Real Problems Real Solutions Real XML AIIM Briefing Tom Cozzolino, Tim Vattima Answerthink
Name: Chelsea Cozzolino Co-Teacher(s) (if...
Transcript of Name: Chelsea Cozzolino Co-Teacher(s) (if...
Name: Chelsea Cozzolino Co-Teacher(s) (if applicable):
Unit Plan Title: Moon Phases
Target Grade Level: 4th grade
Pre-Planning Information: Teaching and Learning Context
Student Population: The fourth grade classroom consists of 20 heterogeneous students. All
students are in a general education classroom. 12 students are girls and 8 are boys. Students
come from a middle class population with a couple of students receiving reduced lunches. No
students have IEP's or 504 plans although they are all at different levels of learning. Some
students are below their reading level and some are above in their writing skills.
Prior Knowledge: Starting next month the students will be learning about earth and space
systems, specifically lunar phases. Students will have been exposed to the mental image of the
moon as well as the stars and what they see outside at night. The moon's appearance and their
observations will become more meaningful. Many misconceptions students have is the idea that
the moon gets bigger and smaller the closer or further it gets from the Earth. They misunderstand
the idea of rotation on its axis. In addition, many students may not see or think that the moon is
present during the daytime.
Academic Language: Students will be creating a word wall and have vocabulary words and
definitions within their notebooks and throughout the classroom about the lunar phases. Students
will be practicing using and becoming familiar with these words, their definitions and
recognizing them in literature. Such vocabulary throughout the lesson includes, moon, lunar
phases, lunar eclipse, new moon, waxing crescent, first quarter moon, waxing gibbous, full
moon, waning gibbous, third quarter moon, and waning crescent.
Pre-Planning Information: Lesson Goals and Objectives
Central Focus: Students will observe and understand the different moon phases and how they
are a part of Earth and space systems. The moon incites children’s curiosity from a very young
age. Although it’s a space object, it’s more accessible to children because of its dependability
and proximity. Through this short unit, children will develop a deeper understanding of the
moon. Throughout the unit students will record every night what they observe about the moon,
where it is, what phase it looks like and drawing pictures.
Standards:
Lesson1:
ESS1.B The Earth's orbit and rotation, and the orbit of the moon around the Earth cause
observable patterns.
ESS1.C Certain features on Earth can be used to order events that have occurred in a landscape.
SL.8.1: “…Pose…specific questions by making comments that contribute to the discussion…”
SL.9-10.1: “... posing and responding to questions that relate the current discussion to broader
themes or larger ideas…”
SL.11-12.1: “…posing and responding to questions that probe reasoning and evidence…”
Lesson 2:
ESS1.B The Earth's orbit and rotation, and the orbit of the moon around the Earth cause
observable patterns.
ESS1.C Certain features on Earth can be used to order events that have occurred in a landscape.
NY Learning Standards
Standard 4: The Physical Setting
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.
Lesson 3:
ESS1.B The Earth's orbit and rotation, and the orbit of the moon around the Earth cause
observable patterns.
ESS1.C Certain features on Earth can be used to order events that have occurred in a landscape.
NY Learning Standards
Standard 4: The Physical Setting
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.
Key Idea 1: The Earth and celestial phenomena can be described by relative motion and
perspective.
Major Understanding 1.1g: Moons are seen by reflected light. Our Moon orbits Earth, while
Earth orbits the Sun. The Moon’s phases as observed from Earth are the result of seeing different
portions of the lighted area of the Moon’s surface. The phases repeat in a cyclical pattern in
about one month.
Lesson 4:
ESS1.B The Earth's orbit and rotation, and the orbit of the moon around the Earth cause
observable patterns.
ESS1.C Certain features on Earth can be used to order events that have occurred in a landscape.
NY Learning Standards
Standard 4: The Physical Setting
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.
Key Idea 1: The Earth and celestial phenomena can be described by relative motion and
perspective.
Major Understanding 1.1g: Moons are seen by reflected light. Our Moon orbits Earth, while
Earth orbits the Sun. The Moon’s phases as observed from Earth are the result of seeing different
Lesson 5:
ESS1.B The Earth's orbit and rotation, and the orbit of the moon around the Earth cause
observable patterns.
ESS1.C Certain features on Earth can be used to order events that have occurred in a landscape.
NY Learning Standards
Standard 4: The Physical Setting
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.
Key Idea 1: The Earth and celestial phenomena can be described by relative motion and
perspective.
Major Understanding 1.1g: Moons are seen by reflected light. Our Moon orbits Earth, while
Earth orbits the Sun. The Moon’s phases as observed from Earth are the result of seeing different
Learning Objectives:
Lesson 1:
1) Students will draw their mental image of the Moon.
2) Students will analyze images drawn by different students by doing a gallery walk.
3) Students will predict the sequence of the Moon's phases based upon prior knowledge using
lunar photos.
4) Students will recognize that the Moon's appearance changes based on lunar photos.
5) Students will question how and why the Moon's appearance changes in their science
notebooks and as a class discussion.
Lesson 2:
1) Students will understand that the moon is present during the daytime as well as night time.
2) Students will observe the moon at night and record observations within a moon journal.
3) Students will use their observations from their moon journals to begin developing an
understanding of the sequence of lunar phases.
4) Students will draw on their observations to understand that the moon features are always the
same from Earth.
Lesson 3:
1) Students will discover the orbit of the moon.
2) Students will continue to define and put vocabulary words into context.
3) Students will extend the model of the eight moon phases shown in the PowerPoint to their
own work and interpretations.
4) Students will adapt their prior knowledge to correctly corresponding the moon phase to the
vocabulary term of the phase.
Lesson 4:
1) Students will review the 8 moon phases.
2) Students will actively participate in understanding why each moon phase occurs.
3) Students will create their own version of moon phases with Oreos.
4) Students will interpret what they already know and have learned about moon phases and apply
it to their own project.
5) Students will analyze and process the cyclical calendar of moon phases.
Lesson 5:
1) Students will construct their own moon phase transporter with a partner.
2) Students will use their knowledge about moon phases and the solar system to understand the
way planets orbit.
3) Students will use proximity and relationships to the Earth, Sun and Moon.
4) Students will review what they have learned throughout the unit.
5) Students will recognize the purpose of the Earth, Sun and Moon.
Formative & Summative Assessment:
Formative- Class participation is very important and will be assessed throughout the unit. Mini
quizzes, answering questions, participating in class work and attendance will all be accounted
for.
Summative- Completing the many assignments and moon journals are assessed heavily. The
moon journal is an ongoing assessment throughout the unit and will be looked at each day as
homework completion.
Lesson 1: Introduce & Visualize the Moon
Pre-Planning Information: Teaching and Learning Context
Student Population: The fourth grade classroom consists of 20 heterogeneous students. All
students are in a general education classroom. 12 students are girls and 8 are boys. Students
come from a middle class population with a couple of students receiving reduced lunches. No
students have IEP's or 504 plans although they are all at different levels of learning. Some
students are below their reading level and some are above in their writing skills.
Prior Knowledge: Starting next month the students will be learning about earth and space
systems, specifically lunar phases. Students will have been exposed to the mental image of the
moon as well as the stars and what they see outside at night. The moon's appearance and their
observations will become more meaningful. Many misconceptions students have is the idea that
the moon gets bigger and smaller the closer or further it gets from the Earth. They misunderstand
the idea of rotation on its axis. In addition, many students may not see or think that the moon is
present during the daytime.
Academic Language: Students will be creating a word wall and have vocabulary words and
definitions within their notebooks and throughout the classroom about the lunar phases. Students
will be practicing using and becoming familiar with these words, their definitions and
recognizing them in literature. Such vocabulary throughout the lesson includes, moon, lunar
phases, lunar eclipse, new moon, waxing crescent, first quarter moon, waxing gibbous, full
moon, waning gibbous, third quarter moon, and waning crescent.
Pre-Planning Information: Lesson Goals and Objectives
Central Focus: Students will draw and interpret their own pictures, ideas and other students
interpretations of what the moon looks like. The moon incites children’s curiosity from a very
young age. Although it’s a space object, it’s more accessible to children because of its
dependability and proximity. Through this short unit, children will develop a deeper
understanding of the moon.
Standards:
ESS1.B The Earth's orbit and rotation, and the orbit of the moon around the Earth cause
observable patterns.
ESS1.C Certain features on Earth can be used to order events that have occurred in a landscape.
SL.8.1: “…Pose…specific questions by making comments that contribute to the discussion…”
SL.9-10.1: “... posing and responding to questions that relate the current discussion to broader
themes or larger ideas…”
SL.11-12.1: “…posing and responding to questions that probe reasoning and evidence…”
Learning Objectives: 1) Students will draw their mental image of the Moon.
2) Students will analyze images drawn by different students by doing a gallery walk.
3) Students will predict the sequence of the Moon's phases based upon prior knowledge using
lunar photos.
4) Students will recognize that the Moon's appearance changes based on lunar photos.
5) Students will question how and why the Moon's appearance changes in their science
notebooks and as a class discussion.
Formative & Summative Assessment: Formative- Informal discussions and think pair shares will be happening to answer questions
about the moon. Students will also be drawing their own interpretations of the moon phases after
learning about the moon.
Summative- Fact Sheet and Study Jams Test will be collected and looked at to see what
information was learned.
Instructional Plan: 40 minute lesson
Procedure:
1. Engage: 15 minutes (use ppt.) Think Pair Share for each question**
Read Papa, Please Get the Moon for Me by Eric Carle
What connections can we make about what we know about the moon?
What did you notice that was happening to the moon?
Why do you think the "size" and" shape" appear to be different?
What does this do for the Earth or the Sun?
How long do you think it takes the moon to change like that?
Does it go through cycles, phases, or get smaller or bigger to the Earth?
Create a KWL chart: students will come up to the smart board and write them
down
2. Explore: 7 minutes
Look at online at views of moon from Earth and Earth from moon
http://lunaf.com/english/live-data/earth-view-from-moon/
Have students describe and draw and create questions about the moon
Explain facts on Moon phases PPT- describing relations between size
3. Explain: 15 minutes (Students will take notes in their science journals based on Study
Jams Slide**)
http://studyjams.scholastic.com/studyjams/jams/science/solar-system/moon.htm
Have informal discussions answering these questions and reiterate the central
message and main ideas.
Does the Moon have different shapes?
Why does the moon's appearance change?
What causes its changing shapes?
How long does it take to change?
When can you see the Moon's different shapes?
Is there a pattern to the changing shapes?
Does the face of the Moon always have the same features?
4. Extend: 15
Fact Sheets- have students fill out sheets with either TRUE or FALSE to the
corresponding statements
Have students in groups: once established that the moon changes shapes or has
phases hand out lunar photographs.
Have students place the pictures on a blank sheet of paper in the order they
believe to see the moon if they observed it throughout several weeks
Once completed have groups walk around the classroom noticing other groups
predictions
Ask groups to explain their predictions to the whole class
5. Evaluate
Answer questions as a class:
http://studyjams.scholastic.com/studyjams/jams/science/solar-system/moon.htm
Differentiation: Students who have visual impairments can sit very close to the board when
viewing the websites and powerpoints. Also during think pair shares students will be specifically
placed with a partner that can complement the others needs. For students who need more time in
order to learn and process the information, writing prompts and/or questions administered can be
asked differently in addition to allowing those students to work with others that are at a higher
comprehension level.
Materials:
Papa, Please Get the Moon for Me by Eric Carle
http://lunaf.com/english/live-data/earth-view-from-moon/
Moon Phases PPT.
http://studyjams.scholastic.com/studyjams/jams/science/solar-system/moon.htm
True/False Fact Sheet
Fact True/False
The moon does not make its own light. It can only reflect light. We see the light
reflected off of the moon from the sun.
The part of the moon we can see changes. We call these changes the phases of
the moon.
The phases of the moon are caused by its orbit around the earth.
The first phase of the moon is called the new moon. That is when you cannot see
the moon from earth at all.
It takes the moon about 29 ½ days to go through all its phases. We call this a
lunar month.
The moon moves across our sky toward the east.
The moon is orbiting around the earth at the speed of 2, 288 miles (3,683
kilometers) per hour.
Safety Plan: Students will not have any risks or harms during this lesson. Students will be
instructed to circulate the room carefully and quietly when viewing their classmates pictures and
interpretations of the moon.
Lesson 2: Understanding Moon Features & Begin Recording
Pre-Planning Information: Teaching and Learning Context
Student Population: The fourth grade classroom consists of 20 heterogeneous students. All
students are in a general education classroom. 12 students are girls and 8 are boys. Students
come from a middle class population with a couple of students receiving reduced lunches. No
students have IEP's or 504 plans although they are all at different levels of learning. Some
students are below their reading level and some are above in their writing skills.
Prior Knowledge: Starting next month the students will be learning about earth and space
systems, specifically lunar phases. Students will have been exposed to the mental image of the
moon as well as the stars and what they see outside at night. The moon's appearance and their
observations will become more meaningful. Many misconceptions students have is the idea that
the moon gets bigger and smaller the closer or further it gets from the Earth. They misunderstand
the idea of rotation on its axis. In addition, many students may not see or think that the moon is
present during the daytime.
Academic Language: Students will be creating a word wall and have vocabulary words and
definitions within their notebooks and throughout the classroom about the lunar phases. Students
will be practicing using and becoming familiar with these words, their definitions and
recognizing them in literature. Such vocabulary throughout the lesson includes, moon, lunar
phases, lunar eclipse, new moon, waxing crescent, first quarter moon, waxing gibbous, full
moon, waning gibbous, third quarter moon, and waning crescent.
Pre-Planning Information: Lesson Goals and Objectives
Central Focus: The moon follows a specific pattern or phases that can be observed and
recorded.
Standards:
ESS1.B The Earth's orbit and rotation, and the orbit of the moon around the Earth cause
observable patterns.
ESS1.C Certain features on Earth can be used to order events that have occurred in a landscape.
NY Learning Standards
Standard 4: The Physical Setting
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.
Learning Objectives:
1) Students will understand that the moon is present during the daytime as well as night time.
2) Students will observe the moon at night and record observations within a moon journal.
3) Students will use their observations from their moon journals to begin developing an
understanding of the sequence of lunar phases.
4) Students will draw on their observations to understand that the moon features are always the
same from Earth.
Formative & Summative Assessment: Formative- Informally students will be answering questions as a class and writing on the
whiteboard. Note taking and understanding of the moon phases when drawn on their own will be
informally assessed and counted as class work.
Summative- Behavior assessment will be looked at throughout the class when going outside and
while using the iPads. Collecting data and predicting the nights moon phase on their calendars
will be noted each night. Each night students in their moon journals are to write a new fact
including the name of the phase as the lesson progresses.
Instructional Plan: 45 minute lesson
Procedure:
1. Engage: 15 minutes
Why does the Moon seem to change shape from night to night?
Have students answer informally and write ideas on the whiteboard
Read Faces of The Moon by Bob Crelin illustrated by Leslie Evans
Distribute Moon book calendars/observation sheets. Students will write the date
and time of observation, location of the moon and its shape in the sky. Each night
students will be responsible for collecting data/observations on the moon.
http://media-cache-
ec0.pinimg.com/736x/1b/5e/91/1b5e912572cfd13192d04699a7c7dab4.jpg
2. Explore:
Take a trip outside the classroom to see if the students can find the moon, draw on
the first day what it looks like
3. Explain: 15 minutes (While outside and in the classroom) **written in science journal
Why can we see the moon during the daytime?
Is it always visible?
What are some observations you can draw of what you predict the moon to look
like during the nighttime for today?
Introduce vocabulary using phases of the moon reading and discussion (provide
one copy to each student) http://media-cache-
ec0.pinimg.com/736x/b2/2f/f4/b22ff413b95da567cf6e962784ebad9c.jpg
Phases Poem http://www.lpi.usra.edu/education/space_days/activities/moon/documents/Moon_Oreo_Phases.pdf
4. Extend: 10 minutes
From the vocabulary sheet after defining, students will then be given paper and
asked to draw each moon phase with the corresponding name underneath.
The class will be given iPads that has the Luna Solaria app. After making the
class recordings, students will look on the app to what the moon will be like for
that night along with the phase name. Students can also see the lunar and solar
position.
Students can see what the previous nights moon phase was and what it will be for
the next following days.
Age is also present for the moons orbit. Degrees in which the moon is facing as
well.
Each day at the beginning of class, one student will be assigned to draw a class
prediction of what they expect the moon to look like for that night. In this case the
class will have a collective moon chart/journal. The first days recordings will be
done.
Students will use their skills and what they have previously learned about the
moons phases and what they observe each night to predict the next nights phase.
5. Evaluate: 5 minutes
Correctly drawing and labeling moon phases and posting them in the back of the
room.
Students may use the app to add any extra information they find interesting, such
as lunar position and "days old"
Differentiation: For students who have behavior problems and are not capable of using an iPad,
they may be partnered up with a student who has the privilege to use one. If the day is bad
weather and the class is not able to go outside, the activity with the iPad is useful in order to look
at tonight's moon, previously and ahead.
Materials:
Read Faces of The Moon by Bob Crelin illustrated by Leslie Evans
Moon Journal Sheet http://media-cache-
ec0.pinimg.com/736x/1b/5e/91/1b5e912572cfd13192d04699a7c7dab4.jpg
Vocabulary Reading http://media-cache-
ec0.pinimg.com/736x/b2/2f/f4/b22ff413b95da567cf6e962784ebad9c.jpg
Moon Phases PPT.
Ipad
Luna Solaria App
Safety Plan: The class will be given a set of iPads for each student to use during class. They will
need to show respect for the equipment and have correct behavior while using them. Instructions
as to using the iPads as well as staying on task and not trying to access the internet. This will not
be the first time the class is using the iPads therefore most students know the correct way to
handle them.
Lesson 3: Observing Phases and Features
Pre-Planning Information: Teaching and Learning Context
Student Population: The fourth grade classroom consists of 20 heterogeneous students. All
students are in a general education classroom. 12 students are girls and 8 are boys. Students
come from a middle class population with a couple of students receiving reduced lunches. No
students have IEP's or 504 plans although they are all at different levels of learning. Some
students are below their reading level and some are above in their writing skills.
Prior Knowledge: Starting next month the students will be learning about earth and space
systems, specifically lunar phases. Students will have been exposed to the mental image of the
moon as well as the stars and what they see outside at night. The moon's appearance and their
observations will become more meaningful. Many misconceptions students have is the idea that
the moon gets bigger and smaller the closer or further it gets from the Earth. They misunderstand
the idea of rotation on its axis. In addition, many students may not see or think that the moon is
present during the daytime.
Academic Language: Students will be creating a word wall and have vocabulary words and
definitions within their notebooks and throughout the classroom about the lunar phases. Students
will be practicing using and becoming familiar with these words, their definitions and
recognizing them in literature. Such vocabulary throughout the lesson includes, moon, lunar
phases, lunar eclipse, new moon, waxing crescent, first quarter moon, waxing gibbous, full
moon, waning gibbous, third quarter moon, and waning crescent.
Pre-Planning Information: Lesson Goals and Objectives
Central Focus: To learn the phases of the moon and the relative motion of the Earth, Sun and
Moon for each phase. To understand that the phases of the moon are cyclical.
Standards:
ESS1.B The Earth's orbit and rotation, and the orbit of the moon around the Earth cause
observable patterns.
ESS1.C Certain features on Earth can be used to order events that have occurred in a landscape.
NY Learning Standards
Standard 4: The Physical Setting
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.
Key Idea 1: The Earth and celestial phenomena can be described by relative motion and
perspective.
Major Understanding 1.1g: Moons are seen by reflected light. Our Moon orbits Earth, while
Earth orbits the Sun. The Moon’s phases as observed from Earth are the result of seeing different
portions of the lighted area of the Moon’s surface. The phases repeat in a cyclical pattern in
about one month.
Learning Objectives: 1) Students will discover the orbit of the moon.
2) Students will continue to define and put vocabulary words into context.
3) Students will extend the model of the eight moon phases shown in the PowerPoint to their
own work and interpretations.
4) Students will adapt their prior knowledge to correctly corresponding the moon phase to the
vocabulary term of the phase.
Formative & Summative Assessment: Formative- Students will be responsible for taking notes as well as understanding the location
between the sun, moon and Earth and what we see from the Earth of the moon. Students will be
assessed on their understanding of the vocabulary.
Summative- Students who complete the smartboard activity as well as those who do not are
assessed on their understanding of the moon phases. Their descriptions and reasoning for
choosing the correct phase and why will be noted. Each night students in their moon journals are
to write a new fact including the name of the phase as the lesson progresses.
Instructional Plan: 40 minute lesson
Procedure:
1. Engage: 10 minutes
Record class moon journal observations
(Explore) Record class observation of expected moon phase for the night.
(complete example: http://media-cache-
cd0.pinimg.com/736x/75/56/fa/7556fad8021b6fba277bb0601efbb333.jpg)
Read The Moon Seems to Change by Franklyn M. Branley and Barbara & Ed
Emberley.
2. Explore & Explain: 20 minutes
We know the moon changes shapes and appears differently each night
Have students write down notes in their science notebooks about information
explained in the ppt. (earth's rotation)
Each phase and shape has a different name
Introduce vocabulary again: http://media-cache-
ak0.pinimg.com/736x/0f/ac/95/0fac957126460fe012c8f9d798585d72.jp
Use diagram to express the location of the moon and sunlight shining to what we
on Earth can see of the moon. http://media-cache-
ak0.pinimg.com/736x/1c/19/3e/1c193e8255937da125dd15176f330124.jpg
3. Extend: 10 minutes
Brain Pop: http://www.brainpop.com/educators/community/bp-topic/moon-phases/ - show the location of the moon Earth and sun and the shadows casted onto the
moon- what side do we see?
Use smartboard activity for students to come up to the board and correctly place
the word with the corresponding moon phase
picture
4. Evaluate:
Complete smartboard activity
One volunteer will come up and place the correct phase to the correct picture.
Students will explain why they chose that answer and what we see of the moon
when we are on Earth.
Students will describe where the sun is during that phase leading to why we either
see a shaded/dark part of the moon or lit up.
Differentiation: For students who have trouble with bodily kinesthetic activities and cannot
come up to the smartboard, they are encouraged to volunteer and explain their chosen answer.
Students could read the vocabulary sheet in order to practice saying the phase names.
Materials:
The Moon Seems to Change by Franklyn M. Branley and Barbara & Ed Emberley.
Class Moon phase calendar : http://www.pinterest.com/pin/351703052121427798/
Vocabulary: http://media-cache-
ak0.pinimg.com/736x/0f/ac/95/0fac957126460fe012c8f9d798585d72.jp
Diagram http://media-cache-
ak0.pinimg.com/736x/1c/19/3e/1c193e8255937da125dd15176f330124.jpg
Smartboard activity: http://exchange.smarttech.com/details?id=3802d084-fe86-4f14-
b808-450c3803006a
Moon Phases PPT.
http://www.brainpop.com/educators/community/bp-topic/moon-phases/ -
Safety Plan: Students will not be at risk for anything in this lesson. Students will need to be
responsible and respectful to others during the smartboard activity.
Lesson 4: Understanding with Moon Oreos
Pre-Planning Information: Teaching and Learning Context
Student Population: The fourth grade classroom consists of 20 heterogeneous students. All
students are in a general education classroom. 12 students are girls and 8 are boys. Students
come from a middle class population with a couple of students receiving reduced lunches. No
students have IEP's or 504 plans although they are all at different levels of learning. Some
students are below their reading level and some are above in their writing skills.
Prior Knowledge: Starting next month the students will be learning about earth and space
systems, specifically lunar phases. Students will have been exposed to the mental image of the
moon as well as the stars and what they see outside at night. The moon's appearance and their
observations will become more meaningful. Many misconceptions students have is the idea that
the moon gets bigger and smaller the closer or further it gets from the Earth. They misunderstand
the idea of rotation on its axis. In addition, many students may not see or think that the moon is
present during the daytime.
Academic Language: Students will be creating a word wall and have vocabulary words and
definitions within their notebooks and throughout the classroom about the lunar phases. Students
will be practicing using and becoming familiar with these words, their definitions and
recognizing them in literature. Such vocabulary throughout the lesson includes, moon, lunar
phases, lunar eclipse, new moon, waxing crescent, first quarter moon, waxing gibbous, full
moon, waning gibbous, third quarter moon, and waning crescent.
Pre-Planning Information: Lesson Goals and Objectives
Central Focus: To learn the phases of the moon and the relative motion of the Earth, Sun and
Moon for each phase. To understand that the phases of the moon are cyclical.
Standards:
ESS1.B The Earth's orbit and rotation, and the orbit of the moon around the Earth cause
observable patterns.
ESS1.C Certain features on Earth can be used to order events that have occurred in a landscape.
NY Learning Standards
Standard 4: The Physical Setting
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.
Key Idea 1: The Earth and celestial phenomena can be described by relative motion and
perspective.
Major Understanding 1.1g: Moons are seen by reflected light. Our Moon orbits Earth, while
Earth orbits the Sun. The Moon’s phases as observed from Earth are the result of seeing different
Learning Objectives:
1) Students will review the 8 moon phases.
2) Students will actively participate in understanding why each moon phase occurs.
3) Students will create their own version of moon phases with Oreos.
4) Students will interpret what they already know and have learned about moon phases and apply
it to their own project.
5) Students will analyze and process the cyclical calendar of moon phases.
Formative & Summative Assessment: Formative- Participation when correctly guessing the moon phase on the powerpoint will be
noticed.
Summative- Checklists and following instructions will be used when looking at each students
Oreo moon phases. Each night students in their moon journals are to write a new fact including
the name of the phase as the lesson progresses.
Instructional Plan: 45 minute lesson
Procedure:
1. Engage & Explore: 10 minutes
Record moon journal class observations
(Explore) Moon Free app on iPad- look at tonights moon, what the moon will be
like at a later date.
Why is it that the moon has the same 8 phases?
Understanding phases are cyclical
2. Explain: 10 minutes
Provide each student with mini white boards
As a phase of the moon comes on the screen students will write down which
phase it is
When a student is called on they will explain why it is that phase
Use ppt.
Answer Key
New Moon
Waning Gibbous
Full Moon
Waxing Gibbous
First Quarter
Last Quarter
Waning Crescent
Waxing Crescent
3. Extend: 20 minutes
Create your own moon phases with oreos
8 oreos will be given to each student along with a paper plate and one green/blue
gusher to represent the Earth
Instructions on the worksheet will be explained before each student begins
4. Evaluate: 5 minutes
Display your work on your desk and carefully do a "gallery walk"
Think of things you noticed about other students moon phases
What did you notice?
Overall wrap up discussion
Differentiation: If food is an issue within the classroom, simply cutting black and yellow paper,
coloring and labeling can be done instead. For those students who are advanced, or for students
who finish earlier than others may add facts from their notebooks, including the suns position,
how many days it takes the moon to change phases etc. Time may be an issue for those students
who are slower therefore making this a no pressure fun review activity is acceptable.
Materials:
Moon Phases PPT.
Mini White Boards
Dry Erase Markers and Erasers
8 oreos per student
20 paper plates
20 napkins
20 plastic knives
Markers
Pencils
Safety Plan: Allergies to oreos and gushers need to be taken into consideration when carrying
out this lesson. Students will be instructed not to touch or destroy anyone else's work when they
do a gallery walk.
Lesson 5: Modeling Moon Phases
Pre-Planning Information: Teaching and Learning Context
Student Population: The fourth grade classroom consists of 20 heterogeneous students. All
students are in a general education classroom. 12 students are girls and 8 are boys. Students
come from a middle class population with a couple of students receiving reduced lunches. No
students have IEP's or 504 plans although they are all at different levels of learning. Some
students are below their reading level and some are above in their writing skills.
Prior Knowledge: Starting next month the students will be learning about earth and space
systems, specifically lunar phases. Students will have been exposed to the mental image of the
moon as well as the stars and what they see outside at night. The moon's appearance and their
observations will become more meaningful. Many misconceptions students have is the idea that
the moon gets bigger and smaller the closer or further it gets from the Earth. They misunderstand
the idea of rotation on its axis. In addition, many students may not see or think that the moon is
present during the daytime.
Academic Language: Students will be creating a word wall and have vocabulary words and
definitions within their notebooks and throughout the classroom about the lunar phases. Students
will be practicing using and becoming familiar with these words, their definitions and
recognizing them in literature. Such vocabulary throughout the lesson includes, moon, lunar
phases, lunar eclipse, new moon, waxing crescent, first quarter moon, waxing gibbous, full
moon, waning gibbous, third quarter moon, and waning crescent.
Pre-Planning Information: Lesson Goals and Objectives
Central Focus: To learn the phases of the moon and the relative motion of the Earth, Sun and
Moon for each phase. Have students interpret and create their own phases.
Standards:
ESS1.B The Earth's orbit and rotation, and the orbit of the moon around the Earth cause
observable patterns.
ESS1.C Certain features on Earth can be used to order events that have occurred in a landscape.
NY Learning Standards
Standard 4: The Physical Setting
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.
Key Idea 1: The Earth and celestial phenomena can be described by relative motion and
perspective.
Major Understanding 1.1g: Moons are seen by reflected light. Our Moon orbits Earth, while
Earth orbits the Sun. The Moon’s phases as observed from Earth are the result of seeing different
Learning Objectives:
1) Students will construct their own moon phase transporter with a partner.
2) Students will use their knowledge about moon phases and the solar system to understand the
way planets orbit.
3) Students will use proximity and relationships to the Earth, Sun and Moon.
4) Students will review what they have learned throughout the unit.
5) Students will recognize the purpose of the Earth, Sun and Moon.
Formative & Summative Assessment: Formative- Close attention on the creation of the moon transporter and followed directions will
be looked at through a rubric. Working as pairs and giving students equal opportunities to
participate will be required.
Summative- The overall understanding as a whole of the moon transporter project as well as the
moon phases will be assessed through informal discussions and sharing of their work for the
moon phase transporter. Each night students in their moon journals are to write a new fact
including the name of the phase as the lesson progresses.
Instructional Plan: 50 minute lesson
Procedure:
1. Engage: 10 minutes
Record class moon journal observations
Start with a survey. Ask students to raise their hands if they think the moon shines.
Record results. Explain that the class will be doing an experiment to answer this
Take the foil circle and tape it to the chalkboard. Turn off the light and shine the
flashlight onto the foil. What happens? (The foil reflects the light of the flashlight and
appears to shine in the dark room.)
Turn off the light again, but this time do not shine the flashlight. What happens? (The
foil doesn’t shine because it has no light source to reflect.)
Explain to students that the moon appears to shine because it reflects the light of the
sun.
2. Explore: 7 minutes
Put students into groups of 4 (5 groups) give each student one flashlight and one
tennis ball
Have one student be the Earth and one student holding the flashlight and one
student hold the tennis ball or the moon
Have the student with the tennis ball orbit around the Earth
3. Explain: 4 minutes
Come back as a class and make a class observation list
Have informal discussions answering these questions and reiterate the central
message and main ideas.
What did you notice about the tennis ball?
What parts did you see?
Can they represent the moon phases?
What if other planets were within the orbit?
4. Extend: 20 minutes
Create your own Moon Phase Transporter
Use the guided/directions worksheet
Work in pairs
5. Evaluate: 14 minutes
Wrap up
Have pairs come up to the front discuss & share
Guided questions:
- What were some things you noticed?
- Explain how you created your transporter
- How can this transporter be useful?
Hand in moon calendars/journals to be graded
Differentiation: Some students may have handicap issues or fine motor skills and are not able to
handle such a large task as this, therefore they can still participate by being a speaker within their
group, the student who shares their discoveries with the class.
Materials:
8 ping-pong balls. (per pair)
A large foam poster-board. (per pair)
Strong flashlight (to represent the sun). (per pair)
The "sun" is optional, but can be placed on a ruler.
Safety Plan: While creating this transporter the materials need to be pre cut and displayed for
the students to be ready to use. Childproof scissors and materials need to be given to the
students. Tape and glue are safe resources to use. Students must have directions for treating their
partner and the class materials safely. Close supervision is necessary.
Moon Journal Scoring Rubric
Name:
Contents of each page
Description Points Possible Total
Points
Date & Time Located underneath the drawing 5 total (1 point for each entry)
Picture In the center of the page 10 total (2 point for each entry)
Observation
Must have a total of 2 sentences describing what you observed including the new vocabulary
learned. Place these sentences underneath the picture.
20 total (4 points for each entry)
Total (35 points) _________
Fact True/False
The moon does not make its own light. It can only reflect light. We see the light
reflected off of the moon from the sun.
The part of the moon we can see changes. We call these changes the phases of
the moon.
The phases of the moon are caused by its orbit around the earth.
The first phase of the moon is called the new moon. That is when you cannot see
the moon from earth at all.
It takes the moon about 29 ½ days to go through all its phases. We call this a
lunar month.
The moon moves across our sky toward the east.
The moon is orbiting around the earth at the speed of 2, 288 miles (3,683
kilometers) per hour.
Name____________________________ Date_____________________
Phrases with Phases
Lyrics by Becky Nelson, The Lunar and Planetary Institute
Sung to the tune The Ants Go Marching . . Moon phases and important terms are in capital
letters.
Each Moon phase marches COUNTERCLOCKWISE —
Now, let’s start . . .
The FIRST PHASE is the NEW MOON that we see as DARK.
Then next the WAXING CRESCENT shines
A LITTLE LIGHT upon the RIGHT,
And after that’s the
QUARTER MOON, where the
RIGHT HALF’S LIGHT.
Following is WAXING GIBBOUS on the RIGHT,
Where the LIGHT continues SPREADING and becoming bright.
We’ll be HALFWAY through the phases soon,
With the FULLest, brightest, biggest MOON,
Just before the DARK creeps
On the RIGHT
Of a WANING MOON.
The WANING GIBBOUS phase is when the LIGHT will SHRINK,
Then what will be the next phase after that, you think?
It’s once AGAIN a QUARTER MOON,
But the DARK HALF’s now upon the RIGHT,
And the LEFT side is the
One’s that’s BRIGHT!!
Did you get that right?
The next phase is the LAST phase where there’s just a spark
Of light, so WANING CRESCENT appears ALMOST DARK!
The Moon is really magical,
When it’s WAXING, WANING, NEW OR FULL.
And it COULDN’T SHINE at all
WITHOUT…….
THE SUN’S……..bright light!!
Poem Courtesy of:
http://www.lpi.usra.edu/education/space_days/activities/moon/documents/Moon_Oreo_Phases.pdf
Moon Transporter Scoring Rubric
Name: Partner:
Contents of each page
Description Points Possible Total
Points
Accuracy Located moon phases in correct
order according to the Earth 15 total
Working Collaborative
Pairs equally worked on creating the moon transporter 5 total
Facts Shared to class
Comprehension of the moon phases and what we see from
Earth's position and why 10 total
Total (30 points) _________
Name: Date:
Includes the Following: Yes/No
All 8 phases of the Moon
Correct Position of the Earth
Correct Position of the Moon Phases
Correct Position of the Sun
Accurate depiction of the Moon Phase with the Oreo
Name________________________ Date____________________
Oreo Moon Phases
Directions: You will be using what you know about moon phases to create the 8 phases using Oreos. You will need: 8 Oreos 1 paper plate 1 napkin 1 plastic knife Instructions:
1. Separate each of your cookies carefully, so that one side of the cookie has ALL of the frosting and the other side of the cookie has NO frosting.
2. Use your plastic knife to scrape off the frosting from the first cookie, making a shape of the waxing crescent.
3. Continue using the plastic knife to scrape off the frosting off the Oreos to make each of the moon phases. (How will you represent new moon?)
4. Place the cookies in order on your napkin and label them correctly.
Questions: Please use complete sentences.
1. Describe the process that causes the moon to appear as these different phases. 2. How does it take the moon to go through one full cycle of phases (use your notes as needed)?
3. Why does the same side of the Moon always face Earth?
4. Why don’t solar and lunar eclipses happen every single month?
Diagram After you complete the lab, draw each phase of the moon. Position 1 would be the new moon, ending with position 8 as the waning crescent.
Draw the SUN. Which direction would the Sun’s light be going in this model?
Position 1
Position 8
Position 7
Position 6
Position 5
Position 4
Position 3
Position 2
Worksheet courtesy of www.boerne-isd.net/file.cfm?resourceid=24030
http://webcache.googleusercontent.com/search?q=cache:AzbjOiD0aEcJ:www.boerne-isd.net/file.cfm%3Fresourceid%3D24030+&cd=1&hl=en&ct=clnk&gl=us
Citations
http://www.us.mensa.org/learn/gifted-youth/lesson-and-activity-plans/lesson-plans/lesson-plan-the-moon-grade-1/
http://www.dennisschatz.org/activities/Lunar%20Phases.pdf
http://www.earth2class.org/er/teachers/lessonplans/McCall%20phases%20lesson%20plan.php'
http://www.brainpop.com/educators/community/bp-topic/moon-phases/
http://printables.scholastic.com/content/collateral_resources/pdf/43/0439162343_e013.pdf
http://www.scholastic.com/teachers/top-teaching/2011/03/ready-edit-teaching-moon-phases-seems-be-one-those-skills-taught-across-grade-l
http://www.corestandards.org/ELA-Literacy/RL/4
http://exchange.smarttech.com/details?id=3802d084-fe86-4f14-b808-450c3803006a
http://rplanfamily.wordpress.com/tag/moon-phases-lesson/
http://www.pinterest.com/ccozzolino/science-lesson-materials/
http://www.internet4classrooms.com/grade_level_help/earth_science_moon_phases_fourth_4th_grade_science.htm
http://www.moonconnection.com/lunasolaria.phtml
http://www.moonconnection.com/moon_phases.phtml
http://www.slideshare.net/sciencepowerpointcom/moon-phases-of-the-moon-oreo-cookie-activity-lesson-powerpoint
http://www.slideshare.net/cshep22/moon-powerpoint
www.boerne-isd.net/file.cfm?resourceid=24030 http://webcache.googleusercontent.com/search?q=cache:AzbjOiD0aEcJ:www.boerne-isd.net/file.cfm%3Fresourceid%3D24030+&cd=1&hl=en&ct=clnk&gl=us