L2+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:** Science

__**Objectives**__
Student will know terminology such as orbit, axis, tilt, orbital path, seasons as well as the time it takes for the Earth to orbit around the Sun once Student will be able to recognize that the Earth's orbit around the sun results in Earth's years.**
 * Student will understand that earth days, years and seasons are related to orbits

__**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:** In this lesson, students will learn more about the Moon's orbit around the Earth and the Earth's orbit around the Sun. The Earth's tilt and its correlation to Earth's seasons will be the main focus of this lesson.

__**Assessment**__
Students will use a graphic organizer modeled after a tree to record what they already know about Earth's days, years, and seasons. They will write down what they know about Earth's days and what causes them, as well as Earth's years. Seasons are experienced throughout the students' daily lives so they will think about what they believe are the causes of the seasons. In groups, students will share the information they wrote down on their graphic organizers. They will learn from their classmates and write down any new ideas that they heard. Students will write a reflection about what they learned from collaborating with their classmates and from what the teacher taught them about the Earth's seasons. Students will then stand in a circle where the teacher will ask questions about Earth's seasons, days, and years. The students will go around in a circle giving their answer, no matter if they are duplicated. In the student's wiki, they will reflect on what their personal favorite season is and why. They must also talk about what position the Earth is in relation to the Sun during their favorite season.
 * Formative (Assessment for Learning)**

The final assessment will be an iMovie. The students will be placed into groups of three or four where they will make an iMovie about the Earth's orbit around the Sun and the effects of that orbit. They will be as creative as they want as long as they fulfill the requirements. Students will be graded on the requirements that were fulfilled such as content as well as teamwork and creativity. It is important for the groups to engage their classmates during their presentation, which is why creativity is a big part. Teamwork is another important factor because I will not tolerate lazy group members that take advantage of the hard workers.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will be interacting once again with their wikispaces to reflect on their favorite season. They will be interacting with their laptops in class (if available) to help enhance the learning process. For the summative assessment, the students will be working closely with iMovie on Macs to create a short video about Earth's orbits and how they relate to Earth's seasons. English: Students will be reading, writing, and verbally discussing topics relating to Earth's seasons and what causes Earth's days and years. Music: Students will be hoening their musical skills when they listen to the hook at the beginning of class. The hook is a very catchy rap about the Sun, Earth, and the Moon. Those musically inclined will probably pick up on the chorus and beat very quickly.

__Groupings__
When students walk in the room, they will be handed a piece of construction paper that is a specific color. They will be asked to put this aside until it will be used. For the first teamwork activity, students will get into groups of three or four by matching their color with their other classmates. I will designate small areas around the room for them to collect. For their summative assessments, students will be in the same groups from this previous activity. They will be responsible for communicating with each other and working collaboratively as a team to complete their iMovie.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Students will participate in an in class discussion where the teacher will ask the students questions about how orbits and their relation to Earth's years and days.
 * Kinesthetic:** Students will be up and moving around the room as they get into groups and during the class discussion.
 * Visual:** With pictures, students will be able to see where Earth is in relation to the Sun during certain seasons. They will also be able to recognize Earth's orbit and orbital path as it makes its way around the Sun.
 * Intrapersonal:** After describing their original idea of what causes Earth's seasons and the actual cause, students will individually reflect about their original thought. They will compare it to the actual cause and reflect about what they learned from the exercise.
 * Interpersonal:** Students will be working in groups to discuss their ideas of what causes Earth's seasons and will consider the other theories of their group members.
 * Musical:** Students will listen to "Sun, Earth, Moon" rap in the beginning of class to start the lesson off.

//**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.

When students reflect in their wikispaces, they will be activiely interacting with technology. Wiki spaces will be accessible throughout the entire year so students have the ability to go on at any time to view other classmate's work, comment on other's work, or even get other resources. Also, the students will learn much more about Macs and the program iMovie when they work in groups to create and complete their summative assessment.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptops
 * Pencils/Pens
 * Paper
 * Tree Chart Organizer
 * Projector
 * Projector Screen
 * Floor Space
 * Construction Paper

__Source for Lesson Plan and Research__
[] Earth's Seasons [] Learn more about Earth's seasons and the direct causes including the solstices and equinoxes. [] Interactive animation of the Earth orbiting the Sun. [] Earth's orbit [] Earth-Sun Geometry [] More about Earth's orbit and causes of Earth's tilt

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson satisfies the Maine Standards for Initial Teacher Certification because of the following reasons:
 * //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.//
 * Beach Ball** Students' creativity will be put to the test when they create their iMovies. They are responsible for working efficiently with their groups to create an engaging video about Earth's orbit and the effects of that orbit. They have no boundaries on their creativity for this project.
 * Clipboard** The lesson plan will be organized and structured before class so that the lesson's goals are clear. The teacher will start the class off exactly as planned and will explain activities clearly. Students will know the teacher's expectations clearly. During the teacher's explanation, visual images will be projected so students will be able to understand terms better. Organization is key and will be a very large part of this lesson.
 * Microscope** When students are filling out their graphic organizers, they will be able to explore all the knowledge that they already have about Earth's orbits and the effects of those orbits such as days, years, and seasons. Then, students will get into groups and will learn more from their partners. In the groups, students will collaborate, sharing ideas and expanding on existing ones so obtain ultimate knowledge. As a class, the teacher and the students will discuss what they have learned on their own and in groups.
 * Puppy** The Teacher will be walking around the room during group work to monitor students and allow for a secure environment. Students will feel comfortable interacting with their peers and sharing their personal feelings about concepts discussed in class. Students will be reminded to respect their fellow peers as well as the teacher.

Rationale:** Students will understand what causes their to be weather fluctuations throughout the year and in their lives. Weather and seasons vary greatly from location to location but in this lesson, students will understand what causes this great variation as well as the temperature outside. Students will use the Tree Chart organizer to gather what they already know about Earth's orbits and what effects those orbits have. They will then get into groups of three or four to compare what they have written with their classmates. In these groups, students will share their knowledge in order to add to their peers' understanding. Through these activities, students will learn about the reasons for Earth's days, years, and what factors are related to Earth's seasons.
 * //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 participate in an in class discussion where the teacher will ask the students questions about how orbits and their relation to Earth's years and days.
 * Kinesthetic:** Students will be up and moving around the room as they get into groups and during the class discussion.
 * Visual:** With pictures, students will be able to see where Earth is in relation to the Sun during certain seasons. They will also be able to recognize Earth's orbit and orbital path as it makes its way around the Sun.
 * Intrapersonal:** After describing their original idea of what causes Earth's seasons and the actual cause, students will individually reflect about their original thought. They will compare it to the actual cause and reflect about what they learned from the exercise.
 * Interpersonal:** Students will be working in groups to discuss their ideas of what causes Earth's seasons and will consider the other theories of their group members.
 * Musical:** Students will listen to "Sun, Earth, Moon" rap in the beginning of class to start the lesson off.

Rationale:** Students will use a graphic organizer modeled after a tree to record what they already know about Earth's days, years, and seasons. They will write down what they know about Earth's days and what causes them, as well as Earth's years. Seasons are experienced throughout the students' daily lives so they will think about what they believe are the causes of the seasons. In groups, students will share the information they wrote down on their graphic organizers. They will learn from their classmates and write down any new ideas that they heard. Students will write a reflection about what they learned from collaborating with their classmates and from what the teacher taught them about the Earth's seasons. Students will then stand in a circle where the teacher will ask questions about Earth's seasons, days, and years. The students will go around in a circle giving their answer, no matter if they are duplicated. In the student's wiki, they will reflect on what their personal favorite season is and why. They must also talk about what position the Earth is in relation to the Sun during their favorite season. The final assessment will be an iMovie. The students will be placed into groups of three or four where they will make an iMovie about the Earth's orbit around the Sun and the effects of that orbit. They will be as creative as they want as long as they fulfill the requirements. Students will be graded on the requirements that were fulfilled such as content as well as teamwork and creativity. It is important for the groups to engage their classmates during their presentation, which is why creativity is a big part. Teamwork is another important factor because I will not tolerate lazy group members that take advantage of the hard workers.
 * //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__
8:00-8:05 Sun, Earth, and Moon Rap (5 minutes) 8:05-8:15 Tree Chart Graphic Organizer (10 minutes) 8:15-8:30 Group Collaboration (15 minutes) 8:30-8:50 Class Discussion (Circle) (20 minutes) 8:50-8:55 Individual Reflections (5 minutes) 8:55-9:15 Work on Wiki spaces assignment (20 minutes) 9:15-9:50 Group Work on iMovie (35 minutes) 9:50-10:00 Closing discussion/reflection (10 minutes)

The classroom will be arranged in clusters because the students will be placed into groups right away. When the students walk into the classroom, they will be handed a small piece of construction paper. The paper will be a particular color that will determine their groups later for the group collaboration. First thing when the students walk in the room, they will sit wherever and will be handed a piece of paper with a tree-chart on it. On the handout, the trunk of the tree represents the topic while the empty limbs represent the concepts that branch off of the topic. During this time of the day, students will fill out this organizer with as much information as they can about Earth's orbits. This includes what causes Earth's days, years, and seasons. They will have fifteen minutes to jot down everything they know. After these fifteen minutes, the students will then go to the cluster designated to the color of the piece of construction paper they got at the beginning of class. The groups will consist of three or four students. In these groups, students will each share what they wrote down on their graphic organizers. While one student is sharing their information, the listeners will take note as to what they have in common and any new information that they get. The goal of this group collaboration is for students to gain knowledge from their peers. After fifteen minutes, students will then get up and gather in a circle in the center of the room. In this circle, the teacher will pose questions for the students to answer going around the circle. Each student will get a chance to give an answer and talk about what they learned or already knew about Earth's orbits. The teacher will then provide the correct and accurate reason for Earth's seasons and what causes Earth's days and years. Students will go back to their seat to individually reflect on what they learned. They will then create a wiki space in which they will explain what their favorite season is and why. For the remainder of class, students will work in their groups determined by the construction paper on their iMovies. Students understand that earth days, years and seasons are related to orbits. Students will realize that their days and years all occur because of the Moon's orbit around the Earth and the Earth's orbit around the Sun. They will also realize that Earth's tilt and orbit around the sun causes Winter, Spring, Summer, and Fall. //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun, and galaxies//. The hook will be the [|Sun, Earth, and Moon rap].
 * Where, Why, What, Hook Tailor: Linguistic, Naturalist, Logical, Kinesthetic, Musical, Intrapersonal, Interpersonal**

Students will know terminology such as orbit, axis, tilt, orbital path, seasons as well as the time it takes for the Earth to orbit around the Sun once**.** At the start of class, students will get a chance to write down all the knowledge that they already have about the topic. As the students work on their graphic organizers, I will walking around the class to give myself an idea of what students already know. When the students have fine tuned their knowledge about the Earth's orbit and this orbit's affect on Earth, they will be incorporating new vocabulary into their understanding. Each student will have a chance to show me what they've learned/know so I will be able to guide each student in the right direction. See attached content notes for further concepts.
 * Equip Tailor: Intrapersonal, Interpersonal, Linguistic, Kinesthetic, Logical**

Using the Tree Chart, students will be able to identify the topic, Earth's orbits, and branch off ideas of what they know about Earth's days, years, and seasons. In groups of three or four, students will interact with one another to ask questions and learn facts about Earth's orbit around the Sun. Students will reverse roles and then share what they learned with the whole class. Students will now get the chance to put their memory to the test with the graphic organizer. The teacher will ask the students before the lesson has begun to recall all that they know about Earth's orbits. This includes the causes for days, years, and seasons. After having the chance to recap all of the information they already know about the topic, students will then be grouped up in threes or fours. In these groups students will share the information that they have written down on their graphic organizers. Each student will have a chance to share waht they know with their fellow classmates and will be able to add on to their knowledge. Students will be able to recognize that the Earth's orbit around the sun results in Earth's years. Students experience days, weeks, months, and years all throughout their life so they will now learn what causes these occurrences to happen. With this knowledge, they will be better equipped to live life and learn new concepts about the world around them. When students walk into the room at the very beginning of class, they will be handed a small piece of construction paper that is particular color. When the group activity comes up, the students will go to the groups designated by their color. This will allow the students to be matched up at random and prevent cliques. After our class discussion of what the students learned on their own and in groups, the students will be asked to reflect on what they learned and their personal feelings towards what they learned in writing. This way, I can see what the students truly learned from this experience as well as see if they understood what they learned. In groups, students will debate about what causes the seasons to occur on Earth. Students will provide evidence to back up their theory and will consider their classmates opinions as well. Students will then learn about the actual cause of Earth's seasons and will individually write a reflection. In the reflection, students will compare their original idea of what causes Earth's seasons and what they learned from the exercise**.** As a class, students will answer questions posed by the teacher regarding Earth's orbit around the Sun and the Moon's orbit around Earth**.** Students will create a wiki space about their favorite season. In the wiki, they need to explain and display an image of where Earth is in regard to the Sun during their favorite season and how long the season usually lasts. They also need to reflect on how Earth's orbit around the Sun is related to the seasons**.**
 * Explore, Experience, Rethink, Rehearse, Refine, Revise, Reflect Tailor: Kinesthetic, Logical, Linguistic, Interpersonal, Intrapersonal**

The students will create an iMovie in groups about the Earth's orbit around the Sun and the effects of that orbit. The teacher will evaluate the product of each group. The groups that were initially created using the construction paper will be the same groups that the students will be working with for their summative assessment. For this iMovie, students must find a creative way to create a video about Earth's orbits and the effect of those orbits on Earth. This includes the causes for days, years, and Earth's seasons. Students will have a chance to self-assess after the project is complete using a self-assessment. The self-assessment might include the same rubric that the project was graded with and some extra questions for the students to answer. The students will also have a chance to reflect on their learning during the lesson. After working with groups, students will be reflecting in writing and on a wiki about what they learned. Everything that they learn in this lesson will allow students to be much more aware of the world around them as well as the strategic connection between objects. Knowing how orbits work and effect how things happen in our solar system will allow the students to be better prepared to learn about the solar system's origin as well as more about the planets.
 * Evaluate Tailor: Interpersonal, Linguistic, Intrapersonal, Spatial, Kinesthetic, Logical, Musical (maybe)**


 * Content Notes**


 * Handouts**