Download 1 Webel Renee Webel March 2, 2004 Lesson Plan The Earth and

Renee Webel
March 2, 2004
Lesson Plan
The Earth and Moon System
Fifth Grade Science
Time: one class period
I. A. Objectives:
1. Students will develop the understanding that day and night is caused by the Earth’s
rotation.
2. Students will be able to explain that the Earth is one of several planets to orbit the sun
while the moon orbits the Earth.
B. Ohio Standards:
Science – Earth and Space Sciences (grade 5) indicator 1. Describe how night and day
are caused by Earth’s rotation. Indicator 2. Explain that Earth is one of several planets to orbit
the sun, and that the moon orbits Earth.
Language Arts – Acquisition of Vocabulary (grade 5) indicator 1. Define the meaning of
unknown words by using context clues and the author’s use of definition, restatement and
example. Writing Applications (grade 5) indicator 5. Produce informal writings (e.g., journals,
notes and poems) for various purposes.
My objectives align with the state standards as well as with the content that is presented
within my textbook.
II. Content Knowledge
In this lesson, students will have the opportunity to discover that day and night are caused
by the Earth and its rotation. Students will also learn how the Earth rotates around the sun in an
orbit. It is important for the students to grasp this before they can understand that the Earth is a
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small part of our larger solar system, where other planets orbit around the sun. I believe that by
giving the students picture books that relate to these topics, it will enable the students to have the
opportunity to help discover these concepts on their own. The students will also be able to see
the Earth’s rotation and the moon’s orbit around it through a model we will create in class.
III. A. Grouping: small groups
B. I have chosen to have the class work in small groups so they can look at several different
picture books and discuss them among each other. When the students work in their
groups, they will create a definition list after reading the book which will consist of orbit
and rotation. This will also give them the opportunity to share ideas and their own
understanding of the content.
IV. Methods: Discussion groups and direct instruction.
I have chosen to use discussion groups so my students will have the opportunity to
explore their own understanding of the content we will go over in class. It will also give them
the opportunity to gain knowledge through discussion with their peers who might have other
prior knowledge. I will also be able to gather information on what they know from observing
their participation and the observations from their book that they write down. The lesson will
also be direct instruction so I can show the students how the Earth rotates with a student made
model.
V. Opener:
To open the lesson, I found the book Martian Rock by Carol Shields that I felt would be a
fun fiction book to go through the solar system and how the Martian’s only found life on Earth.
It would also help me to introduce the solar system topic and help assess what students already
know about the solar system. I will then give my students different picture books to read and
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discuss. The two books I chose were The Reasons fort he Seasons by Gail Gibbons and Stars &
Planets by David Levy. These books have wonderful vivid pictures that will help explain what
an orbit is and will give them real life pictures of the Earth and how it orbits and rotates in space.
Helping the students determine a base of prior knowledge of how the Earth rotates and orbits will
help me to link this to the thinking process of how the Earth is one part of a solar system that
orbits around the sun. I would evaluate the students understanding by making sure they had
accurate definitions for orbit and rotation following their group discussion time. This gives my
students the opportunity to explore the lesson material on their own and with peers.
VI. Body of the Lesson

Go over accurate definitions for orbit and rotation.

Pick one student to be the sun, Earth, and moon.

Have the student that is the sun shine the flashlight on the “Earth” and have the
student playing Earth demonstrate rotation first and then orbit.

Point out the day and night being created on the student as they rotate.

Assess understanding through asking students questions like, what time of day is it on
Bobby’s left ear? His right ear?

Do the same procedure with the “Moon” student.

Have the students recognize that the moon rotates around the Earth, not the sun.

Give many students the opportunity to be a part of the class solar system.

In the end, include the rest of the planets in order and have them move at the same
speed to show how all planets orbit the sun.

Evaluation: In your science journal, tell why there is night and day on the Earth.
VII. Closure/Review
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* Review the main points of the lesson.

Ask student to define orbit in their own words.

Ask students to define rotation in their own words.
* Evaluation: check the students’ journals for accurate and complete answers.
VIII. Accommodations for Students with Special Needs
The lesson content will be amended based on each special needs student’s IEP. For
example, if the student is visually impaired it would be necessary for the student to have the key
terms written down on paper so they can concentrate on the meaning rather than trying to copy
definitions they may not be able to see.
IX. Materials: books chosen, flashlight, model planets and moon for the students to hold during
their solar system.
The materials chosen for this activity are safe, available, and needed in order to do the
activity.
X. Evaluation (to be done throughout the entire lesson)
* Monitor the student’s oral responses for comprehension, accuracy, understanding, and
completeness.
* Check the journals for accuracy.
Questions for evaluation:
1. Can it be night on one place on the Earth and day at another? Explain why or
why not.
2. Does the Earth orbit the sun, rotate around the sun, or both? How do you
know?
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Reflection
I will be looking for understanding from my students through and informal assessment of
their understanding of the class solar system. I will be asking questions such as, Which side is
night on Bobby? Does the Earth rotate and orbit the sun at the same time? Can you show me?
Through these types of questions and answers I feel I will be able to see if my students
understand my objectives for the lesson. I think through the model they may also gain a better
understanding of the moon, sun and Earth’s purpose because they have a visual and concrete
application to the lesson.
Annotated Bibliography
Gibbons, G. (1995) The Reasons for Seasons. New York, NY: Holiday House, Inc.
Graun, K. (2001) Our Earth and the Solar System. Tucson, AZ: Ken Press.
Levy, D. (1996) Stars & Planets. McMahons Point, Australia: Weldon Owne Pty
Limited.
Marshall, R., Rosskopf, A., (1997) Earth Science. Circle Pines, Minnesota: American
Guidance Service, Inc.
Shields, C. (1999) Martian Rock. Cambridge, Massachusetts: Candlewick Press.