Lesson+Plan+Day+3


 * Day Three (Wednesday)**

Knows characteristics of the Sun and its position in the universe (e.g., the Sun is a medium-sized star; it is the closest star to Earth; it is the central and largest body in the Solar System; it is located at the edge of a disk-shaped galaxy)
 * Addressing Benchmark 3:**

1.Knows characteristics of the Sun 2.Knows the Sun’s position in the universe 3.Knows the Sun is a medium size star
 * Knowledge/Skill Statements covered under Benchmark 3:**

//Creativity and Innovation// -Create original works as a means of personal or group expression
 * Net-S:**

//Communication and Collaboration// -Contribute to project teams to produce original works or solve problems

//Research and Information Fluency// -Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

This lesson is intended for seventh grade students who are in the process of covering SSS 3- The Solar system. They are only expected to have previous knowledge from prior grade levels as outlined in the SSS and information covered in days one and two of this lesson.
 * __A. (Analyze your learners)__**


 * __S. (State your objective)__**

Given reading material, a video and access to a computer/laptop equipped with excel, the seventh graders in my class will be able to identify key facts regarding the Sun and within groups record this information into an excel sheet which will then be transformed into a chart, 90% of the Knowledge Statements listed must be covered. -When achieved this objective will cover the knowledge, comprehension, application, analysis and evaluation levels on Bloom’s taxonomy.
 * Objective:**

-Computer -Youtube -Excel -Internet Access
 * __S. (Select media and materials)__**
 * -**Textbook


 * __U. (Utilize media and materials)__**


 * Textbook-** For students to do individual reading

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 * Computer/Youtube/Internet Access:** To present a YouTube video at the beginning of class to provide students with introductory knowledge on the Sun as well as a visual for comprehension.


 * Excel/Computer:** In groups students will create Excel spreadsheets containing the information they learned during the lesson plan. These excel sheets will then be turned into charts in order to give students an additional visual tool.

Students will watch the YouTube video as a class. After the video, students will do individual reading from their textbook, which will cover the above-mentioned Knowledge/Skill Statements. Finally, students will divide into groups of two to three students to create excel sheets from the information collected. Students will use their excel sheets to then create a chart of their choice (also using Excel).
 * __R. (Require Learner Participation)__**

Student comprehension will be evident based on the completion of their Excel spreadsheets and charts.
 * __E. (Evaluate)__**