ED 420 Fall 2014: UbD/SLO Unit Plan Template

Teachers Name:
Keke Powell
Grade Level: 3rd

Content Areas to be Integrated: Science, Math, and Language Arts

CLASSROOM COMMUNITY PROFILE

Prompt 1: What are the physical factors of the school and classroom?
The school is located in a good community of the Waipio Gentry. The school is kept in nice shape, but it still looks like it
could use more if an appealing appearance. The classroom is very organized. There are an assortment of books for the
students to read from for all reading levels.
Prompt 2: What are the intellectual and academic development levels of this class?
This class has a lot of different types of learners. There are about 5 students that are at a higher level of thinking than the
other students. There is one students that is below the grade reading level. The students are able to grasp the concept of
the teachers teaching. The students reading level is at a D. The rest of the class are at a J-N right now. The students that
need extra assistance get pulled out every day to get one on one assistance from a tutor. It nice that they get pulled out,
but then they miss the lesson. When they come back, the teacher has to reteach the lesson to the students that were
pulled out.
Prompt 3: What are the collective language development characteristics of this class?
All of the students first language is English. They can speak the language fluently and there are no ELLs in the
classroom.
Prompt 4: What are the social dynamics of this class?
The students will be using a lot of group work. If I think a worksheet may be too hard to do individually, then I dont mind
making it a partner assignment. The students will always have the option to working alone.
Prompt 5: What socio-economic and cultural factors characterize this class?
The classrooms are not very well funded. They always have to make use of what they already have and make it last as
long as they can. The students have laptops in the classroom, but they are not very up to date with technology. The
students are always fundraising trying to get new things for the classrooms.

Essential Vocabulary: (List key terms tied to the subject areas you are integrating into the unit.)
Universe, Galaxy, Solar System, Sun, Gravity, Force, Revolution, Rotation, System, Moon, Asteroid Belt, inner planets, outer planets

STAGE 1: Desired Results

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Learning Goal(s):
Students will be able to . . . .
(Tied to the standards and
benchmarks, these learning goal
statements should be clearly
addressed in this unit of study.)

For each learning goal statement provide:

Deconstructed standards/benchmarks (content and performance standards):
Students will be able to know/understand(content knowledge and concepts)
Students will be able to [verb(s)](skills and processes)

- Students will be able to illustrate the size of the Earth in relation to

other planets.
- Students will be able to relate the size of the Earth to the sun.
- Students will be able to relate the size of the Earth to other planets.
- Students will be able to illustrate the size of our universe overall,
comparing planets, stars and distances.
- Students will understand the importance of the Solar System.

Rationale (Explain why this standard was selected for this unit of study, and
how it connects to the Big Idea(s) of the unit.)

The Solar system is made up of the sun and the objects are held in orbit by its
gravitational force. Our solar system is an unexplored frontier.
The Sun is the center of our Solar System in which 9 large, diverse planets are
positioned in a specific order.
The students will understand why the earth is titled on it axis for a specific
reason.

Webbs Depth of Knowledge (DoK) Level (circle one): 1

Requires reasoning, developing a plan or a sequence of steps, some

complexity.
Items have more than one possible answer and require students to justify
their response.

Big Idea(s):
Students will understand that . . .
.
(Two to three declarative,
generalized statements
describing connected ideas and
concepts that transcend the
grade levels in the content area,
and are tied to the learning
goals.)

Essential Question(s):
(Thought-provoking, engaging,
broad, and probing questions
that will encourage students to
uncover the Big Ideas.)

Students will understand to name and label all the planets in our solar system.
Students will understand to find distances between planets and stars.
Students will understand to compare and contrast characteristics of planets.
Students will understand the research and report information on given planets.
Students will understand to create displays of given planets.

Why is the sun, earth, and the moon so important in the solar system?
What predictable, observable patterns of movement in the sun, earth, moon system
occur between gravity and energy from the sun?
How is the Solar System like a family?

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How are the inner and outer planets different?

Why do some objects have more gravity than others?
Why is the earth tilted on its axis?
Overarching Essential Questions:

How do objects in the solar system differ in terms of size, composition, features,
distance, movement, and apparent motion?
How does an objects size and position affect the conditions on the planet itself and
other objects in the solar system?
Standards/Benchmarks:
HCPS III, Common Core State
Standards (CCSS), C3 (Social
Studies), NGSS (Science)

SC.3.8.1 Physical, Earth, and Space Sciences: EARTH AND SPACE SCIENCE:
Understand the Earth and its processes, the solar system, and the universe and
its contents
3.RL.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
3.RL.4 Determine the meaning of words and phrases as they are used in a text
distinguishing literal from nonliteral language.
3.RL.7 Explain how specific aspects of a texts illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of a
character of setting).
CCSS.Math.Content.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories. Solve one- and two-step "how many more" and "how many
less" problems using information presented in scaled bar graphs.
5-PS2-1.

Support an argument that the gravitational force exerted by Earth

on objects is directed down. [Clarification Statement: Down is a local
description of the direction that points toward the center of the spherical
Earth.] [Assessment Boundary: Assessment does not include
mathematical representation of gravitational force.]

MSESS1-3.

Analyze and interpret data to determine scale properties of objects

in the solar system. [Clarification Statement: Emphasis is on the
analysis of data from Earth-based instruments, space-based telescopes,
and spacecraft to determine similarities and differences among solar
system objects. Examples of scale properties include the sizes of an
objects layers (such as crust and atmosphere), surface features (such
as volcanoes), and orbital radius. Examples of data include statistical
information, drawings and photographs, and models.] [Assessment
Boundary: Assessment does not include recalling facts about properties
of the planets and other solar system bodies.]

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GLOs, Core Values, 6-Facets

of Understanding:

General Learner Outcomes,

Na Honua Mauli Ola (NHMO),
1-6 Facets of Understanding

GLO 1.2 Plans and manages time and resources to achieve goals
GLO 3.1 Applies prior learning experiences to new situations
GLO 4.1 Recognizes and understands what quality performances and products
are
GLO 5.5 Observes and makes sense of visual information
Learning Outcomes:
1. Learn that the Earth is one of eight planets orbiting the sun varying in size,
structure, appearance, and distance from the sun.
2. Design representations in conventional and creative ways to answer spatial
and relational questions between objects in our solar system.
3 of the 6 Facets:
Explanation
Provide thorough and justifiable accounts of phenomena, facts, and data.
The students will be giving oral presentation of their solar systems to the class. They
each will all make the solar system and will each be given one planet to focus on and
share with the class.
Knowledge
Perceive the personal style, prejudices, projections, and habits of mind that both
shape and impede our own understanding; they are aware of what they do not
understand and why understanding is so hard.
The students will have prior knowledge of the solar system and then gain more to
build off of.
Application
Effectively use and adapt what they know in diverse contexts.
The students will have integrated subjects causing them to adapt to different types of
context that is given to them.

Standards/Benchmarks:

Standard #1: Learner Development

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State Teacher Standards

(InTASC)

The teacher understands how learners grow and develop, recognizing that
patterns of learning and development vary individually within and across the
cognitive,
linguistic, social, emotional, and physical areas, and designs and implements
develop mentally appropriate and challenging learning experiences.
Standard #5: Application of Content
The teacher understands how to connect concepts and use differing
perspectives to engage learners in critical thinking, creativity, and
Collaborative problem solving related to authentic local and global issues.
Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content areas, curriculum, crossdisciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.

Interval of Instruction
Necessary to address Goals:

_____ Yearlong

______ Semester

___X___ Other: 5 Weeks

STAGE 2: Assessment Evidence

Culminating
Performance Task
and Summative
Assessment:
Briefly describe how
students will show
you that they have
met the learning
goals (Stage 1), by
providing real-world
tools, resources,
roles, and
challenges to reveal
that they can apply,
reason, solve
problems, etc. to
reflect deeper
understandings.
Decide upon an
authentic and
relevant audience
for this task. Think
about whom can
students show their
understandings to in
order to make an
impact beyond the
walls of the
classroom.

Goal(s):
The goals is for the students to understand the importance of the
Solar System and create a display for these understandings. The will
be completing a series of task (lessons/activities) to help them get a
deeper understanding of these concepts.
Role:
You have been asked to explore the Solar System and detect the
different plants, stars, and the moon. Other science explorers will be
presenting you their ideas of how they see these planets from their
own research.
Audience:
Your target audience are students from a 2nd grade classroom. Let the
students be as fascinated as you with all this new information you
obtained.
Situation:
The context you find yourself is there are other scientist trying to find
out the same information as you. Make sure you take down important
notes that you can work off of. The solar system is huge and put the
solar system into your own words.
Performance:

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Identify selected
standards &
benchmarks from
Stage 1, including
any GLOs and other
key values that
clearly connect to
the culminating
performance task.
Consider only those
indicators/learning
goals that reflect
what students
should be able to
know and do by the
end of the unit,
knowing that theyve
met the other
learning goals along
the span of the unit.

You will create a presentation on a planet and present it on a poster

with the class. Then you will make a planet report with all your
findings that you have learned.
Standards:
Your product must meet the following standards:
SC.3.8.1 Physical, Earth, and Space Sciences: EARTH AND SPACE SCIENCE: Understand
the Earth and its processes, the solar system, and the universe and its contents
3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
5-PS2-1.

Support an argument that the gravitational force exerted by Earth on objects is

directed down. [Clarification Statement: Down is a local description of the direction that
points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does
not include mathematical representation of gravitational force.]

Authentic culminating performance task:

The teacher will collect their daily journals and evaluate them.
The teacher will collect the students model of the solar system and evaluate them on the
correct placement and location of the planets.

Name______________
Date_______________

Planet Name___________

Planet Report
________________ is the ______________ planet from the Sun.
(Name of Planet)
(1st, 2nd, etc.)
It is one of the ____________ planets because it is located ____________ the asteroid
belt.
(inner or outer)
(inside or outside)
____________ has a ______________ gravity than earth.
(Name of Planet) (stronger or weaker)
My Planet is known for
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________
(Describe a unique feature about your planet)
Describe how your Planet was named.
______________________________________________________________________
______________________________________________________________________
______________________________
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Can your Planet be seen at night without a telescope? ________________

Is your planet made up of mostly gas or rock? ______________________
Does your Planet have clouds? ____________________
List 5 interesting facts about your Planet?
1.
2.
3.
4.
5.
Draw your planet and be creative.
Bibliography
List the books and websites where you found your information.
When you list a book, include the authors name and the title of the
book.
When you list a website, list the url and a title of the article.

Authentic Audience:
The student shows outside level thinking by building up questions while learning.
The students show an understanding by telling their partner about what they have learned. If the
students have further questions then they can ask.
Summative Assessment: (How will you measure this culminating performance task?)
My summative assessment is going to be a test. I will take different questions from the students
Planet reports and then go from there. I wouldnt throw anything they didnt learn on the test. I
would tell the students to pay close attention to the Planet Presentations because they could
see some answers on a test. The test below, I would add pictures of each of the planets with the
word on the word bank. I could not add it on because it would mess up the organization of the
test. This is my general idea of how I would start my test and I would add or delete anything as
we start to learn more about the unit.

Date: __________________________

Solar System Test

1. What is the result of the earths rotation?
a. Four Seasons
b. Day and Night
c. The calendar year
d. The moons changing in size
2. Which best describes the earths orbit around the sun?
a. Zig-zag
b. Elliptical
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c. Rectangular
d. Triangular
3. The planets farthest from the sun, Jupiter, Saturn, Uranus, and Neptune are
known as:
a. Outer
b. Inner
c. Solar
d. Phases
4. A large object that moves around a star is a/an:
a. Revolution
b. Orbits
c. Planet
d. Sun
5. The planets Jupiter, Saturn, Uranus, and Neptune are large spheres mainly made
up of ____________.
a. Gas
b. Hydrogen
c. Helium
d. Water
6. The largest planet in the solar system is:
a. Jupiter
b. Neptune
c. Venus
d. Earth
7. Write the name of the planet in the blanks below.
A.
B.
C.
D.
E.
F.

_______ The brightest object in the sky.

_______ The biggest planet in the solar system.
_______ The coldest planet in the solar system.
______ The planet with the most life forms.
______ The planest nearest to the sun.
______ Hottest planet in the solar system.

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G.
H.
I.
J.

______
______
______
______

The planet with the nickname The Red Planet.

Planet farthest from the sun
This planet is so light that it could float in water.
The seventh planet from the sun.

Word Bank:
Saturn, Mars, Neptune, Earth, Sun, Mercury, Venus, Uranus, and Jupiter
8. Name one interesting fact that you have learned.
9. Name the planets in order from the sun.
10. Explain what you will remember the most about this unit.

Rubric(s) for
Summative
Assessment/
Culminating
Performance Task:

Attach a rubric to this unit plan document that connects the selected standards/benchmarks,
GLOs, values, etc. as criteria, along with clear descriptors for each level of
proficiency/quality/understanding. Assign points for the different levels with descriptors in your
rubrics. This culminating performance task rubric should be an analytical rubric.

Planet Report Grading

___________ Accuracy of Information
All blank lines, questions, and tables in the packet are
answered
accurately. Student has carefully researched all necessary
information. (5 points)
___________Picture on Cover
The picture on the cover page is accurate and neatly
drawn. It
includes any applicable moons, rings, and colors. Moons
are
labeled. (5 points)

_________ Presentation

Handwriting is clear and easy to read. Words are spelled

correctly.
There are no wrinkled or ripped pages in the packet. (10
points)

___________Sources
Sources should be accurate and there should at least used information
from one book. (5 points)
___________Total Grade (Out of 25)
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Exceeds
Average
Minimal
Needs
4
3 of assessments2to use throughout
Improveme
Formative
Consider
multiple formats
the interval of instruction, and how
nt can include: selected
Assessments: (List often each type will be collected. Formative assessment methods
other evidence and
response, constructed response, observations, and individual1communication.
assessments
Poster
4+ accurate 3 accurate
1-2
No facts are
beyond those for the
Content
facts are
facts are
accurate
provided
culminating
provided
provided
facts
are
about the
performance task, to
provided
measure student about theUse a about
graphicthe
organizer
to compare andplanet
contrast the attributes of 2 planets
growth and masteryplanet
planet
about
the
during
the
and Earth
of benchmarks.) during the
during the
planet
presentatio
presentatio
presentatio
during
the
n. distances in the Solar System
Construct models to demonstrate size and
n.
n.
presentatio
n.
Design a space suit to keep an astronaut alive on any planet in our Solar
Graphics
There areSystem
There are 1 There is 1
There are
and
several
to 2
graphic
no graphics
Originality graphics
graphics
used to
to reflect
Create a screencast to explain and defend spacesuit features
used reflect used to
reflect the
the model.
the model
reflect the
model.
and the
model and
the
Rubric(s)/Scoring student
Presentation of
Criteria for
used
students
their Planet
Formative
creativity
has some
Rubric:
Assessments:
creativity
(Holistic (single- for the
display.
for the
point rubric that
I would use the rubric
assesses student
display.
below to grade the
work
as a whole) There are
Grammar
There is 1
There are 3 There are
students
rubrics, criterion
and
Labels
no
to
2
to
4
more
than
4
presentations on the
checklists
planet of their choice.
grammatica
grammatica
grammatica
grammatica
(met/not met the
I would also give my
l errors on
l errors on
l errors on
l errors on
specific
students my rubric so
benchmarks), and the poster.
the poster.
the poster.
the poster.
they know what I am
other formal tools The labels
Some labels Labels are
There are
expecting from them.
can be attached
are
posted
are
hard
to
find
no
labels.
here to assess
accurately
accurate
and not
students for learning
throughout the spanand are
but not all.
clarified.
of the unit.)
easy to
find.
Student
The
student
The
student
will be
given
after each
topic
has been There
coveredare
(the sun, the moon, and the
Other Evidence TheQuizzes
Presentatio
is speaking
has 1 or 2
has 3 or 4
multiple
(including
prestars)
assessments):
n
clearly and
mistakes
mistakes
mistakes
(Describe (and
the
while
and is a
and the
attach, if any) pre
Constructed
Response
Questions
presenting, little hard to audience is
assessment tool foraudience is
able
to
but
understand confused on
beginning this unit
o
How
is
a
planet
different
from a star?
of study to assess follow
students
them
and
the
students for prior along.
are still able follow
presentatio
knowledge and
o to
How
are
the
orbits
of
Earth
around
follow
along.
n. the sun and the orbit of the
understandings,
moons around planets alike?
along.
levels of
understanding,

Fall ED 420 Course (S. Fitzgerald) Page 10

current skill levels,

and any
misconceptions.
Also list any
informal formative
assessment
methods
(observation,
individual
communication,
etc.) here.)

Expected Targets:
(Identify expected
student learning
outcomes (SLOs)
with respect to all
learning goals listed
in Stage 1, and
what (content,
process, product)
and how (based
upon student
readiness, interest,
learning profile)
differentiation will
take place.)

o Pick a planet (other than Earth) and describe 5 characteristics that

you know about it. Be as specific as possible.
o How is spinning a weight tied to a string around your head similar to
the orbit of a planet around the sun?
The students will self-asses themselves after presenting to the class about their planet. The
student will be given a check-list because I want to see how the student think they did. I want
give feedback on the checklist and then tell them there grade later on.

Learning Goal #1: (Restate the deconstructed standard from Stage 1 to reveal proficiency
(skill), quality, and/or knowledge/understanding and DoK level.)
Students will be able to relate the size of the Earth in relation to other planets.

What is being differentiated to meet the needs of all students:

Content: The students will receive handouts of all the information needed. They will
use the internet to find more.
Process:
Product: The students will be creating a solar system of their own.

How differentiation will take place, based upon student readiness, interest, and/or
learning profile: My goal is to find a visual that helps the student understand just how
big the earth is in the solar system and compare it to the other planets.

Learning Goal #2:

Students will be able to relate the size of Earth to the Sun.

What is being differentiated to meet the needs of all students:

Content:
Process:
Product: The students will compare size of the earth and Sun.

How differentiation will take place, based upon student readiness, interest, and/or
learning profile: The students will learn the importance of the Sun and the Earth. Then
they will learn the size of both and make their own model of this.

Learning Goal #3:

Students will be able illustrate the size of our universe overall, comparing planets, stars, and
distances.

What is being differentiated to meet the needs of all students:

Content:
Process:
Product:

Fall ED 420 Course (S. Fitzgerald) Page 11

How differentiation will take place, based upon student readiness, interest, and/or
learning profile: This will tie in our own creation of the solar system. If a student does
not understand how to make this, then I can work with them or have them make a visual
with only 4 planets. I can accommodate the lesson for the student.

Learning Goal #4:

Students will understand the importance of the solar system.

What is being differentiated to meet the needs of all students:

Content:
Process:
Product: All of the projects put together.

How differentiation will take place, based upon student readiness, interest, and/or
learning profile: The students will have a better understanding of how the solar system
works and can tell their peers about what they have learned. Some students can focus
on a few planets rather than all 9.

STAGE 3: Learning Plan

Include activities, instructions, groupings, differentiated instructional and engagement strategies, digital
literacy tool(s), and resources used (This learning plan should address how learning events will spiral and scaffold to
build up to the culminating assessment. Give students multiple opportunities to practice all skills needed to accomplish
the final performance task. Utilize instructional strategies that help students make connections between discrete
knowledge and deeper understandings and themes often.)
Summary of Key Learning Events, Instructional Strategies, and Assessments
Learning Events, Instructional Strategies, Assessments
Day 1: Pre-Assessment & KWHL Chart
Day 2: Moon and Stars
Day 3: Bottle Activity
Day 4: Magic School Bus Lesson
Day 5: Solar System Visual
Day 6: Quiz, Assign Planet Report
Day 7: Math Lesson
Day 8: Class time for the Planet Report
Day 9: Planet Report Due
Day 10: Solar System cont.
Day 11: Field Trip to the Bishop Museum
Day 12: Quiz, Planet Walk, Assign Poster Presentation
Day 13: Class time for Poster Presentation
Day 14: Present Poster Presentation
Day 15: Solar System Test and Science Night

Fall ED 420 Course (S. Fitzgerald) Page 12

Targeted Learning Goal #

(From Stage 1/2)

- Students will be
able to illustrate the
size of the Earth in
relation to other
planets.
- Students will be
able to relate the
size of the Earth to
the sun.
- Students will be
able to relate the
size of the Earth to
other planets.
- Students will be
able to illustrate the
size of our universe
overall, comparing
planets, stars and

distances.
- Students will
understand the
importance of the
Solar System.

5-Week Calendar of Learning Events, Instructional Strategies, and Assessments (Briefly note the events for each
day across a 5-week period, referring to your Learning Plan above, here in Stage 3.)
Monday
Day 1

Tuesday

Wednesday
Day 2

Introduction of the
lesson. Asking the
students what they
know and what they
want to learn. (KWL)
The KWL will do as
a class and I will
answer all the
questions that they
want to learn
throughout the unit.

Start with learning

about the moon and
the stars. Ask
questions about the
moon.

Day 4

Day 5

Magic School Bus

Lesson

The class will create

a visual of the solar
system together. The
teacher will guide it
and do the first one
as an example. The
students can work in
groups and then
present it to the
class.

This is a good book

to read to the class.
I wouldnt read the
whole book, but the
important pages. It
explains the solar
system in Mrs.
Frizzles words.
HW: Bring items for
the solar system
visual for
Wednesday.
Day 7
Math lesson
The students will
find out just how far
apart the planets
are from one
another.
HW: Math
homework will be

HW: Take a look at

the moon and stars
and take notes of
what you see.

Thursday

Friday
Day 3
Bottle Activity
The students are
each given a
bottle and will fill
it with glitter and
other
miscellaneous
things. This will
be an example of
what our galaxy
will look like.
HW: None
Day 6
Assign Planet
report. The
students will each
focus on one
planet and fill out
the report to be
graded.
Quiz #1
HW: Start on
Planet Report.

HW: Decide on
which planet you
would like to focus
on.
Day 8

Day 9

The class will have

time to work on the
planet report. They
will go to the
computer lab and
use their finding.
Some may want to
go to the library and
use a book to find
their research

Planet Report due

Fall ED 420 Course (S. Fitzgerald) Page 13

Focus on the Sun

and its
importance
HW: None

tied in with this.

information.

Day 10

HW: Finish Planet

Report
Day 11

Focus on why we
are learning about
the solar system.
Answer all the
questions at the
beginning of the
lesson, but see if
they can do it
themselves.

Class Field trip to

the Bishop Museum.
The students will
have a worksheet to
fill out while they are
there.
HW: Reflect on what
you learned at the
museum.

Day 12
Planet Walk
Everyone will be
something in the
galaxy. As a class
we will
demonstrate the
solar system. So
one persons will
be the sun, etc.

HW: None
Work on all the
information for the
Poster
Presentation. Ask
the teacher for help
and explain the
class the
importance of citing
your resources.

Present Poster
presentation to the
class. They can
focus on the planet
for their planet
report or learn about
a new one.

Quiz #2
Solar System
Test.
Science Night

HW: Checklist on
theur presentation.

HW: Finish Poster

Materials and Supplies Needed:
All of the supplies will be provided by the teacher.
Resources Needed:
Information about the planets:
http://www.universetoday.com/72305/order-of-the-planets-from-the-sun/
http://www.space.com/16080-solar-system-planets.html
http://nineplanets.org/
Field Trip Information:
http://bishopmuseum.org/
Results and Reflection:
Overall, I feel that I have written a strong lesson plan. I have enjoyed the time thinking everything over and I will look
forward to teaching this lesson one day. I have taken experiences from when I was in elementary school and have the
students do the same thing. I remember making a visual of my own of the solar system and I want my students to have
the same experience. I think the class will enjoy the field trip the most because they can make more connections with
actual visuals.

Template is adapted from the ONR-STEM UBD Template and the DOE EES-SLO Template for SY 2014-2015
Fall ED 420 Course (S. Fitzgerald) Page 14

Fall ED 420 Course (S. Fitzgerald) Page 15