Kelsey Heslop ELED 3221 March 12, 2014 edTPA Indirect Instruction Lesson Plan Template Moon Phases

_____________________________________________________________________________ Central Focus/Big Idea: This lesson is continuing their knowledge with the phases of the moon and really helping them to remember each moon phase in order. In addition to this, the explore part of the lesson focuses on the idea that the moon orbits around the earth, and that both the moon and earth revolve around the sun. 1. Learn the moon phases and idea of the terms waxing and waning 2. Model moon cycle with Styrofoam balls and a light source to see how the earth, moon and sun relate to each other in the solar system as well as a sped up version of the cycle 3. Oreo cookie experiment to help ensure understanding of the phases of the moon Subject of this lesson: Moon Phases Grade Level: Fourth NC Essential Standard(s): 4.E.1.2 Next Generation Science Standard(s): 5. Space Systems: Stars and the Solar System. Students who demonstrate understanding can: 5-ESS1-2.Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. Disciplinary Core Idea: ESS1.B: Earth and the Solar System: The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2) 21st Century Skills: 1. Creativity and Innovation: students use several types of models to gain understanding of the phases of the moon 2. Collaboration: students will work in groups when completing both science activities that are chosen by the teacher Academic Language Demand Analyze Argue Categorize Compare/contrast Describe Explain

Interpret

Predict

Question

Retell

Summarize

1. Describe: students will describe what is happening with their model moon as they work on the first activity (which phase, waxing or waning, etc.) 2. Interpret: students will interpret the phase of the moon based on what they see reflecting on their Styrofoam ball using previous knowledge 3. Retell: students will retell what theyve learned about the moon phases by modeling the cycle with Oreo cookies Scientific Vocabulary: waxing, waning, rotation, revolution, orbit Instructional Objective: In groups of three the students will demonstrate understanding of the moon phases and their names by creating a model of the cycle with provided worksheet, Oreo cookies, Popsicle sticks, and two moon phase assignments per group member. Prior Knowledge (student): -the moon has a cycle of 28 days in which its appearance changes from our perspective -majority of the names of each moon phase Content Knowledge (teacher): -moon orbits around the earth, and both revolve around the sun -difference between waxing (increasing) and waning (decreasing) -phases of the moon: new, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, last quarter, waning crescent

Accommodations for special needs (individual and/or small group): *No ELLs or special needs in my class -students will be grouped so that there is a mixture of high and low students Materials and Technology requirements: -smart board -power point presentation -5 flashlights -6 styrofoam balls -6 pencils -9 oreo moon phase activity worksheets -3-4 packages of oreo cookies -30-35 popsicle sticks Total Estimated Time: 30-45 min Source of lesson: http://www.sciencebob.com/blog/?p=828, http://www.youtube.com/watch?v=4_WDbcjIFac Safety considerations: Possible allergy issues have been addressed and students will be cautioned to be careful when stabbing their Styrofoam balls with the pointed end of their pencils.

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: Start by bringing up the power point slide with the moon phase cycle on it (no labels) for review to see how many the students remember. Ask the students why it is that we dont see the moon when it is new. Regardless of their answer, tell them that you are going to demonstrate how the earth, moon and sun all relate to one another, and that this will show them why it is we dont see the moon when its new. Pick two volunteers, one to be the sun and one to be the earth. Have the sun stand still and the earth spin in a circle, while you walk around the earth slower than theyre spinning while constantly facing them. Start and stop as you explain that the sun never moves, earth rotates on its axis once every twenty four hours, and the moon orbits around the earth once every 28 days, causing the moon cycle. Stop when the moon is between the sun and the earth, and ask the earth how much of the moon they can see (New Moon). Demonstrate a few other phases. Explore: Students will be placed into five groups (3 groups of 5 and two of 6) and given a flashlight, Styrofoam ball and pencil. The teacher will call on a student to help them demonstrate what theyll be doing (student holds the flashlight in place while the teacher holds out the Styrofoam ball connected to the pencil and rotates slowly in a circle). Turn off the lights and show the students how they can see the phases of the moon changing. Send them off into their groups telling them to see if they can tell which moon phases they are seeing, and that everyone should have a turn doing a slow rotation once. Explanation: Stop the students and choose a group to do a demonstration with. Ask the student representing the earth to spin around until they are in the waxing gibbous phase (should be somewhere between 90 and 180 degrees from facing the sun directly). At this point take the moon from them and hold it so its in the same position. Tell the earth that its about ten hours into its rotation about its axis, and that the sun will be setting in two hours. Have the student position them self in the direction they thing they would be facing (should be about 135 degrees from facing the sun directly), helping them if they are confused. Do this to show the students that the moon is sometimes visible during the day, explaining that this was roughly the appearance of the moon a few days ago (3/11). Elaborate: Students will be put into groups of three, each student getting two oreo cookies and a popsicle stick and each group getting a worksheet. Each student will be given two phases to model with their cookies (full moon and new moon omitted), and will be encouraged to model the phases without help from notes. The teacher will walk around the room helping where needed. The students will be told not to eat the cookies until the teacher can come around and check their work (taking some pictures of all or certain groups), and that any student who does not follow this rule will sit in the hall for the rest of the lesson.

Evaluate: informal assessment: teacher will check each groups work, conference with groups as they do the activities in explore and see if they are correctly identifying the phases, ask for any questions at the end of the lesson to check for understanding To be complete after the lesson is taught as appropriate Assessment Results of all objectives/skills: Reflection on lesson: CT signature/confirmation: _________________________________ Date: ________________