L3+Fritschy+Rachel

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Ms. Fritschy **Date of Lesson:**
 * Grade Level:** 6-8 **Topic:** Origin of the Solar System

__**Objectives**__
Student will know important events and people such as Galileo Galilei, Giovanni Cassini, the origin of the solar system, solar eclipse and lunar eclipse Student will be able to consider the many theories about the origin of the solar system.**
 * Student will understand that there are many theories about the origin of the solar system

__**Maine Learning Results Alignment**__
Maine Learning Results: Science and Technology D. Physical Setting D1. Universe and Solar System Grades 6-8 Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun, and galaxies. a. Describe the different kinds of objects in the solar system including planets, sun, moons, asteroids, and comets.


 * Rationale:** This lesson will get students to think about our solar system and how it all came to be what it is today. By understanding this concept, students will know more about the planets, our sun, and many other aspects of our solar system.

__**Assessment**__
Using the Tree Chart graphic organizer, the students will gather all that they know already about the origin of the solar system. The goal of this assignment to see what the kids already believe or know and to expand on what they know. Any ideas are allowed in this assignment including scientific as well as spiritual ideas. After students fill in the graphic organizer independently, they will break up into small groups. In these small groups the students will discuss the information that they wrote down in their graphic organizers. Each student will have a turn to share what they have written with the rest of their group. Students will add to their graphic organizers any new ideas that they have heard. Students will consider the perspective of one of their classmates and will understand why that student believes the theory. On the graphic organizer, students should include whether they agree or disagree with a particular theory along with the reason why.
 * Formative (Assessment for Learning)**

The final assessment for this lesson will be a blog that the students created at the beginning of class. After filling out their graphic organizers and conferring with their classmates, the students will be responsible for reflecting on what they learned in their blogs. In the blog entry, the student will specify what they originally thought about the origin of the solar system and why. After that, students will comment about the different theories and ideas that they heard from their classmates in class. The final part of the blog requires students to indicate whether they still think the way they did before discussing with their classmates. If they did or did not, they must describe why they decided to keep their point of view or change their mind.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will be interacting with computers and their blogs for their final assessment. In their blogs, they will be reflecting on what they originally believed caused the origin of the solar system, what new ideas they learned from their classmates, and whether or not they still think the way they did originally. It is important for students to reflect personally to really get to know themselves and what they believe. No one idea is right or wrong. English: Students will be filling out a Tree Chart graphic organizer with the ideas that they currently have for the origin of the solar system. This way, they can reflect about themselves and use the information to learn more about our solar system. History: Students will need to think way back before anything existed when they consider how the solar system first came to be.

__Groupings__
To get the students into small groups of 2 or 3, the teacher will give the students a small piece of paper with a number on it. The number will correspond with a table or area in the room that the group will meet. Upon the teacher's say, the students will go to the spot where their number corresponds. They will realized their group members and will adjust to work their best with those students. Grouping the students in such a way will prevent cliques from forming and will allow students to work more efficiently. They will get to know their group members from some of the activities.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Students will be talking to each other in small groups when sharing their personal ideas about how the solar system came into existence.
 * Logical:** One theory about the solar system's origin provides scientific evidence of a supernova and colliding particles that eventually formed planets. Students will consider this logical theory as one of the major theories.
 * Kinesthetic:** During group discussions, students will be up and moving to hear many different theories about the origin of the solar system.
 * Naturalist:** Tree chart graphic organizer helps students organize the many different theories that they learned as well as bring in a part of nature to the lesson. The branches of the tree symbolize the many different aspects of the topic.
 * Intrapersonal:** For homework, students will reflect in their blog about what they learned from their small group discussions. They will cover their personal idea of how the solar system originated, some other ideas from their classmates, and whether or not they changed their mind.
 * Interpersonal:** Working in small groups, students will interact with each other, exchanging ideas and thoughts about our solar system's origin. They will listen carefully and respectfully to each other.
 * Visual:** Students will be displaying their previous knowledge about the solar system's origin on a visual graphic organizer. This way, students can organize what they know in a visually appealing way.

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//
 * Modifications/Accommodations**

If a student absolutely must be absent, it is their responsibility to communicate with me or a fellow classmate about the work you missed and complete it before next class. If an assignment was due the day she or he was absent then it is the students responsibility to get the assignment to me first thing the next day that student is in class. Contact me as soon as possible if an issue arises that prevents you from getting an assignment in on time.

Students will learn the basic and some advanced aspects of Blogger.com. Blogger is a very convenient tool that could be used in many different subjects and areas. Students can use blogs as a personal journal even though they should keep in mind that blogs may be viewed by many. They can use them to self reflect with any work they accomplish as well as a place to keep notes or reminders. Hopefully students will use blogs outside of the classroom and find them very useful in many other ways. As far as the origin of the solar system, students will hopefully take away more knowledge about the beginnings of their lives. Students will become more knowledgeable about how their world and worlds around them came to be in the first place. They can apply this knowledge to many other aspects of their lives and hopefully they will.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptops
 * Internet Access
 * Paper
 * Tree Chart Graphic Organizer
 * Writing Utensils: Pen/pencil
 * Desks
 * Marker
 * Small pieces of paper
 * White/Black board

__Source for Lesson Plan and Research__
Lesson plan created by Ms. Rachel Fritschy. [] Here is the Tree Chart Graphic Organizer that would be used at the beginning of class. [] Students will be using Blogger.com for their final assessment. These are video tutorials about Blogger. [] Theories about the Origin of the Solar System [] Informative and interesting tour of the Solar System. [] Different Theories about Solar System origin are illustrated [] Animation of origination theory [] More ideas about different theories and explanations for each [|http://www.ux1.eiu.edu/~cfjps/1400/solar_origin.html] Detailed descriptions of many theories from spiritual to evolutionary [] An in depth look into the history of the Solar System and some important people

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Through this lesson, students will be able to explore their inner existentialist to determine what they personally believe happened during the origin of the solar system. They will have the opportunity to pull their thoughts and ideas from any area whether they follow the way their parents think or the way a teacher taught them. Students will have to flexibility to think the way that they want to think. They will also be able to talk to their peers about different ideas and theories about the solar system's origin. Before class begins, the lesson will be concisely planned on in an organized fashion so that whatever needs to get done will. The goals for the day will be known before the class so that everything gets accomplished according to plan. Students will work in predetermined groups and will know exactly what the plans are for their work. Directions will be explained clearly and any questions will be answered as soon as possible. Through this lesson, students will learn so much more about themselves, their peers, and the world around them. Most students probably have not really thought about the origin of the solar system before this lesson so the teacher will get the students motivated and intrigued. Students will also learn about the major theories for solar system origin and what they mean. Throughout this entire lesson, students will be expected to respect their peers to allow for a productive learning environment. The forced grouping might cause some uncomfortable feelings between students but through this lesson, they will get to know each other much better and become more comfortable. The teacher will be able to guide students during the whole class.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** In this lesson, students will be doing intense group work where they will be exploring the ideas and thoughts of their classmates. It is important for students to consider the other ideas of their classmates in order to grow upon what they already know. Students will seriously consider the ideas and beliefs of their fellow classmates because for the final assessment, students will be responsible for stating what they believe occurred during the origin of the solar system. There are many theories about the origin of the solar system and not one is a definite to this day. Some theories have stronger evidence over others but that does not mean that any are wrong. Through this lesson, students will learn more about how space objects work together. They will learn about our planets, our sun, moons, comets, belts, and many other aspects of our solar system. By doing so, the students will walk away from this lesson much more aware of what is outside our lives here on Earth. Students will have the fundamental knowledge about our fascinating universe and will be able to take what they learn from this lesson and build upon throughout their entire lives. The information in this lesson directly ties into the lives of every student.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal:** Students will be talking to each other in small groups when sharing their personal ideas about how the solar system came into existence.
 * Logical:** One theory about the solar system's origin provides scientific evidence of a supernova and colliding particles that eventually formed planets. Students will consider this logical theory as one of the major theories.
 * Kinesthetic:** During group discussions, students will be up and moving to hear many different theories about the origin of the solar system.
 * Naturalist:** Tree chart graphic organizer helps students organize the many different theories that they learned as well as bring in a part of nature to the lesson. The branches of the tree symbolize the many different aspects of the topic.
 * Intrapersonal:** For homework, students will reflect in their blog about what they learned from their small group discussions. They will cover their personal idea of how the solar system originated, some other ideas from their classmates, and whether or not they changed their mind.
 * Interpersonal:** Working in small groups, students will interact with each other, exchanging ideas and thoughts about our solar system's origin. They will listen carefully and respectfully to each other.
 * Visual:** Students will be displaying their previous knowledge about the solar system's origin on a visual graphic organizer. This way, students can organize what they know in a visually appealing way.

Rationale:** Using the Tree Chart graphic organizer, the students will gather all that they know already about the origin of the solar system. The goal of this assignment to see what the kids already believe or know and to expand on what they know. Any ideas are allowed in this assignment including scientific as well as spiritual ideas. After students fill in the graphic organizer independently, they will break up into small groups. In these small groups the students will discuss the information that they wrote down in their graphic organizers. Each student will have a turn to share what they have written with the rest of their group. Students will add to their graphic organizers any new ideas that they have heard. Students will consider the perspective of one of their classmates and will understand why that student believes the theory. On the graphic organizer, students should include whether they agree or disagree with a particular theory along with the reason why. The final assessment for this lesson will be a blog that the students created at the beginning of class. After filling out their graphic organizers and conferring with their classmates, the students will be responsible for reflecting on what they learned in their blogs. In the blog entry, the student will specify what they originally thought about the origin of the solar system and why. After that, students will comment about the different theories and ideas that they heard from their classmates in class. The final part of the blog requires students to indicate whether they still think the way they did before discussing with their classmates. If they did or did not, they must describe why they decided to keep their point of view or change their mind.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Total Class Time: 120 minutes

The classroom desks are set up in clusters. There are three desks in each cluster because when the students are grouped later in the class, they will be in small groups of 2 or 3. If the amount of students in the room is not divisible by 2 or 3 then accommodations will be made.

8:00-8:25 Hook: Bill Nye Video on the Planets 8:25-8:40 Tree Graphic Organizer 8:40-9:00 Group Collaboration: Share Knowledge 9:00-9:30 Teacher Lead Discussion: Major Theories for the Origin of the Solar System 9:30-10:00 Students Work on Final Blogs

Students will understand that there are many theories about the origin of the solar system. From evolution to spiritual, there are many different theories about the origin of the the solar system. Many of these theories can be controversial and conflicting based on different ideas about them. Evolutionists believe that the solar system came to be in a very scientific and practical way while Creationists believe that their god(s) created the world that we live in now. It is important for students to understand the many theories for the origin of the solar system and consider the reasons behind each. It is important for students to know and understand the major theories about where our solar system, Earth, and human existence came from. By knowing where the world they live on came from as well as how humans came to being, students can have a better idea of where we are possibly going//.// The students will be better equipped to add on to their knowledge because they will have a basis for how many things came to be. Through this lesson, students will be able to explain some parts of the movements of objects in our solar system and will partially be able to describe the location, composition, and characteristics of our solar system and universe, including the planets, the sun and galaxies. Before the students delve into the interesting aspects of this lesson, they will watch a Billy Nye video about the Planets and our solar system overall. It is important for students to be reminded about the extreme world around us.
 * Where, Why, What, Hook Tailor: Logical, Intrapersonal, Visual, Verbal, Linguistic**

Students will know important events and people such as Galileo Galilei, Giovanni Cassini, the origin of the solar system, solar eclipse and lunar eclipse. When students look back into history, there were many people that were involved in the important discoveries of objects in our solar system. If students learn about these people and what they discovered, they will become one step closer to knowing more about the origin of the solar system overall. It is important for the teacher to get an idea of what students know about their solar system and how it originated. Before the teacher informs the students about any theories, the students will be responsible for jotting down what they already know about the solar system. They will need to think to themselves deeply about what they personally think caused the solar system's birth. They should consider their personal lives such as religion and what other family members think. Also, they should consider scientific evidence if they know of any. The teacher will be roaming around the room while students work on their graphic organizers to make sure the students are on the right track. While the students are in groups, the teacher will visit each group to listen and see what the group is talking about. Before the students work on their blogs, the teacher will lead a discussion about the major theories of the origin of the solar system. Some students are probably thinking of inpractical ideas and it is important to put those students back on track. With the teacher lead discussion, the students will be more aware of the major theories about the origin of the solar system and will be able to reflect better.
 * Equip, Tailor: Interpersonal, Verbal, Kinesthetic, Logical, Linguistic, Visual, Naturalist**

Students will use the Tree Chart to record the different theories for the origin of the solar system. They will use the chart to investigate the major theories and the differences and similarities between them. Students will not get any information prior to this activity because it is important for students to gather their previous knowledge about the topic. This will allow students to build on what they know and will refresh any old memories. Students will start discussions in small groups about how they believe our solar system came into existence and will listen to their classmates theories. During this activity, it is important for students to take into account what their classmates have to say about their personal ideas. If successful, this exercise will allow students to add to their previous knowledge and grow even more. They must provide reasons as to why they believe the way they do when describing their feelings to their classmates. Students will respect their classmates but considering their ideas because no one theory is wrong. The students will be grouped into small clusters of 2 or 3. When it comes time for the students to get into groups, they will each be given a small piece of paper with a number on it. The number will correspond with the number of a station or area that they will be working at. Upon the teacher's word, the students will disperse into their corrent groups. They may be uncomfortable at first with this grouping but it will allow them to get to know their classmates better. After students have heard the different ideas from their classmates regarding the origin of the solar system, they will shift their perspective to think like one of their classmates. Students will get to know the reasons why that students thinks the way they do and will understand as much as possible. Using the Tree Chart graphic organizer, students will add to it the many new ideas that they have heard about how the solar system originated. They will write a small description of what the theory means and if they agree or disagree.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Linguistic, Verbal, Intrapersonal, Interpersonal, Naturalist, Visual, Logical**

Students will reflect about what they learned about the origin of our solar system in their blog. Before class, students will have set up a blog account specifically for this science class. It is important for students to learn about blogs and how useful they can be throughout school. The blog entry that the students are responsible for writing will include how the student originally thought the solar system originated, other theories they found interesting that they heard from their classmates, and whether or not they still think the way they did. If not, then they will explain what changed their mind. Students need to describe why they feel the way they feel in their blog in order for me to understand where they are coming from with their ideas. The goal for this assessment is for students to grow from what they already know. Most individuals probably have one idea of what caused the solar system to originate but as we know there are many different ideas. Not one idea is completely definite, however. Students will be able to see their own personal growth with their blog entry because they can better prove why they did or didn't change their mind from the start. Having the fundamentals and basics about our solar system will allow the students to understand a whole lot more later on when we study planets in particular and more ideas about where things came from.
 * Evaluate, Tailors: Verbal, Visual, Intrapersonal, Interpersonal, Logical, Spatial****, Musical**


 * Content Notes**


 * Handouts**