SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Laura Halligan Grade 2 Subject Science

Time Needed for Lesson 60 minutes Lesson Concept Day and Night

PA STANDARD(S) (Write out standards):

Standard - 3.3.2.B1
Observe and record • location of the Sun and the Moon in the sky over a day. • changes in the
appearance of the Moon over a month. Observe, describe, and predict seasonal patterns of sunrise and
sunset.

BIG IDEAS/ESSENTIAL QUESTIONS:

What are the differences between day and night?

How does the earth rotate?

ELIGIBLE CONTENT:

S.K-2.D.3.1.1
Identify objects that can be observed in the day or night sky (i.e., the Moon, planets, the Sun and other
stars).

OBJECTIVE(S) (Be sure to include all four parts):

SWBAT create a model of how the earth rotates and label its axis and rotation with 100% accuracy after
completing a lesson.

MATERIALS:

 Earth printout
  Sun and arrow templates
 Construction paper
 Crayons
 Glue
 Scissors
 Globe
 Flashlight
 PowerPoint
 Smart Board

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

 TW ask students to sit in front of the Smart Board.

 TW ask the students what the difference between day and night is.

BODY (Bulleted step by step/differentiation must be included)

 TW go through the PowerPoint discussing key vocabulary.

 TW use the globe and a flashlight to demonstrate what day and night looks like from space.
 TW have one student be the earth and rotate like day and night (What will it look like if it is noon?
Midnight? Sunrise? Sunset?)
 SW return to their desks with blue, green, red, yellow, and brown crayons.
 TW pass out Earth printout.
 TW lead the coloring of the printout.
 SW cut out the printout and put it to the side.
 SW trace the arrow and sun using tracers and construction paper.

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?

 SW glue the earth, sun, and arrow onto a piece of black construction paper.
 SW label the axis and the arrow as rotation with a white crayon.
 SW write their name on the back and turn it in.

ACCOMMODATIONS/MODIFICATIONS:

TW wear a microphone that amplifies into a student’s hearing aids.

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.
SWBAT create a model to show the earth and label its axis and rotation with 100% accuracy after completing
the lesson.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):

This lesson went well. The students loved the visual representation of day and night with the globe. I would
definitely teach this lesson again as it was an overall success. They also enjoyed the activity.
 SAINT FRANCIS UNIVERSITY
Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Laura Halligan Grade 2 Subject Science

Time Needed for Lesson 60 minutes Lesson Concept Seasons

PA STANDARD(S) (Write out standards):

Standard - 3.3.2.B1
Observe and record • location of the Sun and the Moon in the sky over a day. • changes in the
appearance of the Moon over a month. Observe, describe, and predict seasonal patterns of sunrise and
sunset.

BIG IDEAS/ESSENTIAL QUESTIONS:

What are the different seasons?

What causes the seasons?

ELIGIBLE CONTENT:

S.K-2.D.3.1.1
Identify objects that can be observed in the day or night sky (i.e., the Moon, planets, the Sun and other
stars).
S.K-2.D.3.1.2
Describe and identify the four seasons in Pennsylvania.

OBJECTIVE(S) (Be sure to include all four parts):

SWBAT create a diagram of how the earth revolves around the sun to change seasons and label the seasons with
100% accuracy after reading about it.

MATERIALS:
  Earth printouts
 Sun printouts
 Paper plates
 Crayons
 Markers
 Glue
 Scissors
 Science books
 Seasons Tree page
 Seasons Sorting activity page

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

 SW take their science books out and turn to page D16.

 TW ask for volunteers to read while prompting for questions and clarifying vocabulary throughout.

BODY (Bulleted step by step/differentiation must be included)

 TW assign students to 1 of 3 groups for centers.

 SW rotate every 12 minutes to the next station. They will have a minute to rotate to the next station.
 Station 1: Seasons Paper Plate Activity
o SW color the four Earths and the Sun.
o SW cut the Earths, Sun, and labels out.
o SW glue to pieces to the paper plate according to the example provided.
o SW draw arrows to show what direction the Earth moves around the sun.
o SW place their finished product on the table.
 Station 2: Seasons Coloring Activity
o SW color each section of the tree according to what it would look like in the different seasons.
o SW turn their finished product in to the turn in bin.
 Station 3: Seasons Sorting Activity
o SW cut out 12 sorting squares.
o SW sort their pieces into the appropriate seasons.
o SW glue their pieces onto the paper.
o SW color the glued down sorting pieces.
o SW turn their finished product in to the turn in bin.

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?

 SW return to their desks.

  TW lead the students in a review of key vocabulary and concepts that were covered throughout the
lesson.

ACCOMMODATIONS/MODIFICATIONS:

TW wear a microphone that amplifies into a student’s hearing aids.

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

SWBAT create a model to show how the earth revolves around the sun to change seasons, and label the seasons
and rotation with 100% accuracy after reading.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):

This lesson went well, but we ran out of time because it was Friendship Friday and Paw Rewards Day. This
meant that the students received 10 minutes of extra recess and got to have 30 minutes of whatever activity they
chose. This meant that our lesson got cut short and we only got through about 75% of the paper plate activity.
We plan to finish this activity on Monday.
 SAINT FRANCIS UNIVERSITY
Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Laura Halligan Grade 2 Subject Science

Time Needed for Lesson 60 minutes Lesson Concept Stars and Moon

PA STANDARD(S) (Write out standards):

Standard - 3.3.2.B1
Observe and record • location of the Sun and the Moon in the sky over a day. • changes in the
appearance of the Moon over a month. Observe, describe, and predict seasonal patterns of sunrise and
sunset.

BIG IDEAS/ESSENTIAL QUESTIONS:

What are stars?

What is a moon?

ELIGIBLE CONTENT:

S.K-2.D.3.1.1
Identify objects that can be observed in the day or night sky (i.e., the Moon, planets, the Sun and other
stars).

OBJECTIVE(S) (Be sure to include all four parts):

SWBAT recreate a constellation with 100% accuracy after discussing and watching a video about stars.

MATERIALS:

 Gems
 Construction paper
  Constellation templates
 Crayons
 What are Stars? – https://www.youtube.com/watch?v=ZrS3Ye8p61Y
 Moon Phases Activity Sheet
 “A Big Mooncake for Little Star”

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

 SW sit in the library.

 TW read “A Big Mooncake for Little Star” to the students while discussing the moon phases and taking
about key vocabulary.

BODY (Bulleted step by step/differentiation must be included)

 SW sit in front of the Smart Board.

 TW preface the video and show “What are Stars?”
 SW return to their seats.
 TW give directions for the constellation project.
 SW choose a constellation and draw it in white crayon.
 SW stick gems onto where the stars are in the constellations.

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?

 SW turn their finished constellations in to the turn in bin.

 Early finishers will be given a moon phase activity sheet to complete.

ACCOMMODATIONS/MODIFICATIONS:

TW wear a microphone that amplifies into a student’s hearing aids.

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

After discussing and watching a video about stars, all students will be able to recreate a constellation with 100%
accuracy.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):

This lesson went very well. The students were engaged throughout the entire lesson and they thoroughly
enjoyed making their constellations. They asked great questions during the read aloud.
 SAINT FRANCIS UNIVERSITY
Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Laura Halligan Grade 2 Subject Science

Time Needed for Lesson 60 minutes Lesson Concept Planets

PA STANDARD(S) (Write out standards):

Standard - 3.3.2.B1
Observe and record • location of the Sun and the Moon in the sky over a day. • changes in the
appearance of the Moon over a month. Observe, describe, and predict seasonal patterns of sunrise and
sunset.

BIG IDEAS/ESSENTIAL QUESTIONS:

What are the planets in our solar system?

ELIGIBLE CONTENT:

S.K-2.D.3.1.1
Identify objects that can be observed in the day or night sky (i.e., the Moon, planets, the Sun and other
stars).

OBJECTIVE(S) (Be sure to include all four parts):

SWBAT cut and arrange the sun and the planets into the correct order with 100% accuracy after reading about
the planets with a partner.

MATERIALS:

 Planets video – https://www.youtube.com/watch?v=ZHAqT4hXnMw

 Construction paper strips
 Solar system craft – planet templates
  Glue sticks
 “My Planet” outline
 Planet descriptions
 Pencils
 Doc Cam
 Projector

ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

 SW sit in front of the Smart Board.

 TW preface and play the “We are the Planets” song.
 T/SW discuss the planets mentioned in the song.

BODY (Bulleted step by step/differentiation must be included)

 SW be partnered up and given a planet.

 SW complete a “My Planet” outline using the planet descriptions handout.
 SW return to their seats.
 TW lead an example of the solar system craft while asking students to give information about which
planet to glue next.

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?

 SW turn their finished solar system crafts in to the turn in bin.

ACCOMMODATIONS/MODIFICATIONS:

TW wear a microphone that amplifies into a student’s hearing aids.

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and
summative assessment measures for all levels of differentiation.

After reading about the planets with a partner, all students will be able to cut and arrange the sun and the planets
into the correct order with 100% accuracy

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in
clinical placement):

While there was a lot for students to accomplish, they are getting better at working quickly to complete tasks
throughout a lesson. I think this could be due to me planning a lot for lessons and trying to get through all of it.
All students completed the activities that they were asked to complete. A few students mentioned how fun the
activities were, which made me feel like I was doing a good job.