Exploring the Universe: The Role of Telescopes in Scientific Research and Exploration

Section 1: Lesson Preparation
Teacher Candidate Name:


Grade Level:

Grade 5

Date:


Unit/Subject:

Cross-curricular science and English Language Arts

Instructional Plan Title:

Exploring the Universe: The Role of Telescopes in Scientific Research and Exploration.

Lesson Summary and Focus:

The lesson will focus on telescopes, their importance in observing objects in space, and the different types of telescopes. Students will learn about the advantages and disadvantages of optical and non-optical telescopes, the use of space telescopes, and the role of cameras and CCDs in capturing images. The central focus of the lesson is to encourage students to think about the role of telescopes in scientific research and exploration, and to consider the potential for future advances in telescope technology.

Classroom and Student Factors/Grouping:

The classroom consists of diverse learners, including students with specific learning disabilities, emotional and behavioral disorders, mild intellectual disabilities, and speech and language impairment. Differentiated instruction is necessary to meet the needs of all students, particularly those decoding and comprehending at a second to third-grade reading level. Accommodations and modifications must be made for individual students with IEPs, 504s, ELLs, and behavior concerns. Assessments should be designed to reflect the diverse learning styles and abilities of the students, and the classroom environment should foster a sense of inclusivity and respect for all learners, including female student who has different interests.

National/State Learning Standards:

Next Generation Science Standards 5-ESS2 Earth’s Systems
NGSS Crosscutting Concept: Scale, Proportion, and Quantity
Standard units are used to measure and describe physical quantities such as weight and volume. (5-ESS2-2)
NGSS Crosscutting Concept: Systems and System ModelsA system can be described in terms of its components and their interactions. (5-ESS2-1)

Specific Learning Target(s)/Objectives:

Objective
After completing the lesson, students will be able to identify the different types of telescopes and their functions, given a list of features and characteristics.
Assessment
Students will be assessed on their ability to match the correct type of telescope with its corresponding features and characteristics in a graphic organizer.

Academic Language

General academic vocabulary
Telescope
Electromagnetic radiation
Visible light
Refraction
Reflection
Objective
Magnification
Lenses
Mirrors
CCD
Content-specific vocabulary
Refracting telescope
Reflecting telescope
Catadioptric telescope
Objective lens/mirror
Eyepiece
Charge-coupled devices (CCD)
To teach students these terms in the lesson, I would begin by pre-assessing their prior knowledge of the terms through a short quiz or discussion. Then, I would introduce the terms using a combination of visuals (e.g. diagrams, models, pictures) and concise, student-friendly definitions. After introducing the terms, I would provide opportunities for students to use and apply them through various activities such as matching games, graphic organizers, and short-answer questions. Throughout the lesson, I would also model the use of the terms and encourage students to use them when speaking or writing about telescopes. Finally, I would assess student mastery of the terms through a post-lesson quiz or activity.

Resources, Materials, Equipment, and Technology:

Resources:
Textbook or online resources for science content
Printed or online articles on specific science topics
Graphic organizers or note-taking templates
Writing materials for student responses
Technology for research and presentation (e.g. computers, tablets, projectors, internet access)
Interactive whiteboard or document camera
Materials:
Science lab equipment (if applicable)
Materials for experiments or demonstrations
Safety equipment (e.g. goggles, gloves)
Technology:
Computer or tablet for each student or shared among small groups
Internet access for research
Online interactive simulations or models for science concepts
Presentation software (e.g. PowerPoint, Google Slides)
Online polling or quiz tools (e.g. Kahoot, Quizlet)
Students may also need access to dictionaries or other reference materials to aid in understanding academic and content-specific vocabulary.

Section 2: Instructional Planning
Anticipatory Set
• As students enter the classroom, they will be greeted with a projection of various telescopes on the board and soft instrumental music playing in the background.
• Students will be asked to stand up and stretch while discussing with a partner what they already know about telescopes.
• The teacher will then facilitate a class discussion, asking students to share their thoughts and ideas about what they believe a telescope does, what types of telescopes they may have heard of, and how they are used. The teacher will record their ideas on the whiteboard and use it to link previous knowledge with the new lesson.

Time Needed
5 minutes

Multiple Means of Representation
For English language learners (ELL):
• I will provide visual aids, such as images and videos, to support vocabulary and language comprehension.
• I will pair ELL students with fluent English speakers to facilitate peer-to-peer support.
• I will provide sentence starters and graphic organizers to support writing and organization.
For students with special needs:
• I will provide adapted materials, such as large-print or audio versions of texts.
• I will break down complex concepts into smaller, more manageable chunks.
• I will provide additional time and support for assessments and activities.
For students with gifted abilities:
• I will provide extension activities that challenge students ...