Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________

Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)

Academic Standards: Academic Standards for Reading, Writing, Speaking, and Listening 1.1 Learning to Read Independently A. 1.1.5 Establish the purpose for reading a type of text (literature, information) before reading. A. Knowledge of phonics, syllables, prefixes, suffixes, the dictionary or context clues to decode and understand new words during reading. Use these words accurately in writing and speaking. B. Identify the basic ideas and facts in text using strategies (e.g., prior knowledge, illustrations and headings) and information from other sources to make predictions about text. G. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text. Clarify ideas and understandings through reading and discussion. 1.2 Reading Critically in All Content Areas A. 1.2.5 Read and understand essential content of informational texts and documents in all academic areas. Make inferences about similar concepts in multiple texts and draw conclusions. B. Use and understand a variety of media and evaluate the quality of material produced. Use a variety of media (e.g., computerized card catalogues, encyclopedias) for research. 1.6 Speaking and Listening C. 1.6.5 Speak using skills appropriate to formal speech situations. Use complete sentences. Pronounce words correctly. Use appropriate volume. Pace speech so that it is understandable.

 Adjust content for different audiences (e.g., fellow classmates, parents). Speak with a purpose in mind. D. Contribute to discussions Ask relevant questions Respond with relevant information or opinions to questions asked. Listen to and acknowledge the contributions of others. Adjust involvement to encourage equitable participation. Give reasons for opinions. Summarize, when prompted. Academic Standards for Science and Technology 3.1 Unifying Themes 3.1.4 C. Illustrate patterns that regularly occur and reoccur in nature. Use knowledge of natural patterns to predict next occurrences (e.g., seasons, leaf patterns, lunar phases). 3.3.4. B1.Identify planets in our solar system and their basic characteristics. Describe the earths place in the solar system that includes the sun (a star), planets, and many moons. 3.4.4. B2. Explain how the use of technology affects the environment in good and bad ways.

3.4 Physical Science, Chemistry, and Physics 3.4.4 D. Describe the composition and structure of the universe and the earths place in Recognize earths place in the solar system. Explain and illustrate the causes of seasonal changes. Identify planets in our solar system and their general characteristics. Describe the solar system motions and use them to explain time (e.g., days, seasons), major lunar phases and eclipses.

it.

Assessment Anchors for Reading: R4.A.1 Understand fiction appropriate to grade level. R4.A.1.2 Identify and apply word recognition skills. R4.A.1.3 Make inferences and draw conclusions based on text. R4.A.1.4 Identify and explain the main ideas and relevant details. R4.A.1.5 Summarize a fictional text as a whole. R4.A.1.6 Identify genre of text. R4.A.2 Understand nonfiction appropriate to grade. R4.A.2.1 Identify and interpret the meaning of vocabulary in nonfiction.

R4.A.2.2 Identify and apply word recognition skills. R4.A.2.3 Make inferences and draw conclusions based on text. R4.A.2.4 Identify and explain main ideas and relevant details. R4.A.2.5 Summarize a nonfictional text as a whole. R4.A.2.6 Identify the genre of text.

R.4.B.1 Understand components within and between texts.

R4B.1.1 Identify, interpret, compare, and describe components of fiction and literary nonfiction. R4B.1.2 Make connections between texts.

Assessment Anchors for Science: S4.D.3 Composition and Structure of the Universe
Lesson Objective(s) (Stated in observable and measurable terms)

S4.D.3.1 Describe Earths relationship to the Sun and the Moon. S4.C.1.1.2: Categorize/group objects using physical characteristics.S4.A.1.3.2: Describe relative size, distance, or motion.-

The students will be able to use Microsoft Excel to create a graph (pie, bar, or line) representing information discovered about our solar system. The students will create a list of information to choose from. The students will be able to locate information about each planets density. The students will be able to locate information about each planets distance from the sun.
Assessment Plan (What will be done to determine if lesson objectives have been met?)

The students will be assessed using a teacher made rubric for this activity. The rubric will guide during the students during the activity to ensure all parts of the project are complete
Materials:

A computer for each student Microsoft Excel Tutorial video on how to create a graph for each student to view Rubric made by the teacher

 Projector for the teacher to demonstrate how to use Excel and create different graphs
Inclusion Techniques for Students with Special Needs:

For students with special needs, the teacher will have an excel sheet formatted with the columns and rows clearly labeled. The student will have to put the information into the sheet. The students will have the option to choose which type of graph they would like to use. The students excel sheet will use larger font and bold borders to elaborate where the data will go and make it easy for the eye. The student will have access to the teacher, computer teacher, and support teachers to assist the student if s/he becomes frustrated or confused
Enrichment Techniques:

For students who are advanced, their responsibility in the computer lab will be to complete their 2 graphs and then help support their peers in creating a graph. These students will also be responsible for setting up their graphs using the Excel sheets, while the other students will have a formatted sheet provided.
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson):

All students will be trained by the teacher, how to operate and work Excel. All students will have a tutorial guide with visual representations of each step for support. All students will have a formatted sheet to use for creating an Excel graph. All students will have time to research their information to collect prior to the creation of the graphs. Their data will be written or typed for easy access. All students will have access to the educators in the computer lab for support throughout the process. Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

The students will complete, a series of questions regarding their background knowledge of using Excel out loud with the teacher. The teacher will explain how graphs can be used to represent information clearly to an audience. The teacher should show and explain an example of a graph in the room (such as weather chart). The teacher will then have a brief discussion with the students about information that could be

graphed about the solar system. The teacher and students will generate a list of possible topics to complete graphs on. The students will be shown a sample Excel graph for each option of graphs (pie, bar, and line). These will be created prior to the lesson.

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

The teacher will hand out a tutorial for students to take notes and refer to during the step-bystep instruction for creating an Excel graph. The teacher would review the vocabulary terms used in the lesson: distance, density, gravity, orbit, rotate, axis, etc. The teacher will demonstrate each step of making an excel sheet for the students. The teacher will demonstrate the steps for setting up the graph information on the excel sheet (for advanced students) but will explain that she will have a sheet already constructed for the students. The teacher will then explain the assignment to the students and hand out their data collected (made on a separate day) to input the information into their Excel sheet. The students will then help the teacher, with one set of data chosen as an example, to create an Excel graph.
Guided Practice/Independent Practice/Assessment Activities

After the example is created with the students, the teacher will explain that the students will be creating a graph like the one done together on the information they have collected. The students will be given time to complete their graphs while the teachers will walk around to support the students. The students will also use the rubric to assess how they think they did on their graph. The students will print out their graphs turn in them along with their self-monitored rubric to the teacher at the end of the class.
Closure:

To end the class the students will complete an exit slip assessing their experience with Excel.

The questions the students will answer include How did you like this activity? How do you feel your graphs turned out? How do you feel about using Excel?