Allysea Thompson

ELED 3221
3/8
INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT
Phases of the Moon
Elementary Science
_____________________________________________________________________________
Central Focus/Big Idea: Astronomy; patterns in the sky
Subject of the lesson: Moon phases
Grade Level: Grade 4
NC Essential Standard(s):
4.E.1.2
Explain the monthly changes in the appearance of the moon, based on the
moons orbit around the earth.
Next Generation Science Standards:
MS-ESS1-1. Develop and use a model of the Earth-sun-moon system to describe the cyclic
patterns of lunar phases, eclipses of the sun and moon, and seasons.
21st Century Skills: Critical Thinking and Problem Solving Students are expected to construct
explanations from their observations throughout this lesson. Communication Students
understand that models are simplified representations of real objects and processes.
Academic Language Demand
Language Function: Students are expected to explain the reasons why we have moon
phases.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast
Retell

Describe
Summarize

Explain

Scientific Vocabulary: new moon, full moon, first quarter, third quarter, waxing, waning,
crescent, gibbous

Instructional Objective: After the lesson, students should understand why the moon goes
through phases using an Earth-Moon-Sun model. Students should be able to use correct
vocabulary for each phase of the moon. Students will be able to demonstrate the correct order of
the phases of the moon and the correct cause for the phases of the moon on a final assessment
with 100% accuracy.

Prior Knowledge (student): Students should know that many things in nature occur in patterns.
Students should also recognize that the moon phases occur in a specific sequence.
Content Knowledge (teacher): The teacher should have a clear understanding of the cause of the

moon phases and the correct terminology

Accommodation for Special Needs/different learning styles: Students with learning
disabilities will need to be closer to the instructor when the class stands around the lamp.
Students in a wheelchair will need to have a more open space so they can move. ELL will need
to have the assessment in their native language.
Materials/Resources:
Styrofoam ball (1 per student)
Pencils
Set of moon index cards (1 per student)
Light bulb with lamp
YouTube Video- Flocabulary
4 Oreos per group
Paper plate
Estimated Time: 45-60 minutes
Source of your lesson: Space Racers
Safety considerations: Students are not to touch or stare directly at the light. Students should
not throw the Styrofoam balls. Students should sanitizer their hands before touching the Oreos.

Allysea Tompson
ELED 3221
INSERT DATE
______________________________________________________________________________
Content and Strategies (Procedure)
Engage:
1. Ask students Has anyone ever heard the statement Once in a blue moon? What does
this statement mean when it is used? What is a blue moon? Are there any other statements
that you know about the moon? [Example: Crazy things happen around a full moon.] Let
students share this they know about common moon mythology.
2. Give students the moon phase cards (in mixed order). Ask them to try to put them in the
correct order. Use this activity as a means to assess prior knowledge and any
misconceptions students will be bringing to the lesson. Have the students set the cards
aside on their desks.
Explore:
1. Distribute the Styrofoam balls to students and have students push a pencil or pen about
halfway through their ball. Explain to the class that by building a model of the Moons
orbit, we can demonstrate why we see the changing phases of the Moon. Ask students to
hold the model Moon at arm's length. Discuss the different parts of the model and the
scale. Ask students to identify who these players are: (Answer: Moon, Sun, and Earth)
Allow time for them to explore how the model Suns light reflects off the model Moon as
they place it in different positions around their heads. Ask questions such as How much
of the moon can you see at one time? How much of the moon is lit up?
2. As students move through the phases of the moon in their model system, have students
concentrate on describing what they see in terms of what portion of the Moons surface is
illuminated. Ask basic questions like What happens to your moon as you spin? or
What does the shape look like on your moon? The first time through the lunar phases,
begin with turns (new, first quarter, full, third quarter). At this point, do not worry
about vocabulary, but the descriptive process. Go through the lunar phases at least twice,
focusing on description. (The subsequent cycles should have students stopping at 1/8
turns throughout the cycle).
Explanation:
1. Teach a phases of the moon song to help students remember phases.
https://www.youtube.com/watch?
v=xBc8QHSsFgE&ebc=ANyPxKrxE6ilPEJRKzC38H7zSTOdIDT3xWrccm6xpe2WS0y
_2fFfRlqupBZxD3Fa88PZVij2Wxqd0puFHw1iz-V5eh-jKqo7rA
2. Review the video and ask the students questions like (1) What did you notice/see? (2)
Can anyone explain what is happening at each phase of the lunar cycle?
3. Make sure students understand why we have moon phases:
a. Half of the Moon is illuminated by the Sun.
b. The portion of the illuminated half seen from Earth varies over time.

c. The relative positions of the Sun, Earth, and Moon determine the portion of the
lighted half seen from Earth.
d. Moon orbits Earth.
Elaborate:
1. Moon Discussion
Ask students to describe when the best time is to see the moon (at night). Ask
students is the moon can also be seen during the day (Yes, it can be seen during
the day too. At different times of the month it is easier to see). Ask them if the
moon looks the same every time they look at it. Ask them to explain how it
changes. (Sometimes you can only see a little sliver and sometimes you can see
the whole moon).
Fun Facts to share:
We can only see half of the moon from Earth, since the other side is always turned
away from us.
As the moon travels around the Earth, we see different fractions of the moon, as it
is lit by the Sun.
Waxing means growing and is used to describe the moon as it gets smaller from
full moon to new moon.
Waning means shrinking and is used to describe the moon as it gets smaller from
full moon to new moon.
The first quarter is when the moon has completed of its orbit around the
Earth. This is when the moon looks like a half moon.
The last quarter is when the moon has completed of its orbit around the Earth
and also looks like a half moon to us.
2. Cookie Moons
Divide students into groups of 3-5 students each. Give each group four cookies
and a paper plate.
Have students choose one person to be the recorder. Ask students to twist open
their cookies and put both sides down on the table, with the cream side facing up.
Ask each group to recreate the eight phases of the moon, using the eight cookie
halves and by scraping the cream onto or off their cookies with a popsicle stick, to
make them look like the different phases of the moon.
Each group should place their eight moon phases in order on the paper plate in a
cycle or circular form and label the phases.
Evaluate:
1. Ask students to share their observations about the moon and its phases.
2. Formative assessments are the questions asked throughout the lesson, the cards, and the
paper assessment.
3. Question for summative assessment (exit ticket): Explain in your own words why the
moon appears to be shining or lit up?
To be complete after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________