Kaitlynn LaPoint

ELED 3221-003
March 13, 2015

edTPA Indirect Instruction Lesson Plan Template

Earths Moon Phases
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Central Focus/Big Idea: The Moon
Subject of this lesson: The Moons Phases and The Cycle in Which They Occur
Grade Level: 3rd Grade
NC Essential Standard(s): Earth in the Universe: 3.E.1: Recognize the major components and
patterns observed in the earth/moon/sun system.
Next Generation Science Standard(s):
Earths Place in the Universe: 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.
Analyzing and Interpreting Data

Use observations (firsthand or from media) to describe patterns in the natural world in
order to answer scientific questions

Scientific Knowledge is Based on Empirical Evidence

Patterns

Scientists look for patterns and order when making observations about the world

Patterns in the natural and human designed world can be observed and used as evidence

21st Century Skills: Critical Thinkingstudents will be learning through exploring the
differences in appearance of moon phases. Initiativethis fits with the lesson since students will
be originally figuring out the phase order; students must have the initiative to keep on task and
try the activity on their own by coming up with what they believe the correct order is.
Academic Language Demand
Language Function: I chose the following highlighted terms because throughout the
lesson, students will be expected to view information and be able to analyze what it is
exactly they are seeing, and place it into the correct lunar phase. In order to do so, they
will need to compare and contrast the different visual traits of each phase. They will be
working with partners, so it is essential that they can explain and defend their reasoning
for placing a certain phase where they did.
Analyze

Categorize

Compare/Contras
t

Explain

Scientific Vocabulary: New moon, Full moon, Waxing crescent, Waxing gibbous, Waning
crescent, Waning gibbous, First quarter, Third quarter, orbit, axis, rotate

Instructional Objective: Students will be able to recognize the main visual differences between
lunar phases through the completion of a hands on activity. A final assessment will be conducted
where they correctly paste phase cards to a paper plate as well as create Oreo versions of each of
those phases; students should earn at least 12 of the 16 possible points to demonstrate mastery.
If further instruction is required, students will be retaught/reassessed through a handout
where they draw and label each moon phase. A new activity using foam balls and a light bulb
could also be utilized to further understanding.
Prior Knowledge (student): Students should already know basic differences between Earth,
moons, other planets and the sun. They know the order of Earth from the sun.
Content Knowledge (teacher): The teacher should be well-versed on:

PhasesinOrder:newmoon,waxingcrescent,firstquarter,waxinggibbous,fullmoon,waning
gibbous,thirdquarter,waningcrescentandbacktonewmoon.
Themoongetsitslightfromthesun
Themoonrevolvesaroundtheearthwhiletheearthrevolvesaroundthesun
Themooncycletakesaboutonemonth(29.5days)
Themooncycleoccursisthesameordereverytime,neverskippingaphase
Waxing:thelitupportionofthemoonisincreasing;Waning:theshadowedportionofthemoon
isincreasing
Themoonisalwaysoutitisjustharderforustoseeitduringtheday
Weonlyseeonesideofthemoonatatime

Accommodations for special needs (individual and/or small group): For students with any
special needs I would be ready to do any one or a combination of the following: use more teacher
and/or peer scaffolding, include key words in a native language, require the student(s) to
complete the activity in smaller chunks at a time.
Materials and Technology requirements:

Moon Phase Cards (one set per partner group) obtained from:
http://scienceworld.wolfram.com/astronomy/mimg82.gif
Website for Explore stage:
http://teachers.henrico.k12.va.us/staffdev/clough_d/DragDrop/MoonPhases.html
Oreo Cookies (8 per partner group)
Review Moon Phase Video: https://www.youtube.com/watch?v=Fj3bvKczQ90
Paper Plate (one per partner group)
Glue (one per partner group)
Plastic Knife or other utensil to remove Oreo filling (one per partner group)

Total Estimated Time: 35-45 minutes

Source of lesson: My take on:

http://www.lpi.usra.edu/education/workshops/phasesSeasons/OreoPhases.pdf
Safety considerations: If necessary, I could cut the pictures of moon phases from the sheet
beforehand. Otherwise, remind students of proper and safe scissor usage. Since the main part of
the lesson will be conducted with creating the phases out of Oreo cookies and cutting the cream
into the appropriate shapes with a knife, instruct students to be extremely careful with the knife.
Although it is plastic, it still will be very sharp. Make sure no students have a chocolate allergy.
Content and Strategies (Procedure)
Engage: Ask students to recall what they know about the solar system. Guide them to talk about
the sun, earth and earths moon.

What do they know about the moon?

What is the moons shape? Does it ever change shape? Why do you think that happens?
Do you know any myths about the moon?
Explain: the moon is not always in the same place while orbiting Earth in respect to the sun.

Ask students to pair up with the person beside them, and hand each pair a set of Moon Phase
Cards. Challenge pairs to put the cards in accurate order. Walk around to monitor progress, but
dont let them know if they are correct or not with the phase order. Take note of groups who may
need more of your involvement later in the lesson, and those who seem to have a good grasp on
the concept already.
Explore: Pull up
http://teachers.henrico.k12.va.us/staffdev/clough_d/DragDrop/MoonPhases.ht
ml on the computer and watch the video so students can get a good idea of the reasons behind
the moon phases as well as an introduction to the names and appearance of each of those phases.
Explanation: Have the whole class come together for a meaning-making discussion about their
findings, and the items they observed from the video. Lead the class in a discussion about the
moons phases. Ask students to describe how it lights up (a reflection of the sun) as well as why
it has these phases:

Half the moon is lit up from the sun

Half the moon is facing the sun and the other half is facing earth always
The Earth orbits the sun while the moon orbits the Earth
How many phases are there? (8)
1 day on the moon is 28 days on Earth!
Can you name some of the phases? (newmoon,waxingcrescent,firstquarter,waxinggibbous,
fullmoon,waninggibbous,thirdquarter,waningcrescent)
What does waxing mean? (thelitupportionofthemoonisincreasing)
What does waning mean? (theshadowedportionofthemoonisincreasing)

Go over the correct order, including which way the phases occur in (counterclockwise). Draw
them!

Watch moon go through its phases video: https://www.youtube.com/watch?v=Fj3bvKczQ90 to

reiterate what you just drew and labeled. Talk through each step, making sure to stop the video as
ask students to name the current phase.

Bring students attention back to the phase cards completed in the Engage section and ask if
any groups want to change their answers/order.

Ask if any groups used the Earth. If so, where did they put it and why? (Center; Moon revolves
around the Earth)

Pass out paper plates and glue sticks, and have student pairs paste the cards on to the plates in
the correct order including the Earth (in the center). Draw arrows between each phase to
demonstrate the order in which they occur.
Elaborate: In order to further apply students learning, they will be given the following
supplies: plastic knife and Oreos. Tell students they are going to do an activity using what they
learned about the phases of the moon. Go over the instructions:

Using the 8 cookies they will recreate each of the 8 moon phases by removing one chocolate
cookie piece. They will use the plastic knife to carve off the appropriate amount of cream so the
remaining looks like each phase. For example, if students were modeling the full moon, the
students would take the top of the cookie off and leave all of the cream on the cookie. The cream
shows the part of the moon that is receiving light. If they were modeling the first quarter phase,
the student would take off the top of the cookie and then scrape half of the cream off the left side
of the cookie using a spoon or knife.
On the paper plate, they will place their cookie representations on top of the appropriate
label/picture.
All cutting should be done on the plate to avoid mess
Repeat the directions until all 8 phases are completed

Make sure to rotate around the room and keep students discussing with their partners and you
about the reasoning for their items placement. Allow pairs to share their finished work through
the doc-cam (if available) and analyze. Encourage sitting students to challenge any items they
believe are incorrectly placed.
Evaluate: Informal formative assessment should occur throughout the lesson, especially in
observing students complete the phases card activity, since through this you can learn about their
current understanding and make alterations accordingly. The summative assessment activity is
the Oreo hands-on visual representation of the moons phases. Students should correctly glue 6
of the 8 picture/name phase cards, as well as create 6 out of the 8 phases with Oreo cookies in
the correct order on the platefor a total of earning at least 12 of the possible 16 points to
demonstrate mastery of the topic.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills:

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