Name: Tia & Alexa

Class: ELED 3221

Date: 11-16-16
edTPA Indirect Instruction Lesson Plan Template
Integrated Solar System Lesson
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Central Focus/Big Idea: Learn the planets and which ones are closer to the sun then others.
Learn the characteristics of the planets.
Subject of this lesson: Order and characteristics of the planets.
Grade Level: Third
NC Essential Standard(s):
Literacy standard:
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.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons
Science standard:
3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun
(a star) planets, and many moons and the earth is the third planet from the sun in our solar system
Next Generation Science Standard(s): Science: 3.E.1.1 Students know that we live on a
planet that is part of a solar system. Students know that a solar system includes a star and
planets, and other objects. The planets and other objects revolve around the star. Students know
that in our solar system Earth is the third planet from the sun.
21st Century Skills: Whole groups will be used during the lesson and independent work as well.
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Describe because the students will be talking and writing about
the planets characteristics. Compare/contrast because the student will be describing the
difference and similarities in all the planets. Explain because students will be explaining
why they picked the planet they will write about.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast
Retell

Describe
Summarize

Explain

Scientific Vocabulary: Observation, identify, label, order, solar system, orbits, axis,

Instructional Objective: The students will learn characteristics about the planets including earth
and the order of planets from the Sun. The students will have access to material through Story
Bots and the book that will be read. For students to show mastery they must receive a 4 out of 5
(80%) on the question worksheet. Students should use correct punctuation and planet
characteristics on the writing part to show mastery.
Prior Knowledge (student): Students should know that there are more planets then just the Earth
in the Universe. Students should also know how to answer questions using the text.
Content Knowledge (teacher): The teacher needs to know the order of the planets, facts to
share with the class. The teacher also needs to know tricks to help students remember the order
of the planets.
Accommodations for special needs (individual and/or small group): For struggling writers: pull
a small group and create a written statement together (guided writing opportunity)
For those who finish early: They will sit at their seats and read one of their books or work on
unfinished work.
Students with handicaps that prevent them from being able to physically write can create a
movie/video that can be shared with the same requirements as the worksheet/paragraph, but just
demonstrating mastery in an oral manner.
Materials and Technology requirements:
Smart Board
YouTube to play story bots video.
Paper for the students to write their paragraph.
National Geographic Kids First Big Book of Space (National Geographic Little Kids First
Big Books)
White board and dry erase marker for each table
Students personal science journals.
Total Estimated Time: This lesson from beginning to end should take 30 minutes for the
students to cover the information for the science standard and the last 10-15 minutes of the 30
minutes to wrote their paragraph.
Source of lesson: A colleague at school
Safety considerations: The great thing about this lesson is that it is done by reading, watching a
video and then answering questions and writing a paragraph. Only focus the students need to
have is keeping their hands to themselves while sitting on the carpet.
Content and Strategies (Procedure)

Engage: Pass out white board and dry erase marker (one per table) and announce that the
students are part of a game show and they must work together to answer the questions the
teacher is about to give them. (this shows the students prior knowledge)
Question 1: True or False there are 12 planets in our solar system?
Question 2: True or False the sun is yellow? (The sun is white but because the earths atmosphere
its rays appear to have a yellow tint)
Question 3: True or False is there a permanent dark side of the moon? (No, because one side of
the moon only faces the earth)
Question 4: True or False Earth is the 3rd planet from the sun?
After the questions to keep the students attention by repeat the mnemonic saying My very easy
method just set up nine planets. Student question: Why did you keep saying that sentence?
Teachers response: So I could get your attention and because it helps we remember the order of
the planets. Once I have the students attention I will call each table one at a time to go to the
carpet to watch the Story Bots video about planets to give the students a fun song that will help
them learn about their universe.
ELA Explanation: Engage corresponds with the ELA standards because the students are
responding to questions and writing their answers down.
Explore: This will be done during the time the teacher is reading the book because each page
has details about the different planets with pictures. The book allows the kids to see what the
planets look like for them to have a visual as well. Have the students bring their science journals
to the carpet and before reading the book have them write down at least three questions they
have about the book and at the end provide five minutes to try and answer their questions.
Students question: Why cant the planets that have ice or water on them have people live
there?
Teacher response: Good question, just because there is ice or water does not mean that we can
breathe the air, but, we are looking for other planets that are like earth.
ELA Explanation: This relates to the ELA standard because the students are getting access to
fluency by listening to the teacher read and the students can use what they are hearing to get
information to answer the questions later on. Students can have 5 minutes after reading the book
to try and answer their own questions, this would demonstrate that they have fully understood
and absorbed the information and can use it in their own words.
Explanation: I will structure students sharing by letting them turn and talk to their neighbor for
two minutes about what they have learned so far. The teacher will give an example of what kind
of conversation is expected during those two minutes. Students will connect their discussions to
their experiences but remembering what they saw in the book and the video. The students will
also talk about the questions they had written down during the read a loud. To make sure students
have appropriate language I will gather their attention again and have a small discussion with
them about the planets and correct their vocabulary when needed.
ELA Explanation: This relates to the standard because Students and teacher are discussing the
topic planets from what they read and what they remembered from the video. Also, they will be
referring to the questions they wrote and the text that was read to the class.
Elaborate: The 5-question worksheet and writing will be taken for a grade as well. This will be
a two-paragraph writing assignment that they will have access to the book for. The first

paragraph will be about your favorite planet and why. The second paragraph you will explain if
you think you could live or not live on your planet and why using planet characteristics. Students
will be give ten minutes to complete this writing then I will pick at least two students to share
what they wrote; the sharer must have written about different planets.
RUBRIC:
5: Students must have two full paragraphs, Must name and explain why they picked their
favorite planet. Students must prove whether they could live on their planet or not using the
correct characteristics.
4: Students have two paragraphs, They answer both questions but do not justify their answers.
3: Students do not have two full paragraphs, they address the questions but do not justify.
2: Students only have one paragraph and provide minimal responses.
1: Students have less than one paragraph and do not address either of the questions.
ELA Explanation: This relates to the standards because students are taking what they answered
on the question worksheet and what they remember from the book and video to write their two
paragraphs. Also, showing how well students can form sentences in their writing and how
accurate it is as well. Students are also answering questions using context clues from the text.
Evaluate: I will ask questions throughout the lesson about what they see in the planet we are
currently talking about and have students explain what they see different and what is the same
between planets. The five-question worksheet that the students complete before writing will be
collected and graded. For mastery students, must score a 4 out of 5 (80%).
ELA Explanation: This relates to the standard because the students are answering questions the
teacher is asking throughout the lesson as well as the worksheet they are given after watching the
video and listening to the book.
Closure: Have the students return to the carpet for a quick review about the planets and their
characteristics, after I collect all the question worksheets I will read each one and say the correct
answer so the students do not have any misconceptions.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills: N-A
Reflection on lesson: N-A
CT signature/confirmation: ______________________________________
Date:11-16-16