DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3
rd
SEMESTER LESSON PLAN TEMPLATE
(1/25/13)

Teacher Candidate _Nicolie Ionel__Grade Level _1st__ Title _Phases of the Moon

CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
19 students
12 girls
7 boys

ELL Students
Esmeralda 3
Amanaki 4
Brandon 4
Luz 4
Aldo 5 (parents have asked to stop ELL interventions)

Reading Interventions
McKenzie
Olivia
Tayler
Rebekah

Lower Learners
Adam
Brandon

No students with IEPs

Classroom environment: The classroom is set up with four student tables. Each table seats 4-5 students. Each
chair has an organizer hanging from the back to keep books and folders organized. There are two horseshoe
tables at the back of the room that are used during small group instruction. There is a smart board at the front of
the classroom, as well as an Elmo. There is a large classroom library on high shelves, and a small classroom
library in the front of the classroom.


WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard 2
Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth
materials, celestial movement, and weather.

Objective 2
Observe and describe the changes and appearance of the sun and moon during daylight.
Observe and chart the moon when it is visible during the day.

Content Walk-Away:
I will understand the moon phases and describe them.

Language Walk-Away:
I will understand the moon phases and describe them.

Vocabulary: moon phases, full moon, new moon, half moon


TEACHER BACKGROUND INFORMATION:
The moon takes about 27 days to go all the way around the Earth and return to its starting
position. This is called orbiting. The moon is 45 billion years old. The moon is about
250,000 miles from Earth. The surface of the moon is rocky and has many things on it such
as craters, lava plains, mountains, and valleys. Scientists believe the craters were formed
around 3.5 to 4.5 billion years ago by meteors hitting the moons surface. The moon has
extremely thin atmosphere. With such little atmosphere, the moon has no weather and
hardly any protection from the sun. The moon is not a light source; it does not make its
own light. The moon reflects light from the sun. We can see the moon because light from
the sun bounces off of it and back to the earth. If the sun wasnt there, we wouldnt be able
to see the moon. The moon appears to change shape but what we are actually seeing is the
moon lit up by the light from the sun in different ways on different days during the month.
The Earths axis of rotation is tilted in relation to the ecliptic plane, an imaginary surface
through Earths orbit around the sun. This means the Northern and Southern hemispheres
will sometimes point toward or away from the sun depending on the time of year, varying
the amount of light they receive and causing the seasons.



ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Modifications/Accomoda-
tions (ELL, IEP, GATE, etc.)
Formative Evidence (checking for understanding throughout the lesson):

Students will think-pair-share with partners about the sky during the night.
Teacher will walk around the room while students are making the moon
phases with Oreo cookies and check for understanding. (Class will do moon
phases together, and not move on until everyone is finished).
Call on students to check for understanding throughout the lesson.
Observe and listen to low learners.

Content Walk-Away Evidence (Summative):

Students will make three phases of the moon.

Language Walk-Away Evidence (Summative):

Students will explain either to a buddy or to the teacher, the three moon phases.



Approx.
Time
ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Boys and girls we have a fun science lesson to do today. We are going to learn about the sky and also the
moon. Please remember that I am watching for students who are listening, and raising their hands when they
want to answer a question. Lets look at our walk-away of our lesson today. (Teacher read, and then have
students read with teacher). I have also written vocabulary words that we will learn in our lesson. (Point to
the vocabulary words and read, and then have students read together). (SIOP 1,2,3)

Boys and girls, I want you to close your eyes. I want you to imagine you are standing outside looking at the
sky at night. (Wait time) Now think for just a minute about what you saw in the night sky. (Wait time) Now I
want you to turn to your shoulder partner and each of you take a turn to say what you saw in the night sky.
(Give students a few minutes). Ok, I heard some great answers. Raise your hand if you can tell me one thing
you saw in the night sky. (Call on a few students). (SIOP 7,8)

Formative assessment: Listen to students as they explain what they see in the night sky.

Learning Goal Success Criteria Assessment Strategy
Students will imagine a night sky
in their mind and describe one
thing they see.

Students will describe one thing
they saw in the night sky.
Spot check students as they are
doing think-pair-share. Listen to
students answer the question
about what they saw.


Modification/accommodations: (ELL, IEP, GATE, etc.)
Have Tavin, Charlie, and Aldo describe two things they see in the night sky.
Ask Brandon and Adam one thing they see in the night sky.
Call on Angela to tell one thing she sees in the night sky, to aid with oral language.

Focus Lesson (I do it)
"We are going to talk about the moon now. (If someone mentioned it, use their names). __ and __ said we
find the moon in the night sky. Raise your hand if you have seen the moon at night and have seen how it looks
different every night. The moon appears to change shape but what we are actually seeing is the moon lit up by
the light from the sun in different ways on different days during the month. These are called phases. (Point to
vocabulary word) (Use three children to model how the sun shines differently on the moon as the Earth
rotates). We see the moon in different ways and these are called phases. (Ask a student to explain what
happened to check for understanding). (SIOP 4,5,6,12)


Formative Assessment: Observe students to make sure they are paying attention.

Learning Goal Success Criteria Assessment Strategy
Students will learn that the sun
shines on the moon.

Students will act out the rotation
of the Earth, sun, and the moon.
Students either act out the
demonstration, or watch their
fellow classmates.

Modification/accommodations:
Show visual lesson on the rotation of the Earth, sun, and moon to Zakia, Brandon, Adam, and Angela before
the lesson.

Guided Instruction (We do it)
Students, we are going to make the phases of the moon now. We are going to be using Oreo cookies to do
this, so I need you to listen to the rules very carefully. We are going to do each moon phase together as a class.
This means when you have finished making the phase you need to put it on your paper plate and wait for
everyone to finish. I dont want you to eat any of the cookies since we need them to make our moon phases.
We will be using plastic knives to scrape the cream, so everyone needs to be very careful. If you are not
listening, or I see you playing around with your cookies, I will have to take them away. (Call on a student to
explain the rules to check for understanding).

Lets look back at our vocabulary words that I have written on the board; full moon, new moon, and half
moon. These are all phases of the moon. We are going to see what these phases look like (SIOP 9). I am going
to show you pictures on the Smart board as we go so that you can see them. When I have you go back to your
tables, I want you to get one Oreo out. I want you to gently twist the Oreo so that the two sides pull apart and
then put it on your paper plate. (Model). (Check for understanding of pulling cookie apart). Alright students,
you can go to your table.

Formative Assessment: Make sure students are listening to rules.

Learning Goal Success Criteria Assessment Strategy
Listen to rules.

Students will listen carefully to
rules.
Spot check students for
understanding.

Modification/accommodations: Show visuals for ELLs and low learners. Show students how to label their
paper plates.


Collaborative/Cooperative (You do it together)
Students can work together on their phases of the moon if they would like.

Formative Assessment:
Learning Goal Success Criteria Assessment Strategy
Students will create a full moon,
new moon, and half moon.

Students will show a full moon,
new moon, and half moon made
with their Oreo cookies.
Spot check students as they are
working on their moon phases.
Clarify and answer questions if
needed.

Modification/accommodations:
If students are allergic to Oreo cookies they can draw the moon phases on the plate.

Independent (You do it alone)
Show students the first phase on the smart board and hold up the Oreo. Have students write new moon on the
top of their plate and then put the cookie underneath. Continue with half moon and full moon, and show
smart board pictures as you go. (SIOP 12,14,15,21,22,29)

Summative Assessment: Students will explain to the teacher as their ticket out the door, the three moon
phases.


Modification/accommodations: Visuals for ELLs and low learners


Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Students we have had a lot of fun making the different moon phases. Before you eat your cookies, I want to
ask you some questions. Raise your hand if you can tell me what a new moon looks like. (Call on one person).
Raise your hand if you can tell me what a half moon looks like? (Call on one person). Raise your hand if you
can tell me what a full moon looks like?
Alright your ticket to lunch is to tell me the three moon phases, and what they look like. (If there isnt enough
time have students tell their shoulder partner and teacher walk around to check for understanding). You can
now eat your cookies! (SIOP 19,20,27,28,30)

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Have paper plates at tables
Have Oreo cookies in bags at table
Smart board ready

REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?