Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Required Lesson Plan Format

Teacher Candidate: ___Cortney Estes______________ Content Area: ______ Science_____________________ Date: 11/14/2011-11/18/2011 Grade Level: ___3____

Fundamental Skills/Important Concept(s)/Essential Question(s): How do all the components of the solar system come together to make one large fully functioning system?

Lesson Title Lesson Focus Core Curriculum Standards and/or NYS Standards and Performance Indicators ~~~~~~~~ (For Literacybased lesson, can use NCTE/IRA Standards for the English Language Arts)

Solar System Components of the solar system and how they interconnect Standards for Informational Text: Grade 3 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Science Process Skills STANDARD 6Interconnectedness: Common Theme Key Idea 1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions Technology Standards 1. Facilitate and Inspire Student Learning and Creativity c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. . 2. Design and Develop Digital-Age Learning Experiences and Assessments a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Lesson Objectives
(Blooms Taxonomy; include behavior, conditions, and criteria)

1. The students will be able to construct a diagram of the Solar System starting from the sun and working their way out. (synthesize) 2. The students will be able to summarize the different components of the Solar System in the diagram and how they are interconnected. (evaluation)

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Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Acceptable Evidence (process and/or product)

Evidence that students have achieved objective(s): 1. The students will show evidence of interpreting information visually by constructing a diagram of the Solar System encompassing all the different components of the Solar System. They will start at the sun and work their way out. 2. The students will show evidence of the details through the word search and the cross-word puzzle. 3. The students will show evidence of the interconnections of all components of the Solar System through the post-test that will be given at the end of the last lesson. 4. The students will show evidence of knowledge about the Solar System through the interactive websites that can help the students to find a fun way to learn and remember the information being taught.

Instructional Procedure(s) __________ A. Bell Ringer and Prior Knowledge Activation

This can be together or separately. Also called: set induction, anticipatory set, introduction/revie w

__________________________________ The students will have 5 minutes to list 5 things that they found interesting about what they have learned in the last 3 weeks.

__________________________________________

B. Teacher input, explanation, & development

1. Day One: 1. The teacher will have the students do their bell ringer at the beginning of the lesson. 2. The teacher will discuss the bell ringer with the students as a way to open up the discussion. [check for understanding] 3. The teacher will take the students to the computer lab and show them the website http://amazing-space.stsci.edu/resources/explorations/trading/ 1. Specific instructional and will explain the purpose of this website. 4. The teacher will give the students 20 minutes to interact with this method(s); website before heading back to the classroom. 2. Modeling; 5. The teacher will pass out a Solar System word search that they 3. Guided will work on independently. [independent practice] practice; 4. Check for 6. The teacher will walk around and observe the students progress. understandin [check for understanding] g 2. Day Two: 1. The teacher will take the students to the computer lab and show 5. Independent them the website http://www.apples4theteacher.com/java/concentrationpractice games/planets/ and will explain the purpose of this website. 2. The teacher will give the students 20 minutes to interact with this website before heading back to the classroom.
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Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Specific students actions

Assessment

3. The teacher will pass out a Solar System cross-word that they will work on independently. [independent practice] 4. The teacher will walk around and observe the students progress. [check for understanding] 3. Day Three: 1. The teacher will take the students to the computer lab and show them the website http://www.apples4theteacher.com/starwarp2.html and will explain the purpose of this website. 2. The teacher will give the students 15 minutes to interact with this website before heading back to the classroom. 3. The teacher will put the students into groups of 3 or 4 and have them collaboratively work on constructing a diagram of the Solar System. 4. Day Four: 1. The teacher will have the students get back into their groups and have them continue working on their diagrams of the Solar System for the entire 30 minute lesson in order for them to get a chance to finish their diagram. 2. The teacher will walk around the classroom and observe the students progress to make sure that they are on task. 5. Day Five: 1. The teacher will pass out the post-test to the students and give them 30 minutes to complete it. 2. The teacher will walk around the classroom and make sure that the students are doing what it is that they are supposed to be doing. 1. Day One: 1. The students will complete the bell ringer. 2. The students will take part in the discussion following the bell ringer. 3. The students will go to the computer lab with the teacher and visit the interactive website that the teacher is explaining to them. 4. The students will work on this website for 20 minutes. 5. The students will go back to the classroom and work on the Solar System word search that the teacher will pass out for the students to work on for the last 10 minutes of the lesson. 2. Day Two: 1. The students will go to the computer lab with the teacher and visit the interactive website that the teacher is explaining to them. 2. The students will work on this website for 20 minutes. 3. The students will go back to the classroom and work on the Solar System crossword that the teacher will pass out for the students to work on for the last 10 minutes of the lesson. 3. Day Three: 1. The students will go to the computer lab with the teacher and visit the interactive website that the teacher is explaining to them. 2. The students will work on this website for 15 minutes. 3. The students will be put into groups and begin working on their diagram of the Solar System for the last 15 minutes of class. 4. Day Four: 1. The students will get back into their groups and continue working on their diagrams of the Solar System for the entire 30 minute lesson in order for them to get a chance to finish it. 5. Day Five: 1. The students will complete their post-test that the teacher will pass out to them and will have the entire 30 minute time-frame to complete their test. Formative Assessment: The students will be given a Solar System Word Search (objective assessment) that will give them a fun way to remember the different
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Required Lesson Plan Format: Snowden, P. L.

Fall 2011

(Type and purpose)

parts of the Solar System by name only. The word search will be worth 10 points upon completion. The students will be given a Solar System Crossword (objective assessment) that will be another fun way for the students to remember the different components of the solar system in another format. This cross-word will be worth 10 points upon completion. The students will construct a diagram (performance assessment) of the Solar System while in groups. This diagram will be worth 100 points possible. This will give the students the opportunity to see a model of the Solar System from a 3 dimensional vantage point. 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

Closure

Accommodati ons: 1. Students with exceptional learning needs (ELN); 2. Learning modalities & Learning Styles; 3. Multiple Intelligences Materials Duration (time) Curricular and/or Unit Connections

The Solar System word search will be worth 10 points upon completion. The Solar System crossword will be worth 10 points upon completion. The construction of the Solar System model will be work 100 possible points. The post-test will be worth 100 possible points. By the end of this lesson the students will be knowledgeable about the many different components of the Solar System and be able to summarize how the different components are interconnected. They will be able to construct a pretty accurate diagram of the Solar System starting from the sun and working their way out. ELN: - Guided notes that explain some important characteristics about the solar system as a whole. - Worksheet with written directions about how to go about this worksheet. Learning Modalities: - Tactile- kinesthetic: - Auditory: - Visual: interactive websites, worksheets.

- Computers - Craft supplies Approximately 5 days for 30 minutes per day. Days 1-3 will be in the computer lab for 15-20 minutes of class, with the last 10-15 minutes are in the classroom working on independent practice. Days 4-5 will be about constructing the diagram of the Solar System. This lesson connects to the unit on the solar system because it takes the last four weeks of lessons and instruction and brings all the pieces together to form the solar system as a whole.

Adapted with permission by Snowden, P. L. (Fall, 2011) from:

"Caring, Competent, Qualified Professionals" Knowledge of Content, Knowledge of Pedagogy, Professional Skills

Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Hackett, Sarah. (2010). Enhanced lesson plan template. Plattsburgh, NY: SUNY-Plattsburgh.

"Caring, Competent, Qualified Professionals" Knowledge of Content, Knowledge of Pedagogy, Professional Skills