1. Technology acts a direct substitute, with no functional improvement
Solar system
Building a model of the solar system : This lesson challenges students to build a scale model of the solar system and then use their model to gain an understanding of the vast distances between planets.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
1 Divide the class in two big groups (inner or terrestrial and outer or Jovian planets). Students will then be assigned a planets
2 The students watch a video and power point on how big is the solar system.
(The video is about traveling through the solar system from the sun at the speed of light).
This task uses:
Calculator, meter stick, paper, butcher, rulers, clear metric, scissors, toothpicks, clay modeling.
Learning Objective(s):
Calculate the scale sizes of the planets in millimeters
Form a model with the correct diameter of the assigned planet
Convert the distances of the planets from the Sun into meters.
Place the assigned planet, if possible, the appropriate distance from the Sun.
TEACHER NOTES:
Teacher’s name/ Tracy Kuhnell/
School: Moss Bluff Middle
Louisiana State Standard: ESS 33,34
Grade Level/Subject: 8 Earth Science
Special Directions/Considerations:
Activity Evaluation:
Prerequisites for students:

2. Comparaison des distance au soleil

4. A
Solar system
Building a model of the solar system : This lesson challenges students to build a scale model of the solar system and then use their model to gain an understanding of the vast distances between planets.
AUGMENTATION
Technology acts as a direct tool for substitution with some functional improvement.
The students will then try to build the models of planets using information from the chart (chart1).
The students will eventually notice that the planet models are too small and the distances too long for the model.
Also using information from the chart (chart1), the students will compare the Sun’s size to the planets’ sizes (by dividing the diameter of the Sun by the diameter of planets).
This task uses : Calculator, meter stick, paper, butcher, rulers, clear metric, scissors, toothpicks, clay modeling
Learning Objective(s):
Calculate the scale sizes of the planets in millimeters
Form a model with the correct diameter of the assigned planet
Convert the distances of the planets from the Sun into meters.
Place the assigned planet, if possible, the appropriate distance from the Sun.
TEACHER NOTES:
Teacher’s name/
School:
Louisiana State Standard:
Grade Level/Subject:
Special Directions/Considerations:
Activity Evaluation:
Prerequisites for students:

5. M
Solar system
Building a model of the solar system: This lesson challenges students to build a scale model of solar system and then use their model to gain an understanding of the vast distances between planets.
MODIFICATION
Technology allows for the creation of new tasks that were previously not conceivable
1 Having realized that the dimensions from the chart (chart1) are too small to make planet models, students will together create a new scale for the planet diameters and a new scale for distances (for example by multiplying by 10 the diameters and dividing by 100 the distances and converting into cm). 2 They can realize that the numbers are the same and just change millimeters and meters to centimeters.
This task uses: Calculator, meter stick, paper, butcher, rulers, clear metric, scissors, toothpicks, clay modeling
Learning Objective(s):
Calculate the scale sizes of the planets in millimeters
Form a model with the correct diameter of the assigned planet
Convert the distances of the planets from the Sun into meters.
Place the assigned planet, if possible, the appropriate distance from the Sun.
TEACHER NOTES:
Teacher’s name/
School:
Louisiana State Standard:
Grade Level/Subject:
Special Directions/Considerations:
Activity Evaluation:
Prerequisites for students:

7. R
Solar system
Building a model of the solar system: This lesson challenges students to build a scale model of the solar system and then use their model to gain an understanding of the vast distances between planets.
REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable
Having modified the scales for diameters and for distances, students create a new chart (chart2). They can then build a model of the solar system.
The students will share, compare and comment their work with another middle school science class.
This task uses: Calculator, meter stick, paper, butcher, rulers, clear metric, scissors, toothpicks, clay modeling
Learning Objective(s):
Calculate the scale sizes of the planets in millimeters
Form a model with the correct diameter of the assigned planet
Convert the distances of the planets from the Sun into meters.
Place the assigned planet, if possible, the appropriate distance from the Sun.
TEACHER NOTES:
Teacher’s name/
School:
Louisiana State Standard:
Grade Level/Subject:
Special Directions/Considerations:
Activity Evaluation:
Prerequisites for students:

8. IMPACT SAMR Cover Sheet
Teacher: Jean-Marie Ntipouna
Louisiana Science Standard (include description :
SI-M-B4, SI-M-B5, ESS-M-C2, ESS-M-C5, ESS-M-C7, ESS-M-C8
Task Overview
Learning Objective(s)
Suggested Technology
Having modified the scales for diameters and for distances, students create a new chart (chart2). They can then build a model of the solar system.
The students will share, compare and comment their work with another middle school science class.
Calculate the scale sizes of the planets in millimeters.
Form a model with the correct diameter of the assigned planet.
Convert the distances of the planets from the sun into meters
Place the assigned planet, if possible, the appropriate distance from the sun.
Calculator, meter stick, paper, butcher, rulers, clear metric scissors, toothpicks, clay modeling.
1 Having realized that the dimensions from the chart (chart1) are too small to make planet models, students will together create a new scale for the planet diameters and a new scale for distances (for example by multiplying by 10 the diameters and dividing by 100 the distances and converting into cm). 2 They can realize that the numbers are the same and just change millimeters and meters to centimeters.
The students will then try to build the models of planets using information from the chart (chart1).
The students will eventually notice that the planet models are too small and the distances too long for the model.
Also using information from the chart (chart1), the students will compare the Sun’s size to the planets’ sizes (by dividing the diameter of the Sun by the diameter of planets). .
1 Divide the class in two big groups (inner or terrestrial and outer or Jovian planets). Students will then be assigned a planets
2 The students watch a video and power point on how big is the solar system.).
REDEFINITION
Technology allows for the creation of new tasks that were previously not conceivable.
transformation
MODIFICATION
Technology allows for the creation of new tasks that were previously not conceivable.
enhancement
AUGMENTATION
Technology acts as a direct tool for substitution with some functional improvement.
SUBSTITUTION
Technology acts as a direct tool for substitution with no real change.