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Lesson3withreflection Word

- The lesson plan is for a 3rd grade class on the motion of the Earth. It includes contextual factors about the 24 students. - The objective is for students to understand and describe the rotation of Earth on its axis and the revolution of Earth around the sun. - Activities include a video, writing in journals, demonstrations in groups outside, and a closing reflection. Formative and summative assessments are embedded throughout to check understanding.

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61 views

Lesson3withreflection Word

- The lesson plan is for a 3rd grade class on the motion of the Earth. It includes contextual factors about the 24 students. - The objective is for students to understand and describe the rotation of Earth on its axis and the revolution of Earth around the sun. - Activities include a video, writing in journals, demonstrations in groups outside, and a closing reflection. Formative and summative assessments are embedded throughout to check understanding.

Uploaded by

api-241359020
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE


(1/25/13)
Teacher Candidate Christine Capel Grade Level 3 Title _Motion of the Earth__
CONTEXTUAL FACTORS (classroom factors)

Contextual Factors
24 students, 13 male, 11 female
5- ELL
2-SPED
2- HAL
3- Behavior

Classroom Environment
The desks are set up in six groups of four with one desk off to the side. There is a space at the back of the room for the students to sit
on the floor in a group. The classroom has a white board and smart board at the front of the room. It also has an elmo to project on the
smart board. The class has four iPads. At the back of the classroom there is a small group table. There are two other smaller tables for
small group work. The classroom has books displayed at the front of the room for independent reading. The teachers desk is in the
front right corner of the room.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard 1
Students will understand that the shape of Earth and the moon are spherical and that Earth rotates on its axis to produce
the appearance of the sun and moon moving through the sky.
Objective 2
Describe the movement of Earth and the moon and the apparent movement of other bodies through the sky.
a.Describe the motions of Earth (i.e., the rotation [spinning] of Earth on its axis, the revolution [orbit] of Earth around the
sun).
Content Walk-Away: I will describe and show the motions of the Earth and moon.
Language Walk-Away: I will describe the motions of the Earth and moon.
Vocabulary: rotation, spinning, revolution, orbit, axis

ASSESSMENT EVIDENCE (What evidence do I need to show the students have


learned the Walk-Away?)

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):


Students discussion (whole group/partner)
Journal
demonstration

ELL- Visual, demonstration,


models

Content Walk-Away Evidence (Summative): Students will be able to describe the


motions of the Earth using vocabulary words.

GATE- higher level thinking


skills

Language Walk-Away Evidence (Summative): Students will be able to describe the


motions of the Earth using vocabulary words.

Behavior- move around

Approx. ACTIVE LEARNING PLAN


Time

Activate/Building Background Knowledge


Yesterday we learned and discovered what the moon and Earth look like or their physical appearances. Today, we are
going to discover how the Earth and moon move. Our science objective for today is I will describe the motions of the
Earth and moon. SIOP 1,2 Everyone read it with me. Have you ever wondered if and how our planet moves? Or how the
moon moves around Earth? Today, we are going to discover these things.
Formative assessment:
Learning Goal: Students will know the objective.
Success Criteria: Students will say objective.
Assessment Strategy: Hear students the students say objective as a class.
Modification/accommodations: (ELL, IEP, GATE, etc.)
ESL- visual of the objective
Focus Lesson (I do it) 5E-Engage
What do you already know about how the Earth moves? Talk to your groups about what you know about how the Earth
and moon move. Good. The Earth moves in two different ways. It rotates or spins around. The axis is the imaginary line on
the Earth that it spins around. It also revolves or moves around the sun.
Show video on http://www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml
Talk to your partners about what you see in this video. Talk about how the Earth rotates and revolves. SIOP 12,25
Formative Assessment:
Learning Goal: Students will know that the Earth revolves and rotates.
Success Criteria: Students will talk about how the Earth moves.
Assessment Strategy: Listen to students conversations.
Modification/accommodations:
ESL- Visual
Gate- conversations about how the Earth moves.

Guided Instruction (We do it) 5E-Explore


Get our your journals and a pencils. The first row to have their journals and pencils out will get three point. Go!
The Earth rotates or spins. The axis is the imaginary line that the Earth rotates on.

Write this in your science journal. Wait time. Get up and show me what rotating looks like! Everyone rotate or spin like
the Earth does. SIOP 6,9, 12, 20, 22, 23,24
The Earth revolves around the sun. It moves around the sun. Write this in your science journal.
Cristofer if this chair is the sun. Show us how the Earth moves around the sun.
The moon revolves around the Earth in the same way. Jaden show us how the moon revolves around the Earth (Cristofer).
Help him show that the moon revolves around the Earth.
Formative Assessment:
Learning Goal: Students will write how the Earth moves around the sun and demonstrate it.
Success Criteria: Students will write how the Earth moves using vocabulary and demonstrate it.
Assessment Strategy: Written sentences and movements.
Modification/accommodations:
Cristofer (behavior)- more movement
ESL- visual
IEP- vocabulary sentences on board.

Collaborative/Cooperative (You do it together) 5E-Explain


We are going to separate into groups and demonstrate how the Earth moves around the sun and how the
moon rotates around the Earth. SIOP 20, 17, 19, 21 Create groups before lesson. There will be three people
in each group. One person will be the sun, one will be the Earth, and one will be the moon. You will
demonstrate how the Earth revolves and rotates around the sun and how to moon revolves around the
Earth. Make sure that you are rotating to the left. We are going to go outside. Each group will need to stay
on this side of the building. SIOP,23,24, 25 give each group a designated spot to practice and walk around
to observe and give support to groups. You will have about 45 seconds before you need to change roles.
Formative Assessment:
Learning Goal: Students will be able to demonstrate how the Earth moves around the sun and how the moon moves
around the Earth.
Success Criteria: Students will be able to move around the Sun like the Earth and the moon around the Earth.
Assessment Strategy: Student demonstrations.
Modification/accommodations:
Grouping configurations will provide support for lower level students.
Independent (You do it alone) 5E-Elaborate
Write at least one sentence describing the movement of the Earth and moon in your science journals. SIOP
30, 22
Summative Assessment: Students will write at least one sentence about how the Earth and moon move.
Modification/accommodations: ESL/IEP- vocabulary words written on board for spelling and prompts.
Gate- report as much detail as possible.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Today we have learned about how the Earth moves around the sun and how the moon revolves around the Earth. Our
objective today was I will describe the motions of the Earth and moon. Talk in your groups about the motions of the
Earth and moon. What does revolution mean? What does rotation mean? SIOP 27, 28, 29

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
- be prepared with visuals and iPads with the apps on them.

REFLECTION AFTER LESSON


How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to
improve my practice and student learning?
I did not give myself enough time to teach this lesson. Splitting the students up into groups and taking them outside would
have taken more time than we had. I would have also had to spend time stating expectations about behaviors during the
activity. Instead of splitting into groups I had one table demonstrate and act out the rotation and revolution of the moon
after I modeled it. Each student got to demonstrate and also watch their classmates. Although this is not what I had
originally planned I think it was more effective. This is how I will do it in the future.
This lesson was also effective because the students got to move and demonstrate how the Earth and moon move.
I know that the students learned how the Earth moves and the vocabulary words because of the formative assessments and
what they had written in their journals about it.
My goals to improve my teaching are to continue to practice giving explicit directions and expectations. I will also focus on
adding more accommodations to my lessons.

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