Lesson Planning

Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

Academic Standards: Academic Standards for Reading, Writing, Speaking, and

Listening
• 1.1 Learning to Read Independently
A. 1.1.5 Establish the purpose for reading a type of
text (literature, information) before reading.

C. Knowledge of phonics, syllables, prefixes, suffixes, the dictionary or context

clues to decode and understand new words during reading. Use these words
accurately in writing and speaking.

D. Identify the basic ideas and facts in text using strategies (e.g., prior knowledge,
illustrations and headings) and information from other sources to make predictions
about text.

G. Demonstrate after reading understanding and interpretation of both fiction and

nonfiction text.
 Clarify ideas and
understandings through
reading and discussion.

•
1.2 Reading Critically in All Content Areas
A. 1.2.5 Read and understand essential content of
informational texts and documents in all
academic areas.
 Make inferences about similar
concepts in multiple texts and
draw conclusions.
B. Use and understand a variety of media and
evaluate the quality of material produced.
 Use a variety of media (e.g.,
computerized card
catalogues, encyclopedias)
for research.
• 1.8 Research
B. 1.8.5 Locate information using appropriate sources and strategies.
 Select appropriate sources
(e.g., dictionaries,
encyclopedias, other
 reference materials,
interviews, observations,
computer databases).

Academic Standards for Science and Technology

3.1 Unifying Themes

C. 3.1.4 Illustrate patterns that regularly occur and reoccur in nature.
 Use knowledge of natural patterns to predict next
occurrences (e.g., seasons, leaf patterns, lunar
phases).

3.4 Physical Science, Chemistry, and Physics

• 3.4.4 D. Describe the composition and structure of the
universe and the earth’s place in it.
 Recognize earth’s place in the solar system.
 Explain and illustrate the causes of seasonal
changes.
 Identify planets in our solar system and their
general characteristics.
 Describe the solar system motions and use them to
explain time (e.g., days, seasons), major lunar
phases and eclipses.

Assessment Anchors for Reading:

• R4.A.1 Understand fiction appropriate to grade level.
 R4.A.1.2 Identify and apply word recognition skills.
 R4.A.1.3 Make inferences and draw conclusions
based on text.
 R4.A.1.4 Identify and explain the main ideas and
relevant details.
 R4.A.1.5 Summarize a fictional text as a whole.
 R4.A.1.6 Identify genre of text.
• R4.A.2 Understand nonfiction appropriate to grade.
 R4.A.2.1 Identify and interpret the meaning of
vocabulary in nonfiction.
 R4.A.2.2 Identify and apply word recognition skills.
 R4.A.2.3 Make inferences and draw conclusions
based on text.
 R4.A.2.4 Identify and explain main ideas and
relevant details.
 R4.A.2.5 Summarize a nonfictional text as a whole.
 R4.A.2.6 Identify the genre of text.
• R.4.B.1 Understand components within and between texts.
 R4B.1.1 Identify, interpret, compare, and describe
components of fiction and literary nonfiction.
  R4B.1.2 Make connections between texts.

Assessment Anchors for Science:

• S4.D.3 Composition and Structure of the Universe
 S4.D.3.1 Describe Earth’s relationship to the Sun
and the Moon.

Lesson Objective(s)
(Stated in observable and measurable terms)
• The students will be able to read DK Guide to Space by Peter Bond (1999).

• The students will be able to help complete a FQR chart by orally expressing
their answers.

• The students will be able to complete their own FQR chart by writing in their own
opinions.

• The students will be able to demonstrate their understanding of following

directions by viewing only the sites listed.

• The students will be able to use Open Office to create a flier showing the phases
of the moon.

• The students will be able to listen as the other students participate in the
completing of the FQR chart.

• The students will be able to complete a quiz based on the material that was
covered in class.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)
• A checklist will be completed to assess the students understanding of following
directions while using the computer.

• Assess the students understanding of what they read by their responses to the
questions being asked.

• Observe the students as they use Open Office to create their flier for the phases
of the moon.

• Assess the students’ responses while completing the FQR chart.

• Observe the students while completing their own FQR charts and collect their
work.
 • Use a rubric to assess the students understanding of the assignment for Open
Office.

• The quiz will be collected and graded.

Materials:

• FQR chart, DK Guide to Space, computers, paper, Internet access,

Inclusion Techniques for Students with Special Needs:

• For the student with Down syndrome, more time will be allotted for him to
complete the drawings of the phases of the moon.

• For the student with Down syndrome, he will be allowed to hold up a picture
card to express his answers when completing the FQR chart. This is in case the
student’s speech is difficult to understand or he does not want to speak.
Enrichment Techniques:

For students who are gifted they will be asked to provide 5-7 facts about each planet
instead of 3 facts.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able
to participate in the lesson):

I will have the students complete their flier in the computer lab with the assistance of
myself, the computer teacher, and any support teachers available while we are in the lab.
The teacher can chunk the assignment for students who are having trouble focusing (ADD,
ADHD). The teacher will circulate to ensure the students are on task.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

Begin the lesson by explaining to the students that for today’s lesson they are going to
be completing an FQR chart based on what they read in DK’s Guide to Space. The students
will then be introduced to Open Office to create a flier based on the phases of the moon.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

• Before reading a selection taken from the DK Guide to Space by Peter Bond

(1999), the students will have to complete a FQR sheet.

• One large FQR chart is created with the help of the students on the board.
 • The students will first state the facts they know about moons, and or Pluto after

reading the selection.

• Then, questions will be generated from the facts that were stated.

• Finally, the students will express their responses about the facts and questions

that were recorded.

• After the FQR chart is completed, the students will go to the computer lab to

research about the phases of the moon.

• While the students are researching the phases of the moon the students will be

asked to generate three questions they have about the phases of the moon.

• After the selection has been read and the FQR chart has been completed the

students will complete their research of Pluto. The students will go to the site:

o http://solarsystem.nasa.gov/planets/profile.cfm?

Object=Pluto.

The students will be able to conduct their research about Pluto on this site. The

students will be asked to compile a list of information they found interesting and a

list of questions they have after researching Pluto.

The students will go to the website:

o http://www.enchantedlearning.com/subjects/astronomy/moo
n/Phases.shtml/

This site will help the students take a closer look at the phases of the moon and the

definitions of each phase. This will help the students gain a better understanding of

each phase. After the students read about each phase they will be asked to create

a diagram of the phases.

Guided Practice/Independent Practice/Assessment Activities

• Assessment of the flier will be done using a rubric. Students will be assessed on
 creativity, information on the topic, and accurate use of the application.
• Assess the understanding of the phases of the moon using the FQR chart.
• Assess the ability to differentiate the different phases of the moon using question and
answer discussions.

Closure:

To conclude the lesson the students will share their fliers with other students in the
class. The teacher will put students into groups of four and the students will use their fliers to
ask their group members questions about the different phases of the moon. The students will
then back their flier with construction paper to make a classroom display for the science
bulletin board.