Lesson Plan Task 2 Discliplinary
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School
Western Governors University *
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Course
D164
Subject
Astronomy
Date
Dec 6, 2023
Type
Pages
7
Uploaded by JusticeScienceDugong30
Direct Instruction Lesson Plan Template
General Information
Lesson Title: Earth’s Place in the Universe
Subject(s): Science
Grade/Level/Setting: Grade 5/Classroom
Prerequisite Skills/Prior Knowledge:
Know how to work a flashlight.
Background knowledge of Earth, planets and stars.
How to search on Safari.
Standards and Objectives
Illinois State Standards:
5-ESS1-1. Support an argument that differences in the apparent brightness of the sun compared to
other stars is due to their relative distances from Earth. [Assessment Boundary: Assessment is limited to
relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent
brightness (such as stellar masses, age, stage).]
https://www.isbe.net/Documents/Il-Learning-Standards-Science.pdf
W.5.7 Conduct short research projects that use several sources to build knowledge through the
investigation of different aspects of a topic.
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Learning Objective(s):
Given a picture of the night sky, students will accurately explain how distance affects the appeared brightness of
stars and label the dimmest to brightest stars, and use the knowledge gathered to write an informed document and
provide a list of sources with a score of at least 7/9 on rubric.
Materials
Technology
VectorStock: Night Sky Photo
- (YouTube)
A star’s distance from Earth affects its
brightness | MightyOwl Science | 5th Grade -
SAMR
Substitution: Notes taken on iPad, Using Safari to copy and
paste information
YouTube
-
- (YouTube)
A star’s distance from Earth affects
its brightness | MightyOwl Science | 5th Grade -
YouTube
- Article: https://www.generationgenius.com/wp-
content/uploads/reading-material/sun-and-other-
stars-reading-material-grades-3-5.pdf
- Safari
–
Internet search
- iPad
-Flashlights (1 per group)
-Data recording sheet (graphic organizer)
-Exit tickets
Augmentation: Use a dictionary and search document
Modification: Combine audio, video, and text in movie
presentations (YouTube), and creative projects with iMovie
Language Demands
Specific ways that
academic language
(vocabulary, functions, discourse, syntax) is used by students to participate
in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
Language Function(s):
Students will be able to explain why the sun is brighter than other stars due to their relative distances from Earth.
Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific
meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across
disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.
Star
Light Year
Betelgeuse
Habitable zone
Sirius
Rigel
Solar Flare
James Webb Space Telescope
Hubble Space Telescope
Discourse and/or Syntax:
Students will discuss with partners why they think some stars are brighter than others and develop questions for the
group for clarity and further discussion.
Planned Language Supports:
Bold text to highlight keywords, and flip charts with key phrases. Vocabulary list on iPad, graphic organizer to help
collect information.
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher
Student Actions
Show photos of the night sky.
Play YouTube Video: 209 Seconds That Will
Make You Question Your Entire Existence to
give students background information.
Ask students to write down their observations on
a sheet of paper.
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
Student Actions
Explain that we are going to investigate how
the brightness of a flashlight is like the
brightness of stars.
Class discussion on what they observed in night
sky picture and what they think will happen with
the flashlights.
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Discuss how we will label the brightness (e.g.
bright, more bright, brighter, less bright,
darker, darkest).
Hand out data tables for students to record
their measurements and ask students to form
a hypothesis about this question: How will the
brightness of the flashlight change as it gets
farther away from us?
Guided Practice:
Activity Description/Teacher
Student Actions
Hand out flashlights and data tables and
conduct an experiment of bringing a flashlight
close and far away from a fixed point.
Ask questions while students work-
What are you noticing about the brightness as
the flashlight gets closer or farther away from
the object? • How does this activity relate to
the picture you saw at the beginning?
Directions
–
(to be answered in data tables)
•
As you move the flashlight farther away,
record how its brightness changes. Record
both the distance and brightness in
relative terms (i.e. less bright, darker,
close, farther, farthest, etc.).
•
How did the brightness change as the
flashlight moved farther away? Draw a
diagram (with labels) and write a
conclusion in the spaces below. Was your
hypothesis correct?
Independent Student Practice:
Activity Description/Teacher
Student Actions
Play YouTube video
Students read the article.
Students research
“Star brightness” on Safari
Provide a link to article
browser.
Have students take notes on back of the data
sheet.
After reading and watching the video, students
revise their diagrams and use them to explain why
some stars appear brighter than others in the
night sky.
Culminating or Closing Procedure/Activity:
Activity Description/Teacher
Student Actions
Exit Ticket
Why are some stars brighter than the sun while
others are dimmer than the sun?
Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific
accommodations that help to meet a variety of learning needs.
Gifted and Talented: Challenge the students to gather data about specific stars in our night sky and
how they appear brighter or dimmer than others.
Research exactly how far away these specific stars
are from Earth.
EL: Provide vocabulary definitions and post flip charts with key phrases.
This will help EL students
with relevant information and words needed to complete this activity.
Students with Other Special Needs:
Provide closed captioning and seating accommodations for watching video
–
will help with disabilities
students might have.
Will be available so students can see and hear the video appropriately.
Allow students to take notes on iPad or recording device.
–
reasonable accommodation to help take
notes for those that are unable to write.
Assessment
Formative
Data Sheets- Collect and monitor the data sheets students use to record measurements from the
flashlight experiment.
•
Support
–
The teacher can ask guiding questions about night sky pictures to ensure that the
students grasp the lesson objective of why some stars are dimmer than others.
•
Extend
–
Have students draw a picture and write a conclusion about the following question,
then share out: How did the brightness change as the flashlight got farther away?
Exit Ticket
–
The teacher will give the students an exit ticket with the question: Why are some stars
brighter than the sun while others are dimmer than the sun?
• Su
pport
–
This will help the teacher monitor student learning and understanding because if they all do
poorly, the lesson needs to be retaught.
• Extend
- The teacher can go back and reemphasize and reteach the lesson as to extend understanding
of why some stars are dimmer than others.
Summative
Given a picture of the night sky, students will explain how distance affects the appeared brightness of stars and
label the dimmest to brightest stars with at least 7/9 on the rubric.
The students will be given a picture of the night sky with 26 stars labeled A
–
Z. The students will write the labeled
stars from dimmest to brightest in order. In a separate section, students will describe how distance affected the
appeared brightness in paragraph form. Paragraphs need to be at least 5 sentences long. Students must include at
least 3 of the vocabulary words in their answers.
If students label at least 23 of the labeled stars correctly and accurately describe how distance affects the
appeared brightness of the star with at least 3 vocabulary words, and at least 5 sentences.
Additionally, students
will include information from the experiment and quotes or paraphrase from a website, the videos, or the article,
and provide a list of sources for the piece.
This will inform the teacher about the mastery of the content with a
score of 7/9 on the rubric.
Students will demonstrate digital literacy by looking at the sources from the YouTube videos, the
websites found on Safari, and the article.
They will notice where the information originated from and
will be asked how they can tell if the source is reliable or not.
Reliable sources include reference lists,
.gov/.edu ending on websites, and professional writing.
___________________________________________________________________
Scoring Rubric
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Category
Not evident
1
Approaching Competence
2
Competent
3
Score
Stars are labeled dimmest to
brightest
Not Present
Partially Completed
–
At
least 15 are labeled
Correctly
At least 23 stars are
labeled correctly.
Students use paragraph form
to accurately discuss star
brightness with at least 3
vocab words and 5 sentences.
Not Present
Partially Completed
At least 5 sentences, 3
vocab words, and
accurate explanations.
Use of evidence from
experiments, videos,
websites, or articles and
provided sources on written
explanation.
Not Present
Partially Completed
Include information
from a source and cite
the source on the
written explanation.