Lesson Plan Template

Trousdale County Schools Weekly Lesson Plan

Teacher: Howell Pacing Guide Week #: 15 Dates: 11-10-14/11-14-14

Subject: Science Common Core Standard(s) to be taught: (Write the entire standard)  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience  Cite specific textual evidence to support analysis of science and technical texts.  Determine the central idea or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.  Determining the meaning of symbols, key terms and other domain-specific words and phrases as they are used in a specific scientific to technical context.  Distinguish among facts, reasoned judgment based on research findings, and speculation in a text

SPI(s) to be taught: (Write the entire SPI) 0607.6.7 Explain the difference between a solar and a lunar eclipse 0607.6.5 Predict the types of tides that occur when the earth and moon occupy various positions 0607.8.1 Analyze data to identify events associated with heat convection in the atmosphere 0607.8.2 Recognize the connection between the sun’s energy and wind. Daily practice activity for citing text based evidence in conversation and/or writing:  I Can Statements : Student Agenda: I can explain the difference between a solar and a lunar eclipse  Posted daily but NOT included in Lesson Plan I can predict the types of tides that occur when the earth and moon occupy various positions I can analyze data to identify events associated with heat convection in the atmosphere. I can recognize the connection between the sun’s energy and wind. Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given, include in the Teacher’s Lesson Plan Notebook.

Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan Notebook.

Instruction: In outline form, describe each day of instruction. Formative Assessment: Day 1  11-10-14- B Day  2nd Block- Pass back quiz- start lesson 16- solar energy and the Atmosphere- Bell ringer, quiz, universe activity- key words, read, video writing, exit slip  3rd Block- Quiz- Eclipses- Trade and Grade  4th Block- make solar system foldable- universe activity

Day 2  11-11-14- A Day  2nd Block- writing activity over videos from Monday- start notes and discussion Bell ringer, writing activity- videos, abc over lesson 16 booklet-review-writing  3rd Block- pass back quizzes- discuss, start lesson 15- TIDES- key words, independent reading, video  4th Block- finish abc booklet

1 Day 3  11-12-14- B Day  2nd Block- continue notes and discussion over lesson 16 Bell ringer, writing activity- videos,  3rd Block- Videos- Brain pop and YouTube- Tides- Writing Activity, start notes group activity- review and discussion presentation/demonstration, exit slip  4th Block- group activity- each group will make a presentation of seasons, moon phases, eclipses, and earths tides

Day 4  11-13-14- A Day Writing activity- universe, exit slip,  2nd Block- finish notes from lesson 16- lesson review- review for quiz lesson review  3rd Block- Continue notes and discussion over Lesson 15- Tides  4th Block- make solar system foldable- universe activity

Day 5  11-14-14- B Day  2nd Block- Quiz- solar energy and the atmosphere-start lesson 17- ocean Bell ringer, quiz, chapter reviews from currents- read, key words, start notes with a partner tcap coach book  3rd Block- complete chapter 1-4 questions  4th Block- complete chapter 1-4 questions

Day 6 

Day 7 

Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.  Peer tutoring, additional time as needed, supplemental worksheets, redo assignments

Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.  Elmo, Brain pop, YouTube