Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Ms. Fuentes

Date

4 November 2015

Subject/ Topic/ Theme

Solar System: Earth, Moon and Sun Grade 1st grade_

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the introductory lesson of the Unit Space Systems: Patterns and Cycles. This lesson will serve as the foundation of learning why the sun rises in the
east and sets in the west, why the moon has phases and why there are different star constellations at different times.
cognitiveR U Ap An E C*

Learners will be able to:

Know that the sun does not move

Know that the earth spins and rotates around the sun

Know that the moon spins and rotates around the earth
Summarize in their own words what they learned
Build their own model of the earth, moon and sun
Share their previous knowledge of the earth, moon and sun
Volunteer for modeling the solar system

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
W.1.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-ESS1-1),
(1-ESS1-2)
S.IA.01.12 - Share ideas about science through purposeful conversation.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

The sun is the big, orange/yellow ball in the sky seen during daytime.
Moon is the white/grey ball in the sky seen mostly at night.
Earth is the planet in which we live in.
Pre-assessment (for learning): Students will tell me what they already know about the earth, sun and moon. They
will also tell me what they want to learn about the earth, moon, and sun.

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Formative (for learning): Students will answer the teachers questions.

Formative (as learning):
Summative (of learning): The students will construct a model of the sun, earth and moon.
Provide Multiple Means of
Provide Multiple Means of Action
Provide Multiple Means of
Representation
and Expression
Engagement
Provide options for perceptionProvide options for physical actionProvide options for recruiting
making information perceptible
increase options for interaction
interest- choice, relevance, value,
1.3 Students will be able to learn
4.1 Students will be able to tell me
authenticity, minimize threats
about the moons and earths orbit
what they learned and they will be
7.3 I will model what I want the
through the book, students model,
able to show me by means of the
students to do and will walk around
the mini-lecture and the hands-onhands-on-activity
to see if they need any help
activity
Provide options for language,
Provide options for expression and
Provide options for sustaining
mathematical expressions, and
communication- increase medium
effort and persistence- optimize
symbols- clarify & connect
of expression
challenge, collaboration, masterylanguage
oriented feedback

2.5 I will illustrate the rotation

of the earth, moon and sun by
students modeling it and by the
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hands-on-activities

Provide options for comprehensionactivate, apply & highlight

3.1 I will ask the students what they
previously know about the moon,
sun, earth
3.3 I will model to them how to cut
out the solar system model and then
allow them to do it

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

9.3 Students will be able to tell

me what they learned

Circling the Sun book

Sun, moon and sun cut out hand-out
60 brass paper clips
Scissors
Color pencils
White paper
Whiteboard markers
Sun, Moon, Earth sign
Puzzle worksheet
Circle on the floor for the KWL chart, the read aloud and the mini-lesson
Students in desks for the hand-on activities

III. The Plan

Time

Components

9:15

Motivation
(opening/
introduction/
engagement)
(5 minutes)

9:20

9:20

Development
(the largest
component or
main body of
the lesson)
(15 minutes)

9:25

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Write the words Se, Que quiero saber and
Student will say what they know about the earth,
Que Aprendi on board
moon and sun.
(2 minutes)Ask the students to share what they
know about the earth, moon, sun and stars. Ask
separately
Write their answers on the 1st piece of paper
(2 minutes) Ask the students what they want to
learn about the earth, moon, stars and sun
Write the answers on the 2nd piece of paper
(5 minutes) Read the book Circling the Sun read pg Students will pay attention to the read aloud
6 to pg 11
Students will listen to the book and pay attention to
While listening to the book, tell the students to pay
interesting facts
attention to any new information they might learn
(5 minutes) Mini-lesson (use board to describe)
Students will listen to the mini-lesson
There are some very interesting parts about the
book that I want you to know.
Sun does not move
Earth rota y da revoluciones around the sun
Moon rota y da revoluciones around the earth
La luna siempre ve la tierra, nunca le da la espalda
(1 minute)Ask for volunteers (3 in total)
Have one student be the sun
Have another student be the moon

Have another students be the earth

Earth: Spins and circles the sun
Moon: Spins and circles the earth
Sun: Stands still
(1 minute) if it is 9:33, skip the second one Ask
for three more volunteers and have them model it
without your help
(3 minutes) Ask students what they learned and
write it on piece of paper three

9:30
9:31

Students will model physically the earth, moon and

sun with the help of the teache

Students will model physically the earth, moon and

sun without the help of the teacher
Students will share what they learned

9:32
9:33

9:35
9:40
9:50

Closure
(conclusion,
culmination,
wrap-up)
(15 minutes)

(5 minutes) Model what you want the students to

do with the hand out. Ask:
Should I put the moon here? Place moon to circle
the sun. Why not?
Does the moon circle the earth or sun?
Should I put the earth here? Place the earth to
circle the moon Why not?
Does the earth circle the moon or sun?
Tell the students that once they are done coloring
and cutting it out to raise their hand and you will
help them put the brass
Pass out the cut out moon, earth and sun hand-out
Walk around the room to see if students need help
If students are done early, provide the puzzle
worksheet for them

Students will listen respond to the teachers

questions and say where you should put the

Students will do the activity

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Worries:
The activity at the end, might not take 20 minutes or might take less than 20 minutes
Reflection:
Overall the lesson went well. The students understood the relationship between the sun, moon and earth. When I asked them the two
movements the earth did, they were all able to respond correctly. The book choice was good because the students where engaged in
the reading and the pictures helped them know what colors to color the moon, sun and earth. I believe that having the life size model
of the sun, moon and earth helped them understood the movements the best. It also kept them engaged. However, when doing the
model, I should have had used a more spacious area because the person who was the moon was not able to circle the earth. Thus,
when I asked what the moon did, the students answered that the moon followed the earth. Therefore, I had to pause the model and
showed the students specifically what the moon did. Next time, I do a similar lesson; I will find more space to do the model. In
addition, I have to advocate more time for coloring and cutting out the model. The students took longer than what I expected to put
the model together. The book choice was good because the students where engaged in the reading and the pictures helped them know
what colors to color the moon, sun and earth.

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