Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model

Name: Louisa Steadman Date: January 31 st, 2017

PART I: PLANNING
The Solar System
Title of Lesson

Interactive Science by Pearson

Source YouTube
Science
Subject Area (s)

Grade Level 4th

4. E.3.A. The student will demonstrate an understanding of
Curriculum Standards the locations, movements, and patterns of stars and objects
in the solar system.
In this lesson the teacher will provide instruction on the
Description and location, movement, and patterns of stars and objects in the
Background Information solar system. Notes will be presented in a PowerPoint
presentation. Throughout the PowerPoint the teacher will
have checkpoint questions in which he/she will check for
understanding.

The students will complete a foldable to demonstrate their

knowledge of the order and composition of the planets.
Once the students have completed their guided practice,
they will complete an assignment in their workbooks
independently. To determine if students have mastered the
concept, they will complete a ten questions assessment. To
close the lesson the students will watch a YouTube video
about the solar system.

Lesson Objectives Students will be able to demonstrate knowledge of the

components of the solar system including the sun, the eight
planets, moons, and other objects (comets and asteroids).

Revised Fall 2013 ACEI/NAEYC 2010 Standards


Varying Objectives for
Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)
Statement of Purpose
Materials and Resources
Anticipatory Set
Part II: IMPLEMENTATION
Pre-assessment
Teacher Modeling or
Demonstration
Guided Practice
Revised Fall 2013 ACEI/NAEYC 2010 Standards
The teacher will use visuals to assist students in
differentiating between planets. The teacher will also work
in small groups during independent practice to assists
those that are struggling with the concept. For students that
have mastered the concept, the teacher will ask students to
research when Pluto was officially not classified as a planet
anymore.
The purpose of this0 lesson is for students to understand
relative distances between the planets and the size of the
solar system.
Smartboard
PowerPoint
Interactive Science textbook
Teacher made assessment
Construction Paper
Stapler
To begin the lesson, the teacher will show students a
picture of the solar system. The teacher will begin a class
discussion on what they see in the picture. He/she will tell
the students will they will be learning about the components
of the solar system.
To pre-asses students knowledge about the solar system, I
will ask a series of questions such as:
What is the solar system?
What do you find in the solar system?
How many planets are in the solar system?
Can you name a planet?
The teacher will show students an exemplar of the foldable
that they will make. The exemplar will show that each planet
must be listed in the correct order and must include at least
three facts.
The students will complete a foldable which will list each
planet in the correct order and will include facts about each.
The teacher will monitor the students, answering any
questions, checking for misunderstanding.
To check for understanding during the lesson, the teacher
 Checking for will frequently stop to ask questions. The teacher will ask
Understanding students questions such as:

What is gravity?
What is a comet?
What is an asteroid?
How many planets are there?
What is the mnemonic we use to remember the order
of the planets from the sun?

The teacher will also ask true/false questions of the entire

class. The students will respond to the question by using a
thumbs up or a thumbs down.

These questions will be use to enhance productive

discussions among the teacher and students.

The students will turn to their Interactive Science textbooks

(page 104-106) and answer the questions provided. These
Independent Practice questions include:
1. Cause and Effect: What causes the planets to revolve
around the sun?
2. Classify: Name the inner planets and the outer
planets. Explain how inner planets are different from
outer planets.
To close the lesson, the teacher and students will discuss
Closure the planets, and the other objects that make up the solar
system. They will discuss the fact that Earth is the planet
that we live on and how it is different from the other planets
(it can support life).

The teacher will then show a YouTube video titled the Solar
System Song which lists the planets in order and provides
information about each planet.

https://www.youtube.com/watch?v=pUZ2tfr1bsU

The students will complete a ten question assessment

Assessment
(Give a description and attach
to lesson plan)
Extension Activities
which includes true/false, multiple choice, and filling in the
blank questions.
The students can create a model of the solar system and
describe each planet during a presentation.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 To improve student performance, the teacher could reach
out to a local scientist (possible from a local college,
university, or company) to discuss the solar system.

The teacher will use PowerPoint to present content

information which will provide pictures of each planet. The
Technology teacher will also display a video from YouTube which will
provide students will a song to remember about the planets.
Each of these items will be displayed using the Smartboard.
During guided practice the students will be able to use their
Connection Across the creativity (art) to create their foladables. They will be able to
Curriculum move around during this time to retrieve materials (P.E.).
They will also be using text features (ELA) from the
PowerPoint to determine which facts to record in their
notebooks to later study. The students will use numbers
(math) to keep count of the planets in order.

PART III: REFLECTION

I feel that the information was presented effectively because

the students seemed to quickly grasp the order of the
Strengths planets. The mnemonic (My Very Educated Mother Just
Served Us Nachos) seemed to be highly effective in helping
students remember the order of planets.

There were a few times in which students were off task and
Weaknesses talking more than they should have been.

Suggestions for When I teach this lesson again, I would like to create
Improvement smoother transitions throughout the lesson by having
materials locate within student groups. I would like also like
to spend more time discussing the effects of moons.

Revised 6-2013

THE CLAFLIN IMPERATIVE:

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC

Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________

Target Highly Acceptable Acceptable Moderately Unacceptable

(5 Points) (4 Points) (3 Points) Acceptable (1 Point) Score
(2 Points)
The candidate includes all The candidate includes The candidate includes The candidate includes The candidate fails to
INTRODUCTION introductory components most introductory some introductory only one introductory include the
(Title, Source, Subject and all components are components that are components that are component that is Introductory
Area, Grade Level) appropriate to the lesson appropriate to the lesson appropriate to the lesson appropriate to the components
ACEI .1.0 lesson
NAEYC 1a
The candidate identifies all The candidate identifies The candidate identifies The candidate lists The candidate fails to
CURRICULUM appropriate standards for some of the standards that some appropriate standards, but identify curriculum
STANDARDS the lesson. are appropriate for the standards and some standards are standards.
2.1-2.7 lesson. inappropriate standards inappropriate for the
NAEYC 4c for the lesson. lesson.
DESCRIPTION AND The candidate describes the The candidate describes the The candidate identifies The candidate The candidate fails to
BACKGROUND lessons activities and lessons activities and the lessons activities identifies the lessons identify the lessons
INFORMATION content in a detailed content in a manner that and content but fails to activities or the activities and content
ACEI 1.0; 3.1 manner. provides a clear overview provide a clear lessons content
NAEYC 1a of the lesson overview of the lesson
The candidate includes The candidate includes The candidate includes The candidate includes The candidate fails to
LESSON OBJECTIVES concise, clearly written, measurable performance clearly written objectives that are not include objectives for
2.1-2.7 measurable performance objectives, but objectives objectives that are not measurable or clearly the lesson
NAEYC 5c objectives for all standards are not clearly or concisely measurable written
written for the lesson

Revised Fall 2013 ACEI/NAEYC 2010 Standards

 The candidate varies all
objectives to promote rigor
DIFFERENTIATION and challenge for all
OF OBJECTIVES students, including diverse
students, , and identifies
ACEI 3.2
teacher actions that
NAEYC 1b; 5c
accommodate diverse
students needs
The candidate clearly
STATEMENT OF explains the importance of
PURPOSE the content for the student.
NAEYC 5c
The candidate provides
comprehensive lists of
MATERIALS AND lesson materials and
RESOURCES resources with
ACEI 1.0 explanations of how they
NAEYC 4b will be used by the teacher
and students
The candidate clearly
describes a well-organized
student centered lesson that
reflects all organizational
issues: pre-assessment,
motivation (anticipatory
LESSON DESIGN set), purpose,
ACEI 3.1-3.5 modeling/demonstration,
NAEYC 4b guided and independent
practice, closure, extension
activities and other
instructional strategies. The
lesson plan reflects
differentiated instruction
Revised Fall 2013 ACEI/NAEYC 2010 Standards
The candidate varies most
of the objectives to
promote rigor and a
challenge for all students,
including diverse students,
and identifies teacher
actions that accommodate
diverse students needs
The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.
The candidate provides
comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations
The candidate clearly
describes a student-
centered lesson that reflects
most of the organizational
issues:
pre-assessment,
motivation, purpose,
modeling/demonstration,
guided and independent
practice, closure,
extension activities and
other instructional
strategies. The lesson plan
reflects differentiated
instruction
The candidate varies The candidate does not The candidate fails to
some of the objectives vary the objectives, but differentiate objectives
to address diverse the candidate identifies
students needs and teacher actions that
includes some teacher accommodate diverse
actions that students needs.
accommodate those
needs
The candidate makes an The candidate does not The candidate makes
adequate attempt to explain the relevance no attempt to explain
explain the importance of the content for the the relevance of the
of the content to for the student. content for the student
student.
The candidate provides The candidate provides The candidate fails to
lists of some of the a list of lesson provide a list of
materials and resources materials and resources materials and resources
to be used by the to be used by the for the lesson
teacher and the students teacher or the students,
for the lesson but not both
The candidate clearly The candidate The candidate
describes a student- describes a lesson that describes an ill-planned
centered lesson that is somewhat student- lesson that is not
contains few of the centered with few of student-centered or the
organizational issues, the organizational candidate fails to
and addresses some issues, with no describe the lesson
differentiated differentiated
instruction. instruction
 The candidate describes
specific assessments that
KEY ASSESSMENTS correlate to all of the
ACEI 4.0 objectives and lesson or
NAEYC 3b-c attaches the assessment.
The candidate describes
and lists specific strategies
CHECKING FOR and techniques and/or lists
UNDERSTANDING questions to be asked to
ACEI 3.1-3.5 check for understanding
NAEYC 5c
The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
TECHNOLOGY explains why technology
ACEI 3.1-3.5 cannot be meaningfully
NAEYC 4b incorporated
The candidate
demonstrates a high level
PRESENTATIONS & of competence in spelling,
CONVENTIONS grammar and typing
ACEI 5.1
NAEYC 6b
The candidate provides
EXTENSION more than one extension
ACTIVITIES activity to connect the
ACEI 5.3-5.4 lesson with the home,
NAEYC 4c community and community
agencies
CONNECTION The candidate includes
ACROSS THE connections to all of the
CURRICULUM curriculum content areas
ACEI 2.8 during the lesson.
Revised Fall 2013 ACEI/NAEYC 2010 Standards
The candidate describes
assessments that correlate
to some of the objectives
and the lesson and/ or
attaches the assessment.
The candidate describes
and lists several strategies/
techniques and questions to
be asked to check for
understanding
The candidate
meaningfully incorporates
and describes teacher used
technology in the lesson
The candidate
demonstrates competence
in spelling, grammar and
typing, but exhibits few
errors
The candidate provides at
least one extension activity
to connect the lesson with
the home and community,
but not community
agencies
The candidate includes
connections to at least 5 of
the 7 curriculum areas in
the lesson
The candidate includes The candidate includes The candidate fails to
assessments within the assessments within the include and/or attach
plan which correlate to plan that do not the assessment(s).
the objectives and the correlate to the
lesson, but does not objectives and the
describe or attach the lesson.
assessment.
The candidate lists and The candidate lists The candidate does not
describes strategies/ questions, but fails to list or describe any
techniques, but does not describe or list strategies/techniques or
list any questions strategies and asks questions to check
techniques for understanding
The candidate The candidate The candidate fails to
incorporates and incorporates address the issue of
describes technology in technology in the technology
the lesson in superficial lesson in superficial
ways. ways; candidate does
not describe the use of
technology
The candidate The candidate The candidate
demonstrates sufficient demonstrates little demonstrates little
competence in spelling, competence in spelling, competence in spelling,
grammar and typing, but grammar and typing, grammar and typing
exhibits several errors through many errors through a significant
number of errors
The candidate provides The candidate provides The candidate fails to
extension activities that extension activities that provide extension
connect the home, but do not connect the activities
not the community and home, community and
community agencies community agencies
The candidate includes The candidate connects The candidate fails to
connections to the four the lesson to at least connect the lesson to
core content areas in the two curriculum content other curriculum
lesson areas content areas
 NAEYC 5c
The candidate provides The candidate somewhat The candidate provides The candidate provides The candidate fails to
thorough information that provides information that information regarding superficial information provide information
shows an understanding of shows an understanding of the effectiveness and regarding the regarding reflections
the effectiveness and the effectiveness of the ineffectiveness of the effectiveness and the from the
REFLECTIONS ineffectiveness of the lesson; gives information lesson, but gives no ineffectiveness of the implementation of the
ACEI 5.1 lesson; gives information regarding changes for information regarding lesson, and gives no lesson
NAEYC 4d regarding changes for future implementation of future implementation information regarding
future implementation of the lesson future implementation
the lesson of the lesson.

T OT A L

Revised 1-2

Revised Fall 2013 ACEI/NAEYC 2010 Standards