
1-800-237-9932
Theme: Solar System
Topic: Sun
Objectives:
• Students will be able to describe the
sun and how it affects life on Earth in
oral and/or written form.
• Students will know the sun is the
central and largest body in the solar
system and is composed primarily of
hydrogen and helium.
• Students will know energy comes
from the sun to Earth in the form
of light.
Materials:
picture cards, photographs, two index
cards, straight pin, globe, flashlight
Book:
Inside the Sun
Whole Group (Levels 1, 2, and 3)
Introduction/Background/Motivation:
• Ask students to tell you about the sun.
Ask questions: What is the sun? How
does it affect us? Do you think the sun
is good for people? Do you think the
sun helps Earth? What would happen if
we had no sun?
• Discuss how the sun provides energy
in the form of light. Ask students to
give examples of how it benefits them
and write responses on the board or
chart paper.
• Discuss the concept of daylight and
night in different areas of the world.
• Using a globe and flashlight,
demonstrate how the sun causes day
and night by shining the flashlight on
the globe. Remind students that it is
daylight where the sun is shining and
nighttime where the sun is not shining.
• Spin the globe slowly and ask students
to predict what will happen next.
• Discuss the fact that the sun shines all
the time but we cannot always see it
because Earth is spinning and the sun
shines on different parts of the world
at different times.
• Discuss how this affects climates
and lifestyles.
• Read Inside the Sun.
ELD Lesson Plan Card 1.2
3–5
ELD LEVELS
Level 1 – Beginning
Target Vocabulary:
energy, galaxy, light, solar system, spiral, temperature
Guided Instruction:
• Review the solar system (sun, planets) and show how the sun is the central and largest body of the
solar system.
• Write the word sun and circle it. Write the vocabulary words and describe how each relates to the sun.
• Introduce vocabulary by using visuals, writing the words, and demonstrating them.
Example: Demonstrate what a spiral is [draw a spiral on the board, and make a spiraling hand motion].
Ask students to make a spiral motion with their fingers or hand.
• Introduce the word temperature by discussing today’s temperature. Talk about hot and cold, and ask
students if they think the sun is hot or cold.
Independent Activity:
• Have students draw a sun. Inside the sun, have students write words or draw pictures about what the
sun means to them.
• Have students discuss how the sun affects them. Write their responses on sentence strips and have
students copy them and read them on their own.
• Have students use the word cards and match the definitions or pictures with the words.
Levels 2 and 3 – Early Intermediate and Intermediate
Target Vocabulary:
helium, hydrogen, photosphere, pressure
Guided Instruction:
• Preview and pre-teach target vocabulary words.
• Write each word on the board.
• Write the sentence in which each word appeared in the book.
• Next to each word, write student predicitions about its meaning.
• Write student responses next to each word in a cluster or graphic organizer.
• Write and read the definition of each word.
• Review the responses on the graphic organizer and cross out or erase responses that do not apply
or define the vocabulary word.
Example 1: hydrogen
gas
hydrogen
large
something the sun is made of
The sun is made up of many different gases. About three-quarters of the sun is made of hydrogen gas.
Definition: A gas that burns easily. It is the lightest gas.
Example 2: helium
air
helium
makes up the sun
gas
put in balloons
Almost one-quarter of the sun is made up of helium and very small amounts of at least seventy other kinds
of gases.
Definition: A very light gas that will not burn.
Closure – Whole Group:
• Review facts about the sun.
• Discuss how the distance from the sun affects
the possibility of life on other planets. On the
board, list the planets and their distance from
the sun (Pluto–3,688 million miles from the
sun, Neptune–2,794, Uranus–1784,
Saturn–887, Jupiter–483, Mars–142,
Earth–93, Venus–67, Mercury–36).
• Cut the yarn the following lengths to
represent the planets’ distances. Pluto will
be 30 ft.; Neptune, 23 ft.; Uranus, 15 ft.;
Saturn, 7 ft.; Jupiter, 4 ft.; Mars, 14 in.;
Earth, 9 in.; Venus, 7 in.; Mercury, 3 in.
• Attach one end of each piece of yarn to a
central point. Have students represent the
planets and hold the other end of the yarn.
• Have students form nine groups, one for
each planet. Have each group work together
and write, draw, or discuss the planet’s
environment and distance from the sun.
Have them discuss how the absence or
presence of sunlight affects the planet.
Extended Activities:
• Review vocabulary words and have students
match the words with the definitions written on
sentence strips.
• Have students write and illustrate their own
books about the sun using this text and other
resources. Provide orange and yellow
construction-paper circles for the pages. Have
students staple their cover and pages together.
Ask them to include two or three related facts
per page. Write a few facts to model what to
include. For example:
The sun is made of hydrogen and helium.
Earth and eight other planets and their
moons travel around the sun.
The sun provides us with light.
Recommended Literature Books:
• Branley, Franklyn M. The Sun: Our Nearest
Star. New York: HarperCollins Children’s
Book Group, 2002.
• Fowler, Allan. Energy from the Sun. Danbury, CT:
Scholastic Library Publishing, 1998.
• Sorensen, Lynda. Sun. Vero Beach, FL: Rourke
Publishing, LLC, 1993.
Web Sites:
• Views of the Solar System: Sun
http://www.solarviews.com/eng/sun.htm
• The Virtual Sun
http://www.astro.uva.nl/demo/sun
Levels 2 and 3 – Early Intermediate and Intermediate (cont’d.)
Comprehension Strategy
• Write the title of the book’s first chapter on the board or chart paper. Ask students to predict what
they think the chapter will be about. Write their responses on the board.
• Read the chapter to the class.
• Ask students what the main ideas were.
• Refer to their previous responses and cross out or erase any response that was not correct. Circle
the correct predictions.
• Discuss the main ideas and come up with one or two main concepts from the chapter.
Independent Activity
• Divide the class into four groups and assign each group one of the remaining chapters.
• Give each group chart or poster paper. Have them write their chapter title at the top.
• Have each group carry out the above comprehension strategy activity on their assigned chapter.
Level 3 – Intermediate
Independent Activity:
• Ask students to summarize the main concepts in each chapter. Have students write a paragraph
for each of the chapters.
• Assign pairs to read and discuss their summaries with each other.
California ELD Standards:
ELD Level 1 Beginning 3–5
• Writing strategies and applications
Create simple sentences or phrases with some assistance.
ELD Level 2 Early Intermediate 3–5
• Reading comprehension
Read text and orally identify the main ideas by using simple sentences and drawing
inferences about the text.
ELD Level 3- Intermediate 3–5
• Reading comprehension
Read text and orally identify the main ideas and details of informational materials, literary
text, and text in content areas by using simple sentences.
California Content Science Standards:
Third Grade:
Earth Science
1. Energy and matter have multiple forms and can be changed from one form to another. As a basis
for understanding this concept, students know:
a. energy comes from the sun to Earth in the form of light.
Fifth Grade:
Earth Science
5. The solar system consists of planets and other bodies that orbit the sun in predictable paths. As
a basis for understanding this concept, students know:
a. students know the sun, an average star, is the central and largest body in the solar
system and is composed primarily of hydrogen.
b. the solar system includes the Earth, the moon, the sun, eight other planets and their
satellites, and smaller objects, such as asteroids and comets.
Rosen Classroom Books & Materials
1-800-237-9932
Theme: Solar System
Topic: Earth
Objectives:
• Students will be able to describe the
planet Earth and what is beneath
the surface.
• Students will be able to discuss facts
about the planet Earth and what is
beneath the surface.
Materials:
picture cards, photographs, game cards,
hard-boiled egg, three different colors of
construction paper, scissors, glue, globe
Book:
Beneath Earth’s Surface
Whole Group (Levels 1, 2, and 3)
Introduction/Background/Motivation:
• Using a globe, ask students if they
know what planet you are holding.
Also use other visuals (picture cards,
pictures, or photographs). Ask students
questions about Earth. Review facts
about Earth (it is one of the planets in
our solar system and orbits the sun).
• Ask questions such as: What is the
main color? (blue). What do they
think it represents? (water). Discuss
the surface of Earth and how water
covers most of it.
• Ask what students think is beneath
Earth’s surface.
• Show students a hard-boiled egg and
crack its shell. Ask the students if the
egg reminds them of anything. Explain
to the students that the egg can be
seen as a model of Earth. The thin
shell represents Earth’s crust, divided
into plates, and beneath the shell is
the firm but slippery mantle. The yolk
represents Earth’s core. Move the
pieces of shell around. Tell students to
notice how the shell buckles in some
places and exposes “mantle” in other
places. (Note: Fruit, such as nectarines,
can also be used instead of an egg.)
• Read Beneath Earth’s Surface.
ELD Lesson Plan Card 1.3
3–5
ELD LEVELS
Level 1 – Beginning
Target Vocabulary:
core, crust, Earth, form, mantle, plate, thick, thin, water
Guided Instruction:
• Introduce Earth and what’s beneath the surface using the book and pictures of Earth.
• Introduce key vocabulary nouns by pointing to the pictures and realia.
Example: Point to something thin (like paper or the eggshell) to demonstrate “thin,” and something
thick (like a desktop) to demonstrate “thick.”
• Ask students to identify key vocabulary words (Earth, crust, plate, core, mantle) by pointing to a picture
or thing and saying the word.
• Teacher will divide the class into groups of three and give each group pictures and/or word cards for
core, mantle, and crust. Students will place themselves in order beginning with the core of Earth.
Example: core, mantle, crust.
Independent Activity:
• Students will complete “Label the Earth” worksheet (Teacher’s Guide).
• Students will cut out circles from different colors of construction paper. Have some circles small (for the
core) and larger circles for the outer layers.
• Students will glue each circle in the center of the next-larger circle and label each circle (core, mantle,
crust) to demonstrate the different layers of Earth.
Level 2 – Early Intermediate
Target Vocabulary:
air, erupt, lava, travel, volcano
Guided Instruction:
• Show students picture cards and photographs of Earth and what’s beneath the surface. Ask students: What
do you see in this picture? Introduce new vocabulary words, such as: volcano, lava, air, travel, erupt.
• Demonstrate the vocabulary words. Have students repeat the words and actions.
• Use a graphic organizer (T-chart or cluster map) to write and discuss key vocabulary words that describe
Earth’s surface and what is beneath the surface.
Surface of Earth
water
volcano
97% salt water
3% fresh water
rivers, ice, lake
Beneath the surface
inner core
outer core
layer
mantle
very hot
• Have students give complete sentences describing Earth. Write the sentences on chart paper. Read them
the sentences and have them repeat what was said.
Independent Activity:
• Students will complete “Label the Earth” worksheet (Teacher’s Guide).
• Students will cut circles from different colors of construction paper. Have some circles small (for the core)
and larger circles for the outer layers.
• Students will glue each circle in the center of the next-larger circle and label each circle (core, mantle,
crust) to demonstrate the different layers of Earth.
• Have students illustrate and label vocabulary words (volcano, lava, water) on the layers of Earth.
• Have students write two or three sentences describing their Earth picture.
Closure – Whole Group:
• Teacher will review Beneath Earth’s Surface
with students.
• Briefly review facts about Earth and what is
beneath the surface
• Create a cluster graphic organizer with the
word Earth in the middle. Ask students to
describe what is beneath Earth’s surface and
write it on the graphic organizer.
• Discuss and have students generate complete
sentences from the graphic organizer. Write
dictated sentences on a large piece of chart
paper. Students will write a summary of what
they have learned and illustrate it. Students
will share what they learned with the class.
• Have students make a Step Book about Earth.
Each page can be labeled with a different fact
about Earth or a vocabulary word.
Level 3 – Intermediate
Target Vocabulary:
core, crust, erupt, fossil, lava, mantle, oxygen, plate, pollute, volcano
Guided Instruction:
• Introduce new vocabulary words to students through picture cards and visuals.
• Teacher will reread Beneath Earth’s Surface. Students in small groups will be assigned one particular
passage from the book. The group will generate one sentence that summarizes the passage. Each
group member will write the sentence on a piece of paper.
• The teacher will ask one student from each group to share the group’s summary sentence with the
class. Discuss the sentences and add details that the class thinks might enhance each sentence. The
teacher will write the new summary sentences on chart paper.
Independent Activity:
• Have students do the same Independent Activity as Level 2 (Early Intermediate).
• Continue the Guided Instruction activity. Students will regroup, write their enhanced sentence on
poster paper, and develop an illustration that matches the summary sentence.
• Have students narrate the sequence of events affecting Earth’s surface (water, air, rain, ice,
pollution, volcano, lava).
Extended Activities:
• Students can make their own fossils using clay
and small objects found at school or at home
(leaves, rocks, pebbles, small plastic bugs).
• Students can create their own Earth with different
colors of modeling clay for the core and layers.
California ELD Standards:
ELD Level 1 Beginning 3–5
• Reading fluency and systematic vocabulary development
Demonstrate comprehension of simple vocabulary with an appropriate action.
ELD Level 2 Early Intermediate 3–5
• Reading fluency and systematic vocabulary development
Apply knowledge of content-related vocabulary to discussions and reading.
• Literary response and analysis
Respond orally to factual comprehension questions about brief literary texts by answering in
simple sentences.
ELD Level 3 Intermediate 3–5
• Literary response and analysis
Use expanded vocabulary and descriptive words in paraphrasing oral and written responses to
text. Apply knowledge to language to derive meaning from literary texts and comprehend them.
Recommended Literature Books:
• Anderson, Alan, Gwen Diehn, and Terry
Krautwurst. Geology Crafts for Kids: 50 Nifty
Projects to Explore the Marvels of Planet Earth.
New York: Sterling Publishing Co., Inc., 1998.
• Harris, Nicholas, Marc Gave, and Gary Hincks.
Journey to the Center of the Earth. Pleasantville,
NY: Reader’s Digest Young Families, 1999.
Web Sites:
• Hawai`i Space Grant Consortium—
K–12 Education
http://www.spacegrant.hawaii.edu/k-12.html
• The Earth
http://www.EnchantedLearning.com/subjects/
astronomy/planets/earth/
California Content Science Standards:
Third Grade:
Physical Science
1. Energy and matter have multiple forms and can be changed from one form to another. As a basis
for understanding this concept, students know:
d. energy can be carried from one place to another by waves, such as water waves and
sound waves, by electric current, and by moving objects.
Earth Science
4. Objects in the sky move in regular and predictable patterns. As a basis for understanding this
concept, students know:
d. that Earth is one of several planets that orbit the sun and that the moon orbits Earth.
Fifth Grade
Earth Science
3. Water on Earth moves between the oceans and land through the processes of evaporation and
condensation. As a basis for understanding this concept, students know:
a. most of Earth’s water is present as salt water in the oceans, which cover most of
Earth’s surface.
Rosen Classroom Books & Materials
1-800-237-9932
Theme: Solar System
Topic: Mars
Objectives:
• Students will be able to describe the
planet Mars.
• Students will be able to discuss facts
about the planet Mars.
• Students will be able to compare and
contrast the planet Mars with Earth.
Materials:
picture cards, word cards, photographs,
game cards, two hula hoops
Book:
Mars: The Red Planet
Whole Group (Levels 1, 2, and 3)
Introduction/Background/Motivation:
• Use picture cards and other visuals
to introduce the planet Mars. Ask
students what they know about the
planet Mars. Is it anything like Earth?
• Teacher will make a T-chart of what is
known about Mars and Earth on a
large piece of chart paper.
Mars
Earth
ELD Lesson Plan Card 1.4
3–5
ELD LEVELS
Level 1 – Beginning
Target Vocabulary:
dry, ice caps, Mars, red, soil, spaceships
Guided Instruction:
• Introduce the planet Mars using the visuals.
• Introduce and identify key vocabulary by pointing to the pictures.
• Show a picture of the solar system from the book and point to Mars. Review the sun and Earth.
• Ask students questions about Mars, such as: Is this the planet Mars? What color is the planet? Is Mars
a small planet or a large planet?
• Start a word wall with Mars as a heading. If time, write Earth and Sun as headings on the word wall
for review.
• Write one or two complete sentences describing Mars and what the students learned.
Independent Activity:
• Have students copy words from the word wall and sentences generated by the group.
• Pass out picture and word cards. In pairs or small groups, students will match pictures with word cards.
Level 2 – Early Intermediate
Target Vocabulary:
Antarctica, around, scientists
Guided Instruction:
• Show students picture cards and photographs of Mars. Ask students: What do you see in this picture?
Introduce new vocabulary words, such as scientists, Antarctica.
• Ask students to describe the planet Mars. Pose questions such as: What does Mars look like? What
do you think this planet is made of? Have students generate complete sentences when describing the
planet. Teacher will write sentences on chart paper.
Examples: Mars is a small planet. Mars has dry, red soil. Mars has many canyons.
Independent Activity:
• In pairs or small groups, students will be given a sentence from the Guided Instruction lesson. Each
group will write their sentence on a sentence strip and illustrate that sentence on a large piece of
construction paper.
• Read Mars: The Red Planet.
Level 3 – Intermediate
Target Vocabulary:
canyon, creatures, oxygen
Guided Instruction:
• Have students break into groups. Assign each group a separate chapter from the book (one paragraph
each). Have each group read and discuss their paragraph/chapter and come up with the main idea.
• On large construction paper, have students write the main idea and bolded vocabulary word under the title
of their paragraph/chapter. Have each group illustrate the main idea.
Closure – Whole Group:
• Teacher will reread Mars: The Red Planet to
students and review facts about Mars.
• Review facts about Earth and discuss similarities
and differences between Earth and Mars.
(Examples: how many moons each planet has,
the size of each planet, the temperature on
each planet, the types of soil.) Teacher will
write the similarities and differences on the
board. Students will write down the similarities
and differences on strips of paper.
• Have students compare and contrast Earth and
Mars using a Venn diagram made from hula
hoops. Students will place strips of paper from
Guided Instruction lesson in each hoop.
Earth
Mars
Extended Activities:
• Have students imagine they have discovered
a new planet in the solar system. Ask: What
would you name it and why? Individually or in
small groups, have students draw pictures of
the new planet. Have each individual or small
group name the planet. Tell students to think
about the meaning of name ideas and why
they might fit.
• Collaborative class story: Students can write a
creative story about the planet Mars.
-The setting will be Mars.
-Have students brainstorm and think of
characters for the class story.
-Vote on three characters to include.
-Create a plot, conflict, and resolution for
the story.
-Students will brainstorm and vote on
different plots, conflicts, and resolutions.
-Write out the story on the board and type it
out in separate sentences.
-Make copies for each student.
-Have students cut each sentence out and
glue it on a separate sheet of paper.
Students can illustrate each page and staple
the pages together to make a book.
Recommended Literature Books:
• Branley, Franklyn M. The Planets in Our Solar System. New York: HarperCollins Children’s Book
Group, 1998.
• Cole, Joanna. The Magic School Bus: Lost in the Solar System. Bethany, MO: Fitzgerald Books,
2002.
• Reigot, Betty P. A Book About Planets and Stars. New York: Scholastic, Inc., 1988.
• Thaler, Mike. Moving to Mars. Minneapolis: Sagebrush Education Resources, 1998.
Web Sites:
• Exploratorium—The Museum of Science, Art, and Human Perception
http://www.exploratorium.edu/
• Mars
http://www.EnchantedLearning.com/subjects/astronomy/planets/mars/
California ELD Standards:
ELD Level 1 Beginning 3–5
• Listening and speaking, strategies and applications
Answer simple questions with one- to two-word responses.
• Reading comprehension
Understand and follow simple one-step directions for classroom activities.
ELD Level 2 Early Intermediate 3–5
• Writing strategies and applications
Write short narrative stories that include elements of setting and characters.
ELD Level 3 Intermediate 3–5
• Reading fluency and systematic vocabulary development
Use content-related vocabulary in discussions and readings.
• Writing strategies and applications
Use more complex vocabulary and sentences appropriate for language arts and other
content areas.
California Content Science Standards:
Third Grade
Earth Sciences
4. Objects in the sky move in regular and predictable patterns. As a basis for understanding this
concept, students know:
c. telescopes magnify the appearance of some distant objects in the sky, including the moon
and the planets. The number of stars that can be seen through telescopes is dramatically
greater than the number that can be seen by the unaided eye.
d. that Earth is one of several planets that orbit the sun and that the moon orbits Earth.
Fifth Grade
Earth Sciences
5. The solar system consists of planets and other bodies that orbit the sun in predictable paths. As a
basis for understanding this concept, students know:
b. the solar system includes the planet Earth, the moon, the sun, eight other planets and
their satellites, and smaller objects, such as asteroids and comets.
Rosen Classroom Books & Materials
1-800-237-9932
Theme: Solar System
Topic: Saturn
Objectives:
• Students will be able to describe the
planet Saturn, one of the planets in
our solar system.
• Students will learn about the size and
location of the planet Saturn.
• Students will learn about the
composition of the planet Saturn.
Materials:
picture cards, word cards, photographs,
game cards, construction paper cut
into sixteen large circles (in four
different colors)
Book:
Exploring Saturn
ELD Lesson Plan Card 1.5
3–5
ELD LEVELS
Level 1 – Beginning
Target Vocabulary:
cold, Milky Way, orbit, Saturn, universe
Guided Instruction:
• Introduce the planet Saturn using the book and pictures of Saturn.
• Introduce key vocabulary nouns by pointing to the pictures.
• Ask students to identify key vocabulary words (Saturn, universe, Milky Way) by pointing to the picture
and saying the word. Ask students questions about Saturn.
Examples: Is this Saturn? What color is the planet? Is Saturn a small planet or a large planet?
Independent Activity:
• Have students draw a picture of Saturn, Earth, the sun and the Milky Way. Have students label and copy
vocabulary words. Have students write one or two sentences describing Saturn and their drawing (with
teacher guidance).
Level 2 – Early Intermediate
Whole Group (Levels 1, 2, and 3)
Introduction/Background/Motivation:
• Use picture cards and other visuals. Ask
students: What do you know about our
solar system? Do you know what
planet this is? Do you think it is Earth
or Saturn? Is it anything like Earth?
What do you know about Saturn?
• Teacher will draw a semantic web
representing the planet Saturn.
large
rings
Saturn
planet
• Read Exploring Saturn.
moon
Target Vocabulary:
center, ice, live, rings, solid
Guided Instruction:
• Show students picture cards and photographs of Saturn. Ask students: What do you see in this picture?
Introduce new vocabulary words such as rings, ice, center.
• Ask students to describe Saturn: What does Saturn look like? What do you think this planet is made of?
Do you think anything could live on Saturn?
• Students will complete cloze-procedure activity with teacher assistance. Words that are missing will be
vocabulary words that have been introduced. Cloze-procedure activity may be copied on chart paper,
transparency film, or sentence strips.
Our _____ ______ is in a part of the ___________ called the ________ ______.
We ______ on Earth.
Nine planets _________ the sun.
The second largest planet ____________ has _______ around it.
The rings around Saturn are made mostly of ____ that _______ the planet.
Most of Saturn is made of very ______ gases.
Scientists think that Saturn’s __________ is made of hot, ________ iron and rock.
Independent Activity:
• Students can complete cloze-procedure activity in a center using a pocket chart. Each sentence can be
written on sentence strips and cut between each word or on individual word cards. Students will put the
mixed-up words back in order in the pocket chart.
• Have students create a Venn diagram comparing Earth with Saturn.
• Have students create a Venn diagram comparing Saturn with the sun.
Level 3 – Intermediate
Target Vocabulary:
center, cold, crater, ice, learned, live, Milky Way, orbit, rings, Saturn, solid, space probes, surface,
Titan, universe
Closure – Whole Group:
• Teacher will reread Exploring Saturn
to students.
• Briefly review facts about Saturn. Use
a graphic organizer to write facts and
descriptions about Saturn.
• Have students draw a picture of Saturn with
a ring around it. Have the students fill in the
planet by coloring, drawing pictures and
symbols, or writing words and sentences to
describe Saturn. Students should use as many
words, pictures, or sentences as they can.
• Review facts about the sun, Earth, Mars,
and Saturn.
• Draw four circles on the board labeled sun,
Earth, Mars, and Saturn. Discuss facts
learned about each, and compare and
contrast them.
• For Venn diagrams, cut out large circles
using four colors of construction paper.
Have students get into small groups. Pass
out four circles to each group. Have the
group fill in each circle with facts about
a planet or the sun. Fill in common facts
where the circles overlap.
Extended Activities:
• Students can make a model of Saturn. See Web
site http://www.spaceplace.jpl.nasa.gov.
• Have students create the solar system on a
classroom wall. Inside each planet, write facts
about the planet.
Recommended Literature Books:
• Branley, Franklyn M. The Planets in Our Solar
System. New York: HarperCollins Children’s
Book Group, 1998.
• Brimner, Larry Dane. Saturn. Danbury, CT:
Scholastic Library Publishing, 1999.
• Cole, Joanna. The Magic School Bus: Lost in the
Solar System. Bethany, MO: Fitzgerald Books,
2002.
• Reigot, Betty P. A Book About Planets and Stars.
New York: Scholastic, Inc., 1988.
Web Sites:
• Exploratorium—The Museum of Science, Art,
and Human Perception
http://www.exploratorium.edu/
• Saturn
http://www.EnchantedLearning.com/
subjects/astronomy/planets/saturn/
• The Nine Planets
http://www.nineplanets.org/
Level 3 – Intermediate (cont’d.)
Guided Instruction:
• Students will complete above cloze-procedure activity and additional section below. Copy the
activity on chart paper, transparency film, or sentence strips.
Saturn’s _________ is not _________ like Earth’s __________.
Many of Saturn’s moons have large _________ on them.
Saturn’s largest moon is called _______.
We have _________ most of what we know about Saturn from _________.
Independent Activity:
• Students will copy cloze-procedure activity sentences onto paper, then cut up sentences. Students
will put sentences back in order and glue them onto construction paper.
• Have students create a book on Saturn by stapling ten circles together. The front cover should
have the title Facts about Saturn and the student’s name. Inside each circle, at least one fact
(refer to cloze activity) should be written. Have students write one paragraph for each chapter,
summarizing the main concepts. Remind students to use complete sentences.
California ELD Standards:
ELD Level 1 Beginning 3–5
• Reading fluency and systematic vocabulary development
Demonstrate comprehension of simple vocabulary with an appropriate action.
ELD Level 2 Early Intermediate 3–5
• Listening and speaking, strategies and applications
Ask and answer questions by using phrases or simple sentences.
• Literary response and analysis
Respond orally to factual comprehension questions about brief literary texts by answering in
simple sentences.
ELD Level 3 Intermediate 3–5
• Reading comprehension
Understand and follow some multiple-step directions for classroom-related activities. Use
detailed sentences to respond orally to comprehension questions about text.
• Literary response and analysis
Apply knowledge of language to derive meaning from literary texts and comprehend them.
• Writing strategies and applications
Use more complex vocabulary and sentences appropriate for language arts and other
content areas.
California Content Science Standards:
Third Grade
Earth Sciences
4. Objects in the sky move in regular and predictable patterns. As a basis for understanding this
concept, students know:
c. telescopes magnify the appearance of some distant objects in the sky, including the moon
and the planets. The number of stars that can be seen through telescopes is dramatically
greater than the number that can be seen by the unaided eye.
d. that Earth is one of several planets that orbit the sun and that the moon orbits Earth.
Fifth Grade
Earth Sciences
5. The solar system consists of planets and other bodies that orbit the sun in predictable paths. As
a basis for understanding this concept, students know:
b. the solar system includes the planet Earth, the moon, the sun, eight other planets and
their satellites, and smaller objects, such as asteroids and comets.
Rosen Classroom Books & Materials
1-800-237-9932