Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Mr. Swanson

Date 10/24/2016

Subject/ Topic/ Theme Space Systems: Patterns and Cycles Introduction

Grade 1st

I. Objectives
How does this lesson connect to the unit plan?
This is the introductory lesson. The students are not expected to have any previous knowledge about this topic. This lesson is an introduction to Space, the sun,
moon, stars, Earth. It talks about their patterns and how they can be observed.
cognitiveR U Ap An E C*

Learners will be able to:

Use observation of the sun, moon, and stars to describe patterns that can be predicted
Make observations at different times of the year to relate the amount of daylight to the time of year.
Plan and carry out investigations to answer questions or test solutions.
Analyze and interpret data that they have collected
Construct comparisons between patterns they observe.

Ap
U
C
An, E
Ap

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted
W.1.7 Participate in shared research and writing projects
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to
answer a question
MP.2 Reason abstractly and quantitatively
MP.5 Use appropriate tools strategically
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students have not learned in a classroom about Space and its patterns and cycles. I assume my
students know that there are stars and planets in space. They have heard of the sun and moon and
have seen stars before in the night sky. In kindergarten, the students learn that patterns in the natural
world can be observed, used to describe phenomena, and used as evidence. They also know that
systems in the natural world and designed world have parts that work together. They learned about
sunlight in that it is part of the weather and people can measure it to notice patterns over time.
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

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The students will be asked to write down everything they know about space, especially the sun, moon,
stars, and Earth. They should share this with the class and discuss with each other any misconceptions
or questions they might have. For this activity, I do not say anything is wrong or correct to any of the
students. Their job is to figure out if what they know is right or wrong. I can then use this list to preassess what the students already know so I can focus on certain topics with more emphasis.
Next we will read an educational book about space and celestial bodies and the students will be given
the instructions, Draw our Sun, Earth, Moon, and stars in space. They will be pre-assessed on what
they know about the relationships between the three celestial objects and how they are positioned in
space, how they act, and their proportional size. This will help me know what the students already
know about space and what needs to be addressed with more emphasis. Many misconceptions will
arise with this activity and they can be used as teaching points.

Formative (for learning):

Each student will be given a Space Patterns and Cycles interactive notebook. I will introduce this
notebook as a place where they will keep track of everything they will learn. It will include the
activities, assignments, and information throughout the unit. I can use this notebook to see where each
student is at and if they are understanding everything after each lesson. There are coloring pages,
drawings, questions, and interactive assignments to demonstrate their understanding that will be put in
this notebook. For today, the introductory day, we will put the cover page and a pocket full of terms
to review in which they will put terms that they need to know they definition of. The terms are
rotate, orbit, revolve, and gravity.
Also, I will introduce the Moon phases calendar. With this the students, will go outside every night
and look at the moon. On the corresponding day, they will draw a picture of what the moon looks
like. We will end up using this calendar to talk about the phases of the moon, however, today I will
introduce it. I will be able to use this calendar to track the students progress and if he or she is
following directions.
Formative (as learning):

The students will get their interactive notebooks in which they will be keeping track of activities and
information. This notebook will be used for my use and for theirs. If they get stuck on a certain topic
or activity, they can always look back at previous activities and information for help and guidance.
This will help them learn and assess themselves on what their weaknesses are. Also, there will be
group activities where they can work with each other to complete an assignment. Using all their
knowledge and working together, they can help and teach other students.
Also, the final game can be used as formative assessment because the students can learn from each
other and themselves to match the terms and definitions.
Summative (of learning):
At the end of the class, the students should have finished all the activities and have put them in their
notebook. I will then be able to look through their notebooks and check to see if they did everything
right and if they are understanding the material. By completing the different activities in their
notebooks, I can assess them after each class to see how they are progressing.
The final matching game gives me a chance to assess what they learned during that lesson and which
terms we might need to go over in more detail next class.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Matching and talking about the

terms and definitions we learn
about.

Students will work on their

notebooks in groups and will share
their ideas and opinions in groups.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students will be using their

interactive notebooks to daily
complete activities and monitor
their progress.

The matching game will be used to

help me know what they know and
what they learned from the lesson.

Students can choose to color or

decorate their notebooks and
pictures.

Students will act out different terms

to get a better understanding of
what they are.
Provide options for comprehensionactivate, apply & highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Each student gets a notebook

Print outs of the activities the students will be putting in their notebooks, (cover page, first page, and
pocket page will be pre-cut. Terms and definitions squares will not be pre-cut)
Matching game materials
Story book
Glue and scissors
Circling the Sun story book

The classroom with be set up in the same way it usually is. Students will be utilizing their groups of
six and the reading rug.

III. The Plan

Time

Components

8:00

8:05

Motivation
(opening/
introduction/
engagement)

8:08

8:08

8:09

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Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
I will start the class by asking the students to think and
-Students should think about what they
brainstorm about all the different facts they know about
know about space. In this time, they should
space and the sun, moon, and stars. Then I will pass out
be thinking to themselves and not speaking
their interactive notebooks.
to others.
Already pasted in their notebooks will be their cover page
- Students should be listening to
and the first page of their notebooks. They may color
instructions so that they will be able to do
these will waiting for the next activity. Next will be their
everything right.
first activity.
- While writing down ideas, be creative and
Open your notebooks to the next blank page and write
think about anything they already know
down everything you think you know about space.
about space.
I will use the hovercam to show them how I write down
- When discussing with their classmates,
what I think I know about space and then have them do it
students should not discourage others ideas
themselves
but accept all ideas. This activity is not
After a few minutes, I will have them discuss their ideas
meant to see who is right and wrong but to
with the whole class. My role in this activity is to be a
see the students prior knowledge.
facilitator and not to tell the students if their ideas are right
or wrong.
-With their interactive notebooks, I will ask the students to -Students should quickly and quietly go to
go to the reading rug and be ready to listen to the story,
the reading rug and be prepared to listen to
Circling the Sun.
a story by having their notebooks in their
-Once all the students are there I will begin reading.
laps or underneath them and being quiet.
- While I am reading the book, listen for information that
- while the book is being read, students

8:17

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is new to you and remember it.

-Throughout the book, I will stop to ask questions about
certain parts of the book that I think are important.
-By the end of the book, the students should have a general
idea of where the sun, moon, earth, and stars are and what
the definition of orbit, revolve, rotate, and gravity
are.
-As we encounter each term in the book, I will put the card
containing that definition on the board.
-For the terms, revolve and rotate I will have a couple
of the students demonstrate what the words mean.
-I will ask one student to come up and demonstrate what it
means to rotate and then ask another student to come up
and demonstrate what it means to revolve.
- Once they have both of those actions down, I will ask
them both to demonstrate a planet rotating and revolving
around the sun.
-One student will be the planet and another will be the sun.
-I will help them with the demonstration because this will
be new material for them.
-Next, I will have all the students demonstrate gravity.
- Everyone stand up and jump up as high as you can.
What happens after you jump up? This is because gravity
is pulling you down.
-After I am done with the book I will ask a few questions:
- What is an orbit?
- How does the moon move around the earth?
- What shape is Earths orbit?
- Which celestial object is bigger?
- Is the sun a star?
-After asking these questions and definitions, all the
definitions of the terms should be on the board.
-Next, the students will be given the pocket full of terms
to review page.
-This page contains a pocket and the terms and celestial
bodies they need to know. The pocket will be pre-cut, but
the definition squares will not, so they will cut them.
-Before giving them their pages, I will explain what they
need to do next.
- Now that we learned more about space, you will be
putting what you learned into your interactive notebook.
-I will show the students an example of what their
notebooks should look like and how it should be arranged.
- Before you can put each definition into the pocket you
need to tell your partner what it is.
- I want you all to get with your reading buddy and wait
for your name to be called to come get your papers. Find a
quiet spot around the room to get to work.
-I will call them up by group and send them to work on
their interactive notebooks.
- While they are working, I will walk around to see if each

should be thinking about things they didnt

know before and things they already know
about the book
- They should be attentive and prepared to
answer questions throughout the book. Be
looking out for words they may not
understand.
- When I stop at a word and put it up on the
board, students should know that it is an
important word they need to know.
- Students will laugh and think that the
students spinning around is funny, and that
is fine, but they should also understand the
basic concepts of rotating and revolving.
-They should think about how the students
compare to real life planets rotating and
revolving around the sun. They should be
able to make real life applications to the
things we are learning.

-Students should be able to connect the

information they learned in the book to the
questions I ask afterwards.
- Students should respond, we come down
to the ground after we jump.

-Students should listen and know that they

need to follow these instructions to
complete the task correctly.

-Wait patiently until their name is called

because everyone will be getting a paper.
Once they get their papers, them and their
buddy should find a spot in the room where
they think they wont be distracted by other
classmates. Once in this area, they should
get to work pasting their papers into their
notebooks and discussing the definitions

8:27

group is doing the activity correctly.

- For each group, I will stop and ask them a couple of
questions regarding the definitions they are putting in their
notebooks.
- Can you tell me what gravity is?
- Demonstrate what it means to rotate
- This activity should take about 10 minutes.
- I want every student to have enough time to put
everything in their notebook and review the terms and
definitions.
- Near the end of the activity, I will get all the students
attention and tell them, once you are done with your
notebooks, I want you to go back to your seat and find a
blank page in your notebooks to write down five new facts
you learned today about space.
- Once every student is back in their seat we will now talk
about the facts the students have written down.
- Now share your facts with your friends sitting around
you and see if you have different ones or the same ones.
- After they share with the people around them, I will ask a
few students to share their newly learned facts with the
class.

with their buddies.

- Students should be able to answer
questions based on what is in their
notebooks and what they learned from the
story book.

-If a student is done, this is not a time to

distract another group or mess around with
classmates, they should continue to follow
instructions and head back to their seats.
-When writing their new facts, they should
think about the list at the beginning of class
and see if any of their opinions were
changed throughout the lesson. They can
write these down as new facts that they
learned.
-Once again, when sharing facts with
classmates, students should not discourage
anyones ideas, but encourage them to state
their opinions.

-Now that the students have learned about space and have
gone over the definitions and terms we will play a small
game to review.
- Each table group will get a bag of terms and pictures and
-This bag of terms and pictures is for the
they must match the term that they learned today to the
whole group to use, so not one student
corresponding picture.
should hold the cards the whole time.
Closure
- The pictures will be familiar to the students because they
Everyone should share and help match the
(conclusion,
are the ones they put in their pocket in their notebook.
cards.
culmination,
- the students must work together to get all the pairs and
-Students should use what they learned
wrap-up)
once they are done they can all raise their hands and I will
from the story book and their notebooks to
come over to check if they got them all right.
match these pictures and terms.
- If they got them all correct, then they can put the terms
- Working in a group is a very important
and pictures back into the bag.
part of this activity and the students should
- If they did not get them all right, I will tell them and they use everyones knowledge to complete it.
must find the ones they got wrong and correct them.
- Once the whole group is done, the
- I will not tell them which ones were right or wrong.
students should not brag to the other groups
- Since some groups will get done before other groups, the
who havent finished.
groups that are done can get out their interactive notebook
-They can get to work on the next activity.
8:36
and color the pages while waiting for the other to finish.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
8:30

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