Standards-Aligned Lesson Plan Template

Subjects: Science
Teacher: Sarah Medley

Grade: 1st

School: Roosevelt Elementary School

Date: 11-1316

Part I GOALS AND STANDARDS

1. Common Core Learning Standard Addressed:
Lesson connects to Mathematics Standard 1.MD.C.2
ELD Standard connects to English and Language Arts Standard SL.1.2
2. State Content Standard Addressed (NGSS):
1-ESS1-2.2 Make observations at different times of year to relate the amount of daylight to the time of year.
Science and Engineering Practice: Planning and Carrying Out Investigations: Answer questions or test solutions to problems in K2
builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations
or design solutions. Make observations (firsthand or from media) to collect data that can be used to make comparisons.
Disciplinary Core Idea: ESS1.B: Earth and the Solar System Seasonal patterns of sunrise and sunset can be observed, described,
and predicted.
Crosscutting Concepts: Patterns: Patterns in the natural world can be observed, used to describe phenomena, and used as
evidence.
3. ELD Standard Addressed:
ELD.PI.1.5 Listening actively to spoken English in a range of social and academic contexts.
Em: Listening actively: Demonstrate active listening to read alouds and oral presentations by asking and answering yes-no and whquestions with oral sentence frames and substantial prompting and support.

4. Learning Objective:

STUDENT-FRIENDLY TRANSLATION

By making observations, students will be able to relate the amount of daylight to the time
of year.
Blooms Taxonomy: Understand
5. Relevance/Rationale:

I will observe the amount of daylight

in summer and in winter.
STUDENT-FRIENDLY TRANSLATION

Understanding the patterns of our natural world is a practical skill that can be applied to
other recurring situations so students can use patterns as evidence to make predictions.

I will understand that patterns help

me make predictions about what is
going to happen.

6. Essential Questions:
How does the change in daylight by season change the way we live in summer versus winter?
Why do other parts of the world experience daylight differently than we do?
Part II STUDENTS INFORMATION
7. Class Information:
Total number - There are 25 students. 11 girls and 14 boys.
English Learners/Standard English Learners - There are 4 English-Only students and 21 English Learners at different proficiency
levels (2 Emerging, 6 Expanding, and 13 Bridging)
Students with Special Needs There are 3 students currently identified. 2 of them have autism and are placed in the classroom
full-time since it is stated in their 504 Plans that is the least restrictive environment for their learning. 1 special education
student has an IEP and only spends some of her time in the general education classroom (will not be present).
Linguistic background The 21 English Learners all speak Spanish as their primary language.
Cultural background (home/family) -Most of the students' grandparents immigrated from Mexico meaning that the majority of
the class is 3rd generation citizens of the United States. One of the students family just moved to the U.S. from Ecuador.

 Health considerations (if any) There are no known food allergies. There are 4 students with asthma (3 with allergic rhinitis, 1
with exercise-induced asthma).
Academic language abilities, content knowledge and skills in content area - The children have not had a science lesson yet.
According to ASCD's "Developmental Characteristics of Children and Youth, at this age, students understanding of language is
greater than their ability to use language and difficulties such as this need to be considered when asking students to
communicate. That is why a demonstration of this scientific phenomena should be best.
Physical development factors that may influence instruction in this academic content area According to ASCD's
"Developmental Characteristics of Children and Youth, girls are ahead of boys in physical development and physical achievement
but both sexes are ready for beginning reading at this age. Small muscle and eye-hand coordination is developing and they are
becoming increasingly skillful in handling tools, such as pencils and scissors. This age group is capable of drawing a recognizable
human figure. They also tend to have a constant high level of energy which might make it difficult for them to stay seated at their
desk, or any one place, for prolonged period of time.
Social development factors that may influence instruction in this academic content area According to ASCD's
"Developmental Characteristics of Children and Youth, the students ability to function independently is strongly tested at this age.
They begin to develop a sense of empathy and start to see others point of view. They can share and take turns. Peers become
increasingly important, and are known to criticize any deviation from gender roles including dress and behaviors, and will also
criticize differences in intellectual and physical traits. The peer group is a hug source of social influence, but adults remain primary
sources of guidelines and support. Students at this age are often devoted to the teacher. Teacher affection and approval are
important for achievement, positive peer interaction, and self esteem. They tend to view school and learning as an exciting
experience they are eager to participate in. An overall successful school experience is critical in helping students establish a positive
attitude toward learning and later education.

 Emotional development factors that may influence instruction in this academic content area According to ASCD's
"Developmental Characteristics of Children and Youth, children at this age expresses feelings freely, often in extreme form. They
become more comfortable away from caregivers but still need adult reassurance of competence and basic worth.
Interests/Aspirations (relevant to this academic area) - The girls in the class seem concerned about physical appearance and
have often tried to talk to me about my outfit or will point out something they are wearing to talk about. The boys in the class enjoy
participating in sport-like activities and often bring soccer and basketballs out to recess and lunch breaks. They enjoy reading book
that involve supper-hero characters such as Batman, The Avengers, and Teenage Mutant Ninja Turtles. All students seem to enjoy
stories that include animals as the main character.
8. Anticipated Difficulties For ELs I anticipate that some of them may have difficulty understanding some of the content area vocabulary.
For students with autism I anticipate that it may be hard to keep their attention for long periods of time.
Part III - LESSON ADAPTATIONS
9. Modifications/Accommodations For ELs I will incorporate a preview of key vocabulary into the engagement activity, will provide realia so there are concrete
examples of the vocabulary, and will also provide and illustrations of the scientific phenomena.
For students with autism I will involve them in the demonstration (one can hold the flashlight as we explore daylight during the
winter season, and the other for the summer season), will provide various means of representation for the scientific
phenomena (model, illustration, verbal), and will make direction for completing the summative assessment clear and concise.
10.21st Century Skills
Communication

Collaboration

Creativity

Critical Thinking

Describe how these 21st century skills will be observed during the lesson:
Students will communicate during the opening engagement activity by speaking about their prior knowledge. The will also practice
speaking and listening skills during the formative assessment questions during the body of the lesson.
Students will use critical thinking as we explore the content during the demonstrations. they will have to draw conclusions about
differences in daylight between season from their experience with the teachers demonstration.

11.Technology
I will use the SMART Board as well as the document camera.

Part IV - ASSESSMENT OF STUDENT LEARNING

12.Assessment Criteria for Success:
Webbs DOK Level 2: Skills and Concepts

a. Formative:
Student form hypothesis at beginning of instruction. Orally administered yes/no questions asked during the body of the
procedure.
b. Summative (if applicable):
Constructing their own models of the suns relationship with earth during summer and winter by drawing rays of light from the sun,
and identifying our location on the globe by drawing a stick figure. Sentence will also complete sentence frames that reference
the the amount of daylight for each season.
c. (Attach rubric here, if applicable):
*see next page*

Part V - INSTRUCTIONAL PROCEDURE

13.Instructional Method: Inquiry
Marzanos High-Yield Instructional Strategy: Nonlinguistic Representations

14.Resources/Materials:
Document Camera
Projector
SMART Board
1 Index card with student friendly objective
1 Expo marker for hypothesis
1 Copy of Appendix C
1 Flashlight
1 Globe
1 Model of the Sun
2 Lego Figures
28 Copies of Summative Assessment (Appendix A)
28 Pencils
15. Procedure: (About 35 minutes) LEARNING CYCLE MODEL
OPEN: (5 minutes total)
1.Engage: Provide a brief real-world phenomenon, an object, or an issue that engages students interest in the topic and
fuels one of more question for investigation.
To activate prior knowledge, I will hold up the model of the sun.
-Listen carefully to determine students prior knowledge related to the topic and to expose their questions.
I will listen to the comment they make about the sun and can help guide their conversation by reminding them of past lessons,
Remember, it helps our plants, like pumpkins and strawberries grow (to connect to our previous lesson about production of goods
and their study of life cycle). Hold up globe next to sun so students can have a visual representation of their relationship.
-Do not provide explanations of phenomena yet.
Well did you know that depending on the season.. we get more or less daylight? If students do not pose the following questions
after introducing this real-world phenomena, I will explicitly state them and disclose that our lesson is about answering, Why is
does this happen? and Which season has more and which one has less?

BODY: (17 minutes total)

2. Explore (10 minutes) Provide materials so that students engage in firsthand experience with the issue under study.
- Students begin to address their questions from the prior phase.
Begin by having students raise their hands to share their hypothesis about the why and how questions posed in the previous
section. Refer to the sun and earth models if students are struggling to come up with ideas. I will collect 4-5 different hypothesis,
and add them to a large poster board.
- They begin to generate new concepts and questions. Observe students carefully to determine emerging concepts and
vocabulary.
Push them to think about how we are in one spot on the earth (CA), but the earth moves around constantly. I will then begin to
facilitate the demonstration of the scientific phenomena to allow students a chance to test out their hypothesis. To do this I will
use the flashlight to project a beam of light from the sun model to the earth. This will be done twice. One will demonstrate the
way the light hits the globe in summer, and one in winter. With each season, I will have a different student with autism hold the
flashlight by the sun while I discuss the amount of light hitting the earth, daylight. To represent our (the class and Is) location on
the northern hemisphere I will place the two LEGO figures, on California, and will use them as a reference point when asking
students to observe and compare the different exposures of light, and how the rays from the sun hit the earth differently from
season to season.
To informally assess students acquisition of new concepts about the differences in daylight I will ask them simple yes/no questions
at the end of the demonstration (ties into ELD standard for SL1.2) Ex: Does summer have more light than winter? Why or why
not? Once the demonstration is complete, and both seasons have been explored, students will be asked to return to seats.
3. Develop (7 minutes) Systematically develop the concepts that arise during the exploration phase.
- Supply vocabulary terms appropriate given students experiences.
Well who knows what sunrise/sunset is? The time between those events, when suns light hits the earth, is what we call daylight.
That is the full length of time we get light from the sun during one day.

- Provide direct presentations of the information and reading experiences as necessary so that students refine their
understanding.
I will use the pictures (Appendix C) to further develop and refine students understanding of the scientific phenomena that was
just explored during the demonstration. We will focus on one season at a time, in the same order as it was demonstrated and
review our location on the earth. This will also be a time to review key vocabulary such as daylight (when the sun is out), north
(above the middle of the earth), and rays (the light from the sun). Once the pictures are reviewed, I will gesture toward the poster
of hypothesis and will ask if anyone if they want to propose a revised hypothesis. This will be another formative assessment to see
if students refer to the position of the earth, our location, and the rays of light (all critical variable to hours of daylight from
CLOSE: (7 minutes total)
4. Apply: (5 minutes) Present a new problem or situation that can be addressed given students newly formed understandings.
-Connect to the real world.
I will connect it to the students lives by saying, There is more daylight in summer than in winter?! For example, we experience
longer days during summer break than we do during winter break! I will review the visual in Appendix C to help further solidify
this concept. We will then review our past hypothesis and I will ask students to see if any were right/ if we need to revise some.
-Use the real-world connection as the starting point for the next learning cycle.
Students will be asked to apply their knowledge of this scientific phenomena. They will be given the summative assessment
(Appendix A) and asked to draw arrows to present the rays of sunlight, and draw a stick figure to represent their location on the
earth for both the winter and summer season. Maybe give template with earth (with axis) and sun (both season on own half of
sheet). This allows them to make the scientific phenomena personal.
Closure (2 minutes)
Under the document camera I will place a copy of the student friendly-objective (just written out on an index card), will read it to
the students, have them read it to me, and then will allow students to reflect on the lesson and its connection to the lesson as I
collect the assessments.

Part VI - REFLECTION
1. Please include your rubric data here.
There were 22 students present for this lesson. Out of the 22 completed summative assessments, 19 earned 2 points by showing
evidence being able to correctly determine our location in the Northern hemisphere for both the summer and winter illustrations
and. The other 3 students were able to do this for one of the seasons. 18 students were able to earn 2 points by drawing the
correct rays of light to represent the sunlight for summer and winter. Four students were only able to do this for one season, and
received 1 point. Each of these students missed a point for incorrectly drawing rays of light for the winter season. Students
received the maximum of 1 point for successfully completing each the sentence frames. Each students successfully wrote more
into the summer sentence, and less in the winter sentence.
2. Were the students successful at achieving the lesson objective?
a) If so, provide student evidence (Include 5 samples low, medium, high, EL, & Student with Special Needs)
Students successfully achieved the lesson objective by making observations during the demonstration and relating the amount of
daylight to the time of year. One of the most critical pieces of evidence for this understanding was the completion of the sentence
frames, and every single student was capable of doing that.
b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?
Upon reviewing the summative assessments, the biggest area for improvement would be to explain the daylight phenomena of the
winter season in more depth. 18% of students drew rays of light from the sun to only the Northern hemisphere for this illustration.
I want to explain to students that yes, sunlight does reach our location on the earth in the winter season. However, because we are
tilted away, the people who live south are getting much more daylight. It could be beneficial to complete a demonstration again,
or show a video.
3. What instructional strategies did you use to help students achieve the lesson objective?
The use of realia was an effective component of this lesson. Students were excited to see a globe and enjoyed the use of LEGO
figures to represent our location on Earth. They especially liked that the figures were loved characters, Spiderman and Rapunzel. I
think that the review of this phenom by then providing an illustration similar to the ones they would be using for the summative
assessment was helpful for the students.
4. What would you change about the lesson and why?
One thing I would add to this lesson would be a poster with the word daylight and its definition on it.I would have read this to
them and asked them to read it with me in the develop stage. I think that by emphasizing instructional input for this vocabulary
word, students would be better prepared to move into the math lesson. For the same reason, I would also like to include the word
hours more into my instruction. In stead of just saying Summer has more daylight, I would say Summer has more hours of
daylight.