Lesson Plan Format For STEM Lessons

Name of Teacher Candidate: Tas’Shauna Whipple Grade Level: 4 NoIn this column, identify which of
the
Lesson Title or Topic: ​Stars, Planets, and Moon ● Science and Engineering
Practices
Curriculum Areas Addressed: ​Earth Science ​ Time Required: ​60 min. ● Standards of Mathematical
Practice and
Instructional Groupings: ​Are you using whole group, small group, partners, quads, homogeneous, heterogeneous? ● Cross Cutting Concepts
Whole group
Are applicable in this lesson

Standards: ​List the GSE that are the target of student learning and are key to this lesson. Include the number and the text of each of the GPS/GSE that is Science and Engineering
being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant. (Asking and Defining)
S4E1 a. Ask questions to compare and contrast technological advancements that have changed the amount and type of information on distant objects in the
sky.

As a result of this lesson students will…

Learning Objectives: ​(Objectives are aligned with the standards and are stated in measurable/observable terms. These should reflect the ​thinking and
skills appropriate to the specific content (The Standards of Mathematical Practice and/or the Science and Engineering Practices and Crosscutting Concepts.
These objectives are what you will assess.)

Essential Question(s) ​As a result of this lesson, students will build understanding that leads to developing an answer for this question.
What are some good reasons for space exploration if you were an astronaut? Explain why you would want to explore space.

Support for Academic Language

Language Function: ​Each standard or goal uses language​ ​intentionally to introduce concepts and to identify the “function” that is required (Describe, Note: Not all demands can be met
analyze, compare, etc.) ​. T​ his creates language demands for student performance that must be incorporated into instruction. in a single lesson, but over the
Language Demands: ​Develop learning tasks that align​ with the standard so that by succeeding at the task, the learner is meeting the demands of the course of a unit all demands should
function. Three main demands are vocabulary, discourse, and syntax. be supported so that the student
can be successful in meeting these
Vocabulary: ​(What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area. ( These may be derived from the standards.) How will you provide support for using this vocabulary?
demands of the function.
Discourse:​ How will the student use this language? (Written, spoken, demonstrated, or other form of discourse)

Lesson Plan Template John H. Lounsbury College of Education, Georgia College Adapted for Science Instruction
By Miriam M. Jordan, Ed.D.
 Lesson Plan Format For STEM Lessons

Syntax:​ What language structures/symbols or academic patterns are required? (Graphs, data tables, sentence structures, etc.)

Language Supports: ​How will instruction scaffold the students’ efforts to meet these demands?

Assessment​ ​(Each learning objective must be assessed. How will students demonstrate the targeted skill and/or understanding of the lesson’s
objectives? How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: ​(Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each learning Oral Questioning
objective should be assessed. DO NOT restate the learning objective.) Think in terms of balanced assessment-. Do you need to pre-assess, formatively assess,
summatively assess or use some combination of these, employing multiple means of assessment?
Formative Assessment
Steps in the Lesson​ ​(​Include the activating strategy or the hook for the lesson; the introduction; the lesson procedures including strategies/planned
supports for whole-class, small group, and individual instructions; and differentiated activities.)
Activate learning (Hook): ​(State how you will begin the lesson to engage the students. Identify the inquiry components:
In order to know about our universe and the planets in our solar system, we must find out how we were able to obtain any (Not all of the Es will be in every
information regarding our solar system, and the way that we were even able to see objects very far away was from lesson, but engage, explore, and
telescopes, so we will learn about telescopes and the advancements that have improved telescopes that have allowed us to explain form the backbone of the
be able to further study our universe. science lesson.)

Introduction: ​(State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals and objectives Engage (Initiate here, carry through
of the lesson, tap into prior knowledge/experiences, and develop student interest Attention should be given to students’ academic, social, and cultural the lesson.)
characteristics to promote connections and engagement.)
Engage
There are several other ways other than telescopes such as the International Space Station, exploratory space spacecraft,
rovers, satellites, etc. and we will learn about them through reading, video and class discussion on the advancements of
telescopes. It’s important for you to know about the ways that we are able to study our universe.

Work Session (Body of Lesson) Instructional Strategies: ​(Use a bulleted or numbered format to communicate the procedures for the lesson – Explore (initiate here, may repeat
what the teacher will do as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ throughout the lesson.)
cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)
Explore and Explain
1. (Students will do)Read as a class an informative paper that talks about the telescopes before and telescopes now.(Takes about 12 min)
2.(Teacher will do) After reading this paper, I will orally ask them questions to discuss how telescopes came about, how they work, and how they have
advanced in a class discussion.
3(Students will do)Watch the SpaceX CRS-12 launch to the ISS video and NASA Weather Instruments video and a video about weather satellites of the past,
present, and the future.
4.(Teacher will do) Ask them questions to start a class discussion over the information learned from the videos(15-20 min.).
Lesson Plan Template John H. Lounsbury College of Education, Georgia College Adapted for Science Instruction
By Miriam M. Jordan, Ed.D.
 Lesson Plan Format For STEM Lessons

5.(Students will do) The students will complete the telescopes of the future assignment explaining: How do you think telescopes will change and improve as
technology develops? Sketch your thinking and write a short paragraph explaining their abilities. Then they can explain what they sketched to the class so I
can hear and see as well as their peers what they sketched and the explanation.(This will take the remainder of the class).
6. (Teacher will do) I will start passing out the moon phase calendar so that students can begin observing the moon of every night. All they have to do is
draw what they see for now.This is what they have to do at home.
Closure/Summarizing/Wrap up: ​(Describe how the students will process and show what they know and /or can to as a result of the standards Explore, Explain (Extend, E-learning,
addressed in the lesson. What process or strategy will be used? Elaborate, Evaluate if appropriate)
The students will be able to compare and contrast the differences of telescopes and know about the various different forms of telescopes and ways of
Evaluate
studying space through class discussion, reading and completing the assignment.
Modifications/Differentiation​: ​Describe how the lesson is modified or differentiated to meet the needs of individual students. Explain, Evaluate
N/A
Instructional Supports
Resources and Materials Used to Engage Students in Learning ​(Provide citations for all resources that you did not create. Attach key instructional material needed to understand what you
and the students will be doing. Examples: class handouts, assignments, slides, and interactive white board images.)
These can be found on the GSE website.
https://lor2.gadoe.org/gadoe/file/13200138-b3dd-4014-bc66-610c068e2201/1/Fourth-Grade-Science-Instructional-Segment-2-Stars-Planets-and-Moon-with-suppor
ts.pdf
https://www.youtube.com/watch?v=5e_TNLem-DU
https://www.youtube.com/watch?v=dqpFU5SRPgY
https://www.youtube.com/watch?v=S4IV9SJTfzc
https://lor2.gadoe.org/gadoe/file/13200138-b3dd-4014-bc66-610c068e2201/1/Fourth-Grade-Science-Instructional-Segment-2-Stars-Planets-and-Moon-with-suppor
ts.pdf​ -This is the moon phase calendar that the students record the moon phases on

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: ​(​List any websites and sources of materials and background information that
you will need or use as the teacher to engage the students.)
No additional resources.

Other Relevant Information

None

Clear Links to Learning Theories, Educational Research, and Principles of Development:

Constructivism-encourage knowledge to new situations which enhances the learner’s ability to transfer knowledge and increase skill development that may be
universally applied.

Lesson Plan Template John H. Lounsbury College of Education, Georgia College Adapted for Science Instruction
By Miriam M. Jordan, Ed.D.
 Lesson Plan Format For STEM Lessons

Connections to Technology and/or the Arts: Connection to art:

There’s a connection to art. The students have to be creative by sketching a telescope of the future and explain its abilities.

Instructions for using this lesson plan template

This template is intended for use by science and mathematics teachers and it is consistent with the format used for EdTPA at Georgia College. The column on

the right has been added to provide a framework for the teacher to think through how the Science and Engineering Practices, Standards of Mathematical

Practice, and the NGSS Cross-Cutting Concepts are integral to STEM instruction in the lesson.

The user should not type n in gray areas. The gray areas are headings and dividers. The plan should be typed in the white spaces. Italicized text provides

reminders and guidance in some sections. This text can be deleted as the form is completed.

The information required at the bottom of the form documents aspects of the teacher’s professionalism, including references to materials, use of technology

and connections to learning theory.

Lesson Plan Template John H. Lounsbury College of Education, Georgia College Adapted for Science Instruction
By Miriam M. Jordan, Ed.D.
 Lesson Plan Format For STEM Lessons

Lesson Plan Template John H. Lounsbury College of Education, Georgia College Adapted for Science Instruction
By Miriam M. Jordan, Ed.D.