EDU 1010 Orientation to Education Teaching Demonstration

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Name: Janell Kinikini

Date: 10/25/2013

Curriculum Title: The changes of the moon phases Utah State Standard: Benchmark Earth orbits around the sun, and the moon orbits around Earth. Earth is spherical in shape and rotates on its axis to produce the night and day cycle. To people on Earth, this turning of the planet makes it appear as though the sun, moon, planets, and stars are moving across the sky once a day. However, this is only a perception as view from Earth. Standard 1 - Students will understand that the shape of Earth and the moon are spherical and that Earth rotates on its axis to produce the appearance of the sun and moon moving through the sky. Objective (s): Describe appearance of earth and moon a. Describe the shape of Earth and the moon as spherical b. Explain that the sun is the source of light that lights the moon c. List the differences in the physical appearance of Earth and the moon as viewed from space Students will be able to: 1. Recognize that the earth is round 2. Note that the moon reflects the light from the sun 3. Describe how the phases of the moon changes over a period of time 4. Observe and record the phases of the moon from Nov. 2013 to Jan. 2014 5. Design a clay model of the moon and relate it to Apollos Moon Flight on July 20, 1969 with Astronaut Neil Armstrong Materials: 1. Clay 2. Small Styrofoam balls 3. Small desk lamp 4. Black construction papers 5. Shoe box 6. Scissors 7. Flashlight 8. Spool of thread

9. Tape 10. Glue Background for Teachers: Yes, at the end of the lesson students will enjoy and learn the science standards and objectives with clarity. The teacher definitely will apply different teaching strategies to allow students of all learning styles to better understand the complexities and relationship of the sun, earth, and moon. Intended Learning Outcomes: (same as objectives) - Understand science concepts and principles Instructional Procedures: 1. Gather student responses on how do they know that the Earth is round? They should state some scientific facts to validate their written responses. Any clues or facts will be discussed later. 2. Simple experiment to recreate Aristotles discovery: Place a lamp in the middle of the room and turn of the lights in the entire room. Another student will use the model of the earth to cast a shadow. At this point students will write their new discoveries about the earth shape. 3. Moon Phase Shoe Box Experiment: Question the class on Why the moon appear to change its shape? Initiate written responses into their science tablets of journals. Or maybe a super valid discussion can prevail for these new upbeat scientists. a. Moon phase Experiment Cover all parts of the inside of the shoebox with black construction paper. b. Hang a ping pong ball in the center of the lid so it will be suspended in the center of the box. c. Cut a circle big enough to insert your flashlight at one end of the shoebox d. Cut a small viewing flap (size of a quarter or maybe larger) on each side of the shoebox except for the bottom e. The flaps will keep the light blocked in f. Put the lid on with the ball suspended and you will notice through the flaps and little openings the different phases or shapes of the moon which is represented by the ping pong ball Family Connections: (take home activity) A. Students can display the shoebox experiment to the families and explain how it was created and what occurred thereafter in class. Parents or family members can write a letter of recognition indicating one aspect they have gained as a result of the students scientific Moon and Earth expt. B. For another family interaction students can observe the moon for 30 days with their families. They will record their daily observations by drawing the shape of the moon and coloring in the light and the dark side of the moon.

C. The daily observation of the moon phases can be recognized as a source of assessment providing that the students label each moon phase and date it. Assessment Plan: (how do you plan to assess whether or not students gained the skill/concept?) 1. Students should be able to explain why the changes of the moon phases occur using the shoe box expt. As proof of the facts 2. Read the story of Hansel and Gretel to the class. Ask the students to think about how Hansel and Gretel were able to find their way through the forest at night. What words in the story gave you clues to understand that Hansel and Gretel were able to see the shite stones left on the trail to find their way home? 3. Create a 3 question quiz that the students will be able to answer either orally or written that refers to the changes of the moon phases 4. Finally, design a simple Moon Phase Flip Book Appendix: Show the video Bill Nye the Science Guy: The Moon