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…”
32
Embed
Name: Chelsea Cozzolino Co-Teacher(s) (if applicable)ccozzolinoportfolio.weebly.com/.../28714745/moon_phases_unit_plan.pdf · Name: Chelsea Cozzolino Co-Teacher(s) ... the idea of
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
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
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/
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