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SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name CWID Subject Area

Jennifer Truong, Shania Williams, Cole
Science
Symanski
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Earth Science
Biology Early Earth 9 5 Days: 55 min. each
Interaction
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
California Common Core State Standards Connections:
ELA/Literacy-
RST.11-12.1: Cite specific textual evidence to support analysis of science
and technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account. (HS-ESS1-6)

RST-.11-12.8a-e: Evaluate the hypotheses, data, analysis, and

HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth
conclusions in a science or technical text, verifying the data when
materials, meteorites, and other planetary surfaces to construct an
possible and corroborating or challenging conclusions with other
account of Earth’s formation and early history. [Clarification Statement:
sources of information. (HS-ESS1-6)
Emphasis is on using available evidence within the solar system to
reconstruct the early history of Earth, which formed along with the rest
WHST.9-12.2a-e: Write arguments focused on discipline-specific
of the solar system 4.6 billion years ago. Examples of evidence include
content. (HS-ESS1-6)
the absolute ages of ancient materials (obtained by radiometric dating
of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and
Mathematics-
compositions of solar system objects, and the impact cratering record of
MP.2: Reason abstractly and quantitatively. (HS-ESS1-6)
planetary surfaces.]
N-Q.1-3: Reason quantitatively and use units to solve problems. (HS-
ESS1-6)
F-IF.5: Relate the domain of a function to its graph and, where
applicable to the quantitative relationship to describe. (HS-ESS1-6)
S-ID.6.a-c: Represent data on two quantitative variables on a scatter
plot, and describe how those variables are related. (HS-ESS1-6)

Lesson Objective(s) Evidence

Students will be able to gather information from previous lessons and
Students will determine likelihood of habitability in relation to
communicate with other classmates, using evidence, about Earth’s
the location of the exoplanet in its solar system and other
dynamics, history and its location within its solar system to determine
celestial bodies.
their exoplanet’s location in its system.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
The purpose of an entry level
assessment is to determine Depending on the amount of
student’s prior knowledge knowledge students have, the
Teacher will use an
before learning content in the Students will be given an information will inform the
anticipation guide to gauge
classroom. Students will be anticipation guide at the teacher where to begin the
how much students know
EL doing an anticipation guide to beginning of the first day of the lesson plan on relating how
about using celestial objects to
determine student’s insight on lesson. Students will be writing using celestial objects such as
determine factors about
what they find as down asteroids or the moon can be
Earth’s dynamics and history.
misconceptions or as true and used to learn the history of
will have evidence to support Earth and its characteristics.
the fact.
The teacher will be go through The teacher will give feedback Depending on the results from
The purpose of progress instructional learning with the when the students are the assessments, the teacher
monitoring is to determine students and students will be constructing the graphic will determine whether to
PM
whether students are creating a graphic organizer organizer and will take their reteach, use of questioning, or
understanding the content from what they have learned graphic organizer at the end of incorporate another activity to
knowledge during the learning the week to give students time complement missing gaps in

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 process. Students will be The teacher will have students to use their graphic organizer student learning. If students
engaging in creating a graphic get into their exoplanet groups during the rest of the week’s were to understand the
organizer of celestial bodies, to do a Doomsday Asteroid activity. material, the lesson sequence
investigating crater impacts, investigation. Students will be The students will be engaging can be continued onto the next
and the habitable zone. determine effects of crater in an investigation, where day’s assessment or to the
impacts on a celestial object. students create craters. application of the information
Students will collect their to their exoplanet.
Teacher will have students findings and compare their
engage in a Jigsaw reading on results with the rest of the
the habitable zone and then groups in the class. The teacher
will write 5 key points on what also give feedback while
they learned from the reading. circulating the room and then
Students will also be watching collect students finding and
a video and having a quick return their reports in a
whole-classroom discussion on written and delayed formal
what they learned. format.

The students will receive

feedback from their fellow
peers during the jigsaw reading
and the teacher will circulate
around the room and give
feedback when necessary.

If students were not able to

grasp how the placement of
The summative assessment The teacher will have students The teacher will tell students
their exoplanet effects the
will serve as a way to evaluate get into their main exoplanet to use the information they
habitability, then further
how well the students have groups and utilize the found using their graphic
instruction needs to take place.
S learned the material for the information learned for the organizer and article analysis
If students did well on their
lesson. They will apply what week to apply to the exoplanet to determine if their
application, then the next
they have learned weekly to given to them at the beginning exoplanet’s location within the
lesson may take place:
their exoplanet activity. of the unit. solar system is habitable.
atmospheric conditions
necessary for life.
FOCUS OF INSTRUCTION
Lesson Level Phenomenon and Performance Expectation (note: this is a smaller component of the overall anchoring phenomenon and
summative assessment of the unit—see your crosswalk).
Students will be able to dictate whether their newly discovered planet is habitable by understanding its location within its solar system. Students
will learn where their planet is in relation to the sun and other bodies. They will also know what the conditions of their sun and its location to see if
it can sustain their planet long enough for human survival.

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
1. Teacher will be engaging students to do an anticipation 1. Students will complete a anticipation guide gives them
guide on what they know about the Earth’s history, various statements regarding our Earth. Students will
location and its relation to other physical celestial check whether the statement is a misconception or is
bodies in the solar system. supported by evidence. They will check this in the box
2. Teacher will give students a weblink , where students that is labeled “prior to reading.”
will then use a website page on, What is Earth?, to use 2. Students will then read an article that goes over all
as a resource to determine if the statements on the statements on the anticipation guide. During the
anticipation guide is either a misconception or a fact reading, student will go and check whether the
Day 1
that is evidence-based. statement is a misconception or supported by evidence
3. Teacher will then engage students into a whole-class again. This time, they will check it during the after
discussion on what they originally thought was a reading section.
misconception and what evidence did they find on the 3. Students will then bring their ideas to the classroom.
web link to support it, or vice versa. They will discuss what they thought prior what they
thought prior to reading and why. They will discuss their
changes in thinking as a class.

Lesson Body
Time Teacher Does Student Does

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 1. Students will take notes on the teacher’s instruction on
Day 2 1. Teacher will engage students in instructional learning,
meteorites, asteroids, and comets. Students will know
on the various celestial bodies found in the solar
about celestial bodies and their effect on our Earth.
system. The teacher will then give students materials to
Students will then complete a graphic organizer on
create a graphic organizer on what students have
what they have learned that day.
learned.
1. Students will be paired in groups (3-4 students) based
on class achievement, English language proficiency, and
1. Teachers will group students into groups of 3-4, special needs.
through heterogeneous groupings. 2. Students will listen to instructions on what they are to
2. Teacher will give instructional background to expose investigate. They will take the Crater Analysis handout
students to the investigation they will be doing today. and follow along.
Teacher will give students the printout of the Impact 3. Students will complete activity. Students will use
Crater Investigation activity and have students begin various items to create various crater impacts in a
Day 3 investigating crater impacts. bucket of sand mixture.They will measure the distance
3. Teacher will give students time to complete the dropped, diameter, and mass of the “meteorite”. They
investigation. will graph each impact and label the order in which they
4. The teacher will have two groups team together to were created.
discuss their resulting findings from the crater impact 4. They will then switch their created crater impacts with
investigation. another group. They will analyze the one another’s
crater creations and create a graph depicting which
craters were formed first and what evidence there is to
predict the meteorite’s weight and diameter.

1. Students will be given an article on what the Habitable

1. Teacher will give students an article on the Habitable
Zone is for a planet. Half of the class will be given the
Zone and put students in groups of two. The teacher
beginning half of the article discussing the specific
will have students split the article and do a jigsaw
location in the solar system while the other half of the
reading. The teacher will give students time to the read
class will be reading the portion on the necessary
the article independently then get into a group with
conditions of the sun. Students will be in pairs and
other students reading the same section to discuss and
analyze the article together.
become experts on that half of the article.
2. The class will then come together to discuss what they
2. The teacher will have students get back into their
have read. Pairs from each half will be grouped
original group of two and discuss the entire article to
Day 4 together to discuss what they have learned from
each other.
reading the article.
3. The teacher will have students write down five key
3. Students will write down five key points on what they
points they found out through reading the article.
learned from the article.
4. The teacher will then play a video on the habitable zone
4. Students will then watch a YouTube video that
to give students a visual comprehension of the what
summarizes what they have read. This will give students
they just learned about the habitable zone.
a visual on what was read during their analysis.
5. Teacher will engage students in a whole-classroom
5. Students will participate in a whole-classroom
discussion on what they learned from the article or the
discussion on what they learned about the location and
video.
age of the sun in relation to the planet.

Lesson Closure
Time Teacher Does Student Does

1. Teacher will communicate the final objective for the

lesson-week: Groups are to determine the relative
1. Students muster the evidence they have gathered in the
location of their exoplanet in the solar system. Groups
last week or two to come to a consensus about where
can use the teacher as a resource during the
their planet is located within its solar system. Questions
completion of this objective.
they pose may include ones similar to the following: 1)
Day 5 2. Teacher walks the classroom and assesses how well
“Is our planet closer or farther from its star relative to
groups function and how well the members of each
Earth’s position to the sun? What are the indicators of
group function within. She/he also assesses how well
this?” and “Is our planet proximal to the orbits of other
the determination of each group for where their planet
celestial objects that could disrupt life?”.
fits in the solar system fits their list of evidence.

Instructional Materials, Equipment, and Multimedia

Chromebook, internet access, flour, ruler, graph paper, balance scale, dark sand, shallow pan,
What is Earth? weblink (https://www.nasa.gov/audience/forstudents/k-4/stories/nasa-knows/what-is-earth-k4.html)
Impact Crater Investigation Link (http://www.pbs.org/wgbh/nova/education/activities/2212_spacewat.html )
Habitable Zone Link (https://www.e-education.psu.edu/astro801/content/l12_p4.html)

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Habitable zone Video Link (https://www.youtube.com/watch?v=wwGeCfWc100&t=99s)

Co-Teaching Strategies

One- teach, one- assist; co-teaching; both surveil;

DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
Students on IEPs will get required
accommodations.
English learners will be given a
vocabulary list along with their
Directions will be written on
definitions for reference to use
papers passed out to them for the
while teacher is lecturing..
crater creation investigation along Students will be given a
with verbal presentation of meteorite/meteor article that
Students can be given sentence Give students lexile level
information. Teacher will model they will have to analyze as
frames when creating paragraphs appropriate readings.
what is to be done during the homework after learning about
for their relation to the model on
activity. celestial bodies day 2
day five.. Instructions for activities/labs and
lessons will be on PowerPoint
They will work with partners and Students can help their peers after
There are various partner slides and will be read aloud.
in groups on various activities (i.e. the completion of their activities.
discussions going on throughout
the end of the unit planet model)
the class period. Students are able There will be heterogeneous
to help them build They can take time to work on
to comprehend material through groupings so students are able to
comprehension. relating the newly learned
oral communication. help one another with
material to their newly discovered
clarification.
Hands-on activities and planet.
Simulations, visuals, and hands-on
simulations/videos throughout the
activities throughout the lesson Students will have access to
lesson are used to help connect Teacher will have back pocket
will be very beneficial. multiple forms of learning the
material better. questions for them to work on
material (articles, videos, images,
and research.
Teacher will walk around the notes, textbook, etc.)
Teacher will give a longer wait
room checking for understanding
time when looking for responses .
and answering any questions
from students.
students may have throughout
the class period.
strategically placed groupings so
students can have peer buddies to
work with when socializing.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
This lesson-week focuses on celestial objects and solar system dynamics, which hopefully inform students about what conditions need-be met for a
planet to accommodate life. In other words, what are the conditions that provide for what we dub a “habitable zone”.

Throughout the week, students are mixed up in groups different from those established for the overall unit project. This has the effect of providing
the opportunity for students to have fresh interactions and gain from the perspectives of different peers, but to take the information they learn in
their new groups back to those originally established for the unit project.

In this lesson-week we use the following activities and organizational schemes for instruction: 1) Anticipation guide; 2) web interactive; 3) whole-
class discussion; 4) lecture; 5) graphic organizer; 6) jigsaw reading; 7) video viewing and analysis; 8) inter-group mixing; 9) galvanizing of evidence
in original groups to finish the lesson-week off. We use such a variety of strategies to keep class interesting and put students into a number of
different learning “arenas”.

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