DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3
rd
SEMESTER LESSON PLAN TEMPLATE
(1/25/13)

Teacher Candidate: Janice Cannata Grade Level: 3rd Title: Science

CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:

Total Students: 21
Girls: 13
Boys 8
Struggling Learners: Bruce, Chris, Tate
Struggling Learners in Special Education: Jade, Selena, Melissa
Advanced Learners: Byron, Tess, Seera, Elle
Ell: Bryan WIDA Level 2, Tim WIDA Level 3, Melissa WIDA Level 2, Jordy WIDA Level 4,
Byron WIDA Level 5, Ailyn WIDA Level 5
Behavior Challenge Students: Bruce Inattentive ADD Chris




Classroom Environment: The classroom is a calm, peaceful, warm environment. Mrs.
Tsosie is patient and kind. The room is arranged with desks facing the front which has a
smart board and ELMO. Along the back wall of the room is a whiteboard. This requires the
students to turn around for whiteboard instruction. Mrs. Tsosies desk is in the far left
corner. There are many charts and visual education information on the walls. The students
are well behaved and cooperate well with their teacher and peers.


WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able
to do?)
State Standard/Objective:
Science/Standard 1: Students will understand that the shape of the Earth and moon are
spherical and that the Earth rotates on its axis to produce the appearance of the sun and
moon moving through the sky.
Objective1: Describe the appearance of Earth and the moon.
a. Describe the shape of Earth and the moon as spherical.

Content Walk-Away:

I will be able to understand that the shape of the Earth and moon is spherical.

Language Walk-Away:

I will paint the planet Earth and moon in space as spherical shapes.

Vocabulary: sphere, moon, appearance, gravity


TEACHER BACKGROUND INFORMATION:
Earth is a small planet, third from the sun in our solar system. Earths shape is spherical.
The Earths shape is spherical as a result of gravity pulling Earths material toward a
common center. Earths surface is mostly rock, with three-fourths of the surface being
covered in water. The gravitational pull of Earths mass is enough to hold on to an
atmosphere of natural gases. This atmosphere has evolved as a result of changing
conditions on Earths surface and the evolution of plant life. The atmosphere is a major
component of our global ecosystem, water exists as liquid, solid, and gas.

The moon is about of the diameter of the Earth. Craters, bowl-shaped depressions
formed where meteorites have struck, mark its landscape. Rough, mountainous highlands
and flat plains are the basic surface regions. The moon surface reflects light from the sun.




ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Modifications/Accomoda-
tions (ELL, IEP, GATE, etc.)
Formative Evidence (checking for understanding throughout the lesson):

Questioning students about the vocabulary and their meanings.
Checking for progress and correctness of their painting of Earth and the moon
in space. (Earth and the moon are spherical in shape).

Content Walk-Away Evidence (Summative):

I will assess my students paintings of the Earth and moon for their understanding
that the Earth and moon t are spherical in shape. I will also assess for color, scale and
neatness.


Language Walk-Away Evidence (Summative):

The students will write along with their painting why the Earth and
moon are spherical in shape.
I will pre-teach my ELL
students and struggling
learners the vocabulary
words and their meanings.
Bruce and Chris will be
asked throughout the lesson
questions to help keep their
attention. Bruce and Chris
will also place the content
and language objectives as
well as the vocabulary
words and their meanings
on the board. The advanced
learners have been put in
supportive grouping
configurations at their
tables to that help with
other students questions
and brain storming.

Approx.
Time
ACTIVE LEARNING PLAN




5
Activate/Building Background Knowledge

Earths shape is spherical. (Do you know what the shape spherical is?) The
shape spherical is a round object, a three dimensional shape that looks like a
ball. I will then show different geometric shapes. I will ask my students which
are like the moon. Which are like the earth?
minutes I will have them discuss and brainstorm about why the Earth and moon are
spherical in shape. The Earths shape is spherical as a result of gravity pulling
Earths material toward a common center. Earths surface is mostly rock, with
three-fourths of the surface being covered in water. The gravitational pull of
Earths mass is enough to hold on to an atmosphere of natural gases. This
atmosphere has evolved as a result of changing conditions on Earths surface
and the evolution of plant life. The atmosphere is a major component of our
global ecosystem, water exists as liquid, solid, and gas.

The moons shape is spherical it is about of the diameter of the Earth. Craters,
bowl-shaped depressions formed where meteorites have struck, mark its
landscape. Rough, mountainous highlands and flat plains are the basic surface
regions. The moon surface reflects light from the sun.



Students will then be taught the remaining vocabulary words, sphere, moon,
appearance, gravity



Formative assessment:
Learning Goal Success Criteria Assessment Strategy
Understand that the
moon and Earth are
spherical.

Guided questioning of
vocabulary words.
Listening for correct
answers.


Modification/accommodations: (ELL, IEP, GATE, etc.)

I will place Bruce and Chris with partners that will help them stay on task. After pre-teaching
my ELL students I will assess if any additional instruction is necessary in L1, if so I will have
that provided.


Focus Lesson (I do it)

Students I want you to look at this picture that I painted of the Earth and moon in space. I
will display my painting on the ELMO. I want you to notice the color, size, and shape of my
moon and Earth in space. We will review the vocabulary.

Formative Assessment:
Learning Goal Success Criteria Assessment Strategy
Students paying
attention and listening,
while they view my
painting of the Earth
and moon in space.
Students listening No talking during the
instruction.


Modification/accommodations:
I will ask my students if they have questions about the painting, or vocabulary.

Guided Instruction (We do it)

During a group instruction together I will pull up Google images of photos, artwork, and
videos of the Earth and moon as they look in space. I will ask questions about how they look
in shape and in the space sky. I will ask about their size and color along with questions about
their overall appearance.


Formative Assessment:
Learning Goal Success Criteria Assessment Strategy
Students will be able to
answer questions about
how the Earth and
moon appear in space,
such as the size, color
and shape of these
planets.

Students when
questioned will answer
correctly about the size,
shape and color of the
moon and Earth.
Listening for correct
answers.

Modification/accommodations:
I will ask my students if there is any questions about the size, shape or color of the Earth or
moon in space. Thumbs up for yes, thumbs down for no.

Collaborative/Cooperative (You do it together)
The students will then be put in groups of two to brainstorm about how they are going to
paint their Earth and moon painting. The groups will discuss size, shape, and color.


Formative Assessment:

Learning Goal Success Criteria Assessment Strategy
Students will be actively
discussing colors, sizes
and shapes for their
Earth and moon in
space picture.

Students will be actively
discussing colors, sizes
and shapes for their
Earth and moon in
space picture.

As I move from group to
group I will hear
effective discussion
about their Earth and
moon paintings.

Modification/accommodations:
The Earth, moon Google photos will be displayed for view as well as my painting of the Earth
and moon in space on the ELMO.

Independent (You do it alone)

Each student will then be given their individual painting supplies. Each student will work
alone as they create an Earth and moon painting of their own.

Summative Assessment:

Each student will present their Earth and moon painting to the class. They will explain their
reasons for choosing the colors, sizes, and shapes of the earth and moon in their pictures. The
pictures will then be displayed on our bulletin board.

Modification/accommodations:
I will walk from table to table monitoring the successful completion of each students
completion of their Earth and moon space picture. I will be available for ELL students or
struggling students questions.


Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)

We will then return as a class. We will recite our content and language
objectives again. We will determine if as a class these objectives have been met.
We will also review are vocabulary words.

From my summative assessments I will assess which students need re-teaching and provide
that to them in a timely manner.


SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity
for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-
Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged,
26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate
time needed for this lesson?

Google images of the moon, Earth
Paper, brushes, and paint



REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How
can I transfer what I learned from teaching this lesson to future teaching? What was effective and not
effective? What goals can I set to improve my practice and student learning?