Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Ms. Fuentes

Date November 11,2016 Subject/ Topic/ Theme Patterns of the Sun

Grade __1st Grade______________

I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson plan of the unit. The students have already learned about the solar system and the patterns of the stars. After this lesson is the lesson on the
length of the days.
cognitiveR U Ap An E C*

Learners will be able to:

Predict why the sun appears to move if it is still
Predict why there is day and night
Know that the sun and moon appears to move throughout the day
Explain why there is day and night
Explain why the sun and moon appears to move through the day and night
Follow the instruction of the experiments

physical
development

socioemotional

U
U
R
E
E

Record their observations of the experiments

Share their finds with their classmates

Common Core standards (or GLCEs if not available in Common Core) addressed:
1-Ess1-1 Use observation of the sun, moon and stars to describe patterns that can be predicted
S.IA.01.12 Share ideas about science through purposeful conversation.
S.IA.01.13 Communicate and present findings of observations
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Know why the stars appear small when the are actually big
Know why the stars are mainly seen at night
Know their left from right
Know that the sun does not move
Know that the earth revolves around the sun
Know that the earth rotates
Pre-assessment (for learning):

The students will be tested to see if they know their right from left. Students will write down and share
their ideas about why they think the sun and moon move and why there is day and night.
Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Students will answer the questions at the end of the booklet. Students will record their experimental
observations.
Formative (as learning):

Students will fill out the rubric at the end of the booklet to see if they truly know the information.
Students will be given a word bank that will help them answer the questions.
Summative (of learning):
What barriers might this

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Provide Multiple Means of

Representation

Provide Multiple Means of Action

and Expression

Provide Multiple Means of

Engagement

lesson present?

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
2.1 I will have a mini-lesson at the
end of the lesson to explain the
connection between the
experiments and the lesson
questions

Provide options for expression and

communication- increase medium
of expression

5.2 I will have a video and

activities to illustrate my lesson.

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats
7.3 I will have set role for the
students to do in order that they can
all have a part and will be
monitoring their activities
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

8.3 They will be working in

pairs

2.5 I will have a video, have

them do experiments and do a
mini-lesson to teach the content
Provide options for comprehensionactivate, apply & highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

3.1 Students will be able to tell

me why they think the sun
6.1 I will have the questions on
9.3 Students will be able to do a
moves or why their is day and
the board to remind them what
self-assessment rubric to see
night
who well they know the
3.2 I will teach about the pattern they are trying to answer
information.
the sun has
I will ask students questions at
3.3 I will model the
the end of the experiment that
experiments first and then have
will allow them to reflect on
them do it own their own. I will
how the experiment and
be monitoring their work. As a
questions relate.
whole class, we will fill out
some of the questions.
Sun movement video https://www.youtube.com/watch?v=xs9hfF3UPQY
Moon movement video https://www.youtube.com/watch?v=iQtMTWakKCs
Booklets
- Labels (Foto #1, Foto #2, Foto #3, Foto #4, Persona #1, Persona #2)
Put the labels Foto #1, #2, #3,#4 all around the room and make it visible
Small groups around the classroom
Whole-class at desks
Whole-class circle around the rug

III. The Plan

Time

Components

9:10

Motivation
(opening/
introduction/
engagement)
5 minutes

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Review what you learned last lesson
Ask the students to tell you what the moon The students will answer the questions the teacher
and earth do.
asks
If the stars are very very big, why do they seems
small to us? Ask the students to comment among
themselves. Then, call for volunteers.
Tell students that in the previous lesson, we learned
that we could only see stars at night. Why was that

9:20

9:20

again? Ask the students to comment among

themselves and then ask for volunteers
Reinforce what they said.
Go back to their seats
Ask the students to comment among themselves
why there is day and night. As you write, write the
question on the board.
Ask them to share their theories
Ask students to take out their model of the solar
system done in Lesson 1
Ask:
Does the sun move? No, only the earth
and moon move
Show video of the sun moving across the sky
(0:21-0:55 with 0.25x speed).
Ask:
Why does it move then in this video?
What do you think?
Ask the students to comment among themselves as
to why the sun appears to move if it does not move.
Write the question Por que la luna y el sol
parecen que se mueven? as they talk
Ask for a volunteer to share the theory
Play video of moon and say that we are also going
to investigate why the moon moves (0:26 - 1:06
with 2x speed)
Tell students that today we are going to explore two
questions and try to answer them by doing
experiments
Point to the questions on the board:
1. Why does the sun and moon appear
to move across the sky?, ?Por que
la luna y el sol parecen moverse?
2. Why is there day and night?, ?Por
que hay dia y noche?
Development
Pass out the booklets and set the students in pairs
(the largest
around the room
component or
(10 minutes) Explain the instruction to the students
main body of a) You are going to set them up in pairs Pair up the
the lesson)
students and tell them were to go
30 minutes b) One person is going to be Persona #1 and another
person is going to be Persona #2
Tell the students that this first experiment
will help us answer the first questions
c) First experiment
*****MODEL WITH A
VOLUNTEER AND SHOW
WHERE IN THE BOOKLET TO
RECORD. Do it together with the
students****
a. Persona 1 and Persona 2 will face each other and be
arms length apart.
b. Persona 1 will rotate slowly record when they
could see Persona 2. There are questions on the
booklet they can answer after the experiment
Have the students go back to their seats

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Students will give their opinion about why there is

day and night
They will take out their solar system model
Answer the teachers questions

Watch the video

Students will write their theories and share it to the

whole class
Students will watch the video of the moon

Students will listen to teachers instructions

Students will have their booklets

Students will listen and pay attention to the teacher
instructions.

Tell them that the second experiment will

help them answer the second question

d) Second Experiment
e)

9:40
1.
2.
9:50

Closure
(conclusion,
culmination,
wrap-up)
10 minutes

3.

4.

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****MODEL IT WITH A VOLUNTEER AND

THE OVERHEAD PROJECTOR**** a.Persona
1 will now stand still
B.Persona 2 will do two things.
Number 1: Will face the part of the
wall that says Foto 1
Number 2: When they are facing that
part of the wall, they will record
where Persona 1 is standing in
relation them (back, left, right or
back) there will be a section in the
booklet where they can record the
things
c.They will do this recording for Foto
#2, #3, #4 point to the labels around
the room
Model it you first.
Do it as a whole class and with the pairs.
Walk around and make sure that students are doing
the activities well or if they have any questions
Once done have them go back to their desks

Mini-lesson their desks

Ask the students what their findings of the first
experiment.
When could Persona 1 see Persona 2. Explain that
the sun is what makes out earth have day. Since the
earth is rotating we can only see the sun on specific
occasion, just like Persona 1 could only see
Persona 2 sometimes. When we do not see the sun,
it is night time. When we face the sun, it is day
time.
Have two students volunteer and one be
the sun and the other one be the earth. Ask
the earth to rotate. When the earth is not
facing the sun, tell them that it is night.
When the earth is facing the sun, tell them
it is night.
Day and night happen because the earth
rotates and sometimes sees the sun.
Ask the students the position of Persona 1 in the
various fotos. Record on the board State that the
Persona 1 was the one that seems to be moving, but
who was really moving? Persona 2
The sun and moon are the same. Persona 2 is the
sun or moon and Persona 1 is the earth. The sun
and moon appear to move only because the earth is
rotating.
Answer the questions as a whole class
Collect the booklets

Students will do the experiments with their pairs

and as a whole class

Students will tell the teachers what their

observations where
Students will pay attention to the teacher as she
explain the purpose of the experiment

Students will share their observations with the

teacher
Students will answer the teachers questions

Students will listen to the teacher as she explain

why the sun appears to move

Students will answer the questions at the end of the

booklet

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

This lesson went poorly. The learning objectives were not met. Therefore, I decided to re-teach the learning
objective of understanding why day and night happen. There are several things that I would do differently next
time I teach this lesson. First of all, I would only teach one learning objective. I would concentrate in just
teaching why the sun appears to move across the sky if it does not move. This would also mean that I would
only do the second experiment. Secondly, I would pair up the students from the starts of the lesson. It took a lot
of time to call the students and have them do the experiment. Once the students are paired up, I would explain
the experiment. Then, I would do the experiment as a whole-class in the pairs. Once I change this, I would still
use the video of the sun moving. I would still use the experiment because I think it illustrates the reason behind
the movement of the sun well. I would minimize the distractions by having doing the experiment as a whole
class. Then, I would do the questions at the end of the booklet as a whole class. However, I would ask the
question to the whole class and allow them to comment amongst their peers. After this, I would write the
answer and have the students write their answers.

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