Sheltered Lesson Plan Template

Topic: Science 8 Class: 2nd-6th Periods Date: 11/27/17

Preparation
Standard: MS-ESS1-1. Develop and use a model of the Earth-sun-moon
system to describe the cyclic patterns of lunar phases, eclipses of the sun
and moon, and seasons. [Clarification Statement: Examples of models can
be physical, graphical, or conceptual.]
Content Objectives: Language Objectives (identify
1. Students will be able to show that language levels here): Grade Level
shadows in space causes eclipses. 8.

Learning Strategies Materials (supplemental and

Turn and Talk, Class Discussion, adapted)
Partner Work, and Graphic Notebooks, PPT, Graphic Organizer,
Organizers. and Solar & Lunar Eclipse Venn
Diagram.

Key Vocabulary (student-friendly definitions)

Eclipse- an occasion when the sun looks like it is completely/partially
covered with a dark circle b/c the moon is between the sun & the Earth.
Or an occasion when the moon looks like it is completely/partially
covered w/a dark circle b/c the Earths shadow is on it.
Umbra- the fully shaded inner region of a shadow cast by an opaque
object, especially the area on the earth/moon experiencing the total
phase of an eclipse.
Penumbra- The shadow cast by the earth or moon over an area
experiencing a partial eclipse.
Solar- relating to or determined by the sun.
Lunar- of, determined by, or resembling the moon.

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
Time: 10 Motivation (explicitly describe) INPUT
mins.
Building Background Knowledge: Students and teacher
will review what students learned about Earths rotation
and how the Earth orbits the Sun. Teacher will read aloud
and/or copy the following statements on the board and
have students answer them:

Links to Experience:
1) How long does it take Earth to turn on its axis? (one day
or 24 hours)
2) What is this motion called? (rotation)
3) How long does it take Earth to move once around the
Sun? (a year or 365 day)
4)What is this motion called? (Revolution or orbit)

Links to Learning: Review of prior days material above.

Key Vocabulary: eclipse, umbra, penumbra, solar, lunar.

10 mins. Presentation (explicitly describe) MODELING/I Do

* Thinking with the end in mind, what content and language do you need to
model?
Teacher will go over the warm-up activity. Reviewing each question, one-by-
one, inviting students to provide verbal input. Teacher will ask students what is
an eclipse and why do they think we have eclipses, and record their answers
on the board. Teacher will avoid correcting misconceptions at this point, and
save students ideas for later analysis.

20 mins. Practice (explicitly describe) GUIDED PRACTICE /We Do

* Thinking with the end in mind, what content and language do students need
to practice here to receive feedback from the teacher before they work
independently? Am I gradually releasing students toward what they are
expected to do independently?
Teacher and students will review the vocabulary words as a
class: eclipse, umbra, penumbra, solar, lunar. Students will
take notes using Eclipses Graphic organizer and teacher
engages students in PPT lecture.

5 mins. Application (explicitly describe) INDEPENDENT

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
 PRACTICE/ASSESSMENT/You do
* Does this opportunity give students the opportunity to demonstrate language
and content mastery?
After taking notes via the Eclipses graphic organizer, students will work in pairs
to complete the Solar & Lunar Eclipses Venn Diagram. As students complete
the activity, they will create a vocabulary list of relevant terms.

5 mins. Review (explicitly describe)

Key Vocabulary: Teacher will review key vocabulary terms

and compare them to the ones students wrote down.
Ensuring that they have all the required terms and the
correct definitions, in student friendly language.

Key Concepts: Teacher will review why we have eclipses.

Teacher will look at the ideas recorded by the students at
the beginning of the lesson. Teacher will ask students if their
ideas have changed? An exit will be projected on
overhead showing two graphic images (one a solar eclipse
and one a lunar eclipse) and the following question: What
type of eclipse are shown below? How do you know?

Lesson Reflection:

I think using a slide show to model the two different types of eclipses was a
strength of this lesson. I pulled my resources from the Power Point and
began the lesson by asking my students what they currently know or what
perceptions they have about eclipses. Evidence I will use to determine if
my students have demonstrated mastery of the objective is the oral
discussion I hear while moving from each group. The assessment data
indicates that some of the students have mastery of the objective. I know
this by seeing that these students have correctly paired statements in their
Venn Diagrams with the appropriate terms. I think I should check for
master of the learning outcomes throughout the course of the lesson, not
just during the end of the lesson. The assessment tools I should use to get a
clear understanding of whether most of my students mastered the
objective are: Exit Tickets, Thumbs Up/Thumbs Down, and responses from
Google Surveys or Class Comments. During the first part of the lesson I felt
a bit unsure. I temporarily lost my focus because of the new
circumstances and because several students arrived tardy. As a result, the
lesson did not start the way I intended it to. It was a bit disjointed and
choppy. Once I got into the lesson, I felt more relaxed and comfortable.
When we began the question and answer portion and my students

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
started participating, things were much better. The interactions at the end
of the lesson motivated me and my students and turned a somewhat dry
and structured lesson into something more free flowing. I could sense and
see that learning was taking place and that I was facilitating the learning.
From this experience I learned that I need to have a more open teaching
style. I should spend less time on explanation and get right to the practice
portion of the lesson. I also realized that its super important to be flexible
and that changes may be necessary for the next lessons I plan.

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz