Lesson Plan Template: Hackett 2014

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Teacher Candidate: Hannah Tubbs

School: SUNY Plattsburgh

Date: October 4 , 2014

Subject: Earth Science

Grade Level: 9th

Unit/Lesson Title/Number: Earths History/ Lesson 1

Lesson Context and Central Focus: Include authentic connection(s)

This lesson is provided to give a basic overview of the start of the origin of our universe. The Big Bang
Hypothesis will be outlined in this lesson, to assist students with the background of what is hypothesized as
how the earth was created. Academic vocabulary will be defined in this lesson such as Big Bang Hypothesis
and the Age of the Earth, students will be asked to practice those new vocab words as well. A lab will be
presented to students to assist with the understanding of this material and will be a good way for kinesthetic
learners to gain a better understanding of the origin on the universe. This will allow students to connect
theories to the real world as to why we are able to live on planet Earth. The students will then begin learning
about earths history more in depth.
Class Profile:
Consider what students know (prior knowledge), what they can already do, what they are learning to do,
what you know about their experiences, cultural backgrounds, and interests.
Things to include in the next lesson plan

Grade level
Age range
Number of male students
Number of female students
English language learners
Gifted students
Students with IEPs and 504 plans
Struggling readers

Lesson Plan Template: Hackett 2014

State-adopted
content standards
and/or
Common Core
Standards

Assessed:
Lesson 1:
1.Standard 4: Students will understand and apply scientific concepts, principles, and
theories pertaining to the physical setting and living environment and recognize the
historical development of ideas in science
2. Standard 4, Key Idea 1,
Performance indicator 1.2 A: The universe is a vast and estimated to be over 10 billion years
old. The current theory is that the universe called the Big Bang. Evidence for this theory
includes:

Next Generation Science Standards & STEM:

HS-ESS1-2 Earth's Place in the Universe
HSESS1-2.

(Include CC
Literacy Standards)

Construct an explanation of the Big Bang theory based on astronomical

evidence of light spectra, motion of distant galaxies, and composition of
matter in the universe. [Clarification Statement: Emphasis is on the astronomical
evidence of the red shift of light from galaxies as an indication that the universe is
currently expanding, the cosmic microwave background as the remnant radiation
from the Big Bang, and the observed composition of ordinary matter of the universe,
primarily found in stars and interstellar gases (from the spectra of electromagnetic
radiation from stars), which matches that predicted by the Big Bang theory (3/4
hydrogen and 1/4 helium).]

Craft and Structure:

4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper).

Interdisciplinary
Connections

21st Century Skills

Learning and Innovation Skills:

Creativity and innovation
Using a range of creativity when students are creating a poster to represent the Big
Bang theory

Lesson Plan Template: Hackett 2014

Communication and collaboration

Students will need to collaborate and communicate with one another throughout the
do now in order to complete the task.

Lesson
1. Students will be able to outline the planets within the solar system and earths position as
Objectives/Targets a planet
1a. Position from the sun
1b. The sun is a star
1c. Earth orbits the sun

Label :
(Blooms Taxonomy)

Must be numbered

Acceptable
Evidence
*Could be collected for
accountability
and/or auditing
purposes.

2.Students will be able to generalize a better understanding the age of the earth and how our
solar system was created
2a. Discover the theory behind
Cosmic radiation
2b. Big Bang Hypothesis will be
discussed and how it
created or universe.
Evidence included:
2aa. Cosmic Radiation
2ab. Doppler Effect

Objective 1:

Objective 2:

Language
Function

Procedure
Teacher input,
development,
instructional
method(s), modeling,
guided practice,

Do now-mock position of the planets and their position towards the sun. The
students will then draw a quick sketch of the order the planets to be collected.
(formative)

Create a visual of what they believed the big bang hypothesis looked like. They can
use a drawing, computer model or create a comic strip. (formative)

Identify one language function essential for students within your central focus and
include the corresponding learning task(s).

*The teacher willThe students will (chronological)

Lesson Plan Template: Hackett 2014

independent practice,
and/or activities

Label: Bell Ringer

Also may be called:
set induction,
anticipatory set,
introduction/review,
Do Now, Write Now,
Silent Starter

Do Now: Sun vs. Planets-5 Minutes (CSE) (21st)

The students will be given a specific planet to represent, they will then be asked to
create a formation that represents the solar system through communication and
collaboration with other students. They will then be asked to sit down and draw out the
arrangement of the solar system to be handed in, they will be asked to label the planets
as well.
The teacher will hand a variety of 8 different sheets. On those sheets will be the 8
different planets. The teacher will represent the sun

Label: Transitions

The students will be asked to communicate with other groups of planets and the groups
will then line up according to their position from the sun
The students will then be asked to take their seats and draw out the order of the planets
from the sun on a piece of paper to be handed in

Label:
visual, auditory, and
kinesthetic
Accommodations for
learning modalities

Transition: The teacher will ask the question of how was our solar system created
after all students have taken their seats
Vocab Stop: The teacher will then define the Age of the Earth as well as the Big Bang
Hypothesis on the board and ask his/her students to place these two definitions into
their Earth Science Vocab section of their binder. (Auditory)-10 Minutes
The teacher will begin to outline the Big Bang Hypothesis and evidence that we have
in order to support this theory. A power point slide show will be used to display vocab
and other visuals and pictures to what the Big Bang was thought to look like-10
minutes

Label:
Checks for
Understanding:
directions,
procedures/routines,
and/or content
(formative) Ex. (CFU
directions)

Label: Evidence of
21st Century Skills
(21st)

Label:

The teacher will define cosmic radiation and the Doppler Effect but needs to inform the
students that they will be gone into more depth in a couple of days. The students will
be asked not to write anything down yet, but just listen closely. (Auditory)

Check for Understanding: At the end of the lesson the teacher will ask the students to
take out their flip it cards and the teacher will ask them various questions throughout
the lesson and at the end of the lesson. (directions) The students will flip their cards to
either A or B in to connect which answer they think it the correct one
(procedures/routines). Students are encouraged to not look at their notes for this task.10 Minutes

Lesson Plan Template: Hackett 2014

Evidence of
Cognitive Student
Engagement (CSE)

Label:
Closure
Closure- Flip it cards! : (CSE)

The teacher will ask the students to take out their flip it cards and the teacher will ask
them various questions throughout the lesson and at the end of the lesson. The teacher
will keep a tally of who answered correctly and who answered incorrectly (directions)
The teacher will ask questions based on the lesson of earths history including solar
system, Big Bang hypothesis, and age of the Earth

The students will flip their cards to either A or B in to connect which answer they think
it the correct one (procedures/routines). Students are encouraged to not look at their
notes for this task.- 10 Minutes
Big Bang Hypothesis Homework (21st)
The teacher will assign a homework assignment where the Students will be asked to
interpret what they visualize the Big Bang would have looked like for homework. They will be
expected to include all-important steps on how the earth formed.
Drawing
Computer model
Comic Strip

Assessment/
Evaluation
Label formative or
summative, describe
purpose, and provide
grading/feedback
method.

1. Formative: Students will be grouped into different Planets and they will be asked to line
up based on where they are position from the Sun who will be the teacher. Students will
then be asked to sit back down and draw a quick sketch of the order the planets as well as
label them and that is to be collected (Purpose: for the teacher to gain a better
understanding of students knowledge)

2. Formative: Students will be asked to interpret what they visualize the Big Bang would have
looked like for homework. . They will be expected to include all-important steps on how the
earth formed. (Purpose: to allow students the opportunity to be creative and create their own
understanding of the content.) (Grading: Pass/Fail and provide feedback for the students)
Drawing
Computer model
Comic Strip

Lesson Plan Template: Hackett 2014

Type:
Technology
Describe type and
purpose. Include a
back-up plan.

Purpose:

Back-up Plan:

Academic Language:
Academic
Language
required for the
lesson

Introduced: Within the lesson and the do now

Practiced: Writing down the words in their vocab stop packets

How will the language
be introduced,
practiced, & assessed?

Assessed: With creating their Big Bang Hypothesis comic strip, as well as their
do now as they need to label each planet

ELL considerations:
Accommodations,
Student Supports,
and/or
Interactions with
Co-Teachers
and/or Support
Staff

Accommodations for students with IEPS and/or 504s:

Colleague Collaboration:

Resources/
Materials
Time Required
40 Minutes

Include key instructional materials and written assessments. Provide citations for materials that you did not create