Spring 2015

ED 322 Lesson Plan Format

Field Study Teacher: Christa Pete School: Mesa
Grade Level: 4th Grade Number of Students in Class: 20
Unit: The Solar System Lesson Duration: 30 minutes (2 days)
Day, Date, and Time of Lesson: Week 1, Day 3 & 4

1. Objective(s): Identify, collect, and investigate the components of the solar system such as the
planets, orbit, comets, meteors, etc.

2. Colorado Academic Standards:

Standard: 3. Earth Systems Science
Prepared Graduates:
Describe and interpret how Earth's geologic history and place in space are relevant to our understanding
of the processes that have shaped our planet.
Concepts and skills students master:
1. Earth is part of the solar system, which includes the Sun, Moon, and other bodies that orbit the Sun in
predictable patterns that lead to observable paths of objects in the sky as seen from Earth.
Evidence Outcomes:
a. Gather, analyze, and interpret data about components of the solar system (DOK 1-2)
b. Utilize direct and indirect evidence to investigate the components of the solar system (DOK 1-2)

3. Learning Target(s): I will be able to identify and collect data of the components that orbit our solar
system using the internet and various books on the solar system. I will be able to investigate the
components of our solar system by using direct and indirect evidence.

4. Assessment: Students will be assessed by their participation, group research of planet, and journal
entry. Teacher will walk around the classroom to each groups table to make sure that each of the
students is writing in their science journals which should include what they have discovered during the
lesson (exit ticket).

5. Materials: Science notebooks; pencil; color pencils; crayons; worksheets; glue; scissors; Books on the
solar system; PowerPoint; NASA Website Our Solar System Planets; Internet for research.

6. Essential Questions or Big Picture Statement: What information can we find based on the conduction
on our research of the components of the solar system? Compared to the other components orbiting
around the sun in the solar system, how does the Earth differ?

7. Introduction/Anticipatory Set: To get the students attention the teacher will gather the students in
their table groups and have a discussion on the question: What is the solar system?. The teacher will
then inform the students of their objectives for that day. Before starting the lesson, a short activity on
naming the planets will be given. On this activity, the student in each group will be given an envelope
that contains the planet and the name of the planets. The students will work together in their table
groups to correctly match the planet to its name. Afterwards the teacher will ask the students if they
understand what they will be doing and if they have any questions. To check if they understand the

You need to delete the directions from this template! 1

 Spring 2015
teacher will ask the students to give a thumbs up, thumbs down, or a sideways thumb. (3 minutes
informal assessment)

8. ****Step-by-Step Lesson Process:****

DAY 1:
Step 1: Gather students in their table groups;
Step 2: Inform students of the lesson they will be working on and work on a brief exercise (5 minutes
informal assessment);
Step 3: Tell students to grab their science notebooks. Their notebooks will be used to take notes and will
be used for their journal entry at the end of the lesson. With the gathered information the students can
analyze and interpret their indirect evidence with the direct information they have found. They will also
use the notes from the lecture to write their journal entries about the different components they
discovered in the solar system. At this time the teacher will show the students a picture of the planets
orbiting the sun and ask the students to write down one or two things they can analyze about the
planets (such as Jupiter is the biggest planet in the solar system and therefore must be the biggest
object in the universe which will be considered an indirect evidence) (2 minutes informal
assessment);
Step 4: Lecture, using PowerPoint and NASA website. It will include the theory of how the solar system
was formed and the different components that orbit the sun. Such as information on the eight planets
(size, distance from sun/earth, appearance, position), dwarf planets, comets, asteroids, etc. (15
minutes);
Step 5: Discussion. Will ask students questions such as Who can tell me what the inner planets are?
(Lemov strategy that will be used is Hit Rate: No Opt Out. Teacher will call on a student and if the student
cannot answer the question correctly, the teacher will call on another student until the correct answer is
said. After the correct answer the teacher will call on the student(s) who answered incorrectly and ask
them to answer the initial question until the student can say the answer correctly) AND What can be
said about the theory of how the solar system was formed? (During this a Harvey Silver technique will
be used Response Techniques. The teacher will call on a table group and ask each member of the
group to give one idea and eventually lead the question on to the other groups to see if they can add
more details) (5 minutes informal assessment);
Step 6: After discussion, teacher will inform student to write in their science journals about what they
gathered from the lecture by analyzing the notes taken. Students will also be asked to look for direct
evidence to their indirect answers they had written down at the beginning of the lecture. Inform
students that the lesson is over for this day and that they will work on the worksheets during tomorrows
class (3 minutes informal assessment);
DAY 2:
Step 7: Gather students in their desk and inform them of what they will be doing during todays lesson.
Begin the lesson, starting with the same matching game only this time the table groups will have to say
an interesting fact they learned from the lecture on the previous day (5 minutes informal assessment);
Step 8: Students will be asked to gather their science notebooks which will be used at the end of class to
write down their interpretation of the information they gathered during their research of the planets (1
minute);
Step 9: Students will be given their worksheets that they are to work on. Worksheets include: Planet roll
call and Planet Research which will have to have a drawing of what the planets look like. Students are to
work in pairs or alone to do the research which they can use the various books on the solar system and
they can use the internet. During the research the students will gather, analyze, and interpret the
information found into their research worksheets which will include the meaning of the planets name,

You need to delete the directions from this template! 2

 Spring 2015
size, distance from the sun/Earth, drawing of the planet, etc. After completing the worksheet students
will paste their worksheets in their science journals. Students can also add color to their worksheet
optional. (20 minutes informal assessment).
Step 10: Students will be asked to write a journal entry that should include all eight of the planets and an
interesting fact they have found. End of lesson. (4 minutes informal assessment).

Label Assessments: Students will be assessed by their participation, research, and the completion of
their worksheets. Teacher will walk around the classroom checking students notebooks making sure
they have an entry in their journals that should include information from their notes and research. If the
students have not followed the directions the teacher will correct the students to make sure they are on
track. Teacher will also be available to answer students questions and at the end of the day the teacher
will check the students journal entries to make sure they have followed directions.

9. Teacher reflection on Lesson to complete after you have taught:

You need to delete the directions from this template! 3