Science Lesson Professor Messersmith Jorge Merino Play-doh Planet Comparison Goal: Students will differentiate the sizes

of the planets in our solar system. Objective: Students will create scale models of the planets in our solar system and make inferences from the data they collect. Class Grade: 4 Standard: 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.1.4.B.1 Design and follow simple plans using systematic observations to explore questions and predictions.

Resource: Nasa.gov

Materials: 3 pounds of Play-doh Paper Pens Rulers Mini-quiz

Engage: Boys and girls, we have been learning a lot about our solar system and the planets that surround us. One thing I feel is necessary for us to understand is how big our planet is compared to the other planets because the photos we see in our textbooks does not justify the enormous differences in size. Is Earth the biggest planet in our solar system? After the kids answer with no, I will say, Very good we will make our own model planets to discover the humungous differences in size.

Exploration:

In this activity I will guide the students through each step of making the model planets with Play-doh. One classroom management problem that I will have to address is having the students keep the Play-doh within the activity and not play with it on the side or try to keep some for themselves. I will also have to caution them not to eat the Play-doh, even though it is non-toxic. In terms of group cooperation, I will tell the students that they have to take turns with every direction. There will be no technology used in this activity, but I will be using rulers to help the students divide the Play-doh into separate parts. This activity allows for students to use the creative arts to learn science by molding their own planets out of Play-doh. Students practice their mathematical skills with the splitting of the materials used and subtracting one part of the equation to use in another equation, for example; Divide the ball of Play-doh that is left into ten. Squash five of them together and add them to Saturn. Take two and squash them together...this is Neptune. At the end of the lesson the students may have the misconception that we forgot a planet (Pluto), but I will simply say that scientists have relabeled it a dwarf planet and carry on with the lesson. There are no students in my classroom that need specific learning modifications. Steps To Making the Model Planets (All Narative): 1. Write the name of each of the nine planets on separate pieces of paper. Spread the labeled papers out on a table. This is where you will be placing the Play-doh to make each of the planets. 2. Make ten equal balls. Squash six of them together...this will be Jupiter. Place the ball on the paper labeled Jupiter. Take another three and squash them together...this is only part of Saturn (you will add to Saturn two more times before the activity is over). Place the ball on the paper labeled Saturn. 3. Divide the ball of Play-doh that is left into ten. Squash five of them together and add them to Saturn. Take two and squash them together...this is Neptune. Place the ball on the paper labeled Neptune. Take another two and squash them together...this is Uranus. Place the ball on the paper labeled Uranus. (I may have to re-gather students attention because of the misconception that students could have with how this planets name sounds) - To do this I will ask them a question, Boys and girls what are you starting to notice about the size of the planets we have so far, take into account the amount of Playdoh you have left for the other planets? 4. With the ball that is left, make ten equal sized balls. Squash nine of them together...add them to Saturn. Saturn is now complete! -Now that we are done with Saturn, we have made four planets, who can tell me how many more we have to make? 5. Divide the remaining ball into two. One is Earth. Place the ball on the paper labeled Earth. 6. Now is when things get tricky! Divide the ball that is left into ten. Nine of them make up Venus. Place the ball on the paper labeled Venus. 7. Make ten balls out of the one that is left. Use nine to create Mars. Place the ball on the paper labeled Mars. 8. The remaining ball of Play-Doh is Mercury! Place that on the paper labeled Mercury. - Misconception of Pluto may come up after this point. Explain:

Students will notice the undeniable difference of size of the planets. This will show them that we are so little in this enormous universe and can inspire them to want to discover what else is out there. This could also show them that working together towards a common goal, being making a model of the planets, is fun and even makes learning more fun. I might have to explain why Pluto isnt involved in our solar system anymore. If the student asks why the sun isnt involved, since it is a part of our solar system; I will give them this interesting fact regardless, The Sun is so much larger than all of the planets that if you use a 3lb tub of Play-doh to make the eight planets, it would take 980 tubs to make the Sun! I will ask questions like; - What did the activity prove? - From what we have learned about our solar system, so far, does this surprise you? Why? - What is another way we could compare the sizes of the planets? (ex. numbers)

Elaborate: To elaborate on this lesson I will have the students think about the fact that I told them earlier about the sun, The Sun is so much larger than all of the planets that if you use a 3lb tub of Play-doh to make the eight planets, it would take 980 tubs to make the Sun! This will have them think about the size differences of the planets and reuse that information to grasp the even more astronomic size of the sun. I may lead this into a lesson on the effect that the sun has on Earth, which will be done by explaining gravity and the Earths orbit. I may ask: - Try comparing more everyday life situations like the size of yourself compared to your parents - Imagine the size comparison of a whale to a bus. I integrated language arts by having the students use their listening skills to accomplish the multi-stepped activity and their participation in discussion. Math is involved with the parting of the Play-doh and comprehending which parts went to each planet and which parts were kept to continue making the other planets. I showed the concept was involved in the world itself by asking the previous questions in the above point.

Evaluate: What needs to be assessed? The comparison of the planets sizes and how the Earth that we live in isnt so big compared to the rest of the planets. The skills being evaluated are teamwork and listening skills. I will have students answer questions using their Play-doh models. - What combination of planets can closely resemble the size of Jupiter? This will help with clean-up because if the students correctly followed direction it will take the remaining seven planets to make the size of Jupiter.

Future lessons could be based on the knowledge and skills have learned by allowing more group work for their cooperation, more hands-on activities and using the size comparison knowledge to use for lessons on the suns comparison to Earth and the rest of the solar system. The students understanding will be evaluated by their Play-doh models and through a mini-quiz having the students put the planets in order of size. If the students did not learn anything or to start another topic I can move onto the comparison of size that the sun and the rest of the solar system have because the same question will be posed, but I would use another mode of activity.

Science Lesson Plan Rubric to Match Long Lesson Plan Form and NCATE Requirements for 376 Course
J. Messersmith Draft #5

On Target 5-6 BASIC INFORMATION ABOUT LESSON BASIC INFORMATION ABOUT LESSON
All routine information is provided.

Needs Some Improvement 3-4 BASIC INFORMATION ABOUT LESSON

Missing 1 piece of routine information

Needs Much Improvement 1-2 BASIC INFORMATION ABOUT LESSON

Missing 2 pieces of information.

1. All

Routine Information is Provided, NJCCCS, Resources, Materials,

Name, class grade 2. Big

Ideas or Enduring Understandings and NJCCCS are Clearly Indicated

ACEI Standard 3.1 Objectives 3. Potential

The big ideas or enduring understandings ad NJCCCS of the lesson are clearly described and on target.

The big ideas or enduring understandings and NJCCCS of the lesson are clearly described, but one is slightly off target. Gives only one misconception when there are others. Plan indicates some areas where teacher may have to explain something, illustrate or show a skill, but not all.

The big ideas or endurin understandings and NJCCCS of the lesson a not correctly described o listed.

Misconceptions are

Listed.
4. Lists

Potential misconceptions are listed Plan indicates areas where teacher may have to explain something, illustrate or show a skill.

Potential Things Teacher May Have to Explain. (Rider)

ACEI Standard 2,2 Inquiry ACEI Standard 2.2 Science Process Skills. ACEI Standard 3.4 Active Engagement

Plan barely indicates areas where teacher may have to explain something, illustrate or show a skill.

Science Content Questions were formulated.

5. ACEI Standard 1 Development and Learning ACEI Standard 2.4 Multiple Learning Modalities ACEI Standard 3.4 Active Engagement ACEI Standard 2.2 Social Studies Content

Formulated a series of questions that lead students to generate knowledge and develop

Formulated a series of questions that lead students to generate knowledge and develop understanding.

The teacher has not formulated questions th lead students to generat knowledge or develop deeper understanding.

6. Science

Content - Questions Teacher will use Related to the Topic to Help Students.
ACEI Standard 2,2 Inquiry ACEI Standard 2.2 Science Process Skills. ACEI Standard 3.4 Active Engagement

The pre-service teacher has listed essential questions that are related to the topic and make students think. The questions are listed in a logical sequence or placed appropriately in the parts of the plan.. Some questions are closer to Creating, Evaluating, Analyzing rather than remembering Questions.

The pre-service teacher has written good questions. Some important questions are missing.

The pre-service teacher has listed questions that have little substance.

Content Questions are closer to Creating, Evaluating, Analyzing rather than remembering Questions from revised Blooms Categories.
7. Science ACEI Standard 1 Development and Learning ACEI Standard 2.4 Multiple Learning Modalities ACEI Standard 3.4 Active Engagement ACEI Standard 2.2 Social Studies Content

There are too many questions close to Remembering Category.

Science Content - Potential responses of Students.

8 ACEI Standard 1 Development and Learning ACEI Standard 2.4 Multiple Learning Modalities ACEI Standard 3.4 Active Engagement 9.

The pre-service teacher has predicted numerous possible student responses . deeper understanding.

The pre-service teacher has predicted some student responses .

The teacher has not predicted any student responses or formulated questions that lead students to generate knowledge or develop deeper understanding.

English Usage

Grammar, spelling and usage are error free.

Grammar, spelling and usage show a few errors.

ACEI Standard 2.1English Usage LESSON DEVELOPMENT 5ES OR RIDER TERMS LESSON DEVELOPMENT 5ES OR RIDER TERMS 10. LESSON DEVELOPMENT 5ES OR RIDER TERMS
There is evidence of integrating two areas.

LESSON DEVELOPMENT 5ES OR RIDER TERMS

Subject Matter Integration1

ACEI Standard 2.2 Science (SS) Content

There is evidence of integrating at least three areas: Language Arts writing skills in the

There is evidence of integrating one other are

lesson, integration of math or SS at some point, integration of science if a SS lesson,

11. Knowledge

of Science Content is indicated through attachments or Activities - Proof teacher has researched
enough content to allow him/her to answer student questions.1 ACEI Standard 2.4, Social Studies Content

The lesson plan shows that the pre-service teacher either possesses solid content knowledge beyond the lesson or has well researched the topic and used this knowledge as the lesson was being planned.

The lesson plan shows evidence of content knowledge being used as the lesson was planned, but what is indicated does not show solid content knowledge.

The lesson plan shows little evidence of solid content knowledge or adequate understanding on the pre-service teacher's part. The conte is free of errors.

12.

Objectives Are Measurable Ideas of

ACEI Standard 3.1 Objectives 13. Objectives Relate to Big Lesson/ Enduring Understandings

Objectives are both clearly stated and readily measurable. The objectives clearly relate well to the big ideas of the lesson.

Objectives are either somewhat ambiguous or not readily measurable. or observable. The objectives are listed, but are general.

ACEI, Standard 3.4 Active Engagement ACEI Standard 1 Development and Learning ACEI Standard 3.1 Objectives 14. Differentiation-Activities ACEI Standard 3.2 Inquiry 15. Differentiates
Activities are clearly challenging. Activities seem somewhat challenging based on explanation.

Some objectives are list but basically do not rela well to the big ideas of t lesson.

are Challenging for Many Students. Lesson for Specific Students you choose.
ACEI Standard 3.2 Differentiation ACEI Standard 3.4 Active Engagement ACEI Standards 2.4 Multiple Learning Modalities 16. Critical

Has addressed at least three types of potential student learning problems within class

Has addressed two potential student learning problems within class.

Has addressed one potential student ;learning problem withi class.

Thinking

ACEI Standard 3.3 Critical Thinking and Problem Solving.

Students collect data, analyze the data and generate meaningful explanations.

Students collect data, but their analysis of the data and generation of explanations are limited

Students only collect da

17.

Inquiry In Science Skills in lesson

Inquiry is clearly integral to the lesson. Science Process skills are integral to lesson if a science lesson.

ACEI Standard 2.2, Inquiry 18. Science Process if Science Lesson.

Inquiry is probably used in the lesson, but is not clear. Science process skills are generally part of a science lesson.

Inquiry seems to be just barely hinted about.

There is an attempt to integrate science proces skills of a science lesson

ACEI Standard 2.2

19. Lesson

Presentation Skills Activities well done.

ACEI Standard 2,2 Inquiry ACEI Standard 2.2 Science Process Skills ACEI Standard 2.4 Multiple Learning Modalities 20.Lesson

Activities are well thought out. Activities students are to do are clearly explained with sheets or interactive notebook statements noted or explained well in plan. Activities are developmentally appropriate activities.

Discussions of explorations, but not clear

The descriptions of the activities should be mor clearly stated.. Hints at Exploration

Presentation Skills Developmentally Appropriate Activities

ACEI Standard 2,2 Inquiry ACEI Standard 2.2 Science Process Skills 21.Science

Activities are probably developmentally appropriate, but the descriptions of the activities should be more clearly stated.

Presentation Skills Activities relate to students lives.

ACEI Standard 2,2 Inquiry ACEI Standard 2.2 Science Process Skills 22. Science

Activities are related to students lives and are interesting.

Activities are developmentally appropriate. Problems and activities relate to students lives. The descriptions of the activities should be more clearly stated. Safety is addressed but only superficially. If this is a science lesson, ethics and care and treatment of living organisms are addressed but may not be thorough or appropriate. Safety is mentioned

safety or safety is

addressed. Liability, Ethics and Care and Treatment of Living Organisms is addressed as required by lesson.
23. OR NA if not needed LESSON DEVELOPMENT 5ES OR RIDER TERMS

Lesson clearly indicates safety is being addressed. If this is a science lesson, ethics and care and treatment of living organisms are appropriately addressed as needed. There are objectives for each of these, as appropriate.

If this is a science lesso ethics and care and treatment of living organisms are mentione briefly but not addresse thoroughly.

LESSON DEVELOPMENT 5ES OR RIDER

LESSON DEVELOPMENT 5ES OR RIDER

LESSON DEVELOPMENT 5ES OR RIDER

TERMS 24.

TERMS
Activity may excite students. Activities may not be solved during the class period. If so, they would cause students to think, but not necessarily after class. There is an opportunity for Exploration by students. Some Explanation and only some of the materials are explained and shown. Planning shows some ways in which student can explain or show what they have figured out, but not every student is involved.

TERMS
Little chance of excitement.

Engagement of Lesson: 5 Es

ACEI Standard 3.4 Active Engagement 25. Engagement After Lesson: (Rider Introductory Activities): Activities cause thinking or analyzing of the information acquired ACEI Standard 3.4 Active Engagement 26.Exploration

Activity will probably definitely excite strudents. Activities cause students to leave class thinking about possible strategies and solutions.

Activities may not be solved during class period, but are just abou gathering information.

By Students 5 Es

ACEI Standard 2,2 Inquiry ACEI Standard 2.2 Science Process Skills. ACEI Standard 3.4 Active Engagement 27. Student

There is an opportunity for Exploration by students. Explanation and all materials are explained and shown.

There is little opportuni for Exploration by students. Explanation and all materials are mentioned.

Explanations. (Rider Developmental Activities) 5 Es Criteria #3, ACEI Standard 2,2 Inquiry
ACEI Standard 2.2 Science Process Skills. ACEI Standard 3.4 Active Engagement ACEI Standard 3.3, Critical Thinking and Problem Solving 28.Active Elaboration - Students have opportunity to apply knowledge. (Rider Developmental Activities) 5 Es ACEI Standard 2,2 Inquiry ACEI Standard 2.2 Science Process Skills. ACEI Standard 3.4 Active Engagement 29. Closure

All student are given an appropriate way to explain or show what they have figured out resulting from Exploration.

Planning shows minima allowance for students t explain what they have figured out.

There is clearly an opportunity for students to use or show what they have figured out

The opportunity for students to use or show what they have figured out is present, not clearly explained

The opportunity for students to use or show what they have figured out is vague.

and Sharing Student Work (Rider Assessment)

ACEI Standard 4 Assessment 30. Closure

Teacher explains how students will share their work, justify their thinking, and engage in discussion. The pre-service teacher ties students' responses strongly into each stated objective.

Students merely share their work.

Students review the lesson.

and Sharing Student Work (Rider ) Connection with

The pre-service teacher ties students' responses into each stated objective.

Objective
ACEI Standard 4 Assessment 31.

Assessment 5 Es

ACEI Standard 3.4Active Engagement ACEI Standard 4Assessment

Assessment Plan is clearly and thoroughly articulated

There is an attempt to assess learning.

Assessment / Evaluation Plan For General Class (Rider Assessment)

32. ACEI Standard 4 Assessment ACEI Standard 3.3 Differentiation

The assessment plan reflects a variety of evaluation strategies including methods of formal, informal, traditional, performance, diagnostic, formative, and/or summative assessment. Criteria is provided.

The assessment plan reflects a variety of evaluation strategies including methods of formal, informal, traditional, performance, diagnostic, formative, and/or summative assessment.

The assessment plan is not well thought out. No appropriate assessment strategies are included. Obvious assessment strategies are missing.

33. Criteria

Provided Somewhere for Assessment Strategies. Assessment for Individual Students

34. ACEI Standard 3.2 Differentiation ACEI Standard 3.4 Active Engagement ACEI Standard 4 Assessment WHAT THE FUTURE HOLDS 35. Proof

Inappropriate criteria.

Assessments for individual children with particular learning issues are included, as appropriate. With rationale for assessment method.

Assessments for individual children with particular learning issues are included, as appropriate, but no rationale.

WHAT THE FUTURE HOLDS

There is a sophisticated plan which explains how the pre-service teacher will use assessment information to design future lessons. It is well thought out. It shows that the teacher knows how to use assessment information.

WHAT THE FUTURE HOLDS

The plan says that the pre-service teacher will use assessment information to plan future lessons. The planned activities may not be based on assessment information gleaned from this lesson.

WHAT THE FUTURE HOLDS

teacher will be using Assessment / Evaluation Information to Plan Future Lessons

ACEI Standard 2.2 Inquiry ACEI Standard 3.2 Differentiation ACEI Standard 3.4 Active Engagement

The plan states that the pre-service teacher will use assessment information to plan future lessons but does not explain how this wi be done.

Assessment / Evaluation Information to Plan Future Lessons for Individuals.

36. ACEI Standard 4 Assessment ACEI Standard 3.2 Differentiation

When appropriate, plans for individual students are included.

Hints at Plans for Individual students.

Plans for individual children are not include and should be.

ACEI Standards: Standard 1. Development, Learning, and MotivationCandidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students development, acquisition of knowledge, and motivation.

Standard 2.1 Reading, Writing, and Oral LanguageCandidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas; Standard 2.2 ScienceCandidates know, understand, and use fundamental concepts of physical, life, and earth/ space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science; Standard 3.1 Integrating and applying knowledge for instructionCandidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community;

Standard 3.2 Adaptation to diverse studentsCandidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;

Standard 3.3 Development of critical thinking and problem solvingCandidates understand and use a variety of teaching strategies that encourage elementary students development of critical thinking and problem solving.

Standard 3.4 Active engagement in learningCandidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments;

Standard 4. Assessment for instructionCandidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.