DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate _ Kristi

i Charlton__ Grade Level _6_ Title CONTEXTUAL FACTORS (classroom factors)

Contextual Factors: 29 Students: 15 girls 14 boys 3 ELL Students: MulanReceives Services *WIDA Level 3 (Developing) JoseMonitored *WIDA Level 6 (Reaching) SamuelMonitored *WIDA level 6 (Reaching) 8 IEP Students: Kaeley, Declan, Kade, Mulan, Jose, Fionna, Troy, Tristan 2 Students Receive Speech Services: Kade & Fionna 1 Student has ADHD: Tristan 2 Students Extremely Below Grade Level: Kaeley & Mulan Behavior Problems: SymonLikes to talk. Gets into trouble a lot. Classroom Environment: The students are ability grouped together at tables. There are four students at each table. The classroom is full of exciting science projects and fun science posters. The classroom also contains a Promethean Board that is used almost every day for classroom instruction. The students also have access to a science lab. They use the science lab to conduct science experience. There are 8 cafeteria type tables in the science lab for students to sit at. The students use the science lab at least once a week.

Rotation & Revolution

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 appearance of the moon changes in a predictable cycle as it orbits Earth and as Earth rotates on its axis. Objective 2: Demonstrate how the relative positions of Earth, the moon, and the sun create the appearance of the moons phases. a. Identify the difference between the motion of an object rotating on its axis and an object revolving in orbit. Content Walk-Away: I will understand the difference between rotation and revolution. Language Walk-Away: I will discuss the difference between rotation and revolution in a small group activity. Vocabulary:

Rotation, Revolution, Axis, Orbit TEACHER BACKGROUND INFORMATION:

Rotation vs. Revolution: Rotation Rotation can be defined as the spinning of an object on its own axis. An axis may be defined as an imaginary line around which the object spins. We can understand this with the example of the Earths rotation. Earth rotates from west to east around an imaginary line which passes through the North and South poles and is perpendicular to the plane of the equator. This imaginary line is called the axis of Earths rotation. Due to this motion, the celestial bodies appear to move from east to west. Rotation of Earth results in the creation of time zones. Our Earth rotates around its axis at the rate of 15 degrees per hour. This rotation causes different noons at different locations on the planet. T he rotation of Earth around its axis causes day and night. The total time

taken by the Earth to complete its one rotation comes out to be around 24 hours. This movement of the Earth also brings about a flattening of the planet at the poles resulting in an oblate spheroid. The distance from poles to the center of Earth is a little bit less than that from the equator to the center. Revolution Revolution can be defined as movement of a body around another. Here, in this case, Earth revolves round the sun. Earth revolves around the sun in an elliptical orbit with the sun as its focus. It completes its cycle in a period of approximately 365 days. Earth is also tilted from its axis by the angle of 23 and half degrees. Changes of seasons on Earth are the combined effects of the Earths tilt on its axis and the Earths revolution around the sun. Rotation and revolution together cause day and night, changes of seasons, change in the length of day and night, circulation of air in the atmosphere, and many other geographical phenomenon. Summary: 1. Rotation is the spinning of Earth on an axis while revolution is the spinning of the Earth around the sun. 2. Earths rotation is completed in approximately 24 hours while its revolution takes around 365 days. 3. Rotation causes day and night. Revolution causes different seasons. 4. Relative speed of rotation is maximum at the equator and slowest at the poles. Relative speed of revolution is fastest when the sun is closest to the Earth and is slowest when it is at the farthest end. 5. Earth rotates on its axis while it revolves around the sun. Comparing the Moon & the Earths Revolution & Rotation: The moon and Earth both revolve and rotate on their way around in our solar system, but what is the difference between the two movements? Rotation is when a planet or moon turns all the way around or spins on its axis one time. The axis of rotation is an imaginary line going from the North Pole to the South Pole. Whenever a planet or moon travels around an object once, it is considered a revolution. On Earth, a rotation is pretty short - it happens once a day! It is the rotation that makes the sun appear like it is coming up in the morning and setting at night. On Earth, a revolution is quite a bit longer - one year! The moon is a little different. The moon rotates once about every 27 days, and revolves once about every 27 days. So every time the moon goes around Earth it turns around one time. That is why the moon always looks the same - we only ever see one side of it! Another strange thing is that if we lived on the Moon and thought of days and years the same way we do on Earth, a day AND a year would be the same length! Since the rotation and revolution times are the same, the length of a day and the length of a year are identical. References: The Moon. [PDF document]. Retrieved from http://maritimeknowhow.com/wpcontent/uploads/image/Navigation/Nav.%20Partim%201/Moon%20Partim%201-%20105%20to%20111.pdf Revolution & Rotation. Retrieved from http://utahscience.oremjr.alpine.k12.ut.us/sciber06/6th/ moon/html/rotate.htm The Earth-Moon-Sun System. [PDF document]. Retrieved from http://bhhs.bhusd.org/ourpages/auto/2009/10/8/34387870/Textbook%20TE%20Section%2022_2%20The%20Earth%20Moo n%20Sun%20System.pdf

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

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Give students a Pre-Test, where they are asked to define the two terms revolution and rotation, to see what they already know before the lesson begins. Listen carefully to student responses during the I Do It, We Do It, and You Do It Together activities to make sure students can appropriately identify the difference between revolution and rotation. Listen carefully to student responses during the I Do It, We Do It, and You Do It Together activities to make sure students understand what is expected of them during each activity. Work the Crowd during the You Do It Together activity to make sure students can successfully identify whether objects are rotating or revolving. Scaffold questions as needed to make sure students understand the difference between revolution and rotation. Content Walk-Away Evidence (Summative): Students will demonstrate that they know the difference between revolution and rotation by identifying whether objects are rotating or revolving. They will do this during a group activity as well as during an individual activity. Language Walk-Away Evidence (Summative): Students will demonstrate that they know the difference between revolution and

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

SIOP 5 ELL & IEP StudentsMake sure the ELL students and the IEP students understand the difference between rotation and revolution. Scaffold questions as needed to make sure they understand. Make sure they are partnered with someone that can help them if extra help is needed. ADHD StudentMake sure Tristan is engaged at all times. Behavior StudentMake sure Symon understands what is expected of him during the revolution and rotation activities.

rotation by discussing the differences in a small group. They will also write a rationale/reason for why different objects are revolving or rotating.

Approx. Time 10-15 minutes

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Daily: For your daily assignment today, I would like you to write, in your own words, your definition/explanation for the terms rotation and revolution. (pre-test) Give students time to write a response. Then collect their papers. SIOP 18 Tell students: SIOP 10 Today we are going to investigate what the terms rotation and revolution mean. Display Content & Language Walk-Aways: SIOP 1&2 Content Walk-Away: I will understand the difference between rotation and revolution. Language Walk-Away: I will discuss the difference between rotation and revolution in a small group activity. Have the students read the walk-aways together. Establish Background Knowledge by asking the students the following question: SIOP7-8, 14-15 How many of you have rode a Merry-Go-Round, like the one located at the park downtown in St. George, before? Give students plenty of time to think and respond. SIOP 18 Good, most of you have. Now just for a moment I would like you to close your eyes and envision yourself going around and around on the Merry-Go-Round. Give students a few seconds to envision themselves on a Merry-Go-Round. SIOP 6, 18 Now open your eyes. Using a PowerPoint, display a picture of a Merry-Go-Round. Tell Students: The reason I had you envision yourself riding a Merry-Go-Round is its an excellent example of both rotation and revolution. As the Merry-Go-Round spins it rotates, and as you go around on the MerryGo-Round you revolve. Formative assessment: Learning Goal Differentiate between the two terms rotation and revolution.

Success Criteria I will recognize there is a difference between the terms rotation and revolution.

I will define the terms rotation and revolution. SIOP 30

Assessment Strategy Observation: Watch students responses/reactions to the activating Background activity to see who understands the difference between rotation & revolution. Writing Performance: Students will write in their own words the definitions for the terms rotation and revolution

Modification/accommodations: (ELL, IEP, GATE, etc.) Make sure ELL students and IEP students understand what a Merry-Go-Round is before students participate in visualization exercise. SIOP 5

10-15 minutes

Focus Lesson (I do it) Using a PowerPoint presentation introduce students to the following vocabulary words: SIOP 9, 12, RotationThe spinning of an object on its own axis. Revolution The movement of an object around another object, usually in a circular motion. AxisThe imaginary straight line that something turns around. The Earth spins on its axis. OrbitTo travel around something, like a planet or moon in a curved path. The moon orbits the Earth.

Tell students: SIOP 10 This brings me to our vocabulary words for todays lesson. The first word is rotation. The word rotation is defined as the spinning of an object on its own axis. The next word we need to cover is axis. The word axis is defined as the imaginary straight line that something turns around. Ex. The Earth spins on its axis. Using the PowerPoint, show the students an example of rotation. Tell students: SIOP 10 The third word we need to discuss is revolution. The word revolution is defined as the movement of an object around another object, usually in a circular motion. And the last word we need to talk about is orbit. The word orbit means to travel around something, like a planet or moon in a curved path. Ex. The moon orbits the Earth. Using the PowerPoint, show the students an example of revolution. Now that we know what the terms rotation and revolution mean, its important to understand that somethings rotate, somethings revolve, and somethings do both. For exampl e, the moon and Earth both revolve and rotate. So what is the difference between these two movements? Pause for a minute to give students time to think about the question. SIOP 18 Tell students: SIOP 10 Rotation is when a planet or moon turns all the way around or spins on its axis one time. The axis of rotation is an imaginary line going from the North Pole to the South Pole. Whenever a planet or moon travels around an object once, it is considered a revolution. Using the PowerPoint, provide students with a visual to help them understand. Tell students: On Earth, a rotation is pretty short - it happens once a day! It is the rotation that makes the sun appear like it is coming up in the morning and setting at night. On Earth, a revolution is quite a bit longer - one year! The moon is a little different. The moon rotates once about every 27 days, and revolves once about every 27 days. So every time the moon goes around Earth it turns around one time. That is why the moon always looks the same - we only ever see one side of it! Another strange thing is that if we lived on the Moon and thought of days and years the same way we do on Earth, a day AND a year would be the same length! Since the rotation and revolution times are the same, the length of a day and the length of a year are identical. Using a manipulative that rotates and revolves, demonstrate the difference between rotation and revolution. Tell students: SIOP 10 This is an example of something that can both rotate and revolve. Just like our Merry-Go-Round example at the beginning of the lesson it can rotate and revolve. SIOP 7 & 8 The beads on our object rotate or spin all the way around on their axis one time, but they also revolve as well. They revolve by traveling around the metal loop one time. Ask students: SIOP 14-15 What is the difference between rotation and revolution? Give students time to think and respond. SIOP 18 Correct or affirm their understanding. SIOP 29 & 30 Tell students: SIOP 10 Rotation is the spinning of an object on its own axis while revolution is the movement of an object around another object, usually in a circular motion. Ask students: SIOP 14-15 Can you give me an example for rotation? Give students time to think and respond. SIOP 18 Correct or affirm their understanding. SIOP 29 & 30 Ask students: SIOP 14-15 Can you give me an example for revolution? Give students time to think and respond. SIOP 18 Correct or affirm their understanding. SIOP 29 & 30 Take students into the science lab for the next part of the lesson. Tell students: SIOP 10-12 Now that we understand rotation and revolution a little bit better, for the next part of our lesson we will be going into the science lab to put our knowledge to work to determine whether certain objects revolve or rotate. Once you get into the science lab I will be placing you into five groups. In your groups you will work as a team to determine if the objects at your table rotate or revolve. As a reminder, on the way to

the science lab you will be respectful of other classes by not talking or running in the hall. Then once you are in the science lab you will sit quietly on your pockets in the middle of the room until everyone is ready. Call on a student to repeat what was said to make sure students understand what is expected of them during the transition from the classroom to the science lab. SIOP 14-15

Formative Assessment: Learning Goal Understand the difference between rotation and revolution.

Success Criteria I can describe the difference between rotation and revolution. I can give an example for each.

Assessment Strategy Questioning: Teacher will ask questions to determine if students understand the terms rotation and revolution. What is the difference between rotation and revolution? Can you give me an example for rotation? Can you give me an example for revolution?

SIOP 30 Modification/accommodations: Make sure ELL students and IEP students understand the terms rotation and revolution before moving on. SIOP 5

5-10 minutes

Guided Instruction (We do it) Once all the students are seated in the science lab begin the next activity. SIOP 4-6, 12, 13, 16, 17, 20-22 Tell students: SIOP 10 & 28 As a reminder, Rotation is the spinning of an object on its own axis while revolution is the movement of an object around another object, usually in a circular motion. Lets look at a few examples of revolution and rotation together as a class, and then I will put you into groups to do some investigation on your own. Show students a picture of a Ferris wheel. Ask students: SIOP 14-15 Is the Ferris wheel revolving or rotating? Give students time to think. SIOP 18 Call on a student to share their response. Correct or affirm their understanding. SIOP 29 & 30 Tell students: SIOP 10 The Ferris wheel turns about on its axis. Ask students: SIOP 14-15 Is the Ferris wheel revolving or rotating? Give students time to think. SIOP 18 Call on a student to share their response. Correct or affirm their understanding. SIOP 29 & 30 Tell students: SIOP 10 The Ferris wheel rotates, while the riders revolve about its axis. Show students a picture of a ladybug on a record player. Ask students: SIOP 14-15 Is the record in this picture revolving or rotating? Give students time to think. Call on a student to share their response. Correct or affirm their understanding. SIOP 29 & 30 Tell students: SIOP 10 The record rotates around on its axis. Ask students: SIOP 14-15 What about the ladybug sitting on its edge? Give students time to think. Call on a student to share their response. Correct or affirm their understanding. SIOP 29 & 30 Tell students: SIOP 10 The record rotates around its axis while the ladybug sitting on its edge revolves around the same axis. Tell students: SIOP 10 Now its your turn to decide whether something is revolving or rotating.

Formative Assessment: Learning Goal Understand the difference between rotation and revolution.

Success Criteria I can correctly identify whether something is revolving or rotating.

Assessment Strategy Questioning & Discussion: Teacher will ask questions to determine if students understand the difference between rotation and revolution. Is the Ferris wheel revolving or rotating? Is the Ferris wheel revolving or rotating? Is the record in this picture revolving or rotating? What about the ladybug sitting on its edge?

SIOP 30 Modification/accommodations: To keep Tristan engaged ask him direct questions and make sure he is included in the class discussion. To help Symon with his behavior ask him direct questions and make sure he is included in the class discussion as well. Scaffold questions as needed to make sure ELL students and IEP students understand how to tell if something is revolving or rotating. SIOP 5

15-20 minutes

Collaborative/Cooperative (You do it together) Divide the class into five groups. SIOP 4-6, 12, 13, 16, 17, 20-22 Give students directions for the activity. Tell students: SIOP 10-12 At your tables theres a variety of different objects that can either revolve or rotate. Your job as a group is to look over the different objects and decide whether they are revolving or rotating, or whether theyre doing both. Once youve made your decision, you will then write down the name of your objects on the piece of paper I have provided you and say whether their revolving or rotating. Once youre done with that you will then give a rationale or reason for why you think the object is an example of revolution or rotation. Call on a student to repeat what was said to make sure students understand what is expected of them during the group activity. SIOP 14-15 Give students time to investigate their objects and write their responses. SIOP 18 Once students are finished investigating, have each group share with the class why they believe one item from their table is rotating or revolving. After all of the groups have had an opportunity to share an item, have the students clean up there areas and return to class. Formative Assessment: Learning Goal Use what we have learned about rotation and revolution to identify which objects are rotating and which ones are revolving. Success Criteria I can identify which objects revolve and which items rotate. I will use my knowledge of rotation and revolution to record my reasoning for why objects are rotating or revolving. SIOP 30 Modification/accommodations: Make sure ELL students and IEP students are grouped with people that can help them if extra help is needed. SIOP 5 Assessment Strategy Observation: Teacher watches to see which groups can identify revolving objects and rotating objects. Writing performance: In groups, students will write out their reasoning for way they think an object is rotating or revolving.

10 minutes

Independent (You do it alone) Once the students have returned to class review the following vocabulary words with them. SIOP 9 RotationThe spinning of an object on its own axis. Revolution The movement of an object around another object, usually in a circular motion. AxisThe imaginary straight line that something turns around. The Earth spins on its axis.

OrbitTo travel around something, such as a planet or moon in a curved path. The moon orbits the Earth. Tell students: SIOP 10-12 Now that youve had some practices deciding whether something can rotate or revolve its time to see what youve learned about rotation and revolution. Looking at the following PowerPoint I would like you to decide whether the objects in the PowerPoint can rotate or revolve. Mark your response on the worksheet that has been provided to you. When you are finished, turn your paper over. This assignment will be your ticket out the door for lunch. (Post-Test) SIOP 30 ***If there is time, review the slides with the students and explain why each slide is an example of either rotation or revolution. SIOP 28 Summative Assessment: Students demonstrated that they knew the difference between rotation and revolution by correctly identifying whether certain items could rotate or revolve. SIOP 30 Modification/accommodations: Give ELL students and IEP students extra time to finish Post-Test if they need it. SIOP 5

5 minutes

Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Tell students: SIOP 10 Today we learned the difference between rotation and revolution. Have the students revisit the content walk-away & the language walk-away. SIOP 1 & 2 Content Walk-Away: I will understand the difference between rotation and revolution. Language Walk-Away: I will discuss the difference between rotation and revolution in a small group activity. Review the terms rotation and revolution with the students. SIOP 9, 27, & 28 Tell students: SIOP 10 Rotation is the spinning of an object on its own axis while revolution is the movement of an object around another object, usually in a circular motion. The moon rotates on its axis as it revolves around the Earth. Thank you for cooperation today.

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, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language 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? I need to make sure I give students plenty of wait time between questions. I need to remember to set expectations for the students before each activity. Materials: Rotation & Revolution PowerPoint Pre-Test papers30 copies Post-Test papers30 copies Blank Pieces of paper30 Manipulatives/toys for each group

Manipulative to use as examples Pictures of a Ferris wheel and a record player. Time Needed: 60-70 minutes

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? How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? I can use the assessment data from my pre-test and post-test to help me determine if students successfully meet my objectives for the lesson or not. If not, then using my assessment data, I would go back and reteach the items that students had misconceptions on to help them develop a stronger understanding. How can I transfer what I learned from teaching this lesson to future teaching? Doing my lesson I had a student ask me a question about the moon that I was unable to answer. I was unprepared for his response, and as such, I told him Id do some research and let him know the answer to his question later. Being prepared for the unexpected is something I learned from teaching this lesson. You never know what questions students will have, and as such, its important to be as knowledgeable and prepared as you can be before you teach your lesson. Also, I learned that I need to stop and check for understanding more frequently, and if I can successfully do this in my future lessons, my students will have a much better chance of learning. What was effective and not effective? The most effective thing about my lesson was all the hands-on activities and the choices that I provided students. By giving students choices I encouraged them to take ownership in their own learning. As for what wasnt effective, I really cant think of anything. What goals can I set to improve my practice and student learning? The goals that I have set for myself are to slow down and check for student understanding more frequently. Also, I have made a goal to perfect my grammar when speaking to help students develop a strong academic language instead of a sloppy one.