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Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
Name:
LaShanda Aiken
PART I: PLANNING

Date: February 25, 2015

Phases of the Moon

Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?

Source
Science

Subject Area (s)


1st

Grade Level
1-3.4 Illustrate changes in the moons appearance

Curriculum Standards
Describe the lessons activities and content to provide a clear overview of the lesson.

Description and
Background Information

At the end of this lesson the students will know the different
phases of the moon. Anticipatory Set we will watch a video
https://www.youtube.com/watch?v=79M2lSVZiY4 . For Teacher

Modeling, I will explain to the students what the moon is


made up of. I will also introduce the word phase. For guided
practice, my students and I will do Oreo phases of the moon
activity. For independent practice, the students will
complete their discovery journal. For closure, we did pass
the ball were students quickly and verbally share one thing they
learned in the class today by passing the ball to different
classmates. The students were also assigned homework.

Lesson Objectives

What will students be able to do at the conclusion of this lesson? Make sure that your
objective(s) are measurable.

The students will be able to understand the changes in the


appearance of the moon, with 95% accuracy.

Varying Objectives for


Individuals Needs

How will you vary these objectives for students who do not understand the material?
How will you vary these objectives for students who have already mastered the concept?
How will you vary these objectives for students who are presently learning English?

The students that do not understand the material will be grouped

(Differentiated Instruction-content;
Process; Product; or Environment)

together, so the teacher can help them. The students that have
already mastered the concept will be able to help the students
that do not understand or move on to the next topic. The
students that are presently learning English, their worksheets will
be modified; they will not get as many problems as the other
students.
Why is it important for the students to learn this content?

Statement of Purpose

Materials and Resources

Anticipatory Set

It is important to learn this content, so students will know why


the moon looks different when they observe the moon for a
month.
What materials and supplies are needed to help your students achieve the stated
objectives? What will the teacher need? What will the students need? What other
resources are needed? Will you use resource speakers?

STAR board, internet, laptop, website, dry ease markers & board,
pencils, and SC Science textbooks are materials used to help
students achieve the stated objectives. I need STAR board,
internet, laptop, lumens, Science Pacing Guide, SC Science
Textbook, and the Oreo phases of the moon activity sheet. The
students will need their Science Book, Phases of the moon
Calendar, Discovery Journal Entry, pencil, Oreo Cookies, spoon,
and paper plates.
What will you do to motivate the students and get their attention? What is the hook
that will serve as a focus for the lessons activities?

We watched a video about the phases of the moon on YouTube.


https://www.youtube.com/watch?v=79M2lSVZiY4

Part II: IMPLEMENTATION


How will you find out what students already know about this topic?

Pre-assessment

I asked the students what it is called when the moon looks


different.
What will you do to show students what is expected?

Teacher Modeling or
Demonstration

I will explain to the students that today they will be learning about
the moon. I will explain to the students that the moon is made of
rock and is the brightest light visible in our night sky but it does
not produce any light of its own. I will further explain that the
moon only reflects the light given off by the sun.
I will remind the students that the sun is a star and like other
stars it is made of gases that produce light.
I will explain to the students that when they see the moon it
appears in different phases. The teacher will explain to the
students that a phase is another word for the shape of. For
example, when I look outside I see the moon phase that is shaped
like a ball. This means that I see a full moon. I will have a

discussion with the students about some of the phases of the


moon that the students may have seen. Choral read pages 116117 and discuss what was read.
What will we do together as they learn how to succeed at the new task?

Guided Practice

Checking for
Understanding

Oreo Phases of the Moon


I will guide students through the phases of the moon using Oreo
cookies. The students and I used the Oreo Sheet so that we could
use it as guide to scrape the Oreo Cookies to illustrate various
phases of the moon.
What questions will you ask to determine if students understand so far? What techniques
or strategies will be used to determine if students understand so far?

I went around to see whether the students were following the


guide on how to scrape the cookies after I demonstrated it.
What will students do by themselves to show that they have internalized the knowledge?

Independent Practice
Closure

The students completed Discovery Journal Entry on what they


learned today.
How will you conclude the lesson and relate it to future experiences? How will you wrap
up the lesson to reinforce concepts taught during the lesson?

Pass the BallHave the students quickly and verbally share one
thing they learned in the class today by passing the ball to
different classmates.
What will students do to demonstrate what they have learned?

Assessment
(Give a description and attach
to lesson plan)
Extension Activities

Students had to tell me at least two phases we talked about


today. Their assessment will be next week.
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?

Phases of the Moon Project Grade


Illustrate the different phases of the moon by looking outside of
your window each night before going to bed.
Use the calendar provided to illustrate the moon for the week of
February 23-26, 2015. This calendar will be due on Friday,
February 27, 2015.
How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?

Technology

Connection Across the


Curriculum

The website https://www.youtube.com/watch?v=79M2lSVZiY4,


assists students with learning the concepts. To make sure that
the students have comprehended what was being taught I use the
STAR board to draw a phase of the moon and the students will
have to identify that phase of the moon and tell me why its that
phase.
How will you connect this lesson with other content areas across the curriculum? Include the
content areas as well as the arts, PE and Health.

PE- the teacher may ask the students to use their bodies to make
the different phases of the moon.

Art- The students will be able to draw the different phases of the
moon.
ELA- The students will be able to read about the different phases
of the moon.
Music-The students will be able to make a song or rap about the
different phases of the moon.
Social Studies-The students would be able to draw at least on
phase on the moon, when we start making our maps of our
community.

PART III: REFLECTION


Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.

Strengths

My students understood what was being taught. My students


really enjoyed doing the phases of the moon with the Oreo
cookies.
Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses

I feel like I didnt have any weaknesses with this lesson. The
students really enjoyed this lesson.
What would you change when teaching this lesson again?

Suggestions for
Improvement

I would invest in more cookies, so students would not have to


work in pairs.
Revised 6-2013

THE CLAFLIN IMPERATIVE:


PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY