Week1Assignment1.edited1.docx

WEEK 1 ASSIGNMENT 1 2

Week 1 Assignment 1
Student’s name
Lecturer’s name
Course
Date

CONTENT AREA ACADEMIC STANDARD

ELP STANDARDS

MEASURABLE CONTENT AND OBJECTIVES FOR THE LESSON

Unifying concepts and processes in science.

Use observations of the Sun, Moon, and stars to describe that each appears to rise in one part of the sky, appears to move across the sky, and appears to set (“Next Generation Science Standards”, n.d.).

Students will understand the correlation between the sun, the moon and earth
Students will be able to use lesson vocabulary to describe these relationships orally and in writing

Science as inquiry.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of mathematics (“English Language Development Standards”, 2020).

Students will understand that the sun is fixed and that the earth and moon rotate.

Physical science.

Students will discuss how the sun, earth and moon move around each other.

Life science

Students will read each other’s completed sentence frames

Earth and space science.

Students will write sentences using sentence frames to give information about the sun, earth and moon.

Science and technology.

Students will listen to a video on the earth and moon’s rotation around the sun.

LESSON PLAN OUTLINE

SUBJECT: Science

Lesson Title: The sun, The earth and the moon

Grade level: 1st

Content standard

ELP standard

Use observations of the Sun, Moon, and stars to describe that each appears to rise in one part of the sky, appears to move across the sky, and appears to set (“Next Generation Science Standards”, n.d.). ELP (WIDA) Standard. Language of Science English language learners communicate information, ideas and concepts necessary for academic success in the content area of mathematics (“English Language Development Standards”, 2020).

Goals/Objectives

Content Objectives
Students will understand the correlation between the sun, the moon and earth
Students will understand that the sun is fixed and that the earth and moon rotate.
Students will be able to use lesson vocabulary to describe these relationships orally and in writing
Language Objectives
Students will discuss how the sun, earth and moon move around each other.
Students will read each other’s completed sentence frames
Students will write sentences using sentence frames to give information about the sun, earth and moon.
Students will listen to a video on the earth and moon’s rotation around the sun.

Academic Language teach themselves incorrectly. Vocabulary instruction should be teacher directed.

Lesson Vocabulary
Sun
Moon
Earth
Rotate
Axis
Fixed
● Ask students what they already know about the earth, sun, and moon
● Introduce new vocabulary words – the sun is “fixed”, it does not move, the moon and earth turn in circles or “rotate”
● Ask students to put a hand in the air and make a fist as you are modelling what you want them to do. Tell them to hold it still, it is now fixed.
● Have students keep hands in the air and tell them to turn their wrist in circles.
● Model as you are explaining
● Explain that they are “rotating” their hand.

Prior Knowledge

In Kindergarten, students learned about the sun, moon and earth. Students have been learning how to use Chromebooks We have been working on creating videos on FlipGrid for the last few weeks of school.

Materials

Chromebooks for access to FlipGrid
● paper templates of the sun, moon, and earths
● markers/crayons/colored pencils
● scissors
● paper fasteners
● computer and smartboard to show short video clip https://www.youtube.com/watch?v=riMAITbLqZI

● paper
● pencils

Instruction – Part 1 of teaching

Show short video clip: https://www.youtube.com/watch? v=riMAITbLqZI During video, stop and answer questions, followed by a short video quiz.
Tell students they are going to make a model of the sun,
Explain that in their pairs, students will create a model of the sun, moon, and earth using paper and fasteners, templates, colouring supplies.
Explain they will have to work together to put their models together, and that their models should show how the sun is fixed and the earth orbits the sun, and the moon orbits the earth.
Tell students that when they are finished creating the model, each pair will show their model on FlipGrid and describe the relations between the sun, moon, and earth to the teacher. Tell students these FlipGrid videos will be shown to the whole class at a later date.
Students should know, that both students need to participate in the oral presentation in the FlipGrid video.

Practice & Application- Part 2 of teaching

Write vocabulary words on the board as a visual to students
● Put students into pairs
● Have students take turns and tell their partner what they know about the relationships between the sun, moon, and earth.
● Each student gets 1 minute to talk.
● Have students go to their desks in their pairs.
● Write the sentence frames on the board: The sun is __________ _______. The earth rotates around the _________. The _______ rotates around the earth.
● Have students fill in the sentences with the vocabular words. If a student is unsure have them put it to the side until they have finished their project.
● Ask students to talk with their partner and come up with a plan.
● The teacher should be going around and listening to student’s plans, asking open ended questions and giving support when necessary.
● When the teacher is confident that students confident that students understand their work and key vocabulary, have them begin their work
● Have sheets with vocabulary words and matching pictures available for students who are struggling.
Spencer Kagan – Timed Pair Share
● After both students have had 1 minute to talk to their partner, pick one student from four or five groups.
● Ask for volunteers
● If there aren’t enough volunteers pick a few random students who need practice speaking orally to the class.
● Allow each of these students 1 minute or less to summarize what their partner has said to the class.
● When this activity is complete, return to the previous part of the lesson and have student’s go to their desks in their pairs.

Application- Part 3 of teaching

Students will begin by colouring and cutting out the templates of the earth, moon and sun and 2 strips of plain paper. One should be longer than the other
Students will draw a line to represent the earth’s axis
Students will use glue to attach the moon to the shorter piece of paper and the earth to the longer piece.
Students will use the paper fastener to attach the long strip of paper with the earth to the middle of the sun.
They will repeat this with the shorter piece, attaching the moon to the earth.
The paper fasteners will allow the earth to orbit the sun and the moon to orbit the earth.
● With a partner, students will work to create a model of the how the earth, moon and sun relate to each other in space.
With their partner, students will describe and show how the earth, moon and sun relate to each other orally and with their model.
● Students who struggled with the sentence frames should be given another chance to complete the sentences

Supports

Native English-speaking students will be paired with ELL students to give ELL students a good language model.
For students who are still at the basic and pre-emergent levels, visuals of the vocabulary will be provided in English and their native language along with a visual picture.
ELL students with an academic need will be given a work bank with lesson vocabulary and paragraph frame to use while discussing the earth, moon and sun during their partner work and while creating their FlipGrid video

Closing

Have students swap their completed sentence frames with their partner.
Have students check each other’s work as you read the sentences out loud together as a group.
Ask students to put a check over any words that are wrong.
Ask students what they learned today.
Give all students a chance for a quick answer
Have students give back their papers to their partner
Allow students to correct any mistakes they’ve made
Collect the papers

Assessment

Informal Assessments
Observe and encourage student participation during discussions and work time.
Observe students throughout centre activities, providing support and direction when necessary. Correct errors and affirm successes.
Did student’s responses accurately answer the questions? Formal Assessments
Collect and check over students completed sentences
Check each student pairs FlipGrid for understanding of the content.
Regular check ins with groups while they are completing their assignment