Expert answer:Designing an Earth and Space Science Lesson Plan

  

Solved by verified expert:Directions: 1) Save and print the Module 3 Application PDF. 2) Create a Word or text document for your response. Use 12-point Arial or Times New Roman
font. Use APA (6 edition) format for citations. 3) Create a title page and references page in APA (6th edition) format. 4) Follow the directions in completing your assignment. 5) Follow the directions to submit your final Word or text document.Step 1: Access the Topic Arrangements of the Next Generation Science Standards at
http://nstahosted.org/pdfs/ngss/20130509/CombinedT…
Review the Earth and space science standards to identify the content elementary students are
expected to know, understand, and apply. Step 2: Select an elementary grade level and one Earth and space science topic for your lesson
plan. For example, at first grade Space Systems: Patterns and Cycles is an Earth and space
science topic. Step 3: Prior to designing your lesson plan, study the lesson plan exemplar linked on the
assignments page. Notice how the author integrates the science and literacy components in the
plan. The lesson plan is to be your original work and modified ideas from other sources are to
be clearly identified using appropriate citations. Step 4: For your selected topic, use the template provided on the assignments page to design
an integrated, inquiry-based science lesson to purposefully guide elementary students on an
exploration of the social, cultural, and ethical aspects of science. The plan should be detailed
enough to follow. Your lesson plan should include:  A hands-on lab experiment or online simulation incorporating critical-thinking skills  A literacy strategy used with either fiction or informational text, or a combination  Technology application  Engineering application  Appropriate assessment ideas  Clearly identify the type of thinking skill required
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sci5083_lesson_plan_template__1_.docx

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Name: _____________________________
LESSON PLAN TEMPLATE
Title of Lesson/Unit:
From a Worm’s Eye Point of View
Grade Level:
5th
Time Requirements:
Multiple Days
Directions: Add items to each section using bullet points. Use the ‘ruler’ function of Word to adjust the formatting. Each component should be as
complete as possible.
Desired Outcomes
Direct Assessments
(Goals & Objectives)
(Connection to Goals & Objectives)
Next Generation Science Standard ~ 5-LS2-1. Develop a model to
describe the movement of matter among plants, animals, decomposers,
and the environment.
Common Core State Standards (CCSS) ~ Literature Standard R4. Grade
5. Key Ideas and Details: Explain how a series of chapters, scenes, or
stanzas fits together to provide the overall structure of a particular story,
drama, or poem.




Venn diagram used to contrast story and visual/multimedia
elements.
Science journal entry using observation (visual)
representation.
Collaborative research to complete a chart and model
Science journal entry using picture prompt to write from a
“worm’s-eye point of view.”
CCSS ~ Literature Standard R7. Grade 5. Analyze how visual and
multimedia elements contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of fiction, folktale, myth,
poem).
CCSS ~ Writing Standard W2. Grade 5. Text Types and Purposes: Write
informative/explanatory texts to examine a topic and convey ideas and
information clearly.
Key Questions
Resources
(Directly related to Outcomes)
(Ways to find responses to Key Questions)





1) How do personal viewpoints change our way of thinking? If we
change our perspective, how does this change our actions?
2) How could a series of events be changed with a single choice?
3) In what ways does our perspective shape our understanding of
cause and effect?
4) Consider how directors use visuals effectively to tell the story.
How do authors achieve this activation of visualization?
Observation
Research
Collaboration
Compare video clips to text
Large and small group discussion
Learning Activities




Large Group [LG] ~ Building background [bb]
Large Group [LG] ~ Direct Instruction [di]
Large Group [LG] ~ Pre-reading [pr]
Large Group [LG] ~ Discussion [dq]
Objective ~ Know




Small Group [SG] ~ Discovery Learning [dl]
Small Group [SG] ~ Creative Problem Solving [cps]
Small Group [SG] ~ Creating Connections [cc]
Small Group [SG] ~ Workshop [wp]
Delivery Approach ~ How
This column directly relates to
the Desired Outcomes.
The list above provides a range of
optional approaches and a way to
designate them.
Establish a mind set for
investigating
observation skills.
LG ~ View clip.
Use the viewpoint of a
director to contrast how
we see a movie.
Contrast the idea of a
dare with the ability to
predict a course of
action based upon
cause and effect.
SM ~ Using copied scene
or YouTube links, students
check their predictions.
LG ~ Summation of data
LG ~ Transition




Centers [CS] ~ Technology [t]
Centers [CS] ~ Listening [l]
Centers [CS] ~ Art & Music [am]
Centers [CS] ~ Writing [w]
Focus Activity ~ Do




Individual [I] ~ Choice Board [cb]
Individual [I] ~ Research Project [rp]
Individual [I] ~ Portfolio [p]
Individual [I] ~ Presentation [ppt]
Support
This column addresses what students will be doing to engage in learning. Be
specific enough for a teacher to follow the steps to deliver instruction.
This column contains supplies, materials,
and other items needed to deliver
instruction.
Introduction: View a preview clip of How to Eat Fried Worms
(2006). Briefly discuss the plot of the story as depicted in
the clip.
Movie Preview ~ Available:
http://www.youtube.com/watch
?v=9a0F82VJTsE
Shift perspectives. View a clip of the dare scene. Count
the number of times the camera changes: person to
person, zoom out, zoom in, and other cuts. These are
editing cuts where one shot switches to another perspective.
DVD ~ Available from Amazon.

What prediction would you make about another 5
minute scene based on the data collected? (SG)
Collect the data for comparison. What discoveries or
conclusions can be drawn? [Prediction, Draw
conclusions] How do shifts in perspectives help us
think like scientists, researchers, or historians?
Copy short clips to distribute to
small groups using laptops or
computer stations. These can
be created using a link or
DVD. This can also be done in
a large if technology is limited.
Name: _____________________________

Identify characteristics
of media and print
formats.
SM ~ Venn diagram for
scene comparison
How is a dare different than a prediction? (Transition to
literary selection; analyze traits). How do predictions
help us understand information or stories? [Contrast
and compare, Determine]
Contrast and compare the dare scene from the DVD to the
chapter in the book. In small groups, use a Venn diagram,
identify points of comparison. [Contrast and compare,
visualize]
LG ~ Collect the data

Using critical judgment
to separate out
emotional decisions
from rational choices.
LG ~ Discussion
SM ~ Research
Collaboratively design
an approach for
collecting data.
Rockwell, T. (1975). How to
eat fried worms. New York:
Random House.
Venn diagram template

Develop an approach
for documenting
rationale.
Literacy strategy ~ using
predictions to create
motivation and capture
attention.
Given the characteristics identified, what reasons would
the director of the movie have for changing the author’s
scene in the book? [Rationale, Speculation]
How could we determine the real reasons rather than
only consider speculations? (Research, use interview
notes, write a letter to the director of the film)
Reasoning. Let’s be practical. Would it be possible to
accept such a dare? What’s your reasoning? [Rationale]

What kind of worm could our lead character actually
eat? How could we determine if our predictions are
true?
Research Quest. Divide the class into teams to gather
information about types of worms. Brainstorm areas which
need to be addressed (i.e., size, shape, availability,
disease, other traits). Design a chart together for collecting
data.
Create a class chart.
This activity leads to the
Science Connection:
Earthworm Study.
Access to information via
Internet, classroom resources,
library, textbooks or handouts.
Earthworm Study. Lesson 1.
Enhance the use of
questioning strategies
to accomplish a specific
purpose.
LG ~ Introduction to
questioning strategies
SM ~ Observations
Train the eye to
observe beyond
general qualities.
We have guests in the classroom. You are the host/hostess
while they stay with us. Your job is to watch carefully to
discover as much as you can about our guests. What kinds
of questions do you need to ask yourself as you are
observing? [Brainstorming] Write the questions on the
board.
Divide into groups with meat trays and worms. Use the
loupe to observe details, generate additional questions and
potential answers. In your science journal, draw what you
see. “Observation Only” activity.
Materials.
Meat trays
Holding containers with
potting soil
Loupes
Available: http://the-privateeye.com/html/materials/MATmen
u.html#loupes
Live earthworms
Materials for models
In groups, design a model showing the earthworm as a
decomposer.
Draw conclusions
based upon visual
media.
Individual ~ Perspectives
(Key ideas to
remember)
Connections:
(Transition for next
lesson)
Picture of Ernie Pyle.
Knowledge of earthworms.
Quote – “I write from the worm’s-eye point of
view.” Ernie Pyle, 1943.
Using writing, express
various imagined
impressions from
differing perspectives.
Summary:
Writing Response. Show a picture of Ernie Pyle in his
WWII uniform. What does the photograph tell us about this
man? Here is a quote from him:





What conclusions can be drawn from his quote?
If you were writing from a “worm’s-eye point of view,”
how would this change your perspective? In your
science journals, look at the world from a worm’s
perspective. What do you see, feel, or understand?
Our understanding of the world is shaped by our viewpoint.
We are influenced by what we see and know.
Knowing is important for doing.
We have observed the earthworms just as we “observed” the main character of our story. We can’t see into the thoughts of
others, but we understand more if we observe what they do. Over the next several days, we will investigate the actions of the
earthworms and the characters in our story to see if we can imagine how they are thinking and making decisions.
Name: _____________________________
Additional Resources:
Supporting classroom ideas from the Walden Productions. Available: http://www.walden.com/wp-content/uploads/2006/08/HTEFW_ActivityGuide.pdf
Earthwork systems. Available: http://www.sas.upenn.edu/~rlenet/Earthworms.html
Name: _____________________________
LESSON PLAN TEMPLATE
Title of Lesson/Unit
Grade Level:
Time Requirements:
Directions: Add items to each section using bullet points. Use the ‘ruler’ function of Word to adjust the formatting. Each component should be as
complete as possible.
Desired Outcomes
Direct Assessments
(Goals & Objectives)
(Connection to Goals & Objectives)
Key Questions
Resources
(Directly related to Outcomes)
(Ways to find responses to Key Questions)
Learning Activities




Large Group [LG] ~ Building background [bb]
Large Group [LG] ~ Direct Instruction [di]
Large Group [LG] ~ Pre-reading [pr]
Large Group [LG] ~ Discussion [dq]
Objective ~ Know
This column directly relates to
the Desired Outcomes.




Small Group [SG] ~ Discovery Learning [dl]
Small Group [SG] ~ Creative Problem Solving [cps]
Small Group [SG] ~ Creating Connections [cc]
Small Group [SG] ~ Workshop [wp]
Delivery Approach ~ How
The list above provides a range of
optional approaches and a way to
designate them.




Centers [CS] ~ Technology [t]
Centers [CS] ~ Listening [l]
Centers [CS] ~ Art & Music [am]
Centers [CS] ~ Writing [w]
Focus Activity ~ Do
This column addresses what students will be doing to engage in learning. Be
specific enough for a teacher to follow the steps to deliver instruction.




Individual [I] ~ Choice Board [cb]
Individual [I] ~ Research Project [rp]
Individual [I] ~ Portfolio [p]
Individual [I] ~ Presentation [ppt]
Support
This column contains supplies, materials,
and other items needed to deliver
instruction.
Name: _____________________________
Summary:
(Key ideas to
remember)
Connections:
(Transition for next
lesson)
Additional Resources:
Science Instruction for Elementary Teacher Preparation
Module 3 Application
Submit at the end of Module 3.
Designing an Earth and Space Science Lesson Plan
For this assignment, you will review the Next Generation Science Standards and identify Earth
and space science topics. Then you will select one topic and use it to design an integrated,
inquiry-based science lesson plan.
Teaching a Lesson Plan:
In this course, you will design three lesson plans, one each in Modules 2, 3,
and 4. You will select one of the lesson plans designed during this course to
teach during the required field experience hours. You may teach your lesson
in Modules 2, 3, or 4 and report on the experience in Module 5.
After teaching the lesson plan, you will analyze the data collected from a minimum of two of the
following sources: (1) personal reflection of the lesson instruction, (2) feedback from elementary
students’ assessment scores, and (3) peer-colleague or cooperative teacher. Your will revise
your lesson plan by making adjustments based upon analysis.
Course Objectives





Select appropriate literacy strategies that support the cultural/multicultural needs of
students and deep understanding of science concepts.
Demonstrate an understanding of appropriate assessment strategies for science content
and skills.
Integrate technology into science instruction.
Describe content and inquiry-based strategies that motivate and engage students in the
study of physical science, Earth and space science, life science, and engineering and
technology.
Describe the procedures and guidelines for establishing a safe science learning
environment that provides opportunities for multisensory exploration and ensures the
humane and ethical treatment of living organisms.
Directions:
1) Save and print the Module 3 Application PDF.
2) Create a Word or text document for your response. Use 12-point Arial or Times New Roman
font. Use APA (6 edition) format for citations.
3) Create a title page and references page in APA (6th edition) format.
4) Follow the directions in completing your assignment.
5) Follow the directions to submit your final Word or text document.
© 2016 American College of Education
1
Science Instruction for Elementary Teacher Preparation
Step 1: Access the Topic Arrangements of the Next Generation Science Standards at
http://nstahosted.org/pdfs/ngss/20130509/CombinedTopicArrangementBookmarked5.1.13.pdf
Review the Earth and space science standards to identify the content elementary students are
expected to know, understand, and apply.
Step 2: Select an elementary grade level and one Earth and space science topic for your lesson
plan. For example, at first grade Space Systems: Patterns and Cycles is an Earth and space
science topic.
Step 3: Prior to designing your lesson plan, study the lesson plan exemplar linked on the
assignments page. Notice how the author integrates the science and literacy components in the
plan. The lesson plan is to be your original work and modified ideas from other sources are to
be clearly identified using appropriate citations.
Step 4: For your selected topic, use the template provided on the assignments page to design
an integrated, inquiry-based science lesson to purposefully guide elementary students on an
exploration of the social, cultural, and ethical aspects of science. The plan should be detailed
enough to follow. Your lesson plan should include:
 A hands-on lab experiment or online simulation incorporating critical-thinking skills
 A literacy strategy used with either fiction or informational text, or a combination
 Technology application
 Engineering application
 Appropriate assessment ideas
 Clearly identify the type of thinking skill required
© 2016 American College of Education
2

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