Passport To The Planets

Subject(s): Math
Time Allotted: 55 min
Grade Level: 5th grade
Materials Required:
White board
Dry erase markers
Markers
Passport to the planets booklet (one per student)
Passport to the planets information sheets
Large graph paper representing the 1st quadrant in the coordinate plane (each square should be 1 inch
wide and 1 inch high and there should be at least 144 squares (this should equal 12ft) for the scaled
down model to fit on the large coordinate plane.
The following is a list of the distances each planet should be placed from the sun on the coordinate plane
-Sun: coordinates =(0,60)
-Mercury: (1.75 inches from the sun) (1.75,60)
-Venus: (3.25 inches from the sun) (3.25,60)
-Earth: (4.5 inches from the sun) (4.5,60)
-Mars: (7 inches from the sun) (7,60)
-Jupiter: (2 feet from the sun) (24,60)
-Saturn: 3 feet 7 inches from the sun) (43,60)
-Uranus: (7 feet 3 inches from the sun) (87,60)
-Neptune: (11 feet 4 inches from the sun) (136,60)
Personal white boards for each student
Dry erase markers for each student
Graph paper for each student
Graphing and Interpreting Coordinate Values (formal summative assessment for objective #1)
Answer key for Graphing and Interpreting Coordinate Values
Combination Notes Sheet
Michigan Content Expectations: Common Core State Standard (CCSS)
CCSS.Math.Content.5.G.A.2 Represent real world and mathematical problems by graphing points in the
first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the
situation
Objective(s):
1. Students will individually represent mathematical problems by graphing points in the first quadrant of the
coordinate plane, as well as interpret the coordinate values of points provided while generating 9 out of 10
correct responses on the Graphing and Interpreting Coordinate Values worksheet provided.

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2. Students will collaboratively interpret the distance between all the planets in our solar system on a scaled
down level by graphing the locations of planets as points in the first quadrant of the coordinate plane on a large
coordinate plane provided by the teacher demonstrating 100% accuracy.
(It is understood that students have been instructed on what a coordinate plane is and know how to locate
quadrant 1)
**Before the start of this lesson it is important to tell students about the summative assessment that will be
occurring at the conclusion of this unit. Students will be asked to choose 2 assessments from each subject
(math, science, and social studies) to include in a folder that will be turned in at the conclusion of the unit. The
assessments that will be turned in will be assessments that have been graded once, but then returned to the
student to make revisions before turning in for the summative assessment. The Summative Performance
Assessment should be an example of the students very best work throughout the unit. The student should be
reminded of this outstanding assignment throughout the duration of the unit as well as given time at the end to
make final corrections and compile their folder. A more in-depth description is provided at the end of the unit.
Assessment:
Objective #1
Informal Formative: The teacher will instruct students to represent specific points within the 1st quadrant of
the coordinate plane, and draw a representation of the point on their personal dry erase board and show the
teacher their answer when instructed to.
Formal Formative: Students will be given the Graphing and Interpreting Coordinate Values worksheet
which has them graph 5 given points, as well as interpret the value of 5 points that are already on the coordinate
plane. Students will need to earn 9 out of 10 correct in order to be determined proficient at this objective.
Objective #2
Informal Formative: The teacher will provide a large graph paper representing the 1st quadrant of the
coordinate plane on which the class as a whole will work on graphing a scaled down model of the solar system
on. The teacher will provide students with the coordinates of each planet and ask for volunteers to place the
planet on the correct point which will act as the informal formative assessment of the lesson. During the
passport to the planets activity, proceeding the placing of each planet on the coordinate plane, the teacher will
move around the room and ask students to give her the coordinate value for the point that represent the planet
they are gathering facts about at a given time.
Formal Formative: Each student will be given a passport to the planets booklet that they will fill out during the
passport to the planets activity in which each student will individually record the distance from the sun to each
planet according to the planets point on the coordinate plane. Students will also be given a (1.)combination
notes worksheet to fill out as another note taking device.

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Answer:
What data could you generate? Data will be gathered during the formal summative activity for each of the
objectives. For objective #1 the students will be asked to complete the Graphing and Interpreting Coordinate
Values worksheet, and then turn in their results of graphing and interpreting points for the teacher to see if
what they have done is correct. For objective #2 the students will complete the passport to the planets booklet
where they will record the value of the point representing the distance of each planet from the sun.
What happens if they have/have not met the minimum level of proficiency? If a student does not meet the
proficiency level for the assessments listed above the teacher should meet with the student individually and
determine a different method of instruction to give the student in order to help them understand the expectation
and objectives of the lesson.

Instructional Procedure: What information do students need to accomplish the objective?

1. Anticipatory Set: (Allotted Time 5 min)
a. The teacher should start the lesson by asking students; have ever been curious of what lies
outside the Earth? Raise your hand if you have ever been interested in visiting each of the planets
in our solar system. During class today we will each get a passport to the planets and the
opportunity to visit each of the planets in our solar system as well as learn where they are in
relation to the sun by plotting them on a coordinate plane.
b. If you remember in previous lessons we have learned what a coordinate plan is and how to
determine which quadrant is which, as well as have had some practice with graphing and
interpreting points on the coordinate plane.
c. The reason you need to remember how to use a coordinate plane is because we will be graphing
the location of the planets in relation to the sun in the first quadrant of the coordinate plane in
order to visit each planet.
d. During todays lesson remember to give all you attention to the teacher as he/she gives
instruction, as well as respect your classmates if they are asking a question or answering
something the teacher has asked. Later, when we work as a group, make sure the noise level is
low, you respect each other, and that you are gentle with all the materials we have out.
2. State Purpose and Objective of Lesson: (Allotted Time 3 minutes)

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a. Tell the students what you want them to learn: During todays lesson you will learn how to
graph points in the 1st quadrant of the coordinate plane as well as how to interpret points that are
already graphed within the quadrant.
b. Tell them why its important to them: It is important to learn this so that you know how to
interpret this data if you encounter it in various situations of life.
Objectives: These should be listed on the board during the lesson for students to reference.
1. Students will individually represent mathematical problems by graphing points in the first
quadrant of the coordinate plane as well as interpret the coordinate values of points
provided

while generating 9 out of 10 correct responses on the Graphing and Interpreting

Coordinate

Values worksheet provided.

2. Students will collaboratively interpret the distance between all the planets in our solar system
on a scaled down level, by graphing the locations of planets as points in the first quadrant

of the

coordinate plane on a large coordinate plane provided by the teacher demonstrating 100%
accuracy.

3. Instruction: (Allotted Time 40 minutes)

a. Direct Interactive Instruction:
i. The teacher will give instruction on graphing and interpreting points within the first
quadrant of the coordinate plane and how to use the information to show the distance
between the planets.
ii. The students will give their attention to the teacher and follow all instructions doing
their best work on each activity and assignment.
iii. After the teacher goes through each of the steps in the anticipatory set and the section
stating the purposes and objectives of the lesson, he/she should begin instruction on how
to graph and interpret points in the 1st quadrant of the coordinate plane. Each student
should be given a piece of graph paper, and the teacher should give direct instruction up
on the white board as to how graphing in the coordinate plane works. The students should
have prior knowledge of the coordinate plane and know which quadrants are which
meaning at this time the teacher should be able to review with the students to make sure
they remember what they learned in previous settings. Once the review has taken place
the teacher will tell the students that they will be focusing on the 1st quadrant only for
todays lesson. From that point the teacher should ask the students to draw the x and y
axis on their paper and graph the following coordinates, (0,5), (6,3), (8,15), (4,7). The

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teacher should remind the students that the x comes first and the y second. The teacher
should also graph these points on the board so that the students can check their work.
Once they have done that the teacher will graph several different points on the board and
ask the students to give he/she the coordinates that correspond with those points to make
sure they can interpret the data that way as well. Once this portion of the lesson has
taken place, which is guided practice, the teacher will have the students get out their
white boards and once again draw an x and a y axis that depicts the 1st quadrant of
a coordinate plane. Once they have done this the teacher will ask them to graph
specific points he/she dictated to them. The teacher will say the coordinates one at a
time and in-between each coordinate take a moment to pause and ask everyone to
hold up their board so that she can make sure they all know what they are doing.
After the teacher had given the students three of these he/she will plot three points
on the board one at a time and ask the students to write down the coordinates the
point represents in order to make sure the students know how to interpret data.
These checks for understanding serves as the informal formative activity for
objective #1. At the conclusion of this activity the teacher will pass out the Graphing
and Interpreting Coordinate Values worksheet in which the teacher will instruct the
students to do individually. On each worksheet there will be 5 mini graphs with a set
of coordinates below the graph that the student is to plot in the 1st quadrant. Also
included on the worksheet will be 5 mini graphs each containing one point where
each individual student will have to give the coordinates for that point. This entire
worksheet will act as the formal formative assessment for objective #1. After this
activity the teacher will transition the students into the passport to the planets activity
where she brings out the large coordinate plane (size given in the required materials list)
and explains to the student how this activity will work. The teacher will first have the
students list off all the planets in the solar system and put them in order based on how
close they are to the sun. The teacher can help them remember the order of the planets by
providing them with the fun saying, my very excellent mother just served us nachos, in
which the teacher tells the students that the first letter in each of the words are the first
letter of the planets when they are placed in order from closest to the sun to farthest away.
After that bit of instruction is given the teacher should provide the students with the
coordinates for each of the planets by placing them on the board under the corresponding
planets name and ask for one volunteer at a time to come up and plot one of the points
given as the representation of a planet. The coordinates used for this activity are listed in

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the required materials list, and are based on a scaled down model of the solar system. The
reason that the y coordinate is always 60 is because we wanted the model to be in a
straight line, and the reason it is on 60 rather than 0 is so that the points are more in the
middle of the paper and the students can see the points distinctly in the 1st quadrant of the
coordinate plane rather than on one of the axis. As each of the points for the planets are
put onto the quadrant the teacher will place a planet information sheet next to the correct
corresponding point. Once all of the points and information sheets have been placed a
passport to the planets booklet will be given to each student and they will be asked to
take a moment to fill out the first page of the passport where they list information and
draw a picture of themselves. Once they have done this the teacher will give instruction
on how to fill out the rest of the passport by demonstrating with the planet mars. The
teacher will read the information sheet and show the students where to record at least 2
facts about the planet. Once they have recorded their facts they are asked to give the
distance of the planet for the sun and in order to do this they need to know the location of
the planet in coordinate values. Once the teacher has explained how to fill out he passport
she should ask if the students need any clarification of the activity and once all is clear
the students will be free to work at their own pace in whatever order they want to
complete their passport. During the work time for this activity the teacher will be
moving around the room observing the students as they work and asking some of
them to give her the coordinates that represent the distance for the planet they are
looking at to the sun which will act as the informal formative assessment for
objective #2. At the conclusion of the activity the students will turn in their passport
to the planets at which time the teacher will grade their work paying special
attention to how they did on the part where they were to list the distance from the
sun in coordinate values which will be the formal formative assessment for objective
#2
iv. 1. Combination Notes: At the conclusion of the passport to the planets activity the
teacher should distribute a combination notes graphic organizer to each student and ask
them to summarize their passport to the planets activity experience by recording several
facts that the learned on the left side of the worksheet followed by a pictorial
representation of the facts on the right side of the worksheet. After students have
completed the top portion of the combination notes graphic organizer they should be
asked to record a 1-2 sentence summary of what they learned at the bottom of the

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organizer.

b. Modeling:
i. As the teacher reminds the students about there previous knowledge of coordinate planes
he/she will demonstrate how to plot and interpret points in quadrant 1. He/she will also
model how to correctly fill out the passport to the planets booklet.
ii. Watch as I plot the coordinate points (6,3) onto the graph and I will tell you how to
determine where the point should go.

c. Guided Practice:
i. Instruct students to plot given coordinates as the teacher plots the same points on the
board so that students can check their work.
ii. During the passport to the planets activity the teacher should monitor the students
progress by walking around the room and individually talking to the students to make
sure they understand the material.
d. Independent Practice:
When the students can perform without major errors, discomfort or confusion, then they are
ready to develop fluency by practicing without the availability of the teacher and will complete
the Graphing and Interpreting Coordinate Values worksheet, which is also the formal
summative assessment for objective #1.
4.

Differentiated Consideration (Adjust instruction and assessments, tools, resources or activities for
students who):
For students who finish early the teacher should have them write a 3-5 sentence paragraph about
what they discovered while completing the passport to the planets activity.

For students who show proficiency early but are still not proficient near end of lesson the
teacher should provide time for one on one interaction with those students in order to determine
which material from the lesson should be revisited in order to gain proficiency.

For students who require different modes of learning or learn through a different multiple
intelligence strategies than what was delivered the teacher should pinpoint what those different
learning modes are and then provide the student with informational videos such as the one at the link
provided as well as more hands on or one-on-one instructional time. Video Link
http://www.youtube.com/watch?v=9K6Y9XOytlQ or http://www.youtube.com/watch?
v=7NYRVsKAkFM

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5. Closure: (Allotted Time 5 min)

a. As you recall during todays exploration of the planets we learned how to plot, as well as interpret
points on the coordinate plane
b. Can someone tell me how we connected that to the planets, Show me how to plot the point
(4,9) on the coordinate plane
c. Thank you for your work today, we will be leaning more about the planets in future lessons
within this unit so always come prepared to learn more.
6. References:
Coker, K. (2012). Passport to the Planets Lesson. Retrieved from
http://www.teacherspayteachers.com/Store/Kim-Coker
Notmyname13 (2008, September 12) We Are Really Really Small. Retrieved October 30, 2013, from
http://www.youtube.com/watch?v=9K6Y9XOytlQ
Silentmonk3y (2006, August 6) How Small is Earth?. Retrieved October 30, 2013, from
http://www.youtube.com/watch?v=7NYRVsKAkFM

Explanation of Identified Instructional Strategy:

1. Combination Notes

The reason I chose this particular strategy for this lesson is because of how much information is
provided within its instruction. Allowing my students to summarize all that they have learned by
recording a few facts, a graphic representation, and brief summary is very valuable for it allows them to
compile all the information they have just gathered into the most important details.
When trying to figure out which instructional strategy to use for this particular lesson I considered using
the corners activity where I would have asked students to gather in small groups in the classroom
corners and give a summary of what they learned. This would have been a good summarizing strategy to
implement as it allows students to interact and share their learning with each other.
I believe the combination notes is the most effective strategy for this particular lesson because of its
written and graphic component. When giving instruction on something that is tangible yet intangible like
the solar system I believe it is good to have my students engage in something that will provide them
with a visual representation even if it is something that they personally drew.
One potential barrier to this strategy is the fact that students will be engaging in the passport to the
planets packet before being introduced to this strategy. Because of the depth of information students are
searching for in the passport to the plants packet they may be a bit burnt out by the time they get to the
combination notes but I still think they are valuable to complete as they allow students to combine all
that they have just learned into one succinct organizer which is what teachers should remind students of.

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