DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate:

Christine Capel

Grade Level:

Title: Sun and Moon

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors
24 students, 13 male, 11 female
5- ELL
2-SPED
2- HAL
3- Behavior
Classroom Environment
The desks are set up in six groups of four with one desk off to the side. There is a space at the back of the room for the students to sit
on the floor in a group. The classroom has a white board and smart board at the front of the room. It also has an elmo to project on the
smart board. The class has four iPads. At the back of the classroom there is a small group table. There are two other smaller tables for
small group work. The classroom has books displayed at the front of the room for independent reading. The teachers desk is in the
front right corner of the room.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard 1
Students will understand that the shape of Earth and the moon are spherical and that Earth rotates on its axis to produce
the appearance of the sun and moon moving through the sky.
Objective 1
Describe the appearance of Earth and the moon.
a. Describe the shape of Earth and the moon as spherical.
b. Explain that the sun is the source of light that lights the moon.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):

Content Walk-Away Evidence (Summative): I will be able to describe the source that
lights the moon.
Language Walk-Away Evidence (Summative): I will write my predictions and outcomes
in my Science Journal.
Vocabulary: Sphere, model, reflection

Approx. ACTIVE LEARNING PLAN

Time

ELL- Prompts, visuals

GATE-Questioning

45
mins

Activate/Building Background Knowledge

Get students attention by using table points and cueing.
A sphere is an object that is the shape of a ball. Everyone say sphere. Tell your shoulder partner somethings
you know of that are sphere. Write sphere on board. Do a whip zip and write down students ideas. Write
down Earth and moon. The Earth and moon are also spheres. Show class the globe as a visual of the earth.
This globe is a model of the Earth. A model helps us explain or show what happens with larger or smaller
objects. This globe is a model of something that is much larger. (SIOP 9,7,16,18,19,22) The sun warms and lights
the Earth. (SIOP 8)
Today we are going to create a model of where the moon gets its source of light from. Our objectives are I will
be able to describe where the moon gets its light and I will write my predictions and outcomes
in my Science Journal. (SIOP 1,2) Displayed on board. Now everyone read it with me. A prediction is when
we think about what might happen. We are going to make a model today to help us understand how the moon
lights up.
Formative assessment:
Learning Goal: Students will have a clear understanding that the earth and moon are spheres and they will
know the objective of the lesson.
Success Criteria: Students will be able to name a spherical object and say the objective.
Assessment Strategy: Whip zip and observation.
Modification/accommodations: (ELL, IEP, GATE, etc.)
ELL-visuals, review of the words prediction
IEP/GATE- whip zip (complex/simple answers)
Behavior- reminders and cueing
Focus Lesson (I do it) 5E-Engage
Pass out Science journal. Discuss in your group: Where does the moon get its source of light?
When you are done discussing, write the question and your answer in your journal. (SIOP 10,11,
12, 21,22, 16,17) When you are all finished give me the done sign. Do it now!
Give students a couple of minutes to discuss and write.
Formative Assessment:
Learning Goal: Students will answer the question: Where does the moon get its source of light?
Success Criteria: Students will make predictions, discuss, and write their ideas about where the moon gets its
light from.
Assessment Strategy: Discussion and and journal writing.
Modification/accommodations:
Students can be as detailed or simple as they can in discussion and writing.
If students do not have ideas group discussion will help them.
ESL/IEP- visual of the question
Guided Instruction (We do it) 5E-Explore
Pass out materials. Orange or ball, foil, and flash lights. Do not touch the materials on your desk
until I tell you. Now, you can wrap your ball up with the foil. This will be a model of the moon so
you can make bumps and craters to make it look like the moon. Display pictures of the moon. I
will know you are done and ready to move on when you have your moon in the middle of your
table. (SIOP 20, 21,22, 25) When everyone is ready turn off the lights and ask Does the moon shine?
Why or why not? Where is the "moonlight" everyone talks about? Why does it stay dark? (SIOP 18) Turn on
lights. Record your observations in your journals. Observations about the moon. You have three minutes
to write. What are their conclusions so far? Write down some answers. Can we state that the moon does not
make its own light? Has our investigation answered our original question yet? (SIOP 6)
Formative Assessment:
Learning Goal: Students will know that the moon does not produce its own light.
Success Criteria: Students will complete the model, make observations and discuss.
Assessment Strategy: Student discussion and writing.

Modification/accommodations:
ESL- Visuals
Questions to guide student discussion

Collaborative/Cooperative (You do it together) 5E-Explain

I am going to turn off the lights again and you are going to use the flashlight to represent the sun. Does
their moon look bright now? Does the sun light the moon? How does this take place? Discuss and record
your information. (SIOP 22, 11)
When sunlight bounces off the surface of something, it is called a reflection. What are some other times
when light from something is reflected off a surface? (Headlight reflect street signs along a road, firelight
from a campfire bouncing off someone sitting on the other side.) Write reflection in your journal and the
definition. (SIOP 9, 22, 12) Visual- Light is reflected or bounces off a surface.
Formative Assessment:
Learning Goal: Students will know that the moon is lit by the sun.
Success Criteria: Students will discuss and record their observations.
Assessment Strategy: Student will discuss and record their observations.
Modification/accommodations:
ESL/IEP- visual and model
Independent (You do it alone) 5E-Elaborate
Write in your journal one sentence that describes the sun as the source of light that lights the moon. (SIOP 30)
Write The sun is the source of light that lights the moon. after students have had time to write their own statement.
Summative Assessment: Students will be discuss and write about where the moon gets its light.
Modification/accommodations: ESL/IEP- Write sentence on the board.
Closure/Review of walk-aways, vocabulary, and essential questions
Today, we used a model to learn about how the moon gets its light from the sun. A model helps us show something that is
very large in a smaller scale to help us understand what is taking place. Talk in your groups about what you have learned
about the relation between the moon and sun. What does reflection mean? Talk in your groups about what you have
learned about reflections today. (SIOP 27,28)

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES

What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
- balls, flashlights, foil
- visuals prepared
- science journals made

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned
from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and
student learning?
Based on the data from formative assessments I this lesson was successful. The students discussion showed that they were really
understanding the concepts, especially the objective. They talked talked and wrote about what they observed. They came to understand
that the moon gets its light from the moon. Even the students that already understood that the suns light is reflected on the moon
gained a deeper understand of how this works but using the model and having a visual.
The students I focused on all were able to identify that the suns light reflects off the sun and write about it in their journals.
I started the lesson by introducing the vocabulary words sphere and model. The students had the opportunity to discuss their ideas
and thoughts about the words. The experiment was effective because the students were really engaged and on task.
Stating expectations about how to use the materials is very important before starting, especially with this class. I thought this lesson at
the very end of the day so it was extra important that we talked about what behaviors would be acceptable and what would not be.
One thing that I would change would be that I did not make sure that the room was dark enough. I did not consider the light that would
come in from the back door as I planned this lesson. Before teaching this again I would make sure the I eliminated as much outside
light as possible. I would also get more balls and flashlight so students could work in smaller groups.