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Central Focus/Big Idea: This lesson focused on the moon especially on the moon phases.
Subject of this lesson: Scientist being able to look at moon and determine which moon phase is
occur.
NC Essential Standard(s):
3.E.1. Recognize the major components and patterns observed in the earth/moon/sun system.
Scientific Vocabulary: Moon Phases, New Moon, Full Moon, Waning Gibbous Moon
Waxing Gibbous Moon, Waning Crescent Moon and Waxing Crescent Moon
Instructional Objective:
Students should independently get 4 out of the 5questions correct from the Moon Phases Quiz.
Prior Knowledge (student):
Students should know that the moon is located in our solar system. Students should know that we
can see the moon when we look to the sky. Students should know that the moon doesnt look the
same every night because it changes. Students might know that the moon repeats a cycle of
phases.
Source of lesson:
The Changing Moon, book chapter (p. 247-262) from Picture-Perfect Science Lessons: Using
Childrens Books to Guide Inquiry, 3-6 by Karen Ansberry and Emily Morgan
Talked to a different third grade teacher and she showed me an example of having students create
the moon phases on construction paper.
Safety considerations:
Students will be reminded to work nicely with their partners and to be careful with the pencils.
Students will be told not the touch the lightbulb. Students will be told not to throw the foam balls
at each other.
Content and Strategies (Procedure)
In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage: I will show the students So Thats How the Moon Changes Shape by Allan Fowler. I
will ask the students the following questions based on the cover of the book.
1. What do you think this book is about? (Answer: the moon)
2. How do you think the moon changes shapes? (Possible answers: shadows change, the
moon changes shapes, and the moon gets smaller)
Then I will read the book. After reading I will ask the following questions.
1. What allows us to see the moon? (Answer: The sun or the moon reflects the sunlight)
2. Does the moon change shapes? (Answer: No, the amount that we see changes but not
the actual moon.)
3. What part of the moon do we see? (Answer: the part which the sun lights up)
4. When we can see the entire moon what is that phase called? (Answer: Full Moon)
5. When we cant see any of the moon what is that phase called? (Answer: New Moon)
Explore: Teacher will also give students A Moon Survey worksheet. Working with a partner
students will go around the room and find three different people to ask what causes the moon to
look different throughout a month.
After students have completed the survey. The teacher will ask students the following questions.
1. What were some of the reasons you learned from other people? (Answer: Answers
will vary)
2. Did you get the same response from everyone you asked? (Answer: Answers will
vary)
3. What caused the moon to look different throughout the month? (Answer: We see a
different amount of the suns reflection on the moon because moon orbits around the
earth.)
4. What causes us to see the moon? (Answer: We see the moon because the sun lights
up the moon.)
Explanation: I will lead the students through a demonstration of the moon phases. Each pair of
students will be given a pencil and a white foam ball. The white foam ball will be on the pencil. I
will explain to the students that the lightbulb represents the sun, the white foam ball represents
the moon, and our heads represent the earth. Students will be asked to get between the lightbulb
and their white foam ball. Then I will lead students through the phases of the moon. The first
phase is new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous,
third quarter, waning crescent, and full moon. I will explain to them that the different phases are
caused because of the different amount of sunlight we see reflecting of the moon. Half of the
moon is always lite, we just dont always see it. Each student will go through the demonstration.
Then I will ask the following question.
1. How much of the moon is always lite? (Answer: Half of the moon)
2. How much of the moon do we see during the new moon phase? (Answer: We do not
see any of the moon.)
3. How much of the moon do we see during the full moon phase? (Answer: We see the
whole part of the moon that is facing the earth.)
4. How much of the moon do you see during the first quarter and third quarter phases?
(Answer: You see half of the moon which is visible from earth)
5. Which phase comes after first quarter? (Answer: Waxing Gibbous)
6. Which phase comes after the third quarter? ( Answer: Waning Crescent)
Elaborate: Students will be creating the moon phases. Students will be given black construction
paper, yellow construction paper, a circle for the earth and circles for the moon phases. Students
will fill in the moon phase and put them in the correct order on the black construction paper.
Students will also label each phase. After students have created their moon phases chart I will
ask the following questions.
1. Which phase comes after waning gibbous? (Answer: Third Quarter)
2. Which phase comes after waxing crescent? (Answer: First Quarter)
3. What causes us to see the moon? (Answer: Sunlight)
4. How long does it take to go through all the phases? (Answer: One month)
5. Which phase comes before full moon? (Answer: Waxing Gibbous)
Evaluate:
Formative Assessment: Students will be given a 5 question quiz on the moon phases. Students
are expected to get 4 out of the 5 questions correct.
Summative Assessment: Questions throughout the lesson to see if students have learned the
phases of the moon cycle.
Students were given a 5 questions quiz about the moon phases. 15 students took the quiz. 2 of the
students got all five questions correctly. 2 students got 4 out of the 5 questions correct. 8 students
got 3 out of the 5 questions correct. 3 students got 2 out of the 5 questions correct. Therefore,
only 4 students meet the objective of getting 4 out of 5 points. Since only 4 students met the
objective, another lesson one the moon phases will be required for all the students to meet the
objective.
Reflection on lesson:
I started the lesson by asking the students what they remember about the moon from the
field trip they had taken the previous week. Part of the field trip was that they went to a
planetarium and learned about the moon, and starts. Then I read the book So Thats How the
Moon Changes Shape by Allan Fowler. I asked them questions about the moon after reading. I
then gave the students the Moon Survey worksheet and allowed them to pick a partner to fill out
the worksheet. The students were supposed to go around and find three different groups and ask
them why they think the moon changes shapes. We discussed their findings once they completed
the worksheet about why the moon changes different shapes. I also asked questions about the
moon. Then I split the students into two groups and we went through the moon phases
demonstration using the foam balls and a lamp. I had the students come to the front of the room
and stand near the lamp. I then went through the phases with each group. Following this activity
I passed out the materials for the next activity. I explained to the students that we were going to
create the moon phases out of construction paper. After everyone had cut out their circles and
glued them onto the black construction paper. We went through each phase, we named the phase
and colored in the correct amount of yellow and black. After we had finished all the phases I
asked the students some questions and then gave them the quiz. This lesson took two days which
I wasnt expecting. The first day we read the story, did the demonstration and started the
construction. The second day we finished the construction of the moon phases and took the quiz.
What did the students find out in the experience? Were there any surprises?
The students found out what causes the moon phases and the names of the moon phases.
The students really seemed to understand the different phases when we went through the
demonstration. I heard a lot of awws when they saw the different amount of light visible on their
foam ball.
How did the students in each group work together? Were there any problems?
The students seemed to work together well when I paired them with a partner for the
foam balls. I allowed the students to pick their own partner for the surveys and they finished
them up in the time I had given them. Therefore, I think the students worked well with their
partners.
Was the activity open-ended enough, or did each group do more or less the same thing?
Everyone did the same thing. They all did the demonstration and they all created the
different moon phases out of construction paper. I think the activities were open-ended enough
because they were hands on and I included multiple different activities so that I could reach all
the students with the information. I read a book for the audio leaners, I had them create the moon
phases for the visual learner, and I had the students do the demonstration for the kinesthetic
learners.
How did the students connect this experience to their daily lives?
Students connected their learning to their daily lives by asking which phase the moon was
currently in. I didnt know the answer; however, the teacher assistant looked it up and told us. If I
ever teach this lesson again, I will look up which phase the moon is in to make that connection or
to have the answer if a student asks. I was then able to use that phases as a reference when I went
through the phases. Students also asked about the Solar and Lunar Eclipses. One of the other
students answered the question for us. Neither I nor my cooperating teacher knew what caused
the eclipses. She later told when the students ask a question that she doesnt know the answer for
this is a perfect opportunity to have the student do a little more research and come to the class
with the answer he or she found.
What did you learn about yourself as a learner and as a teacher during this lesson?
One thing I learned as a learner is that not everything goes according to plan. I thought
that one hour would be long enough for all the activities. For the first part of the lesson, we were
doing well on time; however, by the end we ran out of time and the lesson wasnt done yet. The
cooperating teacher was great and allowed me to finish the lesson the next day. Therefore, I
learned that I need to have a plan if things take longer than I expect and I need a backup if things
go a lot faster than I expect. I also learned that getting the students attention at the beginning of
the lesson helps to keep their focus throughout the lesson. Another thing I learned as a learner is
that it is okay to not have all the answers. I also learned that if a student asks you a question that
you dont know you can always have the student look-up the answer to their own question. This
allows the student to learn and be able to tell their finding to the rest of the class.
One thing I learned as a teacher is that you need to have a way to get everyones attention
when you need them to quiet down so that you can give further instruction. Another thing I
learned, is that you have to give all your instructions first before telling the students to move.
Otherwise, they are not listening and will miss the rest of the instructions. I also learned that I
liked incorporating the childrens book into my lesson. I thought the students enjoyed hearing the
story and it opened up the lesson in a different way than I think they are used to. Furthermore, I
learned that the students enjoyed the activities and I think for the most part learned the phases.