UMU Lesson Plan Template

Name: Taylor Orlando Date: 2-7-2022

Grade Level: 7th Grade Class Period: 8th Period
Subject: Science Lesson # & Title: Lesson 1 – Phases of the Moon
Function of the Lesson (check all that apply):
 Introduce New Skill or Content
 Practice
 Review
 Remediation/Re-teaching

Context for Learning and Planning Rationale:

Leaner Attributes:
This lesson will be taught at St. Paul’s Catholic School, in a whole group classroom setting. St. Paul’s Catholic
School includes 414 students from grades k-8. St. Paul’s Catholic School is located in a large urban city. The
school contains a population of 47% male students and 53% female students. The diversity of the school is 94%
white, 2% Hispanic, 2% Pacific Islander, 0.9% Multiracial, 0.6% African American, and 0.6% Asian. The class
consists of 14 students, 4 males and 10 females. In this class there is one student that is on an IEP plan. This student
is offered extended time, breaks if needed, help with an intervention specialist, guided notes from teachers,
modified instruction, and preferential seating. The student usually does not ask for any of these accommodations
and tends to never want them, but all the material is modified for the student if needed. None of the students in the
class are identified as struggling readers.
Classroom Environment:
This classroom is set up with 6 lab tables that contain four chairs two on each side of the table. The chairs at each of the
tables swivel which allows students to collaborate with those that are around them. The chairs have cubbies between them to
allow students a place to put their belongings while performing lab experiments. Along with the lab tables that are located in
the room there is also a counter that is located in the back of the classroom with three sinks that can be utilized during
experiments. In the classroom there is also a set of lockers that is utilized by the homeroom of the classroom. There is a
second counter space that that is located on the side of the room near the door where extra assignment papers, classroom
materials, and textbooks are located. Along the back of the classroom and the side of the classroom that has the counter there
is also cabinet space to store any science materials that are not being in use. On the side of the classroom opposite of the door
is the teacher’s desk. The desk faces the door but has easy access to the rest of the classroom. Located in the front of the
classroom there is a whiteboard along with a smart board that can be used during lessons. On the back cabinets and the side
of the classroom there are posters and vocabulary words for the students to utilize. On one side of the classroom there is
shelfs that are used to store classroom materials like coloring devices, scissors, rulers, microscopes, and other classroom sets
of materials that students may need while they are in the classroom.
Content Standards (with Rationale):
Standard:
7.ESS.4 – The relative patterns of the motion and positions of Earth, moon and sun cause solar and lunar eclipses, tides, and
phases of the moon.
Rationale:
This is an important standard for students to learn because students do not realize possibly that we only ever see half of the
moon. This standard helps students discover that only half of the moon is visible from Earth. This standard also helps
students discover that the moon orbits Earth and that we do not orbit it. This standard also helps students better understand
connections with the solar system which they learned in 5th grade. Students also in this standard also get to discover more
about the sun, and tides. This standard will help students in the future because in 8th grade students begin to learn about net
forces and patterns if motion within the solar system. This science standard connects to the real-world because the moon is a
part of our everyday lives. This standard can open student’s eyes to the astronomical world and could possibly lead to
students wanting careers in aerospace engineering or wanting to work for NASA.
Learning Objectives:
Teacher Learning Objective:
After students have completed guided notes explaining and showing the phases of the moon, students will be able to identify
the phases of the moon with 80% accuracy.
Revised January 2018
Student Learning Objective:
I can identify, describe, and draw the phases of the moon.
Academic Language:
- Waxing – when more of the moon becomes visible
- Waning – when less of the moon becomes visible
- New moon – the moon is not visible. No sunlight is being reflected.
- Waxing crescent – only a small part of the moon’s round shape is visible. It is beginning to look larger.
- First quarter (waxing quarter) – one-half of the moon’s round shape is visible. It will continue to look
larger until it is a full moon.
- Waxing gibbous – the moon’s round shape is mostly visible. It will be soon a full moon.
- Full moon – the moon’s full round shape is visible
- Waning gibbous – most of the moon’s round shape is visible, but it is beginning to get smaller (less light
reflected).
- Last quarter (wanning quarter) – half of the moon’s round shape is visible (opposite of first quarter). It will
continue to reflect less light and look smaller.
- Waning crescent – only a small part of the moon’s round shape is visible. Soon, no sunlight will be
reflected, and the phases will start over again.

Assessment Plan, Formative Assessment:

The first formative assessment that will be used in this lesson will be a pre-assessment to see what students know and do not
know about the phases of the moon. This assessment will be given to students before any instruction begins. This assessment
will be given online to allow the teacher to immediately see the results and know what to spend more time focusing on during
the lesson. The next formative assessment that will be used during the lesson will be a fist-to-five after each of the slides.
This will allow the teacher to see if students are comprehending the material and if there is any confusion on any of the
material that is being covered. The last formative assessment that will be used in this lesson is an exit ticket. For the exit
ticket all of the students will receive a note card where they will have to draw and label each of the phases of the moon. This
formative assessment will allow the teacher to see which of the phases of the moon that the students are more familiar with
and what phases of the moon that the teacher will need to review at the beginning of class the next day.
Assessment Plan, Summative Assessment:
At this time there will not be a summative assessment to the lesson. This is due to the students being at the beginning of a
unit. Once all material in the unite is completed students will complete a summative assessment that will cover all of the
materials in the unit including materials that were covered during this lesson.

Procedures, Lesson Introduction: (10 minutes)

(5 minutes)
Students will line up outside of the classroom until the previous class exits the classroom. Once the last class has
left the classroom, the next class will enter the room. The students will go to their assigned seats until directions
have been given to the class. The students will get their science binders out and flip to the current page of the
binder that we are on.
(5 minutes)
Once the teacher has made sure that all the students have the materials that they need for class, the teacher will use
an attention grabber to signal to students that class is beginning. The teacher will start the lesson off by having the
students repeat the student learning target that is written on the white board and displayed on the smart board. This
will allow the students to know what the focus of the lesson is for the day. The learning target that the students will
repeat is:
- I can statement
o I can identify and label the phases of the moon.
Once the students have repeated the learning target after the teacher, then the teacher will read over the agenda to
the students of the activities that they will be completing. The agenda for the class is listed below.
- Agenda
o Pre-assessment of the phases of the moon
o Guided notes/PowerPoint about the phases of the moon
o Phases of the moon exit ticket
Once the agenda has been read aloud to the students, the students will be asked to get out their Chromebooks to
begin the pre-assessment to this unit.

Procedures, Lesson Body: (30 minutes)

(5 minutes)
Revised January 2018
After the agenda of the class has been read to the students, the students will be instructed to open their Chromebook and login
to google classroom. The teacher will provide instructions to the students that the link to the google form is in their materials
that is located in their class google classroom. When all students have arrived to the google form the teacher will read aloud
the instructions to the class of what they should do for the pre-test. As students are completing the pre-test the teacher will be
walking around the classroom to make sure that students are staying on task and to answer any questions that the students
may have. As students submit their pre-assessments they will be instructed to wait quietly until all students have completed.
The teacher will review the answers of the google form to see what students know and what they need to know. Once all
students have turned in the pre-assessment the teacher will ask students how they felt about the pre-assessment and if they
had any questions.
(25 minutes)
After all questions have been answered after the pre-assessment the teacher will pass out the guided notes to the students for
the remainder of the lesson. The guided notes that the students will be completing follow along with the PowerPoint that the
teacher will be using for the guided instruction. After each of the slides the teacher will ask the students to raise their hand for
a fist-to-five formative assessment to check for comprehension and to see if any of the students have any questions. Once the
teacher has clarified and answers all student questions the teacher will then move onto the next slide. Since this is the
beginning of the unit students might have a lot of questions so this process might take some time.
Procedures, Lesson Closure: (5 minutes)
(5 minutes)
Before the students begin to pack up and put away their materials the teacher will pass out an index card to each of the
students. The students will be instructed to complete a quick sketch of each of the phases of the moon and to label each of
those phases. This formative assessment will help the teacher see what the students have learned throughout the lesson and
what the teacher should focus more on in the next lesson. As the students are exiting the classroom to move to their next class
the teacher will collect the index cards to review before the next class.

Differentiation, Individualized Instruction, and Assessment:

This lesson offers differentiation for students throughout the entire lesson. For the PowerPoint part of the lesson
students are given guided notes to fill in during the presentation. This allows all students to access the material and
to allow students to spend more time asking questions instead of copying notes. The teacher will also be walking
around the room for students throughout the entire lesson to answer any questions that the students may have. For
the pre-assessment in this lesson all students will be given the same assessment because the students are all starting
in the same place. Instructions for the assessment will be read aloud to the students and there are visuals on the pre-
assessment for all students to access the material.
Instructional Materials and Support:
Solar and Lunar Eclipses Guided Notes -
https://docs.google.com/document/d/1tW1Z2XYiZ4Nuq9PfJNqjqEKnawLFIfzuLeoaihYJJSk/edit?usp=sharing
Solar and Lunar Eclipses PowerPoint -
https://docs.google.com/presentation/d/1wQfdi7RhmBGTv9DoBYqIwsZ8XMU8GyD6/edit?
usp=sharing&ouid=112864263661711635616&rtpof=true&sd=true
Solar and Lunar Eclipses Google Form Pre-assessment - https://docs.google.com/forms/d/e/1FAIpQLSfJIf3x-
XkAtv7xJ4mnaeVSh-2QXDQ3UnEKRLX1op2FZTBXyQ/viewform?usp=sf_link
Smart board
Whiteboard
Student Chromebooks
Note cards
Pencils

Research and Theory Commentary:

While planning this lesson all types of students were thought of. In this lesson there is examples discussion that is being led
by the teacher and the students are engaging with what the teacher says which help promotes Socratic dialogue. This is
important because it helps the students learn from the teacher, but it also gives the students a chance to ask questions and so
does the teacher. Students in the lesson are also exposed to Gardner’s theory of multiple intelligences. Students in the lesson
are exposed to different types of learning because students do not all learn in the same way. In the lesson students are taught
by teacher led instruction because some students find it important listening to the teacher speak. There was also a hands-on
portion of the lesson that allowed the students to be creative and take control of their own learning.

Revised January 2018

Cultural Responsiveness, Equity, and Inclusion Commentary:
While planning this lesson all types of students were thought of. The lesson includes lots of visuals for those students who are
struggling readers. All directions, definitions, and extended response questions will be read aloud to students to allow all
students to have access to learning. All materials will be provided for students for the lesson so socioeconomic status does
not affect student learning. This is done by have a materials bucket that is at each of the tables. In this bucket contains all the
supplies that they will ever need in the classroom. The teacher will call on a variety of students throughout the lesson to not
show bias or favoritism to students and to allow all students the chance to participate in their education. This is done by all
students having an assigned number and the teacher has a bucket of ping pong balls that they can choose from and call on the
students. All students will be given adequate amount of time after a question was asked to allow students time to formulate
answers and to allow more students to participate.

Use of Technology Commentary (if applicable):

Technology will be used throughout the lesson for a variety of purposes. At the beginning of the lesson technology will be
used to display the learning target and the agenda for the class. Technology will also be used to for students to complete their
pre-assessment. The last form of technology that will be used during this lesson is the smart board and PowerPoint
Presentation. This will allow all students to be able to see the presentation and also then the teacher can put the presentation n
google classroom for the students to review later if needed.

Reflection and Instructional Commentary (if applicable):

Revised January 2018