Вы находитесь на странице: 1из 4

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 long range goal of this lesson is to make the students more familiar and aware of the
components of our solar system.
What is the specific learning objective(s) for this lesson?

• Students will be able to create a Photo Story using facts learned from different stories.
• Students will be able to create a virtual poster of the planets in our solar system using
Glogster.
• Students will be able to use Open Office to create a flier about the phase of the moon.
• Students will be able to describe what causes weather.
• Students will be able to list the three basic cloud types and describe their characteristics.
• Students will be able to explain how we predict weather and what types of instruments
we use to do so.
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 unit will be completed during the course of a 1-2 week period (time
permitting). The lessons 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 will be presented in the classroom. Some information throughout the unit will
be presented in the computer lab, using the Smart board or computers.
Materials: solar system books, construction paper, camera, computers, projector, pencils,
Internet access, paper, markers, crayons, colored pencils, journals, headsets.
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?

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 a unit plan on the solar system. 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)

To assess the students throughout the unit they will be creating different projects and
scored using rubrics. Students will also complete quizzes and tests testing their knowledge of
the concepts that were addressed during this unit.
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 will be presented in many different ways. For some of the lessons the
students will be working as a whole group, while other lessons will focus on small groups and
partner work. During some activities students will be allowed to choose their partners and in
some cases their partners will be chosen for them.