Melissa Losito

ELED 3221
March 21, 2016
edTPA Indirect Instruction Lesson Plan Template
Moon Phases
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Central Focus/Big Idea: Astronomy
Subject of this lesson: Moon phases
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-sun-moon system to describe the cyclic
patterns of lunar phases, eclipses of the sun and moon, and seasons.
21st Century Skills:
Collaboration and Communication- Students will be talking with each other to describe what
they see as they are exploring the moon phases. They may bounce ideas off of one another.
Critical Thinking and Problem Solving- Students will create explanations from their observations
throughout the lesson.
Academic Language Demand
Language Function: Students will explain the different moon phases and why we have
them.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast
Retell

Describe
Summarize

Explain

Scientific Vocabulary: phase, new moon, full moon, first quarter, third quarter, waxing,
waning, crescent, gibbous

Instructional Objective: Students will be able to demonstrate the correct order of moon phases
using an Earth-Moon-Sun model with correct terminology and the correct cause of moon phases
with 100% accuracy.
Prior Knowledge (student): Students should know that the moon goes through phases.

Content Knowledge (teacher): The teacher should know correct terminology, the phases of the
moon, and the cause of moon phases.
Accommodations for special needs (individual and/or small group): ELLs will have
vocabulary in their native language. Students with auditory or visual impairments may need to be
closer to the board/closer to the teacher.
Materials and Technology requirements:
Styrofoam ball (1 per student)
Pencil (1 per student)
Lamp with light bulb
Oreos (8 per pair of students)
Paper plates (1 per pair of students)
Plastic spoons (1 per student)
YouTube video from https://www.youtube.com/watch?v=xBc8QHSsFgE
Total Estimated Time: 60 minutes
Source of lesson: ELED 3221
Safety considerations: Students should not throw Styrofoam balls. Students should not touch or
stare directly at the light. Students should not eat Oreo cookies if allergic.

Content and Strategies (Procedure)

Engage:
Ask students questions such as Has anyone ever noticed that the moon is always
changing? Why is that? Does anyone know the phases of the moon? Does anyone know
why the moon has different phases?
Play Flocabulary video from YouTube; when finished ask questions that the video
addressed such as:
o Where does the moon get its light from?
o How long does it take for the moon to orbit (circle) the earth?
o What are the moon phases?
o What does waxing/waning mean?
o Why do we have different phases?
Explore:
After going over the rules of using the Styrofoam balls, distribute them to students and
have students put their pencil in the pre-existing hole. Students will gather in a circle
around the light bulb. Ask students to hold their moon at arms length. Ask questions such
as:
o What does the light bulb represent?
o What do our bodies represent?
Allow students to explore how the sun reflects off the moon as they place it in
different positions. Ask questions such as:
o How much of the moon is always lit?
Move through the moon phases with the students starting at new moon. The first time
through, ask students to describe what they see i.e. what portion of the moon is lit. Begin
with 1/turns (new, first quarter, full, third quarter). The second time through have students
stopping at 1/8 turns (new, waxing crescent, first quarter, waxing gibbous, full, waning
gibbous, third quarter, waning crescent). Ask questions such as:
o What happens to the light as you spin?
o What shape is the light in on your moon?
Explanation
Go through the phases of the moon again. As students are describing what they see,
supply the correct vocabulary for each phase. After supplying correct vocabulary, have
students go through the phases again. This time, the students will supply the correct
terminology for each moon phase. Ask questions such as:
o Why is this portion of the moon phases waxing and this portion waning?

This is waxing because the moon is getting bigger moving toward a full
moon and this is waning because the moon is getting smaller moving
toward a new moon.
Play Simon Says after students have named the moon phases with correct terminology
and explained what is happening. Demonstrate Simon Says with a small group of
students first and then let them all participate.

Elaborate:
Distribute eight Oreo cookies, one paper plate, and two plastic spoons for each pair of
students. Students will use the spoons to scrape off the icing of the Oreo to represent
different moon phases. Students will create a diagram including the sun, the earth, and all
moon phases, labeled with correct terminology. Ask questions such as:
o Which direction should your moon phases go?
Have students write a short paragraph explaining their Oreo diagram and how this helps
us understand why we have different moon phases.
o The positions of the earth, moon, and sun determine moon phases and the portion
of the lighted half seen from earth.
o Half of the moon is always illuminated by the sun.
Evaluate:
Formative: Questions asked throughout the lesson.
Summative: Moon phases made from Oreos and short paragraph explaining the causes of moon
phases.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Most students (22/24) were able to demonstrate the correct order of moon phases using an EarthMoon-Sun model. Students were also able to verbally explain the cause of moon phases.
Reflection on lesson:
I think the lesson went pretty well. The students seemed to be on task and engaged throughout
the lesson. They answered questions and had a good discussion among them. If I taught this
lesson again, I would bring an extension cord for the lamp because the lamp wasnt really
centered in the classroom. I think this would also address my other problem of students crowding
around the light. Due to the short amount of time, I did not have students write a short paragraph
explaining why we have moon phases, but they did explain it verbally. (See full reflection on
Weebly)
CT signature/confirmation: _________________________________ Date: ________________