LESSON PLAN OUTLINE JMU Elementary Education Program

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1 LESSON PLAN OUTLINE JMU Elementary Education Program A. INTRODUCTION TO PHASES OF THE MOON B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD Cover unknown vocabulary: - Phases of the moon - First quarter moon - Full moon - Last quarter moon - New moon - Waxing crescent - Waxing gibbous - Waning gibbous - Waxing crescent It is always a good time to observe and learn about the moon cycle, since it occurs every month! This is something they can do every night and it costs no money. They will be able to observe that the moon does look like it takes on different shapes, and looks different at the beginning and the end of the month. Pre-assessment: - It is a unit that they are most likely unfamiliar with, so I will ask the students to list what they know about the phases of the moon or they could draw pictures of the phases. Any prior knowledge should be revealed here. My cooperating teacher seems to think that many (if not all) of the students will have little prior knowledge about the phases. This activity is appropriate for the students because it is a third grade science standard and they are at the point where they show curiosity about the moon and outer space. They may not know the causes for the phases or the actual phases, but they have some knowledge about the moon. Talking about the moon will be a good starting point for the 3.8 SOL because the earth, sun, and moon cause the phases of the moon, seasonal changes, day and night, and the tides. By having a basic understanding of the moon and the phases, the class will be able to recall this knowledge and apply it to the other topics. Children learn by doing and they draw what they are learning from prior experiences. I know that every student has seen the moon in the sky, so they should have some interest in the topic. By using a book to illustrate the phases, the students will have something to look at and can compare it to their experiences. C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING (SEE ATTACHED) D. LEARNING OBJECTIVES Know what are the facts, rules, Do what are the specific specific data the students will thinking behaviors students will gain through this lesson? (These be able to do through this lesson? knows must be assessed in (These will also be assessed in your lesson.) your lesson.) Understand what are the broad generalizations the students should begin to develop? (These are typically difficult to assess in one lesson.) The student will demonstrate, model, and illustrate the different phases of the moon.

2 The student will be able to explain that a cycle is a repeated pattern and that a sequence is a series of events occurring in a natural order. E. ASSESSING LEARNING Objective Assessment Data Collected Students will draw pictures that correspond with the Mole Moon story (6 images). The student will demonstrate, model, and illustrate the different phases of the moon. The student will demonstrate, model, and illustrate the different phases of the moon. The student will demonstrate, model, and illustrate the different phases of the moon. The student will be able to explain that a cycle is a repeated pattern and that a sequence is a series of events occurring in a natural order. Observe students and their willingness to take part in the group activity. Make sure to ask different students questions (not the same). Have all students use hands-on approach in the demonstration, Turn-tos Think-pair-share Collect the Mole Moon worksheets to see if the students understand that there are different types of moon phases. Observation chart to see if all students are participating and to identify those that still have questions. Observation of students interacting with peers and discussing what the moon looked like from another person s perspective. Students interacting with peers discussing moon phases and how often the cycle and sequence occur. Students should know that the cycle lasts roughly one month. F. MATERIALS NEEDED Student - Flip books - Pencils - Sheet on phases of the moon - Story Mole Moon Teacher - Round object (moon) - The Moon Book by Gail Gibbons (pgs on Moon rotation to phases of the moon; causes) - Example of flip-book G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS i. The Moon can only be seen at night

3 1. Have you ever seen the moon during the day? 2. Can you always see the moon at night? What if there are clouds? ii. The Moon makes its own light, instead of reflecting sunlight iii. The Moon s phases are caused by the Earth s shadow (Shadow at night?) iv. The Moon s phases are caused by clouds v. The Moon s phases are caused by Earth s rotation on its axis vi. The Moon s phases are caused by the Moon s rotation on its axis vii. The Moon takes one day to orbit the Earth (about a month) viii. The Moon orbits the Sun instead of the Earth ix. There is a side of the moon that is always dark, the dark side of the moon. x. Different countries see different phases of the moon on the same day Depending on what a student s prior knowledge is, they may or may not have misconceptions about the phases of the moon. Children may have difficulty grasping the concept of what causes the phases of the moon. This is where using some kind of a hands-on activity or visual representation would be beneficial. H. PROCEDURE (Include a DETAILED description of each step. Write what you will SAY and DO.) Before/ During Teacher should have all the copies made Read Mole Moon Stop on page 35 bright and round and peaceful -have students fill out first description of moon Stop bright and squashed on one side and peaceful -have students fill out 2 nd view Stop it s bright and half a circle and peaceful -have students fill out 3 rd view Student: -have one student fill out what the moon looks like on the teacher s copy or show their own Teacher: -do you think it matters which side it is squashed? -did anyone draw the moon another way? opposite of this image? Stop on page 36 it is not bright, and only a crescent, but it is very peaceful -have students fill out 4 th view Who is right? Which is the correct moon? Stop nobody can see the moon tonight -have students draw 5 th image

4 Who has ever looked up at the moon at night? Have you ever noticed that the moon looks different from night to night? Some nights there doesn t appear to be a moon? Ask students: Does anyone know what the phases of the moon are? How often do the phases occur? Teacher: -the teacher should try and uncover all misconceptions that the students have, in the beginning of the lesson. Some may unfold as the lesson progresses, but for now, these should be addressed. - If students are close: since the moon revolves around the Earth (the Earth revolves) and this causes the shape of the moon to appear to change. What causes the different phases? Well let s investigate this! Students participate in visual demonstration of the moon s phases using a globe that is half black and half white. Chalk board represents the sun, students at desks represent the Earth, while globe represents the moon. - Have sun on the front board. - Talk about the Earth s rotation and the moon s rotation - The light is always facing the sun, because the light comes from the sun - Address all phases of the moon. Start with the most basic - Have students hold the moon from their positioning (include multiple students) Teacher: - make sure that students from different sides of the circle share what they see (what the shadow looks like) Have students return to desks, talk about the different phases of the moon. What did the moon look like from their position? Pass out small flip books for the students to have (they have already been stapled together) Teacher: -what causes the phases? -since the moon revolves around the Earth (the Earth revolves) and this causes the shape of the moon to appear to change. Show the The Moon Book and the associated pages on phases of the moon but what causes these phases? Read the pages from the book. How long does it take for the moon to cycle through the different phases? Student: -students should now know from the short story

5 Sequence Pattern Teacher: -It takes 28 days, which is about a month After Students will have a think-pair-share with their peers about the different phases of the moon. Here they should discuss the different phases If there is extra time I will show a youtube video on the phases of the moon and the full cycle (about 1 month) I. DIFFERENTIATION Describe how you have planned to meet the needs of all students in your classroom with varied interest and learning readiness, English language proficiency, health, physical ability, etc. How will you extend and enrich the learning of students who finish early? How will you support the learning of children struggling with your objectives? Interest Readiness Content Process Product Label the phases of the moon on a blank sheet. Students can even draw and label the phases without a specific worksheet. Acknowledge the phases of the moon in the correct order. Illustrate or draw- blind sort. Provide vocabulary cards for students that are unfamiliar with these new terms. Post on board the definitions. Have different students take part in the activities. Make sure to call on different students, not the same. Refer to definitions throughout the lesson. Drawing and labeled diagram of the phases of the moon. Ask students: What does waxing/waning mean? Ask throughout the lesson and listen for verbal responses J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? Run out of time- Teacher would have to pick up lesson and finish it the next day. I will try to hit the main points, but it will be more important that the students understand the topic in-depth. If needed, the lesson can be finished the next day. Extra time- If there is time after I complete the planned activities. I will have a youtube video already picked out. We will watch the moon over a one-month period, so the students can see all of the phases within a month since they are not completing nightly moon observations. Students may not grasp the causes of the phases of the moon. I would read The Moon Book and accommodate the student based on their learning style.

6 Students might have a hard time believing that the moon doesn t change shape. They will most likely look at the different images and decide that they look different so they must be a different shape. To correct this, I will demonstrate with the flashlight/ball activity. Misconceptions might not be completely erased. I will have to demonstrate with concrete evidence; hopefully the flashlight activity will help with this. Sources: moon.nasa.gov/moonmisconceptions.ofm

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