Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Required Lesson Plan Format

Teacher Candidate: __Cortney Estes__________________ Content Area: _______Science _______________________ Date: 10/24/2011- 10/28/11 Grade Level: __3______

Fundamental Skills/Important Concept(s)/Essential Question(s): What are the names of the planets? Where are they in relation to us?

Lesson Title Lesson Focus

Solar System

Planets Standards for Informational Text: Grade 4 1. Refer to details and examples in a text when explaining Core Curriculum what the text says explicitly and when drawing inferences Standards from the text. and/or 7. Interpret information presented visually, orally, or NYS Standards and quantitatively (e.g., in charts, graphs, diagrams, time Performance lines, animations, or interactive elements on Web pages) Indicators and explain how the information contributes to an ~~~~~~~~ understanding of the text in which it appears. (For Literacybased lesson, can use NCTE/IRA Standards for the English Language Arts) 1. The students will be able to name the planets. Lesson Objectives (Blooms Taxonomy; 2. The students will be able to describe where the planets are in include behavior, relation to our planet Earth.
conditions, and criteria)

---------------------Acceptable Evidence (process and/or product)

----------------------------------------------------------------------------------Evidence that students have achieved objective(s): 1. The students will show knowledge about the different planets in the solar system through the worksheet on labeling the planets and giving characteristics. 2. The students will show knowledge and comprehension through the letters that each student will write to their friend about their favorite planet and why. 3. The students will knowledge and comprehension through the students daily exit slips.

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Required Lesson Plan Format: Snowden, P. L. Instructional Procedure(s) ___________ A. Bell Ringer and Prior Knowledge Activation
This can be together or separately. Also called: set induction, anticipatory set, introduction/review

Fall 2011

__________________________________ The students will be given a pre-test to assess any prior knowledge that they have on the solar system.

_____ 1. B. Teacher input, explanation, & development

1. Specific instructional method(s); 2. Modeling; 3. Guided practice; 4. Check for understanding 5. Independent practice

2.

3.

4. 5.

__________________________________________ The teacher will pass out the pre-test and have the students begin their pre-test. After the students are done their pre-test the teacher will instruct each student to grab a colored pencil before discussing the pretest. Once the students have their colored pencil the teacher will go over the pre-test and ask for any student input, having the students write the correct answers on their pre-test with their colored pencil. The teacher will then collect the pre-test to look over and decide where to go next in the lesson. Day One: The teacher will then discuss the planets (Mercury & Venus); where they are located and some characteristics they have. Day Two: The teacher will then discuss the planets (Earth & Mars); where they are located and some characteristics they have. Day Three: The teacher will then discuss the planets (Jupiter & Saturn); where they are located and some characteristics they have. Day Four: The teacher will then discuss the planets (Uranus & Neptune); where they are located and some characteristics they have. Day Five: 1. The teacher will give the students their worksheet on labeling the planets and identifying one characteristic of each planet. 2. The teacher will give the students 15 minutes to work on this worksheet while walking around the class and observing the students progress. 3. The teacher will distribute the students homework on Friday. This homework will be due on Monday.

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Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Specific students actions

1. The students will discuss any prior knowledge they have on the planets and/or solar system. 2. The students will participate in the class discussion about where the planets are located and their characteristics. 3. The students will do a worksheet on their own to check for understanding. 4. The students will complete their homework assignment that is a letter to their friend about their favorite planet and why.

Assessment (Type and purpose)

Formative Assessment: The students will be given the pre-test (objective assessment) to assess any prior knowledge that they have on the solar system. The students will be given a worksheet (objective assessment) with the planets on it, they will have to label each planet and write 1 characteristic about each. The students will complete their homework letter (subjective assessment), which will also show the teacher the students understanding about their selected planets. At the end of each day the students will have to complete exit slip (subjective assessment) writing about something that they learned in class that day. This allows the teacher to see where each student is on their current understanding of the planets before moving onto the next lesson. Observation is used as evaluation for this lesson to see if the students look as if they understand the lesson or if they look confused. Feedback from the worksheet will also be used as an evaluation for the lesson. This allows for the time for adjustments to be made in the lesson and to see if anything needs to be looked over again.

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Evaluation, if used

The worksheet on the planets and labeling them with characteristics will be graded by the teacher giving a simple check mark if they understand and no check mark if they still need some extra help while the teacher is walking around doing their observation. The letter that the students write will be graded using a descriptive rubric determining their score. The exit slips that the students will write at the end of each day will be work 5 points apiece. The students will receive all available points if they attempt to write something down. By the end of the week the students have the opportunity to earn a maximum of 35 points per week for their exit slips.

Closure

At the end of each day as an exit slip the students would have to write down their answers to three questions. These questions are: what did you study today? What are some new things that you learned today? What are some questions that you have about what you learned today?
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Required Lesson Plan Format: Snowden, P. L.

Fall 2011

By the end of this week the students will have an understanding on the names of the planets. They will also be aware of where the planets are in relation to us and the Earth. To close out this lesson the students will have had their feedback from the worksheet. Another way to close out this lesson is by the students and the teacher working collaboratively on the diagram of the planets and their relation to our planet.

Accommodations: 1. Students with exceptional learning needs (ELN); 2. Learning modalities & Learning Styles; 3. Multiple Intelligences

ELN: - Guided notes that explain some important characteristics about the planets. - Worksheet with written directions about how to go about this worksheet. Learning Modalities: - Tactile- kinesthetic: diagram done collaboratively with the students and the teacher, and the worksheet - Auditory: Teacher descriptions about the planets and their relations. - Visual: pictures, diagram, worksheet

Materials

trade books to discuss the planets worksheets diagrams

Duration (time)

Approximately 5 days for about 30 minutes each. Working on 2-3 planets per 30 minute day for 4 days, and on the 5th day working on the planets relation to us.

Curricular and/or Unit Connections

This lesson connects to the unit on the solar system because it lays the foundation of the planets and where they are with some characteristics of each. This basic knowledge will allow for the class to move on to the next lesson in the solar system unit.

Adapted with permission by Snowden, P. L. (Fall, 2011) from: Hackett, Sarah. (2010). Enhanced lesson plan template. Plattsburgh, NY: SUNY-Plattsburgh.

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