Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 121848
Seeing the Solar System through a Historical Lens
This lesson provides students with an opportunity to investigate the major scientists related to the various models of the solar system. Students
participate in a mock trial to determine an appropriate model of the solar system. Students conclude this lesson with a gallery walk of the models
that they have produced.
Subject(s): Science
Grade Level(s): 8
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection, LCD
Projector, Speakers/Headphones
Instructional Time: 2 Hour(s)
Resource supports reading in content area: Yes
Keywords: solar system, model, heliocentric, geocentric
Resource Collection: FCR-STEMLearn Earth Systems
ATTACHMENTS
Solar_System_KWL.docx
Mock_Trial.docx
Guided_Inquiry_of_Scientists.docx
Job_Assignment_Cards.docx
Model_of_a_Solar_System_Rubric.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to compare and contrast difference between geocentric and heliocentric models of the solar system.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students need to accurately identify each celestial body within our solar system by name.
Knowledge of celestial bodies should be limited to those that scientist would have been able to observe based on technology during the development of models
of our solar system.
e.g. the sun, planets, and some moons
Students should possess skills related to generating models.
Common Misconception: The sun moves from east to west in relation to earth.
Guiding Questions: What are the guiding questions for this lesson?
How has our concept of the solar system changed over time?
What are the similarities and differences between various models of our solar system?
page 1 of 4 Teaching Phase: How will the teacher present the concept or skill to students?
1. The teacher should provide students with a Know - Want to Know - Learn (KWL) Chart.
a. Students should be instructed to fill out the Know and Want to Know portions of this chart related to their knowledge of our solar system.
2. The teacher should show the following video.
a. The Apparent Path of the Sun as Viewed from New York State (3:20, uploaded by YouTube user MichaelSammartano)
i. This video is provided by YouTube.
ii. If you are not able to access this video due to YouTube restrictions, then a substitute video should be be viewed. A substitute video should show the
apparent motion/path of the sun from east to west as viewed from earth.
iii. Teachers should skip any adds prior to students viewing the video.
3. The teacher should direct a discussion that determines the concept that each student currently holds about the solar system. Students should be asked about their
concept of the solar system.
a. Example Questions:
i. "How would you describe the solar system?"
ii. "What evidence or support do you have for your concept of the solar system?"
iii. "Did the video about the apparent path of the Sun fit into your concept of the solar system? Why or Why not?"
b. Students will be asked to think about their response to each question before turning to a peer to share their answer. Once students have shared with each
other, the teacher should randomly select a few members of the class to share their neighbors' concepts of the solar system.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. The teacher should assign groups of four in order for students to investigate one of seven scientists related to models of the solar system.
a. Each group will contain a Question Leader, Problem Solver, Group Leader, and Scribe.
i. Job descriptions and assignment cards can be found in the Job Assignment Cards document.
b. Each group will research their assigned scientist to determine the model of the solar system that they support.
i. Each group will be assigned one of the following seven scientists:
1. Plato
2. Aristotle
3. Ptolemy
4. Copernicus
5. Galileo
6. Kepler
7. Newton
ii. Groups will research their scientist by using the Internet. Students may also use resources available to them in their school library if the teacher ensures
the appropriate time and availability.
iii. During research, the teacher should circulate among groups to ensure appropriate and accurate research is being conducted. (Refer to feedback to
students #2 for suggested feedback during research.)
c. Each group will list the contributions of their scientist to the model of the solar system.
d. Each group will list information that their scientist used to support their model of the solar system.
i. The information in steps 1.c-d can be recorded on the appropriate Guided Inquiry of Scientists worksheet.
e. Each group should be provided an index card.
i. Each group should take notes on the index card for use during the mock trial.
ii. Remember, that students do not know at this point who will be assigned to act as the scientist during the mock trial. However, the individual assigned to
act as the scientist from each group will be using the note card provided.
f. When students have made notes about the information that they collected on their assigned scientist, they should be directed to turn in their completed guided
inquiry of scientist response sheet.
i. The teacher should review this information and make appropriate comments about the information obtained. The teacher should address any
misconceptions or inaccurate information with each group prior to conducting the mock trial.
g. For more information about cooperative learning, please visit TeacherVision: Cooperative Learning.
i. This site will provide additional directions for instructing cooperative groups and instructions for expectations within these groups.
2. The teacher will direct a mock trial regarding the geocentric model vs. heliocentric model.
a. The teacher should start by assigning one student, from each group, to act as the scientist they were researching.
b. All other students should be assigned as Judge, Bailiff, Prosecutor, Defense Council, Juror, or Reporter.
i. Refer to the Mock Trial document for the setting and job descriptions of each class of participant.
c. It is suggested that the Mock trial be set up with the following design:
i. The judge in the front (center) of the room, facing the entire classroom.
ii. A witness stand to the right of the judge, when looking at the judge.
iii. The bailiff in front of and to the right of the judge, when looking at the judge.
iv. The jury in two rows along the left or right wall adjacent the judge.
v. The prosecutor and defense attorney a few feet in front of the judge and separated from each other.
vi. All other students behind the prosecutor and defense attorney, in a gallery based design.
3. The teacher should provide positive feedback to students throughout the mock trial that addresses content and appropriate behavior.
a. Feedback involving content should be related to the accuracy of each participant's statement to ensure that no misconceptions are formed based on the way in
which information is presented.
b. Feedback involving appropriate behavior should be related to the appropriate sequence of events and abilities of each participants role.
c. The teacher should address the decision of the jury, after the trial, to ensure that students understand that the accepted theory is a heliocentric model.
Note: The models of the solar system are on trial. The trial should be centered on which model is accurate and valid.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
page 2 of 4 lesson?
1. Students will independently generate a two dimensional model of the solar system based on the information, related to a particular scientist, that they obtained
through the guided inquiry, the information presented in the mock trial, and the decisions of the jury in the mock trial.
2. The teacher should review the Model of the Solar System Rubric with students and the expectations of performance relating to their model.
a. Students should use the rubric to ensure completion of their model.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Each individual student's summative assessment, two dimensional model, should be posted around the room, as directed by the teacher, approximately ten minutes
prior to the end of the class.
The teacher should instruct and model the gallery walk procedures.
Students will perform a gallery walk, where they go around and look at each others' summative assessments.
Each student should post at least two sticky notes during the gallery walk for a minimum of two posted assessments.
Students should provide at least one positive and one constructive comment on at least two different assessments. (A minimum of four stickies in total)
The comments posted by students, positive or constructive, should address a comparison or contrast of the posted assessment against an alternative
model of the solar system.
If a posted assessment depicts a heliocentric model, then the comment should compare/contrast this model to a geocentric model.
Summative Assessment
1. Each student will depict a two-dimensional model of the solar system based on the information obtained within this lesson. Their model of the solar system will be
based on a comparison of the geocentric and heliocentric models of the solar system. Students will generate their model with an expression of the orbit of each
celestial body around a central body. Their model should represent actual movement of each celestial body based on the discoveries of Plato, Aristotle, Ptolemy,
Copernicus, Galileo, Kepler, and/or Newton.
a. Students will be assessed based on scientific accuracy, not artistic ability.
b. Teachers should follow the Model of the Solar System Rubric in order to grade this assessment.
Formative Assessment
1. The teacher should instruct a discussion that determines the current conception of the solar system by each student. This discussion should follow the video, "The
Apparent Path of the Sun as viewed from New York State."
a. This videoisprovidedbyYouTube.
i. If you are not able to access this video due to YouTube restrictions, then a substitute video should be be viewed. A substitute video should show the
apparent motion/path of the sun from east to west as viewed from earth.
b. Teachers should skip any adds prior to students viewing the video.
2. Following the video, students should be asked about their concept of the solar system, how/why they have this concept, and if the video fit into their concept of the
solar system or if it changed their mind in some way. Students will be asked to think about their response to each question before turning to a peer to share their
answer. Once students have shared with each other, the teacher should randomly select a few members of the class to share their neighbors concept of the solar
system.
a. Example Questions:
i. "How would you describe the solar system?"
ii. "What evidence or support do you have for your concept of the solar system?"
iii. "Did the video about the apparent path of the Sun fit into your concept of the solar system? Why or Why not?"
3. The teacher should circulate while cooperative groups work on the Guided Inquiry of Scientists document to ensure that appropriate sources are being used to
provide evidence for the assigned scientist. During this time, the teacher should also be asking questions that require students to think like the scientist they are
studying. For example:
a. Did your scientist have access to a telescope? If so, how did this affect his view of the solar system?
b. Sample Student Answer: Yes, he did have access to a telescope. It affected his view of the solar system because it allowed him to record the paths of the outer
planets.
4. The teacher will review the Guided Inquiry of Scientist responses from each group when student's turn in their completed response sheets.
a. The teacher should review this information and make appropriate comments about the information obtained. The teacher should address any misconceptions
or inaccurate information with each group prior to conducting the mock trial. Appropriate comments may include, but are not limited to:
i. "The use of improvements on telescopes is an source of support for Galileo's views about the solar system."
Feedback to Students
1. The teacher should provide specific positive feedback to students during the discussion.
a. Teacher states: John, please describe your partner's concept of the solar system.
b. Student responds: My partner said that the sun is in the center and every planet rotates around the sun.
c. Teacher feedback: Thank you and you described a heliocentric model. This means that the sun is in the center of the solar system with planets revolving
around it.
2. The teacher should provide specific positive feedback to students while circulating between cooperative groups.
a. Teacher asks: How did your scientists' economic status affect his observations?
b. Student responds: Galileo had to support his family through his inventions after the passing of his father. This meant that he was always looking for something
new, creative, or some innovative way of interacting with the world around him.
c. Teacher feedback: Exactly, Galileo's drive to support his family allowed him to constantly re-evaluate the world around him and his position in it.
3. The teacher should provide positive feedback to students throughout the mock trial that addresses content and appropriate behavior.
1. Feedback involving content should be related to the accuracy of each participant's statement to ensure that no misconceptions are formed based on the way in
which information is presented.
2. Feedback involving appropriate behavior should be related to the appropriate sequence of events and abilities of each participants role.
page 3 of 4 ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students may label their summative assessment in their native language.
Students may have an extended time to complete assignments.
Students should be assigned to cooperative groups based on an analysis of strengths and weaknesses.
When appropriate, the teacher may review/read directions one-on-one with particular students.
Graphic organizers, such as a Venn Diagram, may be used to provide additional comparison/contrast between the helio- and geo- centric models.
Extensions:
Students may build a three-dimensional model of the solar system and relate the size and make up of each planet to space exploration.
Students may build or draw a scale model of the solar system and relate the distance between planets to space exploration through a powerpoint or prezi
presentation.
Students may create a video that presents a model of the solar system and explains how this model has evolved over time.
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector, Speakers/Headphones
Special Materials Needed:
Materials for Mock Trial
3 x 5 Index card for each scientist to keep notes during the mock trial
Podium (May be substituted with a desk)
Gavel (May be substituted with a small hammer or similar object)
Badge for Bailiff
Materials for Model
Poster Board or Chart Paper
Markers
Colored Pencils
Crayons
Compass
Further Recommendations:
It is suggested that assignments for the Mock Trial are either assigned through drawing out of a hat during class or assignments are randomly made and placed under
assigned seating within the classroom.
It is suggested that the Mock Trial be set up with the following design:
The judge in the front (center) of the room, facing the entire classroom.
A witness stand to the right of the judge, when looking at the judge.
The bailiff in front of and to the right of the judge, when looking at the judge.
The jury in two rows along the left or right wall adjacent the judge.
The prosecutor and defense attorney a few feet in front of the judge and separated from each other.
All other students behind the prosecutor and defense attorney, in a gallery based design.
SOURCE AND ACCESS INFORMATION
Contributed by: William Dishman
Name of Author/Source: William Dishman
District/Organization of Contributor(s): Seminole
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Compare various historical models of the Solar System, including geocentric and heliocentric.
SC.8.E.5.8:
Remarks/Examples:
Florida Standards Connections: MAFS.K12.MP.4: Model with mathematics.
page 4 of 4