The planets, moon, and other properties contained within our universe fascinate students. There inquiries have many facets as well as their attitude is a significant motivator for learning. I felt a whole language unit is a great way to study space because it provides opportunities for experiences in all areas of communication and in all areas of the curriculum (Indiana Department of Education, 2009). The model representation was an effective hands-on, kinesthetic activity, which help cumulate the concepts of the lesson. I developed the unit in such a way that helped students identify appropriate questions for scientific investigations. Inquiry activities develop the students’ tool in gathering and analyzing data (Marzano, Pickering, & Pollock, 2001). It also helped students make predictions and appropriate conclusions. For example, as we acquired knowledge a student examined with the thought that the outer planets were gaseous because the asteroid belt might block the sun’s heat. Another student contemplated with the thought that the asteroid belt was remnants of a planet. Whether or not these thoughts were untrue, I felt the students were acting as scientist in hypothesizing a theory in which I reminded them as such. Importantly, the students showed critical thinking and logical sequencing thought the unit. The human solar system gave the student an opportunity to cooperate with each other as the scientific community does. The students felt ownership for the lesson and understanding of the concepts. The engaging representation of the solar system model offered a way to explore students’ natural curiosity about our solar system based on the national and state standards.
