DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Christine Capel Grade Level 3 Title Moon Orbit
CONTEXTUAL FACTORS (classroom factors)

Contextual Factors
24 students, 13 male, 11 female
5- ELL
2-SPED
2- HAL
3- Behavior

Classroom Environment
The desks are set up in six groups of four with one desk off to the side. There is a space at the back of the room for the students to sit
on the floor in a group. The classroom has a white board and smart board at the front of the room. It also has an elmo to project on the
smart board. The class has four iPads. At the back of the classroom there is a small group table. There are two other smaller tables for
small group work. The classroom has books displayed at the front of the room for independent reading. The teachers desk is in the
front right corner of the room.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard 1
Students will understand that the shape of Earth and the moon are spherical and that Earth rotates on its axis to produce
the appearance of the sun and moon moving through the sky.
Objective 2
Describe the movement of Earth and the moon and the apparent movement of other bodies through the sky.
d. Use a model to demonstrate why it seems to a person on Earth that the sun, planets, and stars appear to move across the
sky.
Content Walk-Away: I will discuss and write about why it seems that the sun, planets and stars seem to move across the
sky.
Language Walk-Away: I will discuss and write about why it seems that the sun, planets and stars seem to move across the
sky.
Vocabulary: Rotation, axis

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
-Student discussion
Content Walk-Away Evidence (Summative): Students will understand that the stars,
moon, and sun seem to be moving across the sky because of the Earths rotation.
Language Walk-Away Evidence (Summative): Students will be able to write and
discuss why it seems that the stars, moon, and sun seem to be moving across the sky.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

ELL/IEP- visuals, I will write

question on the board so they
can copy it into their journals.
GATE- high level thinking
questioning.

Approx. ACTIVE LEARNING PLAN

Time
45 mins

Activate/Building Background Knowledge

We have been learning about the Earth, moon, and sun. We have learned about how the Earth and moon move
around the sun. Explain in your group how this happens. Good! The Earth rotates or spins on its axis and
revolves around the sun and the moon revolves around the Earth. SIOP 8 But what about the stars. Have you
ever noticed that you see different stars or constellations in the sky at different parts of the night.
Constellations are groups of stars like the big dipper. Have you ever looked up at the night sky and it seemed
that the stars were moving? Sometimes it even seems like the sun and the moon move across the sky. SIOP 7
Today, we are going to discover if the stars, moon, and sun are really moving through the sky like it seems they
are! Our objective today is I will use a model and discuss why it seems that the stars, moon, and sun move
across the sky. Everyone read it with me. SIOP 1,2
Formative assessment:
Learning Goal: Students will know the objective.
Success Criteria: Students will say the objective.
Assessment Strategy:Hear the students say the objective.
Modification/accommodations: (ELL, IEP, GATE, etc.)
ELL: visual of the objective.

Focus Lesson (I do it) 5E-Engage

Write Do the star,moon, and sun really move across the sky each day and night? in your journal. Write on board. Talk
in your group about if you think the stars are moving or if not. If not talk about what you think is really happening. SIOP
16,22,17 When you have discussed write in your journal what you think. It is ok to change your mind while discussing in
your groups. Walk around and talk with groups.
What did you discuss in your groups? Class discussion. Questions to guide discussion. At night what do the stars seem to
be doing? What is really happening? Why do the stars disappear when the sun is in the sky? Are there still
stars in the daytime sky? Why do the stars reappear at night? SIOP 12,6
In the day the stars are still there, but you cannot see them because they are so much fainter than the sunlight that is
scattered by our atmosphere.
Formative Assessment:
Learning Goal: Students will discuss what they think is happening and come to a conclusion.
Success Criteria: Students will discuss and write in journal.
Assessment Strategy: Discussion and journal writing
Modification/accommodations: ELL/IEP- question written on board.
Gate- questioning/discussion

Guided Instruction (We do it) 5E-Explore

During class discussion demonstrate that the stars do not move across the sky at night but the Earth rotation makes it
appear that way. SIOP 4,11,19
Formative Assessment:
Learning Goal: Students will understand that the reason it seems the stars, moon, and sun are moving is because of the
Earths rotation.
Success Criteria: Students will discuss.
Assessment Strategy: Discussion and observation.
Modification/accommodations:
ELL- speaking prompts (tell your partner that the Earths rotation makes it seem like the star are moving.
Independent (You do it alone) 5E-Elaborate
Everyone should have their journals back out.
Write in your journal what is really happening when it seems that the stars are moving in the night sky. SIOP 22,17,30
Summative Assessment: Student writing in journal.
Modification/accommodations: ELL- extra support during writing. vocabulary words written on board.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Who would like to share what you wrote in your journal? Good. Earths rotation makes it seem like the star are moving.
Today, we learning that the stars, moon, and sun are not actually moving through the sky but we are rotation making it
seem that way from our perspective on Earth. SIOP 27,28

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
- Objectives

globe

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to
improve my practice and student learning?
To improve this lesson I would incorporate a hands on activity. The students understood that the Earths rotation makes it
seem that the stars move across the night sky by the end of the lesson but it think it would help solidify the concept for the
students to actually be able to see what was going on. I would also start the lesson at the back carpet. The students get
restless sitting through an entire lesson in their desks. This class needs to be able to get up and move every couple of
minutes.
I also created a powerpoint for this lesson as well. This was effective way to keep the the lessons flow. It also created an
effective visual for the students.
My goals to improve my teaching is to incorporate more differentiation into my units and lessons. Most of my students got
the concepts during whole group instruction. The higher level students need more opportunities to extend their learning.
The lower level students need extra instruction and one-on-one time.