DAILY LESSON PLAN. STAGE 1: IDENTIFY DESIRED RESULTS: What will learners know and be able to do by the end of the lesson?
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1 DAILY LESSON PLAN Alexis Caceres STAGE 1: IDENTIFY DESIRED RESULTS: What will learners know and be able to do by the end of the lesson? Students will be able to locate the Earth, moon, and sun in the solar system, describe their functions, and identify key elements of these planets. A. Context/Theme/Topic/ Big Idea : The Solar System and how it pertains to our life on Earth. B. Objectives: Learners will be able to... (Bloom s Taxonomy) Students will be able to list and label the 8 planets. (knowledge-recall) Students will be able to locate the position of the sun, Earth, and moon. (knowledge-recall) Students will be able to illustrate revolving and rotation in relation to the Earth and sun in the solar system. (comprehension-explain) C. Grammar/Vocabulary: Grammar: verbs- rotation, tilt, change, revolve Vocabulary: planets, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, location, moon, axis D. Goal Areas/Standards: VA Standards of Learning: Earth Science Standards, Grade 9/10 ES. 4 a, b The student will investigate and understand the characteristics of the Earth and the solar system. Key concepts include: a) Position of the earth in the solar system: and b) Sun-earth-moon relationships WIDA English Language Proficiency Standard 3 English Language Learners communicate information, ideas and concepts necessary for academic success in the content area of Science. Essential understanding: Earth is one of nine planets in the solar system. E. Learners: This is a Grade 9/10 ELL Classroom; there are 12 students; every student s level of English proficiency is at a level 3 (developing); there are no students with special needs; few students have already been introduced to the solar system, adaptations to meet multiple learning styles include, videos and smartboard activties for visual and auditory learners, and an activity hopping across the solar system for kinesthetic learners. F. Materials: Internet access Google Earth download Smartboard Planets worksheet for binder Pictures of planets, sun, and moon for activity Rubric for project/assessment STAGE 2: DETERMINE ACCEPTABLE EVIDENCE: What evidence will show that learners have produced desired results? The students involvement with the hopping across the solar system will allow me to see how much the students know about the location of the planets. The formative assessment and oral presentation of their projects will allow me to see if they understand the information, applied it within their presentation, and also their level of fluency.
2 STAGE 3: PLAN LEARNING EXPERIENCES: What instructional activities are part of this lesson? PACE Model and IPA 1. Presentation Phase: demonstration of real life a. Google Earth Site- Discuss where we live. yes We live in (city) within (county) in (state) in (country) on (planet). Planet Earth is in our solar system. Leading questions: What is the big yellow circle we see in the sky during the day? What do we see in the sky at night? 2. Attention Phase: focus on meaning/ meet at ZPD a. Where is the location of Earth in our solar system? b. Watch Space School video: (Interpretive) c. SmartBoard Lesson: The Solar System Submitted by: Educator at SMART (Interpretive) i. TPR- students will review order of planets and match the planet picture to the name/negotiate meaning. (Interpersonal) ii. Terrestrial planets: Mercury, Venus, Earth, Mars Outer gas giants: Jupiter, Saturn, Uranus, Neptune d. Handout worksheet to put in binder. 3. Co-construct Phase: collaborate talk between teacher and student a. Students will create individual mnemonic for planets (MVEMJSUN) and share with the class. (Interpersonal) b. Hopping Across the Solar System i. ml ii. In this activity students will be separated into groups and will demonstrate the order and distance of the planets in the solar system. This will lead to a review of what we already know about the planets, a visual of the proximity of the planets, and will also lead into new vocabulary (rotation, revolving, and tilting) to describe the functions of the planets. 4. Extension Phase: create self-expression (Presentational) a. Build your own solar system! assignment/rubric attached (performance-based format) i. Students will re-create the solar system in a creative way to demonstrate their knowledge of the planets and the function of the sun and earth. ii. Example of formative assessment and backward design. A. What will learners do? a) Identify/label planets in solar system. b) Create mnemonic device for planets c) Be active participants in class discussion and co-constructing d) Create their own solar system which will be a part of their formative assessment B. What will I do? a) Use google earth to allow students to see a visual of earth and how smaller communities create something larger. The largest being our solar system. b) Incorporate leading questions to leave the students wanting to know more. c) Scaffold my instruction and incorporate total physical response from the students. d) Using a constructivist theory, I will give my students the opportunity to construct meaning while working together to formulate a hypothesis for how the solar system functions. e) Administer a project assignment that will also be an oral formative assessment on what they have learned so far.
3 STAGE 4: REFLECT ON LESSON EFFECTIVENESS: How effective was this lesson? A. Did I achieve my lesson objectives? How do I know? Yes. My overall objective was for the students to be able to locate the Earth, moon, and sun in the solar system, describe their functions, and identify key elements of these planets. The portion of the lesson that I demonstrated to the class allowed for the students to get up and interact with the each. They were given one minute to take a planet and align themselves in the correct order. They positioned themselves in the right order in 40 seconds. I used scaffolding questions about their functions to get them talking about their movements and responsibilities within the solar system. This informal assessment allowed me to see how much the students had retained from the day before. It also was a cue for me to continue the lesson and add new vocabulary. B. What worked especially well and why? Incorporating a time restraint worked really well. Especially for high schoolers, giving them a time frame to complete an activity allows for them to bring out their competitiveness and it also eliminates time for students to become bored and unwilling to participate. C. What would I change if I were to teach this lesson again? I would teach this lesson in a big open area so students could move around more freely.
4 Name: Project Assignment: Your task is to re-create the solar system! Get creative! Some ideas: Food, PowerPoint, model (foam, modeling clay, playdough), posterboard. the possibilities are endless! Below is the rubric in which you will be graded. Rubric: CATEGORY Advanced (5) Proficient (4) Basic (3) Novice (2) Uniqueness/Creativity Materials and ideas match creativity of student. Innovative design, use of materials and ideas in an unexpected way. Knowledge of material All planets are identified with explanations of their functions (revolving, rotation, tilting etc.) Materials and ideas are unique with good effort. All planets are identified with little explanations of their functions (revolving, rotation, tilting etc.) Materials and ideas are above basic with some effort. Some planets are identified with little explanation of their functions.(revolving,rotation, tilting etc.) Materials and ideas are basic with minimal effort. Some planets are identified with no explanation of their functions. (revolving, rotation, tilting etc.) Oral presentation Oral communication is well organized with fluency. Most of the oral communication is well organized with majority fluent. Some of the oral communication is organized with some fluency. Little or none of the oral communication contains fluency and organization. Score: /15 15 = 100 A 14 = 93 A 13 = 87 B 12 = 80 B 11 = 73 C 10 = 67 C 9 = 60 D 8 = 53 D 7 = 47 F 6 = 40 F
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6 Mercury Jupiter Venus Saturn Earth Uranus
7 Mars Neptune Moon Sun
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