Teacher Candidate’s Name: Gracie Edmonds

Title of Lesson: Celestial Bodies

Content Area/Grade Level: 8th Grade Science

Time Span for Lesson: 60 minutes

Standard: 8.E.4B.1- Obtain and communicate information to model and compare the characteristics and
movements of objects in the solar system (including planets, moons, asteroids, comets,
and meteors).

Indicator: Students can complete the matching activity at the end of the lesson with 75% accuracy.

Learning Goal: Students can successfully complete the matching activities throughout the Nearpod and
at the end of the lesson.

Lesson Objective: Students will be able to identify key information about planets, moons, asteroids,
comets, and meteors and compare the differences between them.

Activity:
Students will follow along and actively participate with my interactive Nearpod slides as a class while I
present on the smartboard and then they will work with their tables to complete a matching activity
matching descriptions of meteors, asteroids, and comets to the correct space in their notebook.

Checks for Understanding: Students recall information at the very beginning of the lesson by
completing a matching activity pertaining to their previous knowledge. Throughout the Nearpod lessons
there are several polls and matching activities asking students to recall the information that was just
presented. Later students will be asked to recall the information they learned about asteroids, meteors,
and comets and then compare the differences between the three of them. DOK Level 1 and 2. Bloom’s
Remembering, Understanding, Applying, and Analyzing Levels.

Closure:
I will end the lesson by going over the matching activity as a class and have students raise their
hands and share where they matched each definition to. We will then make sure that students
have all definitions under their correct tab to assure they could look back at it for future
reference.

Evaluation/Assessment: Students will be able to complete the final matching activity with 75%
accuracy.
Instructional Materials: Smartboard, chrome books that are supplied to each student, handouts that will
be distributed by my CT as I explain the activity.
Technology Integration:
Students are using their chrome books to actively answer questions and complete activities throughout
my lesson, so they stay engaged and so I can check for understanding amongst the class.
Differentiation Plan/ Instructional Modifications: How are you adapting instruction for students
 with special needs, as identified in your Contextual Factors? In this classroom I have no students with
special needs, but students can complete each activity at their own pace, and I will thoroughly explain
instructions to all activities before the students work on them.

Extended Practice: If we end the lesson early, I will allow students to work on their science quizzes and
IReady assignments that are due at the end of each week. If they have already completed those, students
are able to select a game to play related to our science curriculum that will be found on their Google
Classroom.

SCOE Lesson Plan Template Chart

 Scripted lesson with Timeline

Approximat What the teacher is doing What the student is doing

e
Time
11:26 – 11:30 Reminding students to answer the
warm up question on the board in
their notebooks and then coming
around and stamping their
notebooks one or two times,
depending if they got the answer
correct.
11:30- 11:35 Introducing what we will be
learning about today and
explaining all the concepts we
will be going over. Having
students work on their prior
knowledge matching activity on
Nearpod and then going over the
terms that students were confused
about.
11:35-11:55 Presenting a Nearpod slide show
to the students by explaining the
information on each slide and
encouraging students to answer
polls and complete activities on
slides when that is available. I
will also be going over every
activity students are completing
throughout the lesson to assure
they are not confused before
Finding their seats and reading the
objective and warm up question
on the board. They are then taking
out their notebooks and writing
their answer to the warm up
question.
Students will actively listen to the
teacher when she is explaining the
content and then they will be
working on a matching activity on
their chrome books independently.
They will then discuss as a class
which terms were confusing to
them.
Students will be actively listening
and taking notes if they choose
and they are completing the
various polls and matching
activities that are featured several
times throughout the presentation.
They are also participating by
sharing their answers to the class
when prompted.
 moving on to present more
information.
11:55-12:00 Prompting students to put their
laptops away and take out their
notebooks. Thoroughly
explaining the instructions to the
matching activity, we are going
to complete and then leading
students through a tutorial how I
want their sheets placed in their
notebooks.
12:00-12:20 Walking around the classroom
observing to check that students
are completing their work and
answering any questions that
students may have during the
activity.
12:20-12:26 Calling on students to share with
the class where they placed each
definition and then assuring that
each student has placed the
correct definitions under their
corresponding flap.
Actively listening to instructions
from the teacher while she is
explaining the matching activity.
Following along and putting the
worksheet in their notebooks as
shown.
Working with their tables to
correctly match each definition to
the asteroid section, meteor
section, or the comet section.
Once students are sure that they
have correctly matched each
definition to the term, they can
glue down each definition under
the correct flap.
Actively sharing their answers
with the class while checking to
make sure that all of their
definitions are matched up to the
right term.