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Lesson Plan for Implementing NETS•S—Template I

(More Directed Learning Activities)

Template with guiding questions


Teacher(s)
Name Ronnie Joshua Puckett

Position 6th Grade Earth Science

School/District Campbell Middle School/ Cobb County

E-mail ronnie.puckett@cobbk12.org

Phone 6787611818

Grade Level(s) 6th

Content Area Earth Science

Time line 2 weeks

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

S6E1. Obtain, evaluate, and communicate information about current scientific views
of the universe and how those views evolved.
a. Ask questions to determine changes in models of Earth’s position in the solar
system, and origins of the universe as evidence that scientific theories change with
the addition of new information.
(Clarification statement: Students should consider Earth’s position in geocentric and
heliocentric models and the Big Bang as it describes the formation of the universe.)
b. Develop a model to represent the position of the solar system in the Milky Way
galaxy and in the known universe.
c. Analyze and interpret data to compare and contrast the planets in our solar system
in terms of:  size relative to Earth,  surface and atmospheric features,  relative
distance from the sun, and  ability to support life.
d. Develop and use a model to explain the interaction of gravity and inertia that
governs the motion of objects in the solar system.
e. Ask questions to compare and contrast the characteristics, composition, and
Content Standards location of comets, asteroids, and meteoroids.

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3. Knowledge Constructor: Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.

3a Students plan and employ effective research strategies to locate information and
other resources for their intellectual or creative pursuits.

3b Students evaluate the accuracy, perspective, credibility and relevance of information,


media, data or other resources.

4. Innovative Designer: Students use a variety of technologies within a design process to


identify and solve problems by creating new, useful or imaginative solutions.

4a Students know and use a deliberate design process for generating ideas, testing
theories, creating innovative artifacts or solving authentic problems.

4d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work
with open-ended problems.

6. Creative Communicator: Students communicate clearly and express themselves


creatively for a variety of purposes using the platforms, tools, styles, formats and digital
media appropriate to their goals.

6a Students choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication.

6d Students publish or present content that customizes the message and medium for
NETS*S Standards: their intended audiences.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

Aliens have threatened to take over the Earth. Students must research all of the planets in our solar system.
They will choose which planet would be best for the aliens to inhabit instead of the Earth.

Students will create a multimedia product to present to the aliens in hope that they will choose to inhabit another
planet other than the Earth.

Students will create a product such as, but not limited to, a PowerPoint, brochure in Publisher, or iMovie.

The students will then present their final product to the rest of the class.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

 How does the Earth differ from the other planets?


 How does gravity influence the motion of objects in the solar system?
 What is inertia and how does it work with gravity to influence motion of solar system objects?
 What is our place in space?
 How big is the universe?

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Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

Product:
Students will produce a product that will try to convince aliens to choose another planet other than the Earth in our
Solar System. They may choose to create a PowerPoint Presentation, iMovie, brochure, or other medium that
utilizes technology approved by the teacher.

The teacher will give the students a check list with progression dates to help student stay on task. The teacher
will check the students’ progression throughout the process of research to make sure that students are on track.
This progression will be recorded by the teacher.

New Knowledge:
Students will research each planet initially to get overall knowledge of the solar system. Once they have decided
on a planet they will do more in depth knowledge of their chosen planet. While students may have a basic
knowledge of the planets, they will develop new knowledge by researching a planet in depth.

Differentiated Learning Strategies:


Below Level students will be given a fact table to fill out. This will assist them with organizing their thoughts while
choosing a planet.

ESOL students will be paired with another student to help support them in their research. Each page of the
WebQuest has an audio file that can be played so that the directions are read to them while they follow along.

Above Level Students will be given a specific problem that has to be resolved to appease the aliens. They must
find a planet that would suit their needs.
Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

Technology Supported Learning


Technology supports student learning by allowing the student to complete authentic and meaningful tasks using
twenty-first century tools to enhance their learning and understanding. Students are becoming more familiar with
the use of various digital tools ways of presenting information.

Digital Tools and Resources


They will become more familiar with digital tools such as PowerPoint, Publisher, iMovie, Office 365, ScreenCast-
O-Matic and other online tools.

WebQuest Website- includes all information, rubrics and student handouts.


http://theearthisours.weebly.com/
Solar System Exploration NASA
http://solarsystem.nasa.gov/kids/index.cfm
The Planets
http://www.enchantedlearning.com/subjects/astronomy/planets/
Welcome to Star Child A Learning Center for Young Astronomers
http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html
Welcome to the Planets-- NASA
http://pds.jpl.nasa.gov/planets

Previous Technology Skills


Students should have a basic knowledge of the digital tool that they will be using. The teachers will be able to
assist with tech assistance as well.

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Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

Interests
The intro activity sets the mood for the activity. It is an engaging PowerPoint presentation about the aliens
attacking the Earth. The PPT uses video from various movies to engage the students. They will then
complete the intro activity using a table to organize their thoughts in which they will choose a team of people
to begin their assignment to convince the aliens to choose another planet.
Prior Learning
Students have had an introduction to the solar system and planets in elementary school. This is the
culminating final project for the students this year. The students have been introduced and trained on how to
use the various types of technology throughout the school year. The students are now able to choose any of
the types of digital tools that we have used in class.
Difficulties
Due to the high transient rate at our school, I will have to assess new students of their technological
prowess. They may need more support due to not being exposed to the digital tools that the students that
have been in class the entire year.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

Classroom Management Strategies


The teacher will use whole group instruction to introduce the topic. The students will watch a PowerPoint
presentation that sets up the project.

Students will have the option of working as solo (1), duos (2), or squads (3) to complete the project. Students will
work in the science classroom with the teachers as a facilitator to ensure that students are following the pacing
guide. A 1 to 1 ratio of computers to groups has been reserved for the 2-week duration of the project time.

The teacher will meet facilitate the progression of the lesson by meeting with each group to ensure that they are
progressing at a steady pace as well as staying on task.

Technical Issues
The intro activity and the WebQuest have been downloaded for offline view.

In the event of internet or Wi-Fi shortage students will be able to conduct research using a variety of books and
physical resources in the classroom. They will still be able to use the computers to create their product without the
use of internet.

Students that have been trained in the use of tech support in our afternoon club will be able to assist students that
have minor digital use issues.

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Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

Throughout this activity the students will be collaborating and communicating in cooperative learning activity. They
will receive peer feedback as well as teacher feedback.

The teacher will meet with each group each day to check on their progress. Students will be expected to analyze the
planets and identify differences between them and the Earth. They will rationalize why the aliens would be better
suited to choose a different planet. The teacher will be able to provide feedback and ask follow-up questions to
ensure higher order thinking skills are being utilized.

The teacher will help any students that are having technical issues with completing their project. The students will
need to choose the most persuasive way to convince the aliens to move away from Earth. The students will present
their findings and then they will choose whom they think gave the best presentation to release to the aliens.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

Below Level students will be given a fact table to fill out. This will assist them with organizing their thoughts while
choosing a planet. They can also be placed in duos or squads with a student that will be able to facilitate their
learning. They will be given a specific assignment in their group to complete to make sure they are involved in the
collaborative process.

ESOL students will be paired with another student to help support them in their research. Each page of the
WebQuest has an audio file that can be played so that the directions are read to them while they follow along.
Students can also be permitted to use pictures that can illustrate their ideas rather than sentences. If the students
are more comfortable explaining themselves in their native language, this may also be permitted. These students
will be place in duos or squads so that they are able to work with English speaking students. When they are
presenting they can present in both languages.

Above Level Students will be given a specific problem that has to be resolved to appease the aliens. They must
find a planet that would suit their needs. The students that need extensions and opportunities for enrichment will
be asked to elaborate more about their solutions. To give the student an increased challenge, the teacher could
suggest that maybe our solar system is not best suited for the aliens and that they may have to do more research
to find a different solar system that has a planet that would be more well suited for them.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

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The closing event will be the presentation and choosing of the most effective presentation. The students will vote
for which presentation that should be given to the aliens. The students will also bring up any issues they see with
the solution given by students in an orderly fashion. We will go over proper etiquette before presentation to ensure
that no one interrupts or acts disrespectful. The students can then reflect upon these to help to solve the loopholes
that were found by the audience.

Students were very engaged in the assignment. The students loved the fact that they were negotiating with aliens
to save the Earth. One of my students actually told me that they felt lie a super-hero because they were saving the
world from more destruction. Many students were also excited to use skills that they had learned in ELA about
persuasive writing.

The presentations went very well. The students all laughed when appropriate and were very respectful to each
other even when some of the ideas were far-fetched. The students’ reflections helped them to go back and look at
where they may have overlooked things. They came up with solutions that would solve their inconsistencies.

During their research, there were many interruptions during classes, so I had to extend the time allotted by 3 days.
These interruptions were not evenly spread out however, so some classes did receive more time to work on their
project. I utilized this time by having the students elaborate more on their solutions. We also had testing in the
middle of our research as well as Spring break.

I believe that I would extend the amount of time that I give the students to complete the project. I think that next
time I will wait until after testing to start the project so that this will be their end of year project and the only things
they will be concerned with is working on this project. This way there would be no breaks in between their work. I
thought that the student could benefit from the additional time to research their project, but it actually backfired
because they had to remember what they had done since the break in classes.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.

Over all I loved this lesson. It one of my favorites that I teach. I have taught this lesson for three years now and
have improved it each year. In the beginning I simply asked the students to choose a planet and research it. I
then added the “The Earth is Ours WebQuest.” While it was engaging their wasn’t a authentic feel to it so I added
the Introduction Activity. This really solidified the project. There is very little that I think I could do to actually make
it better because of all the revisions I have done over the years. The students are always thoroughly engaged
when we do this activity. They all want to save the world.

Some tips that teachers can use:


 Set up a collaboration with ELA to help with grammar and structure.
 Allow for extra time if needed.
 Make sure that you have a couple of students that are familiar with the online tools and troubleshooting
with digital tools in each class.

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