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Direct Instruction

Presentation w/ Adv Organizer

Concept Attnment

Cooperative Learning

Inquiry Teaching

Direct Instruction Lesson Plan (10 pts) Lesson Background:

Your Name: Megan Glass and Jacob Schmudlach Grade Level: (circle one) K 1 2 3 4 5 6 Subject: (circle one) Language Arts Social Studies Mathematics Science

Lesson Title: Introduction to the Planets of the Solar System Materials Needed: Pencil Pictures of the Planets Chalkboard Colored Pencils/ Markers Assessment- cutouts of the planets Tape Blank Solar System Coloring Page Prerequisite Skills: Students should have general knowledge on what a solar system is and what it consists of. They should be able to discuss what planets are. A B C D Lesson Objective: After the fourth grade students have been the given the necessary material on the planets they will be able to correctly identify the order of the planets with no more than one error. --------------------------------------------------------------------------------------------------------------------

Interaction with Students:

1. Provide objectives: (What are students going to learn?) Time: 5 minutes Today, we are going to learn about the planets of the solar system. Can anyone tell me the names of our solar system? It is called the Milky Way and consists of eight planets and our sun. We will first learn the names of the planets and the order they are from the sun. We will work as in pairs to devise a way for all of us to remember the order of the planets and share these with the class. You may wonder why we are learning the order of the planets on the first day, but you will learn that by knowing the order of the planets it will help in our future lessons. For example, Mercury which is the planet closest to the sun is a very hot planet. 2. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 10 minutes I will introduce the lesson to the students by first showing the solar system with the planets in line. This will help the students to get an overall view of what the solar systems looks like. I will then hold up pictures of each planet starting with the sun. I will explain that all planets revolve around the sun and that this will be our reference point. I want to see where my students are with their previous knowledge of the planets. In this part of the lesson I will ask the students to shout out the name of the planet if they know them. I can then get a general feel for if my students can identify the planets by the photos. We will then work on ordering the planets in reference to the sun. I will go through the photos again and this time they will be in order from the sun. In this time I will play a song about the order of the planets to get students engaged and excited about the lesson.

3. Provide guided practice: (Guided practice with the teacher) Time: 10 minutes I will then put the pictures of the planets on the chalkboard and write the first letter of each planet underneath. This will be a reference point for the students as they are writing their own phrases. Why do you think I had you listen to the song about the order of the planets? Did it help you to remember the order of the planets? We are now going to work with a partner to create a sentence or phrase to help us remember the order of the planets. Here is an example I learned when I was in elementary school. My very educated mother just served us nachos. This will help us remember the order of the planets, Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune. This can be a silly phrase or anything that will help you remember the order. I will assign students pairs to work with to create their own pneumonic device to help them remember the order. All of the planets will still be listed on the board so the students have a point of reference. 4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they get it??) Time: 5 minutes I will be walking around the classroom helping the students come up with ideas if they get stuck on creating their pneumonic device. I will be making sure they know the order and are practicing it with their partner. I will know the students are getting it if they are able to correctly tell me their made up phrase and then use that to name off the planets in order. 5: Provide extended practice and transfer: (Independent practice of the skill) Time: 5 minutes To help the students practice the order of the planets I will have them find a new partner that wasnt in their original group. They will then share out the pneumonic device with their partner and then tell them the order of the planets. 6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) You MUST include rubric, checklist or assessment document. Time: 10 minutes It is important for the students to not only know the names of the planets but also what each planet looks like. This will be beneficial when we continues onto further lessons and are learning about the characteristics of the planets. My assessment will be cutouts of the planets with their names listed on it. I will then have a paper with the Sun on it and students will be required to order the planets correctly in relation to the sun like we had been working on previously in class. The assignment will be worth 8 points and each correct placement of the planet will be worth 1 point. 7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? For students that need additional help remembering the order of the planets I can verbally help them with a pneumonic device that may be easier than the one they have created. I will also

model the pictures of the planets again in order from the sun to help guide them in remembering this. b. Extension for students of high ability? (Remember, assigning gifted students to be the tutor for others is not sufficient academic challenging for students who have mastered the lesson). For students of high ability that are able to easily remember the order of the planets I will have an additional activity they can work on once they have finished creating their pneumonic device. I will have a blank picture of the solar system and students can draw the planets on their using the correct order and size. TOTAL LESSON TIME:_45_minutes____ 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): When choosing a topic we had both decided that teaching the solar system would be an interesting topic. We started our unit by beginning with the planets and teaching on their order from the sun. This seemed like a logical place to begin our unit as it would be a good overview of the solar system and planets and a place to build from with the students. We used a lot of previous experience in creating this lesson. In our own elementary studies we had both learned a pneumonic device to help us remember the order of the planets. We thought instead of using the pneumonic devices we had learned in our own school experience it would be fun to have the students create their own. This would help them learn the order the order of the planets in a fun new way. For the song we used a song from National Geographic to get the song we will use in our lesson. We used this resource to find the photos of the planets for our assessment and posters.