2020 Lesson Plan #_1__ Curricular Standard: [6.E.1 Understand the earth/moon/sun system, and the properties, structures, and predictable motions of celestial bodies in the Universe.] Learning Objective: [ 6.E.1.1 Students will be able to explain how the relative motion and relative position of the sun, Earth and moon affect the seasons, tides, phases of the moon, and eclipses. ] Learning Target: [ I can explain the Earth’s revolution and rotation and their effects.] Activator: [ Post the words ROTATE and REVOLUTION on the board for students to see. Give students 1 minute to think about these words and what they think these words mean. Allow students to work with a partner and give 2 minutes to draw a picture or write down what they THINK the words mean. Once the timer goes off, please have ALL students stand up. Ask them to spin around standing upright. Next, have students walk around their desks. Next, tell students to come back together with their partner and ask them if they can relate movements of the “spin” and the Walk Around the desk, to either word ( ROTATE or REVOLUTION.) Finally have a table talk about the relation between the movements and the meanings. Ask students to think about which movement took longer to complete? Allow a few students to share their findings with the class. End this activity by stating that we will learn more about these very words and movements in relation to the Journey the Earth takes each day and each year around the sun.] Building Tasks (2-4 tasks) Include student instructions and purpose of task: [ Lecture Google Slides with Embedded videos. Students must highlight or circle Key Vocabulary on their hard copy of notes as we go through the slides. Walk around and check for understanding during table talks and jot down the areas that need clarification. Go over areas that need to be addressed before moving on to the next slides.] [Earth’s Journey Graphic Organizer, Students must work with a partner to fill in the graphic organizer and have students differentiate between Revolution, Rotation, and orbit? We will go over this organizer as a class with students navigating to the correct completion of the assignment and teacher guiding their thoughts.] [Ask students the questions, What if the Earth Stopped Rotating, what do you think would happen then? Give them 45 Seconds to think in silence. Then give them 2 minutes to talk to their partner about their thoughts. Play the first 30 minutes of the video: What if the Earth Stopped Rotating via Edpuzzle Live. Have students answer the embedded questions as we follow along in the video to check for understanding and receive immediate feedback at the completion of the video.] Consolidator: [8 Minutes] [20 mins] [10 Minutes] [30 minutes] [8 min] [Exit Ticket: Have students complete the sentence stem to check for final understanding: The Cause of _______ is _______. The Effect of _______ is _______. It will focus on the success of student learning based on the Learning Target for today. Results will be used for tomorrow's lesson and will drive small group focus during tomorrow's class.] I will collect formative evidence of student learning by: Each building task [ Students will have to explain and answer questions. I will quickly assess throughout the lesson. Students must also complete a graphic organizer by differentiating between rotation, revolution, and orbit. The edpuzzle video also has embedded questions that will provide real time feedback to check for student understanding. ] Consolidator [ Having students complete a mini quiz that will check for understanding and provide real time feedback. ] End of lesson [At the end of the lesson, students will take an end of Unit Assessment which will drive remediation groups and student success celebrations. ] Academic Language for this lesson: Language Demand- Explain verbally and differentiate between the Earth’s Rotation and Revolution around the sun by writing in a graphic organizer. Language Function- Explain, Differentiate Vocabulary- Explain, Differentiate, Organize, Rotation, Revolution, Orbit, Axis Discourse- Sentence Stem The Cause of _______ is _______. The Effect of _______ is _______. Language Supports- guided notes used during instruction, strategic partnering (for table talks), sentence stems, anchor charts for visual representation, organic organizer. Lesson Plan #_2__ Curricular Standard: [6.E.1 Understand the earth/moon/sun system, and the properties, structures, and predictable motions of celestial bodies in the Universe.] Learning Objective: [ 6.E.1.1 Students will be able to explain how the relative motion and relative position of the sun, Earth and moon affect the seasons, tides, phases of the moon, and eclipses.] Learning Target: [ I can explain why the tilt of the Earth on its axis causes the 4 seasons on Earth.] Activator: [Give each table of 4 students a sheet that has 4 pictures of the Earth in different positions relative to the Sun. Students must work in small groups to observe the position of Earth in relation to the sun and jot down what season they THINK the Northern Hemisphere (shaded area) is experiencing for each letter A-D. This should take about 4 minutes for them all. Once the Timer goes off, have students share their thoughts. End this section with stating that we will dig deeper into how to determine the seasons of each hemisphere of the Earth. Do not reveal the answers just yet, we will revisit this during our consolidator. ] [8 Minutes] Building Tasks (2-4 tasks) Include student instructions and purpose of task: [Quizlet Vocabulary Review (2 Rounds) Students will review vocabulary from yesterday’s lesson and work in teams to [10 mins] beat the other teams in the class. Winners get a homework pass! ] [ Recap of Revolution and Rotation and 4 Seasons Lecture with Power Point and Graphic Organizer. Follow along with Lecture and fill in the graphic organizer as we go along.] [30 Minutes] [4 Seasons Study Jams Video and quiz followed by 4 seasons CK12 Article and Worksheet. Students must show me their scores of StudyJams before moving on to the Ck12 Article. During this time, I will pull small groups based on the [20 previous lesson assessments and have those students work on Study Island to get more practice with Rotation and minutes] Revolution.] Consolidator: [Exit Ticket: We will revisit the Activator from today and have the students try to make the same predictions again based on new knowledge. Students will write down and explain their predictions. Their predictions will be submitted before the end of class.] [8 min] I will collect formative evidence of student learning by: Each building task [Quizlet will give real time feedback and reports of student understanding at the end of each round. With further practice and completion of the Study Jams quiz and CK12 companion worksheet, I will get the data I need to formulate my small groups for the following day. ] Consolidator [I will be able to fully compare thoughts of students prior to my lesson to after the lesson and better determine if reteaching full group or small group is necessary. ] End of lesson [ At the end of the Full Unit, students will take an end of Unit Assessment which will drive remediation groups and student success celebrations.] Academic Language for this lesson: [Language Demand- Explain why the tilt of the Earth on its axis causes the 4 seasons on Earth by writing in a graphic organizer. Language Function- Explain Vocabulary- Explain, orbit, axis, revolution, rotation, solstice, Hemisphere, Equinox, Equator Discourse- Sentence Stem The Cause of _______ is _______. The Effect of _______ is _______. Language Supports- strategic partnering (for table talks), sentence stems, anchor charts for visual representation, graphic organizer.] Lesson Plan #_3__ Curricular Standard: [6.E.1 Understand the earth/moon/sun system, and the properties, structures, and predictable motions of celestial bodies in the Universe.] Learning Objective: [ 6.E.1.1 Students will be able to explain how the relative motion and relative position of the sun, Earth and moon affect the seasons, tides, phases of the moon, and eclipses. ] Learning Target: [ I can explain the full moon phase and predict the pattern and duration of each phase.] Activator: [Show students this video: Moon Phase Time Lapse. Ask students to explain what they see happening here. What do you all think causes these changes and why? Have students talk with their tablemates about their thoughts and have them share with the class what their table mates said. ] Building Tasks (2-4 tasks) Include student instructions and purpose of task: [Gimkit Vocabulary Review Game of Rotation, Revolution, and Seasons. Students will be split into 2 large groups and will battle against each other in a Zombies VS Humans game of Gimkit. Teams must be strategic in answering questions correctly and using Power Ups to hurt the other team and gain immunity. Winning team earns free seating in class on Friday!] [ Show students Bill Nye-Moon video and give them Video questions to answer as they follow along. Pause the video throughout to check for understanding and be sure students are following along and are able to correctly answer the questions. ] [Illustration Time! Have students work in groups of 4 and give them markers and large Chart Paper. Each group will have to illustrate all of the moon phases in relation to the position of the Sun and the Moon. Students must label each phase, they must have the sun placed in the correct position, and they must also have the earth placed in the correct position. Students will be encouraged to be creative. Students may not finish today but they will be given more time tomorrow. Consolidator: [Exit Ticket: Students will be redirected back to our learning target today. They will be asked to show me fist to five their comfort level with the learning target. Students will then be asked to DO the learning target on a sheet of paper and turn it in before leaving class today.] [8 Minutes] [20 mins] [30 Minutes] [30 minutes] [8 min] I will collect formative evidence of student learning by: Each building task [ Gimkit review allows me to project progress and results as the game is going on. I am also able to walk around and help students with difficulties while monitoring. This guides my questioning and checking for understanding. Students will have to explain and answer questions that I will quickly assess throughout Bill Nye Video. Students must also start a project demonstrating their knowledge.] Consolidator [ Having students actually DO the learning target and turn in it in for me to assess will allow me to see how many students get it and how many need more help. ] End of lesson [At the end of the lesson, students will take an end of Unit Assessment which will drive remediation groups and student success celebrations. ] Academic Language for this lesson: [Language Demand- Explain the full moon phase and predict the pattern and duration of each phase by writing and creating an anchor chart of their own. Language Function- Explain Vocabulary- Explain, Explain, Rotation, Revolution, Orbit, Waning, Gibbous, Waxing, Full Moon, New Moon Discourse- Sentence Stem The Cause of _______ is _______. The Effect of _______ is _______. Language Supports- strategic partnering (for table talks), sentence stems, anchor charts for visual representation, video learning segments.] Secondary Science Task 1: Planning Commentary TASK 1: PLANNING COMMENTARY Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored. 1. Central Focus a. Describe the central focus and purpose of the content you will teach in the learning segment. [The central focus is understanding the Earth and the properties, structures, and predictable motions of celestial bodies in the Universe. In order to understand the earth/moon/sub systems and their properties, structures, and predictable motions of celestial bodies, students must understand the cause and effect of the Earth’s tilt, rotation, and revolution around the sun. Students must also understand the rotation and revolution of the moon around the earth which causes the moon phases. ] b. Given the central focus, describe how the standards and learning objectives within your learning segment address ◼ the use of science concepts, ◼ the application of scientific practices through inquiry, and ◼ the development and evaluation of evidence-based explanations of or reasonable predictions about a real-world phenomenon based on patterns of evidence and/or data. [NC Science Standard 6.E.1 Understand the earth/moon/sun system, and the properties, structures, and predictable motions of celestial bodies in the Universe.Understand the earth/moon/sun system, and the properties, structures, and predictable motions of celestial bodies in the Universe and objective, 6.E.1.1 Students will be able to explain how the relative motion and relative position of the sun, Earth and moon affect the seasons, tides, phases of the moon, and eclipses, allows the teacher to break the lesson session into parts to allow students to grasp the material easier. ] c. Explain how your plans build on each other to help students understand relationships between scientific concepts, scientific practices through inquiry, and the phenomenon in the learning segment. [ ] 2. Knowledge of Students to Inform Teaching For each of the prompts below (2a–b), describe what you know about your students with respect to the central focus of the learning segment. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). a. Prior academic learning and prerequisite skills related to the central focus—Cite evidence of what students know, what they can do, and what they are still learning to do. [ ] Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 1 of 3 | 9 pages maximum All rights reserved. V07 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. Secondary Science Task 1: Planning Commentary b. Personal, cultural, and community assets related to the central focus—What do you know about your students’ everyday experiences, cultural and language backgrounds and practices, and interests? [ ] 3. Supporting Students’ Science Learning Respond to prompts 3a–c below. To support your justifications, refer to the instructional materials and lesson plans you have included as part of Planning Task 1. In addition, use principles from research and/or theory to support your justifications. Justify how your understanding of your students’ prior academic learning and personal, cultural, and community assets (from prompts 2a–b above) guided your choice or adaptation of learning tasks and materials. Be explicit about the connections between the learning tasks and students’ prior academic learning, their assets, and research/theory. a. [ ] b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and groups of students with specific learning needs. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). [ ] c. Describe common preconceptions (based on prior academic learning and experiences) within your central focus and how you will identify and address them. [ ] 4. Supporting Science Development through Language As you respond to prompts 4a–d, consider the range of students’ language assets and needs— what do students already know, what are they struggling with, and/or what is new to them? Language Function. Using information about your student’s language assets and needs, identify one language function, from the list below, essential for students to develop understanding of science concepts, the phenomenon, and the application of scientific practices through inquiry within your central focus. a. Analyze Explain Interpret Justify with evidence Predict [ ] b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function. Identify the lesson in which the learning task occurs. (Give the lesson/day and number.) [ ] Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 2 of 3 | 9 pages maximum All rights reserved. V07 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. Secondary Science Task 1: Planning Commentary c. Additional Language Demands. Given the language function and learning task identified above, describe the following associated language demands (written or oral) students need to understand and/or use: ◼ Vocabulary and/or symbols ◼ Plus at least one of the following: ◼ Syntax ◼ Discourse [ ] d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt. ◼ Identify and describe the planned instructional supports (during and/or prior to the learning task) to help students understand, develop, and use the identified language demands (function, vocabulary and/or symbols, syntax, or discourse). [ ] 5. Monitoring Student Learning In response to the prompts below, refer to the assessments you will submit as part of the materials for Planning Task 1. a. Describe how your planned formal and informal assessments will provide direct evidence of students’ understanding of ◼ science concepts, ◼ the real-world phenomenon, AND ◼ the application of scientific practices through inquiry throughout the learning segment. [ ] b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). [ ] Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 3 of 3 | 9 pages maximum All rights reserved. V07 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.
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