The Night Sky

MIA ANGELIS
EDU 311
FINAL PRESENTATION
 Class Context

—  Grade: 2nd

—  WIDA Level: Level 2, beginning

—  5 Ells ( 2 Spanish speakers, 2 Vietnamese Speakers, 1

Swahili speaker)
—  2 Students with IEPs

—  Neighborhood/community; upper east side, Salt

Lake City
 Unit Plan

—  The Unit Plan is the phases of the moon.

 I-L-O

—  Intended Learning Outcome: [Standard 1]

The processes of Science, Communication of Science,

and the nature of Science. Students will be able to
apply scientific processes, communicate scientific
ideas effectively, and understand the nature of science.
 Content 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 record recognizable objects and patterns in

the night sky.
 Language Objective

—  Students will be able to use oral and written English

and key vocabulary with members of the class to

identify the stages in the moon phases, describe each
phase, and explain the differences in each phase.

—  Rationale: “Language and Content-Area Objectives

benefit out Els learning” (Wright, Ch. 10 p. 265-266)

 Essential Questions

—  What causes the various shapes of light and shadow

on the moon?

—  Why does the appearance (shape) of the moon

change over time?

—  Can we predict, or track this ‘change’ in appearance

(shape)?
 Lesson Overview

—  Students will observe a time-lapse of the night sky and

make observation on what transformations the moon
underwent. They will orally discuss in table groups
what they observed and make predictions as to why
they think the moon transforms. The students will learn
about the moon phases, why they occur, and how they
happen. Students will apply their scientific
knowledge in their science journals by filling out an
interactive moon phase worksheet, and apply their
knowledge by manipulating Oreos into the correct series
of moon phases.
 Lesson Purpose

—  The purpose of this lesson is to help students explore

the night sky, primarily the moon phases, and help

them to understand why these phases occur and how
they happen. Through this lesson students should be
able to observe, describe, and record the moon
phases in the night sky.
 Adaptation 1 and Rationale

—  Procedure: Whole group discussion to access students prior

knowledge on the moon phases and the night sky in general.
—  Adaptation: At the carpet, Think-Pair-Share about the topic of
the night sky. As well as answering specific guiding questions to
shape their discussion. (questions listed on board and read
aloud)
—  Rationale: “Using more than one mode (visual and auditory) is
helpful to Els” (SIOP, Ch. 4) & “Using Think-Pair-Share provides
built in wait time in a low-risk environment. Partners guiding
and helping to clarify misunderstandings.…” (Wright, Ch. 7, p.
171- 172)
 Adaptation 2 and Rationale

—  Procedure: Cont. Whole group discussion to access

students prior knowledge on the moon phases and the
night sky in general and watch moon phase video.
—  Adaptation: Engaging personal story about this years
solar eclipse (connect to the students) and a video on the
moon phases.
—  Rationale: “Building Background is Key for
ELs.” (SIOP, Ch. 3)
 Adaptation 3 and Rationale
—  Procedure: Students will do a moon phase sort with
designated table groups. Students will work together to sort
the moon phases accurately, using their background
knowledge, and newly acquired knowledge from the moon
phase videos.
—  Adaptation: Divide the students into 5 groups, place
proficient English speakers with EL (beginning) speakers.
—  Rationale: “Groups are arranged with students that can
scaffold through language. Students will be encouraged to use
their dominant language in the groups to promote
understanding of the task and main concept.” (Wright, Ch. 7,
p. 170 – Cooperative Learning) & “Accept students’
contributions in their home language during class
discussions” (Wright, Ch. 11, p. 300)
 Adaptation 4 and Rationale
—  Procedure: After exploratory sort, create a anchor
chart that defines the moon phases (followed by another
sort after definitions, formative and summative).
—  Adaptation: Interactively define all moon phases in
multiple ways. Write them, say them aloud, and provide
drawings as well. Students will follow along on their
own worksheet to glue into their science notebooks as a
learning resource. Students are still in their table groups
that were chosen to pair English proficient speakers,
with beginning English speakers to help each other.
—  Rationale: “Using more than one mode (visual and
auditory) is helpful to Els” (SIOP, Ch. 4) & “Groups are
arranged with students that can scaffold through
language…” (Wright, Ch. 7, p. 170)
 Adaptation 5 and Rationale

—  Procedure: Creating vocabulary anchor chart with

words and pictures. (Adding from previous slide).
—  Adaptation: Allow students to use bilingual dictionaries
to help them to better understand the scientific concepts
being defined. Assist students with finding words if
needed. Scaffold and re-teach new concepts.
—  Rationale: “Bilingual dictionaries can be an important
resource for ELs… show students how to use them and
encourage the use of them…” (Wright, Ch. 11, p.
303-304) & “Pull students aside [during lesson/wrap up]
to re-teach concepts” (Wright, Ch. 11, p. 300)
 Adaptation 6 and Rationale

—  Procedure: Following moon phase chart and speed

sort. Students will make the moon phases out of Oreos,
and answer their EQ’s in their science notebooks.
—  Adaptation: Students will use their new resources
(vocabulary, flow chart and pictures) to complete their
Oreo moon phases accurately. After being checked off,
they will then verbally discuss the EQ’s with their
table groups and transfer their answers into their
science notebooks. Walk amongst groups and scaffold.
—  Rationale: “Making Science Instruction
Comprehensible for Els by reinforcing vocabulary and
multiple means of practice” (Wright, Ch. 10, p.
279-284) & “Frequent Opportunities for Interaction
and Discussion” (SIOP. Ch. 6)
 Adaptation 7 and Rationale
—  Procedure: The final product will be their science journal
that has the following components: EQ’s (answered),
vocabulary worksheet defined with drawings and written
English, moon phase observations, and their moon phase
calendar (Phase III) – Students will discuss their observations
with whole group and in small groups. (Think-Pair-Share)
—  Adaptation: Students will use their science journals to guide
their small group/whole group discussion about observations
they have made. Encourage students to contribute in their 1st
language. Walk around the room to listen and scaffold
beginning students to ensure clarity on lesson.
—  Rationale: “Accept students’ contributions in their home
language during class discussions” & “Pull students aside
[during lesson/wrap up] to re-teach concepts” (Wright, Ch. 11,
p. 300)