Guisette Ortega

Earth Cycles Vocabulary Review

April 16th, 2019
Lesson Day
Science
(Include: Date, Subject, Duration, Grouping/# of students)
45 minutes
25 Students
Students will be able to define and identify eleven vocabulary words about Earth’s cycle.
Goal Statement
A description of the enduring understanding or big ideas that
students will possess at the end of the Learning plan based on
grade level content standards and curriculum.

This lesson will support the learning goal because it will allow students to start reviewing for
How will this lesson support the learning goal?
their test. They will have time to work on defining their vocabulary words and draw a picture
(1c: Setting Instructional Outcomes)
to help them identify the words.

PA Standards
List the Pennsylvania Standard(s) relevant for this lesson.
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Throughout the lesson, students will be using and working on the vocabulary words from the
Academic Language
chapter. They will be identifying and defining them. They will be expected to focus on these
What language will students be expected to utilize by the end of
key terms as they review for their test.
the lesson? Consider Language function and language demands
(see Lesson Plan User Guide).
What key terms are essential? The essential key terms are: axis, constellation, eclipse, ellipse, lunar eclipse, orbit,
What key terms are essential to develop and extend students’ revolution, rotation, solar eclipse, waxing moon, waning moon
academic language?
What opportunities will you provide for students to practice the Students will have the opportunity to practice their academic language and key terms when
new language and develop fluency, both written and oral? they are participating in our class discussion about the folktale and science convention
prompt.

Students will be able to define the key terms from the Earth’s cycle chapter.
Objective(s)
(1c: Setting Instructional Outcomes)
Students will be able to discuss what the lunar cycle is during a whole group discussion.
Taking into consideration the learning goal what is the
objective(s) of this lesson that will support the progress toward
Students will be able to recall why we do not feel the earth move.
the learning goal?

The statement should be directly observable (use verbs that can

be measured). Objectives should be learner focused (not what
the teacher will do or accomplish), observable (use verbs that
can be measured), and target a specific outcome. Please refer to
the SLO User Guide for the “ABCD” method or “I CAN”
statements that can be used as a guide.

Textbook: Students will use the textbook to write down the definitions for the vocabulary
Technology Materials/ Resources
words. And refer back to any information they may want to review.
(1d: Demonstrating Knowledge of Resources)
Moon cycle’s folktale: I will read this folktale at the beginning of the lesson. Which will
What texts, digital resources, & materials will be used in this
help lead a discussion on the moon’s cycles.
lesson? How do the materials align with the learning
http://www.mpm.edu/content/wirp/ICW-21.htm
objective/outcomes? If appropriate, what educational technology
will be used to support the learning outcomes of this lesson?
Flash cards: Students will use the flash cards to make their vocabulary cards.
How do the resources support the learning objectives?
Bingo boards: I will give each student a paper with two bingo boards. They will use the
Cite publications and any web resources.
bingo boards to write down 6 vocabulary words and play the game.
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Anticipatory Set
“We are starting to wrap up our chapter on Earth’s cycle. Like Mrs. Finch said, this is a
(1a: Demonstrating Knowledge of Content and Pedagogy)
super quick chapter and your test will be on Wednesday. Today, we are going to go over the
vocabulary from the chapter. You all read the lessons from the chapters, last week, so you
5-10 minutes
should be able to recall most if not all of the vocabulary.”
How will you set the purpose and help students learn why today’s
“We are going to create vocabulary cards. There are 11 words that I would like for you to
lesson is important to them as learners?
do. What you are going to do is write the word, draw a picture, and write the definition.
How will you pique the interest or curiosity regarding the lesson
Afterwards, we are going to play a short game of bingo using the vocabulary words.”
topic?
How will you build on students’ prior knowledge?
“This will help you review the vocabulary and start to get prepared for the test. However,
How will you introduce and explain the strategy/concept or skill?
before we start, I want you all to think about the cycles of the moon. We saw a brainpop
video about the cycles of the moon and why it happens. But, there is a folktale that talks
Provide detailed steps.
about why the moon has its cycles. I’m going to read it to you and I want you to see if there is
a connection between the folktale and the science behind the moon cycles.

I will read folktale and have a short class discussion about our thoughts.
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Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e:
Designing Coherent Instruction)
30 minutes
Exploration (Model): How will students explore the new
concepts? How will you model or provide explicit instruction?
Guided Practice: How will you provide support to students as
they apply the new concept? How will you allow them to practice
(with teacher support)?
Independent practice: How will students review and solidify
these concepts to be able to use this new knowledge? How will
you monitor and provide feedback?
Provide detailed steps. Include teacher talk (in italics).
Exploration:
“Okay, so we are going to get started on our vocabulary cards. You are allowed to use your textbook, so take it
out. You will do the chapter vocabulary which is 9 words, but then I also want you to include waxing moon and
waning moon.”
“Who can tell me what a waxing moon is?”
“Who can tell me what a waning moon is?”
“Good! I’m going to come around with flash cards. I want the word and picture on the white side and the
definition on the lined side. As soon as you get your cards, you can get started.
Guided Practice:
Students will work on their cards for about 10-15 minutes. I will have a timer up on the smart board, to help keep
track of time. I will walk around and make sure everyone is on task. For those students who finish early, I will ask
them to see if they can come up with synonyms for each word and to write it on the side of the definition.
Independent practice:
“Now, that we all had the chance to review our vocabulary, we are going to play bingo! I’m going to give you a
bingo board with six spots. I want you to chose 6 of your vocabulary words and place them on your board. The
way this is going to work is that I will say the definition of our words and you will check to see if you have the
word that matches that definition.”
I will hand out the bingo board and the students will get their boards ready.
“When you are ready, give me a big thumbs up.”
We will get started on our bingo game. We will play at least two times, depending on time.
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Closure “It seems like you all did really well with our bingo game! You all have the vocabulary
(1e: Designing Coherent Instruction) covered! However, the test isn’t going to be just about vocabulary.So, make sure you study
and complete your study guide.”
5 minutes
How will students share or show what they have learned in this
“Now, I want you to think about the words axis and orbit. Imagine you are going to be
lesson?
speaking at a science convention. We all know that the earth spins on its axis and orbits the
How will you restate the teaching point and clarify key concepts?
sun, yet we still don’t feel the earth move. Your job is to explain why.”
How will you provide opportunities to extend ideas and check for
understanding?
(We will have a short sharing session about our thoughts on the prompt.)
How will this lesson lead to the next lesson?

Above grade level: For those students who are above grade level, I will ask them to come
Differentiation
with synonyms and antonyms for each vocabulary word.
(1e: Designing Coherent Instruction)
What differentiated support will you provide for students whose Below grade level: For students that are below grade level, they will be allowed more time to
academic development is below or above the current grade continue working, if they need it. I will help them find the definitions in the textbook or have
level? them work in pairs.
What specific differentiation of content, process, products, and/or
learning environment do you plan to employ to meet the needs English language learners: ELL students will be provided with a definition sheet for the
of all of your students? vocabulary words. They will be able to use the definition sheet to help them get their
How does your lesson support student differences with regard to vocabulary cards together. They will also have the opportunity to look the words and
linguistic, academic, and cultural diversity? definitions up in their native language.
How will your lesson actively build upon the resources that
This lesson allows students to be able to think and bring about their prior knowledge, through
linguistically and culturally diverse students bring to the
our group discussions:folktale and science convention question. They also have the chance to
experience?
be creative with their illustrations and synonyms.
How will your lesson will be supportive for all students,
including English Language Learners, and build upon the
linguistic, cultural, and experiential resources that they bring to
their learning?
How isl your lesson designed to promote creative and critical
thinking and inventiveness?
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Accommodations
For those students with special needs, I will accommodate their instruction by having them sit
(1e: Designing Coherent Instruction)
with me at the back table and write the definitions together. They will have a definition sheet
What classroom accommodations do you plan to employ to and we will work together to write them onto the flash cards. We will work on each one, one-
increase curriculum access for students identified with special by-one. During the bingo game, they will be allowed to use the definition sheet.
education needs or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as
applicable (avoid using actual names of students).

In order to modify my instruction for students with special needs, I will mainly ask them to
Modifications
write the word and definition. I will have pictures to match the definitions and together we
(1e: Designing Coherent Instruction)
will match to the correct word. They will glue the picture onto the flash cards.
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the
participation of students identified with special education needs?
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Assessment (Formal or Informal).
(1f: Assessing Student Learning)
How will you and the students assess where the learning
objectives, listed above, were met?
Each formal or informal assessment should describe how it is
aligned to the above objective(s).
I will be assessing the students in two ways during their instructional activities.
Formative- student discussion/participation: During our whole group discussion about the
folktale and science convention prompt, I will be assessing students who are listening
attentively and contributing to class discussion. I will also walk around to make sure
everyone is participating during the bingo game.
Formative- Vocabulary flash cards : As the students are finishing off their flash cards, I
will walk around and take a look at each of their cards. I will make sure that they have the
definition and picture. If they finished early then I will also be checking that they have a
synonym for each word.
Guisette Ortega
Reflection on Instruction
At the conclusion of the lesson you should reflect on the lesson.
The reflection should go beyond simply answering the question
“Was this a good lesson?” Below are some questions to assist
you in your reflective process (Danielson, 2008):
o What evidence did you collect to demonstrate that your
students have met or are progressing towards the
learning outcomes/objectives?
o View student work samples. What do they reveal about
the students’ level of engagement and comprehension?
o What changes or adjustments had to be made during the
lesson (justify those changes) to ensure students make
adequate progress in meeting the learning objective?
o What changes will have to be made to the next lesson in
order for students to be on pace in meeting the overall
goal of the Lesson or Unit?
o Did you stray from your lesson plan? If so, how and
why?
o Comment on your classroom procedures, student
conduct, and your use of physical space. To what extent
did these contribute to student learning?
o Comment on different aspects of your instructional
delivery (e.g., activities, grouping of students,
materials/resources utilized). To what extent were they
effective?
o What connections can you make between this
lesson/experience and information you have learned
throughout your WCU coursework?
Taking good notes about each lesson will help as you develop a
formal reflective narrative at the end of the SLO.
Overrall the lesson went very well. Throughout the lesson, the students seemed to be
very engaged and there was a lot of active participation. The students loved being
able to draw pictures and they were very focused during the flash card activity. Some
students even asked if they could color the pictures, but unfortunately time didn’t
allow for that.
There was an issue that interfered with the whole lesson. During our science period,
students were being called up to get their extra curricular activities picture taken.
When the first group was called up, only 10 students were left in the classroom out of
25. My mentor teacher and I decided to wait until the group came back. This delayed
the lesson about 10 minutes. During this time, we had the students that were left to
start thinking about the vocabulary words and share which words they are very
familiar with. I was able to do the anticipatory set and begin the instructional activity.
Students kept getting called out throughout the lesson, so they didn’t finish the cards.
However, my mentor teacher has been so flexible and supportive that she allowed
some of her math time to be used to finish up this science lesson.
I was able to allow students five minutes to continue working on their flash cards and
then we began one round of bingo. Unfortunately, the bingo game had to be our
closing activity because of time. I have definitely learned how to be flexible with
lesson while being in this classroom. There are so many interruptions through out a
school day that not everything always goes as planned. This has been a great
experience and is defintily helping prepare me for student teaching.
During the lesson, there were two students who seemed very uninterested when we
began working on our flash cards. I did have to talk to both students. When I talked to
one, he immediately got started. The second one took some time. I went up to him a
few times and then I asked why he hasn’t started working. He told me it was because
he didn’t have a pencil. I talked to my mentor teacher about this student and she told
me that he can be very shy and doesn’t always ask for help. This is something that he
has been struggling with throughout the year, but is doing much better with. I did
make sure to walk around and stand by him more often to assure him that I’m there to
help him, if he needed it.
On a good note, the kids loved the bingo! As soon as we were done with round 1,
they wanted to get started on round 2! They made this lesson really enjoyable and it
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was a great way to integrate literacy into a science lesson. As I continue teaching, it
gets a bit easier every time. I really do wish we would have been able to do the
science prompt, but I understand that not everything will go as planned.