LIST 4343 Lesson Plan: The Solar System
Lacey McPhail Chelsea Tramel Erick Aphonephanh Lan Nguyen Shifa Bhatti Ritya Beyrouthy
Each team member contributed evenly and fully on the lesson plan.
List 4343 Content Area: Science Name of Unit: Solar System
Grade Level: Time Frame:
6th 4 days
Unit Overview TEKS: TEK 112.18 13 Science concepts. The student knows components of our solar system. The student is expected to: (A) identify characteristics of objects in our solar system including the Sun, and planets. RATIONAL: Students must be able to recognize the main components of our solar system and distinguish the major identifying characteristics of each in order to gain comprehension of the solar system in which they live and understand the basic concept of the role of a system which can be applied to other systems as well like ecological systems. Students must also understand the importance of the Sun in the solar system due to its role in sustaining life on Earth. Objectives: Students will be able to identify all of the different planets of the solar system. Students will know the order of the planets. Students will understand the importance of the Sun’s role in the solar system. Students will know characteristics of the different planets, including why Earth is inhabitable, but the others are not.
Essential Questions: What are the characteristics of the different components in our solar system? How are the planets all different? What makes Earth inhabitable? Why is the Sun so important in the solar system?
Lesson Plan In this four day lesson the student’s desk will be arranged in groups of four. Before class on the first day of the lesson, I will arrange the desks into groups of four and place name tags on each desk so that the groups are already formed. During group work of this lesson, I will act as a facilitator to the students, giving them guidance when needed and assessing progress as students work.
Day One: •
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Start up: (20-25min.) o
Using the Smartboard, present the ‘Hook’ which is the rap “Sun-Earth-Moon.” http://www.educationalrap.com/song/sun-earth-moon.html
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Overview of the lesson: articulate that students will be researching over the components and characteristics of solar system.
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Hand out K-W-L charts to students and ask each student to fill out the ‘K’ and ‘W’ in the chart.
Assign each group of four to a classroom laptop. On the computer, have each group of students research and record 20 fun interesting facts about the solar system’s planets and sun on a piece of paper. (25-30 min.)
o Students will use the website listed on the board. This website contains links to other sites where students can explore and find information to get them interested in the subject of the solar system. The website link will also be located on the teacher’s blog. www.squidoo.com/k12interactiveresearch http://chelseatramel.blogspot.com/2011/11/letters-to-parents.html
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Hand out a Think-Pair-Share handout to each group. Next, have each group pair up with another group and exchange their new-found facts. (25-30 min.)
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Clean up classroom and get ready to leave. (5 min.)
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Techniques: o
The Hook – I will use the rap as my hook in the beginning of class to capture the students’ interest and attention. (Lemov D., 2010)
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Everybody Writes – Everyone is required to fill out and complete two work sheets (K-W-L and Think Pair Share) to participate in this lesson. Both of these demonstrate this technique. (Lemov D., 2010)
Day Two: Before class, place a laptop at the center of each group’s desks. At the front of the room, I will have unlabeled folders laid out on a table. Each folder will correspond to one planet or to the sun and will contain instruction sheets, a notes page, a list of websites for research, and a rubric for a Prezi presentation.
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Start up (10 min.)
o We will begin class by discussing the K-W-L charts, asking different students to share their “K’s” and “W’s”. •
Next, I will ask a student from each group to come to the front table and randomly pick a folder for their group. The planet or sun will be their assignment. (3-5 min.)
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Go over the handouts from the folder. Read the instructions from the sheet out loud and reiterate what is expected from the students. (10 min.)
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Students will begin research and fill in information on their notes page. The links for the websites will also be provided on the teacher’s blog. (60 min.)
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Students will return their work to their group folder and return to the teacher. (5 min.)
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Homework: Complete the L in the K-W-L chart.
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TLAC: o
Technique 1: No Opt Out – I will use this technique during the class discussion/ participation over the K-W-L’s. I will do this by asking the students questions about the different planets and their characteristics. If a student is unable to answer a question, I can demonstrate this technique. (Lemov D., 2010)
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Technique 3: Stretch It – I will demonstrate this technique during the class discussion/ participation as well. I will do this by rewarding each student who gives a right answer by asking follow up questions that extends their knowledge and tests for reliability. (Lemov D., 2010)
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Technique 26: Everybody Writes – I will continue to demonstrate this technique from the class period before. I will do this by now allowing the students to have discussion on their “K’s” and “W’s”, after I had them reflect first in writing (K-W-L chart) from the class period before. (Lemov D., 2010)
Day Three: •
Students will retrieve their folders as they enter, and finish their research in groups. (10-15 min.)
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Students will create a Prezi in each group over the information they have gathered in their notes. In their folder, they will have a link for a sample Prezi which they can reference for assistance and ideas. The link will also be on the teacher’s blog. (50-60 mins.) http://prezi.com/qcxb0hv9w-sh/solar-system-presentation/
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Students will return their work to their group folder and return to the teacher. (5 min.)
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Pass out Exit Ticket and have students fill out and turn in before they leave. (5 min.)
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TLAC: o
Technique 20: Exit Ticket – I will demonstrate this technique by having the students fill out an exit ticket containing three questions about the material. This will ensure that I am checking for understanding in a way the provides me with strong data and critical thinking. (Lemov D., 2010)
Day Four: •
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Start-Up: (5-10 min.) o
Students will look over their Prezis and prepare for presentations. Presentation order will be randomized.
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While they do this, I will hand out eight notes pages to each student so they can take notes over the other eight presentations.
Have groups take turns presenting their Prezis. After each presentation, have the class ask any questions they may have and briefly discuss the presentation as a class. (60-65 min.)
o As each group presents, the other students will fill out the notes page with the relevant information. •
Pass out the Student Reflection Paper handout to each student and go over it with them. (10 min.)
o Students will use their notes pages to assist in completion of the reflection paper. •
Homework: Student Reflection Paper and notes will be due the following class period.
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TLAC: o
Technique 22: Cold Call – I will demonstrate this technique during the class discussion after the Prezi presentations. I will do this by asking students questions regardless of whether they have raised their hand. This will make engaged participation the expectation. (Lemov D., 2010)
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Technique 23: Call and Response – I will also demonstrate this technique during the class discussion after the Prezi presentations. I will do this by asking the class as a whole, a series of questions. By doing this, I will ensure that everyone gets to give the answer, and that the students feel engaged in way that is spirited and energetic. (Lemov D., 2010)
Instructional Strategies
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K-W-L Charts o
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Group Fun Facts o
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Is a quick way for a teacher to assess students’ knowledge of content covered in the class that day. It requires students to reflect on the material presented in class (critical thinking skills).
Class Discussion o
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Students are taking all concepts learned thus far, and putting content together. Students must not only demonstrate their knowledge, but also, present it in a manner that is organized, concise, and relative to real world presentations they will need to create later on in their life. By presenting these projects students must demonstrate the ability to work with their peers, utilize technology, and communicate information efficiently.
Exit Ticket o
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Development of reading skills is critical in all fields. Students must also process the information correctly which also helps to develop critical thinking skills.
Group Prezi Presentation o
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This helps students groups to teach other groups what they have found, and also when students teach it reiterates the material and reinforces the new concepts. In order to teach the material, they have to know it.
Reading o
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By researching for the facts students are using a high order of thinking, because the information is not given to them, and they have to search for it. They are also learning to research with technology, really challenging to learn the material in a new way.
Think-Pair-Share o
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Are used in order to help students assess what they already know about a subject, what they would like to learn, and finally what they learned over certain content covered that day. By the end of writing the K-W-L chart students should be able to come to a point of confusion question (critical thinking element) if they have any.
Students remain engaged during class discussions, and are allowed the opportunity to ask questions and have their questions answered. Students must also learn how to dialogue with each other within these discussions and communicate in large group settings. Discussions, dialogues, and debates are different, by having class discussions students are learning the difference between them, and causing them to learn real world communication abilities. This also is a good way to get softer spoken students to demonstrate their knowledge over the material.
Student Reflection Paper o
Paper forces students to reflect on the whole unit, and by doing this, critical thinking skills are being used. Students demonstrate knowledge, by having to organize the information, respond to it, and explain how they felt about the material or their favorite / least favorite parts from activities involved in learning the content.
Modifications •
Special Needs o
Students with special needs will participate with their groups during group activities by having a special needs aid. This special needs aid will be able to clarify, explain, and reattach if necessary. As I walk around and monitor the class as they work, I will make sure to check on the special needs students to ensure that I am accommodating their individual needs. I will alter the reflection paper so that the special needs students can choose how they want their format of the reflection to be such as bullet points, pictures with labels, or a short paragraph. Although I will have an alternate reflection paper, I will encourage the students to try the original assignment. I will grade the reflection paper, the project/presentation, and all other work with any modifications that need to be made based on the student’s disability and IEP.
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Instructional Levels and Learning Styles o
The various activities that I will engage the students in address several different learning styles. Visual learners will be intellectually stimulated by having to create a Prezi. Auditory learners will benefit from working with a group because information learned will be discussed aloud. Student based research is a good way for kinesthetic learners to grasp ideas and gain knowledge. Also, presenting to the class will benefit them in the same way. Group work in general is beneficial to all learning styles because there are so many different tasks to complete. Students working in a group will be able to capitalize on their strengths and help students who are weak in certain areas. In addition, social students will be able to demonstrate that strength through group work and more shy students will be less intimidated by presentations if they are presenting in a group.
Cultural Involvement For their interesting facts, students will be encouraged to look up information about the solar system that may be relevant to their own cultures. For example, an Italian or Greek student may reference ancient Roman or Greek gods in relation to the planet they have been assigned.
Community Involvement The instructions for this lesson will be posted on the teacher’s blog. Parents and staff will be able to view and comment (or ask questions) on this blog to stay up-do-date on day to day activities. In addition, when students present their findings on their planetary body, I will live-stream the presentations online through Skype so that parents can watch their students give the presentations. In order to protect the students’ privacy, the phone number for the Skype conference will not be put on the blog; parents will receive it via email.
PDAs Domains
Domains
How the Domains were used? •
Domain 1
The students are actively engaged in learning that is at a high cognitive level, promotes self-directed behavior, contains an interdisciplinary content, and is relevant to life applications.
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Domain 2
The goals, objectives, content, and strategies are aligned with TEKS, correlate with prior learning in other disciplines, relate to the interests of students, engage students in critical thinking and problem solving, utilize available technology, and pertain to life applications.
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The lesson is driven by student-driven research. Students are responsible for working with their group and directing their group behavior. Incorporating research leads to interdisciplinary reinforcement of research skills learned in ELAR class. The very function of researching and presenting their findings pushes students to develop high cognitive thinking and critical thinking skills. The ability to research and present important information is directly relevant to real-world applications. The lesson aligns directly to the TEKS presented above; content, goals, and objectives also conform to the TEKS presented. Prior knowledge on how to create a Prezi, and how to research are utilized in this lesson. Students are actively engaged in critical thinking, are utilizing technology through researching online and through presenting with Prezi, and the ability to research and present important information is directly relevant to real-world applications. The mystery of the solar system will capture the interest of the students, and the ability to discover information on the subject for themselves will keep them engaged.
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Domain 3
The academic progress of students is monitored and assessed. The assessment is aligned with the TEKS, instructional goals, objectives, and strategies, is appropriate for the varied characteristics of students, and provides opportunities for students to receive specific constructive feedback.
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Domain 4
The teacher effectively manages student discipline, instructional strategies, time and materials.
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Domain 5
The teacher communicates effectively with parents, staff, community members, and other professionals.
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Since the lesson presented is student-driven, the teacher has the ability to actively monitor students as they work and make themselves available to meet each student’s and each group’s needs. Assessments are both formal and informal. Formal assessments include the notes pages the students will complete, the presentations students will develop, and the K-W-L chart. Feedback will be ongoing as the teacher monitors students actively during the research and presentation creation processes. Modifications address the individual needs of students who may not be able to complete the assignment fully as intended. Group work ensures that these students are able to participate in the class work because the group setting will help their weaknesses be absorbed by their more academically strong peers. The variance of tasks the students are required to complete address different learning styles. Student discipline will be managed as the teacher monitors the groups’ progress. Students will also be kept on track for time-management as the teacher monitors the room. Students will be provided the necessary materials for the completion of their tasks and will be responsible for keeping them organized. At the end of each day, students will return all of their materials to their folders and the folders will be kept by the teacher. The teacher’s blog will provide the medium for communication with parents, staff, community, and students for when the teacher cannot communicate in person or via email. Information about the assignment will be readily accessible through the blog and communication lines will be open through the blog as well through use of comments and replies to blog posts.
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Domain 6
The teacher correlates professional development opportunities with prior performance appraisal, the TEKS, the needs of students, and the goals of the campus and district. The teacher works collaboratively toward the improvement of academic performance for all students.
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Domain 7
Domain 8
The teacher complies with national, state, district, and campus requirements.
The goals, objectives, content, and strategies are aligned with the TAKS objectives for social studies, science, reading, writing, and mathematics.
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The addressing of the TEKS properly address the state standards and federal standards concurrently. The varied instruction is in line with the varied instruction the campus requires in order to allow students to learn in different ways. There is constant teacher-student collaboration as the students conduct their research throughout the lesson and the teacher facilitates. This collaboration addresses the different needs of all students. The addressing of the TEKS properly address the state standards and federal standards concurrently. The varied instruction is in line with the varied instruction the campus requires in order to allow students to learn in different ways. There is constant teacher-student collaboration as the students conduct their research throughout the lesson and the teacher facilitates. This collaboration addresses the different needs of all students. Addressing the TEKS also address the STAAR standards since the STAAR standards for 3rd-8th grade are in line with current TAKS standards.
Name_____________________
Date______________________
K-W-L Chart Before we began this unit, list details in the first two columns. Fill the last column in after completing your research on the content of this unit.
Topic _______________________________ What I Know
What I Want to Know
What I Learned
Name_____________________
Date______________________
Think-Pair-Share Directions: In your groups, share information, thoughts, and facts of what each group researched, recording the information below. Lastly, write your own personal thoughts on what you thought of the information shared.
What My Group Shared What the Other Group Shared
What I Thought
Name_________________________
Date___________________
Instructions: First Day of Group Work:
Each group will be assigned a planet or the sun.
Each group will take notes over their assigned topic. The notes page must include the names of the websites where you found the information. For example, after you record the weight of your planet, write the name of the website where you got the information. Make sure you use the websites provided to find the information on your planet. Do not simply search on Google or Bing.
Second Day of Group Work:
Each group will have class time to complete a Prezi that demonstrates their knowledge of their topic. You will use the notes you have already taken to do this. You must include all of the information from your notes page in your Prezi.
Third Day of Group Work:
After completion, each group will present their Prezi projects to the class. The presentation must be 4-5 minutes long and the whole group must participate. After you have presented, the class will have the opportunity to ask your group questions. We will also discuss the information you present as a class.
While other groups are presenting, you will take notes on their presentation. These notes will be taken on the same page you used to conduct your research. These notes pages will be handed out at the start of day four. At the end of this day, you will have a total of 9 notes pages: one page on each of the planets, and one page on the sun.
Topic:
___________________________________
Group Members:
___________________________________
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Notes: The Solar System Research Topic: _____________________________________________________________________________________ Size and Weight: _____________________________________________________________________________________ Composition: _____________________________________________________________________________________ Location: _____________________________________________________________________________________ Appearance: _____________________________________________________________________________________ Orbit Length: _____________________________________________________________________________________
Distance from Sun: _____________________________________________________________________________________
Interesting Information (moons, rings, storms, mountains, history?) _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Web Resources Use the following websites to conduct your group research. These links are also on my teacher blog website.
Squirrel Net http://www.squirrelnet.com/search/Google_SafeSearch.asp KidsClick! ! http://www.kidsclick.org/ Awesome Libary ! http://www.awesomelibrary.org/ IPL Kidspace ! http://www.ipl.org/div/kidspace/ Fact Monster ! http://www.factmonster.com/ Internet Public LIbrary 2 ! http://www.ipl.org/ BibMe ! http://www.bibme.org/
Prezi Presentation Rubric Student Name: __________________________ CATEGORY Content in presentation
16-20pts
11-15pts
6-10pts
Student show a full Students show a good Students show a good understanding of the understanding of the understanding of parts topic. Presentation is full topic. Presentation of the topic. of correct facts and is contains a few mistakes, Presentation is engaging. but overall the content is acceptable, but not good. detailed.
Collaboration with Student used preparation time to Peers
0-5pts Student does not seem to understand the topic very well. Facts are not correct. Very minimal time spent on the development of the presentation.
Student usually listened, During preparation time, shared, and supported student was sometimes listen to, share with, and the efforts of others in distracted and engaged support the efforts of the group. Student did in activities that did not others in the group. not cause disturbances pertain to researching Student tried to keep in the group. for the Prezi people working well presentation. together.
Student rarely used presentation time to assist group in preparing for the Prezi presentation. Student often distracts group members.
Listens to Other Presentations
During presentations, student listens intently; does not make distracting noises or movements.
During presentations, student is well behaved, but is not fully paying attention.
During presentations, the student is only paying partial attention and is somewhat distracting.
During presentation, student is not paying attention at all and distracting other students.
Presentation Quality:
Students speak clearly and loudly during the entire presentation. Student posture is neat and straight. Prezi is visually engaging.
Students speak clearly and loudly the majority of the presentation. Student posture is neat and straight. Prezi is visually enagaging.
Students speak Students often mumble somewhat clearly, but or cannot be understood presentation cannot be and mispronounce heard throughout the words often. Student class. Student posture is posture is slouchy. Prezi slouchy. Prezi presentation isn’t presentation is visually visually engaging. somewhat engaging.
Notes
Student takes exceptional notes that outline all key facts during peer presentations.
Student takes good Student takes Student takes minimal notes that involve most acceptable notes which notes or does not take key points in peer include some key facts, notes at all. presentation, but missed but main ideas are left a few important facts. out.
Name_________________________
Date____________________________
Exit Ticket Choose two questions and answer.
1.) Is your planet a rocky planet or a gaseous planet?
2.) Provide three characteristics about your planet.
3.) How far is your planet from the Sun?
Name________________________
Date______________________
Reflection Paper A reflection is a response to an experience, a reading, specific question, lesson, or unit. On this assignment you must write a 1-2 page reflection paper that demonstrates what your understanding of the content of the unit is. By responding in writing, you should be able to connect the reflection paper to your own previous experience, observation, and recent learning. The paper is due next class period. Rubric CATEGORY 10-8 points Information is very organized Organization with welland Length constructed paragraphs and subheadings.
Content
7-5 points
4-2 points
1-0 points
Information is organized with wellconstructed paragraphs.
Information is organized, but paragraphs are not wellconstructed.
The information appears to be disorganized.
Information Information Information partially clearly and partially addresses the fully addresses addresses the prompt but the prompt and prompt and does not uses examples. uses examples. provide examples.
No grammatical, Grammar and spelling or Spelling punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling, or punctuation errors.
Information does not address the prompt and does not provide relevant examples. Many grammatical, spelling, or punctuation errors.
References L e m o v D . ( 2 0 1 0 ) . Te a c h l i k e a c h a m p i o n . ( 1 s t e d . ) . S a n F r a n c i s c o , C A : Jossey-Bass.
O g i l v y, H . , O m a l l e y, M . , & S i m o n , N . ( 2 0 11 , N o v e m b e r 1 9 ) . S u n , e a r t h , m o o n . R e t r i e v e d f r o m h t t p : / / w w w. e d u c a t i o n a l r a p . c o m / s o n g / s u n earth-moon.html
R u b i s t a r . ( n . d . ) . R e t r i e v e d f r o m h t t p : / / r u b i s t a r. 4 t e a c h e r s . o r g /
Te x a s E d u c a t i o n A g e n c y, S t a t e B o a r d o f E d u c a t i o n . ( n . d . ) . Te x a s essential knowledge and skills. Retrieved from http:// w w w. t e a . s t a t e . t x . u s / i n d e x 2 . a s p x ? i d = 2 1 4 7 4 9 9 9 7 1
To p r e s e a r c h p a p e r w e b s i t e s f o r k i d s . ( n . d . ) . R e t r i e v e d f r o m h t t p : / / w w w. s q u i d o o . c o m / k 1 2 i n t e r a c t i v e r e s e a r c h
T r a m e l , C . ( 2 0 11 , N o v e m b e r 1 9 ) . L e t t e r s t o p a r e n t s . R e t r i e v e d f r o m h t t p : / / c h e l s e a t r a m e l . b l o g s p o t . c o m / 2 0 11 / 11 / l e t t e r s - t o - p a r e n t s . h t m l
T r a m e l , C . ( 2 0 11 , N o v e m b e r 1 9 ) . S o l a r s y s t e m p r e s e n t a t i o n . R e t r i e v e d from http://prezi.com/qcxb0hv9w-sh/solar-system-presentation/