Lesson Plan For Justin A.

Camp
First Grade Science

1. Name of Teacher 2. Grade Level/ Subject Area

Lauren, Jess, Justin
3. Standards
Next Generation Science
Standards:
1-ESS1-1: ​Use observations of the
sun, moon and stars to describe
patterns that can be predicted.
Common Core Standards:
​ articipate in shared
W.1.7: P
research and writing projects.
1st​ ​ Grade Science
4. Objectives
1. Students will be able to identify patterns in the sun
and moon and how they move throughout the sky.
2. Students will be able to track the movement of the sun
with a “shadow stick” in the ground to identify earth
rotation. (CC W.1.7, NGSS 1-ESS1_1
3. Students will participate in small group activities to
hypothesize about the movement of the sun. (CC
W.1.7)

5. Introduction to Lesson
-I will begin this lesson with identifying what a scientist does, and who they are. While explaining
the varying kinds of science fields we will begin to talk about the Earth, sun, moon, and stars.
-Students will begin with “hypothesizing” whether the sun will leave a shadow on the ground.
-Once we identify they various hypotheses, we will go outside and plant a large wooded rod in the
middle of the most open identifiable space and track the shadows.
6. Explain the skills and/or strategies students will need to work with the technology
-Students will be pushed to explore what they currently know and are able to identify about the sun,
and what it does.
-Instead of an anchor board , the class will collaborate on the Mindmeister website that will allow
for students to chart the sun and moon from home. Note: parents will be given an access code prior
to this lesson with instructions on how to access this free resource and how they can help chart the
sun movement after school.
7. Model
Good morning class, today we will be learning about the movement of the sun from the morning
to the evening. First, lets discuss what scientists do. (Pause for questions and answers). Know
that we know what scientists do, I want each of you to write down a brief hypothesis about what
you think the sun does during the day. Does it move? Does it cast a shadow? Does the sun stay
high in the sky? Once we are done we will put all of out hypotheses into our Mindmeister brain
map and we can look at them later. (Pause, then enter hypotheses into Mindmeister.

Now we are going to go outside for a brief activity to test our hypothesis.

Select a few students to help push stick in ground.

Now that we have out stick in the ground we are able to see that the sun casts a shadow onto the
ground.
Students put extend string from pole and place on smaller stick at end of showdown

Now we will see if the shadow moves or stands still. What do you think? Do you remember what
your hypothesis was?

(After 30 minutes)
As we can see our shadow has moved. Why do you think the shadow has moved? Do you think
the sun or the earth is moving? Lets get into small groups and form a hypothesis as a group.

(Once back inside)

Now that we have identified that our shadow was in two places, we will place out hypothesis as a
group in out Mindmeister brain map, and I want you to go home and try this later in the day.
Your parents will help you log into Mindmeister, and record our mind map what you see.

8. Guided Practice
Students will have an excellent opportunity to not only form their own hypotheses, but to also test
that hypothesis out in real time. Additionally students while using the Mindmeister brain map can
work collectively on research and track their adults with their peers and with adult supervision.

9. Assessment/Evidence of Student Learning

Formative assessment:
-Could students create hypothesis that was reasonable and testable?
-Could student identify movement of shadow on ground?
-Could student record data for self and with peers?
10. Reflection

11. References
Full bibliographic references in APA format of professional sources you cited above
 Reflection for Justin Camp Lesson Plan

Peer Review Process

Seeing that I am not an educator for K-12, and understanding that freshmen, and sophomore

college criminal justice students would most likely be not interested in 1​st​ grade science, I chose

to have my lesson plan peer reviewed by my daughters kindergarten teacher (Margaret

Richards) as she prepares to enter 1​st​ grade. One of the things that makes teaching some of

the common core of NGSS at my daughters school is that she attends a Catholic school. While

they do align with some of the standards, she attends grade school in Washington State, so the

school she attends aligns with a board of specialized jurisdiction. As I reviewed this lesson plan

with her I tried to articulate to the best of my ability where I was starting from and where I

wanted to go. Seeing that I am not a K-12 educator, I had to role-play a little bit. I wanted to

begin as if this was one of the first lessons of the year where we began discussion what a

scientist is and what they do. By doing this, we could transition into the creation of a

hypothesis, and why they are important to the science community. After this discussion we

began to talk about what the lesson, and project we would be completing would be entail.

Feedback on Lesson Plan

Margaret has some fairly good feedback as to the flow of both the lesson plan and where the

scripted would start and as she kindly put it ‘where it would actually end up.” The following

suggestions were given during my peer review session:

-Be sure to make sure the children know where this lesson begins and ends. You don’t want

them to leave for the day, come back and not remember anything that took place yesterday,

especially if you plan on doing multiple units around the same principle.

-Have something like an anchor board to tie all the loose ends of what they learn together.

-Great use of the Mindmeister platform. This piece of digital literacy helps students connect with

both the lesson and their peers in an interactive fun way.

- Be sure to use as many interactive tools or videos that you can.

Revision

One way I think this lesson plan could be revised, in light of some of the feedback is by

introducing some interactive videos and activities. The Mindmeister platform allows for

integration of both non-native photos an videos. I think this would be an excellent idea for the

students to help select videos associated with what they are learning as well as to add photos of

our activities along the way.

Name of Teachers: Lesson Title: Solar Eclipse
Lauren, Jess, Justin Audience: 1st Grade Science Class
Standards Learning Outcomes/Objectives
Next Generation Science
Standards: 1. Students will be able to identify patterns in the sun
1-ESS1-1: ​Use observations of the and moon and how they move throughout the sky.
sun, moon and stars to describe 2. Students will be able to track the movement of the sun
patterns that can be predicted. with a “shadow stick” in the ground to identify earth
rotation. (CC W.1.7, NGSS 1-ESS1_1
Common Core Standards: 3. Students will participate in small group activities to
​ articipate in shared
W.1.7: P hypothesize about the movement of the sun. (CC
research and writing projects. W.1.7)
4. Students will make a pinhole projector to safely view
eclipse
Sequence of Activity
-We will begin this lesson with identifying what a scientist does, and who they are. While explaining
the varying kinds of science fields we will begin to talk about the Earth, sun, moon, stars, and the
upcoming solar eclipse. Students will be pushed to explore what they currently know and are able
to identify about the sun, and what it does.
-We will show a video on the solar eclipse ​https://www.youtube.com/watch?v=oNH3akWXaV8
-Students will begin with “hypothesizing” whether the sun will leave a shadow on the ground.
-Once we identify they various hypotheses, we will go outside and plant a large wooded rod in the
middle of the most open identifiable space and track the shadows.
-After we come back inside we will discuss our hypotheses and findings as a group. The class will
then collaborate on the Mindmeister website that will allow for students to chart the sun and moon
from home. Note: parents will be given an access code prior to this lesson with instructions on how
to access this free resource and how they can help chart the sun movement after school.
-Our last activity will be to create a pinhole projector to safely view the solar eclipse this weekend.

Time: 2- 50 minute class periods

Materials/Equipment: Large sticks/Yardsticks, String, Shoe/Cardboard Boxes, Tinfoil, Tape,
White Paper, Scissors, Pen/Pencil, Pin/Thumbtack
Assessment/Evidence
Formative assessment:
-Could students create hypothesis that was reasonable and testable?
-Could student identify movement of shadow on ground?
-Could student record data for self and with peers?
Lesson Plan For Justin A. Camp
First Grade Science

1. Name of Teacher 2. Grade Level/ Subject Area

Lauren, Jess, Justin
3. Standards
Next Generation Science
Standards:
1-ESS1-1: ​Use observations of the
sun, moon and stars to describe
patterns that can be predicted.
Common Core Standards:
​ articipate in shared
W.1.7: P
research and writing projects.
1st​ ​ Grade Science
4. Objectives
1. Students will be able to identify patterns in the sun
and moon and how they move throughout the sky.
2. Students will be able to track the movement of the sun
with a “shadow stick” in the ground to identify earth
rotation. (CC W.1.7, NGSS 1-ESS1_1
3. Students will participate in small group activities to
hypothesize about the movement of the sun. (CC
W.1.7)

5. Introduction to Lesson
-I will begin this lesson with identifying what a scientist does, and who they are. While explaining
the varying kinds of science fields we will begin to talk about the Earth, sun, moon, and stars.
-Students will begin with “hypothesizing” whether the sun will leave a shadow on the ground.
-Once we identify they various hypotheses, we will go outside and plant a large wooded rod in the
middle of the most open identifiable space and track the shadows.
6. Explain the skills and/or strategies students will need to work with the technology
-Students will be pushed to explore what they currently know and are able to identify about the sun,
and what it does.
-Instead of an anchor board , the class will collaborate on the Mindmeister website that will allow
for students to chart the sun and moon from home. Note: parents will be given an access code prior
to this lesson with instructions on how to access this free resource and how they can help chart the
sun movement after school.
7. Model
Good morning class, today we will be learning about the movement of the sun from the morning
to the evening. First, lets discuss what scientists do. (Pause for questions and answers). Know
that we know what scientists do, I want each of you to write down a brief hypothesis about what
you think the sun does during the day. Does it move? Does it cast a shadow? Does the sun stay
high in the sky? Once we are done we will put all of out hypotheses into our Mindmeister brain
map and we can look at them later. (Pause, then enter hypotheses into Mindmeister.

Now we are going to go outside for a brief activity to test our hypothesis.

Select a few students to help push stick in ground.

Now that we have out stick in the ground we are able to see that the sun casts a shadow onto the
ground.
Students put extend string from pole and place on smaller stick at end of showdown

Now we will see if the shadow moves or stands still. What do you think? Do you remember what
your hypothesis was?

(After 30 minutes)
As we can see our shadow has moved. Why do you think the shadow has moved? Do you think
the sun or the earth is moving? Lets get into small groups and form a hypothesis as a group.

(Once back inside)

Now that we have identified that our shadow was in two places, we will place out hypothesis as a
group in out Mindmeister brain map, and I want you to go home and try this later in the day.
Your parents will help you log into Mindmeister, and record our mind map what you see.

8. Guided Practice
Students will have an excellent opportunity to not only form their own hypotheses, but to also test
that hypothesis out in real time. Additionally students while using the Mindmeister brain map can
work collectively on research and track their adults with their peers and with adult supervision.

9. Assessment/Evidence of Student Learning

Formative assessment:
-Could students create hypothesis that was reasonable and testable?
-Could student identify movement of shadow on ground?
-Could student record data for self and with peers?
10. Reflection

11. References
Full bibliographic references in APA format of professional sources you cited above
 Reflection for Justin Camp Lesson Plan

Peer Review Process

Seeing that I am not an educator for K-12, and understanding that freshmen, and sophomore

college criminal justice students would most likely be not interested in 1​st​ grade science, I chose

to have my lesson plan peer reviewed by my daughters kindergarten teacher (Margaret

Richards) as she prepares to enter 1​st​ grade. One of the things that makes teaching some of

the common core of NGSS at my daughters school is that she attends a Catholic school. While

they do align with some of the standards, she attends grade school in Washington State, so the

school she attends aligns with a board of specialized jurisdiction. As I reviewed this lesson plan

with her I tried to articulate to the best of my ability where I was starting from and where I

wanted to go. Seeing that I am not a K-12 educator, I had to role-play a little bit. I wanted to

begin as if this was one of the first lessons of the year where we began discussion what a

scientist is and what they do. By doing this, we could transition into the creation of a

hypothesis, and why they are important to the science community. After this discussion we

began to talk about what the lesson, and project we would be completing would be entail.

Feedback on Lesson Plan

Margaret has some fairly good feedback as to the flow of both the lesson plan and where the

scripted would start and as she kindly put it ‘where it would actually end up.” The following

suggestions were given during my peer review session:

-Be sure to make sure the children know where this lesson begins and ends. You don’t want

them to leave for the day, come back and not remember anything that took place yesterday,

especially if you plan on doing multiple units around the same principle.

-Have something like an anchor board to tie all the loose ends of what they learn together.

-Great use of the Mindmeister platform. This piece of digital literacy helps students connect with

both the lesson and their peers in an interactive fun way.

- Be sure to use as many interactive tools or videos that you can.

Revision

One way I think this lesson plan could be revised, in light of some of the feedback is by

introducing some interactive videos and activities. The Mindmeister platform allows for

integration of both non-native photos an videos. I think this would be an excellent idea for the

students to help select videos associated with what they are learning as well as to add photos of

our activities along the way.