Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Mr. Swanson

Date 10/30/2016

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

Grade 1st

I. Objectives
How does this lesson connect to the unit plan?
This is the fourth lesson plan of this unit. Students have learned about the Sun, Earth, and moon. Students are not expected to know anything about stars except what
learn during the introduction lesson. We will go more in depth, learning about stars and constellations.

Learners will be able to:

Explain that stars are dusty and gaseous objects that can produce their own light.
Identify stars and constellations in the night sky.
Create their own constellation.
Describe why stars are only able to be seen at night
Analyze and describe patterns in the natural world that can be predicted.

cognitiveR U Ap An E C*

physical
development

socioemotional

U
Ap
C
E
An, R

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 supports 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 had three lesson on space so far, however, they do not need any prerequisite knowledge
for this lesson. We had an introduction lesson, and the students learned briefly about stars. This is all
the students need to know for this lesson. This is an introductory lesson about stars.
Pre-assessment (for learning):

Students will draw and color what the night sky looks like. This will test whether they know you can
only see stars at night and other information that will be taught during the lesson.
Formative (for learning):

Students will complete activities in their notebooks that I will be able to use to assess them to see how
they are doing during the class.
Outline assessment
activities
(applicable to this lesson)

Formative (as learning):

Students can use their notebooks as tools to help them in different activities they do during class.
They can also use it to collaborate with their classmates during different activities. They can use it to
look back at previous assignments that may help them with current ones.
Summative (of learning):

Students will complete a constellations worksheet to see what they learned about stars. I can use this
to assess the students after the lesson

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What barriers might this

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

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?

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

I will use a Bible story, notebook

activities, pictures, and drawings to
teach this lesson.

Students will work together to

make and name constellations.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Drawing and naming constellations,

they will connect the dots to
create constellations.
Provide options for comprehensionactivate, apply & highlight

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will create and name their
own constellations using what they
learned during the lesson
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will draw in their

notebooks, connect the dots, read
a bible story, and look at pictures.

Students can work together to make

and name constellations.

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 can use their interactive

notebooks to review past
assignments and for help on current
activities.

Students can use the time and the

end of class to create their own
constellation using what they
learned in class.

Bible Story
Constellations worksheet
Constellations challenge activity
Pictures of constellations
Computer
Projector
Interactive notebooks
Glue, scissors, colors
Definition cards

The classroom will be set up in the normal way. I will utilize the desk which are grouped in six and
the reading rug.

III. The Plan

Time

Components

8:00

Motivation
(opening/
introduction/
engagement)

8:03

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Who has seen stars before?
Students should think about their experiences and
Did you seen them during the day or at night?
when they have seen stars. They should think
I will explain that we can only see stars during the
about why they can only see stars at night.
night because during the day our Sun is too bright.
I will explain that our Sun is also a star and I will
Many students may not know that our Sun is a star.
put the definition of a star and constellation up on
the board.
A star is an object in space made of gases and dust Students should be able to remember what a star
that can produce its own light.
and constellation is.
A group of stars is called a constellation, Can
you say constellation?
Repeat the word constellation.
Now you are going to draw what the night sky
Students should use their knowledge of what stars
looks like when you see stars.
look like in the night sky and what we just talked
I will pass out the constellations challenge
about to draw stars in the night sky.

worksheet and have the students complete it by

coloring it in.
The Bible talks a lot about stars and how God
made each and every one of them. Just like God
made all of you, he made every single star and
knows it by name. I think that is really cool.
How many stars do you think there are in the
universe?
I will let the students give me some answers.
Did you know that there is one octillion
(100,000,000,000,000,000,000,000,000,000) stars
in the universe? That is more than I can even count
too!!
I will write this huge number on the board so the
students can visualize the vast number of stars that
are in the universe.
I am going to hand out this bible verse that talks
about how God created the stars and I want you to
put this in your notebook to remind you how great
God is.
I will hand out the bible verse and then we will
read it as a class.

8:08

8:13

8:20

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

As I talk about how many stars there are in the

universe, students should picture the sky at night
and the stars they see. There should think about all
the stars they see in the sky and that God made
every one of them.

They may not understand what one octillion is but

they should understand that it is a huge number.

They should reflect on the fact that God made

everything in this universe and even made each one
of them. This shows how great and powerful God
is.

Psalm 147:4-5
He determines the number of the stars
and calls them each by name.
Great is our Lord and mighty in power;
his understanding has no limit.
Now we will talk about constellations.
I will explain how a constellation is a group of stars
that astronomers have given a name to. Many
constellations are named after animals.
I will show different constellations on the
projector screen that depict different animals. I
will ask the students what animal they think it is.
Many of the them will be difficult, so I will tell
them the answer after they give a couple of
guesses.
First, I will show the constellation Leo and let them
try and guess which animal it is named after. Then
I will tell them it is a lion.
Next, I will show the constellation Scorpius and let
them try and guess which animal it is named after.
Then I will tell them it is a scorpion.
Next, I will show them the constellation Taurus
and let them try and guess which animal it is
named after. Then I will tell them it is a bull.
Next, I will show them the constellation Pisces and
let them try and guess which animal it is named
after. Then I will tell them it is a fish.
Finally, I will show them the constellation Gemini
and let them try and guess what it is named after.
This one is not an animal so once they figure that
out I will tell them it is named after twins.
Now you will be able to make your own
constellations.

Students should think about the stars they see in the

night sky and if they have ever seen a shape or
picture in the stars. Maybe some students have star
gazed and tried to find different pictures in the
stars. This should help them understand what
constellations are.

Students should try their best to guess the animal.

It is usually pretty difficult so I am not expecting
them to get it, but they should have fun trying to
guess what the different constellations might be.

8:25

8:26

8:30

Closure
(conclusion,
culmination,
wrap-up)

I will pass out the constellation worksheet, but I

will tell them not to work on it until I give
instructions.
Once they see what the constellation worksheet
looks like, I will explain that making a
constellation is like connecting the dots.
To begin the constellation, you must start at the
star marked 1 and draw a line to the star marked
2 until you get to the last number. Once you
have finished the constellation, try and figure out
what it is named after. It might not always be an
animal.
They can work on this worksheet for a few minutes
before we move on to the next activity.
I will let them work together with their table mates
to do this activity and can look at previous
activities if they need help.
Next, I will have the students construct their own
constellation and give it a name.

They should use their new knowledge of

constellations and their prior knowledge of connect
the dots to complete this assignment. They should
also try their best to figure out the animal or object
but it is not expected that they get it.

Now that you traced some constellations, you

have an idea of what they look like. With your
notebook, I would like you to draw your own
constellation and give it a name. You should make
this constellation resemble somethingit can be an
animal, a thing, or a person.
I will tell the students to spread out across the room
and get to work on their constellation.

Now, students may construct their own

constellation. They have had a lot of practice with
constellations now so they should be familiar with
how they are constructed. They can do something
simple or complicated. They should try their best
to make it look like the name they give it.

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.)

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