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SETON HILL UNIVERSITY

Lesson Plan Template


TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions
PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

DETAILS
Melanie Trzeciak
Science
4th Grade
October 24th to November 4th
The relationship between the Earth, the Sun, and the
moon causes seasons and day length.
How does the sun determine daylight patterns?
How are seasons formed?
Eligible Content - S4.D.3.1.2 Explain how the motion of the Sun
- Earth - Moon system relates to time (e.g., days, months,
years).
Eligible Content - S4.D.3.1.1 Describe motions of the Sun Earth - Moon system.
Eligible Content - S4.A.3.3.1 Identify and describe observable
patterns (e.g., growth patterns in plants, weather, water cycle).
Eligible Content - S4.A.3.2.2 Use models to make observations
to explain how systems work (e.g., water cycle, Sun-EarthMoon system).
All 4th grade student, in small groups, will be able to
match the season with the correct solar-lunar diagram
with 80% accuracy.

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

The students will be formatively assessed throughout


this lesson on their participation while in class, also
based on their discussions in small groups with a rubric
to shows mastery in particular areas.
The students summative assessment for this lesson
will be their end of unit test once we finish the topic of
space and the solar system

Stellarium
Space School- The Solar System (teacher tube)
50 Years of NASA website

We will have group discussions at tables so that all


student, even those who use wheelchairs feel included
in the conversation.
There will be different levels of discussion topics for

CK

students who are learning at higher, lower, or average


levels.
SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step


Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
We all have noticed the changes in season, the season
are changing right now.
We all know how one year is 365 days, but do you ever
think about why a year is 365 days?
Hook/Lead-In/Anticipatory Set
Lead the discussion about birthdays and how it is almost
the same weather every year
Discuss how the seasons change right around the same
time every year
Big Idea Statement
The relationship between the Earth, the Sun, and the
moon causes season and day length
Essential Questions Statement
How are seasons and daylight patterns related to space?
Objective Statement
In small groups, all students will be able to correctly
match the solar diagram with what would be happening
on Earth with 80% accuracy.
Transition
Have students go into groups to describe the seasons,
have them share what they have discussed with the
class.
Key Vocabulary (use clear and specific definitions)
Seasons
Summer
Winter
Spring
Autumn (Fall)
Lunar
Solar
Rotation
Revolution
Equator
Tropic of Cancer

Tropic of Capricorn
PreAssessment of Students
Have the students fill out a KWL chart on how the
season relate to the solar system and space
Modeling of the Concept
Have the students watch a video demonstration of what
is occurring between the sun, the moon, and the
seasons
https://www.youtube.com/watch?v=KUU7IyfR34o (Bill
Nye the Science Guy on Seasons)
Guiding the Practice
Have the students create their own model of how the
Earth and the sun appear during different seasons
Providing the Independent Practice
Have the students read the chapter in the book and
draw a picture to explain their discovery
Transition
Have the students demonstrate the difference between
rotating and revolving
Reading
4th Grade Science Textbook
Materials
Stellarium
Technology
Space School- The Solar System (teacher tube)
Equipment
50 Years of NASA website
Supplies
Bill Nye the Science Guy on Seasons
Balls to represent the Earth and the Sun
KWL charts
Evaluation of
Formal Evaluation
the
Students model of the how the sun and Earth appear in
Learning/Master
different seasons
y of the
Group assessment to match the picture of the Earth and
Concept
sun to the correct picture of the season in a particular
area
Informal Evaluation
KWL charts
Chapter reflections
Closure
Summary & Review of the Learning
Ask students to share what they found interesting with
the class
Ask the students how they plan to use this knowledge in
the future (more sunscreen in summer and dress
warmer in the winter)
Homework/Assignments
Study for the group test on sun/Earth placement and the
seasons
Teacher
I wish I would have thought of more ways to make the
Self-reflection
material more concrete for the students
Having the balls on string would prevent the student
from playing with the Earth and the sun so much
Lesson
Procedure