UMU Lesson Plan Template

Name: Zachary Dean & David Toot Date:4/18/19

Grade Level: 5 Class Period: 7
Subject: Science Lesson # & Title: The Solar System
Function of the Lesson (check all that apply):
□ Introduce New Skill or Content
□ Practice
□ Review
□ Remediation/Re-teaching

Context for Learning and Planning Rationale:

Learner Attributes:
The class is composed of 12 boys and 9 girls. The class consists of a wide variety of racial and ethnic backgrounds including
10 Caucasians, 6 African Americans, and 5 Latino children.
● One student with a 504 plan has poor eyesight and needs to be at the front of the room. She also receives special
accommodations for her learning.
● Two students have been identified as students having ADD/ADHD. They are on grade level equivalency for social
studies, science, and math, but often times struggles with reading and writing. They also struggle with multistep
directions and comprehending while they are reading.
● A few of the students of Latino descent are considered ELL since the main language spoken in their homes is
Spanish. They are right below grade level standards in reading and math due to their inability to communicate their
knowledge on testing.
● Three students are performing above grade level in all subject areas; however, one student has a documented
specific learning disorder (SLD) and is achieving two grade levels below in reading.

Environment:
● The classroom uses flexible seating and is set up with five tables, each table seating up to five students. The table
setting encourages social interaction, group work, and collaboration. The students who are ELL will be able to
receive help from the English-speaking children at their tables.
● The classroom consists of two whiteboards and one SMART Board. These features allow technology to be a part of
the curriculum, as well as allow for easy visual abilities for the students who struggle to see the boards and
read small print.
● There are a number of manipulatives available in the classroom, as well as a laptop cart.
● Students placement in the classroom is thoughtful based on their individual learning needs.
● A number of books are available in the classroom library for students to access.
● On the walls, there is student work, along with anchor charts and the classroom rules, all of which have been created
by the students.

Content Standards: 5.ESS1​ : The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the
solar system has unique characteristics. The distance from the sun, size, composition and movement of each planet are
unique. Planets revolve around the sun in elliptical orbits. Some of the planets have moons and/or debris that orbit them.
Comets, asteroids and meteoroids orbit the sun. It is important students learn about this because there is so much more than
just our planet. The students will gain insight knowledge into our solar system.

Learning Objectives:

● Students will learn about our solar system. (Includes the Sun and celestial bodies that orbit the sun)
● Students will learn about at least 4 planet in the solar system and their unique characteristics with 80% accuracy.
● Students will learn how the planets revolve around the sun.
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Academic Language: ​What language will students need to be familiar with? For example, in a math lesson on addition, they
would need to be familiar with the words addend and sum.
● Rotation
● Universe
● Solar System
● Celestial Bodies
● Planet
● Moon
● Sun
● Orbit
● Earth
● Elliptical

**Assessment Plan, Formative Assessment: ​How will you formatively assess student understanding and how will you use
the data you collect? (Remember, these are not worksheets that are collected.)
We will formatively assess students understanding of the planets by having them put inflatable planets in order from closest
to the sun to furthest as a whole class. We will use the data collected by putting the leaders in the activity in 3 different
groups to keep the teams fair in the next activity. We will formatively assess our students by playing a little game. We will
have the class split into three different teams. Each team will spin the spinner and receive a question. The purpose of this
game is to get a baseline idea of the student knowledge of the topic. The questions of the game will come from the lesson.
Then this will show us if we need to go over a topic again or move on with a new topic.

Assessment Plan, Summative Assessment: ​This lesson will not have any forms of summative assessments.

**Procedures, Lesson Introduction: ​How will you introduce the lesson? Make sure to include previously learned
knowledge.
We will introduce the lesson by starting with our inflatable planets and having the whole class put the planets in order from
closest to the sun to furthest. This is showing us who knows previously learned knowledge and letting us make our groups
based off of who does well and who doesn’t, making the groups fair for our later activity. This should take about 5 minutes.

**Procedures, Lesson Body: ​Remember to make this part detailed. Think of what you will be doing/saying, as well as what
your doing/saying. Think about the questions you’ll ask. Include procedures and remember timing!
After the Introduction, we will then go into the lecture part of our lesson. We will ask the students to return to their seats and
please take out a pencil. We will instruct the kids to follow along with the PowerPoint and the guided notes as we move
along. We will tell the students to please let us know of any questions or if we are moving to quickly. After we get through
the notes portion, we will ask the students to put all their notes and supplies away. We will then split them into 3 groups
based on how they did with the Introduction activity. Once in their groups, we will then explain the game. We will inform the
students we will be competing amongst one another for candy. Each team will take a turn spinning the spinner and based on
where the spinner lands will give them a category for the question. We will then inform them that whoever spun the spinner
will have 30 seconds to answer the question. If they get it wrong, no tokens will be rewarded and the question will be given
to the next person in the next group. If they don’t get it right then it moves to the person in the last group. If no one gets the
question correct then we will give the answer. Then we will provide some feedback and rationale/explanation after each
question. After about 7 minutes is over we will then conclude the game. We will then instruct the team to count their amount
of tokens and the team with the most will be the winner. The winning team will then be able to pick

**Procedures, Lesson Closure: ​How will you review the lesson to close it? You should include what future learning will
take place as a result of this lesson.
We will review our lesson by giving an exit slip and having each student complete it. They will have a little less than five
minutes to complete this task. Each student will take out a piece of paper and use it as the exit slip. The exit slip will include

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what they learned, any questions they still have, and if they liked the presented lesson. After that we will instruct them to
clean up and get ready to move onto the next class.

Differentiation, Individualized Instruction, and Assessment: ​How will you modify the materials, instructional techniques,
environment, questioning, etc to meet the needs of learners in your classroom?
We will modify the lesson to accommodate the different learning styles. We will start out with a group activity that involves
the students working and collaborating as a whole class. We will then move into a lecture period where we will go over
guided notes. Then we will split them again into teams and have them answer questions. This incorporates three different
learning techniques which varies for each students’ needs.

Instructional Materials and Support: ​What materials do you use? Do they vary based on students’ needs?
We use a differentiation of materials including the inflatable planets, the card question game, a powerpoint -link-, and paper
and pencil. They vary based on student needs because the inflatable planets are for the hands on learners. The card game is
for the social and also individualized work. The power point is for people who learn by writing and taking notes. The paper
and pencil is also for writing and used as a tool for us to use for the next class.

Research and Theory Commentary: ​Which theorists align with your instructional choices?
John Dewey because he believed in a “hands on” approach which is the introduction to our presentation.
Albert Bandura because he believed in the Social Learning Theory which he states that most people learn from one another
which is our group game we have in our body of the lesson.

Cultural Responsiveness, Equity, and Inclusion Commentary: ​How have you created an inclusive environment?
We will create an inclusive environment by splitting the groups/teams evenly. We will try to ensure that we put students who
are stronger in the subject area are with students who are not as strong. This will allow for the students to be able to work
together and try to learn/help one another.

Use of Technology Commentary (if applicable): ​If you use tech, include it here.
We will be using a PowerPoint throughout our lesson. We will use a PowerPoint to go over and go through our guided notes.

**Reflection and Instructional Commentary (if applicable):​ Fill out after you teach! Each one of you will submit your
own reflection.

Zachary Dean- Overall, I think this was a great learning experience. As future teachers making lesson plans and planning
lessons are a big part of the job. This was my second time creating a lesson plan and I found this lesson plan to be simpler
than my previous lesson plan. Mrs. Reash gave us the information which made it easier to complete the lesson plan unlike in
my previous class. When it comes to making a lesson it was a lot harder than it seemed. When creating a lesson it is
important to take into account the different standards and the different learning styles of the students. In the state of Ohio,
there are different learning standards for every grade level. It was hard to coordinate a standard with an activity. Then not
every student learns the same way so we also had to account for that. After all of that, my partner and I had to present our
lesson to the class. This was really nerve wracking because even though they are our peers, we still did not want to mess up.
It took a lot of time and practicing to coordinate and work through this mini lesson. When it came to this lesson, I believe the
timing was a huge part of the equation. We were aloud twenty minutes for our lesson and it was hard to get through
everything we had planned in that time frame. I believe we were a little too prepared which made us rush through some of the
activities. The big example was with our fill in notes because we really rushed through them to get to our game. In a regular
classroom, we would have more time and would not have to rush as much. There is one thing I would have liked to change
from our lesson and that was during the game. During the game, we had the students answer the questions individually and
after reflecting this could make students upset because if they miss the question they feel they let their team down. Overall, I
think this was a good first lesson plan and lesson. I know going forward making lesson plans and lessons is something I will
have to do quite frequently. I know feel more confident in those areas to complete many more in the future.

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David Toot- I thought our lesson went pretty well and smooth. The things we did the best was incorporating many different
learning styles for the kids to benefit from.We used hands on learning, notes, and a fun learning activity that kept everyone
paying attention and wanting to compete to win the game. I also think we were well organized and prepared and knew what
we were each going to say. I think we could improve our whole lesson if we just had more time. The one thing in particular i
think we could have improved on was the game. We were up in the air on how we wanted to play it group wise or
individually. The last thing i think we could’ve improved on was keeping the class on task and making sure they stayed
focused. If i had to teach it again, i would do it very similarly and just change a few things including our power point. If we
had more time, we would have went over notes and got to teach a little bit more instead of doing more of the game and
physical activity with the planets. Overall, i thought our mini lesson went really well and writing the lesson became not as
scary. I definitely feel more confident preparing and teaching lessons.

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