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  • USF Elementary Education Lesson Plan Template (Rev. F18)

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    The lesson plan is for a 4th grade science class on April 11th about the moon. It will use a 5E model and engage students with a moon time lapse video before having them discuss in groups what they know and wonder about the moon. Students will then discuss in table groups whether the moon is a light source or disappears and share their ideas with the class.

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    The lesson plan is for a 4th grade science class on April 11th about the moon. It will use a 5E model and engage students with a moon time lapse video before having them discuss in groups what they know and wonder about the moon. Students will then discuss in table groups whether the moon is a light source or disappears and share their ideas with the class.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    Download as docx, pdf, or txt
    20 views2 pages

    USF Elementary Education Lesson Plan Template (Rev. F18)

    Uploaded by

    api-427875728
    The lesson plan is for a 4th grade science class on April 11th about the moon. It will use a 5E model and engage students with a moon time lapse video before having them discuss in groups what they know and wonder about the moon. Students will then discuss in table groups whether the moon is a light source or disappears and share their ideas with the class.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 2

    USF Elementary Education Lesson Plan Template (rev.

    F18) Name: Jessie Peck


    Grade Level Being Taught: 4th Grade Subject/Content: Science Group Size: 21 Date of Lesson: April 11, 2019
    What misconceptions might stu- • Students may believe that the moon creates it’s own light. Remind students that the sun is a star, made up
    dents have about this content? of hot, glowing gasses which produce light. The moon is made up of rock, similar to earth, so it does not
    make it’s own light.
    • Students may also believe that the shape of the moon changes or that the moon does not rotate.
    • Students may also believe that the moon gets bigger and smaller or disappears and comes back.

    Part 2: Lesson Implementation


    Step-by-Step Plan 1. What is the content area for this lesson? Earth & Space Science
    (What exactly do you plan to do in 2. What is the expected lesson structure for a lesson taught within this content area? 5 E’s
    teaching this lesson? Be thorough. 3. Step-by-step plan:
    Act as if you needed a substitute to
    Time: Action Steps:
    carry out the lesson for you.)
    Introduce Topic & Explain TWL Chart
    Where applicable, be sure to ad- • (Engage) Gain the class’ attention by using an attention getting strategy: (Hands on top, everybody stop).
    dress the following: • Play moon time lapse video
    ◻ What Higher Order Thinking • Ask class to discuss what they just observed in their small groups (1 minute)
    • Ask each group to share out
    (H.O.T.) questions will you
    ask?
    ◻ How will materials be distrib- • Explain TWL Chart
    uted? • Instruct students to fill out the THINK YOU KNOW & WONDER sections only.
    ◻ Who will work together in • Clarify what AT LEAST means.
    groups and how will you deter- • (3 minutes/independently)
    mine the grouping?
    ◻ How will students transition • Students should discuss in their table groups:
    between activities? • Is the moon a light source? Explain why or why not.
    ◻ What will you as the teacher • Does the moon disappear? Explain why or why not.
    do? • Ask each group to share out
    ◻ What will you as the teacher • (3 minutes)
    say?
    ◻ What will the students do?
    ◻ What student data will be col-
    lected during each phase?
    USF Elementary Education Lesson Plan Template (rev. F18) Name: Jessie Peck
    Grade Level Being Taught: 4th Grade Subject/Content: Science Group Size: 21 Date of Lesson: April 11, 2019
    ◻ What are other adults in the
    room doing? How are they
    supporting students’ learning?

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