4-SHIFTS PROTOCOL ANALYSIS Barrett 1

4-Shifts Protocol Analysis

Nick Barrett
ISTC 702
Dr. Caples
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Introduction
A lesson plan from 9th grade earth science was chosen for this analysis. This is a lesson

plan that I created from my time teaching summer school regents earth science in New York.

The lesson plan was aligned to previous New York state curriculum standards from 2017. This

lesson plan was designed to assist students in passing the New York stats Regents for Earth

Science. The class size was 10 students all in 9th grade.

The lesson plan began with a Do Now that assessed students prior knowledge about

seasons. The Do Now would ask students why they think that Earth and New York state

experienced seasons. Students would share out with the class and the teacher would simply listen

and ask questions about their answers. After the do now the teacher would go over how the tilt of

the earth allows for more or less direct sunlight and explain what that means using a flashlight.

Using a globe, I would walk around the room with the light source facing me and ask students if

the tilt causes the hemisphere to be pointed closer or farther away from the sun. A PowerPoint

would conclude the discussion and students would work in pairs to complete a worksheet on

what we had learned about.

Higher-Order Thinking

In this lesson, there are very few components that would be identified as higher-order

thinking. Some of the questions asked in large group can be challenging application question.

However, the teacher eventually goes over these questions. Some of the questions on the

worksheet do have some applications to higher order-thinking. Questions 8 and 9 are multi-step

questions that would require some thinking. The format of the questions being multiple choice

lends very little for students to dive critically into the curriculum.
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This lesson plan was designed with shorter periods for time and a focus on the regent’s

exam. However, creating more investigation with globes, flashlights and thermometers would

assist in creating an environment where inquiry and higher order questions can be connected to

their experiences on earth. Questions could be asked and connected to solar powered energy,

temperatures, hours of daylight to get students to connect and think more on the concepts.

Authentic Work

Since students are completing 12 multiple choice questions in pairs, this does not qualify

as authentic work. Multiple choice question often does not have a link to a professional

community or achieve any real purpose other than assessment. Students are only contributing by

answer these questions and us reviewing them.

A change I could make for this lesson, is to have students create a report to present to

energy company to be able to discuss when the greatest amount of sunlight per square foot is.

This report could include findings from a lab experiment and explain to the company why the

amount of sunlight will change over time with the location of their solar panels. They could

discuss possible energy outputs at various latitudes on earth at various times of years to

recommend to the companies the most ideal places for solar panels. Students could connect with

local experts who install solar panels and discuss efficiency and pricing that students could also

discuss in their reports. The learning in this situation would be authentic and not only connect

with the science community but provide energy solutions to other communities globally.

Students would be at the center of this learning and contributing to create a report that would

assist a company in providing solar panels to a community.

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Students Agency

The current lesson plan allows for students to work in pairs and allows small group

instruction for groups of students who are struggling. This scaffolding would help to differentiate

for certain students. For these lessons, no personalization or individualization was designed for

students.

The re-design mentioned in the previous paragraph that allows for students to create an

energy report can meet these needs of differentiation and authenticity. Students could research

cities that they are interested in and even their own city as well. Differentiation could be

followed by having a tiered assignment approach for students of all abilities to contribute.

Technology Infusion

When this lesson plan was created, I was teaching summer school Earth Science and

students did not have any devices to use. Had students have had devices I would likely have

implanted more technology.

In the re-design of this lesson plan I would likely have students use their computer to do

academic research on solar panels. I would also have students communicate with students from

schools all over the world and asks them about solar panels in their city and their experience with

the seasons. In this way students can not only research but connect with others around the world.

I would also allow students to create their report in a chosen multi-media presentation and

collaboration with a partner.

 4-SHIFTS PROTOCOL ANALYSIS
Figure 1: Lesson Plan on Seasons of the Earth
I. Lesson Data
Teacher Nick Barrett
Duration 45 minutes
Unit Title Weather and Climate
NYS
Learning Standards
Unit Background &
Lesson Rationale
How does the lesson fit into the unit
Plan? How does the unit fit into the
overall curriculum?
Lesson Description
In General, What is the lesson about?
Technology / Materials
Include a complete list of materials
necessary for planning and delivery.
May include websites, textbooks,
curriculum manuals, worksheets,
etc…
II. Instructional Data
Barrett 5
Appendix
Course / Subject Earth Science
Grade 9th Grade
Lesson Title Seasons of the Earth
● 1.1g Seasonal changes in the apparent positions of
constellations provide evidence of Earth’s revolution
● 1.1f Earth’s changing position with regard to the Sun and the
moon has noticeable effects. • Earth revolves around the Sun
with its rotational axis tilted at 23.5 degrees to a line
perpendicular to the plane of its orbit, with the North Pole aligned
with Polaris. STANDARD 4 PERFORMANCE INDICATOR 1.1 Earth
Science 9 • During Earth’s one-year period of revolution, the tilt
of its axis results in changes in the angle of incidence of the
Sun’s rays at a given latitude; these changes cause variation in
the heating of the surface. This produces seasonal variation in
weather
Changes in season directly affects climate.
The lesson is about the reasons earth has seasons. Which are
Length of day
Angle of insolation.
PowerPoint, Lamp, Globe, thermometers, YouTube video of the seasons.
https://www.youtube.com/watch?v=KUU7IyfR34o
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Enduring Learning the reasons earth has seasons.

Understandings

Essential Questions What causes the seasons?

Objectives Students Will Know and/or be Able To:

● Identify the two major reasons for the seasons on earth
Assessment Plan: Learning Objective Assessment Product Assessment Type
Tie assessments directly to the Students will list what Do Now Formative
objectives of the lesson. Should fully
measure and evaluate the objectives they know about the
using both formative and summative seasons of earth.
assessments. See Table below:

Students will Sun Activity Formative

investigate how the
angle of insolation
affects temperatures
on earth,
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III. Instructional Process

Opening /
Anticipatory Set:
The opening of lesson grabs the
attention, motivates and engages
students and builds and/or activates
background knowledge. Includes
teacher and student actions.
Main Body/ Procedure:
This section includes all steps that
would be taken when teaching the
lesson: all activities, discussions,
worksheets, readings, questions, etc.
This may include :
● Input
● Modeling
● Guided Practice
The Do Now activity will be the entrance into this lesson. The do now
activity will ask students to write everything they know about seasons.
First, I will introduce that earth is tilted. I will ask them how they think this
affects seasons. I will then discuss how tilt allows for more direct sunlight
to reach which hemisphere is pointed toward the sun. I will then ask them
if the tilt of the earth makes one hemisphere closer to the sun. I will then
explain how this is a common misconception and explain how the
distance to the sun is minuscule in difference. I will then delve into the
angle of insolation with respect to surface area. I will show a video
explaining and recapping the seasons. I will conclude with the fact that
days are longer in the sun, and thus heat up that hemisphere longer. I will
conclude with the sun activity, as explained in the PowerPoint.

Formative Assessment The sun activity will be the formative assessment for this lesson.
The lesson plan includes a formative
assessment to provide closure that
wraps up the lesson and helps
students organize the information into
a meaningful context in their minds.

How will I differentiate?
Delivery –Use of multiple media –
pictures, texts, web, etc.
Process – Lab work, project or
problem based learning carousel or
Product - Allow students to do oral
presentation, cartoon, video or audio
Visual learners will benefit from the pictures presented in the slide show. I
will also show a Bill Nye video of the seasons. Auditory will be covered by
my explanation. Kinesthetic will covered with the Sun activity. Flexible
grouping will be used in the sun activity. I will walk around and help as
needed.

II. Reflection
The lesson plan includes statements N/A
of experiences and lessons learned
during the process of developing the
lesson plan. If the unit is not taught,
reflection can focus on one or both of
the following:

● Discuss surprising/ interesting

issues that arose during the
planning process.
● Predict issues that might arise
when the unit is actually taught
(what challenges/obstacles may
occur?)
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Figure 2: Angle of INSOLATION worksheet

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Figure 3: The Four Shifts Protocol Evaluation

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