Name: Brian Barrows

Class: ELED 3221

Date: 3/17/2015
edTPA Indirect Instruction Lesson Plan Template
Rotation vs Revolution
Elementary Science
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Central Focus/Big Idea: Planetary Motion
Subject of this lesson: The Earth has two primary forms of motion (rotation and revolution) and
because of them the planet undergoes different daily and yearly changes.
Grade Level: Third
NC Essential Standard(s): 3.E.1: Recognize the major components and patterns observed in the
earth/moon/sun system.
Next Generation Science Standard(s): Grades 3-5 (Science and Engineering Practices)
Developing and Using Models

Identify limitations of models.

Develop a diagram or simple physical prototype to convey a proposed object, tool, or process.

21st Century Skills: Students prepare and interpret a variety of methods for demonstrating
understanding and explaining the results of investigations including charts and graphs, diagrams
and illustrations, photographic images, and informational and procedural text.
Academic Language Demand
Language Function: Students are to observe the motion of the Earth in both the provided
simulation as well as their own created diagram and be able to describe the motion of the
planet themselves.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast
Retell

Describe
Summarize

Explain

Scientific Vocabulary: Rotation, Revolution, Day/ Night cycle, Seasons

Instructional Objective: Students will be able to define rotation and revolution in their own
words. They will be able to answer 6 out of 8 questions on the subject as well as give an
explanation of the vocabulary means during the final worksheet based assessment.

Prior Knowledge (student): The Earth is part of a solar system. The Earth has the ability to
move.
Content Knowledge (teacher): The revolution of the Earth is the movement of the planet
around the sun, which is the cause of seasons. The rotation of the Earth is the spin of the planet
on its axis which is the cause of our day/night cycle.
Accommodations for special needs (individual and/or small group): Students with visual
impairments will be seated closest to the Smartboard during the presentation of the simulation as
well as have access to it on their laptops like all other students. Children with other possible
learning disabilities may be taken in for small group work on the material while other students
work individually if further assistance is necessary.
Materials and Technology requirements:

Video Rotation and Revolution Song.

A Smartboard with document camera.
A set of guided notes for each student.
Suneon Solar System simulation
Notecard questions
A set of Rotation and Revolution sort cards for each group.
Copy of Earths Rotation and Revolution assessment worksheet for each student

Total Estimated Time: 55 minutes

Source of lesson: Internet resources were found by IMB student. Paper materials such as notes,
and assignment worksheets were shared by cooperating teacher Megan Charlton.
Safety considerations: Sort cards are pre-cut in order to avoid student injury.

Content and Strategies (Procedure)

Engage:
Write on the board Rotation and Revolution

Who has seen these words before?

In what ways were they used?
Explain to them that these words have a very important meaning specifically to science. Tell them
simply that they are a description of how Earth and other planets move.

Present the Rotation and Revolution Song video.

What were some of the things you noticed he said in his lyrics?
What stuck out as important to you?

Explore:
Word Sorts
Pass out a set of 16 sorting cards with their mats to each group of students. Based on their own
prior knowledge as well as what they heard and discussed during the engagement activities have
them work together to complete a closed sort of the cards. They must determine if each card
belongs to the process of revolution or rotation and place them in the correct category.

When the phrases had to do with seasons where do you notice they belonged? (Answer:
Revolution)
Based on how we sorted them which takes less time to complete? A rotation or Revolution?
(Answer: Rotation)

Explanation:
Revolution vs Rotation
Pass out a sheet of guided notes to each student. Allow the students to work in pairs or groups of
three if necessary and complete the guided notes through use of the word bank at the bottom.
Remind them to utilize all we have done so far in the lesson when filling in each blank.
Once the groups are finished read through the notes while filling in the correct answer for each
blank along the way in order to provide students with the ability to make corrections. Make sure
to pause for questions from students if there are any and answer them. Once done ask the
following.

Which movement effects our day and night cycle? (Answer: Rotation)
What is the invisible line that intersects the Earth? (Answer: Axis)
If our side of the Earth is tilted towards the sun what season are we in? (Answer: Spring or
Summer)
If we are facing away what season is it now? (Answer: Fall or Winter)

Elaborate:
Suneon Solar System Simulation
Bring up the solar system simulation on the Smartboard at the head of the class. Using the
simulation provide a visual representation of what the rotation and revolution of the Earth around
the sun will look like. After giving your own presentation allow students to access the site on
their individual chrome books. They will be allowed to observe the motion of the planets as well
as collect information provided in the simulations various pages. Give to each group a set
notecard with these questions printed on them for the students to find the answer to while
working with the simulation.

How long is the rotation period of the earth? (Answer: 24 hours)

What is the revolution period of our planet? (Answer: 1 Year)
Do the other planets have a rotation and revolution period? (Answer: Yes)
Does the sun have a rotation and revolution period? (Answer: Yes)
What does the sun revolve around? (Answer: The center of the galaxy.)

Evaluate:
Earths Rotation and Revolution
As an informal assessment, have the students complete the Earths Rotation and Revolution
worksheet. Collect it when completed to check which concepts need to be reinforced with the
students in future lessons.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
The assessment was given to the students immediately after the end of instruction. Out of the 22
students all were able to successfully answer the minimum required number of questions
correctly. Those who made errors were given the opportunity to make corrections as morning
work on the following day and were each correct upon their second attempt.
Reflection on lesson:
Building my lesson plan went very smoothly due to the assistance given to me from my
cooperating teacher at Patriots STEM. She went through the subject matter of the space unit
which we would begin during my second week of observations and gave me freedom to choose a
topic within the content she planned on covering. In the end I decided that a lesson on Rotation
and Revolution would be best because the resources she had to offer as well as things I had
located on my own made for a lesson which in my thoughts would be efficient, entertaining, and
educational for the students.
Looking back on the lesson I gave I believe the real strength was within the resources and
activities I utilized. From the initial planning stages I wanted the lesson I taught to be a
collaborative process in which the students would not only be learning from their own
experience, but through the experience of others. I built discussion in almost all stages of my
lesson plan in order to promote this. The group effort created by my activities truly helped all
students to be successful and built the class community of learners.

In spite of the strength however I believe that some of the discussion between several groups was
unproductive because when they finished earlier than other groups they would talk about things
which were off topic of the lesson. I feel if I were to teach this lesson again I must be careful on
how I build the groups because I want the students to truly focus on my lesson one hundred
percent.
I truly believe that my lesson was very successful. Through reviewing the students assessments
I found that all students not only completed their work but it was completed correctly. The
timing was appropriate for the amount given to me by my cooperating teacher and it could be
easily conducted by most instructors successfully.
CT signature/confirmation: _________________________________ Date: ________________
Resource Worksheets Below