MSP Lesson Plan Format: Indirect (Inquiry-based) Instruction

(For use in EDTE 520)

Candidate Name: Sarah Anderson Date/Time: 10/1/2018

Grade Level: 1st Content Area: Science Estimated Lesson Length: 45-60 minutes
Setting (choose one): ( x ) whole class ( ) small group ( ) Individual
Co-Taught Lesson: ( ) yes ( x ) no Co-Taught Strategy Used (if applicable): ______________________________
MAIN CONCEPT/BIG IDEA (Essential understanding you expect students to know as a result of
this lesson.)
Students will understand and predict the patterns of the sun, moon, and stars.

RATIONALE (Why is this concept important for students to learn?)

This concept is important to learn because it will allow students to tell the time of day without
looking at a clock or watch if one is not available. This concept will also get students to start
thinking about the movements of the planets and stars and how they rotate in space.

STANDARDS (*See link at the bottom of the template.)

NGSS.1.ESS1-1
Use observations of the sun, moon, and stars to describe patterns that can be predicted.

OBJECTIVE/S (Students will be able to ……)

https://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/How-to-
Design-and-Select-Quality-Assessments/Webbs-DOK-Flip-Chart.pdf.aspx
Students will be able to accurately observe, describe, and predict the patterns of the sun, moon,
and stars through their drawings. Students may also explain this concept verbally or with written
sentences.

ASSESSMENTS (How will you know students met the learning objective? How will you assess
student learning during the instructional sequence?)
Summative: Students will submit a completed drawing of the patterns of the sun and the moon
showing accurately that the sun is visible in the day time and the moon and stars are visible at
night. The drawings may also show the sun and moon rise in one part of the sky and set in
another.

Formative: Students will discuss their observations with a group or partner to check for their
own understanding. During the lesson the teacher will also ask follow up questions about the
students thinking to make sure they are understanding the concepts.

ACADEMIC LANGUAGE DEMAND (A brief narrative that visualizes how students will participate
in this lesson. What are students being asked to do in this lesson, and how are they using language
to accomplish that? How will students collaborate for meaningful interaction, interpret and/or
spoken text, and produce evidence of their learning?
Productive: Students will produce a written sentence explaining their drawing. Students will also
discuss their ideas to the teacher and their peers.
Receptive: Students will listen to a book being read to them about the sun and the moon.
CONTENT VOCABULARY (List the key vocabulary and/or phrases students need to understand in
order to have access to the content.)
 Sun
 Moon
 Stars
 Rise
 Set
 Phases
 Patterns
 Prediction

STRATEGIES/TECHNIQUES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT (Given the

identifies academic language demand, how is this lesson being adapted? How is it being scaffolded
for the targeted language proficiency level of your students? List strategies for supporting students’
use of academic language such as word walls, sentence frames, realia, pictures, go kinetic, choral
response, etc.)
 Asking questions such as, “What do you notice? What do you see? What do you think?”
 Using pictures and kinetics so students can demonstrate their thinking.
 Sentence starters and sentence frames on the worksheet to meet the language demand for
the lesson

STRATEGIES FOR ENGLISH LANGUAGE LEARNERS (which SDAIE strategies will you use?)
http://www.supportrealteachers.org/strategies-for-english-language-learners.html
Using the information from the students ELPAC, the teacher will be able to determine what level
they are at and where they may need additional help and guidance. Using pictures and diagrams
will eliminate some of the need for language use and show the student still understands the
concept. Students are able to explain their thinking in multiple ways, including drawing out
pictures or using kinetics.

STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS (List accommodations and/or

modifications specified in IEPs, 504 Plans, etc.)
Some accommodations could include more visuals and handouts and focus on one concept at a
time. For example, starting with just patterns of the sun and introducing the moon at a later time.

TASK ANALYSIS (What should students already know and/or be able to do BEFORE engaging in
this lesson?)
Students should have an understanding that the sun and moon can been seen in the sky. They
should also know how to express their ideas verbally and with drawing.

INSTRUCTIONAL SEQUENCE: (The components in the instructional sequence should be written as

explicitly described steps that clearly communicate the actions taken. Anyone reading through the
steps in the instructional sequence, such as a substitute teacher, should be able to execute the lesson
smoothly, including facilitating the transitions between components and applying formative
assessments. Steps in the instructional sequence in an indirect instruction lesson may be tailored to
specific content areas as specified from the Methods Instructors. Below, as one example, is the “5E
Model”. You will discover additional indirect instruction models in your credential courses.)
1. Engagement/Introduction (How will you get the students interested in what you are going to
do and engage them in preliminary thinking?)
 Invite students to sit on a rug or reading area in the classroom
 Read them the story, The Sun and the Moon by Carolyn Cinami Decristofano
 Check for understanding by asking students questions during the reading about the
content of the book. For example, “What do you see on this page?” Very informal.

2. Exploration/Investigation (How will students explore the problem or activity?)

 On a piece of paper/worksheet students will draw the sun and the moon in the boxes
provided.
 Below each box students will write a sentence about their picture using sentence starters
provided.
 The teacher will ask questions about the students drawings to get them to verbally explain
what is happening in each.

3. Explanation (How will you help students make sense of their observations?)
 In groups of 4 or 5 students will come up to the board to explain the patterns they
observed or now understand using magnetic graphics of the sun, moon, and stars.
 The teacher will ask probing questions to get students to justify their understanding and
perhaps change their thinking.
 If a student is not understanding the teacher will get them in the right directions using the
manipulatives to explain a certain concept or idea

4. Expansion (How will you help students apply their new knowledge to other situations?)
 Now that all students had the opportunity to work in groups and manipulate the graphics
 Each student will draw another two or more pictures showing their understanding of the
patterns of the sun and moon.
 There pictures should be more detailed and accurate based on new information they
acquired from working with other students and answering questions prompted by the
teacher

5. Evaluation (Unlike direct instruction, this is the assessment piece for this particular model. This
should be a duplicate of what you inserted above for Summative Assessment. It allows you to see
the entire sequence in order.)

Students will submit their completed drawings of the patterns of the sun and the moon showing
accurately that the sun is visible in the day time and the moon and stars are visible at night. The
drawings should also show the sun and moon rise in one part of the sky and set in another. There
second drawings should show an improvement from their first, showing their learning process
throughout the lesson.

CONTENT INTEGRATION (How could you connect your lesson to other content areas?)
Coloring and drawing can be linked to Visual and Performing Arts content. Answering and writing
with complete sentences and listening can be linked to English Language Arts.
 CONTENT EXTENSIONS (How will you challenge students who finish early? How will you meet the
needs of students who are identified as GATE or need an extra challenge?)
Students will be asked to include more detail in their picture and try to figure out what else is seen
in the sky that can be predicted.

SOURCES (Cite all sources used in planning and implementing this lesson. List sources in APA
format.)
California Department of Education. (2018). NGSS for California Public Schools, K-12 Science.
Retrieved from http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp

Teaching Channel. (n.d.). Scientific Modeling in the Early Grades. Retrieved from
https://www.teachingchannel.org/video/scientific-modeling-elementary-grades-nsf

MATERIALS AND SUPPLIES NEEDED

Book- The Sun and the Moon by Carolyn Cinami Decristofano
Large paper for students to draw out their thinking
Laminated pictures of the sun, moon, and stars with magnets on the back

PERSONAL TEACHING FOCUS (List the area(s) you want your university supervisor to focus on
during the observation.)

*Use this link to access the Standards across all content areas:
https://www.cde.ca.gov/be/st/ss/index.asp