UNLV Student:

Wendy Curtis

PSMT Name:

M. Lemoine

Lesson Plan Title:

Star Myths

Lesson Plan Topic:

Constellations

Date:

11/13/14

Estimated Time:

40 minutes

Grade Level:

4th

School Site:

Doral Academy

1. State Standards 13.4.7 Identify the components of our solar system (i.e. planets, moon,
asteroids, comets, sun)
2. Teaching Model Direct instruction followed by collaborative learning and pair work.
3. Objective Students will be able to identify components of a constellation and describe myths
surrounding them.
4. Materials and Technology Resources 26 copies of five different constellations (4x5 and 1x6)
(http://www.tcoe.org/scicon/instructionalguide/constellations.pdf), half sheets of plain white
paper, clipboards and pencils, Mimeo projector, Foss Science Resources Book Sun, Moon and
Planets (At least one copy to share on Mimeo or one per student)
5. Instructional Procedures
a. Motivation/Engagement I will refer back to our lesson on Folktales, and talk about what
makes a myth or legend. (moral, talking animals, exaggeration) I will then ask if the stars tell us
anything. (directions, constellations have stories)
b. Development Activities or Learning Experiences (5 minutes) Teacher will share some
constellation photos ( Foss, page 59). Read text (59-62) aloud to students. What is a
constellation? Do you think constellations stay the same all year round? (No, the Earth rotates
the sun so we see different constellations throughout the year.)
(7 mins) (JIGSAW) Pass out constellation myths. Each table will get a different myth. Students
will study their myth for 3 minutes silently. Then, they will talk about their myth for 2 minutes
with their group, highlighting important story points.
(10 mins) Students will then mix to teach a new group. (all seat twos will go to table two, etc.
Have odd student 6 stay at table to share.) Students will go around table, sharing their myth and
constellation with the group. (MT and I will CIRCULATE and ensure students are on task and
sharing in a reasonable amount of time.
(10 minutes) Students will stand up, mix around and then high five the person closest. This
person is their partner. The paper passer will give each student a sheet of half paper while the
sub passes out one clipboard per pair. Students will make a pose, standing or on the floor, and
their partner will create a constellation of them on their paper. MT and ST will model this,
putting stars on the joints or bends of our shape and displaying it on the Mimeo for students
to see.

c. Closure (5 mins) SW return to their seats. One volunteer from each table will stand up and

share their constellations myth summary.

d. Extension SW brainstorm myths for their constellation for next lesson.
6. Accommodations, Modifications, and Differentiation for Diverse Learners Cooperative
learning style encourages communication and clarification for differentiated learners. Extra time
will be given for readings and sharing as necessary.
7. Assessment and Evaluation of Learning
a. formative MT and ST circulation will assess and emphasize NO OPT OUT and every student
participating. Student creation of constellation and proper translation summary of myth will be
observed.
b. summative End of Unit Assessment
8. Homework Assignment (Mental Work) Keep in mind myths and legends for your constellation
creation.
9. Reflection
a. Strengths
b. Concerns
c. Insights