Planetary Weather

1
Planetary Weather

• An Elementary-age science lesson plan for
  learning about Pluto and the planets
• Created by Jessie Louie, Sara Baillie and Lisa
  Henry

2
Procedures

• Lead a discussion with the class to determine
  what they know about weather. Some possible
  questions could be
• What is weather?
• What are some examples of weather conditions or
  patterns?
• Where does weather take place?
• How does weather occur on Earth?
• What are at least two elements of weather?

3
Procedures, cont.

• Explain that different types of weather occur on
  every planet in the solar system. Tell the
  students that the purpose of this lesson is to
  research weather on Pluto as compared to Earth,
  but that first its important to understand the
  basics of weather.

4
Basics of Weather

• Weather is defined as the state of the atmosphere
  at a given time in a particular place
• The three key factors that determine our weather
  are air temperature, air pressure, and humidity

5
Air Temperature

• Air temperature is the measure of the amount of
  heat in the atmosphere.
• Radiation from the sun is responsible for the
  constant heating and cooling of the planets
• Air temperature changes from day to night and
  from season to season because of changes in the
  amount of radiation reaching the planets.

6
Materials Needed

• Internet Access
• Print resources
• Poster Board
• Markers, colored pencils, stickers, scissors and
  other various art supplies
• String, hole puncher, and hangers for a mobile
  (optional)

7
Air Pressure

• Air pressure is defined as the pressure resulting
  from the weight of the atmosphere
• Temperature changes result in changes in air
  pressure. Cold air is dense, so it exerts
  relatively high pressure. Warm air exerts
  relatively low pressure.
• In general, high pressure brings fair weather and
  low pressure brings stormy, cold weather

8
Humidity

• Humidity is defined as the amount of water vapor
  or moisture in the air
• Air that contains the highest possible amount of
  water vapor is referred to as saturated
• When the air is at saturation, clouds form and
  there is a good chance that it will soon rain.

9
Procedures, cont.

• After you feel that students understand these
  concepts, tell them they will conduct research
  about weather on Pluto as compared to Earth.
  Divide students into pairs so that they may do
  research effectively.
• Direct students to websites under Favorites on
  Internet Explorer, and tell them about the class
  trip to the library during which they will be
  able to do research through looking in books.

10
Procedures, cont.

• After students have found information on Pluto,
  challenge them to develop a visual display
  showing the weather on Pluto in comparison to
  weather on Earth.
• This picture can be done on posterboard using the
  art materials supplied.

11
Procedures, cont.

• Students should write a caption for their
  picture, including the following features
• Plutos atmosphere, temperature, air pressure,
  and humidity
• Any unusual weather that occurs on Pluto
• Any explanations scientists have for unusual
  weather

12
Procedures, cont.

• Have each pair of students present their
  completed display. Hang them up in the classroom
  to create a gallery of weather on Pluto.
• Review the key weather features of Pluto. This
  information should include

13
Information on Pluto

• Smallest planet in the solar system
• Low gravity, thin atmosphere
• Scientists have detected nitrogen gas and small
  amounts of carbon monoxide and methane
• Has seasons, with winter being much colder than
  summer
• High winds- temperature varies greatly

14
Conclusion

• End the lesson by asking students why they think
  weather is so much more extreme on Pluto than it
  is on Earth. Help them understand that the lack
  of water, varying geological features such as
  mountains, closeness to the sun, and the lack of
  a protective atmosphere result in extreme weather
  conditions.

15
Discussion Questions

• Why are scientists interested in learning about
  weather on other planets in our solar system?
  What can they learn about Earth by studying the
  weather elsewhere?
• Do you think Pluto is more similar or less
  similar than other planets when compared to
  Earth? Why?
• Could humans ever live on Pluto? Why or why not?

16
Evaluation

• Use the following three-point rubric to evaluate
  how well students conducted research, created
  their displays, and participated in class
  discussions.
• Three Points showed strong research skills,
  developed a creative and innovative way to
  present information, and participated actively in
  class discussions
• Two Points showed on-grade research skills,
  developed competent ways to present information,
  and was somewhat engaged in class discussions
• One Point showed weak research skills, did not
  complete the display, was not engaged in class
  discussions.

17
Academic Standards

• This lesson adheres to the National Science
  Education Standards for students in grades K-8
• Earth Science
• Space Science

18
Credits

• All information was obtained in the development
  of this lesson plan from
• Marilyn Fenichel, a freelance writer and
  curriculum developer
• This lesson was developed in consultation with
  Mark Herzog, a science coordinator in Harford
  County, MD
• Discovery School http//www.discoveryschool.com

19
What is Plutos Terrain like?

• A Social Studies lesson plan designed to teach
  about Plutos terrain and its surface features.

20
Overview

• In teaching about terrain and the Solar System,
  it is often important to help students gain a
  background in the geography of the planets. This
  knowledge can help them to better relate to the
  planets and the students visualization of them.

21
Student Objectives

• At the end of the lesson students will be able
  to
• Follow Directions in completing a recipe for
  homemade Play dough.
• Describe and build the terrain of Pluto.
• Use their own creativity to identify one
  important feature of Pluto.

22
Materials Needed

• Pictures and posters of Pluto
• One beverage tray per child
• Toothpicks and adhesive labels
• Playdough Ingredients
• Flour
• Salt
• Water
• Vegetable Oil
• Cream of Tartar

23
Materials, cont.

• Each group of five students needs
• 1 cup of flour, ½ cup of salt, 1 cup water, 1
  tablespoon of vegetable oil and 2 teaspoons of
  cream of tartar
• Groups will also need an agreed upon color of
  food coloring.

24
Instructions and Procedures

• After being assigned to groups, each student till
  be assigned to complete the Play dough recipe.
• Each group will make their terrain inside the
  beverage case cardboard tray.
• The students will construct their terrain maps
  of Pluto, keeping in mind the stated objectives

25
Tying it all Together

• The completed maps may be presented to the rest
  of the class by each group. The visual
  reinforcement that students get from this
  activity will help when other topics such as
  other planets, solar system and why we cant live
  on Pluto are presented.
• Lesson Plan adapted from http//www.col-ed.cur/ss
  t/sst221.txt

26
Evaluation Rubric

• The students will be evaluated on the following
  four criteria
• Did the students fully complete the project?
• Did the student correctly identify features on
  Pluto?
• Was the student able to work independently from
  others?
• Lately, students will be evaluated on overall
  creativeness, consciousness, and project
  appearance.

27
Postcards from Pluto

• A language arts lesson plan for 2nd graders
• Lesson Plan Idea Courtesy of http//www.angelfire.
  com/al/ToTheStarsAndBack/lessons.html

28
Lesson Objectives

• 1. The student will use his imagination and
  writing skills to create a postcard and message
  from another planet. 2. The student will be
  able to correctly address a postcard
• 3. The student will name the nine planets and
  identify their order within the solar system.4.
  The student will list and describe
  characteristics for each individual planet.

29
Materials Needed

• "Postcards from Pluto" by Loreen Leedy
• dry erase board and markers or
• chalkboard and chalk
• 4X6 non-ruled index cards
• crayons and markers

30
Procedures

• 1. The students will join the teacher in the
  discussion of the planets and express what he
  already knows.2. The students will listen to the
  reading of "Postcards from Pluto." 3. The
  students will take a 4X6 index card and draw
  Pluto on the front.4. On the back, they will
  write a message home from their planet describing
  what it is like there. 5. The students will
  share their postcards with the class. The
  postcards can then be taken home or mailed.

31
Evaluation

• The teacher will evaluate students' performance
  by observing their postcards. She will see if the
  spelling, grammar, and punctuation are all
  correct. Also, she will look to see if the
  postcard is addressed properly. She will see
  their findings include basic information about
  that planet as well as creativity.

32
To take this lesson farther

• After the students have written a postcard, the
  students can be shown how email works. Each
  student will be required to write an email and
  learn how to send it to their teacher. The
  teacher will grade on the quality of writing,
  grammar and such, as well as if the child
  successfully sent an email.

33
Math Lesson Plan

• How far away is Pluto from the Earth?

34
Procedures

• Help students to understand distances. For
  example, ask How far away is your house from
  school? or How far is your grandpas house from
  your house?
• Explain large numbers, like a million. Talk
  about numbers of hairs on your head, number of
  people in a large city, number of people at a
  football game.

35
Procedures, cont.

• Research distances from Earth to Pluto on the
  internet as well as in books.
• Have students explain traveling to Pluto in
  comparison to traveling on earth I could fly to
  Florida and home 100 times and still not even be
  close to Pluto!!

36
Materials

• Computer with internet access
• Pluto books
• Calculators
• Notebook paper
• Pencils

37
Evaluation

• Have students draw a picture to show the relation
  of the distances on earth to the distance Pluto
  is away from the Earth. Have the students
  include a caption to explain their drawing as a
  key.