Writing 2

Part 1: Lesson Plans
Lesson Plan: Science Week 2 Day 3

Teacher: Kaitlyn Naill
I.
Grade Level: 3rd Grade
Content and Standards:

a. S3.D.3.1.1: Describe how Earth rotates on its axis once every 24 hours giving
rise to the cycle of night and day.
II.
Prerequisites:
a.
Students should be familiar with the planets.
b.
Students should be familiar with rotation.
III.
Instructional Objective:
a.
IV.
Students should understand how the effects of a planet revolving around the sun.
Instructional Procedures:
a.
Before: Students will be paired with a partner to create instructions of how to

play Duck Duck Goose, and afterwards students will play a quick game of Duck
Duck Goose.
b.
During: Students who were the runners will describe to the class what they did
during the game. I will make sure they explain that they ran around the circle.
Then I will explain how the student was the Earth and the class was like the
sun, and this is how the Earth rotates around the sun. At the end of the
discussion I will make sure the students understand that the sun is a star.
Students will complete a foldable Frayer filling in the categories examples, nonexamples, characters and definition. After the completion of the Frayer I will
watch the video about the years and seasons. After the video I will
demonstrate how the Earth has Seasons and Years and during the
demonstration I will explain it takes 365 days to revolve around the sun.
Students will complete the second effect on the Earths Movement cause and
effect worksheet, and then complete the Revolve and Rotate worksheet.
c.
After: Students will be shown a graph of Harrisburgs temperatures that

change during the year. Students will talk to their partner about what they
notice about and then students will be given an opportunity to share with the
entire class. Students should notice the change in temperature and the change
in temperature. If times allow we will compare rotation and revolution.
II.
Materials and Equipment: Tape, lamp, globe, and tape measure will be used during
the demonstration. Projector, SmartBoard, and computer will be used to watch the
video. Revolve and Rotate, Frayer, and Compare and Contrast worksheet will be used
to help understand revolving.
V.
Assessment/Evaluation: I will be monitoring students throughout of the lesson by

walking around the classroom. I will ask students questions while we complete the
worksheet and demonstration in order to check their understanding.
VI.
VII. Differentiation: Students who appear to be struggling will be given additional

scaffolding during the lesson.
VII.
Technology: The computer, projector, and SmartBoard will be used to display the
video.
VIII.
Self-Assessment: During our discussions I will note how many students are able to
bring conversation to the discussion and how comfortable they are with the lesson. If not
many students are contributing I may have to explain in future detail rotation. I will also
explain how well the students enjoy the demonstration and taking part in the
demonstration. I will also make note of how well students are able to compare and
contrast the revolution and and rating
Part 2 Reflection
This lesson was teaching students the meaning of revolution and how
Earth revolves around the sun. It was only suppose to take two days, but turns
out we had to break it down into two days. The students in my class are very
inquisitive about science, and normally have a lot of questions to ask during the
lesson. This lesson was no different from the rest, but I should have allowed for
my time during this lesson due to the amount of questions I normally receive in
one lesson. Students were able to play Duck Duck Goose, complete the Frayer,
and watch the video all on day one. The demonstration and completion of the
two worksheets were completed on day 2. At the beginning of every lesson I
state the ELQ for the entire class, and they take time to think about what they
could be possibly learning today. This allows children to think about questions
they may have during the lesson, and how the game we played at the beginning
of the lesson has anything to do with revolution. As I go through the lesson I
make sure to refer back to he ELQ, so students are able to understand the
connection to the lesson and understand what the outcome of this lesson should
be.
Science is not my strongest area, so I look over the lesson plans a day or
two before I have to teach the lesson to see if I have any questions regarding the
lesson. If I do I normally look up information on the internet or ask my teacher is
she has any advice when giving this lesson. In this case I was teaching
revolution to the class, and I just watched a quick video to give me an overview. I
thought I felt comfortable enough to teach the lesson on my own. There was
also a demonstration involved with the lesson, and I tried it on my own first
before demonstrating in front of the entire class. When I began my
demonstration I had realized that my research that I had done on my own was
not enough, and I was not fully prepared for the lesson. I was tilting the world
towards the wrong direction, and my explanations were not very clear. My
cooperating teacher was there to luckily step in san show the demonstration
correctly and answer the questions from my students. I felt that I should have
asked her before if I was doing the demonstration correctly and think of the
possible questions my students could ask me. By the end students seem to have
an understanding the difference between revolution and rotation and what they
caused.
Throughout the lesson students seem to have a strong understanding of
what revolution was, and what it caused. I had students answering questions that
I presented to them throughout the lesson. I have a few students that are on the
boarder of being gifted and had a clear understanding of revolution before it
began. I could have created a worksheet for them to really push their knowledge
on the topic and see if they knew every aspect. I could have given this to them
before the lesson to see if I could have given them another assignment from the
rest of the class to extend their thinking. We completed the frayer and students
were able to give me a definition and examples. The video and demonstration
was a time for students to ask questions on anything they may be confused
about, but most students seemed to have grasped the concept. I used a cause
and effect worksheet to check for students understanding of rotation and
revolution. They had to explain the effect on the planet of each, and this is where
students began to show a lack of understanding between the two. Many of them
said that rotation causes a year and revolution causes day and night. I would
then demonstrate the two again for the students. I also noticed students were
simply forgetting that revolution causes two things, season and years. As a class
we reviewed what happens when both occur and I demonstrated once more for
the class. Then as a class we completed the Revolution and Rotation worksheet,
where students clearly demonstrated an understanding of the two.
This lesson have various strategies used to teach the understanding of
revolution. The students played a game, watched a video and demonstration,
completed a Frayer and worksheets, and were able to have a discussion. Not
every student in my class learns the same way, and through these various
methods I was able to connect with almost, if not all of my students. I felt that I
used resources that were available to me, but I could have used the resource of
my cooperating teacher more before the actual lesson.

Writing 2

Uploaded by

Copyright:

Available Formats

Writing 2

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Writing 2

Uploaded by

Copyright:

Available Formats

Part 1: Lesson Plans

Lesson Plan: Science Week 2 Day 3

Grade Level: 3rd Grade

Content and Standards:

Students should be familiar with the planets.

Students should be familiar with rotation.

Before: Students will be paired with a partner to create instructions of how to

After: Students will be shown a graph of Harrisburgs temperatures that

Assessment/Evaluation: I will be monitoring students throughout of the lesson by

VII. Differentiation: Students who appear to be struggling will be given additional

You might also like