Jarmes_Lesson_Plan

Lesson Plan Template

Teacher:
Content
Area/Topic:
Grade Level:
Lesson Title:

Ms. Jessica Armes

Science
6th
The Order of Planets.

Write a brief, yet concise, description of what occurs in this lesson (50
words).
What will students learn during the lesson?
In this lesson, the students will learn about the planets in our solar system. The students will
use computers and go to the NASA website and research the planets. They will write 5
interesting and truthful facts found on the NASA website. Afterwards the students will share
their facts with the class, write two interesting facts about the other planets on a fact sheet,
and fill out an exit ticket.

Lesson
Overview

Go to the state standards website:

http://www.tn.gov/education/standards/index.shtml
Reference State, Common Core, ACT College Readiness Standards
and/or State Competencies. Select the grade content/level appropriate
standards that are being met in this lesson. Copy and paste here:
Tennessee State Standard:
GLE 0607.6.1 Analyze information about the major components of the universe.
0607.6.1 Use data to draw conclusions about the major components of the universe.
SPI 0607.6.1 Use data to draw conclusions about the major components of the universe.

Common
Core/State
Standard

National
Education
Technology
Standards for
Students
(NETSS) met
in this lesson

Go to the NEW NETSS standards http://cnets.iste.org/and select grade

level (K-2, 3-5, 6-8, 9-12) appropriate standards/profiles that are being
met in this lesson. Copy and paste here.

6. Technology operations and Concepts:

Students demonstrate a sound understanding of technology concepts, systems, and
operations.
a. Understand and use technology systems

Instructional
Objectives

Clear, Specific, and Measurable NOT ACTIVITIES. Student-friendly.

The objective for this lesson [learning outcome] should identify

the A, B, C & D.

Given computers with internet access the students will collect 5 facts about the solar
system in 15 minutes.
Given a graphic organizer the students will assemble their facts in 15 minutes.
Given data about the solar system the students will draw conclusions about the
planets in the solar system, in 15 minutes.

Prior
Knowledge

What prior knowledge will the students have to have to be able to do

this lesson? You might look at the year before Common Core/State

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Standards to see what they were suppose to learn before doing the
state standard you chose.
Students need to have a prior knowledge of how to use the computers
and internet. Also the students will need to know some of the basic
information of our solar system, for example; the planets go around the
sun. Since this is the beginning lesson to our solar system the children
might have some prior knowledge of the names of the planets, but not
necessarily the order of the planets. It is also important that the
students have some sort of very basic knowledge of the Smart board,
as well. All of this prior knowledge should have been learned early in
the class or in past classes.

Need or
Purpose

Why do students need to learn this lesson?

The students need to know the order of the plants in our solar system
because they need this information for later projects and classes. If the
students do not learn about our solar system before they learn about
other solar systems or galaxies, they will have no prior knowledge to
build on. Without that prior knowledge the students will have a difficult
time learning the new information.

Teacher
Preparation

Explain what the teacher has to do to get ready for the lesson including
activities such as gather materials, bookmark websites, create research
guides, schedule labs, gather parent permission for fieldtrips, etc
Firstly, the teacher should make sure that all technology is in working order. Such as the
classroom computers, the Smart board, and the NASA website. Also the teacher should make
sure that the NASA website is saved into favorites on the Internet Browser for the students
and the website is working correctly. The teacher should also make sure that all of the
teachers technology is working properly such as the Smart board, and make sure that the
Notebook files open and work properly (as needed) and also that the Smart board is calibrated
for proper use. As needed the teacher should also make sure that there are extra supplies, like
paper and pencil for the students. Copies of the graphic organizers, the fact sheet, and the
exit ticket should be made with plenty of extras.

Active
Participation

Explain what the students do in this lesson that puts them in an active
learning situation.

A brief introduction to the lesson will be given; the teacher will explain our solar system.
Answer any questions and give the assignment.
The students will start by getting into groups of 3-4, since this class consists of 30 students
(16 boys and 14 girls) there should be about 10 groups. If need be the teacher can select the
groups. The teacher will give the students a worksheet called What planet do I want to live
on? the teacher should explain that the groups need to pick one planet in our solar system
that they would like to live on. Once the students have divided into their groups, they will go
to the classroom computers and research (on the NASA website) 5 facts they find interesting
about one planet in our solar system, for example Jupiter. All the time working as a group to
pick these facts that will be put on the graphic organizer. Also, on the students graphic
organizers the students should show that they have drawn conclusions about which planet
would be best to live on.

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On the graphic organizer there are other areas that the students need to fill out, for example;
the planets distance from the sun, temperature of the planet, draw what the planet looks like,
its position from the sun, number of moons, what the planets made of, and of course the 5
interesting facts about their planet. After the students have gathered their facts and filled out
their graphic organizers they should draw conclusions about which planet the students think
would be best to live on. Then after that the groups will share their facts about their planet
with the class. While the facts are being shared with the class, the students should write down
two interesting facts per planet in our solar system on the fact sheet. The fact sheet should be
completed as the groups share their facts and planets.

Formative
Assessment

The criteria should directly align with the instructional objectives and
standards. How will you monitor student progress? Also describe your
plan for providing feedback to your students during the lesson?
While the students are preforming the research part of this lesson, the teacher should assess
the prior knowledge of the students by asking the individual groups questions. This is done so
that the teacher can gage what the students knowledge of our solar system is. The teacher
should ask questions like;
1. Why do all of you as a group think that these facts interesting?
2. Who out of this group has heard this fact before, or has anyone heard this fact before?
3. How do all of you as a group think this will help you in future classes?
The students graphic organizers and fact sheet will be a form of assessment; the teacher
should use the organizers and fact sheets to see where the students are at on this lesson. Also
the exit ticket that the students will fill out when class is over is a formative assessment. The
exit ticket should tell one thing that the students learned today in class.
List all materials and include how each will be used during the lesson.
Must align with the Instructional Objective
Five (5) to ten (10) classroom computers. If this is not possible, book the computer lab for 1015 minutes, the day before the lesson occurs. Make sure computers have internet access. Also
the teacher should make sure that the NASA website is saved on the computers. Pencil and
paper, as needed. Smart board technology. Extra copies of the graphic organizers and the fact
sheet.

Materials

Instructional Procedures
An Essential Question encourages students to put forth more effort
Essential
when faced with complex, open-ended, challenging, meaningful and
Question

authentic questions.
Before going to the student log onto the NASA website the teacher should ask questions like;
Why are the planets important to us as humans?
How do you think that planets affect us here on Earth?
Why are there other planets in our solar system?
While on the students are on the NASA website the teacher should ask questions like;
Why should you pick that fact?
How does this fact relate to your planet?
Motivator/Hook - How will you open the lesson to motivate the
Lesson set
students? How will you relate this lesson to previous learning & to real
life experiences, to explain the importance of the learning to the
students? (student involvement required)

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To open up the lesson, the teacher will show pictures of the planets of our solar system. The
students will see the variety of the planets, within our own solar system.
The teacher should ask the students:
Why do you think that there are so many different planets in our solar system?
If you could travel to these planets what planet would you go to just by looking at
them?
List the instructional procedures step-by-step, in sequential order as
Techniques &
they occur in the lesson. What will you do? What will the students do?
Activities
How will you keep learners engaged? Within the procedures a variety
of classroom teaching strategies (methods) are identified.
Student centered activities are included as well as guided
practice of the learning is included.

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First the teacher will set the hook, and give a short pre-lesson about the solar system
getting the students ready for the activities and so on. The students will be taught
about the basics, without the teacher giving away to many answers.
This is a pre-lesson and it should consist of some information about the solar system.
The planets in our solar system showing the order of the planets. Information about
other celestial bodies found in the Asteroid belt and the Oort Cloud, for example
dwarf planets, comets, asteroids and etc. The teacher should emphasize that these
are not planets; since this lesson emphasizes planets the teacher should cover basic
information about the planets and their order in the solar system.
Once the pre-lesson is done, which should not take too long, but if it does this lesson
can be modified or extended. The teacher will ask the students what planet that they
might like to live on and then the students should be ask to find 5 interesting facts
and fill out a graphic organizer given to them with a fact worksheet on the back, to
be done later.
The teacher should model the activity to the students. The teacher should use the
Earth as an example, and fill out the graphic organizers information (temperature of
the planet, the planets distance from the sun, position from the sun, etc.) Then the
teacher should choose 5 interesting facts about the Earth and write them on the
graphic organizer. When modeling this activity the teacher should use the Smart
board to pull up the graphic organizer.
By asking the students what planet they would like to live on and to find 5 interesting
facts and fill out a graphic organizer about the planet, in essence the students are
becoming experts on that planet. This graphic organizer also has other information
that the students will need to fill out like the distance from the sun, number of
moons, what the planet looks like, what the planets made of, the planets
temperature.
Only one group will be allowed to research the planet Earth, the other groups will do
the other planets in our solar system. Because of the number of classroom groups to
planets in our solar system there will be 2 duplications which will be fine because the
students are ask on their fact sheet to write two facts they personally found
interesting.
Next the teacher will have the students divide up into groups of 3-4 and either go to
the classroom computers or have the class go to the technology room. Taking with
them their worksheet and graphic organizer with their pencils.
Once the students are at the computers the students should show that they know
how to use the computer, by logging onto the internet.
After the students gather the facts and fill out their graphic organizers (which has a
fact sheet on the back of it), they should go back to their desks and discuss their
facts among themselves.
Once everyone is done, each group will share their facts with the rest of the class.
The students will have to justify why they choose this planet with their 5 interesting
facts about the planet.
While the groups are sharing the information that they (as a group) found interesting,
their classmates (that are listening) will write down two facts that they, as listeners,
find interesting of the original 5 facts the sharing group found interesting.
For those students that are above average they might write more than two facts and
for those students that are below average they will only have to write one fact.
Students should draw conclusions from their 5 facts about the planet and they should
choose what planet that they would like to live on. These conclusions should be
shown on their graphic organizers.
The students graphic organizers and fact sheets should be given to the teacher
before the students start their exit tickets. The teacher should use the graphic
organizer as a formative assessment. When looking at the fact sheet the teacher
could also use it as a form of assessment for the students, as well.

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Extension

How will I provide modified instructions for gifted students? I call this
Gear-up. Extensions are additional activities to expand the learning
on the lesson. If students finish early what will the supplemental
activity be? - I will have them do.
For those students who are considered gifted, they will also be
expected to put their facts onto PowerPoint. They will have to design
the slides and have at least two pictures of their planets retrieved from
the NASA website.

Remediation

How will I provide modified instructions for below average? I call this
- gear-down. Remediation activities include methods to re-teach the
learning for students who need more instruction. If a student falls
behind I will ..
These students that are below average will be placed in a group with
peers that are grade level average, placing a below average and above
average students together is not productive. Also these students will be
given a little more time to finish the assignment in their group. If these
students fall behind they will be scaffolded for by the teacher by giving
them extra help in choosing the facts and so on.

Adaptions
Modifications

How will I provide modified instruction for special education? How will
you adapt the learning for learners with special needs? Choose one
disability and tell me how you would adapt this lesson for that
disability.
In this class there is only a child with Dyslexia, this student will be modified for by;
Being given extra time
Not having to write as much, these students might only have to complete 2 facts
instead of 5, on the graphic organizer.
Repeated Instruction, both verbal and written.
The use of sentence frames when they are ask to write on their graphic organizers
and their facts sheet.
Their graphic organizers and facts sheet will be given to the students with larger font.

CLOSURE

Reflection / Wrap-Up. How will you close the lesson, summarize the
lesson content, relate the lesson to future lessons & tie it to previous
lessons? (student-involvement required). How will I review subjectmatter and purpose with students?
This lesson will close with the students writing one thing that they learned during this lesson
on an exit ticket. The teacher will do a brief review of what happened during class that day.
At the close of the lesson, the students will be prepared for the next class with a What to
expect tomorrow shown on the Smart board. Before the children leave the teacher should
ask them, Why do you think that learning about the Solar system is important? The
students should also give their graphic organizers and fact sheet to the teacher before
leaving the class. As the students exit the class they should post their exit ticket on the
bulletin board for the teacher to review. For those students considered below average or
students that want teacher help will consult with the teacher before posting their exit ticket
for grammar or spelling errors. On the exit ticket students should also write their names for
the teacher to identify the ticket.

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Describe the assessment process that you will use to measure whether
the students achieved the instructional objectives. How will you assess
the student performance/mastery of skill? What are the criteria for
achievement, and performance level? How will you assess that students
have learned? How will you monitor student progress? The criteria
should directly align to the instructional objectives and standards. Also
describe your plan for providing feedback to your students.
The Summative Assessment for this lesson will be when the students are observed as their
peers share their planets 5 facts. The teacher will look for participation, the proper number of
facts, and if the student put forth effort when sharing their planets facts. The exit ticket will
also be used as a form of assessment. This is an introduction lesson, so the students will be
further assessed with a Smart Board, Planets of Our Solar System sorting activity that will
be done at a later time. Students will receive feedback on their factsheet from the teacher;
also the teacher can provide feedback when the groups are sharing their 5 facts and planets.

Summative
Assessment

NOTES:
This lesson should only take one class. The teacher should time the students when they are
doing the research portion and keep the time to 10-15 minutes, as needed extensions in
time can be provided. When the students share their planets facts this should take about 15
to 20 minutes. The end of the lesson shouldnt take any longer than 10-15 minutes and the
exit ticket should be done during this time.

Jarmes_Lesson_Plan
Dr. Susan Sutton, 2014