Viterbo University

Lesson Plan Template

Effective Spring 2016
Copyright Viterbo University Education Department, All Rights Reserved
This lesson plan template includes all the Viterbo Essential Elements. For full instructions and examples of each of the lesson plan components,
see the Viterbo Essential Elements posted on Moodle in the Education Majors course. All items below will expand as needed to add text.

Name: ____Dan/Julie/Caitlin__Date: _July 13th, 2016________ Lesson Title: _Scale of Solar System Grade Level:___6_ Time Frame: _30 mins

Learner Profile (Classroom) IEP Requirements:

What do you know about your students everyday experiences, cultural There are three students in the classroom who have IEP requirements. We will
and language backgrounds and practices, and interests? How do you be trying to differentiate instruction as much as possible to accommodate all
know this? learners.

Per IEP requirements the following adaptations will be in place to

accommodate LD (learning disabled) IEP requirements:
For this lesson, we will be combining two classrooms - a math and a
science classroom. The total number of students will be 60 sixth - Paraprofessional will assist 1 student with task of writing on notecards
graders. There are 25 female students 35 male students. Twelve and be on hand to provide positive reinforcement
students are Asian or Pacific Islander. 1 student is Hispanic, 6 students - Paraprofessional will also be repeating instruction to student
are black, and 41 students are White/Non-Hispanic. Three students - Directions will be writing largely on the board and will be in a large
have IEP requirements. There are no ELL students. print handout (besides regular instructional sheet provided)
- Assignment has brief steps, with multiple variation to allow for
shortened time
- Students on IEP requirements will be grouped separately but will be
Previously in the math classroom 6th grade students have been learning seated with preferential seating at front of room in closer view of board
about ratios and proportions. In their science class they have been
learning about the planets in outer space.
Per IEP requirements the following adaptations will be in place to
accommodate BD (behavioral disabled) & ADHD IEP requirements:
Contextual Factors (School)
- Paraprofessional will be working in close proximity to group with BD
See the WISEdash public data portal for school district students
information-- http://wisedash.dpi.wi.gov. - Initial inappropriate behavior will be ignored
- If behavior becomes disruptive we will be utilizing students safe plan
(student will be removed to the hall to allow for a break)
- Student requires periodic breaks to use rest room or have a drink
Complete information on Logan Middle school can be found
here. - Students will be seated at front of auditorium
- Classroom rules & expectations will be displayed clear and visibly in
front of room
- Lighting will be at a medium intensity
The Logan Middle School Overall Accountability Score Rating is - Students will have daily point system check sheets on hand
65.0. Student achievement in math is 29.5/50 and reading is
24.9/50. 15.4% of students have disabilities, 59.7% of students
are economically disadvantaged, and 10.3% of students have
limited English proficiency.

Unit Goal/Central Focus Unit Summative Assessment

TSW learn what a ratio is TSW Create a scale representation of the solar system using ratios and
proportions
TSW analyze ratios and fractions

TSW compare planet sizes in relation to each other

Prior Student Knowledge: Cite evidence of: What do they know? What can they do based on this knowledge? What skills and knowledge are they still
building? What tool did you use to answer this question?

Students are aware of celestial objects in the sky: stars, sun, moon, planets (E.4.4). Previously in science class students have been discussing
characteristics of planets and celestial bodies.

Students can recognize and generate equivalent fractions. (4.NF.1) Previously in math students have been working with ratios

Curriculum Standard
MS-ESS1-3- Analyze and interpret
data to determine the scale
Lesson Objectives: Defines what the student Formative Assessment: How will students demonstrate
will learn, understand, and be able to do upon understanding of lesson objective(s)? How will you monitor
completion of the lesson. The instructions for and/or give feedback? Make sure that each assessment
writing objectives and examples are found in measures the learning expressed in the objective. Please
 the Viterbo Essential Elements. indicate the tool that you will use and how you will measure
properties of objects in the solar
student understanding. (See VU Essential Elements for more
system.
info.)

TSW compare the size of the planets using TSW work in groups.
ratios.
TSW develop a model of the solar system.
TSW analyze the planets sizes.
TSW give an oral presentation on their project
TSW interpret how planets compare in size.

TSW determine the sale of celestial objects

compared to each other.

Academic Language:

What is the key language demand and or function? Ratio, data, components, fraction, relationship, Jupiter, Saturn, Neptune, Uranus, Earth,
Venus, Mars, Mercury, Pluto (dwarf planets)
What academic language will you teach and/or develop? What is the key vocabulary and/or symbols? Ratio, proportion, scale, representation
What opportunities will you provide for students to practice content language and/or vocabulary and develop fluency?
What supports will you provide that will help students understand and successfully use the academic language?

Key Language demands and Academic Language Practice Support

functions

Write, verbalize Compare, analyze, interpret,

investigate, ratio
Rationale/Theoretical Reasoning/ Research: What research or theory supports instructional strategies you are using with your students? Select
a strategy and justify with research or theory. Theorist Howard Gardner proposed the idea of Multiple Intelligences. Using Differentiated
Instructional practices as proposed by Carol Ann Tomlinson.

INSTRUCTION

Lesson procedures reflect best practices that are research-based and have a direct and positive effect on the teaching/learning environment. You
should indicate the time needed for each component of the lesson. Lesson plans should be detailed enough that any teacher could teach the lesson
from the plan.
Time Intro/Motivation/Anticipatory Set: How will you engage your students interest and set the purpose and relevance for the lesson? Use
knowledge of students academic, social, and cultural characteristics.

Today TSW introduced to the Space Exploration unit; collaborative between Mathematics, Science and the Special Education Departmets.

Instructional Procedures/Developmental Lesson/Universal Core: See the VU Essential Elements for a List of Best Teaching Practices to
consider as you plan. Also, consider the questions and/or activities that you will use to engage your students in higher order thinking.

1. TSW fill out pre- unit assessment of previous knowledge on ratios and solar system
2. TSW divide themselves by counting off by 4s (with 60 students that should be roughly 15 groups of 4).
3. TSW will create team name.
4. TSW will choose / assign job titles and responsibilities

5. TSW will fill out a Team Plan sheet of their choosing (one sheet for group, notes in individual journals, both, etc).

Reflection: Record todays decisions into journal or team paper

Closure: Connect to next steps or future learning (next steps of this lesson).
 Differentiation: Remember you can differentiate by content, process, and product (Tomlinson 1999).

The three teachers will be checking in with groups during the cooperative learning activity. The special education teacher will be working
closely with the three students with disabilities. Paraprofessionals will be on hand for assistance with groups that contain students on IEPs.

Visuals will be available. Instructions will be preprinted. Large printed sheets will be available. Please see about differentiation applications
listed from IEP requirements.

Classroom Management/Safety Issues: What management and safety issues need to be considered when teaching this lesson?

TSW be taught using Differentiated Instruction on the solar system. Information about the solar system will be presented via Smartboard. Students
are given the freedom of choice on which planet to present on and what materials they use for their model presentation. A formal written paper and
a model of the planet differentiates the content. Students must also formally present their model to the class. TSW be allowed to pick their own
form in which to model the solar system. Paraprofessionals and Special Education teacher will be on hand to aid in case of behavioral issues. The
lighting in the room will be dimmed. There will be a break area for a time out spot. If needed students who become disruptive will be taken into
the hall. If matters escalate students will be brought to the principals office.

Seating chart will be made prior to class / TSW be separated according to ratios
 Resources Materials and People

Paraprofessionals will be on hand to assist. Paraprofessionals will be available to help with reading the text allowed in small group to assist per
IEP guidelines. Per IEP student will sit in front of room. Predetermined groups will be established to manage impulsivity. Peer in group will assist
in note taking, per IEP. Large print texts and videos with captions can be on hand to help. Doodle or scratch paper will be made available per IEP
to aid in limiting distraction and to help maintain focus.

TSW need materials to complete project in groups. Materials needed consist of: 1 poster board, 10 notecards, 1 sharpie marker, 1- 3lb bag of
dough, 1 plastic knife, set of instructions, 1 direction sheet, and your science journals

Analysis: Include quantitative (numerical) and qualitative (descriptive) data which address the questions: Did the students attain each objective?
How do you know? What is your evidence?

TSW be creating representations of the solar systems using clay while working in groups

TSW have a collection journal of facts and figures obtained during observation

TSW have a verbal demonstration explaining their scale model to instructors (1 of each of the 3 teachers or one of the paraprofessionals)

Reflection/Future Modifications: Provide specific, evidence-based example, not generalizations.

To what extent did the class learn what you intended them to learn? Provide specific, evidence-based examples of student learning?
What did you learn about your students as learners?
What will be your next instructional steps?
What have you learned about yourself as a teacher?