Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Josh Moelker

October 25, 2018 Science/Planets/Introduction Third Grade

I. Objectives
How does this lesson connect to the unit plan?
This lesson is an introduction to the research project about planets. Through reading “A Tour of the Planets”,
students will get an overview of our solar system and the planets within it. This lesson should get the students
familiar with terms relating to planets and interested in the subject. Also, this will introduce the project which
students will be beginning.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
● Sketch or write scene from the student’s imaginary journey through the solar system. X
● Describe several planets of Earth’s solar system. X®
● Develop an interest in the planets of Earth’s solar system. X
● Give a brief overview of Earth’s solar system X®
●
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.SL.3.2
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
(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.
Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Students should be able to follow along with the story being read, have a basic
understanding of what a planet is, recall information presented from a story and
present it.
Pre-assessment (for learning):
Pre-assessment was administered on Thursday, October 18.
Formative (for learning):
I will be asking students questions about the story while we are reading it.
Formative (as learning):
I will ask students if they are thinking of things that they could draw or write from
their journey through the solar system.
Summative (of learning):
Students will give me their picture or written work about their journey through the
solar system.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & Information in book is term goals, monitor progress, and
reflection important to understanding the modify strategies
Given students some time between planets. I will repeat interesting Give students clear instruction
planets to think about what they facts. about what they will do after class.
heard. Remind students of what they will
do after the reading and what they
should be.

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 Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Ask relevant questions to
students to push their
understanding of the topic and
extend their knowledge.
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Interesting story. Tell students
that their project depends on
them listening.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Ask periodically if students
have questions. Define
uncommon terms.
Provide options for perception-
making information perceptible
Information is presented in
story form and is easy to
understand. I will clarify terms.
Provide options for expression and
communication- increase medium
of expression
Students can write about or sketch
their scene.
Provide options for physical action-
increase options for interaction
Students can draw in they want.
Move around the room to draw
perhaps.

Materials-what materials Pencils, eight 9 ½ by 11 sheet of papers, “A Tour of the Planets”, lap boards.
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

This lesson has been designed to occur in the normal configuration of the classroom.
How will your classroom We will sit in the back of the room while we read the story and draw. Alternatively,
be set up for this lesson? if we need to, this lesson can be done in the hallway.

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Tell students that Mr. Josh is going to be leading a
Motivation unit about planets. Unfortunately, we are kind of
(opening/ stuck here on our planet Earth. Unless someone has
introduction/ a spaceship packed across the street in the packing
engagement) lot. So, to get a picture of our solar system, we are
going to take a tour of our solar system by reading
“A Tour of the Planets.”
Ask a student to pass out papers, clipboards, and
pencils. Tell students that when we are finished Student will help pass out supplies.
3 Minutes with our story, they will either write about or draw
their favorite scene from our trip so we need to pay Students should be thinking about paying attention.
close attention.

Begin reading “A Tour of the Planets” Listen attentively.

Ask questions about the planets as we read about
them and occasionally ask students to name the Answer questions that I pose.
planets which we have seen already.
Development • What was interesting about that planet? Continue thinking about what they will write or
(the largest • Will this planet be hotter or colder then draw.
component or the last planet that we read about?
main body of • What makes this planet different from the
the lesson) other planets we have seen?
• Could you survive on this planet?
Remember to ask students if they are thinking
15 Minutes about what they might draw or sketch after our
story is finished.
Turn to page two and see if students can identify all
the planets.

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 Ask students to write about or draw a scene from Students will write or draw their scene.
our journey through the solar system. Draw
Closure anything that they want.
(conclusion, Tell students that for a project that we will work on,
culmination, we will each have a planet and we will be travel
wrap-up) agents trying to get space tourists to visit their
planet.
10 minutes To convince people to come to our planet, we will
have to research our planet. How might we research Students answer “books and the internet”
our planet? Yes, we will get to use computers and
books to research our planet to convince our
classmates to come visit our planet.
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.)
My first objective was that students would be able to sketch or write a scene from the student’s imaginary journey through the solar
system. Evidence of this objective being accomplished was that students made their sketch and then gave that sketch to me or shared
it with the class. My second objective was that students would be able to describe several planets of Earth’s solar system. My
evidence for this was that students asked some deep questions about the planets that showed that they knew about them. This was not
very clear evidence though. The third objective was that students would develop an interest in the planets of Earth’s solar system.
Evidence of this was that students asked many deep questions about the planets without me prompting them to, wanted to create very
detailed drawings of the planets, offered facts about planets that they previously knew, and eagerly requested that they research
certain planets.

There were several signs of student engagement during the lesson. First, students wanted to take notes on our story without me
telling them to. They weren’t just going to sit by idly and just get through the lesson. Students also asked many deep questions which
showed that they were paying attention and processing the material. Also, when students were told that they would be researching a
planet, they eagerly shouted out what planet they wanted to research.

I was very happy with how the lesson went. Student engagement was good and I believe that all learning objectives were fulfilled.
Also, I didn’t refer to myself as Mr. Josh once during the lesson which was a personal goal that I had going in. Next time I do this
lesson, I will have students spread out so that all students can see the book clearly.

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