Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Required Lesson Plan Format

Teacher Candidate: _____Cortney Estes______________ Content Area: ___Science_____________________ Date: 10/31/2011- 11/4/2011 Grade Level: ___3___

Fundamental Skills/Important Concept(s)/Essential Question(s): What are the phases of the moon? How does the moon rotate around the Earth? Lesson Title Lesson Focus Core Curriculum Standards and/or NYS Standards and Performance Indicators ~~~~~~~~ (For Literacy-based lesson, can use NCTE/IRA Standards for the English Language Arts) Solar System Moon Standards for Informational Text: Grade 3 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). MAJOR UNDERSTANDINGS: The Physical Setting 1.1a the appearance of the Moon changing as it moves in a path around Earth to complete a single cycle. 1. The students will be able to name the shape of the moon. (knowledge) 1. The students will be able to describe the phases of the moon. (comprehension) 2. The students will be able to illustrate the movements of the Earth and the moon. (application) --------------------------------------------------------------------------------Evidence that students have achieved objective(s): 1. The students will discuss the characteristics of the moon. 2. The students will show knowledge about the phases of the moon through their in class worksheet. 3. The students will show knowledge about the phases of the moon through their daily exit slips.

Lesson Objectives
(Blooms Taxonomy; include behavior, conditions, and criteria)

---------------------Acceptable Evidence (process and/or product)

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Required Lesson Plan Format: Snowden, P. L. Instructional Procedure(s) ___________ A. Bell Ringer and Prior Knowledge Activation
This can be together or separately. Also called: set induction, anticipatory set, introduction/review

Fall 2011

_________________________________ The students will quick write for 10 minutes any prior knowledge that they have on the moon.

_______________

__________________________________________ 1. Day One: 1. The teacher will ask the students to do their daily bell ringer. 2. The teacher will start the lesson by discussing the bell ringer with the class and giving them an opportunity to start open interaction within class. 3. The teacher will pass out the worksheet with the descriptions of the moon and explain what the purpose of the worksheet is. [directions] 4. The teacher will discuss the first two phases of the moon and the students will write the names of those phases in the appropriate spot on their worksheet. [guided practice] 2. Day Two: The teacher will discuss the next two phases of the moon and the students will write the names of those phases in the appropriate spot on their worksheet. [guided practice] 3. Day Three: The teacher will discuss the next two phases of the moon and the students will write the names of those phases in the appropriate spot on their worksheet. [guided practice] 4. Day Four: The teacher will discuss the last two phases of the moon and the students will write the names of those phases in the appropriate spot on their worksheet. [guided practice] 5. Day Five: 1. The teacher will hand out a creative writing assignment to the students, which will be a letter to the man in the moon. This assignment will be due on Monday. [independent practice] 6. The teacher will have the students complete their daily exit slips. [routine]

B. Teacher input, explanation, & development

1. Specific instructional method(s); 2. Modeling; 3. Guided practice; 4. Check for understanding 5. Independent practice

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Required Lesson Plan Format: Snowden, P. L.

Fall 2011

Specific students actions

1. The students will complete the bell ringer and then actively participate in the class discussion. 2. Each day the students will label the appropriate phases of the moon on their worksheet to use as guided notes. 3. The students will complete their creative writing assignment about writing a letter to the man in the moon, describing to the man in the moon what they see when they look outside at night. 4. The students will complete their exit slips daily. Formative Assessment: The students will be given a worksheet (objective assessment) with blank spaces where the different phases of the moon should be labeled; after each lesson the students have to label the appropriate phases from the days lessons; while the teacher walks around the classroom and observes the students progress. The students will write a creative writing piece (subjective assessment) on a letter to the man in the moon describing to the man in the moon what they see when they look at the sky at night. At the end of each day the students will have to complete exit slip (subjective assessment) writing about something that they learned in class that day. This allows the teacher to see where each student is on their current understanding of the planets before moving onto the next lesson. Observation is used for this lesson to see if the students look as if they understand the lesson or if they look confused. Feedback from the worksheet will also be used as an evaluation for the lesson. This allows for the time for adjustments to be made in the lesson and to see if anything needs to be looked over again. The worksheet labeling the phases of the moon will be graded upon completion. If the students correctly label the phases they will get full credit for this assessment; which will be worth 50 points possible. This worksheet shows the students knowledge and comprehension of the eight different planets. The creative writing piece will be worth 100 percent total based on a descriptive rubric rating the individual aspects of the paper. This piece allows the students to get a chance to use their imaginations while still using the information that they were taught in class. The exit slips that the students will write at the end of each day will be work 5 points apiece. The students will receive all available points if they attempt to write something down. By the end of the week the students have the opportunity to earn a maximum of 25 points per week for their exit slips. At the end of each day as an exit slip the students would have to write down their answers to three questions. These questions are: what did you study today? What are some new things that you learned today? What are some questions that you have about what you learned today?

Assessment (Type and purpose)

Evaluation, if used

Closure

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Required Lesson Plan Format: Snowden, P. L.

Fall 2011

By the end of this week the students will have an understanding on the different phases of the moon. They will also be aware of how the moon rotates around the Earth. To close out this lesson the students will have had their feedback from the worksheet. This lesson will also have closure when the students complete their flip books and their creative writing assignment. ELN: - Guided notes that explain some important characteristics about the moon. - Worksheet with written directions about how to go about this worksheet. Learning Modalities: - Tactile- kinesthetic: putting together the flip book illustrating the different phases - Auditory: Teacher descriptions about the planets and their relations. - Visual: pictures, worksheet - Trade books (Phases of the Moon by Gillia M. Olson) - Worksheets - Scissors - Glue - Markers

Accommodations: 1. Students with exceptional learning needs (ELN); 2. Learning modalities & Learning Styles; 3. Multiple Intelligences

Materials

Duration (time)

Approximately 5 days for 30 minutes per day. Days 1-4 will be of instruction and getting to know the information. The 5th day of this lesson will be geared towards bring all the information together.

Curricular and/or Unit Connections

This lesson connects to the unit of the solar system because the moon is a very important piece of our solar system and it continually rotates our planet. Having the basic understanding about the moon will give the students another example of what is beyond our planet.

Adapted with permission by Snowden, P. L. (Fall, 2011) from: Hackett, Sarah. (2010). Enhanced lesson plan template. Plattsburgh, NY: SUNY-Plattsburgh.

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