Assessments of Lesson Plans

Lesson Plan 1

In this lesson, the main expectation is that the students would get a clear understanding of how the sun affects the different seasons experienced on earth. Additionally, the lesson seeks to examine how the moon affects tides. Students are expected to develop an understanding of key vocabulary that define earth’s movement in different directions, which include revolution and rotation. Some of the other vocabulary that the students would be expected to understand as part of the lesson include gravity, high tide, low tide, and tide. The teacher will have a key mandate towards providing the students with information on these vocabularies including information on how the vocabulary would be used. The vocabulary will give the students a clear understanding of what to expect in terms of developing a structured understanding on the value placed on the sun and the earth. By reading the articles “Earth's Tilt Is the Reason for the Seasons!” and “What Causes Tides,” the students would develop a rather effective understanding of how the earth tilts while developing that basic understanding of its value towards causing seasons. The teacher will use these two articles as a key instrument towards explaining the concept of seasons to the students considering that the articles provide clear and valid explanations on how seasons come about. For the students, this is expected to serve as a platform through which to highlight some of the key areas that they feel they may not have understood. The next step in the lesson would be having to ensure that the students engage in independent practice, which would help the teacher get a clear understanding of the extent to which the students have understood the topic of discussion as part of the lesson.

Lesson Plan 2

In the second lesson, the main area of focus for the students would be working towards recognizing the fact that indeed the moon is closer to earth when compared to the sun. The lesson will serve as an access point for the students to develop a rather effective understanding of matters pertaining to space science. The focus activity will be of great value for the students in a bid to establishing a clear framework through which to understand the knowledge that the students have with regard to the solar system. For example, the question on the order of planets in the solar system will be of value towards determining whether indeed the students are well a versed with information on the solar system. Some of the key vocabulary that the teacher is expected to use as part of this lesson include moon, sun, earth, planet, and astronomical unit (AU). It must be noted that each of the vocabulary, as have been indicated, plays a fundamental role towards determining the extent to which the students understand the topic at hand. Consequently, that serves as one of the key factors that would seek to ensure that the teacher is able to provide a clear explanation of the vocabulary. The lesson plan indicates that the teacher is expected to create a 2-D model of the solar system. The main idea of having the model is to help in ensuring that the students develop a rather effective understanding of the solar system as it relates to the topic at hand. The teacher will use the model as part of explaining information on how the moon is considered as being closer to earth than the sun.

Lesson Plan 3

In this lesson, the main expectation for the students is for them to understand the existing difference between physical changes and chemical changes. The teacher is expected to use this lesson to provide information both physical and chemical changes as part of ensuring that indeed the students are able to develop a clear understanding of what to expect from each type of change. In the focus activity, the teacher will provide each of the students with an opportunity of having to define what they consider as their personal views of physical and chemical changes. The views that each of the students will give will serve as a representation of the knowledge that the students have with regard to the existing difference between these two types of changes that can be seen in science. Some of the key vocabulary that the teacher will need to use frequently as part of this lesson include matter, chemical change, physical change, mixture, and solution. The vocabulary is essential in ensuring that the teacher provides the students with information on how they be able to identify the existing different between the two types of changes. The teacher will then use the guided activity as part of the lesson plan, which would serve as one of the key factors that defines overall value towards maximizing on their understanding. The questions that the students will be given as part of the lesson are expected to pave the way for a thorough approach through which to measure the students’ comprehension of the topic that has been discussed as part of the lesson.