Download File - SPACE YEAR 8

Theory Lesson Plan
Pre-Service Teacher: Katherine Birrer and Briar Nehill
Lesson # Lesson 1&2 of week1 (Tue)
Venue: Classroom
Lesson Topic: Introduction
Year Level: 8
Lesson Duration: 2 x 60 mins
Aus VELS
-
Unit Topic: Space
Students develop a range
of strategies for listening
attentively and
extracting meaning from
communications,
including taking notes to
record and summarise
main messages
# Students: 40
Specific Lesson outcomes for
the students
-
-
-
How will I determine if outcomes
have been met
Students should understand
that the Earth is part of a
solar system with 9*
different planets
Students should begin to
understand the immense
nature of space (This will be
lead into future lessons)
Students are able to listen
effectively to the teacher
and understand what is
expected in the unit
-
-
-
Students should demonstrate
knowledge through class
discussion and work completed
in their books.
Students should complete a
scale drawing of the solar
system to demonstrate the
distance between the planets.
Students are engaged in their
listening and can comprehend
what is expected and how they
are to reach the expected level
-
See paragraph below
table for Aus VELS
relating specifically to
the space curriculum.
-
Students use questions
to clarify understanding,
and justify their own
interpretations while
acknowledging that
others may have
different interpretations
-
Students ask questions
relating to anything
involved in the unit to
clarify their understanding
-
Students can identify areas they
need to clarify to ensure their
learning correlates with the rest
of the group
(ACELA1548)-Investigate how
visual and multimodal texts
allude to or draw on other texts
or images to enhance and layer
meaning
-
Students will, through their
research, learn how to
navigate websites, and
texts to gain knowledge
about a subject, in this
case, Planets.
-
Students will demonstrate that
they have learned from engaging
in the texts they are
reading/using. This will be
evidenced in the
(ACELY1734)Use comprehension
strategies to interpret and
evaluate texts by reflecting on
the validity
of content and the credibility of
sources, including finding
evidence in the text for the
author’s point of view
-
Students will be exploring a
range of texts to research a
planet and will learn to
determine the quality of
this information.
-
Students will demonstrate the
use of comprehension strategies
in their presentations of facts to
their peers.
INTRODUCTION (5 min)


Take attendance
Explain what the lesson is about
Teacher in front of class
Explain lesson
PROCEDURE (45min)
This class will continue our introduction to the unit which will primarily look at
describing the Earth as a part of the solar system as a lead in to the students
completing an English assignment, which is a Report on a Planet. It will include:
 Intro to this unit
- We will briefly discuss what we will be learning and what we
will be doing for the first project (constructing a model solar
system)



 Assessing prior knowledge through the generation of a mind map
on the board as a class
- Ask the students to brainstorm words about space and the
solar system
- Ask them to name the planets (Do they know the order of the
planets from the sun? Do they know which are the biggest and
smallest etc.?)
- Do they know what some of the planets are made of? (ie.
Terrestrial planets, gas giants etc…)
 Clarify and solidify knowledge
Discuss further the different types of planets. Ask them what makes the
Earth different from other planets? (Have them write down three examples
in their books underneath their mind map and then discuss these answers
as a class)In pairs they must come up with a list of 10 key questions to ask
about their chosen planet.
Examples are: How big is the planet? How large is it in relation to the other
planets? What is the planet's distance from the Sun? How long does it take
to orbit the sun? Does it have any moons, and what are they called? What
are some unique features of this planet? What are its gases? How long is a
day/night cycle there? How long does it take the planet to perform an orbit
around the Sun? What is the gravity level there? Where do we see it in the
night sky? What is its appearance like? Who discovered it? How did it get its
name? etc
They then will work together on a Report which can be completed in the
-
The teacher
will be
addressing the
students
-
The teacher
will prompt
students for
responses by
asking
question which
which will
assess prior
knowledge and
generate
discussion
(what we are
looking for)
-
Teacher will
attempt to
include all
students in this
class
discussion.
-
Teacher will
ensure all
students
complete the
scale diagram
and provide



double period. This fact Sheet is an opportunity for the students to use the
Vocab bank we started on the first day. The words and concept map will be
fleshed out a bit for use on the white board.
Expectations will be that the correct use of words in their context and good
grammar usage will be used in a factual piece of Report writing. The
structure of the report will be: an introductory paragraph, stating the name
of the planet, and its position in the solar system, and a brief overview of it,
such as when it was discovered, or a distinguishing feature.
The other facts will be then be written as full sentences, in a main
paragraph or two, and a concluding paragraph restating its uniqueness and
position in the solar system.
the three
examples.
(Depending on how quickly they move through this task, they might do
some extended research on one of the following: asteroids, comets, space
dust, and eclipses.) For students who have special learning needs, an
annotated picture of the planet can be made, and the facts can be as basic
or complex as the student is able to produce.
CLOSURE (10min)
 Outline what the next lesson involves – This is where we will discuss
the project where students will be given materials to build a model
solar system. They will begin this project next lesson as part of a
cross-curriculum project involving Maths (and will continue their
project in English class?).
 Ensure students have a good understanding of what is expected of
them in the unit
-
RESOURCES



Whiteboard
Markers
Student will need their workbooks.
CRITERIA FOR ASSESSMENT OF STUDENT ACHIEVEMENT


Students understand what the unit involves and how to meet assessment guidelines
Students will participate in classroom discussion.
Teacher will
explain the
upcoming
project in a
way that
engages
students and
makes the
project sound
like fun.
Teacher will
ask if there are
there any
questions?
AusVELS curriculum relating to space:
The Earth and space sciences substrand is concerned with Earth’s dynamic structure and its place in t
he cosmos.
The key concepts developed within this substrand are that: Earth is part of a solar system that is part
of a larger universe; and Earth is subject to change within and on its surface, over a range of timesca
les as a result of natural processes and human use of resources. Through this substrand, students vie
w Earth as part of a solar system, which is part of a galaxy, which is one of many in the universe and
explore the immense scales associated with space. They explore how changes on Earth, such as day
and night and the seasons relate to Earth’s rotation and its orbit around the sun.
Students investigate the processes that result in change to Earth’s surface, recognising that Earth has
evolved over 4.5 billion levels and that the effect of some of these processes is only evident when vi
ewed over extremely long timescales. They explore the ways in which humans use resources from th
e Earth and appreciate the influence of human activity on the surface of the Earth and the atmosphe
re.
AusVELS English Elaborations
(ACELA1548)
comprehending a series of static images and combinations of language and images in a picture
book, for example title, setting, characters, actions, as well as technical elements including position,
size, colour, angle, framing, point of view; analysing the relationship between visual elements and
text in nonfiction texts such as documentaries, television news, online newspapers and digital
magazines.
(ACELY1734)reflecting on content by connecting and comparing information found in a text to
knowledge sourced elsewhere determining and applying criteria for evaluating the credibility of a
website explaining whether the author conveys meaning adequately, particularly in distinguishing
fact from opinion