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Lesson Planning

Waynesburg University

Pre-Instructional Planning:
The thought process that leads to the development of quality,
meaningful lesson plans

Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)

The topic of this unit lesson plan is the “Solar System” and it is geared toward the fourth grade.
This lesson will be geared toward teaching 24 students. There are no students in this particular class that
have a functioning IEP.
Who (if anybody) will assist with the presentation of this lesson, and what will their role be?

If there is an instructional aide in the classroom they can help circulate around the classroom and make sure
students are staying on task. The aide can also reinforce the concepts that the students are working on at the
different learning centers.

What is the long range goal(s) that is tied to this lesson?

• The students will enjoy reading a story about the Solar System.

• The students will enjoy writing characteristics about the Solar System in a fact sheet.

• The students will enjoy talking about the information that was included in their Venn diagrams.

• The students will enjoy sharing their model of the Solar System with a partner and the class.

• The students will enjoy making a Venn diagram that compares and contrasts two planets.

• The students will enjoy listening to the other students talk about their Venn diagrams.

• The students will use Microsoft Photostory 3 to create a movie with narration about the Solar
System.
What is the specific learning objective(s) for this lesson?

• The students will be able to compare and contrast characteristics between the planets using
a Venn diagram.

• The students will be able to explain their reasoning for why they chose the information
included in the Venn diagram.

• The students will be able to read Ten Worlds: Everything that Orbits the Sun by Ken
Croswell (2006).

• The students will be able to show their model of the Solar System with the class and/or a
partner.
• The students will be able to demonstrate their listening when other students are presenting
their model of the Solar System by sitting quietly and asking relevant questions.

• The students will be able to write accurate characteristics in their fact sheet and create a
Photostory.

• The students will be able to complete a quiz based on the material that was covered in
class.
What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?

The students participating in this lesson will need to know that we live on a planet called Earth and
that there are other planets. The students will also need to know the rules and expectations of the
classroom when working with partners and working at centers.
When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning
maintenance lesson, or learning generalization lesson?)

Learning acquisition lesson


When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)

This particular lesson will be completed in a one day lesson (if time permits). This lesson may take more
than one class depending on how well the students are grasping the information.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND
what materials will be needed?

This lesson should be presented as whole group to start the lesson off in a classroom that has 2-
3(more if available) computers available for student use. The lesson will then continue where students
will be broken into small groups to participate in different activities dealing with the solar system.

Materials Needed:
• Ten Worlds: Everything that Orbits the Sun by Ken Croswell (2006)
• Venn Diagram
• Quiz
• Rubrics
• Vocabulary Cards
• Computers with Internet access
• Magic Square Activity
• Headphones with a microphone for Photostory
Why are you planning to teach this lesson? Why must this information/skill be presented to the students?

I am planning to teach this lesson because there has been debate about Pluto not being a planet and
I feel that is important that the students are aware of our solar system. There have been many issues
relating to the Solar System and students should be kept up to date on the latest information about the
Solar System
How does this lesson relate to the PA Academic Standards?

Day One:
Concept: Planets

Academic Standards: Academic Standards for Reading, Writing, Speaking, and Listening
• 1.1 Learning to Read Independently
A. 1.1.5 Establish the purpose for reading a type of text (literature,
information) before reading.

A. Knowledge of phonics, syllables, prefixes, suffixes, the


dictionary or context clues to decode and understand new words
during reading. Use these words accurately in writing and
speaking.

B. Identify the basic ideas and facts in text using strategies (e.g.,
prior knowledge, illustrations and headings) and information
from other sources to make predictions about text.

G. Demonstrate after reading understanding and interpretation of


both fiction and nonfiction text.
 Clarify ideas and understandings through reading and
discussion.

• 1.2 Reading Critically in All Content Areas


A. 1.2.5 Read and understand essential content of informational
texts and documents in all academic areas.
 Make inferences about similar concepts in multiple
texts and draw conclusions.
B. Use and understand a variety of media and evaluate the quality
of material produced.
 Use a variety of media (e.g., computerized card
catalogues, encyclopedias) for research.
• 1.6 Speaking and Listening
C. 1.6.5 Speak using skills appropriate to formal speech situations.
 Use complete sentences.
 Pronounce words correctly.
 Use appropriate volume.
 Pace speech so that it is understandable.
 Adjust content for different audiences (e.g., fellow
classmates, parents).
 Speak with a purpose in mind.
D. Contribute to discussions
 Ask relevant questions
 Respond with relevant information or opinions to
questions asked.
 Listen to and acknowledge the contributions of others.
 Adjust involvement to encourage equitable participation.
 Give reasons for opinions.
 Summarize, when prompted.

Academic Standards for Science and Technology

3.1 Unifying Themes


• 3.1.4 C. Illustrate patterns that regularly occur and reoccur in nature.
 Use knowledge of natural patterns to predict next occurrences
(e.g., seasons, leaf patterns, lunar phases).
3.4 Physical Science, Chemistry, and Physics
• 3.4.4 D. Describe the composition and structure of the universe and the earth’s place in it.
 Recognize earth’s place in the solar system.
 Explain and illustrate the causes of seasonal changes.
 Identify planets in our solar system and their general
characteristics.
 Describe the solar system motions and use them to explain time
(e.g., days, seasons), major lunar phases and eclipses.

Assessment Anchors for Reading:


• R4.A.1 Understand fiction appropriate to grade level.
 R4.A.1.2 Identify and apply word recognition skills.
 R4.A.1.3 Make inferences and draw conclusions based on text.
 R4.A.1.4 Identify and explain the main ideas and relevant
details.
 R4.A.1.5 Summarize a fictional text as a whole.
 R4.A.1.6 Identify genre of text.
• R4.A.2 Understand nonfiction appropriate to grade.
 R4.A.2.1 Identify and interpret the meaning of vocabulary in
nonfiction.
 R4.A.2.2 Identify and apply word recognition skills.
 R4.A.2.3 Make inferences and draw conclusions based on text.
 R4.A.2.4 Identify and explain main ideas and relevant details.
 R4.A.2.5 Summarize a nonfictional text as a whole.
 R4.A.2.6 Identify the genre of text.
• R.4.B.1 Understand components within and between texts.
 R4B.1.1 Identify, interpret, compare, and describe components
of fiction and literary nonfiction.
 R4B.1.2 Make connections between texts.

Assessment Anchors for Science:


• S4.D.3 Composition and Structure of the Universe
 S4.D.3.1 Describe Earth’s relationship to the Sun and the Moon.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?

This is the first lesson in the unit. This lesson will relate to future lessons because the students
will need to apply their knowledge from each day to the future lessons and assessments.
How will you determine if students have met the lesson objective? (Think assessment)

The activities for day one are based around the planets and their characteristics. First, the students
will be required to read the story Ten Worlds: Everything that Orbits the Sun by Ken Croswell (2006) and
complete a Venn diagram comparing and contrasting Earth and Saturn. This assignment will be granted
participation points for the completion of the diagram. There will be a class discussion based on the
information that the students included in their diagrams. The students can also earn participation points
through the discussion. Next, the students will make a model of the planets. The students will work
individually to find materials that they can use to create each of the planets. The students will be required
to order the planets from the closest to the sun outward. The students will also have to create a fact sheet
about each planet. The fact sheet will have to contain at least two-three facts that the student found
interesting after their research of the planets. The students will use the pictures and facts that they found
and create a Photostory to share with the class. The students will have to narrate interesting facts that they
found. The models will be evaluated by using a scoring rubric that will have specific components. The
fact sheet will be checked for completeness and one of the components on the rubric will evaluate the fact
sheet. Then, students will also have to complete a magic square activity. The magic square activity will
be completed in class and participation points will be granted if the student completes the activity.
Finally, a five point quiz will be given at the end of the lesson to assess the students’ understanding of the
day’s material.
How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group
activities, cooperative learning groups…)

This lesson should be presented using whole group cooperative learning groups/ small group and
partners.