edTPA Indirect Instruction Lesson Plan Template Oreo Moon Phases Elementary Science _____________________________________________________________________________ Central Focus/Big Idea:

Moon Phases Subject of this lesson: Students understand the connection between the moons phases, the relative positions of the moon, Earth, and sun, and the eight different phases as well as the order in which they appear. Grade Level: 3rd Grade NC Essential Standard(s): 3.E.1: Recognize the major components and patterns observed in the earth/moon/sun system. Next Generation Science Standard(s): Grades K-2 (Space Systems: Patterns and Cycles) 1-ESS1-1: Use observations of the sun, moon, and stars to describe patterns that can be predicted. Grades 3-5 (Space Systems: Stars and the Solar System) 5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. 21st Century Skills: Information Literacy Outcome for 4th graders addresses students to locate reliable scientific information in reputable print and electronic resources; students can use electronic resources such as brainpop to explore phases of the moon and to make connections to relative positions of the moon, Earth, and sun. Initiative and Self-Direction Outcome for 4th graders addresses students are able to design an investigation based on a question they have generated from their own curiosity; students can keep a moon diary by sketching, recording, and observing the moon every day/night or creating a digital journal. Social and Cross Cultural Outcome for 4th graders address students to describe ways that people from many cultures, backgrounds, and abilities participate in science; students can look at different areas on a global map and determine if and how students can view the moon the same way that they do, students can make a digital journal from how different areas view the moon. Academic Language Demand Language Function: Students are expected to analyze the different phases of the moon in order to make observations and differentiate the phases. In addition students need to describe each phase as well as the position of the sun, Earth, and moon. Lastly students are expected to explain each moon phase in relation to the sun and Earth and why each moon phase forms. 1

Analyze Interpret

Argue Predict

Categorize Question

Compare/contrast Describe Retell Summarize

Explain

Scientific Vocabulary: Full moon, waning gibbous, waning half (first quarter), waning crescent, new moon, waxing crescent, waxing half (last quarter), waxing gibbous, revolve, revolution, waxes, wanes.

Instructional Objective: Students will be able to understand and explain phases of the moon in order by first observing the current state of the moon by examining the moon calendar. Students will then independently explore phases by using brainpop and accurately model the shape of the moons phases using Oreo cookies. Students will complete a Moon Phase worksheet and receive no less than a 4/5. Prior Knowledge (student): Distinguish among the following objects of the Solar System Sun and Earth. Content Knowledge (teacher): The teacher should have already reviewed the moon phases and have a clear understanding about how the phases come about and the position of the Earth, moon, and sun. The moon looks different at different times because it is constantly moving in orbit around Earth. The moon goes through eight phases: new moon, waxing crescent moon, first quarter moon, waxing gibbous moon, full moon, waning gibbous moon, third quarter moon, and waning crescent moon. Half the moon is always lit by the sun, but depending on where the moon is in its orbit, we can see only part of that lit half from Earth. Accommodations for special needs (individual and/or small group): Students with ELLs have the option of exploring on brainpop in another language; the video will play in a different language, the Q&A will be written in a different language, etc. Depending on my schedule, I will make sure to meet up with students with IEPs, ELLs, learning disabilities, etc., either before or after the lesson to review key items and ensure their understanding. Throughout the lesson I will also observe these students more closely and provide them with more feedback to make sure they are on task and appropriately learning. A tip to help these students is to focus on the question: What are the moon phases? How does the moon change appearances in the sky? What affect do the moon phases have on Earth? Materials and Technology requirements: Item Oreo Cookies Construction Paper Plastic Utensils (fork, knives) Pencils, Pens, Markers, Crayons, etc. Napkins/Plates Computer Quantity 192 (8 per student) 24 (1 per student) 24 (1 per student) Provided in class or by student 24 (1 per student) 1 (teachers use) 2

Individual laptops, computers, tablets, etc. Moon Phases Worksheet

1 per student (each student already has their own) 24 (1 per student)

Total Estimated Time: 1 hour (1:45pm - 2:45pm) Source of lesson: http://www.calendar-12.com/moon_calendar/2014/march https://www.teachervision.com/tv/printables/TCR/1557345872_39-40.pdf http://www.lpi.usra.edu/education/workshops/phasesSeasons/OreoPhases.pdf http://www.docstoc.com/docs/document-preview.aspx?doc_id=141056520 Safety considerations: Make sure no one in the class is allergic to Oreo cookies; if there are, the best option is to keep this student(s) away from the cookies and substitute the Oreos for drawings/pictures on paper. After the activity have all students wash hands with soap and water thoroughly to ensure no reactions can occur. Monitor students when using plastic utensils to make sure they are appropriately using them and not causing harm to themselves or anyone else.

Content and Strategies (Procedure)

Engage: Ask students:

Even thought it was a little cloudy last night did anyone see the moon last night? If so, what did it look like? (Anticipated answer: It was big and round, full, or it was a full moon.)

If no one saw the moon, ask students:

Did anyone see the moon the night before on Saturday night? Describe moon shapes they have seen.

If students say it was a full moon ask them:

How do you know that?

Tell students they are going to be learning about the phases of the moon. On the computer go to this website: http://www.calendar-12.com/moon_calendar/2014/march. Tell students to observe the moons schedule in the month of March 2014. Ask students:
Under todays date, what phase is the moon in? (Answer: Full moon) By looking at the beginning of the month to the end of the month, what pattern do you see the moon going through? (Anticipated answer: It started out dark where you almost cant see it, then it gradually became brighter where you could see the full moon, then it gradually became dark again.) Does anyone know what we call these different stages? (Answer: Phases.)

Backup Plan: If the computer or projector fail to work, then show students the printed moon calendar (attached below).

Explore: Tell students to take out their computers silently and that they are going to be exploring the phases of the moon on brainpop for about 10 min. and then discussing it as a class. While students are getting their computers out write directions on the board or tell students: 1. Go to brainpop.com 2. Click on the science section 3. Click on Space 4. Click on Moon Phases 5. Watch the video 6. Explore the phases of the moon Students must watch the video first, then can read the FYI, Q&A, and complete the activity. While students are exploring be sure to walk around checking students computers to make sure they are on task and appropriately exploring the phases. Ask students: Make sure to walk around the classroom when asking questions.
From Earth, does the moon appear like a perfect circle in the sky at all times? (Answer: No, its appearance changes over time.)

When the moon travels or orbits around the Earth, what does the Earth do? (Answer: The Earth travels or orbits around the sun.) How does the moon get illuminated? What is the source of the moons light? (Answer: The sun.) How many phases of the moon are there and can you start naming them? (Answer: 8 Phases; New moon, waxing crescent, waxing half (first quarter), waxing gibbous, full moon, waning gibbous, waning half (last quarter), waning crescent.) Write these phases on the board.

Backup Plan: If students technology devices do not work, are out of battery, shut down, etc., have these students pair up with another student to explore. If all students devices fail, as a class explore the brainpop website using the teachers computer using the projector. If teachers computer fails, demonstrate the phases using a flash light and a sphere.

Explanation: Have students put away their computers and clear their desks except for a pencil and an eraser. Issue out a napkin/paper towel or plate, 8 Oreo cookies, a plastic utensil, and construction paper to each student. Tell students not to eat the cookies. Tell students they are to create a model of each major phase of the moon by molding the cream of the cookie into the proper shape for each specific phase. Start by inviting the students to twist their cookies open and scrape the cream to illustrate the new moon phase first. Ask students:
Which side looks like the New Moon and which side looks like the Full Moon? (Answer: The side with the full cream is the Full moon and the side with no cream is the New Moon.)

Tell students to continue twisting the cookies to create the other phases. Show students a model; students can refer to the model for guidance. To help students remember the intermediate phases such as waxing crescent moon, waxing gibbous moon, waning gibbous moon, and waning crescent moon, tell students that the moon waxes or grows and wanes or shrinks to change its appearance. Next to the 8 phases written on the board sketch each phase along with students as they create the phases. Make sure to explain each phase as the class is creating it. Ask students:
Describe each phase? (Anticipated answer: The new moon has no reflection/illumination seen from Earth, the waxing crescent moon has a small sliver on the right side reflected, the first quarter moon has half of the right side reflected, the waxing gibbous moon has two thirds of the right side reflected, the full moon has the entire moon reflected, the waning gibbous moon has two thirds reflected on the left side of the moon, the third quarter moon has half of the left side reflected, and the waning crescent moon has a small sliver on the left side reflected. Then the cycle starts all over again with the next new moon.)

After making the 8 models, they must identify them by writing each phase on the construction paper and place the corresponding cookie next to it. Students need to explain why the phases appear as they do and place them in the correct order. Ask students:
What are the phases of the moon in order? (Answer: The moon goes through eight phases: new moon, waxing crescent moon, first quarter moon, waxing gibbous moon, full moon, waning gibbous moon, third quarter moon, and waning crescent moon.)

How long does it take for the moon to go through all of its phases? (Answer: The whole cycle takes about 29 days; these 29 days is called a lunar month. The whole concept of months is based on this cycle.)

Make sure to check on the students progress and mark their papers with a check if they correctly created and named each phase. Invite students to clean up by eating their work!

Elaborate: Students will draw/sketch/color and label the phases, on the Moon Phases worksheet, in order. In addition students will draw or sketch the Earth at the center of the phases to represent rotation around the Earth. Optional: Students can draw or sketch in the sun to visualize the phases changing during rotation. Students will also answer questions the teacher provides during this time. Ask students:
Explain the position and rotation of the sun, moon, and Earth? (Answer: The moon orbits around the Earth and the Earth orbits around the sun.) Why does the moon have phases? (Answer: The moon has phases because it is constantly moving around Earth. The moon does not emit light of its owninstead, it reflects light from the sun. Half the moon is always lit by the sun, but depending on where the moon is in its orbit, we can see only part of that lit half from Earth. When we can see none of that lit half, it is a new moon; this is when the sun, moon, and Earth are lined up in a straight line and the entire bright side is facing away from us. When we can see that entire lit half, its a full moon.)

Evaluate: Students will be evaluated through formative assessment by demonstrating their knowledge of moon phases by creating the phases using the Oreo cookies, placing and labeling them in order, and explaining each phase. Students will also complete and hand in a moon phase worksheet by sketching and labeling the 8 phases (attached below). On the rubric 8 Points Completed the Moon Phases worksheet efficiently and correctly. 8 Points 0 errors 7 Points 1 error 6 Points 2 errors 5 Points 3 errors 4 Points 4 errors 3 Points 5 or more errors

Closure: Finish the lesson with a review of the moon phases. Challenge students to go outside and watch the moon each evening, beginning when the moon is a few days past new, and witness the different phases. Students can create a moon journal/diary where they can sketch, label, and observe the phases.

To be completed after the lesson is taught as appropriate Assessment Results of all objectives/skills: Out of a class of 21 students, the majority of the class scored proficiently and about a quarter of the class scored below an 8/8. These students mainly lost points because they neglected to label the phases or write the phases with the corresponding sketch. All students proficiently sketched the phases correctly however some struggled to correctly label or had simply forgotten to label. Attached below is a chart recording the scores of students grades from the Moon Phases worksheet. 8/8 16 Students 7/8 4 Students 6/8 1 Student

Reflection on lesson: This lesson was both challenging and fun to teach. The technology aspect was very frustrating because the projector was not working; I had to direct students to search the moon calendar on their own computers which was not my initial intention. I wanted the entire class to look at the moon calendar on the white board together in order to collaborate ideas and thoughts. In addition during the explore part, where students used the website brainpop.com, some students were using brainpopjr.com that did not have the moon phases exercise. Half the class was logging into brainpop.com and the other half was logging into brainpopjr.com, I correctly guided students to brainpop.com however this took a large chunk of time away from their explore time. Because of the technical difficulties in the beginning, it took a lot of time away from the lesson and I felt that the students did not have enough time to explore and learn about the moon phases. However this was not the only issue, when I passed out the Oreos there werent enough cookies; some students were short 2 or 3 cookies. I quickly paired students up or created small groups of 3 or 4 students. While students were molding the cream of the cookies, their fingers got very messy which was confusing because they were using plastic forks. Not only were their fingers messy but their desks were getting dirty. I had many students asking if they could go to the bathroom to wash their hands before writing; I couldnt allow this because it would take too much time away from their independent practice. Instead I had students use hand sanitizer and tissues. Students were very eager to eat their cookies however time was running out, as a compromise I had students take home their cookies in Ziploc bags to eat for later. Many times throughout the lesson I had to improvise and be flexible with the time I was given. Students enjoyed the lesson and were thankful for their treat.