Elementary Science Methods

2014
Lesson Title: The Moons Shape
Grade: 4th
Classroom
Taught by: Mr Ca!e
"GSS#$S Standard%s&:
Essential Standard%s&:
4. E.1 Explain the causes of day and night and phases of the moon.
4. E.1.2 Explain the monthly changes in the appearance of the moon, based on the moons orbit around the Earth.
'ig (deas:
(denti)y the moon and its changing in positions
E*plain +hy it seems +e ha!e a di))erent moon e!ery night
'etter understand +hat the moon is li,e
(denti)y $reconceptions
Students think the sun and moon come and go when it is night and day, however, it is our positioning that changes.
Students think the moon looks different every night due to the changing of the moons shape, however it is really the position of the
moon in regards to the sun and earth.
Time -rame: Engage Materials
Teacher .ole
Set stage for lesson:
(create interest) I was outside my house last
night and a huge moon was out and I
wondered why the moon looked that way.
We must find out about the moon and why it seems to
be different every night. ur answers may help us
better understand our universe.
Student .ole
!isten to teacher set stage for lesson while
sitting at the carpet.
Students will use observations skills to make
prediction of why they believe the moon
"changes shape#
$llow % minute for students to &hink'(air'
Share their predictions.
Website
)oogle doc
(oint and direct students to the created
website.
&hen have students read about why the moon
"changes# and fill out the google document
under why does the moon change*
(redictions.
Students will share with whole group their
prediction
&hink freely but moon in mind.
&est their hypothesis (e+ample why would
the moon be that shape and can we predict it)
,eep in mind what they think of what they
know about the moon so they can compare or
elaborate if asked.
Students should go to created website and fill
out their predictions.
/rgani0ing 1no+ledge (Se-uencing core ideas, practices and concepts that enable students to ac-uire developmentally appropriate e+pertise).
&ime .rame:
%/'%0
E*plore %$er)ormance Tas,& Materials
Teacher .ole
&eacher will e+plain website
Teacher will direct students to
complete blast of number 2
Student .ole
(erformance &ask:
1ou will be22
.alling the directions under the blast off 3
tab within the website.
Students should be able to identify the
sunrise and sunset
Students should also be able to remember the
names of at least two phases of the moon.
Students will write down on a spate piece of
the paper the tasks at hand.
Website for activity and
moon phases website.
(iece of paper.
&ime .rame:
/'0 minutes
E*plain %E*pectations o) student e*planations2Teacher 3uestions and guidance to de!elop students4
e*planations&
Materials
Teacher .ole
&his part of the lesson is found in the 4last off
one tab.
&eacher needs to make sure students have a
better understanding of the moon phases so he
or she can make an educated re writing of
their previous predictions.
)o over information by verbally calling on
students before they attempt their
understandings under the google 5oc.
Student .ole
$llow students to tell you what they saw, or
e+plain in their own words.
6se 7ustification or evidence of what they
saw what you learned.
8+plain answers and how they know (how
do we know that this leaf did what as
opposed to than the other). 8+ample the
moon changes shapes because of its
positioning of the earth and sun and its
relative to reflective lighting.
9an recall previous activities.
)oogle doc.
Information calendar
:oon phases information
site.
Metacognition ((roviding opportunities for students to find out what they know through self'monitoring ; reflection).
&ime .rame:
< minutes
5one after
Elaborate Materials
Teacher .ole
)o over the Side not page with the students
and make sure they complete this for them to
keep.
Student .ole
!ook and complete the side note materials.
Side note materials.
E!aluate
($sk students to e+amine, evaluate, and correct their preconceptions).
Materials
Teacher .ole
$ssesses students= knowledge and or skills.
$llows students to access their own learning
and group' processing skills.
Student .ole:
8valuate his or her own progress through
their findings of motion of falling
understandings.
5emonstrate their understandings of the
concept of phases of the moon by completing
$ssessment test.
:ake sure students changed their
understandings by going against or for their
original prediction on the leaves.

the assessment test.

.e)erences %List and5or 6yperlin,&:
http!!earths"y.org!moon#phases!understandingmoonphases
http!!stardate.org!nights"y!moon
http!!youtu.be!$xr%a&'()dw
.ubric % 7ny rubric used )or you e!aluation&
See rubric
.e)lections:
>on e+istent )ood Well 5one
? %'3 <'@
(redictions Student made either no prediction or
student=s response is not coherent to
the sub7ect matter.
Student had a well thought out idea
that related to why the moon has
different "shapes#
Student made predictions that adhered
to the sub7ect matter and made some
effort to better their understandings
through their investigating.
9alendar activity Student did not hand in any paper that
indicated that he or she attempted the
calendar challenge.
Student handed in the paper so it was
attempted, however, different results
from the directions he or she were
meant to fallow to come to a similar
conclusion as the teacher.
Student handed in the paper with
correct responses given.
$ssessment test Student did not complete the
assessment test.
Student got a -uestion correct with
Simi e+cellent responses.
Student took the test and got more
than one answer correct with well
thought'out ideas in their responses.