Michelle Nitchman EDEC 420 Spadoni College of Education Lesson Plan Key Assessment Evaluation Throughout and at the conclusion of this lesson, I will use the data I observed combined with the collection of student booklets to check the students’ progress in meeting the objective. The observations and anecdotal notes will allow me to track student engagement, responses, and behavior during the lesson. The collection of their work samples will allow me to truly determine the students’ vocabulary knowledge and visual models for this specific lesson and the entire Science unit. I will be looking for the correct selection of vocabulary terms from the word bank provided on the booklet pages. I will also be looking for accurate drawings to represent Earth's rotation and ensure that the difference between rotate and orbit are noticeable and accurate. I will be using a rubric to analyze the students’ understanding and development of the overall unit; however, I will be using a checklist for this day’s lesson. The criteria I am looking for in this lesson is that the student understands “rotate” means “to spin (1),” and that the Earth’s rotation causes both day (2) and night (3). Lastly, I will be looking for a model of rotation (4) with the use of arrows to deepen understanding and differentiate from the “orbit” model. By doing a checklist for this criteria, I will be able to easily see which students need support with the science vocabulary, those who don’t yet understand the concept of the Barth rotating, and who may need to see more diagrams or be more detailed in their drawings. For these students, I ‘may provide additional support in small groups and incorporate activities for them to develop their Earth and sun knowledge. This class loves to use small whiteboards, so I may have them practice their drawings ona whiteboard if that is the skill they have opportunities to improve on. For those who demonstrate mastery of the lesson and its objectives, I will provide an additional challenge and see if they might be able to compare “rotate” and “orbit” in their writing notebook. They might be challenged to demonstrate rotation and orbiting at the same time with a realistic model, I will consider the lesson successful if 16 of the 20 students demonstratemastery in all four areas on the checklist and in their booklet. Since the concept of rotation is such a key part of the science unit and is crucial for their knowledge development in higher grade levels, 1 am wanting the majority of the class to demonstrate mastery. With this ratio, I would be able to provide individualized support in the specific areas that each student may need, and do not feel that it would require the lesson to be retaught. Technology Technology will be used to introduce the lesson. I will project the “Day and Night” book on PebbleGo 50 that all students can view it from their seats and follow along with the class as we navigate through the pages together. At the end of the lesson, after students experiment with rotation using the globe and student models, the booklet page will then be projected with the Smart Board. This will allow me to guide the students through the page and eliminate any obstacles with reading the prompts or understanding instructions. This will allow the booklets to truly reflect each child’s knowledge of the Earth and sun, rather than become an obstacle that prevents their learning from being showcased. As students experiment with each other and with the globe and flashlight, pictures will be taken to capture their engagement, learning, and fun! These pictures will be shared with the families via Bloomz at the end of the day. In Bloomz, families will be able to follow along with the unit’s progression through the weekly newsletter and daily photo uploads. When my cooperative teacher uploads photos, she also includes a recap of the day and what the students learned. This allows families the opportunity to make connections with their student at home and have them share what they learned in their own words, helping to solidify their understanding. As I plan my lesson, I find the Google Does software and the Sticky Notes app to be the most beneficial in helping me organize my ideas and complete my lesson plan. I have used both my laptop and iPad to take note of crucial elements, look back to past materials, navigate lesson resources through the SC Department of Education site, and reference the templates for the booklet that will be used in my actual lesson. As technologybecomes more prominent in our classrooms and daily lives, it has been a tremendous aid and tool in my lesson planning process, and will be evident in the lesson itself. Research/Evidence of Student Learning Upon the completion of the lesson, I will look at each child’s page from their booklet to determine if they understand the key concepts of rotation. I will use a checklist to aid in this process and analyze the amount of students who demonstrated mastery, progress, or who are not yet there! The checklist will allow me to break things down and analyze the students’ progress toward one goal of the unit at a time, I can determine small group activities, individual practice opportunities, or reteach the lesson if it proves to be ineffective. I will then use a rubric to analyze the unit's effectiveness overall and get a larger view at students’ progress throughout the entirety of the science unit. The student booklets and a post test will supply me with the samples that will fit into the rubric criteria, I will check student progress and development from the pre-test to the post-test to see what they've leamed. ‘These will show individual performance and opportunities for growth. The experiment with the globe, flashlight, and student models will provide data on group performance. I will be paying close attention to students’ use of vocabulary, proper representation of rotation, positioning of the sun and Earth, and teamwork throughout the activity to determine future instruction. Differentiation The specific needs of each child are addressed during instruction, exploration, and as they work independently in their booklet. Not only is support given to those who may need prompting, repetition, or extra practice, but challenges are provided to those who quickly grasp the lesson’s concept and need extra opportunities for engagement. Since the lesson focuses so heavily on vocabulary knowledge, the English language learners will be given repeated terms that pertain to the lesson, Everyone will be taught “rotate,” but the ELLs may also be given extra practice with the terms “day.” “night,” “Earth,” and “sun.” The lesson has an abundance of visuals through the group activity and our drawings, however, I may include my own image to demonstrate rotation, as well as picture cards for the terms “day,” “night,” “Earth,” and “sun.” The whole groupwill be exploring the Earth’s rotation and relative position to the sun, creating physical and visual models, and explaining the process with their peers. As students are observed throughout the activity and work samples are collected, data is being collected to monitor their progress in meeting the lesson objective. By using these methods of assessment, students are given several opportunities to practice with the science concept and demonstrate their knowledge verbally with their peers, artistically in their booklet, and physically through exploring the activity. This allows every child to participate comfortably regardless of their learning style, and to represent their true knowledge of rotation and the Earth and sun,Contextual Factors School Ses! GcsD Grade Level cD Kindergarten (UGFistGHde Second Grade Third Grade Cooperating Teacher iversity Supervisor, Clarissa Pittelli Catharina Middleton. i Date ‘Observer (if applicable) November 12, 2021 Clarissa Pittelli ‘SC Content & Process Standards. List the applicable $C State Curriculum information the lesson will address. Bold sections as needed. Science: Content Standard, Performance Indicator, and Science Practice(s) ‘Math: Content Standard, Mathematical Practice(s), Key Concept BLA: Content Standard and Indicator(s) Social Studies: Content Standard, Indicator, and Theme Descriptor Early Leaming Standards: Domain, Subdomain, Goal, and Developmental Indicator Standard 1.E.3: The student will demonstrate an understanding of the pattems of the Sun and the Moon and the Sun’s effect on Earth. L.E.3A.1 Use, analyze, and interpret data from observations to describe and predict seasonal patterns of sunrise and sunset SEP: Develop and use models Leaming Objective As a result of this lesson, what will students be able to do? ‘Students will be able to demonstrate how the sun rises and sets as the Earth rotates or spins Explain how this leaming objective: builds on prior student knowledge; is relevant to students’ lives; integrates other disciplines; and reflects the big ideas or structure of the main diseipline, The day prior, students learned about day and night, and will now learn about what causes day and night They will be able to make connections to what they might see happening in the sky around them as they get ready for school in the morning or leave their favorite restaurant after dinner. They will continue to build upon this lesson’s concept of rotation, as they learn about seasons and their cause (orbiting) in the following science lesson. for Assessment Anticipate students’ misconceptions, identify the accurate conception and provide a student-centered instructional strategy that will assist students in adjusting their thinking. Misconception ‘Accurate Conception ‘Student-centered Instructional StrategyThe Earth is stationary and ‘The Earth rotates constantly Students will use a globe, doesn’t spin (patterns/math integration), flashlight, and even themselves to though we can’t see or feel it! __| replicate how the Earth rotates This causes day and night, as we _| and notice its position in relation ‘turn towards and aways from the | to the sun, sun. Vocabulary List content vocabulary that will be introduced or students will need to know to understand this lesson, ‘Rotate, day, night, Earth, sun, axis Explain how you will assess students’ leaming throughout the lesson. During the lesson, I will walk throughout the classroom as students draw their models and while they take turns to physically demonstrate how the Earth rotates. I will take aneedotal notes of prompting that is given, vocabulary that is often repeated, and the components that children include in the replication activity, Explain how you will assess students’ learning at the conelusion of instruction in reference to (a) the lesson and (b) the unit, (a) The Lesson: [ At the end of the lesson, I will use the checklist (below) to determine who met the essential criteria to demonstrate mastery, progress, or needing support. I will be analyzing the students’ rotation page from their booklet to complete the checklist. I will be able to determine trouble areas, strengths, and the internalization of visual models from the students’ work samples. Along with the checklist, this will allow me to determine who met the objective, the need for individualized or small group support, ot if the lesson needs to be retaught to the whole group. (b) The Unit: 3+ Mastery- Got | 2- Making 1-Basic-Still | 0- it Progress- working on_ | Beginning- Almost There! itt Not Ready ‘Yet! Student is able | Student is able to | Student is able to | Student is | Student is to identify the | identifi 4/4 of | idemify % of the | able to able to sun asastar,a | the sun’ sun's identify 1-2/4 | identify 0/4 source of light | characteristics. | characteristics. | of the sun's | of the suns and heat, the characteristi_ | characteris closest star to os. ties. Earth, and the only star we see in the day sky. Student is able | Student Student Student can | Student is tosummarize | demonstrates an | somewhat determine | not yet able day, night, understanding | demonstrates | that sunrise | to sunset, and that sunrise and | that sunrise and | and sunset | determine sunrise through | sunset donot | sunset donot | do not occur | that sunrisetheir writing. occur at the same time in every location Student is able to identify the role of the Earth, Sun, and Moon relative to day and night. occur at the same time in every location. Student is able to idemify the role of the Earth, Sun, or Moon relative to day and night at the same time in every location. and sunset do not occur at the same time in every location. Student is able to represent day and night through their \derstanding of the Earth’s rotation on axis. All of the criteria is met: Student is able to explain the role of Earths rotation on day and night, draw a visual model of Earth rotating, and identify ‘rotate” as the action of spinning, 3 of the {following are met Student is able to explain the role of Earth’: rotation on day and night, draw a visual model of Earth rotating, and identify “rotate” as the action of spinning. 2 of the following are ‘met Student is able to explain the role of Earths rotation on day and night, draw a iswal model of Earth rotating, and identify “rotate” as the action of spinning. 0-1 of the following are met Student is able to explain the role of Earths rotation on day and night, draw a visual model of Earth rotating, and identify “rotate” as the action of spinning. Student is able to summarize why itis warmer in the summer and colder in the winter, Student is able t0 explain why one part of Earth ‘gets more light and heat in the summer, with the use of 6-10 vocab. words (orbit, sun, Earth, light, heat, season, winter, spring, summer, autumn) Student is able 10 explain why one part of Earth gets more light and heat in the summer, with the use of 3-6 vocab. words (orbit, sun, Earth, light, heat, season, winter, spring, summer, autumn) Student is able to explain why one part of Earth gets ‘more light cand heat in the summer, with the use of 1-3 vocab. words (orbit, sun, Earth, light, heat, season, winter, spring, Student is able to explain why one part of Earth gets ‘more light and heat in the summer, with the use of 0 vocab. words (orbit, sun, Earth, light, heat, season, winter,summer, spring, autumn) summer; autumn) Student is able | Student is able to | Student is able to | Suudent is | Student is to identify correctly correctly able to able to moon phases — | draw/label all 8 | draw/label 5-8 | correctly | correctly throughout the | stages. stages draw/label | draw/label month as it 2-4 stages. | 0-1 stages: moves around the Earth, Explain how the assessment results will be used to inform future instruction. Twill use the student work samples and activity to complete the assessment, in which the results will determine the students who need additional practice with vocabulary, drawing models, or explaining the activity. It will also show who has already mastered the objective and need to engage with the content in a more advanced way NOTE: Be sure to collect work samples (papers, pictures of student work with manipulatives, ete.). After the lesson, add any additional notes to the Formative Assessment documentation you made throughout the lesson, as well as how that information will inform your instruction for the next lesson. Planning for Differentiation (Refer to your “Group Composition Demographic Data”) Students’ Interests and Cultural Heritage Describe how you will incorporate students’ interests and cultural heritage. The students in this class all show an interest and love for science, though they dont often get the chance to embrace their designated science time in the daily schedule. A handful of students have also expressed that they enjoy seeing the sunset from their house or the beach! They will get the opportunity to learn what ‘causes this each day during the lesson! ‘ommodating, Modi Identify the accommodations, modifications, and supports used for students in your classroom and explain the instructional and assessment adaptations that you will make for thi Learners with an Individualized Education Program (IEP) ora $04 Plan For these students, I will repeat directions and vocabulary while providing individual support when needed. 1 will point out my rotation representation at the front of the classroom for them to use as a reference. | will break down the demonstration activity and emphasize what each component represented in relation to the real Earth and sun. I will encourage this student and help push her through the individual booklet activity. T will prompt her and work alongside her if necessary. to finish the page. ‘English Language Leamers (ELL) There will be visuals of the real Earth and sun’s relationship displayed throughout the projected book and of my drawn model. This will give them a reference as they complete their page independently and as they participate in the demonstration activity. I will continue to teach vocabulary in addition to the term “rotate” that is taught with the whole group, to meet the child’s individual needs.Gifted and Talented (GT) Leamers. nla amers Receiving Tiered Services Similar to the learners in the other categories, T will repeat directions and vocabulary while providing individualized support as I walk throughout the classroom. I will monitor their progress and meet their needs through providing references, further explanations, and additional connections. Grouping Students Describe the instructional grouping arrangements and group composition that will be used in this lesson and when they ‘will be used. ‘Students are grouped together at tables and can provide assistance to each other while completing their booklet page. Due to COVID restrictions, they cannot all gather together near the carpet in order to limit contact. A few students will be called up at a time to participate in the demonstration activity before returning to their seats. Explain how your grouping will maximize student understanding and learning efficiency. Though the students cannot work together in large groups, they are close enough to their peers to bounce ideas and help their table mates. This creates a welcoming, sense of community in the classroom that encourages learning and respectfulness. It allows me to assess what each child knows independently, rather than wording or ideas that they might just recite/copy from another student. Materials List all materials and resources you and the students will use. Attach copies and/or embed pictures as needed. ‘Smart Board “Day and Night” story from PebbleGo All About the Sun booklet (below) Flashlight Globe Pencil ‘SC Standards Provide information about the technology used in the lesson. Explain how this technology will enhance student Jeaming and thinking, Include links as applicable. The lesson begins with the “Day and Night” story on PebbleGo. This will be projected to allow all students to see it clearly, observe the images and diagram, and remain engaged in the lesson. It introduces the topics that will be carried throughout the lesson and prepares the students for the demonstration activity. The projected story also enforces the vocabulary being taught and reinforces the previous day’s terms as well. Using APA style, cite the references used in the development of your lesson plan and materials, Discuss how you modified materials obtained for outside sources (not created by you) to meet your students’ needs and interests as Jeamers and the demands of the state standardsInstructional Procedures Classroom Management Describe your CT’s management plan My CT uses several call and response strategies 10 gain students’ attention and regroup before moving on. She uses “Macaroni and cheese.. everybody freeze,” “badabababa. 'm lovin’ it”, or often raises her hand, where the students are to raise theirs after and become silent. There is also a point system for each table group. When acting appropriately, showing the “Three R’s,” quieting down, following directions, ete. the table may earn a point which is marked on the board. At the end of the week whichever team has the most points receives a prize. She is very big on group praise and rewards for behavior and not just independent praise and rewards. However, she does still give out independent praise and rewards making sure to be specific about what she is praising students for and giving out “smarties” when students make a good connection with the content being taught. The student’s work and connections are praised, rather than the student themself. Describe the techniques (intrinsic motivation, social approval, contingent activities, and consequences) you will use to maintain appropriate student behavior throughout the lesson, The techniques I will use to maintain appropriate student behavior during my lesson are intrinsic motivation and consequences. I will remind them of our classroom rules and what it means to be considerate to others and their learning. Throughout the lesson T will use my CT’s intrinsic motivation strategies which include giving out team points. In using these techniques T will be intrinsically motivating them asa whole group to follow directions and maintain good behavior so that they can receive a whole group reward, | will also use consequences. If my students cannot follow the directions or remember to be considerate then they may not get to participate in the activity at least not in the same way that their peers get to The instructional procedures should indicate where in the instructional sequence you plan to engage in the following AND how you will do so. Launch (1:55-2:05). Introduce and make sure all students have access to the task. Include key questions and expected student responses in gach categor Describe how you will | Twill gain students’ attention by telling them that we will be like astronauts today gain students’ to explore the Earth and sun. I will get them excited by sharing that even though attention wwe don’t feel it or see it, the Earth is always spinning! Describe how you will [T will explicitly communicate the learning objective by telling the class that we will explicitly communicate | Jearn about how the Earth rotates, or spins, to cause day and night. I will connect to the leaming objective. | what students have previously learned by asking “what might you see in the day How will you connect | sky?" and “what might you see in the night sky? ". L will connect this to today’s towhat students have | Jearning, by asking previously leamed = Is it daytime and nighttime for everyone on Earth at the same time? (yes andor know from life and no are expected). -For yes, Why do you think that? (traveled and time SePEESEe day/nighttime was the same as SC, the sun is gone at night, etc. ) -For no, How do vou know? (time zones, seen in pictures, etc.) Describe how you will [T will introduce the lesson by reading the “Day and Night” story on PebbleGo. This introduce the task for_| will further connect students’ Jearnings from the day prior and introducethe lesson, What are the student-centered instructional steps you will use to allow all students access to the task without doing the work for them? vocabulary and concepts that will be explored this day. I will emphasize key points as we read. Then, I will ask students “when does the sun rise?” (morning!) and “hen does the sun set?” (bed time, night, etc.) At this point, I will teach the term “rotate” and draw my representation of the Earth, with arrows to show that itis spinning, and the sun on the board. Then, T will share with students that they will be using the globe and a flashlight to be the Earth and sun and model their relationship. To check their understanding I will ask “We are acting as the Earth and sun. Which might be represented with the flashlight? (the sun‘) Which will be represented with the globe? (the Farth!).” Describe how you will establish clear rules and expectations for Teaming and behavior To establish clear rules and expectations before moving onto the demonstration activity I will remind students to be respectful, responsible, and ready by asking “How do we treat our items kindly?” (don’t throw, don’t drop, hold them strong, etc). I will also tell the students that I am looking for those who are following directions, trying their best, and being a good teammate to help me with a special task at the end, where they will get to represent the Earth and rotate, instead of the globe! Describe your strategy for transitioning into the next lesson phase. T will tell the class that it is now time to use our super science brains and explore like astronauts. I will have the teacher’s helper help distribute materials as students prepare, | will begin walking throughout the room, Explore (2:05-2:15) Students work on the task collects observation data, you have selected and introduced, The teacher poses questions to support task exploration, and chooses students to share their strategies. ‘What is the task students will be exploring? The students will take turns in using a flashlight and globe to demonstrate the sun’s effect on various parts of the Earth as it rotates, Once getting their turn to demonstrate this scenario, they will independently complete the rotation page in their booklet. In this, they complete a fill in the blank activity and draw the Earth and sun’s relationship. How will you support students as they engage in the task you have introduced? ‘As students demonstrate the sun and Earth through the globe activity, I will reference the question asked at the beginning of the lesson. “As we rotate the globe and shine the flashlight, notice where the light is shining. Is the whole entire globe lit up? (no!) What do you observe? (there are shadows, some is dark, only light on the front/where the light is point Using the answers that were given, I will restate that the Earth isn’t all light or dark at the same time. “Do you still think that it is day/nighttime for everyone on Earth at the same time?” (no!) While practicing the demonstration I will ask the students to pay close attention to our model and reference the “Day and Night” story by asking “Does the sun rotate or does the Earth rotaie?” (the Earth!) I will support students by circling the room and letting them know that I am available to help if they raise their hand. I will also remodel the activity as needed for them to reference or to readdress common confusions.Describe how you plan to select students who will share in the Discuss Phase and what order you will plan to have them Twill select students as I walk throughout the classroom and observe their behaviors, engagement in the activity, and verbal observations. | will find five who were on task, respectful of the materials, and have completed their booklet page. In the discussion phase, I will have one student share the role of the Sun (shine light- give heat, energy (previous lesson from beginning of unit) , one will share the role of the Earth, and one will share how day and night occur (Earth’s rotation). tions to Blicit Student Thinking getting starte Ifstudents have trouble | Can you tell me which part is a litle difficult for you? (reading, drawing, adding arrows, vocabulary terms, rotating the globe, etc) -What are you supposed to draw in this box? (relationship between Earth and sun arrows showing rotation) Do you remember where we got this information from? (teacher's drawing, book, etc.) -Do you remember what we are supposed to do with the flashlight and globe? What ‘are we modelling? (the Earth and sun, rotation, day and night, etc.) Pliciting thinking after students have completed the task: ~Can you explain the activity to me? (rotate the globe to represent the Earth, shine the flashlight like the sun, create day and night, etc.) -How did you know which one to spin? (teacher’s drawing, book, stated earlier in lesson, ete.) -Was there a part that confused you? (didn’t know how to spin, confused by rotating and looking for day and night at the same time, etc.) -How did you overcome this obstacle? (table mates helped, asked questions, etc.) ‘Supporting students with incorrect or incomplete sol “see that you put.... in this blankiin the box... Can you explain how you got this answer/information? -If we use my drawing on the board and the diagram from the book, can you work with me to rethink the answers in your booklet? -Let s look back at the.... Do you still think it that answer? -Can you help me demonstrate the Earth and sun again? This time, want you to notice... -How can I help/what are you stuck on? ‘Supporting students in listening to others” solutions: “How can we help our table mates when they might be stuck or have a question? (hare our own thinking, use our own words, demonstrate the activity for them again, etc.) Should we be telling them the answers and doing the work for them? (no!) -How were you being a good listener and considerate of your table mates? (hands to self, mouth closed when someone else is speaking, staying still, eye contact, ete -If shoulder partners/table mates have different drawings/fill in the blank answers- Can you explain your thinking to each other? Questions to Extend udent Thinking ‘Supporting students to explore additional strategies: -Who rotated the globe by....? Who did it differently? -What resources did you use to help you with the activity? -What resources did you use to help you with your booklet? -Who can share how they... ?‘Supporting students to consider different contexts: “How are scientists actually able to study the sun and Earth?(drones, send astronauts to space, telescopes, etc.) ~Other than looking, how can we learn more about the Earth? (collect rocks and dirt (previous knowledge), measure temperature, ete.) ‘Supporting students to explore different representations of their thinking -Is there a different way we could model the Earth and sun? -What have you noticed about the sun? -What have you seen during the day or night? Discuss (2:15-2:20) everyday experiences and Describe how you will structure time for students to reflect on the content taught and relate this information to future learning. How will you revisit the context? At the end of the lesson, we will wrap up by using the remaining pvo previously selecied siudents to use their body as the earth and demonstrate rotation. Describe how you will have students discu their findings? Include questions you will pose to guide the conversation toward the stated learning objective. Students will do a think, pair, share with their table mates to talk about what they observed during the demonstration. ‘They will be encouraged to notice which part is day while the other is night. Guiding Questions include’ -What does *xame* have to do to act like the Earth? (stay in one spot, spin!) Spin fast or slow? (slow) Does the person with the flashlight rotate too? (no! the sun doesn’t rotate) -What is occurring as *name* rotates? (day and night). Can you tell me which side is day and which is night? (face-day, back of head-night and vice versa) Describe how you will help students summarize their earning? Include questions you will pose and how you will encourage student questions, We will engage in a whole group discussion to review the lesson’s main ideas and review the activity. They will be prompted to raise their hand if they wish to share so that we can listen to everyone share their individual ideas and thinking. I will help them summarize their learning by referencing the lesson’s vocabulary and through questioning their findings: ‘The questions answered together will include -What is the Earth always doing? (spinning, rotating) *encourage vocab. term* -How are day and night caused? (Earth’s rotation, sunrise and sunset) -What do you see in the day sky? (sun, clouds, blue, birds, ete.) -What do vou see in the night sky? (stars, moon, dark) *previews upcoming concept of moon* How will you encourage a positive disposition toward science and Twill encourage a positive disposition towards science and mathematics by having 4 positive tone, attitude, and outlook through exploring the Earth, sun, day, and night. I will show excitement through the incorporation of patterns, which is something we have practiced daily in the classroom and through procedures Lwill‘mathematics? Include ‘what strategies / behaviors you anticipate highlighting and conducive to leaming, ‘also ensure that this designated science time in the day isnt interrupted or deemed unimportant in any way To highlight learning, I will highlight strategies such as asking for help (peer or teacher), trying again, and being persistent. I will highlight behaviors such as being positive with yourself and peers, staying on task, and being encouraging. 1 will also mode! these strategies and behaviors. Extension (2:20-2:23) Describe how you will extend this lesson if time permits. What specific tasks might students do to continue practicing and building meaning? ‘Hime allows, Twill have students discuss with their shoulder partner places they ‘might go to watch the sun set or rise (beach, front yard, school, car window, etc.) This will allow them to get ideas from their peers and extend the lesson outside of the classroom. I could challenge the students to watch the sun set and rise from a new place that night and the following morning to see if they observe anything different. They will share it with their shoulder partner the next day.Rotate Word Bank day telescope = spins night When the Earth it causes andStudent Name Student connects the vocabulary term “rotate” to the action of spinning, Student identifies that Earth’s rotation causes day. Student identifies that Earth's rotation causes night Student correctly draws a visual model of Earth rotating. EXAMPLE v Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13, Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20Name: 1. What is the Sun made of? a. Gases b. Fire c. Water 2.Is it daytime and nighttime for everyone on Earth at the same time? a. Yes b. No 3. In what season is it the warmest? a. Winter b. Summer c. Spring 4. The _____ provides us with heat, light, and energy. a, Moon b. Earth c. Sun 5. The Earth rotates, or spins, to create a. Wind b. Seasons c. Day and Night6. What might you see in the day sky? a. Sun b. Stars c. Moon 7. What might you see in the night sky? a. Stars b. Sun c. Clouds 8. Orbit means to a. Jump up and down b. Revolve or circle c. Run in place 9. In the morning, the sun a. sets b. spins c. rises 10. At nighttime, the sun a. rises b. orbits c. setsReflection While preparing for the next two weeks of field experience, I am eager to gain more insight on what planning looks like daily. I have attended weekly planning meetings with the entire first grade team, but am eager to see how it all plays out over the course of each day in the week, However, based on what I have seen so far in my experience, I do not see evidence of thorough planning like I completed for this assessment. The sual” planning teachers have may be a result of time restrictions, years of experience, and an abundance of resources. That being said, I do not believe that I would plan like this once having my own classroom, unless 1 am expecting the school board or principal to come observe. It allowed me to genuinely think through every key detail and forced me to “begin with the end in mind.” Itis time consuming but very intentional and beneficial. Through using this method to plan, educators are forced to consider all of the needs of their children and truly anticipate what may happen when teaching. Due to the details and prompts in this planning process, I do believe that a teacher could implement my plan clearly and confidently using the narrative aboye. The plan is sequenced in a way that builds off of prior knowledge, introduces new content and vocabulary, and then wraps it all together to prepare for future instruction. The teacher would be able to follow my scripting, questioning, and anticipated responses to remain clear while teaching and understand my expectations for student achievement. I would simply argue that it isn’t reasonable to use this planning method and template for every lesson, but do see it’s benefits and know that it has made me more prepared and confident for my lesson! In order to make planning more fitting for everyday lessons, I would shorten the planning process while still keeping the key ideas. I would plan again through using the preemptive ques jons, but may eliminate the other components. The preemptive questions allowed me to map out my entire lesson and get a great idea of how I would address student needs and determine their progress in meeting the lesson objective. Once completing the questions, I had already mapped out my lesson and would be able to mentally plan for teaching. I would eliminate the formality of the lesson plan and reflection, but would still engage in them by thinking through them and maybe taking quick notes. Though I wouldn’t fill out the entire lesson plan, T would likely make a bulleted list of the sequenced activities and critical questions. I would mentally run through the lesson inmy head with these simple notes until feeling prepared to teach the lesson. Additionally, though I wouldn’t type out a reflection on how the lesson went or the effectiveness of my planning, I would take quick or mental notes to analyze it, I would consider what did and didn’t go well in my lesson so that I can find a way to make it better next year or reteach it the next day in a different way. Essentially, I would change the format of the plan, planning process, and reflection but would still complete them so that my students are catered to and their learning is maximized. The lesson plan above reflects most of my knowledge and development from the past three years in education courses. The template itself, using the Launch-Explore-Disc model is something we've practiced ofien over the past year and proves to promote inquiry and creates excitement around science! ‘The assessment strategies implemented in the lesson correspond to Dr. Hopper’s courses will provide me with an overview of student progress, but also specific areas for challenge or refinement. In relation to this, the strategies stated to differentiate and help every child succeed summarize ideas from various educational theorists that we’ve been learning about since freshman year. Lastly, the planning and reflective process demonstrates that I have become a reflective practitioner, instilled by the entire Spadoni College of Education. This lesson plan showcases everything I've dedicated time to and have committed to as a future educator, who is hopeful of inspiring others, making a difference, and helping children to fall in love with learning!