L1+Kemp,Taylor++Marie


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

Maine Learning Results: Science and Technology D. The Physical Setting D1 Universe and Solar System Grades 9-Diploma Students explain the physical formation and changing nature of our universe and solar system, and now our nature of our past and present knowledge of the universe and solar system developed. Students will be using a web to organize their ideas in teams to do research. Once this is done, the teams will then present in a jigsaw type learning to relay their new information to the class. Students will then also be doing self assessment and peer assessment. Students will be making a glogster where they need to incorporate music, images, and video clips. Students will need to understand how mass, energy, force, and motion all took a role in the formation of the universe. This will be worth 50 points, and will be graded by using a checklist. Technology- a glogster is a poster that is made online with music, video, and sound capability. Before using, students will be taught how to use it. The glogster will be using this to show their understanding of mass, energy, force, and motion as well as how they play a role in the formation of a part of the solar system. Art- Students will be incorperating art into this project by using graphics as well as digital images. Students will be working in teams of 3 to learn about a assigned celestial body that has been assigned. Once all the information has been gathered about the celestial body, the teams will then be presenting in a jigsaw type process, where each team will be presenting their findings on their celestial body to the other teams in the room. Each member will take an active role in the learning process all researching as well as all working on the final product **Music:** The students will be incorporating music that has something to do with the formation of the celestial body into their glogster. **Interpersonal:** The students will be working in groups to learn about a celestial body, and then create the end product. I**ntrapersonal:** Students will be self assessing what they have created before turning in their project. **Linguistic:** Students will be presenting their found information on their celestial body to the class before completing the project. **Logical:** Students will use a web in order to figure out how to create a glogster that flows together with their part of space. Absent: Students will need to be in class on time as we are going to be starting learning right away. Since there is a a lot of group work during this unit, students will need to take responsibility for each other and turn to the other students to be caught up on work if they are not able to be present in class. There will be a folder with all of the paperwork that is passed out and will have the students name on it so they can come pick it up as soon as possible. The student will still be responsible for the homework and in class work that they have missed. If extra help is still needed they can come in after school and talk to me. A glogster is a poster that is made online with music, video, and sound capability. Before using, students will be taught how to use it. The glogster will be using this to show their understanding of mass, energy, force, and motion as well as how they play a role in the formation of a part of the solar system. Lap top (student) Check List Lap top (teacher) Evaluations Projector Group Contract Graphic organizers I came up with this lesson by combining what we have talked about in class and what I have previously done in my classes. I made this lesson my own by having a different end result as well as the specific assignment. [] jigsaw [] web [] earth [] mars [|http://abyss.uoregon.edu/~js/ast121/lectures/lec20.html] saturn [] venus [] uranus [] mercury [] neptune This is will a clipboard and microscope because there will be discussion as well as learning about timeline.
 * Teacher’s Name: ** Ms. Kemp **Lesson: 1** Self-Knowledge
 * Grade Level: ** 9 **Topic:** Creation of a Celestial Body
 * __ Objectives __**
 * Student will understand that ** Students will understand that matter, energy, force, and motion all play a role in the formation of the universe.
 * Student will know ** ages and origin of main parts of solar system.
 * Student will be able to do ** Students will be able to realize how mass, energy, force, and motion played a role in the formation of the solar system.
 * __ Maine Learning Results Alignment __**
 * Rationale: Students will be learning about the origins of the different bodies in the solar system. **
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Visual: ** The students will be watching a movie at the start of the lesson on the creation of the solar system.
 * Modifications/Accommodations **
 * // I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //**
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**
 * __ Maine Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * Rationale: **
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * Rationale: **

This demonstates the understanding of the // Students explain for physical formation ad changing nature of our universe and solar system and how our nature of our pasts and present knowledge of the universe and solar system developed. By the end of this lesson the students will be able to understand and show what they have learned by using a glogster. //

**Music:** The students will be incorporating music that has something to do with the formation of the celestial body into their glogster. **Interpersonal:** The students will be working in groups to learn about a celestial body, and then create the end product. I**ntrapersonal:** Students will be self assessing what they have created before turning in their project. **Linguistic:** Students will be presenting their found information on their celestial body to the class before completing the project. **Logical:** Students will use a web in order to figure out how to create a glogster that flows together with their part of space. and type II technology Students will be using a web to organize their ideas in teams to do research. Once this is done, the teams will then present in a jigsaw type learning to relay their new information to the class. Students will then also be doing self assessment and peer assessment. Students will be making a glogster where they need to incorporate music, images, and video clips. Students will need to understand how mass, energy, force, and motion all took a role in the formation of the universe. This will be worth 50 points, and will be graded by using a checklist. The classroom will be arranged by tables placed around the room in a U shape. The tables will each have two people at it. The reason for this is because there will be a lot of group work in pairs or fours. Also it is easier to have a central focus point at the opening of the U. Day 1 Hook (5 minutes) Instruction on overall project, introduce glogster. (10 minutes) Talk about beginning of time/ start of solar system (40 minutes) Break (5 minutes) Give brief overview of all planets and celestial bodies that will be assigned (30 minutes) Break up into preassigned teams, get assignment, roles in groups, fill out contract (10 minutes) Start research on celestial body (remaining 20 minutes) Homework: finish up research for your team, come in prepared to start putting together glogster Day 2 Finish final research that is necessary for project. (15 minutes) Each team shares with the whole class about their celestial body in a jigsaw type fashion (30 minutes) Break (5 minutes) Put together glogster in groups as well as receive teaching feedback during this time and do self assessment (45 minutes) Presentations (25 minutes) Students will know ages and origin of main parts of solar system. A brief overview will be giving on all of the celestial bodies before the start of the project. Teams will each be assigned a body to research, organize what they have learned by using a web, then in the way of a jigsaw will present to class. Students will continue to work in teams to create a glogster of one body. 1.3 Students will know ages and origin of main parts of solar system. ** (Equip) ** Teams will each be assigned two bodies to research, organize what they have learned by using a web, then in the way of a jigsaw will present to class. ** (Explore) ** Students will continue to work in teams to create a glogster of one body. ** (Experience) ** ** (R) ** 1.4 The students will be asked to look back on how the solar system was created, ** (Rethink) **
 * Students will know about the formation of a celestial body as well as how force, energy, mass, and motion have played a role in its formation. **
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale: **
 * Visual: ** The students will be watching a movie at the start of the lesson on the creation of the solar system.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * Rationale: **
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Teaching and Learning Sequence __**

** Music: ** The students will be incorporating music into their glogster. ** Interpersonal: ** The students will be working in groups to learn about a spacial body, and then create the end product.. I** ntrapersonal: ** Students will be self assessing what they have created before turning in their project. ** Linguistic: ** Students will be presenting their found information on their spacial body to the class before completing the project. ** Logical: ** Students will use a web in order to figure out how to create a glogster that flows together with their part of space. The students will be using their higher order of thinking by using a glogster where they have to incorporate different types of multimedia that will have to correspond to what they have learned through their research. Students will be able to realize how mass, energy, force, and motion played a role in the formation of the solar system. Students will be using a jigsaw system cooperative learning style. The students will be grouped into 2 or 3 for teams. The roles will be assigned within the groups themselves. The evidence of their learning will be shown through teaching the rest of the class about celestial body as well as throught the final product of the glogster. Students will be able to revise when they have teacher feedback during class time. They will refine during this as well. ** (R) ** 1.4 The students will be asked to look back on how the solar system was created, ** (Rethink) ** as well as doing peer assessments ** (Revise) **, and receive teacher feedback. These will both be done before turning in the final project. The students will then demonstrate understanding by making a glogster. ** (Refine) ** ** Music: ** The students will be incorporating music into their glogster. ** Interpersonal: ** The students will be working in groups to learn about a spacial body, and then create the end product.. I** ntrapersonal: ** Students will be self assessing what they have created before turning in their project. ** Linguistic: ** Students will be presenting their found information on their spacial body to the class before completing the project. ** Logical: ** Students will use a web in order to figure out how to create a glogster that flows together with their part of space. The students will self-asses by evaluating themselves before they turn in their project. I will provide timely feedback by giving them feedback during class as well as grading it and then giving them the grade before the end of that class. This will extend to the next class by having future projects add onto the information that has been learned for this. Students will fill out an evaluation on themselves on how they think they did upon passing in glogster. They will be graded on a checklist. ** (Evaluate) ** ** Visual: ** The students will be watching a movie at the start of the lesson on the creation of the solar system. ** Music: ** The students will be incorporating music into their glogster. ** Interpersonal: ** The students will be working in groups to learn about a spacial body, and then create the end product.. I** ntrapersonal: ** Students will be self assessing what they have created before turning in their project. ** Linguistic: ** Students will be presenting their found information on their spacial body to the class before completing the project. ** Logical: ** Students will use a web in order to figure out how to create a glogster that flows together with their part of space.
 * Visual: ** The students will be watching a movie at the start of the lesson on the creation of the solar system.
 * (Explore) ** Students will continue to work in teams to create a glogster of one body. ** (Experience) **
 * Visual: ** The students will be watching a movie at the start of the lesson on the creation of the solar system.

** Content Notes ** Mass energy force motion Students will learn about this mainly through their research for the project All mass came together and formed sun with energy force and motion, everything that was not the sun was flung out into the universe as planets or other bodies. Each body has many of the same elements that the sun does, but not all. ** Handouts ** Instruction and grading checklist Group contract Evaluation Graphic Organizers.