USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science

5
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does

Group Size:
21

Name: Madison Oliver

Date of Lesson: 3/10/16

Lesson Content
SC.4.5.2- Describe the changes in the observable shape of the moon over the course of
about a month.
SC.5.E.5.3- Distinguish among the following objects of the Solar System -- Sun, planets,
moons, asteroids, comets -- and identify Earth's position in it.
SC.5.N.2.1- Recognize and explain that science is grounded in empirical observations that
are testable; explanation must always be linked with evidence.
I can explain why there are moon phases and identify the different phases.

Given the question why does the moon have phases and how do the phases effect the
Earth, students will be able to accurately and explicitly explain why the moon has
phases and the effect it has on Earth.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
5
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?
What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure

Group Size:
21

Name: Madison Oliver

Date of Lesson: 3/10/16

This lesson is a review of a fourth grade standard. In order for students to grasp the
content from the 5th grade standards, first we must review the knowledge gained from
the previous year. This is the second lesson in the space unit. The curriculum is from the
district and is created under the impression that teachers are using interactive notebooks
with their students. The lesson comes with a learning probe, to pre-assess student
learning and begin to activate prior knowledge on the topic, sometimes a video link, an
activity, informational articles, and a post-assessment question/ticket-out-the-door. My
inquiry for this semester is about how to teach using interactive notebooks so its
important for me to try this layout as much as possible. Students need to understand the
purpose of the moon and its phases in order to progress to how the entire solar system
works together.
Students will complete the ticket-out-the-door and glue it into their journals. I will review
the written answers and take photos of journal samples. This information will also be part
of the unit assessment.

Moon phases, moon position in space, the difference between a revolution and a rotation,
how the different phases effect the Earth.
As this is a review of a fourth grade standard, this should all be background knowledge;
however, eight students did not attend New River last year and may not have received
the information and those who were here may not have fully grasped the concept or they
possibly forgot it. We have been previewing science concepts in ELA by reading a science
fiction book, Georges Secret Key to the Universe, and an informational text, Our Solar
System. The class has enjoyed reading about and discussing space. The content should

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
5
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in

Group Size:
21

Name: Madison Oliver

Date of Lesson: 3/10/16

be an easy transition.

The moon having its own light source, incorrect association of the names to phases.
Lesson Implementation
Pre-assessment, instruction/activity, assessment

Time

5 min

Who is
responsibl
e (Teacher
or
Students)?
Teacher

10
min

Students

5 min

Teacher

15
min

BOTH

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Introduce topic, I can explain why the moon has phases and
identify the different phases, set up journal page, distribute probe
Going Through A Phase.
Allow students time to read Going Through a Phase, answer the
question, and glue it into the input side of their journal.
Read the probe aloud and call on a few students to answer the
question and explain their thinking. DO NOT ANSWER THE
QUESTION. The probe is designed to pre-assess student learning,
not give them an answer.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
5
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
What will you do if
What will you do if
Meeting your students
needs as people and as
learners

15
min

Teacher:
facilitator
Students:
Participant
s

Students
10
min

Group Size:
21

Name: Madison Oliver

Date of Lesson: 3/10/16

Complete a phase chart and month chart of moon phases with the
students. Project a copy onto the board without the screen so the
teacher can fill in the circles as needed with the whiteboard marker.
Activity: Utilizing a tennis ball or softball as the moon, the beach ball
as the Earth, and the flashlight as the sun, demonstrate what each
phase of the moon would look like. Have one student hold the moon
(tennis or softball), one hold the sun (flashlight), and one student
hold the Earth (beach ball). Using the materials the students should
rotate and act like each of the object to reenact the phases of the
moon. At each phase have the students stop so you can name the
phase, describe what the phase looks like, and allow students time
to really look at the phase. Make sure the lights are off in the
classroom when doing the demonstration.
Revise thinking on probe. Re-answer the question on separate lines
below the probe.

a student struggles with the content?

Based on the revised thinking, I will pull a small group of students for extra practice
during morning work the next morning.
a student masters the content quickly?
During the activity, have them facilitate the different phases.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
We have been talking about space in ELA with a fiction book and nonfiction book related
to space. They seem very interested in space and want to know more.
If applicable, how does this lesson connect to/reflect the local community?
Moon phases affect the world daily although the students are unaware of it. Bringing this
content to light, will allow students to be more aware of the world in which theyre a part
of.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Research different ways the way in which the moon phases affect the Earth, how the
Earth would be different if the moon had only one phase, or how the Earth would be

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Science
5

Group Size:
21

Name: Madison Oliver

Date of Lesson: 3/10/16

different without a moon.

How will you differentiate instruction for students who need additional
language support?
The student who needs language support works best when he is read to or with.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

E.D.- Explicit directions and review text if necessary.

V.S.- Text read aloud.

Two balls (one large, one small), flash light, probe, one set of phases chart, one month
phase chart, projector, white board markers, interactive journals, glue sticks, pencils.