Nikki Hester's Science Lesson Plan

Wednesday, January 7, 2015

Step-by-Step Plan
(What exactly do you plan to do in teaching this lesson? Be thorough. Act as if you needed a substitute to carry out the lesson for you.)
Where applicable, be sure to address the following:
What Higher Order Thinking (H.O.T.) questions will you ask?
-Where is the sun located?
-What is the sun classified as?
-When do you see the sun?
-How can we determine the sun is helpful?
-What can we do understand the characteristics of the sun?

How will materials be distributed?

-students will already have materials
Who will work together in groups and how will you determine the grouping? -partners based on students formative assessment data
during instruction.
What student data will be collected during each phase? -student observations, science notebooks
What are other adults in the room doing? How are they supporting students' learning?-filing and observing my lesson, helping when
children are in need.
Lesson Content
What Standards (national or state) relate to this lesson?

SC.1.E.5.4 Identify the beneficial and harmful properties of

(You should include ALL applicable standards.

the Sun.

Rarely do teachers use just one: they'd never get through them all.)
SC.1.N.1.3 Keep records as appropriate- such as pictorial
and written records of investigations conducted.
Essential Understanding

EQ: How is the sun helpful?

(What is the big idea or essential question that you want students to come away
with? In other words, what, aside from the standard and our objective, will

The sun is helpful because it gives earth light and heat.

students understand when they finish this lesson?)

Nikki Hester

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Objectives- What are you teaching?

Student-centered: What will students know and be able to

(Student-centered: What will students know and be able to do after this lesson?

do after this lesson? Include the ABCD's of objectives:

Include the ABCD's of objectives: action, behavior, condition, and degree of

action, behavior, condition, and degree of mastery.

mastery, i.e., "C: Given a sentence written in the past or present tense, A: the
student B: will be able to re-write the sentence in future tense D: with no errors in

SWBAT:

tense or tense contradiction (i.e., I will see her yesterday.)."

-recognize that the sun can only be seen during the day

Note: Degree of mastery does not need to be a percentage.)

-identify and describe the characteristics of the sun as a

star

Science Content: -sun is only seen by day and

characteristics of the sun.

Science Process: -observing, describing, and discussing

NOS: -science is social and science explains and predicts.

Rationale

Why are you teaching this objective?

Address the following questions:

-I am teaching this objective because it is important for

Why are you teaching this objective?

Why are you teaching it this way?

primary students to learn an understanding of the world

around them.
Why are you teaching it this way?
-I am teaching it this way to incorporate an inquiry-based
environment while students and exploring and learning.
They are doing science!

Evaluation Plan- How will you know students have mastered your objectives?

What formative evidence will you use to document student

Address the following:

learning during this lesson?

What formative evidence will you use to document student learning during this

-Science Notebooks

lesson?
What summative evidence will you collect, either during this lesson or in

What summative evidence will you collect, either during

upcoming lessons?

this lesson or in upcoming lessons?

-Upcoming lessons there is a unit test.

What Content Knowledge is necessary for a teacher to teach this material?

Nikki Hester

- course textbook above and beyond what I already knew

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What background knowledge is necessary for a student to successfully meet

How will you ensure students' have this previous

these objectives?

knowledge?

How will you ensure students' have this previous knowledge?

- I will ensure students have this previous knowledge by

Who are your learners?

observing the first grade science lessons prior to mine

What do you know about them?

(about stars).

What do you know about their readiness for this content?

Who are your learners?
N/A

What do you know about them?

N/A

What have I already taught that leads up to where we are

now- more concept/content?
-Their first grade teacher will follow the districts curriculum
calendar and would have previously taught students about
space and stars.

What misconceptions might students have about this content?

Earth is larger than the sun

The sun disappears at night
The amount of daylight increases each day of summer
The sun is not a star
All stars are the same size
The sun is not colder in winter
The sun is the same all year, the earth rotates

Lesson Implementation
Teaching Methods

5 E's, guided release, inquiry-based, collaboration,

(What teaching method(s) will you use during this lesson? Examples include

classroom discussions

guided release, 5 Es, direct instruction, lecture, demonstration, partner word,

etc.)

Nikki Hester

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Engage:

Who is responsible (Teacher or

Elicit student

-Students are making connections between concepts and the real world. First

Students)?

thinking-

graders will engage into the lesson about the sun by closing their eyes and
picturing the sun in their head. What time is it? Where are they? What does the

shape?
student-centered

Always

sun look like? What is around them? Next, students will take out their science

round?

notebooks and draw their sun image and share with their tablet teams their

ask them

experiences with the sun. We will conclude by discussing what images were

WHY? no

drawn and what they had in common.

recall or

Explore:

identity

-Students are doing science. Students will sit on the carpet in front of a video

use students

playing a fire place. I will ask students to use their 5 senses to describe the

experiences

fireplace. I will inform students that it is very hot, so the can't touch it. What

as examples

material is the fire burning? How do you think a fireplace is similar to the sun?

while

Let's see if our predictions are correct!

instructing

**Read NatGeo
Explain:

"How can

-As a class we will make an anchor chart of the sun by using new vocabulary

we"

words and descriptive words. I will ask the class "I need you're help! I want to

"What can

bring back a sun to teach my fifth graders about what we learned today about

we do?"

the sun. Can you all as a class help me create an artifact that will help my

"What other

students understand how the sun is helpful?" Then students will lead with ideas

materials can

and I will guide their suggestions to an image of the sun with its descriptions and

you use?"

how it is helpful.
Extend:
-Students will extend their knowledge by having an opportunity to explore a new
content. Students will work with a partner to go outside and observe the sun.
Students may not look the sun in the eye because it is too bright it can cause
eye damage. Students will create their own questions they have about the sun
and will try to answer them from their observations they make as they are out
side. The new context includes the sun is bright and it is daytime. Students will
extend their knowledge that the sun is the closest stay because of how big it is
and also by the heat they feel on their bodies compared to being in the sun and
in the shade.
Evaluate:
-Students will write a postcard to their caretakers or a friend about how the sun is
helpful. On the front it will be a picture of the sun which they will draw after they
write about ways the sun is a helpful star.

Nikki Hester

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What will you do if

a student struggles with the content? If a student is

struggling I will have students who grasp the concept
observe the sun with the struggling student to put the sun
in more kid-friendly definitions. Also, I will work one oneon-one with a student who struggles with the content by
sharing a trade book from my-on and having them tell me
why the sun is helpful.

What will you do if

a student masters the content quickly? If a student

masters the concept quickly, I will have student work with
struggling students while observing the sun, to put the sun
in more kid-friendly definitions. Also, I will have the student
write a story about why the sun is helpful.

Meeting your students' needs as people and as learners

How will you differentiate instruction for students who
need additional challenge during this lesson (enrichment)?
If a student masters the concept quickly, I will have
student work with struggling students while observing the
sun, to put the sun in more kid-friendly definitions. Also, I
will have the student write a story about why the sun is
helpful.
How will you differentiate instruction for students who
need additional language support? If students need
additional language support I will provide picture cards
with new vocab words and have translations on the video.
Accommodations (If needed)

N/A- first

(What students need specific

time in class

accommodation? List individual students

(initials), and then explain the
accommodation(s) you will implement for
these unique learners.)
Materials

student's science notebooks

(What materials will you use? Why did you choose these materials? Include any

penicls

resources you used. This can also include people!)

NatGeo
Fireplace video- -optional video
http://www.neok12.com/video/Sun/zX5a757b4455546940...

Nikki Hester

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