Académique Documents
Professionnel Documents
Culture Documents
I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson plan of the unit. The students have already learned about the solar system and the patterns of the stars. After this lesson is the lesson on the
length of the days.
cognitiveR U Ap An E C*
physical
development
socioemotional
U
U
R
E
E
Common Core standards (or GLCEs if not available in Common Core) addressed:
1-Ess1-1 Use observation of the sun, moon and stars to describe patterns that can be predicted
S.IA.01.12 Share ideas about science through purposeful conversation.
S.IA.01.13 Communicate and present findings of observations
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Know why the stars appear small when the are actually big
Know why the stars are mainly seen at night
Know their left from right
Know that the sun does not move
Know that the earth revolves around the sun
Know that the earth rotates
Pre-assessment (for learning):
The students will be tested to see if they know their right from left. Students will write down and share
their ideas about why they think the sun and moon move and why there is day and night.
Outline assessment
activities
(applicable to this lesson)
Students will answer the questions at the end of the booklet. Students will record their experimental
observations.
Formative (as learning):
Students will fill out the rubric at the end of the booklet to see if they truly know the information.
Students will be given a word bank that will help them answer the questions.
Summative (of learning):
What barriers might this
1-19-13
lesson present?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Components
9:10
Motivation
(opening/
introduction/
engagement)
5 minutes
1-19-13
9:20
9:20
1-19-13
d) Second Experiment
e)
9:40
1.
2.
9:50
Closure
(conclusion,
culmination,
wrap-up)
10 minutes
3.
4.
1-19-13
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson went poorly. The learning objectives were not met. Therefore, I decided to re-teach the learning
objective of understanding why day and night happen. There are several things that I would do differently next
time I teach this lesson. First of all, I would only teach one learning objective. I would concentrate in just
teaching why the sun appears to move across the sky if it does not move. This would also mean that I would
only do the second experiment. Secondly, I would pair up the students from the starts of the lesson. It took a lot
of time to call the students and have them do the experiment. Once the students are paired up, I would explain
the experiment. Then, I would do the experiment as a whole-class in the pairs. Once I change this, I would still
use the video of the sun moving. I would still use the experiment because I think it illustrates the reason behind
the movement of the sun well. I would minimize the distractions by having doing the experiment as a whole
class. Then, I would do the questions at the end of the booklet as a whole class. However, I would ask the
question to the whole class and allow them to comment amongst their peers. After this, I would write the
answer and have the students write their answers.
1-19-13