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The Solar System
- 3. Mercury Mercury is the closest planet to the sun. It is very hot during the day and freezing cold at night. Its surface is covered with craters.
- 4. Venus It is the second planet from the sun. It is the brightest planet. It is almost the same size as Earth.
- 5. Earth It is the 3rd planet from the sun. It is the only planet with life because it is just the right temperature. It is made up of mostly water. It has oxygen which is a gas that humans and other animals need in
- 6. M ars It is the fourth planet from the sun. It is known as the red planet. There was probably water on Mars a long time ago.
- 8. Jupiter Jupiter is the 5th planet from the sun and the largest planet in the Solar System. It has a great red spot. It known as the “Gas Giant”. It has at least 16 moons.
- 9. Saturn It is the 6th planet from the sun and the 2nd largest. It is known for its rings which are made of icy chunks of rock. It has at least 21 moons. More than any other planet!
- 10. Uranus It is the 7th planet from the sun. It is four times larger than Earth. It is mostly made up of gas and liquid. It has rings.
- 11. Neptune It is the 8th planet from the sun. It is Uranus’ twin although it is a little smaller. Like Jupiter, it has a storm spot. It has rings.
- 12. Pluto Was the 9th planet and is the farthest planet from the sun. (Now a dwarf planet, no longer considered a planet in our solar system It is very small and it is very cold there. It has just one moon.
Notas do Editor
- <number>Learning objective: students will learn the characteristics of the planets in the solar systemThings that went well: I got the projector to work and the power point presentation went smoothly enoughThings that didn’t go so well: The presentation took longer than anticipated and the information included in the presentation may have been overloadIf I could do things differently, I’d probably change some of the instructional input on the slides, they seem really wordy after having taught it to my class. I think I’d like to have names and pictures predominantly on the slide, and just talk to them as the presentation progresses. Also at the end, I think I’d flash pictures of different planets and see if my students would be able to identify them.Students were not actively using technology, but they were engaged by it. Technology use was essential, and the task focus was on the lesson, not the technology. Using a power point presentation was a huge added value because I was able to show students actual pictures of the planets as I taught. They loved that.My technology integration experience matched up with the 4 principles of effective technology integration pretty well. I didn’t center a lesson around technology use, and I was definitely able to enhance the content of my lesson by using a power point presentation and showing actual pictures of the planets. I wouldn’t have been able to show my students the planets otherwise, considering it wouldn’t have been possible to walk outside, stare into the sky, and just see all 8 planets. My pedagogy was great, I had an awesome introductory set lined up that fed right into the lesson, and my content knowledge was very intact because I had learned and studied what I was going to teach well in advance.
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