EDU 218

Lesson Plan
Template

Name(s): Paula Kyser, Gabriela Botzman

Date: March 11, 2015

Lesson #: 1 (50 minutes)

Title: Cycles and Patterns in the Solar

System

Grade Level: 5

Class Title: Science

Standards & Objectives

Content Standards: Grade level and standards using the numbers as well as the text.
5th Grade Earth Science
The solar system includes the sun and all the bodies that orbit the sun. Each planet in solar
system has their own different characteristics. (Ohio Department of Education Science learning
standards page 132, Earth and Space Science).
Learning Objectives: WHAT do you want students to think, know, and be able to do?
Students will be able to name and describe all eight major planets in the Solar System, as well
as asteroids and comets.
Students will be able to name and draw the phases of the moon with 85% accuracy at the
completion of the lesson.
HOW will students demonstrate this?
Students will be given a pre-assessment to see what they know the day before the lesson.
During the lesson, we will periodically ask questions to check that the students are
understanding the material. We will use name sticks to call on the students so everyone is
involved in the discussion and is actively learning. Some questions to start discussion will be
What is a comet? Can you describe one?
What are the planets?
Who can tell me the rhyme for remembering the names of the planets?
There will be an exit slip given at the end of the lesson to ensure that the students are
understanding the material.
There will be a test after the Space unit has been completed.
Academic Language Objectives: List key vocabulary (content-specific terms)
Moon
Sun
Mercury
Venus
Earth
Jupiter
Saturn Uranus
Neptune
Mars

Waxing Crescent
Third Quarter

Waning Crescent
Waning Gibbous

New Moon
Full Moon

First Quarter
Waxing Gibbous

Instructional Strategies and Learning Tasks to Support Learning:

Time Learning Activities and Purpose
Orientation/Engagement/Motivation:

Engage: Ask students if they can name all of the eight planets. Also, ask students if they
notice that the moon changes shape every single day and why they think it does that (5
minutes).

Link this to their lives: The students will correctly be able to identify the eight planets and
the phases of the moon in order.

Presentation/Explicit Instruction (teaching/modeling strategies):

Use a SMART board presentation to help describe the order of the planets and the order
of the moon phases (15 minutes).
Structured Practice/Exploration (learning activities):

The students will come up to the smart board and see that the planets and the moon
phases are not in the correct order based on the size and shape of the planet and moon. Every
students will come up to the board one by one and place the planets and moon phases into the
correct order(15 minutes).
Guided Practice/Feedback (Questions youll ask and feedback youll provide):

Can you name the eight planets in order?

Can you name the moon phases?
Can you draw the moon phases?
The feedback we will provide is thanking them for participating in this activity and then
making sure the students know the correct answers. If a student did not understand the correct
answer we would help them understand why their answer is not correct(5 minutes).
Independent Practice/Application:

The students will receive an exit slip to further assess their knowledge on this subject(5
minutes).
Closure (concluding questions):

What did you learn about the planets today?

What did you learn about the moon today?
How are the moon phases different?(5 minutes).

Instructional Materials and Support:

What materials will you need in order to teach this lesson?

Computer, SMART Board, White Board and Markers, Papers with the pre-assessment
and exit slip

What materials will students need? Why?

Pencil/Pen, Notes guide, Vocabulary list
Assessment:

Assessment description: There will be four types of assessment for this lesson. A preassessment(Tell me what you know about the moon and the planets in the solar system. This
will be free response to let the students give exactly what they know without guessing) the day
before, discussion and questions informally asked throughout the lesson(questions listed
above), an exit slip at the completion of the lesson(questions listed above), and a formal test
once the unit has been finished.

Formal or informal and rationale: There is a mix of formal and informal assessments.
The pre-assessment and exit-slip are formal, but are not as formal as the test. This is necessary
so that the students are not too concerned, and is more for the teacher checking progress. The
test at the finale of the unit is formal, and will be the main way to see if the students actually
retained the information.

How will gather information: Information will be gathered on the students progression
through the formal and informal assessments.

Evidence: We will have physical representations of the students learning and it should
be clear during class if they are comprehending the material or not.
Technology:

Why technology more appropriate: Technology is appropriate in this lesson because

there are a lot of pictures to be shown and it is very interactive.

How it will facilitate learning: There will be many circumstances where the students and
the teacher will be drawing on the SmartBoard and these drawing and labels will be saved with
the SmartBoard software.

Back-up plan: If the SmartBoard technology doesnt work, we could just project pictures
or simply use a regular whiteboard to draw and label things on. This lesson is in no way
dependent on the technology, but it does make it more interactive and fun.