Meghan Reed Delores Bates Ware Elementary School April 8th, 2013 11:00AM st April 1 , 2013 Submitted to Teacher

er LESSON PLAN OUTLINE

JMU Elementary Education Program A. Earth Patterns, Cycles, and Change B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD This topic and lesson is appropriate at this time in the school year, and for this age group, because the students previously learned the material from SOL 4.6, which includes interrelationships in Earth and space systems. They learned about the different types of weather systems and phenomena along with basic information about our solar system. Therefore, the students are ready to move on to more in depth information and concepts relating to solar system. Judging by the students last unit exams, it appears that the class did an overall excellent job, which is another indication about their readiness. C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and the NEXT GENERATION SCIENCE STANDARDS (NATIONAL STANDARDS) 4.8 The student will investigate and understand the relationships among Earth, the moon, and the sun. Key concepts include: a) the motions of Earth, the moon, and the sun; b) the causes for Earth's seasons; c) the causes for the phases of the moon; d) the relative size, position, age, and makeup of Earth, the moon, and the sun; e) historical contributions in understanding the Earth-moon-sun system. D. LEARNING OBJECTIVES Understand The students will understand the relationship between the Earth, sun, and moon.

Know

Do The students will be able to describe the major characteristics of the sun, including approximate size, color, age, and overall composition. The students will be able to describe the major characteristics of the moon, including approximate size, color, age, and overall composition. The students will be able to describe the major characteristics of the earth, including approximate size, color, age, and overall composition. The students will be able to create models of the characteristics of each object (sun, moon, and earth) using various materials.

The students will know the characteristics of the moon, Earth, and sun. The students will know how a rotation, revolution, and axial tilt relate to one another in reference to the Earth.

E. ASSESSING LEARNING

Meghan Reed Delores Bates Ware Elementary School April 8th, 2013 11:00AM st April 1 , 2013 Submitted to Teacher
What will your students do and say, specifically, that indicate every student has achieved your objectives? Remember every objective must be assessed for every student!

Objective
The students will understand the relationship between the Earth, sun, and moon.

Assessment -Sun, Moon, & Earth Craft -Matching Worksheet -Crossword Puzzle -Post-Video Questions

The students will know the characteristics of the moon.

-Sun, Moon, & Earth Craft -Matching Worksheet -Crossword Puzzle -Sun, Moon, & Earth Craft -Matching Worksheet -Crossword Puzzle -Sun, Moon, & Earth Craft -Matching Worksheet -Crossword Puzzle -Post-Video Questions

The students will know the characteristics of the sun.

The students will know the characteristics of the earth.

The students will know how a rotation, revolution, and axial tilt relate to one another in reference to the Earth. The students will be able to describe the major characteristics of the sun, including approximate size, color, age, and overall composition.

-During-Activity Questions/Discussion -Post-Craft Review

The students will be able to describe the major characteristics of the moon, including approximate size, color, age, and overall composition.

-During-Activity Questions/Discussion -Post-Craft Review

Data Collected -Create craft accurately with correct information portrayed and will be able to explain his or her creation -Matching worksheet & crossword puzzle are filled in correctly -Post-video discussion consists of valid comments and answers given by the students in response to the information learned from the video -Create craft with accurate information of the characteristics of the moon -Matching worksheet & crossword puzzle are filled in correctly -Create craft with accurate information of the characteristics of the sun -Matching worksheet & crossword puzzle are filled in correctly -Create craft with accurate information of the characteristics of the earth -Matching worksheet & crossword puzzle are filled in correctly -Post-video discussion consists of accurate comments and answers related to the information given in the video -During my evaluation during the craft, students explain their reasoning correctly with accurate information being portrayed in their crafts -Post-craft review answers and comments from students are correct and or accurate -During my evaluation during the craft, students explain their reasoning correctly with accurate information being portrayed in their crafts

The students will be able to describe the major characteristics of the earth, including approximate size, color, age, and overall composition.

-During-Activity Questions/Discussion -Post-Craft Review

The students will be able to create models of the characteristics of each object (sun, moon, and earth) using various materials.

-Sun, Moon, & Earth Craft

Meghan Reed Delores Bates Ware Elementary School April 8th, 2013 11:00AM st April 1 , 2013 Submitted to Teacher -Post-craft review answers and comments from students are correct and or accurate -During my evaluation during the craft, students explain their reasoning correctly with accurate information being portrayed in their crafts -Post-craft review answers and comments from students are correct and or accurate -Craft portrays accurate information about the characteristics of each object

F. MATERIALS NEEDED Posters for each object (sun, moon, and earth) Marker Construction paper with objects already glued on them (20 copies) Various materials for craft o Sequins o Cotton balls o Pipe cleaners o Sand paper o Yarn o Etc. Glue Scissors Pen/Pencil SmartBoard Rap Lyrics (20 copies) Matching Worksheet (20 copies) Crossword Puzzle (20 copies)

I will be responsible for securing each item. G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS Some possible misconceptions the students might have are thinking that the earth is round like a pancake, we see because light brightens things, we do not live on earthit is in the sky, seasons are caused by the earths distance from the sun, the phases of the moon are caused by a shadow from the earth, the moon makes light the same way the sun does, the sun is directly overhead at noon, planets cannot be seen with the naked eye, or different countries see different phases of the moon. Those are all possibilities that I will consider. In order to help prevent these misconceptions from developing, I will teach my lesson as clearly as possible and tell the students from the beginning to not hesitate to ask any questions. I will also give clear explanations about the content and try to model some of them as best I can for the students. Demonstrations will be key.

Meghan Reed Delores Bates Ware Elementary School April 8th, 2013 11:00AM st April 1 , 2013 Submitted to Teacher
H. PROCEDURE (Include a DETAILED description of each step. Write what you will SAY and DO.) Preparation of the Learning Environment: Before beginning my lesson, I am going to have (already made) poster boards hung at the front of the room: one that says The Sun, one that says The Moon, and one that says The Earth. Engage Introduction of the Lesson: I am going to begin by telling the students that we are going to learn about the sun, moon, and earth, but first I want to hear about what they already know about each object. I will then tell the students to raise their hands to share any information they know about each object. We will fill in one poster at a time. As they share their information, I am going to write each piece of information on the posters to create a web, or mind splash, together. After the posters are finished, I will reread what we wrote on each to summarize the information. Implementation of the Lesson: I will instruct the students to gather on the rug at the front of the classroom in front of the SmartBoard. Then I will tell the students that they are going to watch a short video about the sun, the moon, and the earth. I will show the video and then ask what they found was interesting and what were things they were surprised about that they did not already know. Then I will tell the students that they are about to do an individual crafts project to demonstrate the characteristics of each object by choosing whatever materials they desire. There will be supplies, such as pipe cleaners, sand paper, sequins, cotton balls, etc. of all different colors and sizes for the students to choose from. I will show them my example of the craft (that will be previously done) so that they understand what to do and to give them an idea of what is expected; however, this activity is fairly open for the students to be creative. I will have the students get out their scissors and glue to prepare for the craft. Then I will call up the students by groups of 3-4 students to collect some materials to begin with. After all of the students have their desired materials to begin with, I will ask for their attention and write up on the board the characteristics they must portray in their craft, which will be color, temperature, surface, age, distance from each other, and size of each object. I will write the information we discovered from the video on the board for the students to refer to during their craft. I will tell the students that if they have any questions to raise their hands and I will come around to answer them. I will also tell them to have fun with it! Throughout the time the students are working on their craft, I will walk around to give any assistance, to ask questions to subtly assess the students, and to give feedback! Closure: After they finish their crafts, I will do a brief review about the characteristics of each object. I will ask to students to help me think of all the characteristics and will have them raise their hands to help remind everyone of each characteristic. I will use the information on the board as a guide and also my example craft as a guide. I will also tie in connections to the prelesson posters to show the students how smart they are! I will then announce to the class that I am going to teach them a rap about the sun, the moon, and the earth, and each group will get different paragraphs to memorize. We will all rap the chorus together after each verse, but when each groups paragraphs are up, they will rap their parts accordingly. I will hand out the lyrics to each student. Then I will go around and pair up the students and tell each pair which paragraph to memorize. I will then tell them to practice for a few minutes. I will walk around and help them learn the lyrics to the right beat. Then after about 8 minutes, we will try to put it together as a class. This will be fun for the students to end the class with! After the rap is over, I will hand out a matching worksheet and crossword puzzle for the students to begin working on if there is spare time after the lesson, and if not, then to work on as morning work. Clean-Up: I will tell the students to bring their crafts up to me to collect in a pile. Then I will tell them to put their glue and scissors away and to clean up their desk areas of any scraps or materials they did not use, in which case they may throw away in the trash.

Meghan Reed Delores Bates Ware Elementary School April 8th, 2013 11:00AM st April 1 , 2013 Submitted to Teacher
I. DIFFERENTIATION Describe how you have planned to meet the needs of all students in your classroom with varied interest and learning readiness, English language proficiency, health, physical ability, etc. How will you extend and enrich the learning of students who finish early? How will you support the learning of children struggling with your objectives?

Content

Interest

If some students are more interested in the movement of the Earth, I will teach/explain how a rotation, revolution, and axial tilt relate to one another in reference to the Earth further and on a more individual, or small group, level, while the students are working on their craft/worksheets.

Process Near the beginning of the lesson, I will show a video visually demonstrating the content about the sun, the moon, and the earth. I am doing this for the more visual learners. The craft is a hands-on activity, and therefore should be effective for further learning the material more concretely. The matching worksheet and crossword puzzle are for all of the students, but will be easier for students who work better individually, but may be a bit more challenging for others who work better in pairs, or groups. The students will be able to work at their own speeds. If some students are not ready to label their craft, they can continue finishing the craft before moving on to the labeling part and so fourth.

Product

The students will be able to choose whichever materials they want to put on the craft, so whichever materials interest them they can go for! If they want a lot on their craft, thats greatif not, that is also perfectly fine.

Readiness

After my lesson, I will go around while the students are working and ask questions to see how much information they grasped. Based on how ready they are for additional questions, I will continue asking questions to further their understanding of the material, or spend more time on the content they are struggling to understand.

If the students do not finish their final product (craft), I will give them time in the next science class the following day, or later in the week, to finish it.

Meghan Reed Delores Bates Ware Elementary School April 8th, 2013 11:00AM st April 1 , 2013 Submitted to Teacher
J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? Think about this! It may help you avoid an embarrassing situation. This CANNOT include fire drills, interruptions due to announcements, weather, or other emergencies. The students could have trouble understanding the tremendous distances that are between the Earth, the sun, and the moon. They might also have trouble understanding the sizes of the three spatial objects. If I notice these confusions are occurring, I will spend additional time reiterating the concepts, and information. I will do my best to perhaps draw a picture for the students to see and explain it as I go. For students with weaker fine motor skills, those students might struggle with completely the craft. If this happens, I will assistant them with some of the cutting and pasting of the materials to spare them from some frustration. I predict that students will mainly have trouble with understanding how rotation, revolution, and an axial tilt relate to the Earth. If this occurs, I will try to slowly and reiterate the information and concepts to the best of my ability. I will use volunteer students to do a demonstration for the class to better visually represent the concept. I will also draw a picture again and spend more time on clearly explaining the concept.

Meghan Reed Delores Bates Ware Elementary School April 8th, 2013 11:00AM st April 1 , 2013 Submitted to Teacher

Lesson Implementation Reflection

As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to guide your thinking. Be thorough in your reflection and use specific examples to support your insights. I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them. II. Student Work Sample Analysis: Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are valid? Look at the assessment data and identify 2 students who appear to fall into these 3 categories: (1) Gets it; (2) Has some good ideas, but theres still room for learning and (3) Does not get it. Organize your responses to the following questions in a chart/table form similar to the one below. Gets it Student A a. Understands b. Confused about c. Questions to ask to clarify what I know d. Ideas to work on next a. What does each student appear to understand? b. What does each student appear to be confused about? c. What questions might you want to ask each student to clarify what you know about the students understanding? d. What ideas does each student need to work on next? III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if you were to teach this lesson again. IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher? V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as learners? VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching? VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself? Student B Has some good ideas, but Student C Student D Does not get it Student E Student F