Claflin University School of

Education
EDUC 423: Teaching Science to Children
Reflective Lesson Plan Model

Name: Tiaria Norman Date: 4/4/17

PART I: PLANNING

Title of Lesson
Is this lesson original idea? If not, from what source did I borrow this lesson?

Source
Science
Subject Area (s)
4th grade
Grade Level
4.E.3A.1 Develop and use models of Earths solar system to
exemplify the location and order of the planets as they orbit
Curriculum Standards the Sun and the main composition (rock or gas) of the
planets.
Describe the lessons activities and content to provide a clear overview of the lesson.
To begin this lesson, I will start by introducing Pluto and discussing how Pluto has recently
Description and Background reclassified a planet. I will also allow the students to debate if they think Pluto is a planet or
Information not. After discussing this I will show a video that introduces and shows the order of each
planet. After the video, we will go through a short PowerPoint that tells the students the
main composition of each planet and gives the students an example of a pneumonic device
to help the students with learning the order of the planets, as well as giving them an
example to go off when they must create their own pneumonic device. After the PowerPoint
is over and I have shown my pneumonic device, I give the students three minutes to come
up with their own pneumonic device in their groups. When the three minutes is up each
group will share their pneumonic device. After this I will go through the signs that I have
created. Each sign has picture of one planet on them, and I will go through the signs and
orally name the planets while showing its sign so the students can once again see a picture
with the name of the planet. The students will be assigned a corresponding planet of the
solar system as well as the sun using a name tag with the assigned planet. The students
will be split up into two teams, each with a full team of solar system objects. The students
will be asked to congregate as a group and then quickly line up in order of proximity from
left to right starting with the sun. The task will be organized as a competition between teams
to see who can get in the correct order in the fastest amount of time. The students will then
engage in a call and response where they will recite their assigned planet and be asked to
describe the composition.

What will students be able to do at the conclusion of this lesson? Make sure that your
Lesson Objectives objective(s) are measurable.
The students will be able to models to identify the order of the planets from the Sun and
what each planet main composition is with 100% accuracy.

How will I vary these objectives for students who do not understand the material?
These students will be able to list the name of each planet with their composition with 100%
accuracy.
Varying Objectives for How will I vary these objectives for students who have already mastered the concept?

Individuals Needs How will I vary these objectives for students who are presently learning English?
These students will be able to pronounce each planets name with 100% accuracy.
 Why is it important for the students to learn this content?

Statement of Purpose This is important for students to know because the students need to be aware of what is in
the solar system and what planets are made up of. Also what makes each planet different
from the others.

What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need?
Materials and Resources I need the smartboard to show the video and the PowerPoint to the students. I then need the
planets signs to show the students. I need the worksheet so the students can create their
pneumonic device. Lastly I need the planets papers to give each student their assigned
planet for the group game.
What will the students need?
Science journals and pencils to take notes on the PowerPoint
What other resources are needed? None
Will you use resource speakers?No

What will you do to motivate the students and get their attention? What is the hook that
Anticipatory Set will serve as a focus for the lessons activities?
We discuss the reclassification of Pluto and I will have the student tell me whether they
think it is a planet or not.

Part II: IMPLEMENTATION

How will I find out what students already know about this topic?

Pre-assessment How many plants are there?

What are the names of the planets?
Is Pluto a planet?
What will I do to show students what is expected?
I will go through the signs that I have created. Each sign has picture of one planet on them,
Teacher Modeling or and I will go through the signs and orally name the planets while showing its sign so the
Demonstration students can once again see a picture with the name of the planet.

What will we do together as they learn how to succeed at the new task?
We will go through a short PowerPoint that tells the students the main composition of each
Guided Practice planet and gives the students an example of a pneumonic device to help the students with
learning the order of the planets, as well as giving them an example to go off when they
have to create their own pneumonic device.
What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?
Checking for Understanding To check for understanding I will have the students create their own pneumonic devices to
demonstrate knowledge of the order of the planets.
What will students do by themselves to show that they have internalized the knowledge?
The students will be spilt up into two groups. Each student will have to choose a planet or
the sun out of a basket with them listed
Independent Practice
How will I conclude the lesson and relate it to future experiences? How will you wrap up the
lesson to reinforce concepts taught during the lesson?
Closure I will ask the students what are the orders of the planets again. I will ask how many planets
are there and which are rock or gas planets.

What will students do to demonstrate what they have learned?

The students will then engage in a call and response where they will recite their assigned
Assessment planet and be asked to describe the composition.
(attach to lesson plan)
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?
Extension Activities The students can create and hands on solar system at home. We can bring in an
astronomer to talk to the students about the solar system.

How will you use technology to assist students with learning the concepts?
What technology will you use to enhance the delivery and comprehension of your content? I will use
Technology technology by students the videos, and the PowerPoint to help them understand the planets.

How will you connect this lesson with other content areas across the curriculum?

The Arts: Pick on planet that they like and draw and color what it looks like.
Math: Count the number of planets in the solar system
Social Studies: Learn about the history of the solar system.
 Connection Across the English: Learning the definitions of composition.
Health:
Curriculum
Physical Education: The students will move around in order to put themselves in the planet order.
Math: The students to have to count and know how many planets there are, as well knowing the order
of the planets.

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.

Strengths
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses
What would you change when teaching this lesson again?
Suggestions for
Improvement
Revised 6-2013

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