Web 2.

0 Tools for Communication and Collaboration

Don’t forget to delete red instructions before adding this to your Weebly.
Lesson Idea Name: Moon Phases
Grade Level/Content Area: 4th Grade/Science
Content Standard Addressed:
S4E2 b. Develop a model based on observations to describe the repeating pattern of the phases of
the moon (new, quarter, crescent, gibbous, and full).
ISTE Technology Standard Addressed:  What would you like students to know and be
Empowered Learner – Standard 1.1.c. in the able to do by the end of this lesson: 
Empowered Learner Standard Students use Develop a model that describes the repeating
technology to seek feedback that informs and pattern of the moon phases.
improves their practice and to demonstrate their  
learning in a variety of ways.

What is the student learning goal(s) for this lesson idea? 

I can create a model that describes the repeating pattern of the moon phases (new, quarter, crescent,
gibbous, and full).

Bloom’s Taxonomy Level(s):

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

After learning about the various phases of the moons, students will create and share their own
diagram/drawing of the moon phases and share with the class.

How do you plan to implement this lesson and integrate the technology? Check all that apply: 
 
 Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher direction and expectations. Learning activities are assigned to the
student and mostly practice based. 
    
Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes. 
 
Problem-based and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing via an outside source.) 

Lesson idea implementation: Students will engage in a variety of learning activities on Padlet based
on the moon phases (open-ended questions, videos, web-based simulations, and Quizziz).
Additionally, they will work in small groups or alone using a light source, Styrofoam ball, and
themselves to represent the sun, moon, and earth to see how the light from the sun casts shadows
on the moon and how the moon looks to us from earth. They will also create their own
diagram/drawing of the moon phases and share it with the class. The teacher can assist with the in-
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration
Don’t forget to delete red instructions before adding this to your Weebly.
class activity and assess student learning from the questions and Quizziz in Padlet and address those
that are not understanding the material. Students will stay engaged through open-ended questions
and fun/short videos. The hands-on activity is exciting and informative, and they will be allowed
freedom to design their diagram in a variety of ways. Student’s prior knowledge will be accessed by
showing them a quick video and asking an open-ended question. The hands-on activity will give
them a scaled back version of the moon that they are accustomed to seeing every night.
Assessments will be done via Padlet through questions/answers and a Quizziz and finally with a
diagram that they create that tests their knowledge. The lesson will conclude once students have
shared their diagram via Padlet with the class.
Managing student learning: Students move from passive learners to active learners by engaging in
open-ended questions, the hands-on activity where they can work together if they choose, during
the Quizziz (which is like a game), and finally be creating their own diagram/drawing.

All the activities on the Padlet page are designed to be short. Students can choose to work alone or
there can be co-use/co-engagement. The entire module will have a time limit of 24 hours – meaning
they can work in class and at home if it’s completed the next day. Kids can comment in the
“comment” sections created on Padlet to keep an ongoing conversation. They can also take a
Quizziz and create diagram/share to reflect on learning.
Universal Design for Learning (UDL): Students can work in the classroom or at home and Padlet will
be available to all students. Video links can have closed captions. Co-use/Co-engagement can take
place to help students who might need assistance. Further, students decide how to create their final
diagram making the activity accessible for all.
Reflective Practice: Allowing students to engage in discussion in an online format keeps the
conversation and learning going. Further, they can watch short/engaging videos about the subject.
Quizziz makes a task that would normally be anxiety inducing fun! The simulation activity allows
students to play around while learning at their own pace. Finally, being able to take pictures of their
diagrams and upload them for sharing and commenting helps students reflect on learning. I am
most excited about the hands-on activity. I did this not too long ago and I will never forget the moon
phases because it was informative and fun.

Frazier, 2021