Amber Tolman ELED 3221-003 IMB Science Lesson Plan 15 March 2014 edTPA Indirect Instruction Lesson Plan

Moon Phases _____________________________________________________________________________ Central Focus/Big Idea: Earth in the Universe (Moon Phases) Subject of this lesson: Causes of the moon phases based on the moons orbit around the Earth Grade Level: Grade 4 NC Essential Standard(s): 4. E.1.2 Explain the monthly changes in the appearance of the moon, based on the moons orbit around the Earth Next Generation Science Standard(s): MS-ESS1-1. Develop and use a model of the Earth-sunmoon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.] 21st Century Skills: Teamwork and Collaboration: Students will need to collaborate as teams when they work in groups to order the moon phases. Critical Thinking and Problem Solving: Students will need to think critically when trying to understand how and why the phases of the moon change over time. Academic Language Demand Language Function: These language functions were chosen to have students analyze the moon phases, compare/contrast waxing and waning and categorize them by putting them in the correct order. Analyze Interpret Argue Predict Categorize Question Compare/contrast Describe Retell Summarize Explain

Scientific Vocabulary: rotation, reflection, axis, orbit, waxing, waning

Instructional Objective: Students will be able to define rotation, reflection, axis, orbit, waxing and waning. They will be able to identify all eight phases of the moon in order and explain the reasoning of light for each one. Prior Knowledge (student): Student should already be able to recognize the major components and patterns observed in the earth/moon/sun system (3.E.1, Earth in the Universe) Content Knowledge (teacher): The teacher must know all phases of the moon (new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, last quarter and waning crescent). He/she must also know the scientific vocabulary (described earlier in the lesson) and how the moon causes day and night. Accommodations for special needs (individual and/or small group): Struggling learners: I will pull a small group aside and address their needs. Early finishers: Students can read a book until we move onto the next part of the lesson. Materials and Technology requirements:
Earth and Sun model (1 to show class- draw in moon phases and label them on the board) Source: I made them myself. Video/audio device (1) to play moon phase song: https://www.youtube.com/watch?v=HkvlrWpsnuQ Moon phases song script sheet (11 sheets- share with a partner) Source is YouTube. Moon phases sort cards in a Ziploc bag (1 for each group, so 6 sets) Source: www.montessoriforeveryone.com Assessment Sheets (21 sheets) Source is with this page.

Total Estimated Time: 40-45 min Source of lesson: My CT provided me with the sort cards and I attached the assessment source with that specific page. Safety considerations: The cards will be pre-cut so that scissors can be avoided. Overall, this lesson is completely safe.

Content and Strategies (Procedure) In your procedure, be sure to include all of the following 5 Es. Your procedure should be detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube video), describe your back up plan thoroughly. Imagine your most novice colleague needing to teach from your plan. Dont just answer the questions. Additionally, I expect you to include possible questions you could ask for each section. This needs to include higher-order questions. Engage: Place the Earth and sun models on the board with drawn-in and labeled moon phases like the diagram below.

After giving students a few minutes to study the diagram, ask students the following questions: Can anyone tell me what these are? (Answer: phases of the moon) Has anyone wondered why the moon changes? (Answer: because the moon orbits the Earth

Teacher says, What are some other thoughts about the diagram? (Answers vary)

Explore: After students generate their own thoughts, ask the following questions: Can someone point where the Earth is? How about the moon, sun and orbit? (shown) What exactly is an orbit? (a curved path of Earth around the sun) What does the whole picture represent? (how the moon changes as we see it from Earth) So if the Earth rotates, or a circular movement, around the sun, how does that affect the moon? (It gives of a reflection- which creates the different moon phases) The teacher says, There are 8 phases to the moon (read off the phases written on the board). All of these phases are in a bag for each group to sort. You can sort them however you would like but you must be able to explain your reasoning. Now, I am going to invite you all back to your tables for the group activity. Remember, each group will get a bag with all of the moon phase

cards and together you will sort them. When you think you have them sorted, raise your hand. Either I, Mr. David or Mr. Jeff (TAs) will come see how you have sorted them. You have about 10 minutes. After the 10 minutes are up, invite students back to the carpet and ask the following questions (write their answers on the board): How did your group sort the cards? (For each group so the whole class can listen) Did anyone notice any similarities or differences between the cards? (Answers vary) The teacher will take the answers on the board (sorting methods, similarities/differences) and explain them in the next phase of the lesson plan. Explanation: Ask students to take out their science notebook while we go over what is on the board. With sorting by the key words like moon, waxing or waning you would have a few different groups of cards. What exactly is the moon? (A large natural object thats only visible when reflected with light from the sun) What does waxing mean? (The increasing or getting bigger of the moon phase) Waning is the opposite as the phase is decreasing or getting smaller. With sorting by making it one cycle, we have the phases of the moon. Show this by using a pointer with the diagram on the board. Start with the Earth and Sun by reiterating the meaning of orbit, axis and rotation- So, we have the Earth in the center (which is being orbited, or followed on a circular path by the moon). Over here, we have the sun giving off light. The Earth is spinning on an axis or invisible line that runs through the Earth (North to South Pole). With the new moon phase and moving forward, go through each phase and have students help identify the meaning of the phase (i.e. waxing, waning, crescent, gibbous, etc.). Remember to repeat the term reflection as the light provided by the sun to make the moon shine. Ask students If I am looking at the sky at night and I see the moon as a big white circle, what phase am I looking at? (Full moon) Is that in the beginning, middle or end of the moon cycle? (End). This is used to check for general understanding. The teacher will inform students that a song sheet is being passed around. The teacher will say, You will follow along with a partner. Now, we are going to listen to a fun song to help us remember the phases of the moon. Video- https://www.youtube.com/watch?v=HkvlrWpsnuQ If technology fails, he/she will implement the following story as a read aloud: A girl earns a new job (New Moon), where she is asked to wax the crescent (Waxing Crescent). Her boss is pleased and she earns her first quarter (First Quarter). Her next job is to wax the gibbous (Waxing Gibbous). Again, the boss is pleased so she earns her first full paycheck (Full Moon). Then she gets lazy. She begins to wane the gibbous (Waning Gibbous), so the boss says, "You're fired. This is your last quarter. Finish the job and leave." (Last Quarter). She wanes the crescent before leaving to find a new job (Waning Crescent). Source: http://blogs.scholastic.com/3_5/2009/02/teaching-moon-phases.html When the video/story has ended, ask students the following questions:

What are your thoughts on the video/story and why? (Answers vary) How can we relate this song to the diagram on the board or the sort cards you completed? (Answers vary)

The teacher will move on to the next phase of the lesson plan by elaborating. Elaborate: Now that you all have a strong idea of the phases of the moon, I will send you back to your groups with your moon phases sort cards. This time, you will be putting the cards in the correct order of the Moon Phases. You can use your song sheet, science notebook, or the clues on the back to help you out. When you have finished, raise your hand. Either I, Mr. David or Mr. Jeff will come around and check your work. This allows students to apply their better understanding of the Moon Phase concepts. When all groups have finished with the correct order, ask them the following questions:
If I see this moon phase at night (hold up the waxing gibbous), what phase comes next? (Full Moon) So if we are going to see the Full Moon next, what is going to make this phase so visible by its brightness and roundness? (The sun reflecting) Are there any questions or confusion? (This will be addressed immediately)

Evaluate: Now we are going to do some independent work. Once you get this sheet, please put your name and date at the top. Then you can complete the sheet. This evidence will be collected to evaluate each students understanding for the stated objective. The assessment and grading rubric is as follows:
Name: ____________________ Date: _________________

Moon Assessment
Directions: Use the word bank below to fill in the statements. WORD BANK Orbit Rotation Axis Waxing Waning Reflection

1. The invisible line that runs through the earth, from the North to South Pole, is called its ______________. 2. As the moon phases move from the new moon to the full moon, the moon is considered to be _____________, or getting bigger. 3. The ____________ is the path that the moon takes as it moves around the earth. 4. As the moon phases move from the full moon to the new moon, the moon is considered to be _____________, or getting smaller. 5. Another word for a circular movement around an object is a ______________. 6. The ________________ of the light of the sun on the moon helps cause the phases of the moon.

Drawing: On the back of this paper, illustrate how the moon appears to shine at night. __________________________________________________________________________

Source: http://ncsmt.org/i3laser_pdfs/Grade4Moon4E119A20DD.pdf Answer Key: Axis, Waxing, Orbit, Waning, Rotation, Reflection. Any picture similar to the diagram on the board is sufficient. Rubric: Questions 1-6 are worth 1 point each. The question on the back of the paper is worth 4 points (partial credit can be given). This allows the assessment for a total of 10 points. Full Mastery: 10 points were earned Partial Mastery: 7-9 points or more were earned No Mastery: 6 points or less were earned To be complete after the lesson is taught as appropriate Assessment Results of all objectives/skills: 85% of the class earned full mastery on the Moon assessment. The remaining 15% of the class received partial mastery.