Eric McGinnis Feb. 27,2010 LTEC 4100 Undergraduate Student of the College of Education at the University of North Texas

 T.E.K.S. ▪ § Science, Grade 3. ▪ (8) Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:  (D) identify the planets in Earth's solar system and their position in relation to the Sun. ▪ § Art, Grade 4. ▪ (1) Perception. The student develops and organizes ideas from the environment. The student is expected to:  (B) choose appropriate vocabulary to discuss the use of art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity.

 A General Ed. Classroom has the potential of consisting of bilingual, gifted/talented, or other types of learners whose personal learning style should be uniquely addressed and adapted to in regards to any lesson plans.  In third grade, children start putting the learning pieces together to take on more complicated assignments. As they continue to apply the basic skills they learned in first and second grade, they begin to do some work independently rather than with the explicit directions given in earlier grade levels. -PBS Parents -PBS Parents

 The Student will CREATE …  1.) a K.W.L. chart about their knowledge of the solar system  2.) a journal of major bodies in our solar system complete with labels and colored pictures  3.) their own planet with a personal description and color picture

 Students will begin with an open ended class wide discussion of what they may or may not already know or want to know about the sun, earth, and solar system.

 Students will explore the solar system through various materials such as books, magazine articles, movies, websites, and games.  Students will keep a running journal with a page dedicated to each of the major bodies in our solar system. Each major body will need to be labeled and colored respectively.

 Students will review what new things they have learned about their solar system and answer the questions they came up with along with guided questioning by the teacher.

 Students will create their own planet by drawing and coloring it and explain its existence in detail, describing its size relative to the earth and/or sun, its color as viewed from space, along with the reasons for that color, the physical make up of the planet, and finally any possible life forms inhabiting the planet.

 A final test can be given requiring the students to properly label and color all of the planets in the solar system. -Alternatively-  The running journal can also be evaluated for a students accuracy of labeling and coloring.

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