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Education & Training 5E Lesson Plan- Spring of 2018

Unit:​ Earth & Space Science

Topic:​ Phases of the Moon

Grade Level: ​2

Length of Unit: ​18 blocks (start moon log and pre assessment on day 1, but start the
lesson on day 11)

Materials/Resources:
● Oreos
● Napkins
● Plastic knives
● Brads

Technology:
● Projector/ document camera
● iPad carts

Programs:
● PebbleGo

TEKS/Lesson Targets:
● The student knows that there are recognizable patterns the natural world and
among objects in the sky.
● The student is expected to observe , describe, and record pattern of objects in
the sky, including the appearance of the Moon.

Essential Questions:
● What patterns do you notice?
● What other patterns do you see in the sky?
● How long does it take for the moon to complete its pattern in the sky?
● What causes the illumination of the moon?
Kagan Strategies (x2)​ ​Auditory Learner​ ​Kinesthetic Learner
Visual Learner​ ​Special Education

Pre- Assessment- Day 1 (30 min.):


● What do the students already know?
Have the kids use ​stand up- hand up- pair up​ to find a partner, and have them discuss
with at least 5 different classmates things that they already know about the moon. After
they have discussed, have them come to the floor and write at least 1 idea they
mentioned on a sticky note. Then, have each kid come up and share their sticky note to
the class, then stick it onto the class poster/ anchor chart.
● How did you determine this?
By listening to what each kid wrote on their sticky note, I can asses topics that have
already been mastered, as well as topics that need to be stressed.

Engage- Day 11 (30 min.):


https://drive.google.com/open?id=1DfRVUdv0y4sqVSH33dgjbhfNP8foMq0s
● Describe how the teacher will capture students’ interest.
I will hand each student a PebbleGo webquest over the basics about the moon. I will
allow them to work with a partner to complete the worksheet. This will capture their
interest because PebbleGo is a great tool to use for elementary level researching due to
its many pictures and videos that are available to the kids. By allowing them to explore
on their own, they will quickly become wrapped up in the science behind the moon.
● What kind of questions should the students ask themselves after the
engagement?
>What was the most interesting thing you discovered?
>Was there anything you previously had a misconception about?
>What new questions do you have that were not answered by the webquest?

Explore- Day 12/13 (60 min.):


https://drive.google.com/open?id=1zGXV0JgBqUQkuE5B5fJFoOoJiLuhWnfN
https://drive.google.com/open?id=1IkZFyINwmQZj63lrDuCEN8i6hk5jmx52
https://drive.google.com/open?id=1fh58bEC5tvLwUUwS9Z3luCeojOOT6JWC
● Describe what hands-on/minds-on activities students will be doing.
I will give each student an oreo moon phase handout, a plastic knife, and 8 oreo
cookies. I will post a picture of the phases of the moon on the board, and ​have the
students recreate each phase using their oreos by using their plastic knives to scrape
off the appropriate amount of frosting.​ ​Have the special education students leave the
room with their teachers, and work on their alternate activity (phases of the moon card
sort).​ ​After each student finishes, I will have them take a picture of their oreos, then they
may eat them. Using their oreo moon phase picture as their only resource, I will
challenge the kids by allowing them to collaborate with their table groups in order to
create their own individual moon phase wheel (the directions will be attached to their
handouts). This will be a great resource for them to use to study for their final
assessment.
● List “big idea” conceptual questions the teacher will use to encourage
and/or focus students’ exploration
>The phases of the moon are a pattern that repeat every 28 days.
>The new cycle doesn't always start on the first of every month.
>The light travels across the moon from right to left.

Explain- Day 14 (30 min.):


https://drive.google.com/open?id=1Q2qv4K1pEozFK1Zz-Ui1n86fjKd_LbY7
● Student explanations should precede introduction of terms or explanations
by the teacher. What questions or techniques will the teacher use to help
students connect their exploration to the concept under examination?
This will be the most boring part of the lesson. I will have the kids come to the floor with
a clipboard and a pencil, and they will have to work with me to compete their phases of
the moon foldable. ​During this point, I will be explaining a lot of information to them, so
they have to be practicing good listening skills.​ I will be talking about the names for each
of the phases, and each of their characteristics. Once I am finished communicating all of
the information, I will sit down in a circle with the class. To check that the students have
been listening, I will draw a stick, then have that person answer a question about
information I covered in the foldable (they can use their foldable to answer the
question). I will continue this until everyone has answered a single question correctly.
● ​List higher order thinking questions which teachers will use to solicit
student​ explanations and help them to justify their explanations.
>Do you think the phases of the moon pattern will ever end?
>How do you think scientist discovered this pattern long ago?
>What do you think causes this pattern? (do not formally answer until day 15- elaborate)

Elaborate- Day 15 (30 min.):


https://jr.brainpop.com/science/space/moon/
● ​Describe how students will develop a more sophisticated understanding
of the concept.
By today, the moon logs should be completely filled out. I will have the students place
their logs onto their desk, then perform ​carousel feedback​ by allowing the kids to have
time to see their classmate’s interpretations of the moon each night, and then discuss
with each other the similarities and differences they noticed. After about 10 minutes, I
will bring the kids to floor, and continue the discussion, but then steering it towards how
the moon managed to change each night. Then, I will reveal to the class how the sun’s
light changes the phase we see by discussing it with them, ​then showing them a
BrainPOP Jr.
● What vocabulary will be introduced and how will it connect to students’
observations?
>Waning and waxing: will give a name to the light movement the students have been
observing on the moon
>Solar system: will show the students the mass relationship between the sun, our
planet, our moon, and our many other planetary neighbors
>Lunar calendar: will give a name to the pattern of the phases of the moon
● ​How is this knowledge applied in our daily lives?
By having them fill our their moon logs, the students can see that it doesn't take an
astronaut to observe the moon’s patterns in our daily lives.

Evaluation- Day 17 (30-60 min.):


https://drive.google.com/open?id=16_4EAsz8B-WDnUw66CLGUIXojHC0kwh5
https://drive.google.com/open?id=1QjE0ZO-Mhnb0lEZerH86WV1LwcD1ApL9
● How will students demonstrate that they have achieved the lesson
objective?
After a review Kahoot on day 17, the student will have to complete a 2 part test, both
labeling the moons and answering questions about them, in order to test their
knowledge about what they learned about the phases of the moon.

Closure- Day 18 (30 min.):


https://drive.google.com/open?id=1uPXRMa67QzKMhudoU2TC2ymEO3dZWKwK
https://drive.google.com/open?id=1sXQ7fsVN6ks-wDDagHBmb582dphQqNMs
● How will you recap what was taught?
After handing back the test, I will give each student a test reflection paper, and have
them identify the questions they missed, and then correct them. Then, I will have the
students complete a goal setting sheet, so that they can each set a personal goal for the
next science test.

Homework:
https://drive.google.com/open?id=1JYDVWU5wYh0_Zbt0rr1QMeKwLY8j7t5B
● Hand out on day 1
Have students track the phases of the moon for 2 weeks using an organizer that I will
hand out to them. I will also send out an email to the parents beforehand so that they
know what to expect, and also make sure that their kids are actively recording the
moons each night.