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Mighty Meteors

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Karen Emanouil

Tier 1
For Schools

Lesson Plan

Mighty Meteors

Students will learn what meteors, meteoroids, and meteorites are, how meteors form, and the cause of meteor showers. They will model a meteor’s journey through Earth’s atmosphere and record observations to demonstrate understanding.

This lesson builds astronomy literacy and connects hands-on modeling with real-world phenomena, fostering curiosity and foundational scientific reasoning in Grade 5 students.

Audience

5th Grade Students

Time

30 minutes

Approach

Hands-on modeling, visual presentations, and guided observation charts.

Materials

  • Modeling Clay, - Small Pebbles or Beads, - Aluminum Foil Sheets, - Timer or Stopwatch, - Whiteboard and Markers, - Meteor Showers Slide Deck, - Meteor Modeling Guide, - Meteor Observation Chart Worksheet, and - Meteor Showers Explained Video

Prep

Prepare Lesson Materials

10 minutes

  • Print enough copies of the Meteor Observation Chart Worksheet for all students
  • Review and load the Meteor Showers Slide Deck into your classroom projector or display
  • Assemble Modeling Clay, Small Pebbles or Beads, and Aluminum Foil Sheets as described in the Meteor Modeling Guide
  • Queue up the Meteor Showers Explained Video and test audio/video playback
  • Arrange desks or tables into small groups for hands-on activity

Step 1

Warm-Up Discussion

5 minutes

  • Ask students what they know about "shooting stars" and record their ideas on the whiteboard
  • Introduce the terms meteoroid, meteor, and meteorite
  • Play the first 1 minute of the Meteor Showers Explained Video to spark interest

Step 2

Concept Presentation

10 minutes

  • Use the Meteor Showers Slide Deck to explain:
    • Where meteoroids come from (asteroids, comets)
    • How meteoroids become meteors (surface entry, friction heating)
    • Difference between meteors and meteorites
    • Why meteor showers occur (Earth’s orbit through debris trails)
  • Show vivid images of meteor showers and discuss observations

Step 3

Hands-On Modeling Activity

10 minutes

  • Divide students into groups of 3–4 and distribute Modeling Clay, Pebbles/Beads, and Foil
  • Guide them with the Meteor Modeling Guide to build a meteoroid model and simulate its fiery entry
  • Encourage discussion about heat, speed, and glowing tails as they construct their models

Step 4

Reflection & Closure

5 minutes

  • Have students complete the Meteor Observation Chart Worksheet, noting key features from their models and the presentation
  • Invite each group to share one new fact they learned about meteors or meteor showers
  • Summarize the day’s learning and prompt students to look up when the next local meteor shower will occur
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Slide Deck

Meteor Showers

Grade 5 Astronomy
Explore Meteors, Meteoroids, and Meteorites

Welcome students and introduce today’s topic: meteors and meteor showers. Outline that we will learn key terms, explore where meteoroids come from, see how they light up in our sky, and discover why we have meteor showers.

Play the first 1 minute of the Meteor Showers Explained Video to spark interest. Afterward, ask students what they noticed about the streaks of light.

Key Terms

• Meteoroid: A small rock or particle traveling through space
• Meteor: The bright streak of light when a meteoroid enters Earth’s atmosphere
• Meteorite: A piece of a meteoroid that survives its journey and lands on Earth

Define each term clearly and invite students to jot down notes. Ask for volunteers to explain the differences in their own words.

Where Do Meteoroids Come From?

• Asteroids: Rocky bodies primarily located in the asteroid belt between Mars and Jupiter
• Comets: Icy bodies that release dust and rock particles as they near the Sun

Explain that most meteoroids originate from two main sources. Show images of the asteroid belt and a comet’s tail.

From Meteoroid to Meteor

  1. A meteoroid travels through space at very high speeds
  2. On entering Earth’s atmosphere, friction heats its surface
  3. The heated trail glows, creating the streak we call a meteor

Walk through the three-step process of atmospheric entry. If possible, display a simple diagram of a meteoroid heating up and producing a glowing trail.

Meteor Showers

• Occur when Earth passes through debris left by comets
• Debris burns up in our atmosphere, producing many meteors
• Examples: Perseids (peak in August), Geminids (peak in December)

Describe how Earth’s yearly orbit causes regular meteor showers. Highlight major annual showers and when to observe them.

Let’s Review

  1. What is the main difference between a meteoroid and a meteor?
  2. Name two places meteoroids originate from.
  3. Why do we see more meteors during a meteor shower?

Use these questions to check student understanding and encourage participation. Record answers on the board.

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Activity

Meteor Modeling Guide

Overview

In this activity, students will work in small groups to build a model meteoroid and simulate its fiery entry through Earth’s atmosphere. They will observe how friction heats the surface and creates a glowing “tail,” then record their observations.

Materials (per group)

  • Modeling Clay (one small ball per student)
  • 3 Small Pebbles or Beads
  • 1 Aluminum Foil Sheet (10 cm × 10 cm), cut into strips
  • Smooth Tabletop or Tray Surface
  • Timer or Stopwatch
  • Meteor Observation Chart Worksheet

Group Roles (rotate as needed)

  • Builder: Shapes clay and wraps foil
  • Timer: Keeps track of each step’s time
  • Observer/Recorder: Watches the simulation and fills out the chart

Steps

  1. Assign Roles & Prepare (2 minutes)
    • Distribute materials and assign Builder, Timer, Observer/Recorder.
    • Review safety: no running, keep tables clear.
  2. Build the Meteoroid Core (2 minutes)
    • Roll modeling clay into a ball about 2 cm in diameter.
    • Press 1–2 pebbles or beads into the clay to represent a dense rock interior.
  3. Add the Heat Shield (2 minutes)
    • Tear a 10 cm × 10 cm piece of aluminum foil into 3 equal strips.
    • Wrap the clay-pebble ball carefully in foil, crinkling it to form an irregular surface. Explain this simulates surface heat and melting as the meteor enters the atmosphere.
  4. Simulate Atmospheric Entry (3 minutes)
    • Place your foil-wrapped model at one edge of the table or tray.
    • On “Go,” slide it quickly across the surface (use your finger to push gently but swiftly).
    • Observe how friction heats the foil, causing slight crumpling or foil “trails.”
    • Repeat at least two more times to compare observations.
  5. Record Observations (3 minutes)
    • Observer/Recorder uses the Meteor Observation Chart Worksheet to note:
      • Length of the foil trail
      • Changes in foil color or shape
      • Any “sparkling” or cracking sounds
    • Discuss within your group what caused these effects.
  6. Cleanup & Reset (1 minute)
    • Collect clay pieces in a container for reuse.
    • Gather foil scraps and pebbles.
    • Return trays or tables to clear workspace.

Reflection Questions

  • What happened to the foil when you slid the model across the table? Why?



  • How does this simulation help you understand the glowing tail of a real meteor?



  • In real meteors, where does most of the bright light come from?






Teacher Notes

  • Encourage students to compare their models—did larger or smaller models produce longer foil trails?
  • Emphasize that friction between air molecules and the meteoroid’s surface generates heat.
  • Use students’ observations to connect to real-world meteor showers and the variety of meteor sizes.
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Worksheet

Meteor Observation Chart Worksheet

Name: ________________________ Date: ________________

Group Members: _______________________________________________

Part 1: Observation Table

Trial NumberFoil Trail Length (cm)Foil Shape/Color ChangesSounds Observed
Trial 1______________________________________________________________________________________
Trial 2______________________________________________________________________________________
Trial 3______________________________________________________________________________________

Part 2: Reflection Questions

  1. Which trial produced the longest foil trail? Why do you think that trial differed from the others?



  1. Describe any changes you saw in the foil’s shape or color. What caused those changes?






  1. Did you hear any sounds (e.g., cracking, scratching) during the simulation? What do these sounds tell you about how a real meteoroid behaves in the atmosphere?






  1. Explain how this hands-on model helps you understand why meteors glow when they enter Earth’s atmosphere.











Once you have completed this worksheet, be prepared to share one interesting observation or question with the class!

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