SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions
PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

DETAILS
Melanie Trzeciak
Science
4th
October 24th November 4th
Our moon revolves around the Earth, and the Earth
revolves around our Sun.
How are moon phases formed?
What is the relation between the sun, the Earth, and
the moon?
Eligible Content - S4.D.3.1.1 Describe motions of the Sun Earth - Moon system.
Eligible Content - S4.A.3.2.1 Identify what different models
represent (e.g., maps show physical features, directions,
distances; globes represent Earth; drawings of watersheds
depict terrain; dioramas show ecosystems; concept maps show
relationships of ideas)
Eligible Content - S4.A.3.3.1 Identify and describe observable
patterns (e.g., growth patterns in plants, weather, water cycle).
All 4th grade students will be able to diagram the lunar
phases in a group with 85% accuracy.

Students will have formative assessments daily in the

form of discussions, question and answer, and exit
slips.
At the end of the lesson the students will have to
complete a group project to show mastery of the skill,
each student will individually be evaluated by their
presentation of the project.

Stellarium

Discussion will be held at tables rather than on the floor

so that all students feel included
Exit slips, discussion, and projects will come in three
levels: below average, average, and above average so

CK

that all students will be able to access material that is

challenging enough for them
I will let the student choose the level (the level wont be
written on it) because sometimes students like to
challenge themselves and sometimes students need a
little bit of a breakif I see something that is unusual I
will question and guide them in ways I see fit

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

Lesson
Procedure

CK
Activating Prior Knowledge
When you look up at the sky at night, do you realize how
the moon is not always the same?
What are the different shapes you see in the moon?
Hook/Lead-In/Anticipatory Set
Show them 8 pictures of the moon, ask them which one
they have seen before
Ask which moon they saw last night
Big Idea Statement
The moon revolves around the Earth, while the Earth
revolves around the sun.
Essential Questions Statement
How are the moon phases formed?
Objective Statement
In a group, all students will be able to diagram the lunar
phases with 80% accuracy.
Transition
Give students a cut out of the moon and have them find
where that picture is posted in the classroom. Once they
find the picture they will gather their materials and take
them back to their desk to learn their main lesson.
Key Vocabulary
Lunar phases
Rotate
Revolve
Solar System
Lunar
PreAssessment of Students
Have the students brainstorm why they think there are
moon phases, have them write and draw about what
they think causes the different phases of the moon.
Modeling of the Concept

There will be a class demonstration of what actually

occurs to make the lunar phases, and we will discuss
how often the phases occur and why they occur at that
particular time
Guiding the Practice
The students will return to where their moon phase is in
the classroom, and use a flashlight and two balls to
demonstrate what is occurring and causing the different
phases of the moon. There will also be a lab sheet to
record data that is observed.
Providing the Independent Practice
The student will then return to their desk once they
finish the group work to write a journal about the
different moon phases and how they occur. There will be
a place at the top of every page to draw illustrations to
describe what is happening.
Transition
Have students imitate the revolution of the moon, the
Earth, and the other planets in the solar system. Stop
them and ask them what phase the moon would be.
Reading
4th Grade Science Textbook
Materials
The Magic Tree House Midnight on the Moon (literature
Technology
reading, but it would relate back to what they are
Equipment
learning in science)
Supplies
Earth and Space- by Anita Ganeri, John Malam, Clare Oliver, and
Adam Hibbert
Stellarium- to fast-forward and rewind on the different
phases of the moon
Flashlight, balls, string, small cutouts of moons, and
moon pictures for on the walls
Poster materials to create and present their
understanding of the topic (glue, scissors, tape, paper,
markers)
Lab sheets
Evaluation of
Formal Evaluation
the
Have students work in a group to present a project on
Learning/Master
the phases of the moon and their understanding of the
y of the
concept.
Concept
Informal Evaluation
Check sheet for discussions, if the topic is addressed in
the correct manner the student understands the
information, if not it is something that we need to go
back in clear up
Exit slips and lab sheets
Closure
Summary & Review of the Learning
Based off of what you know, what was the name of the
moon you saw last night called?
Based off of what you know, what is the name of the
moon called that you will see tonight?

Homework/Assignments
Look at the moon tonight and describe what you see.
Prepare any material still need for the group
presentation
Teacher
Self-reflection

Not all of the students understood the concept at the

same pace, so I would have arranged groups based on
how the students were understanding the information.
I would have had more hands on materials, so that the
students could concretely understand the subject
because they would be manipulating more scenarios
with their hands.