Direct Instruction

Presentation w/ Adv Organizer

Concept Attnment

Cooperative Learning

Inquiry Teaching

Concept Attainment Lesson Plan (10 pts) Lesson Background:

Your Name: Megan Glass and Jacob Schmudlach Subject: (circle one) Science Grade Level: (circle one) 4th

Lesson Title: The Life of an Astronaut Materials Needed: Pencils Paper Marker board Markers TV to show the video Handout for the video Prerequisite Skills: The students will have a basic understanding of our solar system and will have learned about the planets. This will allow them to understand the life of an astronaut better. Most students will have a general idea of what an astronaut is. Students should know how to write a letter from a previous unit we did on this. Lesson Objective: After watching a video and discussing about the life of an astronaut the students will be able to write a letter identifying 5 characteristics about being an astronaut within 90% accuracy. Concept Label: Astronaut Critical Attributes: [yes] NASA Neil Armstrong Moon Spacecraft Oxygen Tank Space Travel Non-critical Attributes [no] NFL Obama Earth Minivan Gravity Airplane

Definition of Concept: A person who is trained to travel into space ----------------------------------------------------------------------------------------------------------------------------------

Interaction with Students:

1. Provide examples and non-examples to the class: (Distinguish yes/no attributes) Time : 15 min Today class we are going to learn about a new concept within our space unit. I have put two columns on the board a Yes column and a No column. As a class we are going to guess the concept based on the patterns of clues I am going to give you. I am going to start by putting clues that relate to the concept in the Yes column and clues that dont relate to it in the No column. As I am putting these on the board try and think quietly to yourself what the concept is we are going to be talking about. Once you think you know what it is I want you to SILENTLY put your finger on your nose.

Once I see that students are starting to recognize the concept I can call on the students with their finger on their noses to help me with the remaining clues and putting them in the correct columns. 2. Test for attainment: (Do the students understand the concept?) Time: 5 min I will look around the room and make sure that students all have their fingers on their noses indicating they understand what the concept is. If there are more than 3 students that dont understand the concept I can verbally go over some more clues. Students now that we have had a chance to look at all the clues please turn to your partner and tell them what you think the concept is. 3. Analyze student thinking processes and integration of learning: Time: 5 min (Are they able to provide additional examples and non-examples?) Students, now that we have had a chance to share out with our partners can anyone tell me what we are going to talk about today. Great! That is right we are going to talk about astronauts. Now as we think about astronauts does anyone else have some ideas of word we can put in the Yes column? As I write some of these ideas on the board can anyone else think of things that would go in the No column or words that would not describe an astronaut. I can guide the students as we do this to help them come up with additional clues to put in each column. 4. Clarify lesson objectives: (What are students going to DO with these?) Time: 5 min Now that we know we are going to talk about astronauts today we are specifically going to learn about the life of an astronaut. We are first going to start by watching this video all about astronauts. I have given you a handout with some things to look for as we are watching the video. There are four categories on the handout I just gave you. The first one is What steps does someone take to become an astronaut? This can include what schooling they had to go through or what steps do they do to prepare themselves before they go into space. The next section is what do the astronauts look like? What do they wear, how their clothing is different than ours and what do they need to protect themselves. Look at they need to breath. We will see the astronauts actually go into space so pay attention to what they would see, how is that different than what we see here on earth? Lastly look at the general life of an astronaut, so some of these can be what kind food are they eating, how do they sleep, what is their environment like, what is their mission. Once we are done watching the video and have talked about it as a class everyone is going to pretend they are an astronaut and write a letter to a friend back at home and tell them all about their space adventures. In this letter I want you to have at least 5 things on what life as an astronaut is like. 5. Procedures for Using the Concept in a meaningful way? Time: 45 min Students will watch the video. Now that we have all watched the video together lets share in our pods what we have learned and what it is like to be an astronaut. I want each of you to have at least two things to contribute to your group about what life as an astronaut would be like. As your group members are sharing their ideas remember you can add these to your worksheet if you dont already have them. Now that we have talked about it in our groups lets go over as a class what we have learned. I will write a list out on the board as we discuss it as a class. As we discuss the concept as a class it will help the students prepare to write their independent letter and think of ideas on their own. 6. Assessment / Closure (How do you evaluate student progress or provide closure for this lesson?) Include rubric, checklist, assessment documents. Time: 20 min

This could be done as part of our Language Arts Unit for the Day Class now that we have discussed what life is life for an astronaut I want you all to take out a piece a paper and we are going to write a letter as if we were all astronauts. We all know how to write letters because we have been practicing that in our unit. I want everyone to write a letter to a friend or family member back home and tell them all about what it is like to be an astronaut. You need to include at least 5 things on what your life is like. Remember this can be what preparation you need, what things you see in space, what your life is like, what clothing you wear. All of the things we talked about this morning. Also as we are writing these letters we need to have an opening and closing. We need to make sure we are using complete sentences with proper punctuation and grammar. Also remember to use complete ideas when writing these letters. We have been practicing this a lot so it shouldnt be too hard for you! 7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? For students that need extra help I can have these students first write out what five characteristics they want to put in their letter and this will help them in creating their letter. They can do this while students are creating their letter. b. Extension for students of high ability? (Remember, assigning gifted students to be the tutor for others is For students of high ability they can add visuals or draw pictures with their letters and can include a more detailed letter. Some examples could be if a student is writing about a spacecraft, how fast does it go? How many gallons of gas does it use? The video will have listed out many facts that maybe only a more gifted student would have caught onto and written down.

TOTAL LESSON TIME:__90 min____ 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): We made our rubric from Rubristar.com We also used ideas from your handouts and from what we had seen in our practicum to come up with the ideas of doing the astronauts and then having the students write letters.

Letter-Writing : Astronaut Letter Rubric

Teacher Name: Mrs. Glass and Mr. Schmudlach Student Name: ________________________________________

CATEGORY ontent Accurac!

The letter contains at The letter contains !" The letter contains $" The letter contains no least 5 accurate facts # accurate facts % accurate facts accurate facts about about the topic about the topic about the topic the topic

Grammar " s#elling $con%entions&

&riter ma'es no &riter ma'es $"% errors in (rammar or errors in (rammar spellin( and)or spellin(

&riter ma'es !"# errors in (rammar and)or spellin(

&riter ma'es more than # errors in (rammar and)or spellin(

&riter ma'es no a#itali'ation and (unctuation errors in

capitali*ation and punctuation

&riter ma'es $"% errors in capitali*ation and punctuation

&riter ma'es !"# errors in capitali*ation and punctuation

&riter ma'es more than # errors in capitali*ation and punctuation

)deas

+deas ,ere e-pressed in a clear and or(ani*ed fashion +t ,as eas. to fi(ure out ,hat the letter ,as about

+deas ,ere e-pressed in a prett. clear manner/ but the or(ani*ation could ha0e been better

+deas ,ere some,hat or(ani*ed/ but ,ere not 0er. clear +t too' more than one readin( to fi(ure out ,hat the letter ,as about

The letter seemed to be a collection of unrelated sentences +t ,as 0er. difficult to fi(ure out ,hat the letter ,as about

Astronaut Handout for VIDEO

Students Name_______________________

What steps does someone take to become an astronaut?

What does the astronaut look like?

What does an astronaut see in space?

What is life like for an astronaut in space?