Performance Assessment 3: Space Exploration Activity Direct Instruction Lesson Plan

Teacher:Julie Koshy

Subject/Grade: Earth & Space

Date: Apr. 22, 2016

Standard: S2.C2.PO1. Specify the requirements of a valid, scientific explanation (theory),

including that it be:
logical
subject to peer review
public
respectful of rules of evidence.
Objective:

Apply knowledge of our solar system to analyze new space exploration plans.

Sub-objectives, SWBAT:

Summarize the space exploration plan.

Propose hypotheses of why certain things must be considered when planning space exploration.

Analyze general challenges to determine what are limiting factors of science.

Evidence of Mastery:

Students will complete space exploration plan worksheet, which requires students to apply their
knowledge about our solar system, propose hypotheses, and analyze challenges; a score of
16/20 demonstrates mastery.

Key vocabulary: sun, Moon, Earth, planets,

Materials: PowerPoint, projector, projectors

interstellar, Alpha Centauri, Beta Centauri, & Proxima

screen, laptops with internet, video clips,

Centauri.

space exploration worksheet, & writing

utensils

Opening/Anticipatory Set:
1. Your word of the day is Centauri solar system. The Centauri solar system is made up of three
stars: Alpha Centauri, Beta Centauri, and Proxima Centauri. It is the closest star system to Earth,
4.37 light years away. The picture to the left shows the three stars in the star system.
2. Warm-Up: How do scientists learn about different parts of space? (Pause for appropriate wait
time, about 7 seconds. Student answers: look through telescopes, send out satellites, and
manned missions) If students need some guidance ask, can they run experiments to manipulate
space? (Pause for appropriate wait time, about 7 seconds. Call on students by name. Student

answers may include the following: no they cant change space they can only look at space.)
3. Today we will be looking at the process of how scientists prepare for space exploration.
4. Change slide to show the standard and read aloud to students. Move to the next slide containing
the objective and have students read it.
Teacher Will:

Student Will:

Introduce how the activity will work. Put the slide

1. Listen to the description of the activity.

of the instructions of the board.

2. Listen to the description and ask any

1. Say, Today you will be working in groups

of 4. Each group will be given a poster
and a specific marker color. Each group

clarifying questions.
3. Students number off and move into
groups.

will be answering the same question at

the same time. The questions are in the
packet and you will be using the laptops
Instructional Input

to get more information.

2. Say, Once the groups are done writing
their answer on the poster. Each group
will get up and move to the next poster.
The groups look at the answer written by
the previous group and correct any
wrong answers. Then the groups answer
the second question. Is anyone confused
on how the activity will work? Give me a
thumbs up, youre ready to move on or a
thumbs down, youre confused.
3. Say, Okay, number off make sure you
remember your number.
Differentiation:
Posting a slide with the instructions as well as verbally explaining the directions will provide
Guided

comprehensible input for ELL students.

Teacher Will:
1. Read the directions for question one
and read the part of the website

Student Will:
1. Read through the instructions and
correct portion of the website.

mentioned. Answer the question with

2. Indicate how much more time

other in your group. I will give you about

7 minutes per question.

necessary to answer the question.

3. Ask questions as they arise.

Practice

2. Show me how many more minutes you

need. Okay, Ill give you _____ minutes
3. Guide groups through all the questions
and circulate around the room.
Differentiation:
Students who are more advanced and need a challenge can hypothesize a potential
solution to the challenges. Students who are more advanced can also be asked to create a
question for that section and write it on the poster.
Teacher Will:

Independent Practice

1. The last few questions are to be done

by yourself, on your worksheet.

Student Will:
1. Listen as the teacher gives instructions.
2. Ask any questions about the

Whatever you dont finish in class will be

assignment or requirements. Begin

homework.

answering the questions independently.

2. Does anyone have any questions about

the answering the last few questions?
Differentiation:
ELL students can be given sentence starters for the last few questions, this will help them
structure their sentences correctly and see how sentences can be structured.

Closure/Lesson Summary:
1. With eight minutes before the end of class, get the students attention. Class, stop what you are
doing and give me a minute. (Wait until they quiet down.) If you didnt finish answering the
questions it is homework over the weekend, it is due Monday. If you need help come in after
school today, or before school or during lunch on Monday.
2. Im passing out cards for you to answer the reflection questions. First, summarize what you
learned about the process scientists go through to send something to space. Second, what else
would you like to learn about space exploration? I will put the questions on the board. Same as
always everyone needs to turn in a completed card for the entire class to get credit. (Put slide
on screen with the reflection questions and homework.)
3. Ask students to share with the class. If no one volunteers have students turn in their cards and

the teacher will read from them. Ask students to answer each others questions, if possible.