PEPPERDINE UNIVERSITY LESSON PLAN

Name: Katharine Soper Grade: 5

Lesson #1 Gardner: Bloom:

____ Visual __X__ Knowledge
____ Kinesthetic ___X_ Comprehension
__X__ Verbal ___X_ Application
__X__ Logical __X__ Analysis
____ Rhythmic ____ Synthesis
__X__ Interpersonal ____ Evaluation
____ Intrapersonal
____ Naturalist
Strategy: Reading comprehension to increase domain-specific knowledge

Subject Area: Science

Teacher Performance Expectation Addressed: TPE 1A, TPE 2, TPE 3, TPE 5, TPE 6B, TPE 9

Common Core Standards: CCSS RI 5.8 - Explain how an author uses reasons and evidence to
support particular points in a text.

Objective: SWBAT further their understanding of systems by answering the question: is planet
earth a system?

Personnel: Teacher and students

Instructional Materials: (Technology): Is the Earth a System reading, exit ticket

Lesson Length: 45 minutes

Preparation: Previous two lessons in the unit plan, reading plan, exit ticket

Anticipatory Set: Yesterday, we learned how systems interact in our everyday lives. Today, we
are going to learn more about systems, and specifically ask and answer the questions: is planet
earth a system?

Methodology:
1. Yesterday, we learned how systems interact in our everyday lives. Today, we are going to
learn more about systems, and specifically ask and answer the questions: is planet earth a
system?
2. Who can tell me three characteristics of a system? Good!
3. When I say go, write down your hypothesis to our question for today. You have 1 minute to
write down your ideas. Go!
4. When I say go, turn and talk to your partner about your hypothesis. Use our I agree or I
dont agree sentence frames. Go!
5. Teacher will pull popsicle sticks to have students share about what their partners
hypothesized.
6. I heard a lot of good hypotheses about whether or not the earth is a system. Now, we will read
an article called Is Earth a System? We will read it aloud whole-group, and I expect you to
follow along with your individual copies.
7. Read first paragraph aloud - make sure that students understand that it seems like the author
will be making the point that planet earth is a system
8. After reading, students will fill out a comprehension worksheet using claims and evidence to
answer the questions. At the bottom, they will answer the question: is planet earth a system?
(Exit Ticket)
9. Notice that we learned about some of earths subsystems: the geosphere, hydrosphere,
atmosphere, and biosphere. Id like you to store that information in your brains for tomorrow,
when we discuss earths four subsystems!

Model: Teacher models hypothesis and lists important characteristics of a system.

Guided Practice: Teacher reads with the class and ensures that students are actively
participating in their learning.

Independent Practice: Teacher walks around the classroom while students are filling out their
worksheets.

Closure: Discussion of whether or not planet earth is a system, system characteristics, and
claims and evidence

Differentiated Learning Activities

Gate: Exit ticket - pick one subsystem and describe its workings, how is it classified as a
subsystem? Use claims and evidence
Learning Difficulties: Work in groups for exit ticket - share ideas and characteristics of systems,
ensure that students are using claims and evidence
Disabilities: See IEP, one-on-one work pulling out claims and evidence