Bluefield State College

Daily Lesson Plan (Template)

Name: Brieanna Wimmer Date: February 1,

2017

Subject: ELA Topic: The Solar

System

Grade: 5th Length of Lesson:

50 minutes

Introduction (Essential Question): What is an invention? Name an example.

Standard: ELA
Cluster: Key Ideas and Details
Objective: ELA.5.6 Using an informational text, explain the relationships or
interactions between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information in the text.
Specific Objective: Students will be able to explain what the informational text was
about orally and in sentence form. On a scale 0-100% with 0 being the lowest and
100 being the highest possible score the satisfactory mastery for this lesson is 60%.
When calculated together the goal is for the class as a whole to get 60% of the
content on the assessment right.
Method(s): The teacher will have a lecture discussion with students.
Materials: Space Travel Inventions book, text questions worksheet
Direct Instruction: The teacher will explain to students that there have been
inventions made that were originally created for space that we have adopted here
on Earth. The teacher will then tell the students that they will be given questions to
answer after reading the book, Space Travel Inventions. The teacher will tell the
students that they expect them to answer the questions in complete sentences and
use correct punctuation. For example, the teacher would give the students a
question like, What do meteorologists use to predict storms? Why? The teacher
will use information that comes from the book "Space Travel Inventions" to
construct questions for the students. The teacher will tell the students that they will
look through the book in order to find the answer to the questions in the lecture
discussion. The students answer should look something like,Meteorologists use
radar technology to predict storms. Weather radar helps the weather service
determine where and when to issue severe weather warnings.
Guided Practice: The teacher will demonstrate how they expect the students to
write their sentences by providing them with an example like the one shown above
in direction instruction. The teacher will have students work together in pairs to
answer questions. The students will read the book aloud with the teacher. The
students will then go on to answering their questions. The teacher will tell the
students that they can use the book to help them answer the questions.
Differentiation:Students who can comprehend the topic but have a hard time with
reading can be read to by the teacher. Students who struggle with writing can
explain what they read in the text orally to the teacher. The teacher can also read
the text questions to the student to help them answer them. The student can also
be paired with a student who understands the topic and how to answer the
questions correctly. Students who finish answering the questions early can pick their
favorite invention from the book and tell how they might use it or how they do use
it. The student can also come up with their own invention that can be used in space
and Earth.
Lesson Closure: The teacher will ensure that the students have understood the
lesson by asking them to share what some of the inventions are that we use that
were created for space.
Independent Practice: Students will read the book, Space Travel Inventions out
loud in class. The students will then answer questions about the text that they read.
Assessment: The teacher will assess the students based on how well they answer
the questions associated with the text. The students are expected to use correct
grammar and punctuation. The teacher will assess the students. On a scale 0-100%
with 0 being the lowest and 100 being the highest possible score the satisfactory
mastery for this lesson is 60%. When calculated together the goal is for the class as
a whole to get 60% of the content on the assessment right. So for example if there
were 6 questions the student would be expected to get 4 out of the 6 questions
correct.
Time & Resources: 50 minutes, Space Travel Inventions book, paper, pencil
 Bluefield State College
Daily Lesson Plan (Template)

Name: Brieanna Wimmer Date: February 2,

2017

Subject: ELA Topic: The Solar

System: Picking A Planet (Day 1)

Grade: 5th Length of Lesson:

50 minutes
Introduction (Essential Question):
Standard: Science
Cluster: Text Types and Purposes
Objective: ELA.5.21 Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
Specific Objective: Students will write a paper using correct punctuation and
grammar. The satisfactory mastery for this lesson is 55%. On a scale 0-100% with 0
being the lowest and 100 being the highest possible score the satisfactory mastery
for this lesson is 55%. When calculated together the goal is for the class as a whole
to get 55% of the content on the assessment right. So for example if there were 10
questions the student would be expected to get 6 out of the 10 questions correct.
Method(s): The teacher will use small groups for this assignment. There will also be
a lecture with discussion about the solar system paper.
Materials: computer, scissors, poster board, glue stick.
Direct Instruction:The teacher will explain to the students that since they had
previously read about inventions made for space they are going to learn about the
planets. The teacher will explain to students that this lesson will take several days
to complete. The teacher would put the students in eight different groups with 3-4
students per group. The teacher would then assign each group and planet to
research. Each person in the group would be responsible for researching information
about the planet. The students would then bring all of their information together
and one student from the group would type the paper. While the one student was
typing the other students would be putting together a poster for their planet. The
teacher will explain that each student has a certain task to perform. The student will
explain the roles to the students. The teacher could say, In my group Im the
information manager so Im responsible for typing the paper and finding reputable
information on our topic. Every student in the group is required to find information
about their planet. The teacher could then say, Another role is the illustrator who is
responsible for cutting out pictures , drawing, and other things required for the
decoration of the poster. "Another role presentation supervisor who is in charge of
making sure that the presentation creation process goes smoothly and that the final
presentation is well put together.
Guided Practice: Students will work together to complete their planet research
paper and poster.
Differentiation: All students will be included in this activity. If the student isnt able
to research information or not allowed to use certain tools such as scissors the
student can glue information and pictures to the poster board. The teacher will
know what tasks each student is able to efficiently perform in the group. The
teacher can give "minor" jobs to struggling students like being the illustrator. This is
still a very important job, but it isn't weighted as heavy as the job of the information
manager.
Lesson Closure: The teacher will be able to see what the students have learned by
reading their papers and judging their posters.
Independent Practice: Students will research information about their assigned
planet from the teacher. The students will then complete their poster board for their
planet.
Assessment: The students will be assessed based on participation in the group and
using correct grammar and punctuation in their paper and on their poster. On a
scale 0-100% with 0 being the lowest and 100 being the highest possible score the
satisfactory mastery for this lesson is 55%. When calculated together the goal is for
the class as a whole to get 55% of the content on the assessment right. So for
example if there were 10 questions the student would be expected to get 6 out of
the 10 questions correct.
Time & Resources: 50 minutes, computer, scissors, poster board, glue sticks.
 Bluefield State College
Daily Lesson Plan (Template)

Name: Brieanna Wimmer Date: February 3,

2017

Subject: ELA Topic: The Solar

System: Picking A Planet (Day 2)

Grade: 5th Length of Lesson:

50 minutes
Introduction (Essential Question):
Standard: Science
Cluster: Text Types and Purposes
Objective: ELA.5.21 Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
Specific Objective: Students will write a paper using correct punctuation and
grammar. The satisfactory mastery for this lesson is 55%. On a scale 0-100% with 0
being the lowest and 100 being the highest possible score the satisfactory mastery
for this lesson is 55%. When calculated together the goal is for the class as a whole
to get 55% of the content on the assessment right. So for example if there were 10
questions the student would be expected to get 6 out of the 10 questions correct.
Method(s): The teacher will use small groups for this assignment. There will also be
a lecture with discussion about the solar system paper.
Materials: computer, scissors, poster board, glue stick.
Direct Instruction: The teacher will explain to the students that since they had
previously read about inventions made for space they are going to learn about the
planets. The teacher will explain to students that this lesson will take several days
to complete. The teacher would put the students in eight different groups with 3-4
students per group. The teacher would then assign each group and planet to
research. Each person in the group would be responsible for researching information
about the planet. The students would then bring all of their information together
and one student from the group would type the paper. While the one student was
typing the other students would be putting together a poster for their planet.
Guided Practice: Students will work together to complete their planet research
paper and poster.
Differentiation: All students will be included in this activity. If the student isnt able
to research information or not allowed to use certain tools such as scissors the
student can glue information and pictures to the poster board.
Lesson Closure: The teacher will be able to see what the students have learned by
reading their papers and judging their posters.
Independent Practice: Students will research information about their assigned
planet from the teacher.
Assessment: The students will be assessed based on participation in the group and
using correct grammar and punctuation in their paper and on their poster.
Time & Resources: 50 minutes, computer, scissors, poster board, glue stick.
 Bluefield State College
Daily Lesson Plan (Template)

Name: Brieanna Wimmer Date: February 4,

2017

Subject: Reading Topic: The Solar

System: Picking A Planet (Day 3)

Grade: 5th Length of Lesson:

50 minutes
Introduction (Essential Question):
Standard: English Language Arts
Cluster: Text Types and Purposes
Objective: ELA.5.21 Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
Specific Objective: Students will write a paper using correct punctuation and
grammar. The satisfactory mastery for this lesson is 55%. On a scale 0-100% with 0
being the lowest and 100 being the highest possible score the satisfactory mastery
for this lesson is 55%. When calculated together the goal is for the class as a whole
to get 55% of the content on the assessment right. So for example if there were 10
questions the student would be expected to get 6 out of the 10 questions correct.
Method(s): The teacher will use small groups for this assignment. There will also be
a lecture with discussion about the solar system paper.
Materials: computer, scissors, poster board, glue stick.
Direct Instruction:The teacher will explain to the students that since they had
previously read about inventions made for space they are going to learn about the
planets. The teacher will explain to students that this lesson will take several days
to complete. The teacher would put the students in eight different groups with 3-4
students per group. The teacher would then assign each group and planet to
research. Each person in the group would be responsible for researching information
about the planet. The students would then bring all of their information together
and one student from the group would type the paper. While the one student was
typing the other students would be putting together a poster for their planet. The
teacher will give the students the option of either using Power Point, Prezi, or
making a poster for their presentation.
Guided Practice: Students will work together to complete their planet research
paper and poster.
Differentiation: All students will be included in this activity. If the student isnt able
to research information or not allowed to use certain tools such as scissors the
student can glue information and pictures to the poster board.
Lesson Closure: The teacher will be able to see what the students have learned by
reading their papers and judging their posters and Power Points.
Independent Practice: Students will research information about their assigned
planet from the teacher.
Assessment: The students will be assessed based on participation in the group and
using correct grammar and punctuation in their paper and on their poster or Power
Point.
Time & Resources: 50 minutes, computer, scissors, poster board, glue stick.
 Bluefield State College
Daily Lesson Plan (Template)

Name: Brieanna Wimmer Date: February

1, 2017

Subject: Science Topic: Solar

Systems

Grade: 5th Length of

Lesson: 50 minutes
Introduction (Essential Question):
Standard: Science
Cluster: Space Systems: Stars and the Solar System
Objective: S.5GS.13 represent data in graphical displays to reveal patterns of daily
changes in length and direction of shadows day and night, and the season
appearance of some stars in the night sky.
Specific Objective: Students will show that they understand The Big Bang theory by
correctly answering text questions. This satisfactory mastery for this lesson is 60%.
On a scale 0-100% with 0 being the lowest and 100 being the highest possible score
the satisfactory mastery for this lesson is 60%. When calculated together the goal is
for the class as a whole to get 60% of the content on the assessment right. .
Method(s): The teacher will have lecture discussion with students. The teacher will
also use the smartboard.
Materials: smartboard, worksheet, pencil ,https://www.youtube.com/watch?
v=cqy_5Pfidd0
Direct Instruction: The teacher will show the students an educational video that will
help them learn about The Big Bang Theory. The teacher will then tell the students
that since theyve watched a video about The Big Bang Theory that now they will
read about it. The students will be given a text passage and they will read aloud.
The teacher will then give the students questions that go along with the text to
answer.
Guided Practice: After the students have read the passage the teacher will highlight
certain parts. This will help build background knowledge for the students.
Differentiation: Students who struggle with reading the passage will be read to by
the teacher. The teacher will also help the students find answers to the questions by
using the text.
Lesson Closure: The teacher will ensure that the students have understood the
lesson by having the students to switch their questions with the person to the left of
them. The teacher will then choose students at random to share the answer to the
question the teacher chooses.
Independent Practice: The students will answer the questions from their text
passage.
Assessment: The teacher will assess the students based on the number of questions
they got correct. The teacher will also assess the students on their grammar and
punctuation. On a scale 0-100% with 0 being the lowest and 100 being the highest
possible score the satisfactory mastery for this lesson is 60%. When calculated
together the goal is for the class as a whole to get 60% of the content on the
assessment right. So for example if there were 10 questions the student would be
expected to get 6 out of the 10 questions correct.

Time & Resources: 50 minutes, smartboard, worksheets, pencils

 Bluefield State College
Daily Lesson Plan (Template)

Name: Brieanna Wimmer Date: February 1, 2017

Subject: Science Topic: The Solar System

Grade: 5th Length of Lesson: 50

minutes

Introduction (Essential Question): How can we compare the size of planets?

Method(s): The teacher will utilize the smartboard and the Elmo. The teacher will also have a
lecture discussion with students.
Materials: Smartboard, Elmo, paper, Science book

Direct Instruction: The teacher will review the bell ringer with students to ensure they know the
process that they will use. The teacher will then use the chart on page 516 of the student's science
book to find the diameter of the planet Mercury to show students how big the planet is. The
teacher will then find the average distance Mercury is from the sun. The teacher will explain to
students that they will be given paper planets to cut out. The teacher will tell the students that
they will measure the diameter of each paper planet. The students will then use the
measurements and the chart to find each planets name. The students will then label the planet
and cut it out. The students will then put the planets in order by size.

Guided Practice:The teacher will then find the diameter of the planet Venus with students so that
the teacher can ensure that the students know what to do.

Differentiation:If there are students who are struggling the teacher will help them measure the
diameter in order to find the planet that matches it.

Lesson Closure:The teacher will ensure that the students have understood the lesson by walking
around the classroom and checking each students' work. The teacher will ask random students to
tell them what planet has the largest and smallest diameter.

Independent Practice:Students will then find the diameter and distance from the sun for the rest
of the planets. Once the students have completed that they will put the planets in order by
distance from the sun. The students will then have to explain their results by answering
questions. Such as: 1. Compare the sizes of Earth, Venus, and Jupiter.
2. How many planets are smaller than Earth?
3. How many planets are larger than Earth?
4. Explain how measuring the planet helped you identify each paper model.

Assessment: The teacher will assess the students by checking to see if the students matched the
diameter to the planet correctly. The teacher will also assess the students on putting the planets in
the correct order.

Time & Resources:50 minutes, Smartboard, Elmo, planet paper, Science book
 Bluefield State College
Daily Lesson Plan (Template)

Name: Brieanna Wimmer Date: February 1, 2017

Subject: Math Topic: The Solar System:

Decimals and Fractions

Grade: 5th Length of Lesson: 50 minutes

Introduction (Essential Question):
Standard: Mathematics
Cluster: Apply and extend previous understandings of multiplication and division to
multiply and divide fractions.
Objective:M.5.16 Solve real-world problems involving multiplication of fractions and
mixed numbers by using visual fraction models or equations to represent the
problem.
Specific Objective: Students will convert decimals to fractions and vice versa. The
satisfactory mastery for this lesson is 50%. On a scale 0-100% with 0 being the
lowest and 100 being the highest possible score the satisfactory mastery for this
lesson is 50%. When calculated together the goal is for the class as a whole to get
50% of the content on the assessment right. So for example if there were 10
questions the student would be expected to get 6 out of the 10 questions correct.

Method(s): The teacher will use the smart board and Elmo to present the content.
The teacher will also have a lecture discussion with students.
Materials: Decimal and Fraction Worksheet, smart board, elmo
Direct Instruction: The teacher will do some example problems on the board of
converting decimals to fractions and fractions to decimals.
Guided Practice: The teacher will have the students help them solve decimal and
fraction conversion problems as well. This way the teacher can see that the
students are understanding the lesson.
Differentiation: Students who are struggling with converting decimals and fractions
can work with a partner who can help them.
Lesson Closure: The teacher will ensure that the students have understood the
lesson by walking around the classroom and checking each student's worksheet.
Independent Practice: Students will complete the decimal and fractions worksheet.
Assessment: The teacher will assess the students on the number of problems they
get correct on their decimal and fraction worksheet. On a scale 0-100% with 0 being
the lowest and 100 being the highest possible score the satisfactory mastery for
this lesson is 50%. When calculated together the goal is for the class as a whole to
get 50% of the content on the assessment right. So for example if there were 10
questions the student would be expected to get 6 out of the 10 questions correct.

Time & Resources: 50 minutes, Decimal and Fraction Worksheet, smart board, elmo
 Bluefield State College
Daily Lesson Plan (Template)

Name: Brieanna Wimmer Date: February

Subject: Math Topic: The Solar System:

Scientific Notation

Grade: 5th Length Lesson: 50 minutes

Introduction (Essential Question): Why do we need scientific notation?

Standard: Mathematics
Cluster:Write and Interpret numerical expressions.
Objective: M.5.1 Use parentheses, brackets or braces in numerical expressions and
evaluate expressions with these symbols.
Specific Objective: Students will count the number of places to move the decimal
point to the right or left and write in scientific notation. The satisfactory mastery for
this lesson is 60%. On a scale 0-100% with 0 being the lowest and 100 being the
highest possible score the satisfactory mastery for this lesson is 60%. When
calculated together the goal is for the class as a whole to get 60% of the content on
the assessment right. So for example if there were 10 questions the student would
be expected to get 6 out of the 10 questions correct.

Method(s): The teacher will use the Elmo.

Materials: Elmo, Scientific Notation worksheet
Direct Instruction: The teacher will review the bell ringer with students to make sure
that they comprehend the reason why we use scientific notation. Scientific
Notation was developed in order to easily represent numbers that are either very
large or very small. The system was developed to help represent these numbers in
a way that was easy to read and understand. The teacher will then do some sample
problems of scientific notation on the board. The teacher will then give the students
a scientific notation worksheet.
Guided Practice: The teacher will break the classroom in half and have students
race to the board to solve a scientific notation problem. The first person to get it
right will win one point for their team. The first team to get to 10 points first wins.
The teacher will hand out the scientific notation worksheets and do the first problem
on the worksheet with the students. The teacher will encourage partners to help
each other.
Differentiation: If students have a hard time figuring out how to write in scientific
notation but know the answer when they see it the teacher can let them play a
match up game. The students will have match the correct number to its scientific
notation form. Such as 400,000,000 would be matched to 4 x 10^88.
Lesson Closure: The teacher will ensure that the students have comprehended the
lesson by evaluating the participation during the scientific notation game. Every
student in the class will have to come up to the board and do a problem. The
teacher will be able to see which students are able to work the problems and which
ones cannot.
Independent Practice: Students will complete the scientific notation worksheet
alone.
Assessment: The teacher will assess the students based on how many problems
they got correct on the scientific notation worksheet. On a scale 0-100% with 0
being the lowest and 100 being the highest possible score the satisfactory mastery
for this lesson is 60%. When calculated together the goal is for the class as a whole
to get 60% of the content on the assessment right. So for example if there were 10
questions the student would be expected to get 6 out of the 10 questions correct.

Time & Resources: 50 minutes, scientific notation worksheet, dry erase board,
markers

Bluefield State College

Daily Lesson Plan (Template)

Name: Brieanna Wimmer Date: February 1, 2017

Subject: Social Studies Topic: The Solar System

Grade: 5th Length of Lesson: 50 minutes

Introduction (Essential Question): Could we use the stars to build a house?

Method(s): The teacher will use the smartboard. The teacher will have a lecture discussion with
students.

Materials: Smartboard, computer

Direct Instruction: The teacher will show the students an educational video on constellations and
the position of Mayan cities. The teacher will then tell the students that they will be using the
internet to find how early civilizations used the positions of certain stars for such buildings as
Mayan pyramids and Greek temples. The teacher will explain to students that they will be given
websites to go to that will help them with their research. The teacher will tell the students that
they should have 3-4 paragraphs total.

Guided Practice: The teacher will provide the students with a reputable website to help them with
finding information about Mayan astronomy.
http://www.starteachastronomy.com/mayan.html
The teacher will write down an example sentence on the board to show students what they
expect to see. Such as, The Mayans used star positions because they thought they were helpful
to them. This sentence doesnt give the students any answers but shows them how theyre
sentence structure should be.

Differentiation: Students who struggle with finding information about the Mayans using star
positions for construction will receive help from the teacher. Students who complete the
assignment early will be encouraged by the teacher to add more detail to their paper. The student
who finish early could also have an alternate assignment where they write if they think that it
was a good idea for the Mayans to use star positions. Those students will have to explain why
they do or dont think it was a good idea.

Lesson Closure: The teacher will ensure that the students have understood the lesson by walking
around and checking the progress of each student's paper. The students must have at least 1-2
paragraphs by the end of class. The teacher will also ask the students to share something that
they learned from their research.

Independent Practice: Students will research and find information about why the Mayans used
the positions of stars for construction. The students will use this information to write a paper.

Assessment: The teacher will assess students' paper by making sure they have 3-4 paragraphs
total. The teacher will assess the students on proper grammar and punctuation.

Time & Resources: 50 minutes, smartboard, computer

 Bluefield State College
Daily Lesson Plan (Template)

Name: Brieanna Wimmer Date: February 2,

2017

Subject: Social Studies Topic: The Solar

System
Grade: 5th Length of Lesson:
50 minutes

Introduction (Essential Question): What is a map? Why do we need a map? What

does it help us with? Name one example.
Standard: Social Studies
Cluster: Geography
Objective: SS.5.18 Display information on maps, globes, geographic information
systems, and other geographic tools.
Specific Objective: Students will make a scale map of the solar system. The
satisfactory mastery for this lesson is 60%.
Method(s): The teacher will have a brief lecture discussion with students. The
teacher will utilize the smartboard. Materials: Solar System Mapping Sheet
Direct Instruction: The teacher will review the bell ringer with students. The teacher
will then show the students a video on the solar system. The teacher will then
display the copy of the solar system mapping sheet to students and explain what
they want them to do. The teacher will already have a completed solar system scale
of their own to show to students as an example.
Guided Practice: The teacher will then do another solar system scale example with
students to show them step-by-step.
Differentiation: Students who struggle with making their own scale will be paired
with a partner who can help them. The student will also receive help from the
teacher while theyre monitoring each students work. Students who finish quickly
will be encouraged to add more detail to their scale.
Lesson Closure: The teacher will ensure that the students have understood the
lesson by walking around and monitoring the students while theyre working in their
scales.
Independent Practice: Students will complete their scale and answer the questions
at the end.
Assessment: The teacher will assess the students based on if they followed their
own scale correctly. Such as 1 inch = 10 million miles. The student would get points
deducted for drawing their scale 1 inch = 10.5 million miles. The scale must be
exact.
Time & Resources: 50 minutes, Solar System Mapping Sheet
 Resources:
Cooney, T. (2007). Scott Foresman science. see learning in a whole new light.
Glenview, IL: Pearson/Scott Foresman.
Kendler, P. B., & Corzine, P. (2005). Inventions from space travel. Glenview, IL:
Pearson Scott Foresman.
M. (2016, May 10). Kid Discovers Link Between "Constellations" & Position of
Ancient "Mayan Cities.". Retrieved March 01, 2017, from
https://www.youtube.com/watch?v=bKhGZDNywBk
Our Solar System. (n.d.). Retrieved March 01, 2017, from
http://www.kidsastronomy.com/solar_system.htm
The Big Bang. (n.d.). Retrieved March 01, 2017, from
http://www.readworks.org/passages/big-bang
T. (2014, June 24). What Is The Big Bang TheoryCinekids. Retrieved March 01,
2017, from https://www.youtube.com/watch?v=cqy_5Pfidd0
Science and Social Studies: Make a Scale Map of the Solar System. (n.d.). Retrieved
March 01, 2017, from https://www.teachervision.com/solar-system/science-social-
studies-make-scale-map-solar-system
StarTeach Astronomy Education. (n.d.). Retrieved March 01, 2017, from
http://www.starteachastronomy.com/mayan.html
Welcome. (n.d.). Retrieved March 01, 2017, from http://www.planetsforkids.org/