Lesson Plan

Name: Dayana M Gonzalez

Lesson Plan Title: How Big, How Far, How Hot, How Old?
Grade Level: 5

1. Standards/ Objectives
 NGSS Standard: 5-ESS1-1 Support an argument that differences in the apparent
brightness of the sun compared to other stars is due to their relative distances from
Earth.
 RI.5.9 - Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably.
 MP.4 - Model with mathematics.
 Multi-disciplinary Connection: Students will be asked to utilize the skill they have
learned in writing, language arts, and mathematics in order to make a meaningful
connection with the NGSS Standard listed above. They will be asked to do the following:
 turn research conducted on their assigned object from space into an essay, citing
evidence that is found
 Students will create a poster presentation of the information that they have
received and found
 Students will orally present their assigned object from space to the class

Science and Engineering Disciplinary Core Ideas Crosscutting Concepts

Practices
Engaging in Argument
from Evidence
Engaging in argument from
evidence in 305 builds on
K-2 experiences and
progresses to critiquing the
scientific explanations or
solutions proposed by
peers by citing relevant
evidence about the natural
designed world (s).
ESS1.A: The Universe and
Its Stars
The sun is a star that
appears larger and brighter
than other starts because it
is closer. Stars range
greatly in their distance
from Earth.
Scale, Proportion, and
Quantity
Natural objects exist from
the very small to the
immensely large.

 Objective: SWBAT arrange earth and space objects in order of their size, their distance
from Earth, their temperature, and/or their age.
 Students will write an informational research paper after conducting research on the space
 object that they were assigned to.
 Students will also create a poster presentation that labels the following for their assigned
space object:
 Size
 Distance from Earth
 Temperature
 Age
 The poster must meet required expectations that are listed on the rubric
(appendix),
 Students will orally present their findings on their space object to their peers.
 Each student will work independently when conducting their research and
materials for presentation.
 Presentation will be used as a means of assisting the students in practice of
presentation skills, along with a small portion of the overall grade.

 Prerequisite learning and/or key concepts

 Students have prior knowledge of Earth’s Systems: Processes that Shape the Earth
 4-ESS2-1: Make observations and/or measurements to provide evidence of
the effects of weathering or the rate of erosion by water, ice, wind, or
vegetation
 4-ESS2-2: Analyze and interpret data from map to describe patterns of
Earth’s features.
 Students can take their mathematical understanding of addition and subtraction of
whole numbers in order to organize Earth and space objects from lowest to
highest in the categories of size, distance, temperature, and age.
 4.0A.A.3. Solve multistep work problems posed with whole numbers and
having whole-number answers using the four operations, including
problems in which remainders must be interpreted. Represent these
problems using equations with a letter standing for the unknown quantity.
Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.
 5.N BT.B.7. Add, subtract, multiply, and divide decimals to hundredths,
using concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the
reasoning used
2. Materials and/or Technology Resources
 Description, quantity: based on a class of 30
 Individual chrome book for students
 1 worksheet with images per category for each group (6 groups)
  Total of 4 categories:
 Size
 Distance
 Temperature
 Age
 1 pair of scissors per group (6 groups)
 2 glue sticks per group (6 groups)
 1 pencil per student (30 students)
 1 white board per student (30 students)
 1 white board marker per student (30 students)
 1 research guide questions worksheet per student (30 students)
 1 poster board per student (30 poster boards)
 Materials per poster: markers, colored construction paper, glue, markers, colored
pencils, crayons (1 set for groups to share)(6 groups)
 Science notebooks (1 per student)

 Distribution strategy
 Materials will be separated prior to lesson beginning.
 Materials will be placed into black bins for groups.
 Table Leaders will collect bins that contain the materials needed (listed above).
 Students already have their own chrome books for use.
 Students will receive individual poster boards, once questions on research guide
questions worksheet is completed and stamped
 Collection strategy
 Table leader will ensure that all materials are returned to bins
 Table leader will return bins with materials to designated shelf
 Once lesson is complete, Students will turn in posters and posters will be
displayed on Science Wall

3. Procedures (Content Area Specific) (~6-10pg)

 Motivation/engagement
 10 mins- Lesson will begin with students being presented with a short film that
explores Earth and space. Once the video has been watched, students will engage
in a turn and talk that allows students to share the various things that they saw and
experienced while watching the short film. Students will be given the following
sentence frames to use throughout their discussion with partners. 1) “In the video I
saw ___________”. 2) “I found it interesting that _________________”. And 3)
“I really did not understand the part in the video when _____________”.
Students will be given a visual timer on the board to help them see how much time
is left for their discussion. 5 minutes will be allowed for discussion period.
 Students will be instructed to take turns during discussion, where Partner A
answers the discussion questions and then at the 2:50 minute mark, Partner B
shares theirs. Students will then be asked to volunteer to share information that
they heard their designated partner address while engaged in their turn and talk.
 Discussion Questions:
 What did you learn in the video?
 What did you find interesting in the video?
 Is there anything that you saw in the video that seemed confusing?
 Do you have any questions about the video?
 Students will be asked to share what information they have learned previously on
Earth and space. Allow students to share with their groups, then allow students to
share with the class. Teacher will make a list on an anchor chart titled: Things We
Know, with the information that the students share aloud with each other and with
the class.
 Teacher will explain that the lesson for today will be both interactive and
educational. Teacher will explain how the students will work as a group to make
predictions of various categories that deal with Earth and space objects. These
predictions will be written on sticky notes and then added to a classroom anchor
chart after sharing with the class. After the lesson, students will be able to return
to their predictions and either express if they were correct, or they can make
adjustments to see how their prediction could have been different to later be
proved correct.
 Developmental activity
 Exploration (approximately 10 mins per category)
 Students will work in small groups to cut, organize and glue the space
objects that they are given on worksheet in which they believe is the
correct order for each category that they are presented with. (one will be
done at a time, dependent on which category Teacher is focusing on)
 Categories:
 Size
 Distance
 Temperature
 Age
 Students will engage in discussion with the other groups to see which
groups had similar predictions and which groups had different predictions.
This will also be a time for students to reason and explain why they placed
the images in the specific order that they chose.
 Students will be given the following article: _____________ to explore
size, distance, temperature, and age. Students will use the inform that they
read with their groups from the article to determine if their predictions
 were accurate or not.
 Students will then present their predictions to the class while engaging in
conversation. Students will be given the following sentence frames to
agree or disagree with each other as they engage in conversation.
 “I agree with you ____________ because ______________.”
 “I disagree with you __________ because ______________.”
 “Can you please elaborate on how you found ____________?”
 Explanation (approximately 10 minutes per category)
 End goal: Students will be able to organize Earth and Space Objects in
order according to the various categories presented. Students will also be
able to understand where objects are located in space, along with the size
and distance of each space object.
 Students will be presented with a short clip that will help them visualize
the different space objects according to the category that is being focused
on. The videos are as follows:
 Size: (4) Universe Size Comparison 3D - YouTube
 Distance: (4) Comparison - Most Distant Objects In The Universe -
YouTube
 Temperature: (4) The Most Extreme Temperatures in the Universe
- YouTube
 Age: (4) How Do We Know the Age of the Universe? - YouTube
 As students watch the short clips, they will be given the opportunity to
discuss how the clips relate to the space objects that they were given to
arrange.
 Students will be asked if they would like to change any of their orders now
that they have the information that they saw within the video.
 Students will have discussion with their groups to verify if they think the
order that they had chosen prior was still correct, or which they thought
needed to be moved.
 Students will then go ahead and share their discussions with the class,
explaining why they made those specific changes or why they did not
make any changes.
 Students will be given the opportunity to agree or disagree with their
classmates, along with reasoning with their agreement or disagreement.
 The students will then go ahead and be presented with the correct order for
each space object from the Teacher.
 Teacher will explain why some objects go in specific places, and will
compare it with the predictions of the students.
 Teacher will remind students to really look at the images of the space
objects that they were given as they get to the next category. Teacher
 reminds them that it is important to compare it to the information that they
just received on the previous category. The students will be help
accountable to look at the information and use it as a guide while they prep
for the next category.
***The process will be repeated for each category. Each category will be
presented one at a time, in order to provide room for focus on one specific
thing at a time, rather than various categories at once. The purpose of this
is to help the students separate their ideas and reasonings.
 Once the Teacher has provided instruction for all the categories, the
students and class as a whole will engage in a discussion finding the space
objects that have similar and different patterns among the various
categories.
 Students will all be given back their worksheets that they glued as groups
and will look at them together as a group discussing similarities and
differences that they see within the patterns of the categories.
 Elaboration
 Students will engage in continued research on their own to better
understand the space object that they have been assigned.
 Students will conduct research that follows the research questions provided
on the worksheet given to them.
 Once the students have completed their research on the space objects given
to them, they will create a poster board for that specific object.
 Students will be allotted 30 minutes to work on majority of the poster that
they are going to be presenting.
 Students will be asked to ensure that they have the following on their
posters:
 Title (unique)
 Name (First and Last)
 Name of Space Object
 Each research questions
 Answer to each research question
 Images of their space object
 Summary of what they learned about their Space Object
 Once posters are completed, each student will be given 3-5 minutes to
quickly present their space objects and the space object findings to the
class as a whole.
 Lesson Debrief (10 minutes): Class will engage in discussions of patterns
that they discovered and information that they learned throughout the
entirety of the lesson. Discussion will be led by Teacher using the
following questions:
  What are some patterns that we say among the various categories
that we explored?
 Were there any categories that were completely different for the
space objects?
 If you could take away one thing that you learned from this lesson,
what would it be?
 Accommodation, modifications and differentiations for diverse learners (~2pg)
 ELL Students: Students who need accommodations will be asked to work in a
group that is bilingual, where other students will be able to help translate or share
the information and material with them. Students will also be given a bilingual
worksheet, rather than just a Spanish or just an English one. ELL students will be
asked to complete their work to the best of their ability in English, rather than
Spanish. Those students who are capable of using Google Translate, will be asked
to use the tools provided to them in order to 1) write a 2-page research paper that
describes the information that they learned and 2) create a poster that displays the
information that they learned
 Teacher will circle the classroom while students conduct research and create
posters in order to provide assistance whenever necessary.

4. Student Assessment/Evaluation
 Formative assessment of learning that will occur after lesson and research has been
conducted.
1. Quick Check
a. Students will be presented with a quick check that will ask students to place the
various Space Objects that they are looking at in order dependent on their
category. (4 quick checks will be given)
b. Quick Checks will be given after each of the following categories is taught to the
students:
i. Size
ii. Distance
iii. Temperature
iv. Age
c. Students will be asked to number the images that they see of the following Space
Objects:
i. The Sun
ii. Rocks
iii. The Earth
iv. Life on Earth
v. Milky Way Galaxy
vi. The Moon
 vii. NANA’s Solar Dynamic Observatory
viii. Comet
ix. The Universe
x. Top of Mount Everest
xi. Clouds
xii. Aurora
xiii. Bubble Space Telescope
xiv. Meteor
xv. Lightening (top)
xvi. Asteroid
xvii. Sunspots
xviii. Solar Prominence
d. Students will be asked to provide a written statement of how they know that the
order that they numbered is the correct order, using a complete sentence and by
following the RACE Method.
i. RACE Method
1. Restate the question
2. Answer the question
3. Cite your information
4. Explain your answer
 Summative assessment of learning
1. Students will write up a 2-page informational essay that included information that they
learned about their space object. Students will be asked to highlight and focus on the
following categories:
i. Size
ii. Distance
iii. Temperature
iv. Age
2. Students will create a visual poster that displays the information that they learned
throughout the lesson and the research period. The poster will highlight and focus on the
following categories:
i. Size
ii. Distance
iii. Temperature
iv. Age
3. Students will present the information that they learned about the space object to the class
through an oral presentation. Presentation will be between 3 -5 minutes. Student will be
asked to focus on the following categories for their space object presentation:
i. Size
ii. Distance
iii. Temperature
iv. Age
5. Appendix

Rubric
Presentation
Group #
Student Name:
Skill Description 3 2 1 Score

Presentation Students will receive Students had a Student’s Students

an overall score for well-organized presentation was presentation was
their presentation. presentation organized, but not organized,
Presentation points that appeared not seamless nor rehearsed.
will be based on seamless. during the Students did not
confidence and Students used an presentation. use a voice level
professionalism (i.e. appropriate Students had projected enough
not laughing when voice level appropriate for their peers to
presenting). In during the language at hear. Student
addition, presentation. times, but not was unable to
presentation points Students were during the entire answer questions
will be based off of able to answer presentation. posed by peers.
any unique any questions Students were
presentation that their peers able to answer
additives. asked. some of the
questions asked
by peers.

Participation Students will be Students Students Students

graded on whether participated participated participated very
all members of the completely partially during little to none
group participated during the entire the poster during both the
in the presentation. process of the creation and poster creation
All students are presentation physical and physical
required to speak including poster presentation. presentation.
during the creation and
presentation. physical
presentation.

Poster Students will be Students create a Students create a Students create a

Design graded on having well-designed poster that poster that lacks
their posters and artistic includes all completeness
completed and on poster that components but and artistic
the board at the time includes all lacks artistic design.
of the presentation. components. design.

Total: /100
Comments:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________