Moon Phases Science Lesson

USF Elementary Education Lesson Plan Template (rev.
F18) Name: Jessie Peck

Grade Level Being Taught: 4th Grade Subject/Content: Science Group Size: 21 Date of Lesson: April 11,
2019
Part 1: Lesson Content
What Standards (national or SC.4.E.5.2 Describe the changes in the observable shape of the moon over the course of about a month.
state) relate to this lesson? SC.4.N.1.5 Compare the methods and results of investigations done by other classmates.
(You should include ALL applicable
standards. Include an NOS
standard if appropriate.)
Objectives- What students will SWBAT identify and illustrate the changes in observable shape of the moon over the course of about a month.
know or be able to do after the Essential Question: Why does the moon appear to change shape?
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
USF Elementary Education Lesson Plan Template (rev. F18) Name: Jessie Peck
2019
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard?
Remembering
Which level(s) of thinking is/are called for in your objective?
Remembering, Understanding, Applying
Why did you choose this level(s) of thinking?
I chose remembering because students need to be able to locate the appropriate information found in their text to
fill out their moon phases. They will also use remembering to complete their moon phases chart and exit tickets.
I chose understanding because students will be able to discuss within their group and understand how the phases
of the moon relate to how the moon looks from earth. They will also use understanding to complete their moon
phases chart and exit tickets.
2019
Assessment Plan- How will you Describe your assessment plan:
know students have mastered I will know if students have mastered their objectives by reviewing their moon phase chart and their TWL
your objectives? charts. (FACT #32 p. 199).
This section should include a Is your assessment formative or summative? Why did you make that assessment decision?
FACT from your textbook. Also, I chose a formative assessment because this is the first time students will be taught about the phases of the
even if you do not need a moon, so they will require another review before conducting a summative assessment. Their exit ticket will also
summative assessment in your help me make instructional decisions on what material they know very well and what material they need more
plan, describe an idea for one time with.
(not a test).
How does it align with your objective?
My assessment aligns with my objective because students will be identifying and illustrating the changes in
observable shape of the moon over the course of about a month.
Summative Assessment:
Students will be required to track the changes in the observable shape of the moon over the course of about a
month. Students will complete this project at home and in class. They will make their observations about the
moon at home, and complete a poster board or powerpoint presentation which identifies each stage of the moon.
Assessment Scoring/Rubric Moon Phases Handout will require:

What are the criteria for how you 1: to label the 8 phases of the moon
will assess student learning/student 2. to illustrate the 8 phases of the moon
work? If you’re using a rubric, • (16 possible points)
include your rubric here.
Exit Tickets will require the following components:
1. What they think they know about the moon
2. What they want to know about the moon
3. What they learned about the moon
2019
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to related to
over time this standard?
I traced this standard to SC.3.E.5.3: Recognize that the Sun appears large and bright because it is the closest star
to Earth. With this standard, students should have learned that the sun is a star and creates it’s own light.
Trace the standard to the next grade level. What will students learn next related to this standard?
SC.5.E.5.3: Distinguish among the following objects of the Solar System -- Sun, planets, moons, asteroids,
comets -- and identify Earth's position in it. With this standard, students will learn more about other planets,
asteroids, and comets and how they relate to the position of the earth.
What misconceptions might • Students may believe that the moon creates it’s own light. Remind students that the sun is a star, made up of
students have about this content? hot, glowing gasses which produce light. The moon is made up of rock, similar to earth, so it does not make
it’s own light.
• Students may also believe that the shape of the moon changes or that the moon does not rotate.
• Students may also believe that the moon gets bigger and smaller or disappears and comes back.
Part 2: Lesson Implementation

2019
Management & Environment • Teacher will be circulating the room to make sure everyone is participating and to provide support as needed.
(integrated throughout your step- • I will use an attention getting strategy to gain students attention. (Hands on top, everybody stop)
by-step plan): • I will communicate to students that they should be at voice level 0 when I am giving directions and voice level
 How will you arrange 2 when they are working in their small groups. These directions will also be displayed on the board for
yourself and the students students to reference.
(location in the classroom, • I will use the attention getting strategy, “Everyone come back together in 4, 3, 2, 1” to regain the class’
seating)? attention after they discuss.
 What processes & • If students complete their assessment quickly, they can read the article again to double check their work and
procedures will you use? then color their worksheet.
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do it they
complete the task quickly?
Materials Materials Used and Why:
(What materials will you use? Why • Youtube video
did you choose these materials? • Article about moon phases
Include any resources you used. • Moon phases worksheet
This can also include people!) • Yellow colored pencil/crayon
• Exit tickets to fill out
• Powerpoint with instructions
2019
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:

Readiness: Grouping BL students with OL/AL students for support
Process: Providing BL students with a word bank to fill out their moon phases chart
Which specific students will benefit, and why?

C.C. : lower level, benefits from having the text read to them
S.H. : ELL, benefits from having the text read to them, benefits from someone else leading their group
D.H. : lower level, benefits from having the text read to them
V.R. : ELL, benefits from having the text read to them, benefits from someone else leading their group, benefits
from small group setting
Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual • pre-production: modeling, providing pictures, pairing with bilingual students, asking yes/no questions,
students (initials), and then explain subtitles for the video in their native language
the accommodation(s) you will • early production: asking who, what, where, when, why questions, sentence starters, and pairing with bilingual
implement for these unique students, subtitles for the video in their native language
learners. Answer this part even if • speech emergent: labeling using a word bank, provide a list of vocabulary words ahead of time to reference
you do not have any ELL or ESE • intermediate fluency: provide a list of vocabulary words ahead of time to reference
students in your class.)
What accommodations will you make for students who have an IEP or 504 plan?
• Being able to work in a small group setting
• Moving closer to the board to see
• Working with manipulative (cards with the different phases) rather than writing and drawing them on the
worksheet.
2019
Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners. YES you students?
have to answer this part! This lesson connects to the interests of my students because several of my students are very interested in space
science. Also, I have a muslim student whose family follows the lunar calendar, so this connects to her cultural
background. Students also have knowledge about the solar eclipse from last year, so this connects to their
backgrounds as well.
If applicable, how does this lesson connect to/reflect the local community?
A next step for students would be for them to observe and chart the moon phases over the course of the month.
2019
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? Earth & Space Science
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other words,
Act as if you needed a substitute to what lesson structure is appropriate for teaching within this content area? 5Es – make sure to
carry out the lesson for you. Make
note which of the 5E phases are included in your plan. You do not need to include them all.
sure to note exactly where NOS is
included or addressed.)
Where applicable, be sure to 3. Step-by-step plan:

address the following: Time: Action Steps:
◻ What Higher Order Thinking
(H.O.T.) questions will you ask?
◻ How will materials be Introduce Topic & Explain TWL Chart
distributed? • (Engage) Gain the class’ attention by using an attention getting strategy: (Hands on top, everybody stop).
◻ Who will work together in • Play moon time lapse video
groups and how will you • Ask class to discuss what they just observed in their small groups (1 minute)
determine the grouping? • Ask each group to share out
◻ How will students transition • (NOS: Comparing results of investigations done by other classmates) Students will compare the results
between activities? of this investigation with other groups in the class
◻ What will you as the teacher do?
◻ What will you as the teacher • Explain TWL Chart
say? • Instruct students to fill out the THINK YOU KNOW & WONDER sections only.
◻ What will the students do? • Clarify what AT LEAST means.
◻ What student data will be • (3 minutes/independently)
collected during each phase?
◻ What are other adults in the • Students should discuss in their table groups:
room doing? How are they • Is the moon a light source? Explain why or why not.
supporting students’ learning? • Does the moon disappear? Explain why or why not.
• Ask for some groups to share out
• (3 minutes)
2019
Play Video & Vocabulary
• (Explain) Play youtube video on moon phases to introduce the topic.
• Stop video at :49 to clarify orbit/revolve/rotate and discuss that the moon does not disappear.
• Stop video at 2:13 is ask if the moon is ACTUALLY shrinking.
• Review video by going over key vocabulary & points:

• Waxing (hand motions)
• Waning (hand motions)
• Crescent
• Gibbous
• Would the picture on this slide be waxing or waning?
• Explain that a first quarter moon means that the moon is one quarter of the way through it’s phases.
• One quarter is the same as one fourth. The moon is one fourth of the way through it’s phases.
• Use the example: four quarters in a dollar. (cross-curricular content)
(Aspect of NOS): Students are learning the world is understandable because they are learning to understand the
moon by looking at patterns.
Read Article
• (Explain) Pass out article
• Students will follow along as I read
• Stop to clarify key points in article:
• waxing
• waning
• third quarter
2019
Assess Student by Completing Moon Phase Activity
• Students will use their article and what they have learned by watching the video, to fill out their moon phase
chart.
• Instruct students to color the sun yellow first.
• Complete first phase together (new moon)
• (10 minutes/independently)
Exit Tickets
• After groups have completed their moon phase activity, they can move back to their original seats.
• Students will finish the WHAT THEY LEARNED section of their exit tickets
• Let’s check our T section to see if what you thought you knew was correct. If it wasn’t, let’s correct it
in the L column.
• Show phase of current moon and ask students to write down that phase on the back of their exit ticket.
• (2 minutes)
What Phase Is The Moon In Right Now?

• Less than half of the moon is lit up, so it is a crescent.
• Lit up portion is the right side of the moon, so it is waxing
• Waxing Crescent
• Don’t discuss until after exit tickets have been collected

Moon Phases Science Lesson

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USF Elementary Education Lesson Plan Template (rev.

F18) Name: Jessie Peck

Assessment Scoring/Rubric Moon Phases Handout will require:

Part 2: Lesson Implementation

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

Which specific students will benefit, and why?

Where applicable, be sure to 3. Step-by-step plan:

• Review video by going over key vocabulary & points:

What Phase Is The Moon In Right Now?

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