USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

What Standards (national

or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Name:
Group
Size:

Date of Lesson:

Lesson Content
SC.5.E.5.2 Recognize the major common characteristics of all planets and
compare/contrast the properties of inner and outer planets.

Students will be able to:

Put the planets in the correct order from the Sun

Determine which planets are inner planets and which are outer planets

Compare/contrast the distance from the Sun of the inner planets and outer planets
Essential Question:
Based on the reading and our model, which planets are considered inner planets and
which planets are considered outer planets? How do you know

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?

Name:
Group
Size:

Formative:
Questions asked during the

Date of Lesson:

Summative:
Notebook stop : Answer essential

card game. Did they put the

planets in order?
Discussion answers

question

Based on the reading and our model,

which planets are considered inner
planets and which planets are considered
outer planets? How do you know

Formative: Notes during independent practice about ease of completing graphic

organizer independently. (S=struggling; H=needs a little help; G=good)
Summative: Completed Graphic Organizer

Time

15
min

Lesson Implementation
Who is
responsibl
e (Teacher
or
Students)?
Engage Ordering the Planets
Teacher
Put students in groups of 4
Have groups cut out clue cards (in student LDC booklet)
Each student takes one card
The students must take turns reading the clue on their clue
cards and the goal is to put the planets om the correct order
based on the clues
Circulate and ask: How did you know that _________ is
before/after __________?

Explore Scale Model

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

25
min

Student

Student
5 min

Name:
Group
Size:

Date of Lesson:

Explain to the students that we are going to use a model to

explore how far the planets are from the sun and how far they
are from each other
Have students turn to Inner & Outer Planets in their student
LDC text and look at the data chart
Ask What does the chart show us?
Pass out clay, toothpicks, a centimeter/inch ruler, and
masking tape to each table
Ask If the distance from the earth to the sun is 1 unit, what
unit could we use in our model?
Have students use the information in the data chart to create
a scale model of the planets in the solar system.
When groups finish, direct them to answer the question, What
do you notice about how far the planets are from one
another? On their Day 7 Student Response Sheet.
Discuss by asking students:
o How do the distances from the Sun of the first 4
planets compare to those of the last 4 planets? The
first 4 are close to the Sun and the last 4 are very far
from the Sun
o How does the distance between the planets change as
the planets get further from the Sun? The planets
closer to the Sun are close to each other and those far
from the Sun are far from each other.

Explain Reading

Refer to the essential question: Based on the reading and our

model, which planets are considered inner planets and
which are considered outer planets? How do you know?
Have students read the section Planets in Our Solar System
on the Inner and Outer Planets page.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

Notebook Stop:
Have students answer the essential question in their Science Day 7
Student Response Sheet.
Meeting your students
needs as people and as
learners
Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Students are interested in learning about planets, and they are able to play a game while
learning.
Group 1: Students are mostly on level, but a few students are below level. These
students will be placed in a group together and I will be facilitating during the game.
They will be grouped by table when completing the model. This class should expect the
lesson to take 2 days.
Group 2: Gifted class. This will go at a quicker speed, students will be grouped by table
for both the game and model, and will be allowed to choose their unit of measure (cm. or
in.) for the model.
Theories of intelligences Multiple Intelligences:
Reading, discussion, building a model, and playing a game will help each student be able
to have a part of the lesson which will cater to their needs.