MC Lesson Plan Template

MC Lesson Plan Template: Teacher Candidate’s Name: Nichole Simonis Date: 10/24/12

Lesson Rationale and/or Summary A summary: one paragraph This lesson is going to introduce seasons and rotation. The students will be asked to use what they already know to make hypotheses about the seasons and the sun. I am choosing to engage them with words before an experiment, because I want them to focus on one thing at a time. These particular students need structure and direction. I feel an experiment would pull their focus towards only wanting to do experiments. The students will began by doing an acrostic about seasons (located in their Reasons for the Seasons journal). Following that, the students will collaboratively put together a compare and contrast chart about the seasons. The students will be expected to use their senses and observations. Once the students have shared their thoughts and notions, they will be able to see a 3-D demonstration of the Earth revolving around the sun (as Earth is rotating). I have to assume that this will be the first time the students will experience this model. I will take this time to briefly explain what is going on- without going into great detail. I choose to do this so the students have some sort of meaningful connection when we do discuss it in depth. To follow up, I will ask the students to sketch out where they think the sun will set and rise from them in bed. Their homework will be to actually observe the sun setting and rising and record their observations.

Content focus: Essential Question or Enduring Understanding  Why does Earth have seasons?

Content, Cluster, Strand, or Standard Statement/Connection:  OACS: 5ESS: Most of the cycles and patterns of motion between the Earth and sun are predictable. (pg. 136- OACS, Science K-8)  Demonstrating Science Knowledge: Using a simple model, investigate the positions of the sun, moon, and Earth to detect and test the reasons why the moon and sun appear to change position in the sky and the phases of the moon. (pg. 137- OACS, Science K-8)  Inquiry: Develop descriptions, models, explanations and predictions (pg. 129- OACS, Science K-8)

Academic Language  Rotation  Revolution  Seasons  Predict  Observe

Planned Assessments:  Pre-assessment: Seasons Acrostic  Formative Assessment: Compare / Contrast Chart, Word Connectors, Predictions Picture, Observation 1  Summative Assessment: n/a this lesson

Differentiated Instructional Strategies:  Students with IEPs/ 504s: These students will be working within small groups. Instructions will be communicated in text and orally. There Reasons for Seasons Journal will have guided questions.  Accelerated Learners: These students will be asked to complete some assignments differently with more challenging instructions in order to challenge their thinking.  There are no ELL/DLL students.

Lesson Resources:  55 Reasons for Seasons Journals  Stickers  3-D Sun/ Earth/ Moon model  Pencils  Paper  Dry Erase Board  Dry Erase Marker  Dry Erase Eraser  Poster paper  Markers

Procedures (Four Components) I. Readiness/Motivation for Lesson: Engage Allotted Time: 10 minutes  Before class starts, write on the dry erase board the “I can” statements for the day. They will be I can make a hypothesis about the seasons, I can use my senses to compare and contrast the seasons, and I can communicate my thoughts and ideas in my scientific journal.

 Greet the students as they come in the door. Once all students are seated say the following: “Good morning, 5th grade! I hope you are all doing well. Today we are going to start learning about the seasons and rotation of the Earth! But first, let me review the quiet signal for today. Today will be the claps in patterns. When I clap out a pattern, clap it back to me and then give me your attention.”

 Pass out a Reasons for Seasons journal to every student and then say “Students, this is your Reasons for Seasons journal. Most of the work we do will happen in this journal. You are NOT to take it home under any circumstance unless I give you written permission. Now, let’s put on our thinking caps.” Simulate putting on a thinking cap.

 Ask the students “What does the word seasons mean to you? What do you know already? What do you think of? Think about these three questions for just a few seconds.” Give the students about 30 seconds to think.

 “Turn to page 1 in your journal. You will see a page that has ‘Seasons’ written down the side. I want you to tell me what you know and what you think of. Each letter will start your thought. For example my first ‘S’ would say ‘Summer, 2 spring, winter, and my favorite of all, fall.’ You will do this with each letter. Please do NOT talk to your neighbors, this is an individual activity. I will give you 8 minutes to work on this. You may begin.”

 Other examples may be E- Every country’s seasons are different, A- Autumn happens after summer, but before winter, S- Some places do not experience all four seasons, O- Only certain countries have summer all year round, N- Not everyone likes all the seasons, and S- Sun positioning helps determine what season you are in.

 Allow the students 8 minutes to complete the acrostic. Give them a warning every 2 minutes.

 As they work, at random intervals give them fun facts about the seasons.

 They are: In St. Petersburg in Russia, from mid June to mid July the sky stays bright. This is called ‘White Nights’. The Arctic Circle only has two seasons, summer and winter. The sun only rises and sets once every year here. In Svalbard, an island off Norway, the sun doesn’t set from April 19th until August 23rd, and the sun doesn’t rise from October 26th until February 15th.

 After 8 minutes, ask the students to stop working.

 Now, 5th grade, let us use what we know to hypothesize about the seasons!

 Assessment: Seasons Acrostic

II. Lesson Development: Explore, Explain, Extend

EXPLORE: (15 minutes)  Bring up a large piece of yellow sticky note paper (poster size) and stick it to the dry erase board. Make sure the markers are close by.

 Ask the students to turn to page 2 in their RFS journal. They will find a comparison and contrast chart for the seasons. While the teacher writes it out on the poster sticky, the students will record the information in their RFS journal.

 Ask the students the some of following questions:

o What does winter look like? . What does it feel like? . How do the days look and feel? . What special things have you observed? o What does spring look like? . What does it feel like? . How do the days look and feel? . Is there anything special about the spring? o What does summer look like? . Are the days longer or shorter? 3 . How does summer make one feel? . How does summer look on a July day? o What does fall look like? . How would you know it is fall? . What does fall look like to someone in Ohio? . What about someone from another state?

 Allow the students to talk to one another freely for about 6-7 minutes. Record their thoughts on the sticky poster paper. Ask the students to write down what is in the sticky into the compare and contrast areas.  Wow, fifth grade, we have a lot of ideas about the seasons! But now I must ask- what does the sun have to do with all of this? Let’s look at what the Earth does around the sun.

EXPLAIN: (15 minutes)  Pull out the 3-D model of the Earth, sun, and moon. Set it up so all students can see the demonstration. Explain the following: “Students, the moon spins around the Earth as the Earth spins around the sun. This is what causes day, night, and seasons. While the moon does not rotate on an axis like Earth does, it does go around Earth. Earth spins on an axis while it turns around the sun.”

 Demonstrate each as it is explained- move the moon around Earth (do not rotate on axis), rotate Earth as it revolves around the sun.

 Physically demonstrate what is meant by this. Ask for 2 volunteers- someone to act out the Earth and someone to act out the moon.

 Place a sticker on the shoulder of “the moon.”

 Explain that the stick should ALWAYS face the Earth. Ask “the moon” to walk around “the Earth,” but tell “Earth” to stay still for a moment. Once “moon” has control over what he/she is doing, ask “Earth” to slowly spin in circles in place. This is Earth’s rotation on its axis. Then, have “Earth” slowly walk around “the Sun” as he/she spins. This is “Earth’s” revolution. Meanwhile, “moon” should still be revolving around Earth. This whole demonstration is how we get seasons. Earth’s position from the sun (where is the tilt- away from or near the sun) determines what season is occurring in the Northern / Southern hemispheres.

 Add “seasons” to the middle of the “Word Connectors” worksheet in their RFS journal. In adjacent bubbles, add “revolution” and “rotation.”

 While the students are still demonstrating, place a sticker on the front shoulder of Earth indicating the US and a sticker on the back shoulder of Earth indicating Asia.

 Ask the students “Does the US and Asia get sunlight at the exact same time?”

 Allow the students to answer. Possible answers may include “Yes, because the 4 both see the sun,” or “No, because they don’t face the sun at the same time.”

 Students, the sun is a big factor in seasons. But where exactly is it? We know it’s in space, but does it move? Let’s draw out what we think.

EXTEND: (5 minutes)  Tell students “In your RFS journal, there is a space for you to draw yourself in bed. In this picture there are 2 frames. One for day and one for night. There is also a compass indicating directions on the right-hand corner of the page. Using your scientist brain, what we discussed today, and your observations, predict where you think the sun would rise (top frame) and where the sun would set (bottom frame) by drawing it out. Keep in mind whether it is east or west. You have about 3 minutes to draw- please begin.

 Allow the students to draw for 3 minutes. Walk around the room and observe what they are drawing. Explain east and west to those who ask.

 After three minutes, ask the students to close their journals and to listen. Say “Homework tonight is to go home and observe in which direction the sun sets. Ask your parents to help you determine which way is east and which way is west. Then, in the morning when you get up observe which direction the sun rises. We will talk about your discoveries tomorrow.”

EVALUATE: (at home)  Observations of the sun

 If the students can explain to me how the sun and Earth move around one another in the solar system in their journals, then they have accomplished “I can” statement 3. When the students form their opinions, thoughts, and use their senses to compare and contrast the seasons, they have accomplished “I can” statements 1 and 2.

 If the student successfully observed the sun setting in the west and rising in the east, then they have accomplished the learning goal of scientifically observing something and recording data.

SCIENCE SAFETY PRECAUTIONS: Clear pathways for moon, Earth, and sun demonstrations to prevent tripping and falling hazards.

III. Lesson Closure: Summarize, Link Allotted Time: 5 minutes  After students draw their predictions about how the sun sets and rises, ask them to observe the sun physically setting and rising in the evening that day and in the morning the following day.

 Say “Homework tonight is to go home and observe in which direction the sun sets. Ask your parents to help you determine which way is east and which way is west. Then, in the morning when you get up observe which direction the sun rises. We will talk about your discoveries tomorrow.” 5 IV. Evaluate: Put Formative Assessment here: Word connectors worksheet, Characteristics chart, Acting Demonstration, Prediction Picture, and observation of the sun setting and rising.

V. Enrichment Activities (Optional, as prescribed by instructor): n/a

Teacher Candidate’s Name: Nichole Simonis Date: 10/24/12

Lesson Rationale and/or Summary A summary: one paragraph This lesson is going to go in depth about Earth’s rotation. That said, I still want them to be thinking about seasons in the back of their minds. Rotation, revolution, and seasons need to be connected in a way that is easy for the students to understand. In this lesson, the students will answer “Juicy Questions,” share their observations about the sun setting and rising, read about Earth’s rotation, and experience another type of Earth and sun model/ demonstration. Near the end of the class, a connection will be made from the juicy questions at the beginning of class. I chose to teach this way, because I want to ensure the

6 students will see there is a cause and effect relationship between the sun and Earth. The way the two are set up is crucial to understanding how and why seasons occur.

Content focus: Essential Question or Enduring Understanding  Is Earth’s rotation crucial to having seasons on Earth?

Content, Cluster, Strand, or Standard Statement/Connection:  OACS: 5ESS: Most of the cycles and patterns of motion between the Earth and sun are predictable. (pg. 136 OACS, Science K-8  Demonstrating Science Knowledge: Using a simple model, investigate the positions of the sun, moon, and Earth to detect and test the reasons why the moon and sun appear to change position in the sky and the phases of the moon. (pg. 137, OACS, Science K-8)

Academic Language  Rotation  Revolution  Seasons  Hypothesize  Observe  Counter-Clockwise

Planned Assessments:  Pre-assessment: Juicy Questions  Formative Assessment: sharing observations, model of Earth and sun demo, informal questioning, exit ticket  Summative Assessment: homework- 5 questions from the Reading Resources supplemental text.

Differentiated Instructional Strategies:  Students with IEPs/ 504s: These students will be working within small groups. Instructions will be communicated in text and orally. There Reasons for Seasons Journal will have guided questions.  Accelerated Learners: These students will be asked to create their own model of the Earth and sun to share with the class for the next day.  There are no ELL/DLL students.

Lesson Resources:  55 Reasons for Seasons Journals  Stickers  Pencils  Paper  Dry Erase Board  Dry Erase Marker  Dry Erase Eraser  Poster paper  Markers  1 Sharpened pencil and Styrofoam ball model (Earth’s axis) 7  Flashlight  Sunglasses  Textbook o Daniel, L. (2005). Science: Earth Science Unit C. New York: MacMillian McGraw-Hill

Procedures (Four Components) I. Readiness/Motivation for Lesson: Engage Allotted Time: 5 minutes  Before class starts, write on the dry erase board the “I can” statements for the day. They will be I can describe the Earth’s tilt, I can explain why the Earth rotates, and I can communicate my thoughts and ideas in my scientific journal.

 Greet the students as they come in the door. Once all students are seated say the following: “Hello, 5th grade! I hope you all had a wonderful morning. Today we are going to continue learning about the rotation of the Earth! But first, let me review the quiet signal for today. Today will be the ‘Lincoln Lightning’ chant. When I chant, chant back at me and then give me your attention.”

 Pass the Reasons for Seasons journal to every student.

 Begin by saying “I have a few questions I am just dying to ask all of you! They’re really juicy! I need to know what you think the Earth would be like if there were no seasons at all. Would we still live the same way? What would happen to Earth’s ecosystems? Turn to your neighbor and use your 6 inch voice to talk about your hypotheses.”

 Give the students about 3 minutes to discuss. While they are doing that, set up a sticky poster and markers. When they are finished with their partners, they will discuss as a group. Their answers will need to be recorded.

 Call the students back to attention by saying “Lincoln Lightening!!” They will chant back.

 Say “So what were some of your thoughts?” Possible answers might include “we would die, ecosystems will be destroyed, everyone will freeze or burn, the Earth would no longer exist, and/or we wouldn’t be able to live.”

 Record their answers on the sticky poster paper with markers.

 5th grade, we have hypothesized about what would happen if were to have no seasons. The next scientific step would be to observe. However, this is not possible. Buuuuut, we did do some observing for homework last night, so let us turn our attentions to that.

 Assessment: Turn, talk, and share (Juicy Questions)

8 II. Lesson Development: Explore, Explain, Extend

EXPLORE: (10 minutes)  Restate the assignment: “Last night I asked you all to observe the sun setting and rising and what directions it was doing so. What did some of you see?” Allow many students to answer (“It set on the left and rose on the right,” “It rose in the east and sat in the west,” “It was not on the same side!”)  Probe the students with questions- “So, seeing what you did, what moved? The Earth or the sun?” Take a poll. Ask the students to put their heads on the desks and close their eyes. “Those who think the Earth moved, raise your hand.” Count. “Those who think the sun moved, raise your hand.” Count.  Remind the students to think about yesterday’s 3-D model/ acting demonstration.  Fifth grade, there seems to be some mixed thoughts about what moves and why it moves. Let’s read a little bit from our textbook to see if it helps clear the information up.

EXPLAIN: (15 minutes)  Ask the students to take out their science texts and turn to page C20. Acknowledge those who do so quickly and efficiently. (ex: Thank you, Parker! You got to page C20 very quickly and quietly!)

 Ask for volunteers to read aloud. Let them each read one paragraph- choose a variety of students. Do not let each students read more than once.

 Discuss the photos along with the text: “Students, how did the shadow on the covered wagon change?” “In which direction does the sun’s path go?” “How many rotations are completed in 24 hours?”

 When the reading discusses the Earth’s tilt, use the sharpened pencil and Styrofoam ball to demonstrate. The ball should already be marked with 2 black dots indicating the 23.5 degree. Put the pencil through the ball so it goes from one black dot to the other. For safety reasons, walk around to show the ball instead of passing it around.

 Re-ask the students what is rotating, the Earth or the sun (the answer should be Earth).

 Say “Between 11:59:59 pm on Sunday to today, how many rotations has Earth completed?” (Answer will depend on the day this is asked)

 “What path does the sun travel along to get from morning, to noon, to evening?” (“it goes from east to west,” or if they look from the picture “it goes right to left!”)

 Students, let try looking at this from another perspective. I have created a mini- experiment I would like to demonstrate for you. First, I need 2 volunteers.

9 EXTEND: (10 minutes)  Ask one volunteer to wear a sticker on his/her shoulder. The sticker should always be facing the 2nd volunteer.

 Give the first volunteer a flashlight and ask them to walk to the outer edge of the room. Tell the second volunteer to stand in the middle of the room and put on the sunglasses.

 Say “2nd volunteer, please turn slowly counter-clockwise after I turn the lights off. 1st volunteer, flick on your flashlight and aim the beam steadily at the 2nd volunteer, but away from their eyes.”

 Ask the 2nd volunteer, “Explain to the whole class which way the light appears to move as you walk counter-clockwise.” Possible answers, “It moves with me,” or “It is moving counter-clockwise.”

 If time allows, have multiple students try this demonstration to see for themselves.

 Fifth graders, you all did an excellent job! You just modeled rotation! Let us sit down in our seats and think about what this means.

EVALUATE: (10 minutes)  Pass out an exit ticket to each student.

 Say to the students “We began class by talking about how life would be with no seasons at all. Now, after today’s lesson we know for a fact that Earth is rotating. Here is exit ticket. I want to know what you think. The question for the exit ticket says “Does knowing Earth rotates change your ideas about seasons? Why or why not? Fully explain your answer in three fifth grade complete sentences.”

 Give the students 5 minutes to do so. Remind them that this will not be counted as a grade, but they are still expected to work on it like it will be.

 After 5 minutes, collect their papers and pass out and explain the homework for the night.

 Students, tonight there will be a few questions about what we read. Please answer them as completely as possible with the best answer for the blank.

SCIENCE SAFETY PRECAUTIONS: Clear pathways for moon, Earth, and sun demonstrations to prevent tripping and falling hazards, sun glasses to help prevent vision injury from the flashlight

III. Lesson Closure: Summarize, Link Allotted Time: 10 minutes  Students will complete the exit ticket discussed in evaluate and complete the assigned homework. See “Evaluate.”

IV. Evaluate: Put Formative Assessment here: Word connectors worksheet, records 10 of hypotheses, exit ticket, homework

Teacher Candidate’s Name: Nichole Simonis Date: 10/29/12

Lesson Rationale and/or Summary A summary: one paragraph This lesson is going to focus the students’ thinking on time zones and how it affects everyday life. The students will model a real life example as they compare their day in the Eastern Time Zone to students in other time zones. This lesson will also require the students to apply this information as they plot points of other cities on a United States map. The students will utilize their map skills (prior knowledge) in this lesson as well as building new knowledge. I chose to dedicate one whole lesson to time zones, because I know that this class of students will most likely not get this information again. The information they do receive should be thorough and complete.

Content focus: Essential Question or Enduring Understanding  How do we account for time on Earth when different parts of the Earth are exposed to the sun at different times?

Content, Cluster, Strand, or Standard Statement/Connection: 11  OACS: 5ESS: Most of the cycles and patterns of motion between the Earth and sun are predictable. (pg. 136 OACS, Science K-8)

Academic Language  Rotation  Jet Lag  International Date Line  Standard Time Zones

Planned Assessments:  Pre-assessment: Quick Write  Formative Assessment: Where in the World, Quick Lab, Time Zone map, commit and toss  Summative Assessment: homework- 6 questions from the Reading Resources supplemental text.

Differentiated Instructional Strategies:  Students with IEPs/ 504s: These students will be working within small groups. Instructions will be communicated in text and orally. There Reasons for Seasons Journal will have guided questions.  Accelerated Learners: These students will be asked create a poster outlining the affects on everyday life in accordance with time zone differences. Students will be expected to apply knowledge in new and novel situations.  There are no ELL/DLL students.

Lesson Resources:  55 Reasons for Seasons Journals  Pencils  Paper  Dry Erase Board  Dry Erase Marker  Dry Erase Eraser  Poster paper  Markers  Color Pencils  Textbook- o Daniel, L. (2005). Science: Earth Science Unit C. New York: MacMillian McGraw-Hill

Procedures (Four Components) I. Readiness/Motivation for Lesson: Engage Allotted Time: 5 minutes  Before class starts, write on the dry erase board the “I can” statements for the day. They will be I can identify my time zone, I can identify what a time zone is, and I can relate information to other groups of people.

 Greet the students as they come in the door. Once all students are seated say the following: “Hello, kiddos! I hope you all had a super SWAT session this morning. Today we are going to learn about time zones! But first, let me review the quiet signal for today. Today will be the ‘Lincoln Lightning’ chant. When I chant,

12 chant back at me and then give me your attention.”

 Pass the Reasons for Seasons journal to every student.

 Begin by saying “It is ____ a.m. right now here in Findlay, Ohio. We’re in science class. What do you think fifth graders in China, India, and Australia are doing right now? Turn to page 11 in your Reasons for Seasons and write down your thoughts. This is an individual activity.”

 Give the students about 3 minutes to write. Once they are finished, they should put their pencils down and sit quietly.

 Once all students have finished, open up Safari on the laptop that is hooked up to the SMARTboard. Pull up Google and search for “World Clocks.” Click on this website: http://www.timeanddate.com/worldclock/

 5th grade, let us see what time it is in other areas of the world. First, let us look at China, India, and Australia..

 Assessment: Quick Write

II. Lesson Development: Explore, Explain, Extend

EXPLORE: (10 minutes)  Go to Australia on the website by typing in “Sydney.” Have the students record their time on page 12 in their RFS journal (Where in the World?). Record the time on the dry erase board. Brainstorm as to why their time is much farther ahead than ours.  Go to China on the website by typing in “Beijing.” Again, record the time on the dry erase board, in the journals, and discuss.  Repeat this process of India by typing in “Kolkata.”  Probe the students by asking “Fifth grade, do we know why each country has a different time? Is there a connection between this and the Earth’s rotation?”  Possible student answers may include time zones, position of the Earth near the sun, wrong clocks, and different days and nights. Some students will say yes there is a connection but cannot explain what that connection is.  Fifth grade, this is new evidence we have acquired! Why don’t we see if our textbook can help us out? EXPLAIN: (20 minutes)  Ask the students to take out their science texts and turn to page C22. Acknowledge those who do so quickly and efficiently. (ex: Thank you, Parker! You got to page C22 very quickly and quietly!)

 Ask for volunteers to read aloud. Let them each read one paragraph- choose a 13 variety of students. Do not let each students read more than once.

 Discuss the photos along with the text: “Kiddos, is it possible for there to be two different days going on at the same time? How is this possible? What time zone are we in according to the map?”

 Student answers possible are “Yes, the picture says so,” “yes, because of the International Date Line,” “the red time zone,” “Eastern Standard Time,” and “EST.”

 Ask the students “who has the earliest time zone, us, Chicago, Phoenix, or San Diego?” (The correct answer is San Diego- they are 3 hours behind the Eastern Time Zone).

 Have the students complete the Quick Lab on page 13 in there RFS journal.

 Step by step complete the lab. Ask the students to pick 6 cities as a class- get them to choose from different time zones. Record the city names in the Observe column.

 Identify the time zone of the cities they have chosen using the time zone maps either in the Jr. Atlas in the library or the textbook. Record answers in the Classify column.

 Ask the students “Which city in your table has the earliest time zone? The latest?” Record answers in the Infer 1 column.

 Ask the students “If it is 5 p.m. in Charlotte, NC, what time is it in each city on your list?” Record answers in the Infer 2 column.

 Students, what happens if you cross a time zone and stay there for several days then come back to EST?

EXTEND: (10 minutes)  Someone should mention jet lag. If no one does, ask if they have ever heard of it before. Allow the students to show participation by thumbs up or thumbs down.

 Ask the students take write their thoughts on a half sheet of notebook paper.

 Give them 2 minutes. After 2 minutes, initiate a “commit and toss” by having them crumple up their papers and tossing it at another student. Safety: Make sure the students make eye contact with who they throw to, underarm tosses only, and they must say the name of the person.

 Modification: For the homeroom class, collect the papers. Do not have them toss. Skim through the answers and select 3.

 Have 3 people share the thoughts written on the paper. The prompt for this commit and toss (or commit and collect) is what is jet lag, and what does it do? 14  Define jet lag for the students as “Extreme tiredness and other physical effects felt by a person after a long flight across several time zones.”

 Fifth graders, wonderful hypotheses! Some of your answers were very close! Let us look more in depth at the time zones.

EXPLAIN 2: (10 minutes)  Pass out a US World Map with time zone marks but not labels. Ask the students to label the time zones and color the, differently so they can distinguish between them all.

 EST- Blue, CST- Purple, MST- Orange, and PST- Green. They should try doing this without the aid of their books. Give the students about eight minutes to begin.

Students, please wrap up what you are coloring and put your materials away. I need to explain the homework for tonight.

SCIENCE SAFETY PRECAUTIONS: Proper commit and toss procedure as outlined in the above plan.

III. Lesson Closure: Summarize, Link Allotted Time: 3-6 minutes  Students will be asked to finish their time zones for homework if it is not completed during class.

 Additional homework supporting the topic of the day (time zones) will be page 123 in the Reading Resources book, questions 6-12.

IV. Evaluate: Put Formative Assessment here: Where in the World, Quick Lab, Time Zone map, commit and toss, questions 6-12 on page 123.