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Lesson Planning Guide

Grade/Subject: Grade 9__ Unit: Unit E: Space Exploration (Science and Technology Emphasis)__ Lesson
Duration: _85 Minutes_

STEP 1: OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes:
 1: Investigate and describe ways that human understanding of Earth and space has depended on technological
development:
-identify evidence for, and describe characteristics of, bodies that make up the solar system; and compare their
composition and characteristics with those of Earth
-describe and apply techniques for determining the position and motion of objects in space, including
constructing and interpreting drawings and physical models that illustrate the motion of objects in space (e.g.,
represent the orbit of comets around the Sun, using a looped-string model)
Specific Learning Outcomes:
 Ask questions about the relationships between and among observable variables, and plan investigations to
address those questions:
• identify practical problems (e.g., identify problems that must be addressed in developing a life-
supporting space environment)
• propose alternative solutions to a given practical problem, select one, and develop a plan (e.g.,
design and describe a model of a technology to be used in a space station)
• state a prediction and a hypothesis based on background information or an observed pattern of events (e.g.,
predict the next appearance of a comet, based on past observations; develop a hypothesis about the geologic
history of a planet or its moon, based on recent data)
Learning Objectives for Lesson:
1. Students will be able to describe what components are in our solar system as well as identify differences between their
composition and earths as well as demonstrating their knowledge of determining the position and motion of objects in space,
including constructing and interpreting drawings and physical models that illustrate the motion of objects in space
STEP 2: ASSESSMENT EVIDENCE
Written Assessments (worksheets, written responses to Other Evidence (observations, oral responses to questions,
questions/prompts, journal/log entries, quizzes, etc.): conversations):
Summative Assessment- The formative assessment consists of Other evidence will include students being able to verbally
a project in which students are to complete a model of our describe the features that they saw in the VR through in
solar system either physical or online. class and peer discussions.
Performance Tasks (rubrics, checklists, etc.):
N/A
LEARNING MATERIALS AND RESOURCES
#1: VR Oculus Rift headsets
#2: Discovering Space 2 app
#3: Project description sheet
STEP 3: LEARNING ACTIVITIES
Introduction: (Time allotment: _30 Minutes____)
Attention Grabber: Space is an extremely complex subject and our solar system is constantly evolving so I would begin
this lecture by discussing how the government uses space to launch satellites and how we have come to learn about our solar
system.
Assessment of Prior Knowledge: I will assess prior knowledge by having a class discussion about what they already know
about the solar system as well as how the government and organizations such as Nasa use space to further our knowledge and
ask if the students know about any equipment they use.
Advance Organizer: N/A
Transition: The transitions is quite simple as students will go and receive their Oculus Rift headsets and will launch the app.
Learning Activity/Teaching Strategy #1: (Time Allotment: _40 minutes___)
Teacher Prompts/Cues/Instructions: Everyone will have their oculus rift headsets and open the Discovering Space 2 app

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and await further instructions. Once students are on the app, I will instruct them to take a view of earth and explore the
atmosphere and satellites as well explore to discover the solar system and they will have time to explore these areas and take
notes of their surroundings by using their voice notes on their phones which they will use for the worksheet.
Teacher/Student Actions: I will interact with the students to ensure they aren’t off track and having a brief discussion with
students to ensure they are looking for important features that contribute to defining what the solar system consists of.
Guiding/Prompting Questions: Q: What are some things that you notice when you look around, are there lots of satellites
and space junk, is it spread out or close to each other? A: Depending on where they are looking at; they will describe if there
are lots of satellites around them or not.
Performance Indicators: If students are able to answer any of the questions such as which planet comes next in order to
earth or what’s the closest thing to Jupiter, that means they are using the tool correctly.
STEP 4: CLOSURE/CLIFFHANGER
Reinforcement/Assessment of Learning: Now that we have finished our lab, I will hand out the project details.
Feedback from Students: Feedback from the students will include their ideas throughout the lab and their engagement during the
lab and project. Other feedback from students will be when I receive their projects and see is, they could appropriately describe the
solar system without the use of VR in class and when the lab is over.
Feedback to Students: See if students were able to correctly make a model of the solar system for their project.
Advance Organizer: Next class we will be watching videos about how these satellites and space junk are made and located in
orbit, as well as what the government uses these for.