Monday: Objective 1

TEKS:

5(8) Earth and space. The student knows that there are recognizable patterns in

the natural world and among the Sun, Earth, and Moon system. The student is

expected to:

(D) identify and compare the physical characteristics of the Sun, Earth,

and Moon.

ELPS:

(c)(1) Cross-curricular second language acquisition/learning strategies. The ELL

uses language learning strategies to develop an awareness of his or her own

learning processes in all content areas. In order for the ELL to meet grade-level

learning expectations across the foundation and enrichment curriculum, all

instruction delivered in English must be linguistically accommodated

(communicated, sequenced, and scaffolded) commensurate with the student's

level of English language proficiency. The student is expected to:

(A) use prior knowledge and experiences to understand meanings in

English;

(B) monitor oral and written language production and employ self-

corrective techniques or other resources;

 (C) use strategic learning techniques such as concept mapping, drawing,

memorizing, comparing, contrasting, and reviewing to acquire basic and

grade-level vocabulary;

CCRs:

IX. Earth and Space Sciences

B. Sun, Earth, and moon system

1. Understand interactions among the sun, Earth, and moon.

Objective:

Focus: Pre-Assessment quiz on STEMscopes.

Instructional Delivery: Students will buddy read the short chapter about the

characteristics of the Sun, Earth, and Moon in their STEMscopedia books on page 86.

They will highlight key terms and information they find interesting along the way.

Guided Practice: The class will discuss what they read and fill out a graphic organizer.

The teacher will model on the document camera. Teacher will ask prompting questions

about the atmosphere, size, surface (composition), temperature, and features for the

Sun, Earth, and Moon.

Independent Practice: Students will work independently or with their table groups to

complete the graphic organizer by creating a unique acrostic to help students remember
the order of the planets. Once they are finished filling out the graphic organizer, the

students may color it and glue it in their science journals. Allow time for students to

share their acrostics.

Closure: 3-2-1 Countdown exit ticket. Checking for understanding: “What will you do

with your exit ticket when you are finished?”

Modifications: According to Student IEPs.

Adaptations: Students that are struggling will have peer and teacher assistance when

needed. Sped students will receive a completed graphic organizer to accompany the

one they fill out with the class during guided reading. Sped and dyslexic students may

verbally submit the exit ticket. Reteach concept if majority of class is still not getting it.

Materials:

25 Graphic organizers

5 completed graphic organizers

25 exit tickets

STEMscopedia books

Technology: Students will use their chromebooks. Teacher will use the teacher laptop,

document camera, and projector.

 Tuesday: Objective 1

TEKS:

5(8) Earth and space. The student knows that there are recognizable patterns in

the natural world and among the Sun, Earth, and Moon system. The student is

expected to:

(D) identify and compare the physical characteristics of the Sun, Earth,

and Moon.

ELPS:

(c)(1) Cross-curricular second language acquisition/learning strategies. The ELL

uses language learning strategies to develop an awareness of his or her own

learning processes in all content areas. In order for the ELL to meet grade-level

learning expectations across the foundation and enrichment curriculum, all

instruction delivered in English must be linguistically accommodated

(communicated, sequenced, and scaffolded) commensurate with the student's

level of English language proficiency. The student is expected to:

(A) use prior knowledge and experiences to understand meanings in

English;

(B) monitor oral and written language production and employ self-

corrective techniques or other resources;

 (C) use strategic learning techniques such as concept mapping, drawing,

memorizing, comparing, contrasting, and reviewing to acquire basic and

grade-level vocabulary;

CCRs:

IX. Earth and Space Sciences

B. Sun, Earth, and moon system

1. Understand interactions among the sun, Earth, and moon.

Objective:
Modifications: According to Student IEPs.

Adaptations: Students that are struggling will have peer and teacher assistance when

needed. Sped students will receive assistance from a paraprofessional as needed.

Sped students may opt out of the closure activity if needed. Reteach concept if majority

of class is still not getting it.

Materials: STEMscopedia books

Technology: Students will use their chromebooks. Teacher will use the teacher laptop,

document camera, and projector.

 Wednesday: Objective 1

TEKS:

5(8) Earth and space. The student knows that there are recognizable patterns in

the natural world and among the Sun, Earth, and Moon system. The student is

expected to:

(D) identify and compare the physical characteristics of the Sun, Earth,

and Moon.

ELPS:

(c)(1) Cross-curricular second language acquisition/learning strategies. The ELL

uses language learning strategies to develop an awareness of his or her own

learning processes in all content areas. In order for the ELL to meet grade-level

learning expectations across the foundation and enrichment curriculum, all

instruction delivered in English must be linguistically accommodated

(communicated, sequenced, and scaffolded) commensurate with the student's

level of English language proficiency. The student is expected to:

(A) use prior knowledge and experiences to understand meanings in

English;

(B) monitor oral and written language production and employ self-

corrective techniques or other resources;

 (C) use strategic learning techniques such as concept mapping, drawing,

memorizing, comparing, contrasting, and reviewing to acquire basic and

grade-level vocabulary;

CCRs:

IX. Earth and Space Sciences

B. Sun, Earth, and moon system

1. Understand interactions among the sun, Earth, and moon.

Objective:

Focus: Students will have a ten-minute meeting with their group to determine what they

still need to work on, and what each member is responsible for in regard to their

presentations. Teacher will set a ten-minute timer once class starts.

Instructional delivery: Students will continue working on their group prezi presentations.

Teacher will visit with each group, answering questions and assisting where needed.

Guided practice: Students will finish their group prezi presentations making sure they

have all the required information according to the rubric.

Independent Practice: Students will present their prezi presentations to the class.

Teacher will point out interesting facts and important information, as well as clear up

any misinformation or errors.

Closure: Students will write one thing that stuck with them today on a post it note and

place it on the board when they are finished packing up.

Modifications: According to Student IEPs.

Adaptations: Students that are struggling will have peer and teacher assistance when

needed. Sped students will receive assistance from a paraprofessional as needed.

Sped and dyslexic students may verbally submit the exit question. Reteach concept if

majority of class is still not getting it.

Materials:

STEMscopedia books (if needed)

Sticky notes

Technology: Students will use their chromebooks. Teacher will use the teacher laptop,

document camera, and projector.