GENERAL INFORMATION

Lesson Title & Subject(s) Science

Topic or Unit of Study: Space - Solar System

Grade/Level: 3rd

Instructional Setting:
• 26 students total (15 boys and 11 girls)
• 19 students are on-grade-level readers
• 5 students are two grades above reading level (2 with identified gifted exceptionalities)
• 2 students are English language learners at the intermediate level

Students will be grouped heterogeneously as well as by which planet they are assigned for the
guided practice part of the lesson.

STANDARDS AND OBJECTIVES

State Standard(s):

The student knows there are recognizable patterns in the natural world and among objects in the
sky. The student is expected to identify the planets in Earth's solar system and their position in
relation to the Sun.

Lesson Objective(s):

Hands-on activity: Given a worksheet, students will color, cut out and paste the planets in the
correct order onto a cardstock strip with 100% accuracy.

Summative: Given a checklist, students will be able to create a presentation on a single planet
scoring a minimum of 20/25 possible points.

MATERIALS AND RESOURCES

Instructional Materials:
-Planets color and cut worksheet
-Markers/crayons
-Scissors
-Cardstock strips
-Glue sticks
-Graphic Organizer for planet research
-Library books on related planet
-Computer or tablet
-Presentation software (PowerPoint or Prezi)

1. Student Prerequisite Skills/Connections to Previous Learning:

Students should know how to complete a graphic organizer as well as how to develop a
presentation using presentation software.

2. Presentation Procedures for New Information and/or Modeling:

Presentation Procedures for New Information:

The students will use a worksheet provided to color, cut, and paste the planets onto a cardstock
strip into the correct order, as well as create an informative research project using presentation
software about their assigned planet. Students will research their planet using library books and
use that information to complete their project.

Modeling: (5 min)

After explaining both the hands-on activity and the research activity, I will give a short
demonstration on how to use the presentation software and answer any questions before the
students begin. The students will complete their hands-on activity independently at their desks
before splitting into their cooperative learning groups.

3. Guided Practice: (30 min)

The students will now break into heterogeneous cooperative learning groups (Grouping
Strategy), in which students with the same assigned planet will work together. During this time,
students will use library books related to their planet (teacher has already checked them out of
the library prior to class) to research their planets and fill in the provided graphic organizer.
(Active Participation Strategy). The teacher will monitor during this time and continue to
answer questions.

4. Independent Student Practice: (30 min)

After the students have completed their graphic organizers in their groups, they will separate and
continue working independently. During this independent practice they will begin transferring
the research they found to their presentation via PowerPoint or Prezi (Technology Strategy).
This may be done on computers or tablets.

5. Culminating or Closing Procedure/Activity/Event: (60 min)

Once students have completed their presentations, they will present them to the class. Each
presentation should take approximately During this time, the teacher will grade them via
checklist (Assessment Strategy). After each student has presented, the class may participate in a
short discussion about what we have learned about each planet and ask questions.

Instructional Strategy (or Strategies):

Direct and social instruction are used in this lesson.

Differentiated Instruction Accommodations:

ELL:
The teacher will provide reading materials and handouts that include both the student’s native
language as well as English. The teacher will also continue to check for understanding
throughout the activity. This will help the students because it provides the language being
learned as well as the native language, so that they are learning instead of staying within their
comfort zone.

Gifted:
To accommodate gifted students, the teacher may ask challenging questions while they are
working independently on their presentations. This will require these students to use higher level
thinking and will allow them to extend their thinking.

Use of Technology:

During independent practice students will transfer the research they found to their presentation
via PowerPoint or Prezi. This may be done on computers or tablets.

Student Assessment/Rubrics:

I will know the learning objectives have been met when:

 Hands-on activity: Given a worksheet, students will color, cut out and paste the planets
in the correct order onto a cardstock strip with 100% accuracy.

 Summative: Given a checklist, students will be able to create a presentation on a single

planet scoring a minimum of 20/25 possible points.

Justification

The hands-on activity I chose to incorporate in my lesson is the use of a provided

coloring worksheet in which students will color, cut and paste the planets into the correct order.
graphic organizer during guided instruction. “A key to success with this teaching strategy is to
provide models of comparisons for students” (Burden & Byrd, 2013 p.150). By providing the
students with this hands-on visual activity, the students have an opportunity to retain more
information and increase their engagement.
 The assessment strategy I chose to use in my lesson is a checklist. “A teacher reviews the
student product or performance to determine which criteria are met. A checklist enables you to
note quickly and effectively whether a trait or characteristic is present” (Burden & Byrd, 2013
p.293). Since the students will be giving their presentations individually, a checklist is a great
way to assess their performance in a timely manner. The teacher can also ask any questions she
may have for each student during or immediately after their presentation.

(Solar System, 2018)

References
Aravindan, S. (n.d.). The Importance of Presentation Skills in the Classroom. Retrieved March

13, 2018, from https://study.com/academy/lesson/the-importance-of-presentation-skills-

in-the-classroom.html

Burden, P.R.,& Byrd, D.M. (2013). Methods for effective teaching: Meeting the needs of all

students (6th ed.) Boston, MA; Allyn & Bacon. ISBN 9

Solar System Planet Project. (n.d.). Retrieved April 11, 2018, from

https://6thgradesolarsystem.weebly.com/uploads/1/5/2/3/15232522/scirubric.pdf