Scribd
Upload
132 views3 pages

Daily Lesson Plan: - Introduction To The Lesson

This lesson plan aims to teach students about objects found in the daytime sky. Students will begin by individually brainstorming and drawing objects they think can be found in the daytime sky. They will then share with a partner and discuss as a class. Students will then discuss what they know about the sun and how it appears to move across the sky. They will write hypotheses about how the earth's rotation causes this. Finally, students will review cardinal directions and hypothesize how they relate to the sun's movement. To conclude, students will reflect on their understanding and hypotheses in preparation for testing them in the next lesson.

Uploaded by

api-314834953
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
132 views3 pages

Daily Lesson Plan: - Introduction To The Lesson

This lesson plan aims to teach students about objects found in the daytime sky. Students will begin by individually brainstorming and drawing objects they think can be found in the daytime sky. They will then share with a partner and discuss as a class. Students will then discuss what they know about the sun and how it appears to move across the sky. They will write hypotheses about how the earth's rotation causes this. Finally, students will review cardinal directions and hypothesize how they relate to the sun's movement. To conclude, students will reflect on their understanding and hypotheses in preparation for testing them in the next lesson.

Uploaded by

api-314834953
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Daily Lesson Plan

Teacher: Mallory Williams


Overall lesson topic/title: Objects found in the Daytime Sky
Content Standards and NGSS Science and Engineering Practices Standards for this lesson:

E.ST.04.22 Explain that the spin of the Earth creates day and night. (GLCE)

Rationale: It is important for students to understand where the sun rises and sets in order to begin to understand
how the Earth rotates on its axis and revolves around the Sun. This is also an important precursor to learning about
seasons and why we experience them.

Driving Question for this lesson:


What is found in the daytime sky?

EPE Function this lesson fulfills:

Establishing a driving question and eliciting students initial ideas


Experience with patterns
Students Identifying patterns
Students explaining patterns
Comparing student explanations to scientific explanations
Students applying explanations in new/different contexts

Materials & supplies needed:

Pencil
Compass
Cardinal direction letters made out of construction paper
Circle map- the students will fill these in with things they believe they can find in the daytime sky
Writing journal

Procedures and approximate time allocated for each part of


the lesson
Introduction to the lesson

(What will I say to help children understand


the purpose of the lesson? How will I help them make connections to prior
lessons or experiences? How will I motivate them to become engaged in the
lesson?) (10 minutes)

First, I will pass the Circle Maps out to each student. I will tell
them that I want them to pretend the circle map is the daytime
sky, and that I want them to draw objects on it that they believe

How this lesson is differentiated


for your students based on
information gained from the preassessment/science talk?

This lesson will serve as


an introduction to what
is found in the daytime
sky and how the Earth
rotates on its axis and
revolves around the

can be found in the daytime sky. They will be working


individually to begin. (Beginning of the think-pair-share
activity).

OUTLINE of activities during the lesson (Include details about how


I will begin and end each activity; what discussion questions I will use; How will key
ideas be expressed? What kinds of specific activities or tasks will I engage them in? How
ALL students will be engaged all of the time? How I will help children understand
behavior expectations during the lesson; when/how I will distribute supplies and
materials) Identify each activity and the estimated time for each.

(Think-pair-share activity continued) After individually


brainstorming and recording what they believe to be found in
the daytime sky, the students will partner up and share what they
have drawn. After discussing with a partner, the students and I
will discuss what has been drawn on the circle maps as a whole
class. I will have each partner pair share share something they
have drawn on their map. This will prompt a student(s) to share
that they have drawn a Sun on their circle map, which will lead
the class into the next activity. (10 minutes)
Once the Sun has been mentioned, I will ask the students, What
do we know about the Sun?, How does the Sun travel across
the sky?, Does the Sun travel across the sky?, How does the
Earth rotate? etc. I will instruct the students to do a quick
journal write answering these questions individually. After
having explored their ideas, the students and I will have a
discussion about these questions. I will call on students who
raise their hands to offer ideas. (10 minutes)
After discussing the Sun, the students will complete a journal
write that includes their hypothesis about how the Earth and Sun
rotate, and how these rotations make the Sun appear to move
locations in the sky during the day. (10 minutes)
Finally, to prepare for the next lesson, the students and I will
take out our compasses, and we will review the cardinal
directions (the students have worked with cardinal directions
recently and fairly thoroughly). With our construction paper
cardinal direction letters, we will label North, South, East, and
West in the classroom together. I will explain that the review of
the cardinal directions will help us with our next science lesson,
and it will relate to how the Sun appears to travel across the sky
during the day. (10 minutes)

Closure for the lesson (How will I bring closure to the lesson and help
children reflect on their experiences? How will I help them make connections to prior
lessons and experiences or prepare for future experiences? How will I include
metacognition [How do you know that? questions]in the closure task? What kind of
feedback do I want from them at this time?) (10 minutes)

To conclude the lesson, I will ask the students, How do you


think the cardinal directions relate to how the Sun appears to
travel across the sky?. Again, I will have the students

Sun, and how this


makes the sun appear to
move across the sky
during the day. The
graphic organizer
present in this lesson
will benefit
visual/hands-on
learners. Also, the
think-pair-share style of
the lesson will benefit
students who are more
comfortable sharing in
small groups, and will
allow everyone to have
the opportunity to
participate.

complete a quick journal write individually answering this


question. After, the students and I will discuss as many
hypotheses as time allows. Then I will ask the students, why
do you think that? The students will then write this down in
their journal. After, the students and I will discuss their
reasoning, however we will not reach a culminating answer
because in the next lesson students will participate in an
experience that will lead them to one. The students and I will
conclude the lesson by summarizing what we have discussed,
and finally I will say, On Wednesday we are going to go
outside and explore our hypotheses and see which ones are
accurate!

Formative assessment Required

(How will I gauge the students learning as I


implement the lesson plan and once the lesson is completed? Specifically, what will I look for
that will accurately tell me the students learned what I intended? How will I use what I am
learning to inform my next lesson?)

Students will complete a journal write answering the following


question: How would you describe/draw how the Sun appears to
travel across the sky during the day?
For this assessment, I am looking to see that students have
written an idea(s) about how they believe the Sun appears to
travel across the sky; I am not expecting correct answers, I am
expecting hypotheses.

Differentiation during assessment


Students who need
extra support will be
pulled in a small group
where they will discuss
how the Sun appears to
travel across the sky,
and will have help
organizing their
thoughts.

You might also like