Stage 1- (Desired Results)

Established Goal(s): Include content standards, CCSS, course or program objectives, learning outcomes, etc.

MS-ESS1-1: Students can develop and use a model of the Earth-Sun-Moon system to
describe the cyclic patterns of lunar phases, eclipses of the sun, moon and seasons.

Understanding(s): Students will understand that(big ideas)

The Earth rotates around the sun and the

moon rotates around the earth.
Gravity keeps the Earth and Moon in orbit
Lunar phases occur in a cycle
Eclipses happen when the moon/earth moves
between the sun and the earth/moon
Seasons are a result of the Earths axial tilt

Essential Question(s):

Do we need the Earth, Moon and

Sun?

Students will know:

Students will be able to:

The earths movement around the sun, and the suns

movement around the earth

Develop a model of this movement

How gravity effects the orbit of the earth and moon

Describe the effects of gravity and what the result

would be if there was no gravity.

Lunar phases are a cyclic pattern due to the moons

rotation and suns rays

Name the different phases and the positions that

cause lunar phases

Seasons are caused by the earths axial tilt

Show the correct positioning of the earth and describe

when seasons occur

Stage 2- (Desired Results- How do you know they know? Collecting Data)
Performance Task
-Through what
authentic
performance task(s)
will students
demonstrate the
desired
understandings?
- By what criteria
will performances
of understanding be
judged?

Other Evidence

Explanation

- Students will show their understanding of orbits of the earth and moon by taking on the
role of the earth, moon and sun in groups of three. In theses groups they will act out the
orbits.
- Students will explore the effects of gravity through completing an online exercise
comparing the gravity on earth to the effects of gravity on other planets.
- With cookies (or paper) students will diagram the different phases of the moon in the
icing, showing their understanding of the lunar phases as the moon travels around the
earth.
- Using a flashlight and two other spheres students will recreate an eclipse showing correct
positioning of the earth and the moon.
- Students will show their understanding of the earths axial tilt and seasons by creating a
diagram of the earth in relation to the sun. In this diagram they will show the seasons in
each hemisphere.
Desired Understandings: Concepts and Skills

How might we confirm/justify that the Earth rotates

Demonstrate through movement,
around the sun and the moon rotates around the earth?
discussion and collaboration that they

Application

How can we use this knowledge that gravity keeps the

Earth and Moon in orbit?

Perspective

How are Lunar phases similar/ different to the orbits of

other planets?

Interpretation

Self Knowledge

Data Collected

understand the path of the moon, sun

and earth in the solar system.

Oral and Written response to the

objective
questions

What do eclipses reveal about the orbit of the moon?

How do I know that seasons are a result of the Earths
axial tilt?

Construct a model of the lunar

phases
as the moon orbits the earth

Stage 3- (Daily Instruction)

Date

Day
Lunar phases occur in a cycle

Learning
Objectives
Target(s):
I can identify the 4 major lunar phases and minor phases.
W- where is I am able to show the positioning of the moon during each lunar phase.
lesson going I can answer the following. How many days does it take for the moon to orbit the earth? What causes the different lunar phases? What are the 4 major
phases?

Standard(s)

Do Now
H- hook
students

MS-ESS1-1: Students can develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the sun, moon and seasons.

Why does the moon look so bright? Why do we see a full moon? Why dont we see a new moon? What are some of the different phases a moon goes
through?

What I am doing?

Learning
Activities
E- equip
R- rethink and
revise
E- evaluate
T- tailor
instruction
O- be
organized

Key
Vocabulary

What the students are doing?

What data am I collecting?

Preparing for lesson and taking attendance

Discussing Do Now with a desk partner

Prior knowledge of lunar phases

Preparing students for activity by going over

information necessary for activity

Filling out graphic organizer

Monitoring students

Explicitly walking students through the directions

for the activity

Listening to directions

Checking in with students to see that they are

getting information. Check for understanding

Observing students and moving through room

answering questions.

Completing cookie assignment

Students understanding of task and the concept of

lunar phases

Summarizing information given to students and

recapping lesson

Filling out TOD

Knowledge acquired from the lesson and activity.

Do I need to reteach?

New moon, Full moon, First quarter, Third quarter, Waxing, Waning, Crescent, Gibbous, Phase

Clean Desk
Ticket out the Follow up slip
Door
How many days does it take for the moon to orbit the earth? What causes the different lunar phases? What are the 4 major
phases?
Texts used:
Video Clips: