Chris has a master's degree in history and teaches at the University of Northern Colorado.
Upon completion of this lesson, students will be able to:
- give the names of the planets in our solar system in English
- list the planets in correct sequential order
- verbally communicate the location of the planets and their relation to each other in English
Produce simple, compound, and complex sentences.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Use sentence-level context as a clue to the meaning of a word or phrase.
- Large poster showing the various sizes and colors of the planets as well as the asteroid belt (or a digital image that may be projected for the class)
- Sheets of legal-size paper
- Colored pencils/markers
- Nine prepared fill-in-the-blank worksheets that ask students to fill-in facts about each planet; statements should include sentences such as:
- Our planet is named _____.
- Our planet is the _____ from the Sun.
- To the right of our planet is the planet _____.
- To the left of our planet is _____.
- Our planet is far away from _____.
- Our planet is the color _____.
- A fact sheet for kids about each of the nine planets
- Asteroid belt
- First, second, third, etc.
- Ask students if they know the English word 'planet.' For those familiar with the word, ask them for the native-language translation as well as a native-language definition to make sure that everyone is on the same page.
- In English (if possible), ask:
- What is the name of the planet that we live on?
- What circles our planet?
- What is the difference between a planet and a moon?
- Ask students to list out the names of all the planets they know. Write down the planet names on the board as students provide them.
- Fill in the list and write out all of the planets' names on the board in English. Practice saying them as a class.
Order of the Planets
- Hand out one sheet of legal-size paper to each student.
- On the far right side, ask them to draw a large circle and color it yellow. Ask students to label this as the Sun (in English).
- Ask students to turn to a partner and take turns tracing each other's hands on the paper to the left of the Sun. Students will place both hands on the paper so that all ten fingers can be traced and labeled, with their left pinkie fingers the furthest from the Sun.
- Have students label their traced-fingers according to the order of the planets. Their right-hand thumb will be labeled as the asteroid belt.
- From the far left (furthest from the Sun) to the Sun, fingers should be labeled as follows: Pluto, Neptune, Uranus, Saturn, Jupiter, Asteroid Belt, Mars, Earth, Venus, and Mercury.
- Display for students the poster or projection of the planets in our solar system.
- Ask students to draw each planet above the corresponding figure, based on the poster/projection of the planets displayed for them at the front of the class.
- Explain to students that this is the order of the planets. Ask them to number each finger with a planet on it, from right to left. Once they have done so, check to ensure that they did not number the finger with the asteroid belt.
- Practice saying these numbers as first, second, third, etc.
- If class if up for it, you can play a quick game of asking students questions like 'What is the fifth planet from the Sun?' or 'What is the closest planet to the Sun' and having them try to raise their hands as quickly as they can.
- Divide class into nine groups. Hand out to students a fact sheet about a planet and the prepared fill-in-the-blank worksheet, one to each group.
- Tell each group that they are going to work together to create a brief report on one of the nine planets. Assign each group a planet and tell them that they must fill out the worksheet according to what is true about their particular planet.
- Have groups find and write three interesting facts about their planet on the back of the worksheet.
- Walk around the room to support groups with unfamiliar words or difficult-to-pronounce terms.
- Ask each group to present their report and facts to the class, making sure that every person in the group talks. Give each group a big round of applause when they are done.
To unlock this lesson you must be a Study.com Member.
Create your account
Register to view this lesson
Unlock Your Education
See for yourself why 30 million people use Study.com
Become a Study.com member and start learning now.Become a Member
Already a member? Log InBack
Resources created by teachers for teachers
I would definitely recommend Study.com to my colleagues. It’s like a teacher waved a magic wand and did the work for me. I feel like it’s a lifeline.