Download Day 4 Lesson

Lesson Plan
Name: Chris Szafran and Molly Beichner
Title of Lesson: Quick write, classifying the three forms of galaxies
Grade Level: 6th grade
PA Academic Standards:
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1.5.6.A-Write with a clear focus, identifying topic, task, and audience and establishing a
single point of view
1.5.6.B-Devlelop content appropriate for the topic. Gather, organize, and determine
validity and reliability of information. Write paragraphs that have details and information
specific to the topic and relevant to the focus.
Common Core
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CCSS.ELA-Literacy.W.6.1.C
o Use words, phrases, and clauses to clarify the relationships among claims and
reasons.
CCSS.ELA-Literacy.W.6.2.C
o Use appropriate transitions to clarify the relationships among ideas and concepts
CCSS.ELA-Literacy.W.6.2.D
o Use precise language and domain-specific vocabulary to inform about or explain
a topic
CCSS.ELA-Literacy.W.6.3.D
o Use precise vocabulary words and phrases, relevant descriptive details and
sensory language to convey experiences and events.
National Language Arts Standards
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Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts.
Gather, evaluate, and synthesize data from a variety of sources to communicate their
discoveries in ways that suit their purpose and audience.
Prior Knowledge:
Standard Area - 1.5: Quality of Writing
Grade Level - 1.5.5: GRADE 5
Standard - 1.5.5.A: Write with a clear focus, identifying topic, task, and audience.
Standard - 1.5.5.B: Develop content appropriate for the topic. Gather, organize, and
select the most effective information appropriate for the topic, task, and audience. Write
paragraphs that have a topic sentence and supporting details
Standard - 1.5.5.C: Organize writing in a logical order. Use appropriate transitions
within sentences and between paragraphs. Include an identifiable introduction, body,
and conclusion.
Standard - 1.5.5.D: Write with an understanding of style, using a variety of sentence
structures and descriptive word choices (e.g., adjectives, nouns, adverbs, verbs) to
create voice. Include specific details that convey meaning and set a tone.
Standard - 1.5.5.E: Revise writing to improve organization and word choice: check the
logic, order of ideas, and precision of vocabulary.
Standard - 1.5.5.F: Use grade appropriate conventions of language when writing and
editing. Spell common, frequently used words correctly. Use capital letters correctly.
Punctuate correctly. Use correct grammar and sentence formation.
Content
Objectives (Students Will…)
Formative Assessment
A.Galaxies
1. Spiral
A. 1-3
Identify the three main galaxies
found in the universe
-This assignment will be done
near the end of the class
period.
B.1-3
Select and classify the main types of
galaxies and relate each to the total
amount found in the universe
-Students will create a writing
response to show how much
they learned and retained
from the lecture/activity
involving the three types of
galaxies.
2. Elliptical
3. Irregular
C. 1-3
Describe key characteristics
associated with each type of galaxy
D. 1-3
Distinguish among the three
different galaxies by providing a key
physical characteristic of each.
E. Create and sketch each specific
galaxy and label specific parts to
distinguish its physical and chemical
composition.
-Purpose is to review and see
where students are:
-A test will be conducted and
given two days after the
response
-Students will be instructed to
replicate some of the
information from Quick Write
activity on test day.
Materials
1. Pencil
2. Science journal
3. Quick Write assignment handout
4. Color pencils
Lesson Beginning
A comprehensive review of the life cycle of the star will take place during the majority of the
class period. (listening) (reading)
The purpose of this lesson is for students to review for an upcoming comprehensive test
involving the different types of galaxies and the star life cycle.
The majority of the time will involve students explaining their life cycle star project that was
assigned for homework. (speaking)
The project consisted of created a 3D poster that examined the major steps and processes of the
star life cycle. (visually representing)
Students had to modify the definition/concept behind each transition of the life of a star.
(writing)
Individuals will present posters and display their projects to peers. (viewing)
Closure.
The remaining 15 minutes of class students will answer quickwrite prompt located in this
lesson plan.
Instructors will explain the criteria that are encouraged in writing response
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Main characteristics
Abundance/percent found in the universe
Shape
Physical properties
Unique colors
***Important- this activity is not for a grade and simply is to assess where students are in
accordance to the knowledge gained from the lecture regarding the galaxies lesson.
Resources:
Emiliani, C., Knight, L. B., & Handwerker, M. (1989). Earth science. Orlando, Fla: Harcourt
Brace Jovanovich.
Moyer, R., & McGraw-Hill Book Company (2000). McGraw-Hill science. New York:
McGraw-Hill School Division.
Maton, Anthea. Exploring Physical Science. Englewood Cliffs, NJ: Prentice Hall, 1995. Print.
Tompkins, G. E. (2010). Literacy in the middle grades: Teaching reading and writing to fourth
through eighth graders. Boston, MA: Pearson Education, Inc.
Quick Writes. (n.d.). Retrieved from http://wvde.state.wv.us/strategybank/QuickWrites.html
Adolescent Literacy Instruction. (n.d.). Retrieved from
http://www.learningpt.org/literacy/adolescent/strategies/quickwrites.php
Difficulties
Students’ inability to recall key characteristics of each type of galaxy
The definitions and concepts behind each galaxy
Sketches and drawings of each galaxy with appropriate labels.
The understanding of the term abundance.
Misinterpreting the assignment and directions.
Instructors are looking for these distinct characteristics
Spiral
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Pinwheel shaped with a central bulge
Distinct arms
Contains both new and old stars
Milky Way is an example
75% of galaxies are of this type
Elliptical
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Sphere or egg-shaped
Contains oldest stars
Very little gas or dust
Brightest stars are red and yellow
20% of galaxies are of this type
Irregular
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No distinct shape
Up to 90% of it is made of gas
Great deal of new star formation is taking place
Many new blue stars
5% of galaxies are of this type
Sketches
Spiral
Elliptical
Irregular
Name___________________________________
Quickwrite
Directions: Read and answer the prompt in paragraph form.
Prompt
Name and describe the types of galaxies found in the universe. Be sure to give at least two
distinct characteristics of each type of galaxy. Sketch each type you provide.
Characteristics could include: shape, abundance, and composition
Reflection
Our lesson with quickwrites was successful. The students enjoyed this type of lesson and
it seemed to mix it up from their daily routine. The hardest part about the quickwrite was the
instructions. This was the first of our weaknesses because they should have been clearer so that
the students understood exactly what we wanted from them. Students were not used to the
freedom of writing what they only knew. This activity wasn’t for a grade; it was only to see
where students were at after we instructed them on the different types of galaxies found in the
universe. Students constantly asked during the quickwrite if what they had written was enough
information. This was definitely a weakness because they needed to learn the independence of
writing on their own, as well as using their writing to reflect on what they had learned. They
were not used to this type of independence in activities. The fact that we stated it wasn’t for a
grade and merely for participation really confused the students. This was one of our weaknesses.
The students were so used to getting grades for everything that they did not want to participate at
first because it wasn’t for points.
Most individuals did extremely well with the assignment. We assessed each quickwrite
and wrote important notes that were missing. We appraised most students’ work, and the
sketches were really accurate and creative. We feel that this was one of our strengths because it
allowed our students freedom while still enabling them to learn the lesson we had planned. This
activity really helped students on the writing portion of the test. Most students that we instructed
do not write in an elaborate fashion. The cooperating teacher is constantly trying to have students
explain and write detailed characteristics that pertain to certain questions. Most students in this
grade write one to two sentences that are not elaborate or thorough. Describe, predict, compare
and contrast, analyze, and explain type questions are extremely hard for students to answer. We
personally think they are not taught to answer a lot of questions that deal with higher levels of
thinking. So when individuals come across words that attack the higher cognitive levels they are
confused on how to answer. With the quickwrite activity, we made sure to explain the
importance to be elaborate when answering and describing important characteristics of an event
or phenomenon. The great thing about this type of activity is that students were not pressured, or
under the gun because it was not graded. This was one of our strengths. However, we had to
assess the students’ level of knowledge and the amount of information they attained from our
lesson. We made clear that all students took the assignment serious. We used the upcoming test
to help with the importance and purpose of the assignment. This added to our strengths in using
this assignment at this particular time in the unit. Almost all students did extremely well on the
galaxy information on the comprehensive test; both the knowledge based questions and
constructed written responses. The only students who did subpar were the students who missed
the quickwrite activity. Great activity and we are glad we were able to assess their understanding
both in quickwrite and test format.