VFT Lesson Plans

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Monmouth University
School of Education
Department of Curriculum and Instruction
Lesson Plan
Teacher Candidates Name: Marin Bernstein
Context:
3rd Grade Science in the general education 3rd grade classroom
General education classroom with eighteen general education students, one student with a visual
impairment, and one student with a communication impairment.
General Education Classroom
Describe UDL integration The UDL integration includes providing multiple means of engagement in
the activities, such as collaboration with peers, class discussion, and use of their KWL chart. Students
will be able to visually view the VFT through a presentation by the teacher with closed captioning for
students who need that representation. In addition, collaborative teamwork is provided and integrated
in the lesson for students throughout the What is a Virtual Field Trip? lesson.
Collaborative methods used to enhance the lesson was to send a letter home to parents to inform them
about what a VFT is and what the students will be doing for the upcoming days in science class.
Parents were asked to encourage students to explore and discuss the solar system, the NASA
organization, and the different planets. The school resources that were used include the iPads, the
school library if needed for further research the teacher can use books about the planets and NASA. In
addition, the VFT website will be available and provided to teachers for their own use and interest.
Students can also be involved with the science club to share what they are learning that day and involve
more students in the learning, research, and exploration of the solar system.
Unit Title: The Solar System

Lesson Title: What is a Virtual Field Trip?
Tentative Date: Day 6 of Unit
Duration: 50 minutes
I. Standards (NJCCCS, CCSS, NJPST, and/or CEC):
CCSS.ELA-LITERACY.RI.3.1 -Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.5 - Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently.
NJCCSS 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate,
and synthesize information in order to solve problems individually and collaborate and to create and
communicate knowledge
2
NJCCSS 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety
of tasks including solving problems.
NGSS 3.E.11 - Recognize the major components and patterns observed in the earth, moon, sun
system.
MP 5 - Use appropriate tools strategically
NJPST Standard One - Subject Matter Knowledge - Teachers shall understand the central concepts,
tools of inquiry, structures of the discipline, especially as they relate to the New Jersey Core
Curriculum Content Standards (CCCS), and design developmentally appropriate learning
experiences making the subject matter accessible and meaningful to all students.
II. Learner Outcomes & Assessments:
Learner Outcomes:
i. Given the class discussion, all students will be able to correctly describe what a virtual
field trip is and what it involves.
Essential Questions:
i. What is a virtual field trip?
ii. What does virtual field trip involve?
Enduring Understandings:
i. Students will be able to understand what a virtual field trip is.
ii. Students will be able to use a virtual field trip to better understand their knowledge of the
solar system.
iii. Students will be able to describe what a virtual field trip involves.
III.Procedures
Anticipatory Set (5 minutes)

i. Write the following questions on the board and give the students about 2-3 minutes to
think and answer the questions. What does virtual mean? What is a field trip?
ii. Complete K and W sections in their KWL charts.
iii. Have a short discussion with students about the answers they came up with.
o Procedures (20 minutes)

i.
Explain to students what a virtual field trip; an Internet activity that allows you, the
students, to visit a place that would not be possible during school or even maybe our
lifetime! We will be using a variety of links and website to explore the solar system,
we will be working on this for three consecutive days. So today is very important that
you pay attention and understand what will be happening so the next three days run
smoothly.
3
Show students the VFT website and how they will be interacting with the different
ii.
weblinks and websites. Students will watch this using the SmartBoard and/or overhead
projector. Answer all questions students might have about the website and links on the
VFT website.
iii.
Write on the board the following: VFTs are important because they are in class
fieldtrips that will be done on the computer. We will be having a special assignment at
the end of the unit, so make sure you take careful notes and understanding of each
planet.
iv.
Answer all question students might have about the assignment.
o Guided Practice (15 minutes)

I.
Allow students to work in small groups of 3 and explore the website and learn how to
navigate the site so they will be able to work on it tomorrow in class.
II.
Have students write down the different websites and objectives of the VFT in their
science notebooks. Walk around and ensure students are working effectively on the
assignment.
o Independent Practice (10 minutes)

Have students compete the L column in their KWL chart.
Complete a short discussion about what the students have learned today, what a VFT
is and what a VFT entails. Encourage participation of all students by calling on
students and having students say I agree/disagree with (students name) because
Hand out a post-it note to students and have them write one thing they learned and
one thing that they are still confused about for the following three-day VFT.
The teacher will review the students notes for the day and grade it using the VFT
notes grading rubric.
IV. Accommodations for diverse learners and students with special needs:
Speech generating devices
Large Key Keyboard
Raised Line Paper
Screen Reader
Board Maker Plus!
V. Modifications for students with disabilities:
Bullet points on their KWL charts and when they answer the first two questions
Have students write down the objectives and websites with a partner during the guided practice.
Giving breaks to students when necessary
Pairing students with a peer buddy to complete work
Allow students to share answers orally
VI. Materials:
Computer and/or iPads
Overhead projector
Post-It Notes
Smart Board
Science Notebooks
Pencil
KWL Charts
Monmouth University
School of Education
Lesson Plan
Context:
The UDL integration within the lesson includes providing multiple means of representation for the
students such as text, pictures, auditory information, visual information, multiple forms of media, and
guided information processing, visualizing, and manipulating. In addition, the lesson provides multiple
means of engagement though individual choice, optimizing authenticity and value, developing selfassessment and reflection, and by fostering collaboration within the classroom.
Collaborative methods used to enhance the lesson include providing parents with the VFT website so
they can browse the site and understand what students are completing. Families will be asked to discuss
with their children what they learned in the classroom. Having students discuss what they learned will
increase their understanding and legitimacy of the lesson. Students can bring in books or articles that
are relevant to the unit about the solar system and NASA. An e-mail will be sent to all parents
explaining what their children will be learning in class that week. I will let parents/guardians know that
if they have any questions/concerns about the topic being covered in class, they can feel free to contact
me via e-mail or telephone. Students can also be involved with the science club to share what they are
learning that day and involve more students in the learning, research, and exploration of the solar
system.

Lesson Title: All about Mercury, Venus, Earth, and Mars
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Tentative Date: Day 7 of Unit Plan
I. Standards:
CCSS.ELA-LITERACY RI.3.7 Use information gained from illustrations (e.g., maps, photographs)
and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how
key events occur).
CCSS.ELA-LITERACY. RI.3.9- Compare and contrast the most important points and key details
presented in two texts on the same topic.
NGSS 3-ESS1.B: Earth and the Solar System - The solar system consists of the sun and a collection
of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its
gravitational pull on them.
NJPST Standard Seven - Special Needs - Teachers shall adapt and modify instruction to
accommodate the special learning needs of all students
II. Learner Outcomes & Assessments

I. Learner Outcomes: All students will be able to correctly identify the 4 different planets and
provide essential information about these planets. All students will be able to explain the
difference between the four planets of Mercury, Venus, Earth and Mars.
II. Assessments: Class discussion and completion of the VFT with notes in the science notebooks.
III.Essential Questions:
i. What are the first four planets closest to the sun?
ii. What is the difference between these four planets?
iii. How can we best describe Mercury, Venus, Earth, and Mars?
IV. Enduring Understandings:
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i. Students will be able to understand the order from closest to furthest given the four
planets of Mercury, Venus, Earth, and Mars.
ii. Students will be able to describe the characteristics of different planets of Mercury,
Venus, Earth, and Mars.
iii. Students will be able to compare and contrast the planets of Mercury, Venus, Earth, and
Mars.
III.Procedures
I. Anticipatory Set (5 minutes)
i. Explain to students that today is day one of their virtual field trip assignment. Students
will be blasting off to four planets today: Mercury, Venus, Earth, and Mars. We will be
using our science notebooks to collection information about the planets colors and
texture, important facts, size, location, and the most recent mission to that planet.
ii. Answer any questions or concerns had by students.
II. Procedures (5 minutes)
i. Guide students to the website by writing the VFT websites URL on the front board.
ii. Have students write the name of the planet on the top of each page in their notebooks
along with the information that they have to find: the planets colors and texture,
important facts, size, location, and the most recent mission to that planet.
iii. Answer any questions students might have and ensure all students have done this
properly by walking around and checking their notebooks.
III.Guided Practice (5 minutes)
i. Complete the first planet together: Mercury.
ii. Walk through the steps and locations to collection the information with students, those
students who understand can go on to independent practice, and those students that are
still struggling may continue working with the teacher to understand how the VFT works
and how to complete the assignment of the day.
IV. Independent Practice (30 minutes)
i. Students will work on their computers/iPads and complete the VFT of the planets
Mercury, Venus, Earth, and Mars. Ensure students are working independently and
collecting the information in their science notebooks with one page of notes per planet.
ii. Remind students when they should be moving to the next planet, about 10-12 minutes
researching and collecting information on each planet!
iii. Walk around the classroom, stopping and asking students questions about their findings,
see if any student needs assistance, and review students notes to ensure they are on
trajectory.
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iv. If students finish early and have extra time, allow them to explore the VFT website and
links until closing time.
V. Closing (5 minutes)
i. Wrap up the VFT assignment, power down iPads/computers and put them away.
ii. Conduct a short discussion about their findings and something that was interesting to the
students.
iii. The teacher will review the students notes for the day and grade it using the VFT notes
grading rubric.
iv. Provide student with a post-it note and have them respond to the following:
1. What planet was the most interesting to you?
2. What was one thing that surprised you?
3. What was one thing about the VFT that confused you?
v. Have students hand in post-it notes before the science class time ends.
Large Key Keyboard
Raised Line Paper
Screen Reader
Board Maker Plus!
Write bullet points in the science notebooks regarding the VFT information
Pairing students with a peer buddy to complete work and navigate website
VI. Materials:
iPads/computers
VFT website
Pencils
Science Notebooks
Post-it Notes
Monmouth University
School of Education
Lesson Plan
Context:
explaining what their children will be studying in class that week. I will let parents/guardians know
that if they have any questions/concerns about the topic being covered in class, they can feel free to
contact me via e-mail or telephone. Students can also be involved with the science club to share what
they are learning that day and involve more students in the learning, research, and exploration of the
solar system.
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Lesson Title: All about Jupiter, Saturn, Uranus, and Neptune
I. Standards:
key events occur).

a. Learner Outcomes: All students will be able to correctly identify the 4 different planets and
provide essential information about these planets. All students will be able to explain the
difference between the four planets of Jupiter, Saturn, Uranus, and Neptune.
b. Assessments: Class discussion and completion of the VFT with notes in the science notebooks.
c. Essential Questions:
i. What are the four planets furthest from the sun?
ii. What is the difference between these four planets?
iii. How can we best describe Jupiter, Saturn, Uranus, and Neptune?
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d. Enduring Understandings:
i. Students will be able to understand the order from closest to furthest given the four
planets of Jupiter, Saturn, Uranus, and Neptune.
ii. Students will be able to describe the characteristics of different planets of Jupiter, Saturn,
Uranus, and Neptune.
iii. Students will be able to compare and contrast the planets of Jupiter, Saturn, Uranus, and
Neptune.
III.Procedures
a. Anticipatory Set (5 minutes)
i. Explain to students that today is day two of their virtual field trip assignment. Students
will be blasting off to four planets today: Jupiter, Saturn, Uranus, and Neptune. We will
be using our science notebooks to collection information about the planets colors and
texture, important facts, size, location, and the most recent mission to that planet.
b. Procedures (2 minutes)
i. Guide students to the website by writing the VFT websites URL on the front whiteboard.
ii. Have students write the name of the planet on the top of each page in their notebooks
along with the information that they have to find: the planets colors and texture,
important facts, size, location, and the most recent mission to that planet.
iii. Answer any questions students might have and ensure all students have done this
c. Guided Practice (5 minutes)
i. Complete the first planet together: Jupiter.
ii. Walk through the steps and locations to collection the information with students, those
d. Independent Practice (33 minutes)
i. Students will work on their computers/iPads and complete the VFT of the planets Jupiter,
Saturn, Uranus, and Neptune. Ensure students are working independently and collecting
the information in their science notebooks with one page of notes per planet.
ii. Remind students when they should be moving to the next planet, about 5-8 minutes
researching and collecting information on each planet!
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iii. Walk around the classroom, stopping and asking students questions about their findings,
trajectory.
iv. If students finish early and have extra time, allow them to explore the VFT website and
links until closing time.
e. Closing (5 minutes)
ii. Conduct a short discussion about their findings and something that was interesting to the
students.
iii. The teacher will review the students notes for the day and grade it using the VFT notes
grading rubric.
4. What planet was the most interesting to you?
6. What was one thing about the VFT that confused you?
Large Key Keyboard
Raised Line Paper
Screen Reader
Board Maker Plus!
VI. Materials:
iPads/computers
VFT website
Pencils
13
Science Notebooks
Post-it Notes
Monmouth University
School of Education
Lesson Plan
Context:
14
explaining what their children will be studying in class that week. I will let parents/guardians know
that if they have any questions/concerns about the topic being covered in class, they can feel free to
contact me via e-mail or telephone. Students can also be involved with the science club to share what
they are learning that day and involve more students in the learning, research, and exploration of the
solar system.
Lesson Title: All about the NASA organization
I. Standards:
key events occur).
Learner Outcomes: All students will be able to correctly identify what NASA is and explain
what the NASA organization does.
Assessments: Class discussion and completion of the VFT with notes in the science notebooks.
i. What is NASA?
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ii. What does NASA stand for?
iii. What does the NASA organization do?
iv. Why is this related to the solar system?
i. Students will be able to understand what the NASA organization does and why it is
related to the solar system.
ii. Students will be able to describe the features of NASA.
iii. Students will be able to identify what NASA stands for.
Procedures

i. Explain to students that today is the final and last day of their virtual field trip
assignment. Students will be exploring what the NASA organization is and why it is
related to the solar system and the eight planets we learned about the past two days in our
VFT.
Procedures (5 minutes)
i. Guide students to the website by writing the VFT websites URL on the front board.
ii. Have students write NASA at the top of the paper.
iii. They must find information regarding: what does NASA do? When was NASA started?
Where is NASA located? What is NASA in charge of? What has NASA done? What
was the latest mission by NASA?
iv. Answer any questions students might have and ensure all students have done this
Guided Practice (5 minutes)

i. Walk through the steps and locations to collection the information with students, those
Independent Practice (30 minutes)

i. Students will work on their computers/iPads and complete the VFT on NASA. Ensure
students are working independently and collecting the information in their science
notebooks.
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ii. Walk around the classroom, stopping and asking students questions about their findings,
trajectory.
iii. Have students complete the BrainPOP! Assignment and quiz, printing out their results.
iv. Lastly, watch the video on the VFT webpage while taking notes of the order of events
during a launch (students notes may vary).
Closing (5 minutes)
ii. The teacher will review the students notes for the day and grade it using the VFT notes
grading rubric.
iii. Conduct a short discussion about their findings and something that was interesting to the
students. Clear up and misunderstandings about NASA.
1. What was the most interesting thing that you discovered today?
3. What was one thing about NASA that confused you?
III.Accommodations for diverse learners and students with special needs:
Large Key Keyboard
Raised Line Paper
Screen Reader
Board Maker Plus!
IV. Modifications for students with disabilities:
V. Materials:
iPads/computers
VFT website
Pencils
17
Science Notebook
Post-it Notes
Monmouth University
School of Education
Lesson Plan
Context:
they can browse the site and understand what students are completing. Families will be asked to
discuss with their children what they learned in the classroom. Having students discuss what they
learned will increase their understanding and legitimacy of the lesson. Students can bring in books or
articles that are relevant to the unit about the solar system and NASA. An e-mail will be sent to all
parents describing what their children will be doing in class with the NASA letter. I will let
parents/guardians know that if they have any questions/concerns about the assignment in class, they can
feel free to contact me via e-mail or telephone. Students can also be involved with the science club to
18
share what they are learning that day and involve more students in the learning, research, and
exploration of the solar system.
Lesson Title: A Letter to NASA
Tentative Date: Day 10 of Unit
I. Standards (NJCCCS, CCSS, NJPST, and/or CEC):
CCSS.ELA-LITERACY.W.3.1 - Write opinion pieces on topics or texts, supporting a point of view
with reasons.
CCSS.ELA-LITERACY.W.3.1.A- Introduce the topic or text they are writing about, state an
opinion, and create an organizational structure that lists reasons.
CCSS.ELA-LITERACY.W.3.1.B -Provide reasons that support the opinion.
CCSS.ELA-LITERACY.W.3.1.C- Use linking words and phrases
(e.g., because, therefore, since, for example) to connect opinion and reasons.
CCSS.ELA-LITERACY.W.3.1.D - Provide a concluding statement or section
CCSS.ELA-LITERACY.W.3.3 - Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
NJCCSS 8.1 Educational Technology: All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and collaborate and to
create and communicate knowledge
II. Learner Outcomes & Assessments (include informal and formal):
Learner Outcome- All students will be able to write a well-structured letter to NASA explaining
why they should send them to their chosen planet for research and exploration.
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Assessments: Students will be assessed through their final letter to NASA documenting why
they should be sent to a planet of their choice for research and exploration. The letter should
provide reasoning supported by evidence that they found in their VFT notes. Students will also
be assessed through their class participation skills as well as being on task throughout the class
period.
Why should you be sent to your planet of choice?
How is this related to the previous three days?
How did you influence the reader?
Students will be able to inform NASA why they should send them to a certain planet for
research and exploration.
Students will be able to influence their reader by using information and content from the
previous three days about the planets, solar system, and NASA organization.
III.Procedures:

o Students will come to the front carpet and the teacher will ask the students questions,
have a discussion until students have nothing else to say about the questions asked
them, try to keep about 10 minutes long:
What was your favorite activity on the VFT? Why?
What was your favorite planet? What do you think it is like there?
Would you like to go to this planet? Why or why not?
Procedures (5 minutes)
o The teacher will explain that today we will be writing persuasive letters to the NASA
organization explaining why they should send you to your favorite planet for research
and exploration.
o Students will be given formal letter paper after they have written their first draft to
NASA. Students must use the information and findings they found during their VFT
to write the letter with information that is supported with facts and details.
o Students will have the entire class period to do this activity. The following day,
students will be given the option to dress up like an astronaut and/or bring in space
food.
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Guided Practice (5 minutes)

o The teacher will being brainstorming ideas on the large post-it note in the front of the
class so students can refer during their independent practice.
o Being writing a persuasive letter to NASA as to why they should send you to a
planet/Mars/Saturn for research and exploration.
o Make it fun, exciting, and encourage students to use their imagination!
Independent Practice (25 minutes)

o Provide students with blank paper and have them get started on the letter to NASA.
Students should know how to do this assignment since they already learned about
persuasive writing and they have the information about the planets from the VFT.
o Ensure students are working by walking around and ask students if they need help,
clarify any misunderstanding or confusion they might have about the assignment.
Tell students to be creative and make it fun!
o If some students finish, provide them with the formal paper to write their final letter
to NASA on, make sure they know this is the final and only paper they will get!
Wrap up (5 minutes)
o Explain to students that they can finish this for homework if they did not finish in
class.
o The teacher will grade and evaluate the students letters to NASA using the grading
rubric below about the letter to the NASA organization.
o Tomorrow they will be sharing it with one another and they will have the option to
dress up like an astronaut and bring in space food. We will be having an outer space
party and be sharing out letter to one another.
Large Key Keyboard
Raised Line Paper
Screen Reader
Board Maker Plus!
Write bullet points in their letter to NASA
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Work one-on-one with the teacher
I. Materials:
iPads/computers
Large post-it notes
Markers
Draft writing paper
Letter paper
Pencils
Notes from the past three days

Grading Rubric for Letter to NASA Organization
Criteria
Quality
(6 points)
On Topic
(6 points)
Grammar,
Spelling, and
Neatness (3
Points)
Developing
Not Reflective,
persuasive, or
thoughtful. There
was no effort put
into the
assignment.
(1-5 points)
Provided no
evidence,
reasoning, or
support and
sometimes went
off topic.
(1-5 points)
The letter did not
have complete
sentences, many
spelling mistakes,
and was difficult
to read.
(1-5 point)
Satisfactory
Reflective,
somewhat
persuasive and
thoughtful.
Student put in a
good amount of
effort.
(6-9 points)
Provided little
evidence,
reasoning, and
support and was
somewhat on
topic.
(6-9 points)
The letter has
complete
sentences but
some spelling
mistakes and
somewhat clear
handwriting.
(6-9 points)
Outstanding
+
Thoughtful,
reflective, and
persuasive
response.
Student put in a
lot of effort.
(10-15 points)
Provided
evidence,
reasoning, and
support and was
completely on
topic.
(10-15 Points)
The letter has
complete
sentences, little
to no spelling
mistakes. Clear
handwriting.
(10-15 Points)
VFT Notes Grading Rubric

Criteria
Developing
Satisfactory
Outstanding
+
22
Students show
Student does not
all notes for the show any notes.
day in an
orderly, neat
way.
Student shows
a strong
understanding
of information
about the
planets.
Student only
shows some
notes and it is
unorganized.
Student
Student
completely
misinterprets
misinterprets the minor information
information
about the planets.
about the
planets.
Student shows all

notes in a neat
and orderly way.
Student shows a
strong
understanding of
the information
about the planets.
References
BrainPOP - Solar System - Movie. (n.d.). Retrieved from https://www.brainpop.com/science/space/solarsystem/
Dunbar, B. (2015, September 4). What Is NASA? Retrieved from http://www.nasa.gov/audience/forstudents/k4/stories/nasa-knows/what-is-nasa-k4.html
Solar System Exploration: Solar System 101. (2015). Retrieved May 17, 2016, from
http://solarsystem.nasa.gov/kids/
Solar System Scope:Textures. (2012). Retrieved from http://www.solarsystemscope.com/textures/
Trotter, M. (2015, July 23). The Planets. Retrieved from http://nationalgeographic.org/media/planets-wbt/

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1

3rd Grade Science in the general education 3rd grade classroom

General Education Classroom

Unit Title: The Solar System

II. Learner Outcomes & Assessments:

Anticipatory Set (5 minutes)

o Procedures (20 minutes)

Answer all question students might have about the assignment.

o Guided Practice (15 minutes)

o Independent Practice (10 minutes)

Speech generating devices

Large Key Keyboard

Raised Line Paper

Board Maker Plus!

V. Modifications for students with disabilities:

Giving breaks to students when necessary

Pairing students with a peer buddy to complete work

Allow students to share answers orally

Computer and/or iPads

3rd Grade Science in the general education 3rd grade classroom

General Education Classroom

Unit Title: The Solar System

II. Learner Outcomes & Assessments

Speech generating devices

Large Key Keyboard

Raised Line Paper

Board Maker Plus!

V. Modifications for students with disabilities:

Giving breaks to students when necessary

Allow students to share answers orally

3rd Grade Science in the general education 3rd grade classroom

General Education Classroom

II. Learner Outcomes & Assessments

Speech generating devices

Large Key Keyboard

Raised Line Paper

Board Maker Plus!

V. Modifications for students with disabilities:

Giving breaks to students when necessary

Allow students to share answers orally

3rd Grade Science in the general education 3rd grade classroom

General Education Classroom

Anticipatory Set (5 minutes)

Guided Practice (5 minutes)

Independent Practice (30 minutes)

III.Accommodations for diverse learners and students with special needs:

Speech generating devices

Large Key Keyboard

Raised Line Paper

Board Maker Plus!

IV. Modifications for students with disabilities:

Giving breaks to students when necessary

Allow students to share answers orally

3rd Grade Science in the general education 3rd grade classroom

General Education Classroom

How is this related to the previous three days?

How did you influence the reader?

Anticipatory Set (10 minutes)

What was your favorite activity on the VFT? Why?

Would you like to go to this planet? Why or why not?

Guided Practice (5 minutes)

Independent Practice (25 minutes)