C108 ScienceMethodsPA.CH
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Western Governors University *
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Course
C108
Subject
Astronomy
Date
Apr 3, 2024
Type
docx
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6
Uploaded by Chancellor_Ostrich_Master3
Science Methods Performance Assessment
Part One: Lesson Plan
5E Lesson Plan Template
General Information Lesson Title: The Solar System Hallway
Subject(s): Science
Grade/Level/Setting: 3rd grade general classroom setting. The class will consist of 24 students, which will include gifted, ELL and lower level students. Prerequisite Skills/Prior Knowledge:
The student must be able to read simple directions and work in groups. Standards and Objectives State/National Academic Standard(s):
§112.14. Science, Grade 3
(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.
http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html
Learning Objective(s): Hands on
:
Given a section of wall in the hallway, students will create a solar system display with the planets
in order from their position to the sun with 100% accuracy.
Summative Assessment
: Given the Solar System test, students will correctly complete the “Fill in the Blank” and “Name the Planet” sections with 85% accuracy. Materials
Technology
Laptop with Internet
Elmo Projector Pull-down Projector Screen
Science Journal
iPad
Post-it Easel Pad
Yellow Butcher paper
Construction Paper
Markers, colors & scissors
Solar System Quiz
Index Cards
Laptop & Elmo projector:
Used to project YouTube video
Elmo projector: Used to project the directions to the activity and new vocabulary on the whiteboard
Language Demands
Language Function:
Each group is given a planet to research. They will research their planet and write interesting facts on an index card that they will post on the wall underneath their planet. As the groups learn new information about their planet they can add it to the hall display. Vocabulary:
craters, orbit, planets, constellation, revolve, solar system, revolve, moon, sun, planets, asteroid, Milky Way, Astronomy
Discourse and/or Syntax:
After each group has researched their planet and added their index card to the hall display, they will explain to their classmates the interesting facts that they found about their planet. Planned Language Supports:
Students will be given new vocabulary words during presentation of new information via a YouTube video. The vocabulary words will be on the word wall located in the room. The students will copy the vocabulary into their science journals for future reference.
Instructional Strategies and Learning Tasks
Activity Description/Teacher
Student Actions
Engage
The students and I will create an KWL chart on a post-it easel pad paper to connect to previous learning.
The paper will be divided into 3 sections and labeled with “K”, “W”, and “L”.
First, students will be asked to explain everything that they know about planets and
record their answers under the “K” label.
Next, students will be asked what they would like to learn about planets. Teacher will explain that the responses here must be in a form of a question because
Students will actively participate in the class discussion to help fill out the KWL chart.
the students will be responsible for finding the answers to their questions during their project. 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. Explore
The students will be put into
8 heterogeneous groups consisting of 3 students.
Each group will be given a planet to research.
Each student in the group will need to take notes in their science journal.
Teacher will create a sun out
of the butcher paper to represent half of the sun and
hang it on the hall display.
Students will be given the following distances to place their planet from the sun:
Mercury – 3 inches
Venus – 4 inches
Earth – 5 inches
Mars – 7 inches
Jupiter – 1 foot, 8 inches
Saturn – 3 feet, 4 inches
Uranus – 6 feet, 7 inches
Neptune – 10 feet, 1 inch
Each group will be given a piece of construction paper to cut out their planet to be added to the hallway display.
Each student in the group will be responsible for recording facts about their planet in their science journal.
Students will collaborate with each other to determine what are the most interesting facts they discovered about their planet.
Each group will post their interesting facts underneath their planet on the hallway display.
Explain
Teacher will explain that Earth is the only planet in the solar system known to have water. Therefore, the only planet with life.
Teacher will ask students to share what they found on
Each group will present their findings on their planet to the whole
classroom.
Each group will explain why their planet, if it is not Earth, is different from Earth.
The students will add new
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their planet and explain how
it is different from Earth.
information that they learn about all
the planets in their science journal. Elaborate
Teacher will discuss successful and unsuccessful missions to other planets.
Teacher will ask each group to determine whether they can travel to their planets.
As this is the end of the unit for the Solar System students will take everything that they have learned about how far away their planets are
from Earth and determine how long it would take to travel there.
Earth group will determine how long it would take to travel to one of the other planets.
Students will think of creative ways for their group to travel to their planet from Earth.
A spokesperson from each group will circulate to the other groups and share their groups ideas.
Evaluate
Teacher will check for understanding by doing a visual of the hallway display
to make sure that the planets
are positioned correctly from the sun.
In addition, they will be given a Solar System test to test their knowledge and understanding.
Each group will need to make sure that their planet is positioned correctly on the hallway display.
Each student will prove that they have mastered the content in the Solar System unit if they complete their summative test with an 85% or
more.
Differentiated Instruction Gifted and Talented: Gifted students need more of a challenge; therefore, while I am monitoring them, I will ask them higher level questions according to Bloom’s Taxonomy.
ELL: English Language Learners (ELL) are more visual learners; therefore, 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. In addition, they will have access to a translation dictionary in their native language. Students with Other Special Needs:
Dyslexic students have difficulties with reading; therefore, they will be provided a visual presentation to follow along with. In addition, there will be students in their groups that are willing to offer support when needed. Assessment
Formative
The teacher will circulate around the room while the students are doing their research and have small group discussion to check for understanding. Summative
The teacher will know that the students have mastered the learning objective when given the Solar System test, students correctly complete the “Fill in the Blank” and “Name the Planet” sections with 85% accuracy.
Part Two: Reflection
B. INVESTIGATION This lesson supports student engagement and learning because the students are working collaboratively on their hands-on activity, a hallway display, to produce a finished product. I decided to group the students heterogeneously to build a sense of community and have the student’s use one another to boost achievement. 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. In addition, the result will be a hallway display that the whole student body will be able to see when they walk down this hallway. Not only are the students learning about the solar system and the planets within it, their
self-esteem is boosted knowing that they are also responsible in helping other students learn about the solar system due to their visual display.
C. FORMATIVE ASSESSMENT RATIONALE
I did a visual and auditory observation, by observing the hallway display to determine correctness of the position of the planets and listening to the students while they were doing research within their groups. This aligns with the learning objective because by observing and listening I can determine if they are retaining information and understanding what they are being taught. What I see and what I hear will help me determine if I need to stay on a certain unit longer or whether the class is ready to proceed to the next lesson in the unit. D. SUMMATIVE ASSESSMENT RATIONALE
I used the Solar System test as a summative assessment to evaluate the effectiveness of my lesson. The Solar System test aligns with the summative learning objective because the students must pass two sections of the test to prove that they are knowledgeable. If most 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. I will know the students have met the learning objective if they complete the Solar System test with 85% accuracy.
E. REFERENCES
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
StoryBots. (2018, April 14). SolarSystem Super Song. Retrieved September 10, 2020, from https://www.youtube.com/watch?v=Vb2ZXRh74WU&t=6s
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