Name: Janetviana Clarke, Jamie Rodriguez, L.Musa,Elvira Beches, Heidi Labro
Focusing Student
Attention
Time
Engagement
OPENING
Time
DAILY LESSON PLANNER
Statement of Objective: What should students know and do
1 5 E’s 1 DTA
as a result of the lesson?
3
2
5 E’s
DTA
Learners will be able to explain the revolution
of the earth around the sun and the earth’s tilt
to explain the seasonal changes.
Teacher Directed Activities: How will you aid students in constructing
meaning of new concepts?
How will you introduce/model new skills or procedures?
4th Grade Assignment #1
 indicates part of every lesson
Warm-Up: How will you engage students in learning? How will you connect the lesson to
their prior knowledge?
Learners will be placed in groups of 4’s.
Each group will be given an index card with a specific season
e.g. (summer). They will be required to non-verbally
demonstrate this season to the rest of the class.
As students demonstrate their season teacher will record
their answers on chart paper for future reference.
Time
2
5 E’s
3
DTA
Teacher-Monitored Activities: What will students do together to
use new concepts or skills? How will you assist students in this
process?
Time
4
5 E’s
4
DTA
Learners will be asked the following question
Learners answers which will be placed on a
Chart.
Teacher will explain the concept of season
using a Brain Pop movie. /
http://www.brainpop.com/science/weather/seas
ons
Guided Practice
Why do we have different seasons?
Exploration
Introductory and/or Developmental Activities
Explanation
HEART OF THE LESSON
Students will be placed in groups of fours
They will be given:
A lamp, Globe, and Digital Thermometer
gun. A lamp, globe and thermometer
gun will be placed at 4 stations. Each
globe is place in a Winter Solace,
Summer Solace, Spring, and Fall
Equinox position. Students are to use the
temperature gun at each station and
record the temperature in both the North
American and South American region
and record their data on a chart. Using
their data, students will discuss the
possible season for that global position of
the revolution around the sun.
Students will come together as a group
and chart their observations, as their
observations are charted on the board
mis-conceptions will be addressed at this
time.
Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand
and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?
CLOSING
Time
Assessment
5 All Models
Evaluation
Time
Independent
Activities and/or
Meaningful-Use
Tasks
Grade Level/Content:
Elaboration
Name:
6 All Models
Closure
Date:
Students will create a 4 block comic strip depicting how positions around the sun affects seasonal changes.
They will then write a paragraph explaining their comic strip.
Ongoing Assessment: How will you monitor student progress throughout the lesson?
In writing students will be required to write a narrative explaining how positions around the sun affects
seasonal changes.
Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?
Closure Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for tomorrow’s lesson?
What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?
On an exit strip students will write a statement telling something new they have learned from the lesson.
Prince George's County Public Schools
Revised
June 2003
Grade Level/Content:
Date:
André Name:
Hornsby,
DAILY LESSON PLANNER - RESOURCE PLANNER
Ed.D.
Text Resources
Technology Resources
Chief
Cooperative Groupings
How will various forms of text (e.g., print, video,
How can the use of technology enhance the learning
What cooperative structures will facilitate
Writing Opportunities
Executive
etc.) be used to help learners develop a deeper
experience? What tools may be accessed to further
learning? How will students be involved in group
How will students have an opportunity to further
understanding of the key concepts and skills? What
develop students’ skills in using technology as an
Officer
processing? How will students work with one
extend their thinking through writing?
text resources can be utilized to assist learners in
enhancing literary experiences?
integrated part of their learning? How can information
literacy skills be integrated with instruction?
another during the unit?
Hands-On Experiences and/or
Manipulative Usage
What hands-on experiences and/or manipulatives
will be used to help students develop an
understanding of key skills and processes for
investigation?
Individualized Instruction
How will the lesson need to be adapted for students
with special needs (i.e., special education, talented
and gifted, ESOL/language minority)? In what ways
will you vary the modalities of learning to ensure that
ALL students have an opportunity to learn?
Material Resources
What materials will need to be prepared before
each lesson in order to ensure the unit goes
smoothly? What library media resources are
available to enhance your lessons?
Prince George's County Public Schools
Other Planning Considerations
What else should be considered when planning and
delivering this lesson? What reminders should you
record for yourself? What are the time constraints
and considerations for this lesson?