C368 Intro to Instructional Planning.CH
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School
Western Governors University *
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Course
C368
Subject
Astronomy
Date
Apr 3, 2024
Type
docx
Pages
7
Uploaded by Chancellor_Ostrich_Master3
GENERAL INFORMATION
Lesson Title & Subject(s): Planets (Science) Topic or Unit of Study: Earth & Space Grade/Level: 3rd Grade
Instructional Setting: A regular classroom is the setting for this lesson. There are 28 individual student desks, with 26 of them being used daily by the students. There is a whiteboard in the front of the room where a kidney shaped table is also located for small-group or 1-on-1 intervention. On the west side of the room there is a bank of windows where the teacher’s desk is located facing the students. On the east side of the room there is a reading center, which includes a library, a bean bag couch and
a couple of bean bag chairs for the students to utilize. On the walls around the room there are anchor charts, which display previously learned material. In addition, there is a student contract signed by each student and the teacher that lists student and teacher class expectations. For the purpose of this lesson the desks have been arranged in groups as listed below: Group 1: 2 on-grade-level readers, 1 ELL (intermediate), 1 above reading level (gifted)
Group 2: 2 on-grade-level readers, 1 ELL (intermediate), 1 above reading level (gifted)
Group 3: 2 on-grade-level readers, 1 above reading level
Group 4: 2 on-grade-level readers, 1 above reading level
Group 5: 2 on-grade-level readers, 1 above reading level
Group 6: 3 on-grade-level readers
Group 7: 3 on-grade-level readers
Group 8: 3 on-grade-level readers
All the student desks are kidney shaped and have been grouped together in a way that allows each student in the group to face one another so they can converse easily. Written on the left corner of the whiteboard in front of the room is the TEK of the week, the learning objective, the daily assessment question (daq) and the daily agenda. A laptop has been connected to the Elmo projector to show a YouTube video on the planets in the Earth’s solar system.
STANDARDS AND OBJECTIVES
Your State Core Curriculum/Student Achievement Standard(s):
(8)
Earth and space. The student knows that there are recognizable patterns in the natural world
and among objects in the sky. The student is expected to:
(D)
identify the planets in Earth's solar system and their position in relation to the Sun.
Lesson Objective(s):
Given the Solar System quiz, the student will correctly identify all planets by description given with 85% accuracy.
MATERIALS AND RESOURCES
Instructional Materials:
Laptop with Internet
Elmo Projector Pull-down Projector Screen
Science Journal
iPad
Post-it Easel Pad
Markers, colors & scissors
Solar System Quiz
Index Cards
Resources:
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter A. Elementary. (n.d.). Retrieved January 23, 2020, from http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html
Learn the Planets in the Solar System. (2018, September 8). Retrieved January 23, 2020, from https://www.youtube.com/watch?v=BPTcFmdcsoQ&t=17s
INSTRUCTIONAL PLAN
Prerequisite:
The student must be able to read simple directions and work in pairs or groups. 1.
Student Prerequisite Skills/Connections to Previous Learning: (20 minutes)
●
The students and I will create a KWL chart with one of the post-it easel pad papers to connect to previous learning. ●
The chart will be placed on the whiteboard at the front of the room.
●
I will divide the paper into 3 sections and label them “K”, “W”, and “L”.
●
First, I will ask the students to tell me everything they know about planets and record their answers under the “K” label.
●
Next, I will ask the students what they would like to learn about planets. I will explain that these responses must be questions because they will be responsible for trying to find the answers to their questions during a project they will be doing. These responses will be recorded under the “W” label. ●
The “L” label will be filled at the end of the lesson to review the next day.
(Transition)
2. Presentation Procedures for New Information and/or
Modeling: (30 minutes)
●
I will explain to the students that they are learning about Earth & Space and the purpose of today’s lesson is to teach them about Earth’s 8 planets and their position in relation to the sun. ●
To activate their thinking, I will ask the students if they think all the planets are the same size. Why or why not? After the student responses I will pull the projector screen down and show the YouTube (
Technology
) video to the class. After the video I will revisit the question asked prior and ask the students what different types of things they observed about the planets.
●
I will introduce new vocabulary words to the students with definitions and visuals. These words will be provided to them on a sheet of paper to be added to their science journal.
●
I will inform the students that an easy way to remember the names of the planets is with the acronym, “My very energetic mother just served us nachos”. I will explain that the first letter of each word in the acronym represents the name of a planet in relation to the sun. ●
I will explain to the students that there are 8 primary planets and 5 dwarf planets; however, we will be focusing on the 8 primary planets for this lesson. ●
As a visual I will show the class a poster of the dwarf planet, Pluto, that I did in advance.
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●
I will model what I did and allow the students to ask questions for any clarification. (Transition)
3. Guided Practice: (45 minutes) ●
I have divided the students into 8 heterogeneous groups of students (
Grouping
). Each group has been given a specific planet to research using an iPad.
●
The students will be given markers, crayons, scissors, and one post-it easel paper to draw and illustrate (
Active Participation
) their planet.
●
I will circulate around the room to each group asking probing questions and checking for understanding. In addition, I will make sure that each student is actively engaged and following classroom rules and lesson directions. (Transition)
4. Independent Student Practice: (30 minutes)
●
I will pass out the Solar System quiz (
Formative Assessment
) that students must work on individually. ●
I will circulate the room to make sure each student is working independently. ●
I will provide additional support to students that need additional guidance. I will tap into the student’s previous knowledge by asking them probing questions to help them remember the video they watched in the beginning of class along with the acronym given and their own research on their specific planet. ●
Following the quiz each group will be asked to present their planet poster to the class. ●
After each presentation the group will be required to stick their poster on the whiteboard in order of their position from the sun.
(Transition)
5. Culminating or Closing Procedure/Activity/Event: (5 minutes) ●
In closing the students will be given an index card to use as an exit ticket to write what they learned from the lesson. ●
I will stand at the door to collect the exit tickets from each student as they leave. ●
The exit tickets will be taped to the KWL chart under the section labeled “L” and compared to the questions under the “W” label to be used as a review for the next day.
Instructional Strategy (or Strategies):
A KWL chart was one instructional strategy used in this lesson. The KWL chart is used to engage the students on the new topic about planets. In addition, the students are encouraged to
tell all that they already know about the planets to activate their prior knowledge and critical thinking. The students become interested in what they are learning by looking for the answers to their questions under the “W” label while they are working on their group project. The KWL chart provides the teacher with an idea of where the students are so that their lessons can be adjusted accordingly. Grouping
The heterogeneous groups provide accommodations for the English Language Learners (ELL) students as well as the gifted learners. This grouping benefits the ELL students because social interaction promotes language development by allowing them to practice the language with their peers in a natural way and build their confidence. The gifted learners are frequently pushed to challenge themselves and work above level; therefore, they will benefit in a leadership position by being able to guide and mentor the peers in their groups. Differentiated Instruction Accommodations:
For the English Language Learners (ELL) since they are more visual learners, I will give them a PowerPoint presentation on the material and allow them to create a graphic organizer on the content that they have learned. The gifted students need more of a challenge; therefore, I will have them research a planet of their choice and have them write a creative story on the content that they researched and learned. Use of Technology:
A laptop was connected to the Elmo projector and showed a YouTube video on the planets projected to the pull-down screen. Using the YouTube video was a way to get the students engaged in a fun way. Most students use YouTube as a source of learning and entertainment; therefore, the use of the video visual and song helped the students connect in a way that is familiar to them.
Student Assessment/Rubrics:
I used the Solar System quiz as a formative assessment to evaluate the effectiveness of my lesson. I will know if the students have met the learning objective if they complete the Solar System quiz with 85% accuracy. After the quiz each group presented their planet poster to the class and stuck it on the whiteboard by their position in relation to the sun. I did a visual observation (formative informal assessment) to make sure that they retained the new information
that they were taught and researched and to determine whether they were ready to go on to the next lesson in the unit.
Part B
Active Participation Strategy:
During guided practice the students
used a hands-on activity, creating a poster, within small groups to increase student engagement as an active participation strategy for this lesson. Active learning is the center of project teamwork. I chose this activity because according to research small groups enable students to be more actively engaged in learning (Burden & Byrd, 2013). In addition, hands-on activities help students improve in their learning and accurately remember the information they have learned. I made sure to circulate around to each group to ask questions to check for understanding and make sure that each person in the group were being
utilized to help complete the project.
Grouping Strategy:
During guided practice
collaborative
heterogeneous groups were used as a grouping strategy for this lesson. I decided to group the groups heterogeneously to build a sense of community and have the student’s use one another to boost achievement. Both the student who is
struggling and the student providing help can benefit from group work and it is often more beneficial for students to work together and share common language rather than always having the adult be the sole support. Building a sense of pride that the students can work together goes a long way in having a positive attitude and showing the students that they can all contribute something to the whole and each is important. According to research, having students work in groups generally has a positive effect on their achievement when compared to their work as individuals (Burden & Burke, 2013).
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Technology Strategy:
I used technology in the beginning of the lesson during presentation of new material via YouTube video to grasp the student’s attention and get them engaged in the topic of discussion for the day. Technology is very flexible and enables students to work in a more collaborative manner. I used collaborative grouping in the lesson to help students engage and according to research, technology is a key building block in facilitating collaborative learning. In addition, supported by technology, students are generating new approaches to problem solving and learning how to work alongside their peers, a great attribute for their future careers (“Five ways technology,” n.d.). Assessment Strategy: Following the hands-on activity, I passed out the Solar System quiz to the students. This quiz served as a formative formal assessment to determine if the students understood the content.
The students were expected to match the planet to the correct description with 85% accuracy. During the assessment, I circulated around the room to make sure that each student was quietly and independently completing their quiz. If many of the students score within the criterion then I know that my method of instruction worked, and I can move on to the next lesson. However, I will take note of any student’s that did not perform well to determine areas that I need to improve
on. According to research, teachers evaluate student learning, instructional activities, and themselves to know how to grade students, what to teach next, and how to improve (Burden & Byrd, 2013).
References:
Burden, P. R., & Byrd, D. M. (2013).
Methods for effective teaching: Meeting the needs of all
students
(6th ed.).
Five ways technology has changed teaching and learning. (n.d.). Retrieved January 25, 2020, from https://edtechnology.co.uk/Article/five-ways-technology-has-changed-teaching-
and-learning/