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ED 613 Lesson Plan #3

Name: Mike Cochran School: DHS

Grade Level: 12th Number of Students in Class: 28

Unit: Earth/solar system/universe Lesson Duration: 1 hr. 10 min

Day, Date, and Time of Lesson: x

1. Colorado Academic Standard

Content Area: Science
Standard 3. Earth System Sciences

Prepared Graduates (3): Describe and interpret how Earth’s geologic history and place in
space are relevant to our understanding of the processes that have shaped our planet.

Concepts and skills students master (2): As part of the solar system, Earth interacts with
various extraterrestrial forces and energies such as gravity, solar phenomena, electromagnetic
radiation, and impact events that influence the planet’s geosphere, atmosphere, and biosphere in
a variety of ways.

Evidence Outcomes: 3.2.d Use specific equipment, technology, and resources such as satellite
imagery, global positioning systems (GPS), global information systems (GIS), telescopes, video
and image libraries, and computers to explore the universe.

2. Objective: By the end of the lesson, students will identify 8 out of 8 everyday objects that
can accurately represent the solar system planets in a scale-model, and place them in correct
order from the sun.

3. Learning Target: I can identify and compare everyday objects to planetary bodies.

4. Assessment: KWL-organizer sheet, Jigsaw, collective-classroom rapid fire questioning

5. Materials: Bunsen burner, lab coat, glasses, tongs, GI Joe, gloves, fan, PowerPoint slides,
copies of KWL sheets, at least ten of: marbles, bottle caps, tennis balls, pin tacks, softballs, golf

6. Essential Questions or Big Picture Statement:

- What are the order of the planets in the solar system from the sun?
- What does it mean to be a “Goldilocks planet”?
- Why is Earth’s position in the solar system so important? Why does it matter for

7. Introduction/Anticipatory Set: Have the lab table set up in front of the class. Once the
students are sitting down and quiet, ask them to discuss with their partner “what planet in our
solar system is hottest and why?” Give them about one minute to do so and afterwards ask a few
people to share their thoughts. Then, Demo time:

Next, have lab equipment ready (lab coat, glasses, Bunsen burner, hotplate, GI Joe figurine
(painted silver to imitate lead Pb), gloves, tongs). Set the stage: “This GI Joe has on a lead-
based space suit and is about to descend into one of our planets that no human has ever dared to
venture.” Cue the Bunsen burner as the GI Joe goes into the hot plate and MELT HIM!!!! (have
windows and fan going during demo). What was that all about!? Ask the students again to
discuss with their partner and consider if this is possible on one of our solar system planets!?
(Remind them that the GI Joe had on a lead spacesuit).
8. ****Step-by-Step Lesson Process:****

Direct Instruction Check for Understanding Collaboration

Assessment Technology Literacy Differentiation

 Anticipatory Set (10 minutes) –

Explained above. Create Hook with GI Joe figurine meltdown! After the demo, get the
students thinking about if this is plausible on one of our planets in the solar system?
(Remind them of key terms like: atmospheric Greenhouse gases, geolocation, Solar flares,
gravitational pull).
 After students have discussed implications of demo, call on several students to share.
 This demo is showing Venus’s surface temperature (due to atmospheric greenhouse
gases and geolocation. YES! Lead would melt on the surface of Venus, it’s over 400C
uniformly). Connect to previous Earth’s atmosphere lesson. Atmosphere is important!

 Lesson Overview and KWL charts (5 minutes) –

Quickly state the breakdown of the lesson today: including computer lab groups, Jigsaw
activity, and treasure hunt with Lab Groups at the end (remind the students that this is a fun
activity so we need to be working hard/efficiently so we have time to get everything
done!). Also, introduce the LT and lesson objective so students know what to be focusing

 Once the LT and Objectives have been stated, pass out the KWL charts and have an
example displayed on the PowerPoint slide simultaneously.
 Explain the KWL chart. Have the students fill out the first section “What do you
know” section about everything they think they know about the planets in our solar
system. (Have next slide of the planets displayed on the projector as the students are
writing. Also, walk around the classroom and assess how much students are writing
down in the ‘know’ column). Individual work.
 After students have finished writing (give them a couple minutes), have them write
down in the next box, what they want to know about the solar system planets.
 After students have finished writing in the second box. Have them rapid-fire go around
the classroom and either state something they already knew about the planets or a
question they want to know. Quickly! Get the class involved, invigorate!

 Computer Lab Group Research (20 minutes) –

 After the rapid-fire round, display the next PowerPoint slide with the breakdown of
Lab Groups and their assigned planet.
 Breakdown to students what is expected of them in the computer lab during research:
“Your Lab Group will be researching key points about your assigned planet. While
doing this, fill out key concepts in your last box in the KWL chart (flip back to the
slide that shows the chart).
 Tell the students to flip their KWL charts over. They will see that each planet has
several key terms and concepts. These will be starting points for the students to answer
and focus on during computer lab research.
 Thumb-Ometer on “how we are feeling about the next 15 minutes in the computer lab.
Do we know what our duties are?”
 During computer lab time, go around to each group and check in with their progress,
determining if they need more support or more advanced topics to add/consider. Also,
while going around to each Lab Group, assign them each their specific number (either
1,2,3,4. Tell them to remember their number).
 Jigsaw Activity (20 minutes) –

 Once the students have finished researching their specific planet, have them head back
to the classroom (research shouldn’t take longer than 15 minutes considering it’s 4
students working together on one planet). Tell the students to go “back to the
classroom and stand behind their chair with their KWL chart and writing utensil. Wait
for further instructions.”

 While the students are standing behind their chairs, explain the Jigsaw activity (keep
them standing to get blood flowing and energy up). We will break off into 4 groups of
8 (each student should know their number from the computer lab), and we have 8
stations marked around the classroom (there will be a piece of computer paper with a
picture of a specific planet on it). Each group will start at one station, and there will be
an ‘expert’ in each group that will discuss the key terms/concepts they found during
computer lab time. The other students will listen to the ‘expert’ and fill out their last
box in the KWL chart. Each station will be 2/3 minutes long, then rotate clockwise to
the next station until all 8 stations have been completed (I will ring the bell when it’s
time to rotate).
 During the Jigsaw activity, walk around and listen in to the ‘experts’ and assess their
learning during computer lab time.

 Treasure Hunt (10 minutes) –

After all stations have been completed by the groups, have them sit down back at their
assigned Lab Group desks (remember to give complements for playing the ‘experts’, that
can be intimidating for some).
 Display Treasure Hunt directions on the next PowerPoint slide while going over the
process. “With your lab group, you have 7 minutes to hunt around the room and find
objects (that I approve of! Ask Mr. C if it’s acceptable) to use as an object to represent
the 8 planets.
 This will lead into tomorrow: We will be going out onto the football field and using
these 8 objects to create a realistic scale-model of our solar system using these objects
we find in the classroom.
 REMINDER: Also presented on the slide, students must consider accurate size-
representation of all the planets and the distance separating them.
 Once you have ‘found’ 8 acceptable treasures to represent the planets, sit back down at
your group table and start thinking about the distances these need to be apart from each
other (for tomorrow on the football field).
 Once all groups have found their objects, store them on the back table for tomorrow
and label their groups materials with a piece of computer paper.

 KWL wrap-up and rapid-fire classroom collaboration game (5 minutes)

 Ask students how their KWL charts are, give the students one more minute to fill out
the last box. (They can do a “turn and talk” if they need support filling out the last box.
Tell them this will be turned into the bin as they leave the class!
 Last couple minutes, rapid-fire classroom collaboration game (the classroom is a whole
team… ‘competing’ against other class periods… to see who can get the most correct
answers in a row.
 Popcorn style. Once you’ve yelled out an answer, can’t yell out again until
the class messes up, then reset.
 First Question (start off easy). “Name the planets in a row from the sun?”
Students should popcorn the answer out until successful.
 Level two Question: “What is the order of planets from smallest to largest in
size?” Harder, but class should work together to get them in a row.
 Level three Question: “What is the coldest to hottest surface temperature of
planets in order?”
 Bell ring/end of class: “Awesome job! Turn in KWL on your way out and get
ready to make some solar system magic mañana!”

9. Assessments will be completed by the KWL chart hand in at the end of class and content
knowledge displayed during the Jigsaw activity (when students presented their ‘expert’ facts and
key points on their specific planet). Also, the collective classroom rapid-fire questioning will assess
the students overall grasp of the content discussed during the lesson.

P.P. Slides:


-Atmosphere - Temperature - Proximity to Sun - Size - Rotation cycle


-Temperature - Location - Size - Rotation - Volcanic Activity – Greenhouse gases


-Goldilocks location - axis tilt - Size - atmosphere


-Location - rotation cycle - geology - atmosphere - temperature


-Rotation cycle - weather - Size - Gases - satellites - tilt


-Dust rings - Satellites - Gases - Size - Rotation cycle - proximity to Jupiter


-Temperature - Size - Orbital Rotation time - Distance


-Temperature - Size - Distance - Orbital Rotation time - Sun rotation time

** Print out and hang on wall to make different sections for Jigsaw activity**
ED 613 Lesson Plan Rubric (FALL 2017) *for lessons NOT taught*

Colorado Academic Standards 5-4 points 3 points 2 and below Total


 Includes the actual text of the content Meets all Meets some Meets few 5
area(s), standard, prepared graduates criteria at criteria; criteria;
statement, the concept and skills
students should master, and then
high level; uneven; less unclear
whichever specific evidence clear clear
outcome(s) their lesson will address.
 Includes only the standards
information that you will actually
focus on in this lesson.
 Includes all letters and numbers.
SMART Objectives 8-7 points 6-5 points 4 and below

 All objectives answer the Meets all Meets some Meets few 7
question: What will students criteria at criteria; criteria;
know and/or be able to do at the high level; uneven; less unclear
completion of the lesson? clear clear
 All objectives are S.M.A.R.T. –
Specific, Measureable,
Attainable, Relevant & Results-
Oriented, and Timely/Time-
 All objectives directly connect
back to the evidence outcomes.
Learning Target(s) 3 points 2 points 1-0 points

 In first-person from the student’s Meets all Meets some Meets few 3
point of view (“I can. . .”) criteria at criteria; criteria;
 Rephrases the objectives/evidence high level; uneven; less unclear
outcomes in student-friendly clear clear
Assessment(s) 7-6 points 5-4 points 3 points and

 Clearly aligned with objectives Meets all Meets some Meets few 7
and learning targets criteria at criteria; criteria;
 May be formative and/or high level; uneven; less unclear
summative clear clear
 Measurable
 Clearly answers: What will
students do to show they have met
Materials 2 points 1 point 0 points

 Lists everything needed for Meets all Meets some Meets few
lesson. criteria at criteria; criteria;
 Includes copies or locations of all unclear
handouts, graphic organizers,
websites, Power Points, video high level; uneven; less
clips, etc. Cite your sources as clear clear
Essential Question(s) or Big 2 points 1 point 0 points
Picture Statement
 A statement that will make the Meets all Meets some Meets few 2
lesson more meaningful or criteria at criteria; criteria;
relevant by stating what big ideas high level; uneven; less unclear
or questions the students will clear clear
explore in the lesson and why it
Step-by-Step Lesson Process 20-18 points 17-15 points 14 and below

 Lists exact steps in lesson Meets all Meets some Meets few 18
progression to accomplish criteria at criteria; criteria;
objective(s). high level; uneven; less unclear
 Lists estimated time frames for clear clear
each step.
 Includes enough detail that a
substitute teacher could teach
from this plan.
 Indicates what STUDENTS
WILL DO as well as what
 Includes an intro/anticipatory set
 Includes modeling (labeled)
 Includes checking for
understanding (labeled)
 Includes guided and/or
independent practice (labeled)
 Includes closure/reflection for
 Indicates where and how in
lesson you will ASSESS the
extent to which students have met
the learning objectives
Differentiation 9-8 points 7 points 6 points and

 Includes appropriate forms of Meets all Meets some Meets few 8

differentiation, such as how criteria at criteria; criteria;
lesson will be accessible and high level; uneven; less unclear
relevant to all students, where you clear clear
will include additional support for
students who need it, how you
will include challenge/ extension
for those who need it
Active Processing & Thinking 9-8 points 7 points 6 points and
Skills below
 Includes adequate amounts of Meets all Meets some Meets few 9
ACTIVE PROCESSING of criteria at criteria; criteria;
material (e.g., not just lecture, high level; uneven; less unclear
PPT, note taking, worksheets) clear clear
 Cultivates higher-order thinking
skills via objectives and learning
 Uses strategies taught & shared in
Holistic Alignment 10-9 points 8-7 6 points and

 The standards, objectives, Meets all Meets some Meets few 10

learning target, and essential criteria at criteria; criteria;
questions are all about the same high level; uneven; less unclear
skills and concepts. clear clear
 The assessment measures those
skills and concepts.
 The skills and concepts are
manageable for you to teach and
for students to learn in a one-day
 The skills and concepts would be
useful, relevant and interesting to
students at this grade level.
TOTAL EARNED on lesson plan: 70/75

POINTS DEDUCTED for errors in grammar, spelling, and conventions:

0 Points Deducted 1-2 Points Deducted 3-4 Points Deducted 5-7.5 Points
No errors Minor errors Significant errors
occasionally distract consistently distract Significant and
from the content. from the content. consistent errors
distract from the
content throughout
the document.



- I organized the step-by-step section (adding bullet points and more space between sections).
- I added more ‘white space’ within the whole lesson plan to make it easier to follow.
- Changed some wording in the Jigsaw and Computer Lab sections.
- I honestly didn’t change much though; I wasn’t sure what else to revise.