L6+Stoutamyer,+Bianca

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Bianca Stoutamyer **__Lesson #:__** 6 **__Facet:__** Empathy
 * __ Grade Level __**** : ** 6-8 **__Numbers of Days:__** 2-3
 * __ Topic: __** Extraterrestrial life and extra-solar planets


 * __ PART I: __**

Students will understand that there are more galaxies and solar systems than just our own. Students will know planets, stars, galaxies, atmosphere, what makes Earth able to support life, and what classifies life. Students will be able to imagine another solar system/galaxy with life.
 * __ Objectives __**
 * Product: ** Googledoc

Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Maine Learning Results**
 * Content Area-** Science and Technology
 * Standard Label-** D The Physical Setting
 * Standard-** D1 Universe and Solar System
 * Grade Level**- 6-8
 * Performance Indicators-** a,b and c


 * Rationale: ** This lesson meets the standard because students will be able to describe the composition and characteristics of planets and stars outside of our own galaxy.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**
 * Section I – **After the activity and graphic organizer I will ask a series of questions where the students tell me with a thumbs up or down if they could answer the question if students have a thumbs down I will ask the ones with thumbs up to explain it to their classmates.
 * Section II – **They will have a check list of how many times they have to participate and how many sources they have to find. Peers can correct, disprove or prove other students points with their own data. I will also participate in the Googledoc and will provide commentary on if they are using facts and reliable sources.


 * __ Summative (Assessment of Learning): __**Students will participate in a discussion of several key questions about life on other planets on Googledocs. All opinions must be supported with facts and students must remain respectful of others opinions and beliefs. Sources found and used mys be cited and turned in. (Worth 50 points)


 * __ Integration __**
 * Technology: ** Students will be using the technology of Googledocs for this lesson. This technology is a type II due to the fact that it allows for students to interact with people outside of the classroom.


 * English- ** Reading and writing during the Googledocs project.


 * __ Groupings __**
 * Section I - **Students will act out an activity on the atmosphere. After the activity we will discuss what else is needed for life to be sustained on a planet and students will fill out a fact and opinion graphic organizer on the possibilities of life on another planet.
 * Section II – **Students will then have a conversation on Googledoc where they have to discuss several questions posed in the document and support the information with facts and research. They will have a check list of how many times they have to participate and how many sources they have to find. Peers can correct, disprove or prove other students points with their own data.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Bodily/Kinesthetic-** Acting out the usefulness of the atmosphere.
 * Visual/Spatial-** Fact and opinion graphic organizer.
 * Logical/Mathematical-** Fact and opinion graphic organizer. Class discussion on life.
 * Verbal/Linguistic-** Class discussion on life. Verbal explanation during activity.
 * Intrapersonal-** Option to work alone on the fact and opinion graphic organizer.
 * Interpersonal-** Option to work in partners on the fact and opinion graphic organizer.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: **Any student who missed class will have to look at the notes for that class on the class wiki and will have to pick up the graphic organizers, assignments and other papers from the absent work binder. Students will have to come see me concerning the final product for this lesson to get instructions and to learn how to create and use Googledoc. Absent student will be asked to go see a their work buddy to find credible resources. Googledoc work is due the same date as the rest of the class unless a new arrangement has been arranged.


 * __ Extensions __**


 * Type II technology: ** Students will be using the technology of Googledocs for this lesson. This technology is a type II due to the fact that it allows for students to interact with people outside of the classroom.


 * Gifted Students: ** Modify the Googledocs assignment that students must also write a response from the point of view of a fellow classmate or from the opposite point of view of their own.


 * __ Materials, Resources and Technology __**
 * // Text book //
 * // Class Wiki //
 * // Laptops //
 * // Projector //
 * // Fact/Opinion Graphic Organizer //
 * // Googledocs account //

>
 * __ Source for Lesson Plan and Research __**
 * Class Wiki Page
 * Atmosphere Resource http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Atmosphere.shtml
 * Atmospheric Resource http://www.rcn27.dial.pipex.com/cloudsrus/atmosphere.html
 * Characteristics of a living thing http://saburchill.com/chapters/chap0001.html
 * Earth resource http://library.thinkquest.org/26490/Earth.html
 * Googledocs Resource https://drive.google.com/a/maine.edu/?pli=1#my-drive
 * Fact and Opinion Graphic Organizer [[file:factopin.pdf]]
 * Resource for types of stars []
 * Galaxies Resource []
 * [] NASA website on the Solar System
 * Video on extra-solar planets and extraterrestrial life. URL: []


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //


 * Day 1:** (80 minutes)
 * Introduction to today's agenda (5 minutes)
 * Hook Video and Conversation (10 minutes)
 * Atmospheric Activity (25 minutes)
 * Fact and Opinion Graphic Organizer (10 minutes)
 * Thumbs up/ thumbs down activity (10 minutes)
 * Introduction to Googledocs (10 minutes)
 * Class discussion on what constitutes life (10 minutes)


 * ​Day 2:** ​(80 minutes)
 * Introduction to today's agenda (5 minutes)
 * Creation of Google accounts (10 minutes)
 * Class discussion through Googledocs (55 minutes)
 * Wrap up on discussion; what was liked/disliked (10 minutes)

The classroom will be set up in table groups for this lesson. Students will understand that there are more galaxies and solar systems than just our own. //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.// That there could be a chance that there is another planet in our vast universe that can support life and has life on it. After going over what is on the agenda for today's lesson the students will watch a [|video] on extraterrestrial life for this lessons hook. Following the video students will be doing an activity on the atmosphere. This activity will be acted out by the class and afterwards students will be filling out a fact and opinion graphic organizer on the possibilities of life on other planets.
 * Where, Why, What, Hook Tailors:** Bodily/Kinesthetic, Visual/Spatial, Verbal/Linguistic, Interpersonal, Intrapersonal.

Students will know planets, stars, galaxies, atmosphere, what makes Earth able to support life, and what classifies life. **(See Content Notes)**Students will act out an activity on the atmosphere. After the activity we will discuss what else is needed for life to be sustained on a planet and students will fill out a fact and opinion graphic organizer on the possibilities of life on another planet. Students will have the option to work in pairs or by themselves. Information about the atmosphere and life will be given to the students through class discussions led by myself. After the activity and graphic organizer I will ask a series of questions where the students tell me with a thumbs up or down if they could answer the question if students have a thumbs down I will ask the ones with thumbs up to explain it to their classmates. Questions that will be asked during this portion of the day include: "If asked to explain the levels of the atmosphere to your peers how successful do you think you would be?" "If I asked you to argue an opinion on extraterrestrial life could you do so successfully with evidence?" Students will then have a conversation on Googledoc where they have to discuss several questions posed in the document and support the information with facts and research. They will have a check list of how many times they have to participate and how many sources they have to find. Peers can correct, disprove or prove other students points with their own data.
 * Equip, Explore, Rethink, Tailors:** Verbal/Linguistic, Visual/Spatial, Interpersonal, Intrapersonal, Logical/Mathematical

Students will be able to imagine another solar system/galaxy with life. On day one the students will be introduced to Googledocs and shown an example of what they can accomplish on the website. On day two students will create their own Google accounts if they do not already have one. They will then begin having a class discussion through Googledocs. Students will have a discussion on Googledocs about what life could be like on another planet and what is necessary for the life to survive. Students will participate in a discussion of several key questions about life on other planets on Googledocs. All opinions must be supported with facts and students must remain respectful of others opinions and beliefs. Sources found and used mys be cited and turned in. (Worth 50 points) They will have a check list of how many times they have to participate and how many sources they have to find. Peers can correct, disprove or prove other students points with their own data. I will also participate in the Googledoc and will provide commentary on if they are using facts and reliable sources.
 * Explore, Experience, Revise, Refine, Tailors:** Interpersonal, Intrapersonal, Verbal/Linguistic

Students will have a check list of how many times they have to participate and how many sources they have to find. Peers can correct, disprove or prove other students points with their own data. I will also participate in the Googledoc and will provide commentary on if they are using facts and reliable sources. After the students have finished their commentary on Googledocs I will grade each of them based on the checklist given to each of them. They will receive all of their feedback the following class period after the Googledocs has been updated and finished.
 * Evaluate, Tailors:**​ Verbal/Linguistic, Intrapersonal


 * __ Content Notes __**
 * Students will know planets, stars, galaxies, atmosphere, what makes Earth able to support life, and what classifies life.
 * The Sun is a main sequence star that is 1 AU away from Earth. The Sun's gravitational pull is what keeps the planets in orbit around it.
 * Mercury is the planet closest to the Sun and has an orbit of 35,983,125 miles. Due to its close proximity to the Sun Mercury is the hottest planet. Mercury also travels around the Sun in 88 days at a speed of 50 km per second.
 * Venus is the second closest planet to Earth. Astronomers who studied the revolution of Venus across the Sun discovered that the Universe is heliocentric. Because of its proximity to Earth Venus appears to be the brightest object in the night sky.
 * Earth is the third planet in our solar system and is the only planet that contains life. The first four planets in our solar system are known as terrestrial planets. Earth can support life due to its distance from the Sun, its atmosphere, and the fact that Earth contains water and other gases that support life. Earth's size also allows for life to be maintained because the gravity on Earth is not too drastic that it makes movement impossible.
 * Mars is the fourth planet in our solar system it is roughly half the size of Earth. Mars atmosphere does not allow for liquid water to remain on the planet and the water that carved the channels and other features is no longer evident today.
 * Jupiter is the most massive of all of the planets in our solar system. Jupiter is not a terrestrial planet and has an atmosphere similar to that of the Sun. The magnetic force on Jupiter is 20,000 times that of the Earth.
 * Saturn is another large gas planet however, Saturn is known for its expansive rings. Saturn has a magnitude of rings that particles range in sizes from dust particles to objects as large as mountains. These rings were named alphabetically in the order they were discovered.
 * Uranus is the only planet whose equator is nearly at a right angle with its orbit. The blue tint of Uranus is caused by an excess of methane on the planet. Uranus' unique tilt is suspected of being caused by its collision with an Earth sized object.
 * Neptune takes 165 Earth years to orbit the sun and is the last gas giant planet in our solar system. Neptune is a very dark cold planet that is whipped by supersonic winds.
 * Though Neptune is the last planet in our solar system our solar system also contains dwarf planets known as Pluto, Eres and the asteroid Ceres. These dwarf planets do not have a large enough gravitational impact to be classified as a planet.
 * Galaxies (like our own) contain billions of stars and are shaped in a few different ways.
 * Spiral Galaxies (Like the Milky Way) have a center, a supermassive black hole is suspected of being at the center of the Milky Way galaxy. Spiral galaxies have three main components: a bulge, disk, and halo (see right). The bulge is a spherical structure found in the center of the galaxy. This feature mostly contains older stars. The disk is made up of dust, gas, and younger stars. The disk forms arm structures.
 * Irregular galaxies have no regular or symmetrical structure. They are divided into two groups, Irr I and IrrII. Irr I type galaxies have HII regions, which are regions of elemental hydrogen gas, and many Population I stars, which are young hot stars. Irr II galaxies simply seem to have large amounts of dust that block most of the light from the stars. All this dust makes is almost impossible to see distinct stars in the galaxy.
 * Elliptical Galaxies are shaped like a spheriod, or elongated sphere. In the sky, where we can only see two of their three dimensions, these galaxies look like elliptical, or oval, shaped disks. The light is smooth, with the surface brightness decreasing as you go farther out from the center. Elliptical galaxies are given a classification that corresponds to their elongation from a perfect circle, otherwise known as their ellipticity.
 * Types of Stars
 * Main sequence stars are the central band of stars on the Hertzsprung-Russell Diagram. These stars' energy comes from nuclear fusion, as they convert Hydrogen to Helium. Most stars (about 90%) are Main Sequence Stars. For these stars, the hotter they are, the brighter they are. The sun is a typical Main Sequence star.
 * Dwarf stars are very small stars and can be evidence of a dying main sequence or giant star.
 * Red dwarf stars are the most common type of main sequence star in the universe. They are small, cool stars that are not overly bright.
 * White dwarf stars are small, very dense and made up of mostly carbon. They are what remains after a star begins to die. Our Sun will most likely become a white dwarf star. White dwarf stars are about the size of the Earth but are much heavier.
 * Black dwarf stars are dead stars that are producing no nuclear fusion and are what white dwarfs become.
 * Brown dwarf stars have no nuclear fusion occurring in the core of the star. They are not very luminous.
 * Red giant is a relatively old star that burns brightly. This star is not what it originally was and is usually 20 times the stars original size.
 * Blue giant is a huge, hot star that is burning helium.
 * Supergiants are extremely rare stars that can be the size of our entire solar system. When these stars die they supernova and can become black holes.
 * The atmosphere here on Earth is composed of many different layers.
 * The layer closest to the surface of the Earth is called the Troposphere. It ends at about 11Km from Earth's Surface. This part of the atmosphere is the reason that we have weather here on Earth. This is due to the fact that most of the water vapor is located in this layer. This layer is extremely unstable which is why airplane rides run into turbulence.
 * The next layer up is the Stratosphere. This layer is the most important layer in the atmosphere due to the fact that this layer contains the ozone layer. The ozone blocks harmful radiation from entering and affecting living organisms on this planet. This layer has a slightly higher temperature than the Troposphere and goes up to 30Km high.
 * The following layer is the Mesosphere. It spans from 31 to 50Km and as you increase in height the temperature decreases. The air here is very thin.
 * The second highest layer is known as the Ionosphere. This layer contains many ions and free electrons. Aurora's occur in this part of the atmosphere. Begins at 50 Km high and spreads until 640Km high.
 * The highest level in our atmosphere is known as the Exosphere. It spans up to 1,280Km high. The lower boundary of the Exosphere is known as the critical level of escape. This area has low atmospheric pressure and the temperature is also low. Satellites are positioned in this area.


 * __ Handouts __**
 * // Fact/Opinion Graphic Organizer //
 * // Checklist //


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //**// Students have a graphic organizer to organize their thoughts along with a checklist in order to check to see if they are including all information into their Googledocs assignment. //


 * // Microscope: //**// Students are investigating the opinion of their classmates on whether or not their is life on other planets. Research for the Googledocs assignment. //


 * // Puppy: //**// Welcoming comfortable environment. Students know that there are no wrong answers in class discussions, all opinions are welcome. //


 * // Beach Ball: //**// Students have a choice on what to comment on during the Googledocs assignment, stance they decide to take during discussion is up to them to decide. //


 * // Rationale: //**// This lesson meets the standard by having things for students to research, checklists to keep students organized, a welcoming comfortable environment, and the freedom to choose what they comment and what position they take when conversing on the Googledocs project. //


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Formative: //**After the activity and graphic organizer I will ask a series of questions where the students tell me with a thumbs up or down if they could answer the question if students have a thumbs down I will ask the ones with thumbs up to explain it to their classmates.They will have a check list of how many times they have to participate and how many sources they have to find. Peers can correct, disprove or prove other students points with their own data. I will also participate in the Googledoc and will provide commentary on if they are using facts and reliable sources.


 * // Summative: //**Students will participate in a discussion of several key questions about life on other planets on Googledocs. All opinions must be supported with facts and students must remain respectful of others opinions and beliefs. Sources found and used mys be cited and turned in. (Worth 50 points)


 * // Rationale: //**// This lesson meets the standard by allowing me to have several opportunities to check for understanding during the lesson and allowing me to check for the students mastery of the content at the end of the lesson. Students have a checklist in order to check their own work and I have the thumbs up/thumbs down formative assessment to check their understanding in the middle of the lesson. //


 * // Rationale: //**
 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: //**// See Content Notes //

Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.
 * // MLR or CCSS: //**
 * Maine Learning Results**
 * Content Area-** Science and Technology
 * Standard Label-** D The Physical Setting
 * Standard-** D1 Universe and Solar System
 * Grade Level**- 6-8
 * Performance Indicators-** a,b and c


 * Rationale: ** This lesson meets the standard because students will be able to describe the composition and characteristics of planets and stars outside of our own galaxy.


 * // Facet: //**Students will be able to imagine another solar system/galaxy with life. **(Empathy)**


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // MI Strategies: //**
 * Bodily/Kinesthetic-** Acting out the usefulness of the atmosphere.
 * Visual/Spatial-** Fact and opinion graphic organizer.
 * Logical/Mathematical-** Fact and opinion graphic organizer. Class discussion on life.
 * Verbal/Linguistic-** Class discussion on life. Verbal explanation during activity.
 * Intrapersonal-** Option to work alone on the fact and opinion graphic organizer.
 * Interpersonal-** Option to work in partners on the fact and opinion graphic organizer.


 * // Type II Technology: //** Students will be using the technology of Googledocs for this lesson. This technology is a type II due to the fact that it allows for students to interact with people outside of the classroom.


 * // Rationale: //**// This lesson meets the standard by addressing six of the eight Multiple Intelligences by allowing students to investigate, research, act out content, verbal discussions, and options to work together or alone. This lesson also meets the technology portion of this standard by including a type II technology that allows the students to interact with people outside of their classroom. //

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:** This lesson meets the standard by having students conversing over Googledocs with their peers, myself and people outside of the classroom.//

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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 * //Rationale://** //This lesson meets the standard by having multiple formative and summative assessments that not only measure mastery and content knowledge but also use technology to gather the students knowledge.// ||  ||   ||
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