# Lesson: Phases of the Moon

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### Lesson Objective

SWBAT to explain and describe the phases of the moon. SWBAT to explain and describe the moon's movement around the Earth and its relation to the phases of the moon.

### Lesson Plan

 Teacher: Marren Date: 11/12/2011 Subject: Science Unit/Topic: Water Cycle/Objects in the Sky/Weather Goal/Essential Questions: -Is water always a liquid?   BAG The Class of 2020 will earn a 3 on Math and Science report card standards by the end of the school year and will earn a basic or above on the LEAP. GLE(s): Draw, label, and explain the components of a water cycle (ESS-E-A3) Objectives: SWBAT define and explain evaporation and water vapor. SBWAT explain that evaporated water becomes clouds. Materials Needed: Do Nows Exit Slips Power Point Exit Ticket/Daily Assessment of Mastery (please attach):  Scholars feel out diagram that demonstrates their knowledge of the water cycle. 1) Warm Up – Do Now:   Pantomime the parts of soil. Which is the most important? (2)   Pantomime sedimentary rock. What processes have to happen in order for sedimentary rock to form.   Pantomime igneous rock.   Pantomime metamorphic rock.    Pantomime evaporation. Pantomime condensation. 2) Intro (connect to previous lesson) and Hook:  -Teacher shows a video of a rain storm that is pretty gosh darn scary. -Teacher reminds scholars that they are learning about the water cycle this week. -Teacher states the days objective: I can explain what participation is and how it is made. I can feel out a diagram to demonstrate my knowledge of the water cycle. 3) Lesson Development (“I” or “I/We”):   INM1: -Teacher defines what participation is: When water evaporates it can move freely in the air as water vapor and sometimes it travels high up to make clouds. When water is in cloud form it begins to cool and turn back into water droplets. When these droplets get heavy enough they form participation, rain. INM2: -Teacher shows a diagram of the water cycle, reviewing each step covered this far in class. Key Vocabulary:   Tier 2:    Evaporation Water Vapor Condensation Precipitation Tier 3:   Vocabulary Strategies: 4) Guided Practice (“We”): GP1: -Scholars come up with a pantomime to describe participation. GP2: -Scholars work with partners to feel out the diagram the teacher showed them in INM2. Key questions to ask during GP/CFU: -What is participation? -How does it form? Accommodations: Visuals, read aloud Modifications: 5) Independent (or pair / small group) Practice (“You”):  -Scholars fill out the diagram on their own. 6) Closure (re-state the OBJECTIVE):   -What did you learn today? Re-teaching/ Spiraling Strategy: Do Nows Homework Arts Integration: Pantomime, drawing 21st Century Skills: Homework: Lesson Reflection (Please include in journal): What percentage of students mastered the aims: Did at least 90% of students master the aim? If not, why not? What are the common errors students are making? Did students get enough successful “at bats” … Were there at least 15 minutes of successful independent practice? How will I need to change my lesson plans for tomorrow (and beyond) based on today’s lesson? What could I have done differently to get a higher % of mastery?

 Teacher: Marren Date: 11/12/2011 Subject: Science Unit/Topic: Water Cycle/Objects in the Sky/Weather Goal/Essential Questions: What can we learn about the moon? Why does the moon always look like it is changing?     BAG The Class of 2020 will earn a 3 on Math and Science report card standards by the end of the school year and will earn a basic or above on the LEAP. GLE(s): Describe and sequence the phases of the Moon and eclipses (ESS-E-B2)    Explain the changing appearance of the Moon and its location in the sky over the course of a month (ESS-E-B3) Objectives: SWBAT describe and sequence the phases of the moon. SWBAT to explain the changing appearance of the Moon and its location in the sky over the course of a month. Materials Needed: Do Nows Exit Slips Power Point Exit Ticket/Daily Assessment of Mastery (please attach): Pantomime and create a tableaux for the different phases of the moon. It should demonstrate the changes the moon goes through in regards to its rotation around the Earth. 1) Warm Up – Do Now:   Pantomime sedimentary rock. What processes have to happen in order for sedimentary rock to form.   Pantomime igneous rock.   Pantomime metamorphic rock.    Pantomime the parts of soil. Which of these parts are organic? Mineral? Which is the most important?   Pantomime evaporation and condensation. Explain the water cycle to your partner. 2) Intro (connect to previous lesson) and Hook: -Teacher talks about how excited he is to be talking about space over the next few weeks. Teacher explains his obsession with space when he was a little kid. -Teacher shows Brain Pop video about the phases of the moon. -Teacher states I can statements: I can describe and sequence the phases of the moon. I can explain the changing appearance of the Moon and its location in the sky over the course of a month. 3) Lesson Development (“I” or “I/We”): INM 1: -Teacher explains that the moon does not stand still in the sky. It actually revolves around the Earth, which means that it circles the Earth. -Teacher says that it takes 29 days for the moon to Orbit, or go around the Earth. -Teacher says that scholars will be coming up with a pantomime for the following statement: The moon revolves around or orbits the Earth in 29 days. INM2: -Teacher says that due to the fact that the moon revolves or orbits the Earth, it seems as if it changes. These changes are called phases. -Teacher says that the moon does not actually change its shape, but as the moon revolves around the Earth, different parts of the moon are lit up by the sun. Phases correspond to which part of the moon is being lit up by the sun. -Teacher says that scholars will create a pantomime for this statement: As the moon revolves around the Earth, different parts of the moon are lit up by the sun, appearing to make it have phases.   INM3: -Teacher says that there a lot of different phases of the moon, and that the scholars will be learning them slowly. -Teacher shows diagram of the moons phases and says that today they will be focusing on New Moon, Waxing Crescent Moon, First Quarter Moon, and Waxing Gibbous Moon. -Teacher goes through each of these phases. -Teacher says that WAXING means that the sunlight the moon is being exposed to is increasing. Key Vocabulary:   Tier 2: Revolution Orbit Phases New Moon Waxing Crescent Moon First Quarter Moon Waxing Gibbous Moon Tier 3:   Vocabulary Strategies: 4) Guided Practice (“We”): GP1: -Scholars come up with a pantomime to help them remember that the moon revolves orbits around the sun.   GP2: -Scholars come up with a pantomime to help them remember that the moon has phases which are effected by its movement around the Earth and its exposure to the sun.   GP3: -Scholars come up with group pantomime/tableaux to explain the first half the moons phases. Key questions to ask during GP/CFU: -Does the moon stand still? -How does the moon move around the Earth? -Why does the shape of the moon seem to change? Does it really change? -What is meant by a waxing moon? Accommodations: Acting, visuals, read aloud Modifications: 5) Independent (or pair / small group) Practice (“You”):  Groups create tableaus about the phases of the moon. 6) Closure (re-state the OBJECTIVE): -What did you learn today? Re-teaching/ Spiraling Strategy: Do Nows Arts Integration: -Pantomime 21st Century Skills: Homework: Lesson Reflection (Please include in journal): What percentage of students mastered the aims: Did at least 90% of students master the aim? If not, why not? What are the common errors students are making? Did students get enough successful “at bats” … Were there at least 15 minutes of successful independent practice? How will I need to change my lesson plans for tomorrow (and beyond) based on today’s lesson? What could I have done differently to get a higher % of mastery?

 Teacher: Marren Date: 11/16/2011 Subject: Science Unit/Topic: Water Cycle/Objects in the Sky/Weather Goal/Essential Questions: What can we learn about the moon? Why does the moon always look like it is changing?     BAG The Class of 2020 will earn a 3 on Math and Science report card standards by the end of the school year and will earn a basic or above on the LEAP. GLE(s): Describe and sequence the phases of the Moon and eclipses (ESS-E-B2)    Explain the changing appearance of the Moon and its location in the sky over the course of a month (ESS-E-B3) Objectives:  SWBAT describe and sequence the phases of the moon. SWBAT to explain the changing appearance of the Moon and its location in the sky over the course of a month. Materials Needed: Do Nows Exit Slips Power Point Exit Ticket/Daily Assessment of Mastery (please attach): Scholars feel out diagram that demonstrates their knowledge of the phases of the moon. 1) Warm Up – Do Now:   Name the 4 different properties of minerals (2)   Pantomime sedimentary rock. What processes have to happen in order for sedimentary rock to form.   Pantomime igneous rock.   Pantomime metamorphic rock.    Pantomime the parts of soil. Which of these parts are organic? Mineral? Which is the most important?   Pantomime evaporation. Pantomime condensation. Explain the water cycle. 2) Intro (connect to previous lesson) and Hook: -Teacher shows a Billy Nye Video about the phases of the moon. -Teacher states the days I can statements: I can describe and sequence the phases of the moon. I can explain the changing appearance of the Moon and its location in the sky over the course of a month. -Teacher says that today they will be focusing on the Waning part of the phases of the moon. 3) Lesson Development (“I” or “I/We”):  INM1: Review -Teacher reviews the definitions that were gone over the day before. -Teacher says that scholars will be coming up with a pantomime for the following statement: The moon revolves around or orbits the Earth in 29 days. -Teacher says that scholars will create a pantomime for this statement: As the moon revolves around the Earth, different parts of the moon are lit up by the sun, appearing to make it have phases.  Teacher shows diagram of the moons phases and says that today they will be focusing on New Moon, Waxing Crescent Moon, First Quarter Moon, and Waxing Gibbous Moon. -Teacher goes through each of these phases. -Teacher says that WAXING means that the sunlight the moon is being exposed to is increasing.   INM2: Teacher shows diagram of the moons phases and says that today they will be focusing on Full Moon, Waning Gibbous Moon, Third Quarter Moon , and Waning Crescent Moon. -Teacher goes through each of these phases. -Teacher says that WANING means that the sunlight the moon is being exposed to is decreasing. Key Vocabulary:   Tier 2:   Revolution Orbit Phases New Moon Waxing Crescent Moon First Quarter Moon Waxing Gibbous Moon Full Moon Waning Gibbous Moon Third Quarter Moon Waning Crescent Moon       Tier 3:   Vocabulary Strategies: 4) Guided Practice (“We”): GP1: -Scholars review pantomimes from the day before.   GP2: -Scholars create new pantomimes for the waning section of the phases of the moon. Key questions to ask during GP/CFU: -Does the moon stand still? -How does the moon move around the Earth? -Why does the shape of the moon seem to change? Does it really change? -What is meant by a waxing moon? -What is meant by a waning moon? Accommodations: Read Aloud, visuals. Diagrams. Modifications: 5) Independent (or pair / small group) Practice (“You”): -Scholars fill out the diagram/color diagram of the phases of the moon. 6) Closure (re-state the OBJECTIVE):  What did you learn today? Re-teaching/ Spiraling Strategy: -Do Now Arts Integration: Pantomime 21st Century Skills: Homework: Lesson Reflection (Please include in journal): What percentage of students mastered the aims: Did at least 90% of students master the aim? If not, why not? What are the common errors students are making? Did students get enough successful “at bats” … Were there at least 15 minutes of successful independent practice? How will I need to change my lesson plans for tomorrow (and beyond) based on today’s lesson? What could I have done differently to get a higher % of mastery?

 Teacher: Marren Date: 09/22/2011 Subject: Science Unit/Topic: Forces in Motion/Energy Goal/Essential Questions:   BAG The Class of 2020 will earn a 3 on Math and Science report card standards by the end of the school year and will earn a basic or above on the LEAP. GLE(s): Describe and sequence the phases of the Moon and eclipses (ESS-E-B2)    Explain the changing appearance of the Moon and its location in the sky over the course of a month (ESS-E-B3) Objectives: SWBAT describe and sequence the phases of the moon. SWBAT to explain the changing appearance of the Moon and its location in the sky over the course of a month. Materials Needed: Do Nows Exit Slips Power Point Exit Ticket/Daily Assessment of Mastery (please attach): Scholars create a diorama of the phases of the moon. 1) Warm Up – Do Now: Name the 4 different properties of minerals (2)   Pantomime sedimentary rock. What processes have to happen in order for sedimentary rock to form.   Pantomime igneous rock.   Pantomime metamorphic rock.    Pantomime the parts of soil. Which of these parts are organic? Mineral? Which is the most important?   Pantomime evaporation. Pantomime condensation. Explain the water cycle. 2) Intro (connect to previous lesson) and Hook: -Scholars are told that they will work in groups to create a diorama of the phases of the moon. 3) Lesson Development (“I” or “I/We”): -Teacher presents an exemplar diorama. -Teacher goes through diorama creation step by step. Key Vocabulary:   Tier 2: Revolution Orbit Phases New Moon Waxing Crescent Moon First Quarter Moon Waxing Gibbous Moon Full Moon Waning Gibbous Moon Third Quarter Moon Waning Crescent Moon     Tier 3:   Vocabulary Strategies: 4) Guided Practice (“We”): -Scholars create diorama in groups, working off of teacher’s exemplar. Key questions to ask during GP/CFU: -Does the moon stand still? -How does the moon move around the Earth? -Why does the shape of the moon seem to change? Does it really change? -What is meant by a waxing moon? -What is meant by a waning moon? Accommodations: Visuals, Read Aloud Modifications: 5) Independent (or pair / small group) Practice (“You”): 6) Closure (re-state the OBJECTIVE): Re-teaching/ Spiraling Strategy: Do Now Arts Integration: 21st Century Skills: Homework: Lesson Reflection (Please include in journal): What percentage of students mastered the aims: Did at least 90% of students master the aim? If not, why not? What are the common errors students are making? Did students get enough successful “at bats” … Were there at least 15 minutes of successful independent practice? How will I need to change my lesson plans for tomorrow (and beyond) based on today’s lesson? What could I have done differently to get a higher % of mastery?

 Teacher: Marren Date: 9/23/2011 Subject: Science Unit/Topic: Forces in Motion/Energy Goal/Essential Questions: BAG The Class of 2020 will earn a 3 on Math and Science report card standards by the end of the school year and will earn a basic or above on the LEAP. GLE(s): Explain the relationship between volume (amplitude) of sound and energy required to produce the sound (PS-E-C1) 29. Compare the rates at which sound travels through solids, liquids, and gases (PS-E-C1) 30. Explain the relationship between frequency (rate of vibration) and pitch (PS-E-C1) Objectives: SWBAT take quiz with 80 percent mastery. Materials Needed: -Quiz Exit Ticket/Daily Assessment of Mastery (please attach): 1) Warm Up – Do Now: 2) Intro (connect to previous lesson) and Hook: 3) Lesson Development (“I” or “I/We”): Key Vocabulary:   Tier 2:                                  Tier 3:   Vocabulary Strategies: 4) Guided Practice (“We”): Key questions to ask during GP/CFU: Accommodations: Modifications: 5) Independent (or pair / small group) Practice (“You”): 6) Closure (re-state the OBJECTIVE): Re-teaching/ Spiraling Strategy: Arts Integration: 21st Century Skills: Homework: Lesson Reflection (Please include in journal): What percentage of students mastered the aims: Did at least 90% of students master the aim? If not, why not? What are the common errors students are making? Did students get enough successful “at bats” … Were there at least 15 minutes of successful independent practice? How will I need to change my lesson plans for tomorrow (and beyond) based on today’s lesson? What could I have done differently to get a higher % of mastery?

### Lesson Resources

 No resources at this time.