NC Six Point Lesson Plan #1

Date: 11/14/2014
Teacher: Olivia Terrell
Topic: Unit C Earth Science

Grade: 3rd Science

Text/resource materials: Teacher will need printed out pictures of earths surface and different
structures, candy, science book, computer with Internet access, SmartBoard, map, globe, play
dough, worksheets, coloring materials, and a pencil.
Performance Objectives: After the classroom is presented with sufficient examples and
completed a classroom discussion, the learner will analyze different pictures of earths surface
and will determine and label the structures.
State Curriculum:
3.E.2 Compare the structures of the Earths surface using models or three-dimensional
diagrams.
3.E.2.1 Compare Earths saltwater and freshwater features (including oceans, rivers,
lakes, ponds, streams, and glaciers).
3.E.2.2 Compare Earths land features (including volcanoes, mountains, valleys,
canyons, caverns, and islands) by using models, pictures, diagrams, and maps.
ITES Standards:
3.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.
3.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Webbased resources, e-books, online communication tools, etc.).
3.TT.1.3 Use technology tools to present data and information (multimedia, audio and
visual recording, online collaboration tools, etc.).
Key Questions:

What is a landform?
Can you name some different landforms?
How are these different structures formed?
Understand vocabulary: landform, mountain, hill, prairie/plain, plateau, river, island,
peninsula, desert, valley, waterfall, ocean, stream, lake, etc.

Focus and Review/Anticipatory Set:

Time:
Activity: Pop quiz of sorts.
Approximately
Teacher: Teacher will show pictures of different landforms before the
3 minutes
lesson.
before lesson
Students: Students will raise hands and try to give the correct answer of
which landform is displayed in the picture. If the student is correct, student will
receive one piece of candy. If the student is incorrect, the teacher will choose
someone else. If the second child gets it wrong, no more students will be chosen,
and the teacher will give the students the answer.
Statement of Objectives: Students will understand and know about landforms and how they are
a relevant part of this world. Landforms and the way they are formed and respond to our
environment may affect students in the future; i.e. volcanoes exploding, rivers overflowing,
mountains forming due to earthquakes and the occurrence of falling rocks.

Teacher Input
Time:
Depends on
student
interaction
approximately
30 minutes.

Activity: As a class, we will read the chapter; popcorn read.

Teacher: The teacher will start out previewing the chapter by asking
questions and previewing vocabulary. After the teacher is done, he/she will pick a
student to begin reading.
Students: That student who is chosen by the teacher will read a paragraph
and then choose another student to read. Cycle continues until the chapter is read.
Students only get to read one time per chapter.

Guided Practice
Time:
Activity: As a class, we will view Google Maps on the SmartBoard and search for
Depends on
famous landforms, e.g. Mount Kilimanjaro, the Amazon, Madagascar, Grand
student
Canyon, etc.
interactionTeacher: Teacher will login to computer and access Google Maps and
approximately show students real satellite images of famous landforms, as mentioned above. After
30 minutes.
showing students 3-4 images, teacher will pass out a globe or map to groups of 4.
Students: Students will locate different landforms according to worksheet.
The worksheet questions will ask for the names of certain landforms. Students
should locate landforms and write the name or country down where the landform is
found, e.g. Mountain: Mt St Helen, WA, USA.
Independent Practice
Time:
Activity: The worksheet will be used as a quiz to test knowledge. Quiz will be
Depends on
vocabulary words. The definitions and a word bank will be given.
individual
Teacher: Teacher will pass out worksheet quiz.
students pace
Students: Students will use the knowledge learned in class to complete the

worksheet. Students will match words in the word box to definitions.

approximately
25 minutes.
Closure:
Time:
Activity: As a class, we will grade our quizzes.
Approximately
Teacher: The teacher will as students to switch papers with the person
5 minutes
beside them so they can grade the others paper. The teacher will read the question
and ask students for the answer.
Students: Students will call out the answer, and teacher will confirm correct
answer. Students will mark the paper if the answer is incorrect. No marks should be
given for correct answers. Total number of wrong answers will be written at the
top.

Teacher Notes/comments:
Adaptations: If there is a special education student, the teacher should speak with the
special education teacher to determine appropriate number of vocabulary words. Also, I there are
students that have seeing or hearing disabilities, accommodations will be provided, e.g.
microphone or moving up in front of board.
Extensions: This is referring to giving a student with a learning disability more time to
complete the work. If the student desires so, they may take the quiz with his/her
enrichment/special education teacher, or complete it for homework. Also, gifted students can

complete an extra worksheet of their choice. Worksheets such as connect the dots, coloring
pages, or word searches will be made available.
Interdisciplinary Connections: Connecting this lesson to other areas of study would
include the chapter reading that we will do as a class. Reading together will give weaker readers
the advantage to read along and ask questions about the material. If they are chosen, then they
will be able to read and hopefully increase their reading skills.
Citations/References used in developing lesson:
"How Mother Earth Looks (Landforms) Lesson." How Mother Earth Looks (Landforms) Lesson.
Teachnology Inc., n.d. Web. Nov. 2014.
My thoughts about this lesson plan is that it is simple but fun and effective. Landforms are
not too hard of a concept to grasp. However, if students do understand the lesson, it is easy to
incorporate other lessons or activities to reinforce the lesson and vocabulary.

NC Six Point Lesson Plan #2

Date: 11/14/2014
Teacher: Olivia Terrell
Topic: Unit C: Earth Science

Grade: 3rd Science

Text/resource materials: Science book, computer with Internet access, SmartBoard, computer
lab, rubric for planet project, poster board or large sheet of construction paper, paper, pencil,
coloring materials, assessment.
Performance Objectives: After the classroom has read the text, is presented with sufficient
examples and completed a classroom discussion, the learners will form groups and analyze each
of the planets and be able to give at least ten facts that distinguishes each planet. Learners will
present these facts to the rest of the class.
State Curriculum:
3.E.1 Recognize the major components and patterns observed in the earth/moon/sun
system.
3.E.1.1 Recognize that the earth is part of a system called the solar system that includes
the sun (a star), planets, and many moons and the earth is the third planet from the sun in
our solar system.
ITES Standards:
3.SI.1 Categorize sources of information for specific purposes.
3.SI.1.1 Classify various types of resources as appropriate or inappropriate for
purposes.
3.SI.1.2 Classify resources as reliable or not reliable.
3.RP.1 Apply a research process as part of collaborative research.
3.RP.1.1 Implement a research process by collaborating effectively with other students.
Key Questions:

Review the definitions: phases, eclipse, solar eclipse, lunar eclipse, orbit, planet, moon,
axis, solar system, comet, star, constellation, asteroid, telescope
Discuss rotation and revolution.
Name the planets in order starting closest to the sun.
How are stars born?
How are planets formed?

Focus and Review/Anticipatory Set:

Time:
Activity: We will preview the vocabulary and key questions from the text and
Approximately above, then view the Hubble Space Telescope A Stars Life video about the birth
5 minutes
of a star.
before lesson.
Teacher: Teacher will lead the preview of vocabulary and discussion
about key questions. The teacher will access the computer and SmartBoard and will
go to http://hubblesite.org/gallery/movie_theater/starslife/.
Students: Students will watch the video.
Statement of Objectives: Students will explore the solar system and be able to explain the
wonders beyond the earth through various tasks.

Teacher Input
Time:
Depends on
student
interaction
approximately
30 minutes.

Activity: First, we will preview the vocabulary words for the chapter, look at the
review questions, and ask some of the key questions listed above. Then as a class,
we will read the chapter; popcorn read.
Teacher: The teacher will start out previewing the chapter by asking
questions and previewing vocabulary. After the teacher is done, he/she will pick a
student to begin reading.
Students: That student who is chosen by the teacher will read a paragraph
and then choose another student to read. Cycle continues until the chapter is read.
Students only get to read one time per chapter.

Guided Practice
Time:
Activity: A computer lab, whether it is 5-7 computers in the classroom or an actual
Depends on
lab, should be used so that students can divide into groups of three to four students
student
and research using a computer.
interaction
Teacher: The teacher will instruct the students into groups and assign each
approximately group a planet to research. The teacher will hand out a rubric about what should be
25 minutes.
included on project poster board. Teacher will assist in the use of computers, the
research of correct information about planets, and answer all questions.
Students: Students will divide into groups and begin research about the
planet the group was assigned. Students will decide which students should research,
which students should write facts, which students should design board; however, all
must participate. If students do not finish, time the next day/period will be allotted
to finish.
Independent Practice
Time:
Activity: An assessment should be given over the information covered about the
Depends on
planets and the phases of the moon (in next lesson plan).
student
Teacher: The teacher should use this website
interaction
http://www.helpteaching.com/questions/Solar_System/Grade_3 to help create a test
approximately with questions appropriate for the students that pertain to the lessons. Teacher will
30 minutes.
pass out the tests and the students can begin when they get the test.
Students: Students will receive the assessment of no more than 25 questions.
Students will complete each answer and turn in when finished.
Closure:
Time:
Activity: Students will have to give one fact or answer one question as they leave
Approximately class. If they are not leaving, they should write down one fact or question (with or
5 minutes.
without answer) on a scrap piece of paper and turn it in.
Teacher: The teacher will instruct students to take out a sheet of scrap
paper and write down a fun fact and turn it in. Teacher will instruct students to
transition.
Students: Students will follow instruction.

Teacher Notes/comments:
Adaptations: If there is a special education student, the teacher should speak with the
special education teacher to determine appropriate number of vocabulary words. Also, I there are
students that have seeing or hearing disabilities, accommodations will be provided, e.g.

microphone or moving up in front of board.

Extensions: I think this is referring to giving a student with a learning disability more
time to complete the work. If the student desires so, they may take the quiz with his/her
enrichment/special education teacher, or complete it for homework. Also, gifted students can
complete an extra worksheet of their choice. Worksheets such as connect the dots, coloring
pages, or word searches will be made available.
Interdisciplinary Connections: This lesson can relate to reading and ELA with the
reading of the chapter, the spelling and defining of the vocabulary words. Also, there is a writing
component with this lesson, which will allow for a mini lesson on grammar.
Citations/References used in developing lesson:
1 Rigorous Curriculum Design Unit Planning Organizer. N.p., n.d. Web. Nov. 2014.
<http://ncsmt.org/i3laser_pdfs/Grade4Moon4E119A20DD.pdf>.
Hopson, Janet. "The Last Eclipse." Science News 115.9 (1979): 137-39. Margaret B Pollard
Middle School. Web. Nov. 2014. <http://mbpms.chatham.k12.nc.us/>.
"HubbleSite - Gallery." HubbleSite - Gallery. NASA, 2014. Web. Nov. 2014.
<http://hubblesite.org/gallery/>.
"Third Grade (Grade 3) Solar System Tests and Worksheets." HelpTeaching.com. Tribrio, Inc.,
2014. Web. Nov. 2014.
<http://www.helpteaching.com/questions/Solar_System/Grade_3>.
"Solar System Vocabulary 3rd Grade." Flashcards. Quizlet LLC, 2014. Web. Nov. 2014.
<http://quizlet.com/10862512/solar-system-vocabulary-3rd-grade-flash-cards/>.
I really love space and learning about the stars and planets. I hope that I can make this a
fun project for the children. I like what I have, although I feel it is slightly basic and somewhat
old school. But, there is a saying, If it isnt broken, dont fix it. I suppose that could apply here.
I feel like a closure for this lesson plan isnt really necessary. Once the students complete the
work, they would just transition to whatever is next. However, I included a closure.

NC Six Point Lesson Plan #3

Date: 11/14/2014
Teacher: Olivia Terrell
Topic: Unit C: Earth Science

Grade: 3rd Science

Text/resource materials: Science book, computer with Internet access, SmartBoard, phases of the
moon worksheet, phases of the moon chart and rubric, SmartBoard activity with the four main
phases of the moon, four main moon phases on cutout cardstock in snack bag.
Performance Objectives: After the classroom is presented with sufficient examples and
completed a classroom discussion, the learners will form groups and analyze each of the hases of
the moon and be able to give at least three facts about the moon. Students will record phases of
the moon over a period of time and write an essay.
State Curriculum:
3.E.1 Recognize the major components and patterns observed in the earth/moon/sun
system.
3.E.1.2 Recognize that changes in the length and direction of an objects shadow
indicates the apparent changing position of the sun during the day although the patterns
of the stars in the sky, to include the sun, stay the same.
ITES Standards:
3.IN.1 Apply strategies that are appropriate when reading for enjoyment and for
information.
3.IN.1.1 Use visual and literacy cues to locate relevant information in a given text (e.g.,
bold print, italics, bullets, etc).
Key Questions:
Review the definitions: phases, eclipse, solar eclipse, lunar eclipse, orbit, planet, moon,
axis, waxing, waning, reflect
Why do day and night happen?
Why does the moon shine at night?
How long does it take the moon to revolve around Earth?
As the moon revolves, what happens to the relative positions of the moon, Earth, and the
sun?
What causes seasons?
What are the four main phases of the moon?
What are the four main phases of the moon cycle?
How can you tell which phase is which?
Which order do these phases belong?
Focus and Review/Anticipatory Set:
Time:
Activity: We will view a video about the phases of the moon.
Approximately
Teacher: Teacher will access the computer and SmartBoard and will go to
3 minutes.
http://www.history.com/shows/the-universe/videos/phases-of-the-moon.
Students: Students will watch the video.
Statement of Objectives: Students will know and understand the phases of the moon. The
lesson will be encouraged to think more on a global and universal scale.

Teacher Input
Time:
Depends on
student
interaction
approximately
30 minutes.

Activity: We will review the vocabulary; there are new words and old words from
the lesson above. Then we will look at the review questions and ask some of the
key questions listed above. Lastly, as a class, we will read the chapter; popcorn
read.
Teacher: The teacher will lead the review of vocabulary and the
discussion of key questions.
Students: Students will remain on task, answer the questions to the best of
their ability, and participate in the discussion.

Guided Practice
Time:
Activity: Identifying phases of the moon. *at the bottom
Depends on
Teacher: Teacher will instruct students on the phases of the moon,
student
clarifying there are four main phases: new moon, first quarter, third quarter, and full
interaction
moon. Teacher will then ask students last three key questions above and discuss
approximately with class. Teacher will hand out baggies and assist students in the ordering of the
30 minutes.
phases.
Students: Students will go to groups and be given a little snack bag that has
the all phases of the moon. Students will arrange pieces in order. The four main
phases should be in the correct spots.
Independent Practice
Time:
Activity: At the end of the chapter there is a review section, usually consisting of
Depends on
approximately four short answer questions and one to two essay questions. Also,
student
students will turn in Phases of the Moon chart along with an essay written
interaction
describing the phases of the moon.
approximately
Teacher: The teacher will instruct the students to complete this assignment
20 minutes.
independently.
Students: Students will get to work on the chapter review.
Closure:
Time:
Activity: We will go over the chapter review together.
Depends on
Teacher: The teacher will go over the chapter review and make sure that
student
the students understand and have the correct answers.
interaction
Students: Students will follow along and answer the questions. The chapter
approximately review will be turned in, but will be a participation grade.
10 minutes.

Teacher Notes/comments:
Adaptations: If there is a special education student, the teacher should speak with the special education
teacher to determine appropriate number of vocabulary words. Also, I there are students that have seeing or
hearing disabilities, accommodations will be provided, e.g. microphone or moving up in front of board.
Extensions: I think this is referring to giving a student with a learning disability more time to complete
the work. If the student desires so, they may take the quiz with his/her enrichment/special education teacher, or
complete it for homework. Also, gifted students can complete an extra worksheet of their choice. Worksheets
such as connect the dots, coloring pages, or word searches will be made available.
Interdisciplinary Connections: Again, I am unsure what this is referring to.
Citations/References used in developing lesson: I used these websites to help develop this lesson plan.
1 Rigorous Curriculum Design Unit Planning Organizer. N.p., n.d. Web. Nov. 2014.

<http://ncsmt.org/i3laser_pdfs/Grade4Moon4E119A20DD.pdf>.
Hopson, Janet. "The Last Eclipse." Science News 115.9 (1979): 137-39. Margaret B Pollard Middle School.
Web. Nov. 2014.
<http://mbpms.chatham.k12.nc.us/modules/groups/homepagefiles/cms/2394745/File/6th%20Grade%20
Science/S3%20%20Phases,%20Eclipses,%20and%20Tides.pdf>.
Cresgy, Jordan. Lesson Plan B. EDEL 200. Jordan Cresgy, 2009. Web. Nov. 2014.
<http://jdcresgy.iweb.bsu.edu/portfolio/artifacts/EDEL/lesson/planb.html>.
"Third Grade (Grade 3) Solar System Tests and Worksheets." HelpTeaching.com. Tribrio, Inc., 2014. Web.
Nov. 2014. <http://www.helpteaching.com/questions/Solar_System/Grade_3>.
"Solar System Vocabulary 3rd Grade." Flashcards. Quizlet LLC, 2014. Web. Nov. 2014.
<http://quizlet.com/10862512/solar-system-vocabulary-3rd-grade-flash-cards/>.
This lesson plan was part of my performance objective for the above. However, the advice I received said
that I could split that one performance objective into two. So, that is what I did. I feel like even though this is a
seemingly easy lesson, the lesson plan was challenging to come up with because I do not want it to be boring.
Overall, I am satisfied.

end