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Lesson Number: 1
Grade Level: 6
Phase.png
Introduction Video clip: http://www.teachertube.com/video/phases-of-the-moon-by-bill-
nye-196901
30 copies of video clip Anticipation/Reaction guide & key (listed at end of lesson plan)
Cookies-1135117
Dry Erase board and markers for Bell Work questions
Projector and computer
Bell work review questions and answers (listed at the end of lesson plan)
30 copies of homework assignment worksheet (attached to end of lesson plan), including
a copy for the teacher!
Student Materials:
Pencil
Science Journal to answer Bell Work questions
5. After about 3 silent minutes of working, go over the answers to bell work questions by
asking students to raise their hands if they know the answer, and then calling on students
individually to answer the questions (BT: Knowledge). Seating chart is in my desk
drawer so names can be said. Check correctness and go over the questions with the
answer sheet I have provided for about another 2 minutes.
6. Have students put away their Science Journals as well as anything else they may have on
their desks, and tell students that we are now going to watch a short video clip
introducing the phases of the moon. (Link to video listed in teacher materials)
7. Pass out the Anticipation/Reaction Guide (pg 68 in text) and have students make true
or false guess on the Before Watching side of the guide, before watching the video clip.
8. Anticipatory: Pull the video (MI: Visual + Auditory) up on the computer and show the
video on the projector for the students to watch. (2 min 20 sec)
9. After the video is over, have the students fill in the After Watching side of the guide,
and then discuss the correct answers together. (Key at end of lesson plan) (BT
Comprehension) (1-2 minutes)
10. Have the students then pair up (MI: Interpersonal) ( with the person sitting across from
them at the table (6 to a table) and walk around to each pair distributing the materials
needed for one pair of students: 1 moon phase worksheet (link in teacher materials), 1
napkin, 1 plastic knife, and 8 cookies.
11. Once each pair has the materials needed, pull up image of moon phases (MI: Visual) from
the link listed in Teacher Materials, and show on projector as a reference for the students
to look at and use the whole class period while making their cookie moon phases. This
will be your answer key for the students Oreo worksheets.
12. Instruct the students to open their cookies to the icing on the inside, scrape off the icing
needed with the knife to make the 8 different shapes of the phases, and place them in the
correct spaces given on the worksheet (MI: Kinesthetic) (BT: Application). Give students
roughly 20 minutes to complete this task.
13. As the pairs are working on this task, walk around and help any students that need it,
praise students that are working efficiently and quietly, and keep students focused if they
are being distracted.
14. At the end of 20 minutes, after all worksheets have been checked, call on 8 different
students to come up to the white board and draw one phase of the moon each (MI:
Kinesthetic + Linguistic) (BT: Comprehension), including the name of the phase, and
briefly go over each phase out loud with the class for about 3 minutes.
15. Ticket To Leave (pg 104 in text): Have students write on a piece of notebook paper one
question they have related to the content we studied today. Collect this as the students
walk out of class.
16. After this closing activity, tell students they may eat their cookies and that they need to
throw away all trash, including napkins, plastic knives, and the worksheet they placed the
cookies on.
17. Explain to the students that in the next days class we will be going more in depth into
how and why these phases occur.
18. Pass out the long-term homework assignment worksheet (attached at end of lesson plan),
explain to the students that every night for a month they are to go outside and draw what
the moon looks like if they are able to (BT: Application). Each day in class we will name
what the moon phase was the night before, and keep a class record on the teachers copy
of the worksheet.
19. Once all trash is thrown away and desks are cleaned off, students may then line up at the
door to leave once the bell rings.
20. Stand at the door to collect every students Ticket To Leave as they walk out.
21. After the bell rings at 10:45, this period is now over.
Evaluation of Learning:
I will walk around and check each pairs cookies and make sure they have placed the correct
shape with the correct name. If they have not, I will quickly explain to the student the correct
positions of the phases and tell them to look at the image on the projector for help.
For remediation, students who have been struggling in science class will come to PAWS at the
end of the day (they already know who they are, from the beginning of the semester).
For students who seem to have exceeded expectations, I will ask them to draw in their science
journal for homework, the moon phases in correct order independently.
The students will also be evaluated at the end of the month, once they have filled out an entire
months worth of moon phases on the attached worksheet.
Independent Practice:
On the long-term homework sheet, students will independently draw what the moon looks like
each night and report back to class everyday with what they have found.
Homework:
See step 16 and the independent practice section.
Anticipation/Reaction Guide
Before Watching
After Watching
(True or False?)
(True or False?)
_____1.
_____2.
1._____
2._____
3._____
4._____
After Watching
(True or False?)
(True or False?)
__guess__1.
1.__T__
2.__F__
_guess__3.
3.__T__
4.__F__