Fall 2019 – Science

Mrs. Russell
UNIVERSITY OF PITTSBURGH BRADFORD
EDUCATION DEPARTMENT - LESSON PLAN FORMAT

NAME OF STUDENT TEACHER Melissa Nye SCHOOL

LESSON SUBJECT / TOPIC Earth Science – Moon GRADE LEVEL 3

1. OBJECTIVES
Objective A: SWBAT describe the changes in shape of each phase of the moon and how it
rotates.
3.3.3.B1. Relate the rotation of the earth and day/night, to the apparent movement of the sun,
moon, and stars across the sky. Describe the changes that occur in the observable shape of
the moon over the course of a month.
Blooms Level: Comprehension
Justification: Students are just getting and understanding and visual for the concept of how the
Moon, Sun, and Earth rotate and change.

2. MATERIALS AND SUPPLIES

The Moon Book by Gail Gibbons
Identifying the Moon’s Phases worksheet
Flashlights
Styrofoam Balls
Black Markers
Pencil

3. STRATEGIES/METHODS OF TEACHING

a. ANTICIPATORY SET
TW pull out a model of the phases of the moon

SW get up out of their seats and get to look, touch, and move the model around to observe
what happens.

TW read the first ten pages of The Moon Book to the class, while showing the students the
images from the text.

This aligns with Objective A.

b. SEQUENCE OF LEARNING ACTIVITIES

TW create a KWL chart.

SW write “what we know” about the moon on the classroom chart the teacher created.

SW write “what we want to learn” about the moon on the classroom chart.

TW share pages 11-13 with the class, showing that there are eight phases of the moon that
we can observe from earth.

TW bring the model to the front table and have students stand around the table.
1
 Fall 2019 – Science
Mrs. Russell

TW ask students to turn to a neighbor and make a prediction based on the story what they
think will happen to the moon and the earth when the teacher turns the model in a full circle.

SW talk to a neighbor and describe what they think will happen to the moon and the earth
(Objective A).

TW and SW discuss this as a class.

SW grab a baggie of Styrofoam balls and a black marker and go back to their seats.

TW inform students they are going to create a model of the phases of the moon using the
Styrofoam balls and the marker according to what you just saw in the book and model.

TW model each phase first, coloring the moons differently depending on the phase. New
Moon, Waxing Crescent, First Quarter, Waxing Gibbous, Full Moon, Waning Gibbous, Last
Quarter, and Waning Crescent.

SW create and describe which phase their moon is after the teacher models it (Objective A).

TW and SW continue this until each phase is created and described.

c. CLOSURE
TW assign students to be the Sun, the Moon, the Earth and one or two recorders in groups of
4 or 5. One student will be the Sun, and they will hold the flashlight.one is the Moon, one is
the Earth, and one will record the activity happening.
Earth and the Moon should be facing each other and maintain eye contact throughout.

SW stands still and shines the flashlight in a straight line (SUN).

SW rotate and revolve in formation (EARTH and MOON).

SW describe the events that happened during this moon rotation (Objective A).

SW answer these questions:

What did you see? Why were there different shapes reflected onto the Moon? Why does the
Moon have phases? Where are the dark parts of the Moon when we can’t see them?

TW bring out KWL chart

SW write “what we learned” on the chart to finish their thoughts.

d. INDEPENDENT PRACTICE
TW hand out Identifying the Moon’s Phases and review the instructions and explain what
students are required to complete.

SW draw in the moon phases as it rotates around the earth.

2
 Fall 2019 – Science
Mrs. Russell
SW look at the phases and describe on the back of the paper how the moon, earth, and sun
all rotate and work together (Objective A).

2. DIFFERENTIATION STRATEGIES
Lower Level – Pictures of each Moon phase will be drawn out for them to have at their desks.
It can be difficult for students to visualize or see what the teacher is doing.
Higher Level – Encourage them to add details to the Moon phases and add the Sun and Earth
with everything. Push these students to use the terms and vocabulary.

3. ASSESSMENT

FORMATIVE
Teacher observations – teacher will be walking around when students are creating their
Styrofoam moons. Teacher will also be observing when students are in groups being the
Sun, Moon, and Earth.

SUMMATIVE
In a further lesson, SW create their own rotating model of the phases of the Moon with the
Sun and the Earth. 7 out of 8 phases of the Moon must be accurately placed. It should be
able to rotate. There should also be a Sun in the correct position along with the Earth that is
colored.
SW be able to present their model and describe 7 out of 8 Moon phases to the class
(Objective A).

4. EVIDENCE OF SPECIAL CRITERIA APPLICATION

Processes Skills – Observing, communicating, predicting, making models.

Evidence of the 5 E’s – Engagement – using students and flashlights to represent the Sun,
Moon, and Earth. Exploration – Brought out a model of the phases of the moon for students to
look at. Explanation- Asked questions after the activities.

Constructivist Approach – Students were put into groups then asked to discuss certain
questions as a group. They were able to learn by themselves from the activity and get new
ideas from each other.

3
 Fall 2019 – Science
Mrs. Russell

LESSON PLAN POINTS POINTS

POSSIBLE RECEIVED
Objective(s)
Demonstrates effective application of developmentally appropriate practice to
1
meet students’ needs and interests (subject area, grade level, etc.).
Uses measurable verbs. 1
1
Provides the PA Core Standard(s) and provide the Anchor when
1
applicable.
Provides the correct level of Bloom’s Taxonomy for each objective. 1
Writes a justification for each level of Bloom 1
Materials and Supplies
A complete list of materials needed to teach the lesson is provided.
2 1
Copies of all utilized assessments, handouts, etc. must be attached.
Strategies/Methods of Teaching
Creates an engaging and interactive anticipatory set. 1
Aligns the anticipatory set with lesson objective(s). 1
Matches SW statements to an objective. 1
Matches verbs used in SW statements to objective verbs. 1
3 Provides evidence of direct instruction of the objective(s). 1
Creates a student-driven, objective-encompassing closure. 1
Includes an independent practice activity or assignment that reinforces
1
the lesson objective(s).
Matches appropriate independent activity or assignment to an
1
objective.
Differentiation Strategies
Creates a Higher Level extension that meets lesson objectives 1
4 Includes a “Re-teaching” or “Adaptation” Strategy for Lower Level
1
learners that meets lesson objectives
Assessment
Includes a specific formative assessment with detailed justification. 1
Includes summative assessment and description of the assessment tool. 1
5
Provides information on the acceptable performance criteria. 1
Matches summative assessment to an objective(s). 1
Evidence of Special Criteria or Expectations as Specified by the Individual Instructor
Includes processes skills. 1
6
Shows evidence of the 5 E’s. 1
Demonstrates a constructivist approach. 1
General Information
Adheres to composition, grammar, spelling, and punctuation rules. 1
7
Follows all rules for submission as designated by the instructor. 1
TOTAL SCORE 25