LESSON PLAN OUTLINE



LESSON PLAN OUTLINE

JMU Elementary Education Program

A. Day and Night/ Science

B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD

What pre-assessment did you do that tells you the students’ readiness, interests, and/or learning preferences? Why is this is an appropriate activity for these students at this time? How does this lesson fit in the curriculum sequence? How does this lesson fit with what you know about child development?

The pre-assessment I have done to tell the students learning preferences is through observation. My co-operating teacher involves her students in a lot of concrete, hands on activities. The students love whenever they get to use their play dough in class and I know it helps different types of learners because they are modeling what they are learning. I have also included a song in my lesson because I know that these students do well and remember content through song. This activity is appropriate for students at this time because it builds on prior knowledge they have learned about the sun and it contains concepts that are not too hard for the students to learn at this time. This lesson fits into the curriculum sequence because the students would have just learned about the water cycle and how the sun is the origin of energy that drives it. This lesson, on day and night, will be an introductory lesson for this Sun, Moon, Earth unit. Within this unit the students will learn about patterns and cycles of the moon, tides, and the seasons. The students will then learn about shadows which is a review from Kindergarten, and will then learn about magnets, energy, and simple machines. Then students will be able to understand that the sun creates light and the part of the Earth that is illuminated by the sun is called day (the part not illuminated is called night). This lesson fits into child development because students at this age are concrete learners/thinkers. A common misconception, told to me by my cooperating teacher, is that many students think the movement of the sun is what causes day and night, but in reality it is the earth that rotates and revolves around the sun.

C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and the NEXT GENERATION SCIENCE STANDARDS (NATIONAL STANDARDS)- Part C attached on notebook paper to 1st Draft.

SOL 3.8a- The student will investigate and understand basic patterns and cycles occurring in nature. (Just: Day/Night)

• explain how some events in nature occur in a pattern or cycle, such as day and night

• recognize that the relationships that exist between and among Earth, the sun, and the moon result in day and night

• model and describe how Earth’s rotation causes day and night.

E-SS1-1: Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.]

D. LEARNING OBJECTIVES

|Understand – what are the broad generalizations the |Know – what are the facts, rules, specific data the |Do – what are the specific thinking behaviors |

|students should begin to develop? (These are |students will gain through this lesson? (These |students will be able to do through this lesson? |

|typically difficult to assess in one lesson.) |“knows” must be assessed in your lesson.) |(These will also be assessed in your lesson.) |

|The students will understand the pattern of day and |The students will know that… |The student will be able to explain what a rotation |

|night is caused by the rotation of Earth. |what the word rotation means. |is and that one rotation is 24 hours. |

| |Rotate-“to move in a circle around an axis or |The students will be able to |

| |center. |model and describe how Earth’s rotation causes day |

| |one complete rotation occurs every 24 hours. |and night. |

| |the part of Earth toward the sun has daylight while | |

| |the part of Earth away from the sun has night. | |

E. ASSESSING LEARNING

What will your students do and say, specifically, that indicate every student has achieved your objectives? Remember – every objective must be assessed for every student!

|Objective |Assessment |Data Collected |

|U- pattern of day and night is caused by the |Turn to. Paragraph. |Teacher observation. |

|rotation of the Earth. | |Teacher kept record. |

| | |Paragraph of student explanation on back of Graphic |

| | |Organizer. |

|K- Definition of rotation. |Graphic Organizer |Listed on graphic organizer. Collected by teacher |

| | |after class. |

|K- One complete rotation occurs every 24 hours. |Graphic Organizer |Listed on graphic organizer. Collected by teacher |

| | |after class. |

|K- Part of the Earth toward the sun has daylight |Picture on graphic organizer. |Listed on graphic organizer. Collected by teacher |

|while the part away from the sun has night. | |after class. |

|D- Explain what a rotation is and that one rotation |Graphic Organizer |Listed on graphic organizer. Collected by teacher |

|is 24 hours. | |after class. |

|D- Model and describe how the Earth’s rotation |Modeling with clay. Paragraph. |Teacher observation. |

|causes day and night. | |Teacher kept record. |

| | |Paragraph of student explanation on back of Graphic |

| | |Organizer. |

F. MATERIALS NEEDED

List all materials that will be needed to teach this lesson.

Who will be responsible for securing each item?

• Globe- In classroom

• Science notebooks- students

• Play dough- students

• Slide with the Rotation Rap lyrics- Stephanie

• Sticky notes- East and West- Stephanie

• Map of America- Stephanie

• Tape- Stephanie

G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS

Anticipate how your students will respond to the tasks and activities of the lesson. Identify the possible misconceptions or alternative conceptions about the lesson content. Where do you think students will have difficulty? What questions will you pose or changes will you make to help nurture student thinking and understanding of the content?

I believe that many of my students will possess the misconception that the movement of the sun is what causes day and night. This common misconception is formed because of language people use to talk about the sun. Many people say the sun “rises” in the east and “sets” in the west. These words lead students to believe that the sun’s movement is what causes day and night but in reality it is the rotation of the Earth that causes day and night. I believe that my students will have trouble differentiating between “revolving” and “rotating.” I also believe a 24 hour rotation verses a 365 day revolution will confuse the students in later lessons. To counteract this misconception I would pose the question “If the sun rises in the east and sets in the west, then where does it go after it sets in the west?” I would also challenge them to think about the difference between day and night and what it look like in other countries?

Additional misconceptions:

• The Sun goes behind hills.

• Clouds cover the Sun.- “Why can it be cloudy during the day then?”

• The Moon covers the Sun.

• The Sun goes behind the Earth once a day.

• The Earth goes around the Sun once a day.

Received from-

H. PROCEDURE

Essential question: Why do we sleep when it’s dark outside?

• Preparation of the Learning Environment

• TW obtain globe and bring it to the front of the classroom.

• TW pull up Rotation Rap and have it ready for when it’s needed.

• Engage -Introduction of the Lesson; How will you prepare students to engage in the lesson?

• Students will (SW) just be finishing up their morning work and the morning announcements will have just ended.

• Teacher will (TW): ask students to put their morning work on top of their homework folder.

• TW ask students: “How do you know that it is day outside?”

• SW turn to partner and talk about answer. (Affirmation)

• SW respond to whole class with observations and perhaps concrete experiences or stories.

• TW ask students: “How can you tell it is night outside?”

• SW turn to partner and talk about answer. (Affirmation)

• SW respond to whole class with observations and perhaps concrete experiences or stories.

• TW say “Well today we are going to be able to explain what causes day and night!”

• Implementation of the Lesson (specific procedures and directions for teacher and students)

• TW show students using a globe and the sun suspended in the middle of the classroom what causes day and night.

• TW explain how the Earth is on an axis and it rotates once every 24 hours.

• TW use the United States as the focal point for determining day and night as the teacher rotates the globe.

• TW quiz students (rotating the globe) and students have to say if it is day or night.

• (If students are getting this easily- teacher will pick another country to test this same concept of day and night.)

• TW have students create a web and include the definition or rotate and know that 1 rotation= 24 hours. (see attached completed web)

• TW teach students the Day/Night Rap.

o “Rotation, rotation, let’s talk about rotation (2x). Day and Night the Earth rotates that’s right. Causes day and night the Earth rotates that’s right!”

• TW tell students that we will never see a sunset at the beach on the East coast because of the way the Earth rotates. But if you want to see a sunset over the ocean you would have to go to California.

• TW model for students using their body as the earth and showing that the rotation of the Earth is what makes the Sun appear to move across the sky. (Teacher will have a picture of the US taped on stomach with East and West on Either side. This will help students to understand why the sun appears as though it is moving across the sky throughout the day.)

• (If time allows students will get up and form a circle and repeat what the teacher did previously.)

• TW have students draw diagram on their web about how the sun appears to be in the sky throughout the day and the direction the Earth rotates.

• SW copy diagram on their web.

• TW explain how the Earth’s rotation makes the sun look like it is moving across the sky.

• T&SW sing the Rotation Rap as a transition.

• TW ask students to sit down and take out their play dough.

• TW ask students to pull off a little part of the main portion of play dough.

• TW model with play dough too.

• SW have two spheres- one bigger to represent the sun, one smaller to represent the Earth.

• TW ask student to put their play dough through their pencil (axis).

• TW ask students to make a tiny person (or make a mark with a marker) on one side of the play dough to have a reference point.

• TW ask students to “Show me day? (Little person should be facing the sun.)” “Show me night? (Little person should be facing away from the sun.)”

• SW hold up their play dough and teacher will circle the room seeing if the students understand. (Assessment).

• TW ask student to draw a picture on their web about what causes day and night. (Assessment)

• Closure

• SW go to someone else in their class and explain one thing they learned about Day and Night. (Affirmation)

• If time allows, TW call on students and ask what they told their partner/ what they learned.

• If time allows, TW sing the Rotation Rap again.

• TW transition students to specials.

• Clean-Up (if required)

I. DIFFERENTIATION

Describe how you have planned to meet the needs of all students in your classroom with varied interest and learning readiness, English language proficiency, health, physical ability, etc. How will you extend and enrich the learning of students who finish early? How will you support the learning of children struggling with your objectives?

| |Content |Process |Product |

| |Questions asking students about have they|Modeling with play dough. |Give them choices to show their learning|

| |ever seen a sunrise/sunset. | |(model, draw, write, create). |

| |Got to tell personal stories. | |*Create a product based on their most |

|Interest | | |interesting part of the lesson. |

| | | | |

| | | | |

| |Contains a lot of components that vary on|Modeling |Draw a picture to show their learning |

| |readiness levels (rotation, causes of day|Graphic Organizer support. |(assessment) and used words to explain |

| |and night, patterns). | |their learning (assessment). |

|Readiness | | | |

| | | | |

| | | | |

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

Think about this! It may help you avoid an embarrassing situation. This CANNOT include fire drills, interruptions due to announcements, weather, or other emergencies.

• Run out of activities- Have one student come up to the front and hold the globe and quiz the class. Use different countries and quiz students. Have students write a paragraph about what causes day and night.

• Cannot pull up Rotation Rap slide- write it on the board.

• Some students are answering before others have a time to think- have students pull out their whiteboards and write their answers on a whiteboard.

• Lesson Implementation Reflection

As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them.

a. One change I made during my lesson was to have one of my students come up and model how the Sun appears to move across the sky because of the rotation of the Earth. I had a student come up and model it so that I could always be facing the class and not have to turn my back to them as I was rotating. This would have made it hard for me to teach if they got it wrong because my back would have been to them and it could have confused them if I was trying to explain something. In stead I had one of my students come up and have her model the rotation for me. I also believe that this was very concrete for her and helped her to understand it better because she actually got to do it. If I would have done this lesson again I would have gotten each of the students to do this because in my opinion it makes it easier to understand if you are actually doing the rotation as opposed to just watching it being done.

b. I also had the students get up and explain day and night to a partner after they had created their example with play dough. This got the students up and talking and explaining what they were learning. In addition I also had extra time for the students to write a few sentences about what they learned. I am really glad I incorporated this part into my lesson because not only did it give me valuable information about what they were still confused about, it also got them to explain what causes day and night.

II. Student Work Sample Analysis: Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are valid? ???????

Look at the assessment data and identify 2 students who appear to fall into these 3 categories: (1) Gets it; (2) Has some good ideas, but there’s still room for learning and (3) Does not get it. Organize your responses to the following questions in a chart/table form similar to the one below.

| |Gets it |Has some good ideas, but… |Does not get it |

| |Student A |Student B |Student C |Student D |Student E |Student F |

| |Connor |Lukas |Kate |Amber |Andy |Hannah |

|a. Understands… |Earth rotates on an |Rotation causes day |When the part of the |When the part of the |1 rotation= 24 hours. |Night is when the |

| |axis. When the part |and night. |Earth that is facing |Earth that is facing |Sun shining causes |Earth is not facing |

| |of the Earth is facing|“If China is facing |the Sun is called day.|the Sun is called day.|light. |the Sun. |

| |the sun it’s day. |the Sun, America’s |The part of the Earth |The part of the Earth | | |

| | |sleeping.” (Example he|facing away from the |facing away from the | | |

| | |gave: not of a US |Sun is called night. |Sun is called night. | | |

| | |perspective.) | | | | |

|b. Confused about… |It is a pattern/ |It’s a pattern/ cycle.|Said “Night is when |She said “When it is |The Earths rotation is|What causes morning |

| |cycle. | |Earth is not facing |night the sun is not |involved in what part |and noon. She |

| | | |the Sun.” - The earth|facing the Earth and |is light up (day vs. |believes that the |

| | | |is always facing the |you can see the bright|night). |West is night and |

| | | |sun…she just doesn’t |moon.” This makes it | |the East is morning.|

| | | |have a point of |seem that the sun | | |

| | | |reference. |moves. | | |

|c. Questions to ask to |Explain to me what |What does the Earth |When is the Earth |Explain to me how the |What happens to the |Why does the Sun |

|clarify what I know |happens to the |rotate on? |never facing the Sun? |Earth rotates to cause|other part of the |look like it is |

| |rotation of the Earth |What causes it to be | |night. |Earth that the sun is |moving across the |

| |when it is night. |day/night? | | |not shining on? |sky? |

|d. Ideas to work on next|The rotation of the |Explaining his |I believe she truly |I also believe she |Rotation of Earth on |Rotation of the |

| |Earth is a pattern |example. |does understand the |understand the |its axis causes the |Earth makes the Sun |

| |that repeats itself. | |concept she is just |concepts but isn’t |sun to only be shining|appear to be moving |

| | | |having a hard time |expressing herself in |on one part of the |in the sky, but it |

| | | |putting it into words.|words what she |Earth. |is not. |

| | | | |understand in her | | |

| | | | |mind. | | |

a. What does each student appear to understand?

b. What does each student appear to be confused about?

c. What questions might you want to ask each student to clarify what you know about the student’s understanding?

d. What ideas does each student need to work on next?

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if you were to teach this lesson again.

a. If I were to teach this lesson again I would definitely have all of my students get up and show rotation with their bodies to fully understand why the sun rises in the East and sets in the West. This is more developmentally appropriate because students at this age learn best through concrete experiences. This is the most concrete way to show why the sun appears to move through the sky and rise in the East and set in the West.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher?

a. Based on my assessment data, the next thing I would focus on would be wording. When I asked the students they understood they could explain that the Earth’s rotation causes day and night but when I asked them to write about it most of them made the mistake of saying that the sun moves or the light is what moves. Many of the students used language like “When it is day the sun is facing the Earth….When it is night the sun is not facing the Earth (Student D).” This subtle language makes it seem like the sun moves but the sun is always technically facing the Earth. I would go back and explain how we need to be careful with our language when talking about this concept because it’s easy to make a mistake. I would encourage them to start off their explanation by saying that the “Earth’s rotation….” And then they can explain the suns role in this process.

b. 1 rotation= 24 hours. I would also re teach that it is 1 rotation that equals 24 hours and 24 hours equals 1 day. On most of their graphic organizers they left out the “1” in front of rotation…probably because I didn’t write it legibly on the board. I would also go over how this process is a pattern/ cycle because it repeats itself every 24 hours. Most of the students didn’t write this on their graphic organizer because I forgot to circle it on the board. This is another really important concept that I would want them to understand.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as learners?

a. I learned that it is important to move slowly through the content for students at this age. There is so much to explain for day and night and you cannot assume that they obtain the same prior knowledge that you do. Teaching this lesson also helped to reinforced how important differentiation is…I really see how my lesson was targeted at every student/ learning style. I also learned how important it is for students to write out their learning (in their own words…summary). I believe that the paragraph I had them write on the back of their paper was the most valuable information I gathered as an assessment. There were things I would have never known that my students still didn’t fully understand if I didn’t have them express it in their own words.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?

a. I have learned how important it is to repeat content throughout your lesson as well as throughout the day. Students definitely need to hear it multiple times per day/week to fully understand it. I also learned the importance of turn to’s and getting your students up and walking around. I could tell after about 20 minutes of them sitting in their seats they were ready and wanting to get up and walk around. Movement and music is something I definitely want to include in most of my lessons in the future as I see the benefit for all students and their learning. I also learned how important it is to maximize your time in the classroom…I finished my lesson about 5 minutes early and added content to extend it to the full time and I am so glad I did. I had them walk around the classroom and talk to a partner and write a paragraph which was a great assessment for myself and reinforced their learning because they had to synthesize what they had just learned.

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?

a. First of all I have learned that I need to work on my classroom management. I know that is something that is going to come with time and when I have my own class and set of classroom rules.

b. I have also learned that I can think quickly on my feet and deviate from my lesson if I find I need an extra activity or to reinforce content.

c. Teaching this lesson also reinforced that I give a good amount of wait (think) time for students to think about questions I ask before I call on someone.

d. Teaching this lesson has reinforced my desire to be a teacher…I loved being in front of all my students and teaching them something new!

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• Stephanie Johnson

• Julie Clark, Westwood Hills Elementary School

• October 28- (8:10am-9:05am)

• Date written plan is submitted: October 21

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