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Eled 4300-Science Lesson Template
Eled 4300-Science Lesson Template
Likes Science:
Mason
Classroom environment: The classroom is set up in a group setting. There are about six children at a group of tables. The
classroom has a reading table and also has a sink and a large counter top. The classroom is mostly carpet but it does have a
small stretch of tile. The classroom also has a large rug area with a white board right next to it. That is the only place in the
room to really do large group work. The classroom has an extensive library area that is the perfect size for a small group.
The classroom has a door that leads directly outside of the classroom into the playground. The classroom has a limited
amount of technology. The only available technology in the classroom is computers, a projector, a c-d player, and an ebeam. The classroom is safe, and has a lot of pictures, childrens work, and objects on the walls and ceiling.
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:
Standard 2
Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of
earth materials, celestial movement, and weather.
Objective 2
Observe and describe the changes and appearance of the sun and moon during daylight.
a. Observe the sun at different times during the day and report observations to peers.
Content Walk-Away: I will observe how the Earth moves around the sun.
Language Walk-Away: I will write about how the Earth moves around the sun.
Vocabulary: Solar System, Orbit
SIOP 1, 2, & 3
TEACHER BACKGROUND INFORMATION:
Our solar system is comprised of a sun, planets, asteroids, and moons. All of these things were created
out of a rotating cloud of dust. Some of the dust at the beginning pulled together and created the sun. The
sun experienced gravitational pressure at high speeds of rotation. Both of these factors led to the sun
exploding. The sun shot out debris. This debris became all of the planets and the moons. The sun is the
central force of our solar system because all matter and planets were created because of the sun.
In our solar system we have nine planets. These planets are Mercury, Venus, Earth, Mars, Jupiter,
Saturn, Uranus, Neptune, and Pluto. Pluto has been largely debated to be a planet. We will be included
Pluto as a planet in this lesson. All of these planets Orbit around the sun and are made up of many
different materials. The planets that are closer to the sun typically are warmer than the planets that are
farther away. Planets also can have their own rings or planets and moons that surround them. Earth for
example has its own moon that orbits around it.
Earth orbits around the sun. When a planet orbits around the sun they move around the sun. The
earth orbits around the sun every year. While the Earth is orbiting the Earth spins on an axis. The reason
that we have a day and a night is because of this spinning. The spinning allows different parts of the Earth
to be facing the sun. When one part of the Earth is facing the sun it is the day. When the part of the earth
is not facing the sun it is night. The earth orbits around the sun in a year.
A way the students can investigate whether the Earth is moving is by recording their shadows. They
can measure themselves outside or trace their shadows at multiple times of the day. At different times of
the day the shadows will be in different parts. This displays that the Earth is moving around the sun, and
spinning on an axis.
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?) 5E-Evaluate
Formative Evidence (checking for understanding throughout the lesson):
Questioning, Make sure students are using the vocab words correctly. Group
discussions.
SIOP 30
Appro ACTIVE LEARNING PLAN
Approximate length of entire lesson:40_ minutes.
Teaching time: from 9:30_to 10:10__
x.
Time
Activate/Building Background Knowledge
2-3
Boys and girls, how do you know when it is time to wake up in the morning? Turn to your pinky partner and for
min
one minute tell them how you know? SIOP 16 & , 18, 19, 17, 26 Listen to the children as they give responses.
Some might include (Mom wakes me up, my alarm goes off, my body just wakes me up.) Guide children to the
statement that the sun comes up. Oh, You wake up in the morning because you see the sun. When do you know
it is time to go to bed? Turn to your partner and talk to them about how you know it is time to go to bed. You
know it is time to go to bed because it becomes very dark outside and the sun is gone. Do you know why the sun
comes in the morning and then goes away at night time? Today we are going to learn about the sun and why we
have a day and a night. SIOP 7
Formative assessment:
Learning Goal
Children will come to the
conclusion that they know when
to wake up and fall asleep because
of the sun and the
Success Criteria
Students will describe to each
other how they know that the sun
comes up in the morning and they
go to bed in the evening.
Assessment Strategy
The students will pair and
discuss.
5min
know one of the planets in the solar system? SIOP 8 Turn to your partner and share with them one planet you
know. SIOP 16 & 17, 19What planet do we live on? We live on Earth. Show the globe. This is earth. Remember
how we talked about how we know when it is morning and when it is night. SIOP 8 We talked about the sun.
The sun is very big and bright. The Earth orbits around the sun. Everyone say the word Orbit. When something
Orbits, it moves around them. Ask Landis to stand up. Landis is going to orbit around me. Landis will you move
around me. Look how Landis is orbiting around me. Everyone stand up quietly and line up behind me. We are
going to Orbit some things in the classroom. Remember when we Orbit something we move around them. As we
move around the classroom though we are going to pretend to be a planet. Planets need to be quiet when we
orbit. Orbit around the desks. Keep whispering wow look how we are orbiting around the desks. Lets all go sit
back down in a circle. SIOP 4, 6, 9, 21, 25
Formative Assessment:
Learning Goal
The students will understand that
when things orbit they move
around something
10
min
Success Criteria
The students will orbit around
different items in the room.
Assessment Strategy
The students will physical
complete the action of orbiting.
Modification/accommodations: Have Landis help demonstrate to the class what orbiting is. Make sure that
Landis is pretty close to the front and not at the back of the line. Have Ivan stand closer to the front too. Repeat
the word orbit multiple times to support vocabulary development for ELL students.
Guided Instruction (We do it) 5E-Explore
Pull out a lamp. I want to show you how the Earth moves around the sun. So to do that I brought my sun. The
globe is going to be Earth because that is Earth. SIOP 4, 5, 12, 20, 21, 25 I am going to look for children sitting
quietly on the rug to help me today. Pick one child to sit and hold the sun in the middle of the carpet. Pick
another child. SIOP 16, So remember how we talked about things that Orbit and that Earth Orbits around
them. What do you think that looks like? Right so earth goes around. Have child walk around earth with globe.
The Earth is orbiting the sun. When the Earth goes all the way around the sun it has been one year. Does the sun
move? No. What is moving? Thats right the Earth is. Have children switch. Alright now I want you to put your
thinking caps on. Remember how we said that we know it is morning when the sun comes up and it is evening
when the sun goes down? Watch the planet; do both sides of the planet get sun? I want you to look carefully.
Have the child go around the sun. Did both sides of the planets get sun? No it didnt. So one side of the planet
stayed at dark all year long. Do we have sun all year long? Do we have dark all night long? How do you think the
planet Earth gets sun and dark every day? Turn to the person next to you and talk about what you think it does.
Test multiple childs theories. Finally end with spinning in a circle. Did both of the sides get planets every day?
Yes. So when the earth orbits around the sun what does it do? It spins and rotates. SIOP 10, 11, 14, 15, 22, 23,
24, 29 Lets watch this video of the Earth and how it moves. SIOP 4 & 12
http://www.classzone.com/books/earth_science/terc/content/visualizations/es0408/flash/es04
08_rotating_earth.swf
Show class model of Sun and Earth. SIOP 5
Formative Assessment:
Learning Goal
The students will understand that
the Earth orbits around the sun
and that it spins.
10
min
Success Criteria
The students will say how the
Earth Orbits.
Assessment Strategy
Questioning, group discussions,
physical models/demonstrations
Modification/accommodations: Provide multiple demonstrations, visuals, and models to support learning for
ELL students as well as low-level learners. Make sure that Mason is highly involved in answering the
questions so that he can stay engaged and help guide the students learning.
Collaborative/Cooperative (You do it together) 5E-Explain
Class should we test out our prediction? Should we see if the earth is moving around the sun right now? Alright
class this is what I want you to do. We are going to go outside and your partner is going to trace your shadow.
Then we will go back later today and trace our shadows. We will see if the shadows stay in the same place. How
will we know if the Earth is moving? Thats right we will know that the Earth moves if our shadows move too.
Allow students to go outside and trace themselves with partners. SIOP 13, 16 Provide feedback to the students
about their tracing. SIOP 29 Tell children we will come out later and draw our shadows again to see if the Earth
moved. Clarify that even though it looks like the sun is moving is it moving? No, we on earth are moving around
the sun. SIOP 29
Formative Assessment:
Learning Goal
The students will observe how the
Earth moves around the sun.
Success Criteria
Students will trace themselves
twice at different times of the day
and compare them.
Assessment Strategy
Perform an experiment and test
hypothesis.
Modification/accommodations:
Pair Landis with a well behaved partner like Ryker so they stay on task. Demonstrate how they are to trace the
students to support ELLS as well as Low-level learning.
10
min
2-3
min
Today we learned a lot about the sun and the Earth. What planet do we live on? What does the Earth do?
How do we have a day and a night? Does the sun move? How do we know that the earth is moving? Thank
you boys and girls for being great listeners and helping me out today. I want you to take your puppets that
you made today and go home and tell your mom and dad about how the Earth orbits around the sun and
how we have days and nights. SIOP 27, 28, 30
SIOP Indicators
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
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,
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?
Globe and Sun Lamp
Actual model of sun and globe
E-beam interactive
Sun and moon puppets and straws
Chalk
Vocab word: Orbit
Note: You must arrange to have at least 40 minutes to teach your lesson.