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Creation of the Earth-Lesson Plan 1

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Lesson Plan on creation of Planet Earth
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  Lesson Plan Template: Hackett 2014 Teacher Candidate: Hannah Tubbs   Date: October 4 th , 2014   School: SUNY Plattsburgh  Subject: Earth Science Grade Level: 9th  Unit/Lesson Title/Number: Earth’s History/ Lesson 1 Lesson Context and Central Focus:  Include authentic connection(s) This lesson is provided to give a basic overview of the start of the srcin of our universe. The Big Bang Hypothesis will be outlined in this lesson, to assist students with the background of what is hypothesized as how the earth was created. Academic vocabulary will be defined in this lesson such as Big Bang Hypothesis and the Age of the Earth, students will be asked to practice those new vocab words as well. A lab will be  presented to students to assist with the understanding of this material and will be a good way for kinesthetic learners to gain a better understanding of the srcin on the universe. This will allow students to connect theories to the real world as to why we are able to live on planet Earth. The students will then begin learning about earth’s history more in depth. Class Profile: Consider what students know (prior knowledge), what they can already do, what they are learning to do, what you know about their experiences, cultural backgrounds, and interests. Things to include in the next lesson plan    Grade level    Age range    Number of male students    Number of female students    English language learners    Gifted students    Students with IEP’s and 504 plans    Struggling readers  Lesson Plan Template: Hackett 2014 State-adopted content standards and/or Common Core Standards (Include CC Literacy Standards) Interdisciplinary Connections 21 st  Century Skills Assessed: Lesson 1: 1.Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science 2. Standard 4, Key Idea 1, Performance indicator 1.2 A: The universe is a vast and estimated to be over 10 billion years old. The current theory is that the universe called the Big Bang. Evidence for this theory includes: Next Generation Science Standards & STEM: HS-ESS1-2 Earth's Place in the Universe HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. [Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).]   Craft and Structure: 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Learning and Innovation Skills: Creativity and innovation Using a range of creativity when students are creating a poster to represent the Big Bang theory  Lesson Plan Template: Hackett 2014 Communication and collaboration Students will need to collaborate and communicate with one another throughout the “do now” in order to complete the task. Lesson Objectives/Targets Label : ( Bloom’s  Taxonomy )  Must be numbered Acceptable Evidence *Could be collected for accountability and/or auditing  purposes. 1. Students will be able to outline the planets within the solar system and earth’s position as a planet   1a. Position from the sun 1b. The sun is a star 1c. Earth orbits the sun 2.Students will be able to generalize a better understanding the age of the earth and how our solar system was created 2a. Discover the theory behind Cosmic radiation 2b. Big Bang Hypothesis will be discussed and how it created or universe. Evidence included: 2aa. Cosmic Radiation 2ab. Doppler Effect  Objective 1:    “Do now ” -mock position of the planets and their position towards the sun. The students will then draw a quick sketch of the order the planets to be collected. (formative) Objective 2:    Create a visual of what they believed the big bang hypothesis looked like. They can use a drawing, computer model or create a comic strip. (formative) Language Function Identify one language function essential for students within your central focus and include the corresponding learning task(s). Procedure    –   Teacher input, development, instructional method(s), modeling, guided practice, *The teacher will…The students will… (chronological)    Lesson Plan Template: Hackett 2014 independent practice, and/or activities Label:  Bell Ringer Also may be called: set induction, anticipatory set, introduction/review, Do Now, Write Now, Silent Starter   Label: Transitions  Label: visual   , auditory   , and kinesthetic Accommodations for learning modalities  Label: Checks for Understanding: directions ,  procedures/routines , and/or content  (formative)   Ex. (CFU  –   directions)   Label: Evidence of 21 st  Century Skills (21 st ) Label: Do Now:  Sun vs. Planets-5 Minutes (CSE) (21 st ) The students will be given a specific planet to represent, they will then be asked to create a formation that represents the solar system through communication and collaboration with other students. They will then be asked to sit down and draw out the arrangement of the solar system to be handed in, they will be asked to label the planets as well. The teacher will hand a variety of 8 different sheets. On those sheets will be the 8 different planets. The teacher will represent the sun The students will be asked to communicate with other groups of planets and the groups will then line up according to their position from the sun The students will then be asked to take their seats and draw out the order of the planets from the sun on a piece of paper to be handed in Transition: The teacher will ask the question of how was our solar system created after all students have taken their seats Vocab Stop:  The teacher will then define the Age of the Earth as well as the Big Bang Hypothesis on the board and ask his/her students to place these two definitions into their Earth Science Vocab section of their binder. (Auditory)- 10 Minutes The teacher will begin to outline the Big Bang Hypothesis and evidence that we have in order to support this theory. A power point slide show will be used to display vocab and other visuals and pictures to what the Big Bang was thought to look like- 10 minutes The teacher will define cosmic radiation and the Doppler Effect but needs to inform the students that they will be gone into more depth in a couple of days. The students will  be asked not to write anything down yet, but just listen closely. (Auditory) Check for Understanding:  At the end of the lesson the teacher will ask the students to take out their “flip it” cards and the  teacher will ask them various questions throughout the lesson and at the end of the lesson. ( directions ) The students will flip their cards to either A or B in to connect which answer they think it the correct one ( procedures/routines) . Students are encouraged to not look at their notes for this task.- 10 Minutes
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