CEP Lesson Plan Form

Teacher: Eric Beutel Date: 4/20/19

School: Rocky Mountain Highschool Grade Level: 10-12 Content Area: Astronomy

Title: Other Solar Systems Lesson #:_1_ of _1_

Lesson Idea/Topic and Comparing our solar system to other solar systems in the universe. Using
Rational/Relevance: these comparisons students will learn how our planet is able to support life,
how improbable it is, and how we may go about looking for life on other
planets.

Student Profile: High achieving, elective science course. Excels in small group work. Self
motivated, science minded.Promptly completing work in online format.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

HS- Develop a model based on evidence to illustrate the life span of the sun and the
ESS1-1. role of nuclear fusion in the sun’s core to release energy that eventually reaches
Earth in the form of radiation.

Understandings: (Big Ideas)

Stars release massive amounts of energy from fusion. This energy is used to heat planets, but at such high concentrations this energy needs to be moderated by
certain factors to make a planet capable of sustaining life. Our distance from our sun and the size and type of our star are key factors in our planet being able to
sustain life.

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Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

Why can earth sustain life?

Is an earth like planet common?

How can we find other earth like planets?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

I can: Describe why earth can sustain life. Define the goldilocks zone around a star.

This means: I understand the importance of a planet's mass and distance to the star it orbits. I know that earth-like planets are rare, and must exist at a
certain distance from stars during their formation.

List of Assessments: (Write the number of the learning targets associated with each assessment)

Comments board

Summative worksheet

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson?
Yes ___ No _X__ Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials Materials - Computer

Time ~45 min
Anticipatory Set The strategy I intend to use is: Online self paced learning
I am using this strategy here because: It’s what is mandated of the situation

Procedures
Teacher Actions Student Actions Data Collected
Create Assignment Access materials Questions throughout
Gather materials Complete assignment
Assess Student Performance Engage with other Completed summative
students assessment
Closure The strategy I intend to use is: Summative Assessment
I am using this strategy here because: Without time spent in the classroom this is how I
can collect data and assess student understanding.

Differentiation Content Process Product Environment

Modifications: Interactive Further Variable
instructions for expectations N/A-
Extended one navigating based on Unfortuately at
on one information, student this time all
explanations for those who aptitude students must
don’t excel navigate online
when self environments
guided
Extensions: Self Paced Self Paced Due date N/A
leniency

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Assessment Formal assessment of open ended questions which require students to verbalize
meaningful interpretations of the information in the lesson.

Here is my lesson for the students

Hi Everybody Mr. B here! Hope you all are doing well with the new situation at hand. Today we’ll be looking at exoplanets. I have a lesson here
through nearpod. To access it click the link below and enter the code.

Link: https://nearpod.com/student/
Code: GKOSN - This code may or may not be up to date, if you have trouble accessing the lesson please email me!

After you finish with this presentation please answer the questions below.

1. In the video one planet was referred to as a hot jupiter, there are also exoplanets called super-earths. On your own do some research and briefly
summarize the difference between a hot jupiter and super earth.

2. State which method of exoplanet detection you choose, and in your own words explain how this method works.

3. Write a few sentences explaining what makes a planet habitable.

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CEP Lesson Plan Form

4. Based on the graphic at the end of the presentation what kind of star do you think NASA should be looking at for another hospitable planet, does
it matter? Please explain your answer.

5. In your own words explain what the Goldilocks Zone is and why it is so important in the search for other habitable planets.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)

Pretty sufficiently. All students who authentically engaged with the materials either met or exceeded expectations. it was obvious
based on participation within the lesson and answers to the questions after the lesson that those who did not do well did not take
the time to actually look at the lesson.

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

There were a few portions where things weren’t clear enough, specifically the graphic at the end of lesson. There was a lot of
information on that graphic and it was misinterpreted by a few students. In general more directions and making directions more
clearly stated in something I find my lessons could benefit from. I also feel that adding in some element of student choice may have
helped with those students who didn’t engage in the lesson in a meaningful way.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
From this lesson students are prepared enough to either begin a larger project which could explore some more intricate details of
this lesson or continue learning about related topics. I would envision as a larger project, either a model of a habitable zone of
planets around a theoretical star, or a short essay on how students would create their own search for a habitable planet. For moving
forward students may go on to explore the details of different types of stars, as a connection was already made to stars outside our
solar system and the systems around those stars.

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4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if you were to teach it again? Were
there additional co-teaching strategies used during the lesson not planned for initially? Please explain.

N/A, Online lesson did not lend itself well to co-teaching. This was student paced and focused so though teachers were
available to clear up misconceptions the students were mostly able to do the entire lesson themselves.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of importance to your students? How is it
relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities? Giftedness? Alternative ways of learning?
Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the activity. Think of the purpose as the mini-
rationale for what you are trying to accomplish through this lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel teaching,
Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the teacher to relate the experiences of the
students to the objectives of the lesson, To put students into a receptive frame of mind.
● To focus student attention on the lesson.
● To create an organizing framework for the ideas, principles, or information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave your
classroom. Indicate the length of each segment of the lesson. List actual minutes.
Indicate whether each is:
● teacher input
● modeling
● questioning strategies
● guided/unguided:
o whole-class practice
o group practice
o individual practice
● check for understanding
● other

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Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help
students bring things together in their own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move on” is
not closure. Closure is used:
● To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson.
● To help organize student learning
● To help form a coherent picture and to consolidate.

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they can be successful? To extend: If the
activity is too easy for a child, how will you extend it to develop their emerging skills? What observational assessment data did you collect to
support differentiated instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description of what you were looking for in each
assessment. How do you anticipate assessment data will inform your instruction?

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