Download Lesson Plan - edu262spring11class

UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Justin Stewart
Grade Level: 8
Date of Lesson: Lesson 2
Topic: Origin of the Solar System
Objectives
Student will understand that the solar system underwent dramatic changed during the formation of the
solar system.
Student will know how the solar system was created and how it changed during the origin of the solar
system.
Student will be able to do recognize the forces and actions that created the solar system.
Maine Learning Results Alignment
MLR: Science and Technology D: The Physical Setting
D1. The Universe and the 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.
Rationale: Students will learn how the solar system was created and how the creation of the solar system
affects the planets that revolve around the sun.
Assessment
Formative (Assessment for Learning)
The students will fill out a flow chart describing the different phases during the creation of the solar
system. The students will complete this graphic organizer throughout the lesson as we go through each of
the different sections. The students will also work in three-minute reviews where they will write down
what they think about what is being talked about in class. Throughout the three-minute reviews, the
students will be asked probing questions that will test their understanding and will guide them towards
answers that have yet to be answered.
Summative (Assessment of Learning)
You will create a Prezi demonstrating their understanding of the origin of the solar system and how the
different forces the solar system underwent, influenced the origin. You should have pictures that describe
what you are talking about. For all of those pictures, you should also have a description for each step of
the creation of the solar system. The Prezi should have music that demonstrates what you think of when
you talk about the solar system and the universe.
Integration
Technology: The students will utilize a type two technology by creating a Prezi to show the origin solar
system. The students will be able to have their Prezi’s continuing to run while the students walk around
the room and look at the different presentations.
Other Content Areas:
Music: Students will find a song or podcast that they feel really represents what they feel when they
think about the solar system or universe.
Math: This lesson includes some math and equations to describe the motion or the relationships between
the forces and planets. Math is important in describing some aspects of the origin of the solar system.
Groupings
Students will be grouped into three or four students during the three-minute reviews where they will talk
about what they are learning during the lesson. The students will be broken up into the table groups,
which they are sitting at. This way there is no problem deciding who is in which group. The students will
all work on their separate graphic organizer. For the Prezi presentations, the students will be broken up
into pairs. The students will be allowed to make their own groups because they may have to work on
their project outside of class. If the students have to work on the project outside of class, I want them to
feel comfortable with one another. The students should break the work up at the beginning of the project
and continuously work together throughout the project.
Differentiated Instruction
Strategies:
Logical: The students will be asked to take the different stages of the creation of the origin and
place them into logical order.
Verbal: The students will talk about what they have on their graphic organizers and they will also
need to work well together if they are to work on their Prezi presentations.
Visual: Throughout the presentations, the students will use pictures as well as words to show what
they are talking about.
Musical: During the Prezi presentations, the students will be asked to add music, which they think
contributes to the presentation.
Intrapersonal: The students will have to work on their own with the graphic organizer in order to
organize their thoughts and ideas.
Interpersonal: Throughout the lesson, the students will be asked to work together, in the threeminute reviews and the Prezi presentations.
Modifications/Accommodations
I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and
accommodations.
Absent: If the student misses class, they should meet with the pre-assigned groups outside of
class. If they can not, can email me so we can set up a time to meet outside of the class period.
Extensions
Students will create a Prezi, which the students will be showing to the class. The students will be
asked to show a presentation in a self-contained way, which can use words, pictures and music to
demonstrate the students understanding.
Materials, Resources and Technology
 My laptop
 Student laptops or the laptop cart
 White board
 Markers
 Graphic Organizer
 Flour
 Eggs
 Salt
 Yeast
 Prezi Checklist
Source for Lesson Plan and Research
Origin of the Solar System: http://csep10.phys.utk.edu/astr161/lect/solarsys/nebular.html
Origin of the Solar System: http://abyss.uoregon.edu/~js/ast121/lectures/lec24.html
Nebulae: http://seds.org/messier/nebula.html
Planetary Inertia: http://geophysics.ou.edu/solid_earth/notes/planets.html
The planets: http://www.kidsastronomy.com/solar_system.htm
The planets: http://solarsystem.nasa.gov/planets/index.cfm
Maine Standards for Initial Teacher Certification and Rationale
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: The students will be given the opportunity to pick their own groups for their presentations and
the climate will be a positive and supportive of everyone. Everyone will have the opportunity to express
themselves without the fear of being made fun of. Students will also have structure throughout the lesson
so they can follow a clear objective. This is great for the clipboard learners who enjoy organization and
clear instruction. For those students who like to explore and learn through experimental learning, I have
them working with the pizza dough. The students will be allowed to mix and swirl the ingredients to see
how it relates to the different aspects of the creation of the solar system. There is also a chance for
students to work on a lot of different activities during this lesson.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals,
and learning and development theory.
Rationale:
Reference content notes which can be found at the end of the lesson.
MLR: Science and Technology D: The Physical Setting
D1. The Universe and the 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.
Rationale: Students will learn how the solar system was created and how the creation of the solar system
affects the planets that revolve around the sun.
Student will understand that the solar system underwent dramatic changed during the formation of the
solar system.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to
meet students’ needs.
Rationale:
Logical: The students will be asked to take the different stages of the creation of the origin and
place them into logical order.
Verbal: The students will talk about what they have on their graphic organizers and they will also
need to work well together if they are to work on their Prezi presentations.
Visual: Throughout the presentations, the students will use pictures as well as words to show what
they are talking about.
Musical: During the Prezi presentations, the students will be asked to add music, which they think
contributes to the presentation.
Intrapersonal: The students will have to work on their own with the graphic organizer in order to
organize their thoughts and ideas.
Interpersonal: Throughout the lesson, the students will be asked to work together, in the threeminute reviews and the Prezi presentations.
Technology: The students will utilize a type two technology by creating a Prezi to show the origin
solar system. The students will be able to have their Prezi’s continuing to run while the students walk
around the room and look at the different presentations.
Standard 8 - Understands and uses a variety of formal and informal assessment
strategies to evaluate and support the development of the learner.
Rationale:
Formative (Assessment for Learning)
The students will fill out a flow chart describing the different phases during the creation of the solar
system. The students will complete this graphic organizer throughout the lesson as we go through each of
the different sections. The students will also work in three-minute reviews where they will write down
what they think about what is being talked about in class. Throughout the three-minute reviews, the
students will be asked probing questions that will test their understanding and will guide them towards
answers that have yet to be answered.
Summative (Assessment of Learning)
You will create a Prezi demonstrating their understanding of the origin of the solar system and how the
different forces the solar system underwent, influenced the origin. You should have pictures that describe
what you are talking about. For all of those pictures, you should also have a description for each step of
the creation of the solar system. The Prezi should have music that demonstrates what you think of when
you talk about the solar system and the universe.
Teaching and Learning Sequence:
Engage (10 mins): I will take the students into the gym or the parking lot where I have drawn out circles
around the floor. I will allow anyone who wants to move around a lot and be energetic to stand on the
eight circles that radiate out from the center. Within the largest circle in the middle, everyone else will
stand. I will then have the students on the outside rotate around the center. I will continue to have a
dialogue throughout the exercise asking the students what they think this represents.
Transition (5 mins): The students will go back to the classroom and prepare the pizza dough
presentation.
Explore (25 mins): I will give the students an egg, flour, yeast, and salt and will explain that they should
put all of the ingredients into the bowl. We will then talk about how they represent the different elements
that make up universe. We will then swirl it around in the bowl and look at how they interact and begin
to mix and change. This whole time I will be doing the activity at the same time. I will have the students
mixing the materials with their own hands and asking them questions about what they are seeing.
Transition (10 mins): I will have the students take care of the ingredients and clean up their mess.
Explain (45 mins): Once the students have taken care of their materials, the students and I will talk
about how the solar system which we represented in the beginning of the lesson was created. This will
also tie in the pizza dough presentation and show how it is important to our world and solar system. I will
hand out a graphic organizer at the beginning and coach them threw the graphic organizer throughout the
“lecture” discussion.
Transition (2 mins): I will have the students break up into their table groups.
Elaborate (15 mins): The students will then complete a three minute review and talk about how the
presentations and activities were a good/bad representation of the different aspects that were discussed in
the explain stage. I will walk around the room asking probing questions to see exactly where the students
are in their learning. If the students are stuck with an idea, I will guide them into an answer without truly
giving up the answer.
Transition (2 mins): Once all of the groups have got a firm grasp on the concepts, I will ask the students
to break up into pairs for the Prezi presentation.
Evaluate (80 mins): If any of the students have never used Prezi before, I will go over how to use the
program and the benefits of using the program. I will ask those that have used the presentation to help
those who haven’t. Once the students have an idea of what they should be doing, the groups will work on
their presentations. I will have the students check in with me as they work and I will ask them what they
discovered while they worked on the project.
Content Notes
A second theory is called the nebular hypothesis. In this theory, the whole Solar System starts as a large
cloud of gas that contracts under self-gravity. Conservation of angular momentum requires that a rotating
disk form with a large concentration at the center (the proto-Sun).
As the collapse proceeds, the temperature and pressure within the globule increases, as the atoms are in
closer proximity. Also, the globule rotates faster and faster. This spinning action causes an increase in
centrifugal forces (a radial force on spinning objects) that causes the globule to have a central core and a
surrounding flattened disk of dust (called a protoplanetary disk or accretion disk). The central core
becomes the star; the protoplanetary disk may eventually coalesce into orbiting planets, asteroids, etc.
While this theory incorporates more basic physics, there are several unsolved problems. For example, a
majority of the angular momentum in the Solar System is held by the outer planets. For comparison, 99%
of the Solar System's mass is in the Sun, but 99% of its angular momentum is in the planets. Another flaw
is the mechanism from which the disk turns into individual planets.
Handouts
Graphic Organizer
Checklist
Prezi Checklist
☐ Four pictures that pertain to the origin of the solar system were used. The pictures should enhance what you are
saying.
☐ Each step of the creation process was explained and described.
☐ Music was added to the Prezi. The music that was added meaning and creativity to the presentation. The music
should be appropriate for the class.
☐ At least 10 slides were used.