You are on page 1of 3

MultiMedia Tools

Lesson Idea Name: Moon Phases

Content Area: Science
Grade Level(s): 4th
Content Standard Addressed:

• S4E2. Obtain, evaluate, and communicate information to model the effects of the position and
motion of the Earth and the moon in relation to the sun as observed from the Earth. b. Develop a
model based on observations to describe the repeating pattern of the phases of the moon (new,
crescent, quarter, gibbous, and full).

Technology Standard Addressed: Knowledge Constructor

Selected Technology Tool:

☒ Movie (list application):
☐ Audio (list application):
☐ Other: (list)
URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☒ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Engagement: This lesson addresses multiple means of engagement because it encourages collaboration and
community among students. Students work in small groups throughout this unit. They will complete the
anchor chart, the Oreo Cookie Moon Phase activity, and the Moon Phase gif creation as a small group. This
encourages students to share ideas with each other and encourages positive peer interaction. students are
able to self-assess and reflect on their learning often throughout the lesson. I will provide several formative
assessments and a summative assessment including a rubric in order to allow students to self-assess learning.
Representation: This lesson addresses multiple means of representation because the content is illustrated
through multiple media. The key concepts are represented using anchor charts that will be created by the
students. These anchor harts serve as a visual aid for students to use throughout the remainder of the lesson.
Action and Expression: This lesson addresses multiple means of action and expression because students are
able to physically interact with the Oreo cookies and manipulate them to create the moon phases. They will
also be using an interactive web tool to engage in discussion at the conclusion of the lesson.
Lesson idea implementation:
The iMovie I created will serve as the introduction to the project. The iMovie will show all 8 phases of the
moon, then give a brief explanation of the moon phases and how they work. After the introduction, students
will break into small groups and create an anchor chart using the knowledge they have learned about the
moon phases. This chart should include visuals of the moon phases for students to use later on. Students will
have access to the iMovie and will be able to watch it more than once while creating the anchor chart if
needed. Students will receive 15 minutes to complete this. The class will come back together and present

Spring 2018_SJB
MultiMedia Tools
their anchor charts to their peers. This will serve as a formative assessment for students because I will be able
to measure student understanding of moon phases based on the information they include on their anchor
charts. Next, students will complete the Oreo Cookie Moon Phases activity. Each small group will receive 8
Oreo cookies. They will break them apart and use the icing to create each moon phase. These moon phases
should be represented in order and labels should be included. This activity will serve as a formative
assessment. The teacher will assess student learning by probing the room as students complete the activity
and check to see if their models are accurate. If there are any common misconceptions, the teacher will need
to address this before moving on to the next activity.
For the next part of the activity, each small group will research images of the different moon phases. Each
group should find a total of 8 images—1 image for each moon phase. Once students have compiled their
images, they need to upload their images to a gif maker site (e.g. They will drag each photo
into the gif generator in the correct order of the moon phases. (Example: New moon should be first, then
waxing crescent, then first quarter, etc.) It is important that the images are inserted in the correct order so
that the gif is accurate in representing the moon phases. Once students have inserted all of the images, they
will generate the gif. They will download the gif and upload it to a google doc. They will add a title and a brief
paragraph explaining the phases of the moon. This product encourages differentiation because it acts as a
visual aid to students and incorporates technology. In order to extend the student learning to a higher
learning level, I could contact NASA and ask them if they have a live stream of the moon. If so, I could show
my students this live stream each day and we could analyze how it changes. In order to conclude the lesson,
each small group of students will upload their Oreo Cookie Moon Phases activity and their Moon Phases gif
that they created to the classroom blog. Students will be asked to engage in a group discussion on moon
phases. I will upload a detailed rubric to the classroom blog for each group in order to provide feedback to
Importance of technology:
This multimedia tool is important to the project because it acts as an introduction to the unit that students
will be completing. This video is important because it acts as a visual aid for students to see exactly how the
moon phases change over time. It also gives a brief overview on how moon phases work and explains each
phase. This project could be completed without iMovie, but the introductory video helps the students to see
how the moon changes over time. Another type of technology that will be used in this learning experience is
the use of gifs. Students will have experience using gifs before they are expected to complete this activity.
Students will research and find 8 different images—one picture for each moon phase. After they have
compiled all of these pictures, they will upload them to a gif making website. The website will compile all of
these photos together and they will play as a gif in order to demonstrate each moon phase.
Inspiration (optional):
I used this project as an inspiration for the implementation of my lesson. I think this is an interesting and
engaging way to get students involved in understanding the moon phases. Students have to physically create
each moon phase by removing or moving the frosting on the cookie around to the correct place. This will be a
formative assessment that will inform the teacher on whether the students are familiar with and can match
the name and the moon phase correctly.
I used this idea as inspiration for my lesson. This is an awesome way to incorporate technology into a lesson
and allow students use technology to demonstrate understanding of content. The technology needed to
create this project is student friendly and their creation will allow the teacher to measure student
understanding of moon phases easily.
Internet Safety and Student Privacy:
A possible issue around Internet safety that could arise while implementing this lesson could be students
searching the internet for specific pictures and research in the creation of their projects. In order to minimize
risks to the students and myself, I will ensure that safety blocks are activated on the computers. I will
constantly be walking around and monitoring student activity on the computers in order to ensure students
are staying on task and completing the assignment diligently. This follows the Children’s Internet Privacy Act

Spring 2018_SJB
MultiMedia Tools
(CIPA). Another possible issue with student privacy that could arise during this lesson is that students will be
uploading their projects to the classroom blog. In order to alleviate any fears, I will have a password
protection on the blog page so that only family members have access to the content. This follows the Family
Educational Rights and Privacy Act (FERPA). I will also explain the project in detail to the parents so that they
understand what students will be doing.
Reflective Practice:
I believe the activities I have created and implemented could positively impact student learning. The iMovie
was designed as an introduction to the Moon Phase unit. In order to further extend this lesson, I could
contact NASA and ask if a professional could skype in and talk to the class about moon phases. The
technology tools that enhance this project include Microsoft PowerPoint because students could include
photos and descriptions of each moon phase. They could also record themselves explaining the moon phases
and include it as a voiceover. This will encourage Universal Design for learning by providing both visual and
auditory learning.

Spring 2018_SJB