This template is used for student-developed lesson plans in UIS classes.

Your lesson plan should be typed directly into

this MS Word document. Boxes will expand to fit the amount of text in your plan.

CAS Level I - Teacher Ed Lesson Plan Template (UIS Courses)

Regent Student: Sarah Tyler Date: Dec. 2021

Title of Lesson: The Earth Spins By Grade: 6th

Core Components
Subject, Content Area, or Topic:
Science, Earth and the Space System, Revolution and rotation, the mechanics of day and night,
and relationship of Earth’s tilt and the seasons
Virginia Standards of Learning:
SOL 6.8 Interrelationships in Earth/Space Systems
Lesson objectives:
1. Understand what revolution and rotation is.
2. Identify and create the mechanics of day and night
3. Understand and create the relationship of Earth’s tilt and the seasons
Materials/Resources:
1. Technology for the See, Think, Wonder pic, to watch the online video, and play Kahoot
with.
2. Make sure the student have their journals (if I had graded them or something)
3. Paper plates,
4. Paper of the earth and sun to cut out
5. Strips of paper for the seasons
6. Crayons or colored pencils
7. Brads,
8. Scissors
9. Light sources (flashlights, candles, maybe small light bulb)
10. Premade Styrofoam earth with a stick in the middle.
Safety Considerations (What reminders will children/teens need to stay safe during this lesson?)
• No throwing the materials
• No shining the lights into people’s eyes.
• Careful with sharp objects like the scissors and brads
• No poking people with the axis (stick) in the premade Earth
• Do not take apart the premade Earth

Approx.
time for
each
Process Components
compon
ent
(min.)
Day 1: *Anticipatory Set:
(20 min) We would do a See, Think, Wonder picture that the
in their science journals, and talk about it a bit as a class.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with teacher education students. Revised February 2021
This template is used for student-developed lesson plans in UIS classes. Your lesson plan should be typed directly into
this MS Word document. Boxes will expand to fit the amount of text in your plan.

Pic: https://discovery.sndimg.com/content/dam/images/discovery/editorial/Curiosity/202
0/3/GettyImages-1176555906.jpg.rend.hgtvcom.406.406.suffix/1583192497374.jpeg
Day 1: *State the Objectives:
(5 min) The student should be able to say:
I can compare and contrast revolution and rotation
I can describe and model the mechanics of day and night
I can explain and model the relationship of Earth’s tilt and the seasons
Day 2: *Teacher’s instructional Input:
(10 min) Watch a short video, “Earth's Rotation & Revolution: Crash Course Kids 8.1” by Crash
Course Kids, and discuss some of the points made and about the model used in the in the
video.
Video: https://www.youtube.com/watch?v=l64YwNl1wr0
Day 2: *Check for Understanding:
(20 min) Using Kahoot, we would go through a quiz as a class, and see how everyone is doing,
and go over any questions that students are struggling on.
Link: https://create.kahoot.it/details/e8011307-340e-44ec-bdf2-52c546f61460
Day 3: *Guided Practice:
(30 min) Create a model of the relationship of Earth’s tilt and the seasons.
(they would use a paper plate, paper, crayons, brads, and scissors for this.)
Pic of an example: https://www.bakerross.co.uk/craft-ideas/wp-
content/uploads/2018/10/TC099-Revolvong-Earth-Seasons-Step-3.jpg
Day 4: *Independent Practice:
(15 min) Working in groups of 3-4 they would use a small Styrofoam ball with a stick put through
it (the world: premade) and a light source(s), the student would have to look at
revolution, rotation, and tilting of the Earth with the sun (light source). They would
write down their findings in their journal.
Day 4: Assessment:
(10 min) They would give a small explanation about what they know from their independent and
guided practice, such as a compare and contrast on revolution and rotation a small
description of the mechanics of night and day, and how tilting effects the seasons.
Day 4: *Closure:
(5 min) Allow the student to ask any lingering questions about the material to clear up any
confusions.
Reflection on Lesson. What did you learn from the process of planning this lesson? What parts
seemed easy? What parts seemed difficult? Why? (1 para.)
*Denotes Madeline Hunter lesson plan elements.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with teacher education students. Revised February 2021