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Lesson5reflection Word

(1) The lesson plan is for a 3rd grade class on the topic of day and night. There are 24 students, including some ELL, SPED, gifted students. (2) The objectives are for students to use a model of the Earth to demonstrate the Earth's rotation causing night and day, and to discuss why the Earth's rotation is important. (3) The lesson uses a globe and flashlight model, group work, and journaling for students to explain the causes of night and day and why it is significant. Formative and summative assessments are built into the lesson.

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46 views

Lesson5reflection Word

(1) The lesson plan is for a 3rd grade class on the topic of day and night. There are 24 students, including some ELL, SPED, gifted students. (2) The objectives are for students to use a model of the Earth to demonstrate the Earth's rotation causing night and day, and to discuss why the Earth's rotation is important. (3) The lesson uses a globe and flashlight model, group work, and journaling for students to explain the causes of night and day and why it is significant. Formative and summative assessments are built into the lesson.

Uploaded by

api-241359020
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE


(1/25/13)
Teacher Candidate Christine Capel Grade Level 3 Title Day and Night
CONTEXTUAL FACTORS (classroom factors)

Contextual Factors
24 students, 13 male, 11 female
5- ELL
2-SPED/IEP
2- HAL
3- Behavior

Classroom Environment
The desks are set up in six groups of four with one desk off to the side. There is a space at the back of the room for the students to sit
on the floor in a group. The classroom has a white board and smart board at the front of the room. It also has an elmo to project on the
smart board. The class has four iPads. At the back of the classroom there is a small group table. There are two other smaller tables for
small group work. The classroom has books displayed at the front of the room for independent reading. The teachers desk is in the
front right corner of the room.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard 1
Students will understand that the shape of Earth and the moon are spherical and that Earth rotates on its axis to produce
the appearance of the sun and moon moving through the sky.
Objective 2
Describe the movement of Earth and the moon and the apparent movement of other bodies through the sky.
c. Use a model of Earth to demonstrate that Earth rotates on its axis once every 24 hours to produce the night and day
cycle.
Content Walk-Away: I will use a model of the Earth to demonstrate the Earths night and day cycle.
Language Walk-Away: I will discuss why the Earths rotation is important to me.
Vocabulary: review- rotation, axis

ASSESSMENT EVIDENCE (What evidence do I need to show the students have


learned the Walk-Away?)

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):


Student discussion, science journal writing, group work, observation
Content Walk-Away Evidence (Summative):Students will demonstrate the Earths
night and day cycle.
Language Walk-Away Evidence (Summative): Students will discuss the Earths night
and day cycle and its importance.

ELL/IEP- Visuals, prompts,


extra support
GATE- demonstrate using
model

Approx. ACTIVE LEARNING PLAN


Time
45 mins

Activate/Building Background Knowledge


We have learned how the Earth moves around the sun in the past couple of day. Discuss in your groups what
you remember about how the Earth moves. Good! SIOP 8,9 I heard some of you say the Earth revolves or goes
around the sun and that is rotates or spins around. Thats great! Use power point. Today we are going to be
learning more about the Earth. Our objectives are I will use a model of the Earth to demonstrate the Earths
night and day cycle. and I will discuss why the Earths rotation is important to me. SIOP 1,2,
Formative assessment:
Learning Goal: Students will know the objective.
Success Criteria: Students will say the objective.
Assessment Strategy:Hear the students say the objective.
Modification/accommodations: (ELL, IEP, GATE, etc.)
ELL: visual of the objective
IEP- review of previous lessons

Focus Lesson (I do it) 5E-Engage


Using what you already know about the movements of the Earth, What causes day and night? Discuss this in your groups.
Class discussion. Good! I heard some really good ideas. What are some of the things that you came up with? Why do you
think that? SIOP 11,18,22,23
Formative Assessment:
Learning Goal: Students discuss and think about what causes night and day to happen.
Success Criteria: Students discuss questions.
Assessment Strategy: Observation.
Guided Instruction (We do it) 5E-Explore
Think about how we might use this globe and a flashlight as a model to represent how days and night happen. Remember
a model is something that symbolizes something much bigger or smaller than the actual thing. SIOP 9,18,17 Talk about
your ideas in your group. Give each group a globe and a flashlight. Each group will get a globe and a flashlight
to make a model of how the Earths day and night cycle works. Walk around and talk with each group as
they experiment. SIOP 16,17,30.21
Formative Assessment:
Learning Goal: Students will use prior knowledge to create a model.
Success Criteria: Students will create a model representing day and night using a globe and flashlight.
Assessment Strategy: Observation.
Modification/accommodations: IEP-Extra support

Collaborative/Cooperative (You do it together) 5E-Explain


You have 5 more minutes to work on your model. SIOP 26
I need everyones attention in 5, 4, 3, 2, 1. Good. How did you demonstrate the Earths day and night cycle
using the model? Class discussion and demonstrations. So, if the Earths rotation or spinning causes day
and night, how long does it take for one full rotation? Discuss this in your groups. SIOP 16,21 Think about
how long a day is. What did you come up with in your groups? Good! 24 hours. SIOP 29
Formative Assessment:
Learning Goal: Students will know that the Earths rotation causes day and night to happen and that it takes 24 hours.
Success Criteria: Model and class discussion.
Assessment Strategy: Observation of student work.
Modification/accommodations: ESL-discussion
GATE- Class and group discussions
Independent (You do it alone) 5E-Elaborate
The first group to get your journals out will get three points. GO! SIOP 26
Write in your journal why we have night and day and why it is important to you. You should write at least two sentences.
SIOP 30,24,22
Write phrases such as rotation of the Earth The rotation of the Earth takes 24 hours after students have had a few
minutes to write on their own.
Summative Assessment: Students can successfully explain why we have night and day.
Modification/accommodations: ESL/IEP- phrases written on board. Gifted- Write more and in more detail.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
What causes days and night? Catch it and throw it!
What are some of the reasons you thought that it is important that the Earth rotates causing day and night? SIOP 27,28

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES

What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
- Globes and flashlights

objective ready

REFLECTION AFTER LESSON


How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to
improve my practice and student learning?
This lesson went well. From the formative assessments throughout the lesson I learned that the students were really
understanding and learning. This lesson was fun because there was a lot of self discovery. I did not have to tell the students
the answers they figured it out themselves. The students were very engaged during their demonstration using the globes
and flashlights.
I made a powerpoint for this lesson which was very helpful for the students and myself. The lesson flowed better and more
smoothly. Having the video imbedded in the powerpoint was also very convenient. The students had more visuals and if
one of the students forgot what the question was it was on the board them.
One thing that I could have improved during this lesson was classroom management. The students were very restless
because I taught this lesson at the end of a testing day. One thing that I have been working on is anticipating student
behavior. Next time I will make sure that I state my expectations before the lesson.
After the lesson I went back to check the students notebooks. I learned that some of the students did not get the concept
and understand the objective. The next day I called these students to the back table to review and reteach.

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