Axis: an imaginary line about which a body rotates "the Earth revolves on its axis once every 24 hours" Rotate: move or cause to move in a circle round an axis or center "the wheel continued to rotate" Revolve: move in a circular orbit around. "the earth revolves around the sun" Orbit: the curved path of a celestial object or spacecraft round a star, planet, or moon, especially a periodic elliptical revolution. "the Earth's orbit around the sun" Sphere: an object having a round solid shape; a ball or globe. "the markers on the route included two conspicuous black spheres" Elliptical: An orbit revolving of one object around another in an oval-shaped path called an ellipse. Ellipse: a regular oval shape Discourse and/or Syntax: Discourse: While making their reproductions and during think-pair-share, learners are encouraged to state their observations and educated guesses about the Moon, Earth and Sun and the relation between them. Planned Language Supports: During the course of the lesson there will be a substantial focus on the understanding of the vocabulary, we will discuss the vocabulary as a whole class. The vocabulary and meanings will stay on the board as a reference while we move through the lesson. Instructional Strategies and Learning Tasks Activity Description/Teacher Student Actions The teacher will start the lesson by stimulating prior knowledge, by focusing the learners’ attention to the smart board where a video will show the relationship between the Moon, Earth and Sun. The teacher will then require the learners to provide five observations and make five educated guesses in their interactive notebooks. Following, the teacher will have the learners participate in a think-pairshare activity, sharing their observations and educated guesses with their group table. Afterward, the teacher will distribute the white sentence strips to the learners where they will agree on what 2 educated guesses and observations they would like to present as a group. When the groups have chosen which 2 educated guesses and observations they want to present, they will hand in their slips, and the teacher will take note of their responses on the T chart on the smart board. As the class assembles, the teacher will select key observations and educated guesses that relate to the Moon and Earth’s orbit around the Sun. Learners will watch a video on the smart board. They will then write five educated guesses and five observations in their interactive notebooks. Then the learners will participate in a think-pair-share activity with their group table. After the think-pair-share, the groups will select two educated guesses and two observations they would like to have put up on the T chart that they wrote on their sentence strips. While the teacher takes note of their responses on the T chart, the learners will follow along by reading them with the teacher. Engage: Explore: The teacher will present and preexplain the vocabulary terms that are associated with the Earth, Moon, and Suns movements. The teacher keeps the video playing and uses it to help define the vocabulary and provide the learners with a visual representation. The teacher will connect the terms to the appropriate sections of the video, define each word and have the learners write and draw each of the vocabulary words into their interactive notebook. This supports the learners to develop academic language and to distinguish the motion and movements that are related to each word. Learners will follow along with the demonstration of vocabulary as well as the ways that they apply to the video. Learners will write each word in their interactive notebook and illustrate them in order to develop academic language. The teacher talks with the learners about the observations of the Earth, the Moon, and the Suns movement in space. The teacher then distributes claim cartoons to each table and orbit model worksheets to each of the learners. The teacher will review the cartoon with the learners and give details to the learners that they will be creating a model to determine and support the accurate claim in the cartoon. While the learners work on the model, the teacher will check in with the tables, verifying that their models are accurate. The teacher also talks with learners about why models can aid in our understanding the lessons with more accuracy. The teacher verifies that the learners correctly understand how the model offers proof that supports one of the Learners will talk with the teacher about the observations of the Earth, the Moon, and the Suns movement in space. Learners will use the set of materials provided to read over the cartoon claims and make their models. The learners will work together with the teacher as the teacher drifts around the class, making sure the learners are making their models properly and talk over with the teacher how models can aid in their understanding the lessons with more accuracy. Explain: cartoon claims. Elaborate: Each group of learners will elaborate their findings with the teacher, about the Moon, Earth and Suns place in space after finishing their models. The teacher will enquire with probing questions to confirm that the learners understand, having them paraphrase the information they learned and identify which of the educated guesses and observations on the T chart seemed correct. The teacher will then introduce the information on Earth rotating on its axis around the sun, causing Night and Day. The teacher will display the Night and Day diagram (Image D) that explains how the Earth orbits the Sun making the side of the Earth that is facing the sun daytime and the opposing side is not facing the sun and it is nighttime. Then, teacher will have the learners show their understanding of this by displaying the position of the earth during certain times of the day with their models. The learners will elaborate their findings with the teacher and respond to the teachers probing questions to demonstrate their understanding. The learners will also paraphrase the information they learned and identify which of the educated guesses and observations on the T chart seemed correct. Learners will follow along as the teacher introduced new information on how the Earth rotating on its axis around the sun, causing Night and Day. Learners will then use the models they made to demonstrate the positons of the earth during certain times of the day. The teacher will then distribute the CER sheets and rubrics to the learners. The teacher will walk through the instructions, the cartoon claims, and the grading of the rubric with the learners, before having them finish their CER sheet individually and gathering them to be scored as a summative assessment. Learners will receive CER sheets, go over the instructions and review the cartoon claims with the teacher. Learners will write down their evidence based claims and once done, will hand them over to the teacher to be scored. Evaluate: Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs. Gifted and Talented: After completing their models and CER’s, gifted and talented learners will be given the opportunity to use their evidence to verify the other claims from the cartoon wrong and prove that their chosen claim is correct. ELL: The video that was shown at the beginning of the lesson will go together with the vocabulary words that match parts of the video. This lets the learners see a visual representation of each of the vocabulary words, pairing the words with the video. The learners also have use of the word wall in the class, as well as being given additional time to finish activities as needed since it may require more time to process the new information. Learners with Other Special Needs: Learners will be given additional time as needed to finish activities and will be provided support when required. When finishing the summative assessment, learners will have the choice to complete these in a different room without distractions. Learners that have fine motor skill issues will be provided assistance in making their models and in writing their CER. Assessment Formative Throughout the lesson, the teacher will be moving around the class as the learners make their models and talk with their group. During this, the teacher will check for understanding by inquiring with probing questions and making sure that the learners are finishing their models correctly. The learners understanding will also be determined by the use of their notebook. After making their models, the teacher will check understanding, having the learners use the models to precisely portray the position of the earth during certain times of the day for showing Day/Night on the world. Learners will be capable of making a model that correctly, portrays the pathways of the Moon and Earth in relation to the Sun and to each other with a minimum accuracy of 3/3 pieces correctly placed (rubric 1). Summative At the end of the lesson, the CER sheet will evaluate if the learners have learned the lesson effectively as well as meeting the objective of: Learners will be capable of writing a complete evidence based explanation on the relation of the Moon and Earth in relation to the Sun and their relationship to Night and Day with a minimum correctness of 3/3 (rubric 2). Image A: Image B: Image C: Image D: Rubric 1: 1 2 3 One of the three parts of the orbital model is constructed correctly and moving in the correct direction. Two of the three parts of the orbital model are constructed correctly and moving in the correct direction. Three of the three parts of the orbital model are constructed correctly and moving in the correct direction. Rubric 2: 1 2 3 Learners named the correct claim but did not include an accurate explanation of how they used their model to support the claim AND did not utilize the vocabulary words in their explanation. Learners named the correct claim but did include an accurate explanation of how they used their model to support their claim OR did not utilize the vocabulary words in their explanation. Learners named the correct claim and included an accurate explanation of how they used their model to support the claim and also utilized the vocabulary words in their explanation. B: Having the learners make an orbital model is the hands-on activity of this lesson. The model will portray the relationship between the Moon, Earth and Suns movements. This aligns with the objective by giving learners the chance to demonstrate that they can correctly make a model that precisely illustrates the movements between the Moon, Earth and Sun and their relationship in space. This activity also helps student engage in their learning, letting the learners put together their own model and take their learning into their own hands. The activity allows learners the opportunity to make their own model that they can use to assist in completing activities later in the lesson as well as keeping them engaged, letting them finish the activity in a very hands-on way where they can make the model rather than being provided with a pre-made one. C: The formative assessment that was used in this lesson lines up with the hands-on objective, because learners will be watched and the formative assessment takes place during the learners’ completion of their models. The formative assessment checks to see if the learners understand the new information and how to make the model, and that is what the objective is looking for. Also, the formative assessment, where learners use their models to show Day/Night, relates to the objective because it demonstrates that the learners can correctly use the model to show how the earth is positioned during those times. I will use the learner’s results to alter the lesson by seeing how difficult it was for the learners to make their models and finish the activities in their notebooks. If they have too much difficulty and do not show understanding during the guided questions then I will alter the lesson to review the parts that the learners show a deficiency in understanding again, as well as truly make sure that there is additional time to go over the topics again that the learners are having a hard time with. D: I chose to use the summative assessment of the CER because I believe it to be the most effective was to assess the learner’s comprehension of the lesson and efficiently measure if they have met the requirements of the objective stated. This assessment lines up with the objective since it allowed learners the chance to demonstrate that they are able to write evidence based explanations correctly, which is exactly what the objective was looking for. I will use this assessment to update future instructional choices by using the results to outline what sections of the lesson gave the learners a hard time to understand and what sections of the lesson need to focused on more and given importance, when I teaching this lesson in the future.