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LBS 405

5E Lesson Plan with Arts Integration

NAME:
Aja Washington
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GRADE LEVEL (S):
5th
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STANDARDS:
5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of
shadows, day and night, and the seasonal appearance of some stars in the night sky.

VAPA Standard 5.0 Connections, Relationships, Applications


Connecting and Applying what is learned in the visual arts to other art forms and Subject Areas and to
Careers

Science and Engineering Practices


1. Asking Questions and Defining Problems
2. Developing and Using Models
3. Engaging and Argument from Evidence
4. Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts
1. Study Stability and Change
2. Investigate cause and effect
3. Define Systems and Create Models
4. Observe Patterns

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LEARNING OUTCOME/ OBJECTIVES:
- Students will understand that the earth rotates and revolve around the sun.
- Students will understand that the earth’s rotation and revolution is the reason for day and
night.
- Students will be able to define words like rotate, revolve, axis, orbit, tilt, and hemisphere.

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RESOURCES/MATERIALS:
Chalk
Chromebooks
Science Notebooks
Pencils
Crayons
Markers
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Skewers
Paper Cups
Foam Balls
Projector
Jar
Popsicle sticks
Toothpicks
Tape
Green Playdoh
Blue Playdoh
Yellow Playdoh

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CURRICULUM CONNECTION (Identify how this lesson fits in the larger unit of instruction):

In this unit students will learn about the solar system. Prior to this lesson students learned
about the sun and its importance. In this lesson students will be studying about the earth’s movements and
how it orbits around the sun. Once this lesson is complete students will be introduced to other planets in
the solar system, moons, eclipses, stars, and constellations.

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ENGAGEMENT Day 1 (40 Min Lesson)
 Describe how the teacher will capture students’ interest.
1. Teacher will capture students interest by asking “Who thinks the earth moves? Then
the students that think it moves will raise their hands.
2. The teacher will then ask, “who thinks the earth doesn’t move?”. Then the students
that think the earth is stay still will raise their hands.
3. After that students will separate students in two groups. One team would be for
students who believe Earth moves and another for students who think earth doesn’t
move.
4. Once students are in their groups they will individually write down if they agree or
disagree with earth’s movement in their science notebooks.
5. After the journal entries, the groups will have 10 minutes to get to together and use
their prior knowledge to support their arguments.
6. In each group, they will find a speaker to participate in a friendly debate.
7. During the debate, the chosen student will state why they think the earth either stay
stills or moves.
8. The teacher will be jotting down these ideas on a chart.
9. Once the debate is over students will write in their journals if they still agree with the earth
moving or staying. If they don’t agree with their previous opinion they will write down why
they disagree.
 If all the students agree that the earth moves or if they all agree that it doesn’t
move. It will be impossible to start the debate. Just propose this fun fact to the
students “Did you guys know that the earth moves 1000 mph?” Then from there
allow students to ask you questions about the earths movement. Once the

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discussion is done allow students to write in their journal for 10 minutes about what
they will like to learn about the earth and its movement.
 What kind of questions should the students ask themselves after the engagement?
- Does the earth move?
- Does the earth stay in one position?
- How does the earth move?
- Why can’t humans feel the earth’s movement?

Grouping:
- Students will be grouped depending on if they agree the earth moves or if the earth stay in
one position.
Accommodations/Modifications for EL Student-Expanding Proficiency:
- There will be a EL translator to assist EL students with understanding the content and
translating information for the students. I will also provide students with directions in the
language they need.
Accommodations/Modifications for Student with Auditory Processing Disorder:
- Students with auditory processing disorder will be accommodated by giving them a
worksheet where they can read the instructions for the debate. They will have the option to
participate in the debate by writing down their opinion or using a sign language translator
to help translate information for them.
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EXPLORATION Day 2 (All Day Lesson)
1. Describe what hands-on/minds-on activities students will be doing.
1. Teacher will take the students outside around 8:15 am to an area on the playground with a lot
of space.
2. Students will write a X wherever they are standing, then with their partners students will use
chalk to draw each other’s shadows. They have to make sure they are far apart about 20 feet
away from each other and make sure each student writes their initial in their shadow. This way
students will be able to recognize their own shadow when they come back later.
3. After the first partner get their shadow drawn. The next partner will repeat the same steps 20
feet away from each other.
4. Make sure students write the time that they traced the shadow in their science notebooks.
5. At 10:15 am students will go back outside and stand on their X. Students should notice the
shadows moved. Then they’ll repeat the same steps from earlier. Have their partners draw their
shadows and write the time in their science notebooks.
6. But the second time around have students write where they would predict their next shadow to
be. The teacher will have students draw their shadows and write the time and their predictions
again at 12: 15 pm and 2:00 pm.

List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration
 Why do you think your shadows move with time?
 Do you think the movement of the shadows is caused by the earth or sun?
 If the earth moves, how does it move?

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Grouping: I will group students with partners by taking them outside to the playground and have each student
go toe to toe with one another. Whoever they go toe –to-toe with will be their partner for the engagement
activity.

Accommodations/Modifications for EL Student-Expanding Proficiency:


- EL students will be accommodated in this activity by providing them instructions for the
activity in their primary language. They’ll also have the option to work with a bilingual so
they could use their primary language while completing this activity.
Accommodations/Modifications for Student with Auditory Processing Disorder:
- Students with auditory processing disorder will written instructions for this activity. But
they’ll also have their Sign Language interpreter for assistance.
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EXPLANATION Day 3 (45 Minutes)

 Student explanations should precede introduction of terms or explanations by the teacher. What
questions or techniques will the teacher use to help students connect their exploration to the
concept under examination?
1. After the exploration phase, students should notice that there is movement with the earth. The
teacher will then show a video that explains Earth movement.
https://www.youtube.com/watch?v=EXasopxAFoM
2. Once the movie is done the teacher will out a handout with the vocabulary words.
3. Students will use chrome books to find the definitions of each word.
4. Then the students will write the definitions and write an explanation/ example for each word in
their science notebook.
5. During this phase students will get a better understanding of earths movement. The video provides
information about how it takes 365 days for the earth to revolve around the sun. Day and night
occurs due to earth’s rotation and the earth rotates on an axis. Also, the proper vocabulary for that
helps explains Earths movement like rotating, revolving, orbit, axis, atmosphere, and tilt.

 List higher order thinking questions, which teachers will use to solicit student explanations and help
them to justify their explanations.
- What is the difference between rotation and revolution?
- How many days does it take for the earth to rotate one time?
- How long does it take for the earth to complete one revolution around the sun?
- How does day and night exist on the earth’s rotation?

Grouping: Groups aren’t necessary for this activity.

Accommodations/Modifications for EL Student-Expanding Proficiency:


- EL students will be provided with worksheets that have the vocabulary words and both
English and Spanish. Teacher will also give EL students the option to write in primary
language. They will have their EL translator to assist them.

Accommodations/Modifications for Student with Auditory Processing Disorder:


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- Students will have worksheets with instructions and vocabulary words to help them
complete this activity. If they need any further assistance they will have their sign language
translator.
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ELABORATION Day 4 (60 minutes)
 Describe how students will develop a more sophisticated understanding of the concept.
1. After watching a video on earth’s rotation and revolution and doing definitions on vocabulary
words. Students will have a better understanding of Earths movement, day and night on earth,
and how earth orbits around the earth. They will use all of their notes from explanation to assist
them.
2. Students will get in groups in four. Then each group will be given crayons, markers, 6 small
skewers, a paper cup, 4 foam balls, paper, toothpicks, tape, green playdoh, yellow playdoh, and
blue playdoh.
3. In these groups students will have to make a model of the earth that best explains how the
earth rotates and revolve around sun. There won’t be instructions about how they should make
the model. Students have to collaborate and work together to come up with model.
4. While students are making their models. The teacher will walk around observing the students
and assessing students understanding.
5. Once they are done the teacher will ask each group to explain their models.
6. The point of this phase is to show students understanding of the content they learned in the
explanation phase.
7. After the models are complete students will use write in their science notebook about how they
created their models. Students should also mention the materials that were used.
 What vocabulary will be introduced and how will it connect to students’ observations?
- Students were giving the vocabulary words in the explain phase. While the teacher is walking
around and asking students of their understanding they should be using the words rotating,
revolving, orbit, axis, and tilt to explain their models.
 How is this knowledge applied in our daily lives?
- This information is applied in their daily lives because they all live on earth. All of the students
witness day and night. After this activity students will understand why there is day and night.
Also, how the earths movement has a relationship with day, night, and even years.
Grouping:
Before entering class that morning students will go toe to toe with four of their peers. Whoever they go
toe to toe with will be their group for this model activity.

Accommodations/Modifications for EL Student-Expanding Proficiency:


- There will be English instructions and also instructions of EL student’s primary language.
There will also be a group already made for EL Students so they can work together in their
primary language to complete this project. The EL translator will also be there for extra
assistance.
Accommodations/Modifications for Student with Auditory Processing Disorder:
- Students with auditory process disorder will have written instructions that they could read.
Also, a translator to assist them with group work and understanding of the project.

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EVALUATION Day 5 (40 minutes)
 How will students demonstrate that they have achieved the lesson objective?
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- In the student’s science notebooks, they will summarize what they learned about the earth
movements and how it has a relationship with Day and Night on earth. Their summary
should be 1-3 paragraphs. Students will use the vocabulary words they learned to describe
the content they’ve been learning all week.
- After they write their summaries students need to draw a picture that describes earth
rotation and revolution. Also, how it orbits around the sun. Students also need to make sure
that they use their vocabulary words to label the sun, earth, earths revolution, earth’s
rotation, axis, tilt, and orbit.
 This should be embedded throughout the lesson as well as at the end of the lesson.
- Throughout the lesson students used their science notebooks to write down information and
predictions about the earth. The teacher will read students notebook to assess their
understanding of the lesson.

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VAPA INTEGRATION & COMMENTARY (5 points)

The VAPA instruction should be integrated into one of the instructional stages above in the lesson plan but will
be assessed separately on the rubric. In addition, please provide a short commentary at the end of your lesson
plan (explained below)

Explain how the arts instruction in this lesson accomplishes one or more of the following goals:
 Supports learning of other academic subjects,
 Fosters engagement in school and motivation to learn,
 Builds students' skills in collaboration and communication and in navigating and understanding the
diversity of the world needed for success in college and career.

In my science lesson VAPA is integrated twice. One way it is incorporated is in the

elaboration phase. Students will be doing a fun art activity where they will be collaborating in a group of four.

In these groups, they will create their own art model of the earth orbiting around the sun. That explains earth

rotation and revolution, earth’s axis, and tilt. This art activity builds student’s skills in collaboration and

communication because they are working in groups with their peers. Specifically, for this activity students will

have to communicate with one another to come up with the best model that explains earths movement. The

teacher isn’t giving them anything but supplies and what the earth model should consist of. For this activity

students won’t be telling students how to make the model. Instead, she will motivate them to work with one

another to explain what they learned from the explain phase. This art lesson also supports ELA because once

students are done with their models they must write in their science notebooks about the steps they took to

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conduct this model in their groups. Students will be using the new vocabulary words they learned to explain

how they created their models.

The evaluation phase in this lesson also has visual arts incorporated. Students will have to draw

their own picture of the earth orbiting around the sun using crayons and markers. This activity also supports

ELA because students must write a short summary of what they learned about the earths movement. In this

summary students must use the proper vocabulary words to explain the earths movement.