TOPIC DETAILS CK Name Miss Ritchey Subject Science Grade Level 4th Date/Duration November 7, 2016 / 60 minutes Big Ideas Our galaxy contains many billions of stars that create formations called constellations. Essential Questions What are constellations? Who created constellations? What are stars? Is every star included in constellations? PA/Common Standard – 3.3.4.B1 Core/Standards Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Objective In groups of 2 or 3, students will construct models of multiple constellations of their choosing. Bloom's Taxonomy Students may not work as well with others as they would independently so they will be given the option to complete a model Webb's Depth of by themselves. Knowledge (DOK) Formative & I will formatively assess the students by grading their constellation Summative models. This activity will be graded in pairs with a rubric. Assessment Evidence If a student works independently, their constellation model will be graded individually with the rubric. If needed, the rubric will be changed accordingly. The students’ summative assessments will take place at the end of the unit by having a test on aspects of our Solar System. ISTE Standards for 1. Empowered Learners: Students leverage technology to take an Students active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences. Framework for 21st The students will be starting the class by spending some time on the Century Learning app, Star Walk Kids- Explore Space & Planets. This app allows constellations to be viewed and explored. Accommodations, For Paisley, working with a partner should allow her to complete this Modifications activity to the fullest. If she would struggle with sticking the tooth picks into the marshmallows, she could attach them to the paper with small spaces between the items. Also, if she struggles with using glue one handed, I will provide precut pieces of tape in order to attach the marshmallows and toothpicks to the construction paper. SUPERVISING N/A TEACHER’S SIGNATURE
Seton Hill University Lesson Plan Template Step-by-Step Procedures
RATIONALE for the By this time in the unit, the students should have a thorough understanding CK Learning Plan of our Solar System and what it contains. The only thing that has not been talked about is stars. While there are different kinds of stars, they are more similar to each other than the planets which should lead to an easy understanding. Introduction Activating Prior Knowledge I will ask the question, “Does anyone know what the big dipper is?” If someone in the class does, I will ask them to draw the big dipper on the board for the class. This is how I will introduce constellations. (If none of the students know what the big dipper is, I will draw it on the board.) At this time, students may feel the need to yell out or cause distractions during the introduction of the lesson. Reminders will be given that a quiet hand needs to be raised in order to be called on. Hook/Lead-In/Anticipatory Set The students will begin class by being given iPad time on the app, Star Walk Kids- Explore Space & Planets. This app allows constellations to be viewed and explored. This app can be used as a reward for students who have displayed positive behavior. Explicit Instructions Big Idea Statement In the night sky, stars created constellations. Essential Questions Statement What are stars and constellations? Objective Statement In groups of 2 or 3, you will create models of multiple constellations of your choice. Students now have the option to work independently. Transition Now that we have discussed all aspects of the Solar System, I will split the students into groups. The inner planets, the outer planets, the moons, and the stars. I will than call each group one at a time to come and sit on the carpet. Because of the small class size, the students will be split into 4 groups of 2. Key Vocabulary Solar System, Galaxy, Milky Way Galaxy, Stars, Constellations Lesson Procedure PreAssessment of Students I will create a lab sheet with different pictures of constellations and blank spaces where the students, individually have to create a name for each constellation based on what they think the title would be. They can guess the name based off of the shape of the constellation. After they fill out the sheet, they will be given the actual constellation names to see if anyone guessed correctly. If students struggle with trying to guess the constellation names, they could become frustrated and act out or throw tantrums. If after about 2 minutes, I sense the students are growing frustrated, we will label the constellations with their real names as a class. Modeling of the Concept I will begin by having photos of different constellations that we can see in the night sky. We will have a discussion about the history behind the constellations and how they originated. After that, I will introduce the activity of creating constellations out of mini marshmallows and tooth picks. The marshmallows will represent the stars in the constellations and the tooth picks are the imaginary lines that connect the stars. After the constellation is constructed, it will be glued to black construction paper and labeled with the correct constellation name. I will have multiple models and pictures of constellations that the students can pick from. During the activity there is a possibly that the students could act out in a negative manner. If a student acts during the activity while they are working in pairs, they will be redirected to work independently. If students are not working productively independently, they will be paired with another student in the class for peer support in finishing the activity. Guiding the Practice While the students are working together to create their constellations I will be looking for cooperation of peers and an overall understanding of constellations. I will be walking around observing their creations. I will pause at each pair in order to ask questions and try to guess which constellation each chose. In order to see if there is an understanding I will also be verbally asking the students questions about stars such as, “What are stars made out of?”, “What are constellations?”, “How are stars and the Sun similar?”, etc. The students will be allowed to write the answers to these questions on an exit ticket if orally communicating their thoughts is something they are not comfortable doing. Providing the Independent Practice The students will work independently while working on the iPads. This incorporates independent practice and the use of technology. The students also have the option to create their model independently. Transition We will sing the Outer Space song to the tune of the ABCs. Mercury, Venus, Earth, and Mars/ Jupiter Saturn look like stars/ Uranus, Neptune, Pluto’s last/ None of the planets spin around fast/ Who can name the planet’s now? / (insert any student’s name) will tell us now! Reading Materials Toothpicks Technology Mini marshmallows Equipment Black construction paper Supplies Glue Markers Evaluation of the Formal Evaluation Learning/Mastery of I will formally evaluate the students by grading their constellation the Concept models. This activity will be graded based off of a rubric. I will be looking for well-constructed models that are labeled with the correct constellation name and resemble the actual formation. Informal Evaluation The informal evaluation will be, me walking around the room guessing which constellations each pair picked to create. I will ask them questions that the students will have to answer in order to describe their constellation so I can guess which one it is. Questions will be reflecting shape, size, etc. Closure Summary & Review of the Learning At the end of this activity, I will have each pair present their chosen constellation to the rest of the class. However, they will not show the name of the constellation and the class has to try and identify it. If the students fell anxious about presenting in front of the class, either I can present their models for them or the class can participate in a gallery walk to view all of the constellations. Homework/Assignments N/A Teacher I will know the students understood constellations by their models Self-reflection that will be graded based off of a rubric. In their models I will be looking for proper shapes and labels. If they have models that don’t resemble the actual constellation, I will have the pair of students create a new model.