PLANETS!
Preservice Teacher: Jessie Zurat Lesson #: 1
Grade Level/Subject: Kindergarten Level Date taught: November 1st, 2015
SECTION ONE: Identifying all standards and objectives—
· Students will be able to write (at least) one word for each letter of the alphabet to construct our Space Themed Alphabet Wall.
· Students will create their own Alphabet Wall Worksheet that includes space themed words and vocabulary.
** This lesson incorporates ELA and Science. It would be taught during ELA. It also involves health through teamwork, cooperation, and understanding space (personal space can be incorporated too).
SECTION TWO: Identifying method(s) of assessment used throughout lesson—
Pre-assessment: During ELA, I will ask the students questions pertaining to space. Examples: Where is space? Can I go there? What is in space? What are the names of the planets in the solar system? Which planet do we live on?
· This indicates how much the students already know about space and how much background I should teach on space.
Formative assessment: This is where I would introduce our book for the week (Dr. Seuss’s There’s No Place Like Space). I will ask students to identify certain pictures and on different pages that pertain to space. I will have them predict what planet is next in order. There are astronauts (The Cat in a Hat and Thing Two and Thing Two). I would write ‘astronaut’ on the board and have a student create a sentence for me. I would also ask if astronauts are real or not and have them explain to me their answers. I would continue this process until all the students answer.
· This tests how well the students are learning this information in science class, as well as understanding it in a literature context.
Summative assessment: This will be the construction of the word wall. The students will have to think of 26 words to put into their word wall that relate to space and planets. We will have already discussed vocabulary and unique words that can be placed in each section. The students may work in groups (up to 4 students) to create their word wall.
SECTION THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out--
Time Frame: One Day, two class periods
· Monday morning: morning worksheets
· Monday morning: read a book on space, talk about vocabulary terms, fact verses fiction
· Monday Afternoon: introduce word wall, construct word wall
Lesson Details:
· Monday Morning:
o I will have students work on their morning work at their desks. This particular worksheet pertains to space vocabulary and fact vs. fiction. The students have a morning work folder in their desks (purple folder labeled morning work). They know what page to work on (it is not completed yet/ not starred by myself)
o When the morning is over and announcements are completed, I will project their morning work onto the white board and go over the answers with the students.
o Students will be randomly selected if no hands are raised. Students can only be called on once for morning work.
· Morning ELA Class:
o During ELA, I will have the students sit on the carpet as I ask them questions about space to test their knowledge on space. I will ask 3- 5 questions (these will be written, typed, and placed in the ELA folder).
o I will have students partner up and answer question together to make them think more critically before the book begins. This will also be done during the book as well.
o I will read the “There’s no Place like Space” to children about space, stopping on each page to talk about the pictures, predict what planet is next, and ask questions that will make them look at the illustrations more in- depth.
o Example: What is the order of the planets? What is the sun? What is a moon? What does it look like? Where is it located in our solar system?
o We will discuss the beginning, middle, and end of There’s no Place like Space” when the book is finished.
o We will discuss fact versus fiction (planets- real verses a Martian- fiction)
· During Science:
o I will reintroduce the topic of space to the students. We will then begin to construct the word wall.
o I will have 26 large pieces of paper with letters printed on them for our large word wall for the classroom wall.
o The students will receive a worksheet-sized paper with the alphabet typed on it in a grid so they can easily identify each letter block. These will be pasted into their science journals only after the word wall is completed. The students will construct their word walls in small groups. Each group will work together to think of words to place on their word wall, however each student will need to create their own word wall.
o Students can draw pictures with their vocabulary terms as well. Coloring materials will be available on the back desk.
o I will use some of the student’s words to create sentences with them. I will have them help me write them on the board. (10 vocabulary terms for 10 sentences)
o We will construct the classroom word wall together using sharpies and pictures.
· Conclusion: Students will be able to relate reading standards to science standards for early education. Students will be able to construct a word wall, which uses literacy skills to a science topic (planets and space). Throughout this lesson, students will learn to work cooperatively and use teamwork to work to build a large word wall for our classroom.
Materials:
· Space Themed Book: “There’s no Place like Space” is needed to introduce new terminology of Space themed words. This will be in our classroom library.
· White board/ smart board: this is needed for the morning worksheet to be project the morning worksheet.
· PowerPoint: This is needed to show pictures to the students.
· Word Wall Paper: This is needed for the students to write their own word wall on.
· Pencils: Students will need something to write with (pencils)
· Coloring Materials: Students can draw pictures to go along with words on their word wall with markers, crayons, or colored pencils.
· ELA and Science Folders: These have the needed papers and materials for this lesson.
· Science journal: These are green notebooks in each of the student’s desks. This is where their word wall will be pasted once it is completed.
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