UWP Lesson Plan Template

Teacher Name: Alejandra Guadarrama Grade Level: 6th

Target Content/Lesson Topic: Science/Earth Science Date: November 15, 2023

This lesson is for a(n) __X___ whole class _____ small group _____ individual

Planning
Essential Question How does the Earth’s movement and position affect us?
- What is the essential question that
this lesson addresses?
- What is the core purpose of the
lesson that includes the strategies
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing Prior to this lesson, students learned about the phases of the moon. Understanding the configuration of the
- How does this lesson fit into the Sun, Earth, and moon during the moon phases will help them make the connection to eclipses.
larger unit of study?
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards NGSS MS-ESS1-1
List the complete, relevant Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases,
grade-level standard(s). eclipses of the sun and moon, and seasons.

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 Learning Target(s) and Learning I can name and describe the two types of eclipses.
Objective(s) Students will be able to name and briefly describe the two types of eclipses.
- Choose your learning target(s) and
objective(s) based on the relevant
state learning standard(s).
- Write focused targets and
objectives that describe the specific
learning outcome (what students
should be able to do as a result of
the lesson).
- Be sure they are stated in
observable and measurable terms
(e.g., ABCD+T).
Grouping The lesson will start as a whole-group to model how to actively read the text and take notes, set the purpose
Describe how and why students are for reading, and go over expectations.
grouped based on Then students will read through the text on their own to create their own notes.
- homogeneous, heterogeneous, Finally, students will work with a partner to create a poster about one of the types of eclipses and to present it
randomized to the rest of their group members.
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy One Teach, One Assist
Does this lesson involve
co-teaching? If not, state N/A. If
yes, identify the co-teaching model
and what role each teacher will play.
-One Teach, One Observe; One
Teach, One Assist; Station Teaching;
Parallel Teaching; Supplemental;
Alternative; Team Teaching

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 Differentiation
Describe how you will meet
individual students’ needs by
adjusting the content, process,
product, and environment based on
their readiness, interests, and learning
preferences.
Content
Need more of a challenge: Students will be reading a text that is at a 7th grade level.
Need more support: To support all students, I will preteach some of the vocabulary the day before, I will
model how to read and understand the text, and I will have students focus on one part of the text.
Process

Product
All students will be taking notes and creating a poster but some will be creating one about the lunar eclipse, and
others will be creating one about the solar eclipse.

Environment

IEP Goals Relevant to Lesson (Add rows as necessary.)

Student IEP Goal

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)

Student(s) Required Accommodation/Modification

Supports for English Language Learners (Add rows as necessary.)

Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

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 Assessment
Formative Assessment As students are working, I will circulate the room to support students and assess their notes and posters. Their
- How will you monitor student notes should contain the names and types of eclipses.
learning throughout the lesson?
- Be specific about how your practice
assessments connect directly with
the lesson objective.
Formative Evaluation Criteria Students’ notes should show:
- What material(s) will you use to the type of eclipse (either lunar or solar)
evaluate learning? the subtypes of eclipses of either lunar or solar
- Attach a copy of your checklist,
the position of the earth/sun/moon during that eclipse
rubric, observation criteria, or other
measure.
Summative Assessment At the end of the unit, students will create a model of an eclipse and write a CER where they must make a
How will students demonstrate claim about the moon’s position during an eclipse.
mastery of the standard?
​Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.

Summative Evaluation Criteria Identify the moon’s position during an eclipse.

- What material(s) will you use to Have a claim as to the moon’s position during an eclipse.
evaluate learning?
Use evidence to support the claim.
- Attach a copy of your checklist,
rubric, observation criteria, or other Use reasoning to support the claim.
measure.

Opening: Introduction and
Connection to Previous Learning
September 2021
Procedures
Tell students that today we will be creating a poster, but in order to do that, we first need to collect
information. We’re going to be reading a passage to learn more about eclipses.
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 ● Anticipatory Activity (Hook) We’re going to read the first part together so we can talk some more about how to read science passages. As
● Activate prior knowledge. we’re reading we will be taking notes in our notebook (Using strategy 8.8 from The Reading Strategies Book by
● Be sure students understand Jennifer Serravallo).
procedures and instructions for Read the first paragraph with students. Add the definition of eclipse to notes. Then show students how I know
the lesson. what the passage is going to be about, this will help me find the key details as I’m reading.
● Establish clear expectations. Read the second paragraph with students and talk about visualization as we’re reading. Have 3 students come
● Model concept. up to model the configuration of the Earth, moon, and sun so that the moon is in the Earth’s shadow.
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
During: Lesson Progression Students will read the rest of the passage twice on their own. This way students are responsible for reading the
In this portion of the lesson, you will text and creating their own notes (which they will later use).
be letting go and letting students The first time they will read all of the text, and the second time, they will focus on either the part that focuses
engage in productive struggle; on the lunar or solar eclipses (each side of the table will have a different focus).
engaging in gradual release (“I do, After students have read through the text and taken notes, they will work with their partner to create a poster
we do, you do”), inquiry, guided or about either the lunar or solar eclipses.
independent practice, or other Posters should include: title, diagram of Earth, Sun, and Moon configuration, color, accurate size depictions,
learning methods. Please write what labels, path of orbit, and brief descriptions of the assigned eclipses.
you are looking for in terms of: I will check-in and assist students as they are working.
● Students’ thinking and how
they will start the lesson.
● Provide appropriate support
(not explaining how to do it).
● Provide worthwhile
extensions.
● Provide opportunities for
students to engage in using
the academic language.
This is where you will be
suggesting or modeling specific
strategies and helping students
choose which strategy makes sense
to them. However, you must make
sure ideas come from students.

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September 2021
 Closing: Wrap-Up and Extension Students will present their poster to the rest of their table to teach them about the lunar/solar eclipses.
End the lesson with a final review of
key ideas and knowledge. This is
where you have students talk about
their thinking and share strategies
with the whole class. It’s important
to name strategies and use academic
vocabulary here, extending the
lesson to broader ideas.
● Promote a community of
learners.
● Listen actively and probe
thinking without evaluating
or telling them how you
would do it.
Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.
Curricular and Instructional Eclipses Reading Passage
Resources or Materials Eclipses Poster Checklist
- List and provide a brief rationale
for all necessary lesson resources and
materials. If not original, cite the
source.
- Attach/link a copy of all materials
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, slides,
worksheets, and so on.

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 Supplies, Equipment and Poster paper
Technology Writing and coloring supplies
- List all other supplies that need to
be available.

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September 2021
 Eclipses
Eclipses are fascinating cosmic events. Eclipses occur when a planet, moon, or
other celestial object moves into the shadow of another celestial object. Lunar eclipses
and solar eclipses are the two types of eclipses which can be viewed by people on
Earth.
The moon revolves around the Earth while the Earth revolves around the sun.
During its revolution, the Earth occasionally moves between the sun and moon. The
Earth blocks the sunlight from reaching the moon. This causes the moon to be in Earth’s
shadow.
If the moon is completely in the Earth’s shadow, it is a total lunar eclipse. Total
lunar eclipses are rare. It is more common for only a part of the moon to enter the
Earth’s shadow to create a partial lunar eclipse. Both types of lunar eclipses can only
occur when the moon is in its full phase.
Lunar eclipses occur a couple of times a year and last a few hours at night. Since
the moon reflects the sun’s light and doesn’t radiate its own, it is safe to look directly at
both types of lunar eclipses.
A solar eclipse occurs when the moon moves directly between the sun and Earth.
The moon blocks the sunlight from reaching the Earth and causes the Earth to be in the
moon’s shadow. There are three kinds of solar eclipses.
A total solar eclipse occurs when the sun, moon, and Earth are in a perfectly
straight line. Not everyone on Earth can see a total solar eclipse. It can only be seen
from the umbra, the dark center of the moon’s shadow on the Earth. During a total solar
eclipse, the sky becomes as dark as night.
When the sun, moon, and Earth are not perfectly lined up, it creates a partial solar
eclipse. It looks as though the sun has a dark area on part of its surface. People in the
penumbra, or secondary shadow, see a partial solar eclipse.
Annular eclipses are a third type of solar eclipse and happen when the moon is
farthest from Earth. When the moon is far away, it appears to be small. The moon
doesn’t block out the entire view of the sun and has a ring of sunlight around it.
Solar eclipses occur every eighteen months and last a few minutes during the day. It
is important to never look directly at the sun because your eyes can be severely
damaged. Special glasses or a pinhole projector is needed to view any type of solar
eclipse.
No matter the type, eclipses bring out the astronomer in everyone!
Name: Hour:
Eclipse Model

Assigned Eclipse: _________________________________

Your job is to create a model of your assigned eclipse that can be used to teach your
classmates about that eclipse. In order to be an effective teaching tool, you will need to include
the following.

Category Description

Content: ● The earth, sun, and moon must be in the correct position for the 8 points
Earth-Sun- assigned eclipse.
Moon ● Models accurately depicts the size differences between the
Earth-Sun-Moon
● The orbit of the Earth and Moon are drawn accurately
● Include a 1-2 sentence description of your assigned eclipse

Content: ● Include the following in your diagram: 6 points

Earth-Sun- ○ Earth
Moon ○ Sun
Diagram ○ Moon
○ Shadow (Earth and Moon’s)
○ Earth’s Orbit (or revolution)
○ Moon’s Orbit
● Include a label for each part of the diagram in clear, neat
handwriting.

Design ● Design is colorful and clean looking. 2 points

● Labels and information are easy to read.
● Shows a clear sense of design and visual appeal.

Total: /16

In order to get your final draft paper, create a sketch of your model in the box below and
show it to the teacher.
Name: Date:
Solar and Lunar Eclipses:
Use the boxes on the back and create a model of a total solar eclipse and a
total lunar eclipse.

In each picture, include the following:

● Sun, moon, earth (and their relative sizes)
● Moon Phase
● Earth or Moon Shadow
● Lines to indicate sunlight
● Each object should be labeled.
● Color
Solar Eclipse:

Lunar Eclipse
Alejandra Guadarrama

EDU 443

Dr. Prince

December 3, 2023

Designing Strategy-Based Comprehension Instruction

This semester I was placed in a 6th grade science class and for my second observation I chose to

use my Designing Strategy-Based Comprehension lesson plan. This lesson covered the different types of

eclipses and we did that by reading a brief passage about them. The passage I chose was a 7th grade

level text but I was able to use it because we pre-taught some of the more difficult vocabulary the

previous day. I chose to select one of the texts my mentor teacher already had as I knew that they were

high-quality texts. When choosing the strategy, I kept in mind that when reading about science, it

usually helps to try to visualize the text, which is why I chose strategy 8.8 Sketch in Chunks from Jennifer

Serravallo’s The Reading Strategies Book.

Let me preface this reflection by saying that I don’t think the lesson went great, but because I was able

to teach it twice, it was better the second time. The first time I taught the lesson we read the first few

paragraphs in pieces and I would model note taking in between, which end up being a bit confusing for

students. The second time I taught the lesson I had one student read each paragraph, which not only

incorporated more of the student’s voice, but also ensured that all students were able to access the text

at least once. However, my supervisor did make a good point that although this group of students was

very willing to volunteer to read, there will be plenty of times where students may not want to

volunteer to read. When I implemented the lesson, I started by explaining to students that sometimes

we have a hard time remembering what we just read so it helps to slow down and just try to visualize it.
To show them this, I had 3 students come up to represent the Earth, moon, and the Sun, which I am glad

I did because it not only made it more engaging for students but it was a great way for them to see what

I was visualizing. As we read the second paragraph the students modeled what the text was saying (the

Earth occasionally being between the moon and the Sun) and I modeled taking notes of what a solar

eclipse looks like (based on how the text was describing it) using the visualization strategy. Then

students read the rest of the text on their own (because if I tell them to read with a partner, they get

really awkward). Instead of using a graphic organizer, I had the students take notes in their notebooks,

because I think it’s a good thing for them to practice, and while it was okay because students were able

to identify the key vocabulary and the definitions, in the future I would structure it more by providing

some type of graphic organizer where there is a clear distinction between the types of eclipses.

I found it very difficult to incorporate the student literacy lives data into my science lesson plan because

what I learned the most from those surveys is that while some students don’t like reading, most like

reading when it’s for pleasure, not for school. And they prefer to read mysteries and horror stories. It

was difficult to incorporate that when the objective for the day was eclipses. While I don’t think it was

easy to incorporate it for an eclipses lesson, in the future I would try to find or create more mysterious

tasks/texts about the topic we’re studying to make the content more engaging for students. I would

probably create more of a story line with the content, or even have students create a mysterious short

story using the content. While this is harder to do at the middle school level, I could see myself doing

that at the elementary level where the content areas are more integrated.

In the future I would make quite a few changes to the lesson. I would change the pacing of the lesson.

The students didn’t need as much modeling and they probably would have been able to take better

notes if they had more independent work time as opposed to more whole-class modeling. I would also

create a graphic organizer with the types of eclipses already on them, this way students’ focus can be

more on creating visuals of the types of eclipses, not just identifying them. I had also originally planned
for students to read it with the intention of focusing on one type of eclipse (½ focus on solar, ½ focus on

lunar) but I scrapped that and had students identify both types because it would have been too

confusing for them otherwise. In the future, I would have students focus on both one day and then dive

deeper into a specific one the next day. Since I did this lesson before we did the strategy showcase, I

wasn’t too sure about what the post-reading activity should look like but in the future, I would plan for a

more brief activity.