KSU MSP Science Instructional Unit Plan

Candidate: Topic and Grade Level:

Pam Williams 6th Grade Lunar Phases and Eclipses
Resources/Websites: Misconceptions:

http://www.softschools.com/science/space/phases_of_moon/
Phases of the Moon are caused by a shadow from the Earth, clouds, or the
Earth's or Moon's rotation.
Different countries see different phases of the Moon on the same day.
https://eclipse2017.nasa.gov/ The Moon goes around the Earth in a single day.
The Moon makes its own light (the same way the Sun does
The Moon does not rotate.
https://www.moonconnection.com/moon_phases.phtml The same half of the Moon is in darkness all the time-i.e. that there is a dark
side of the Moon.
The Moon has no gravity; things float "up" when dropped on the Moon.
https://www.brainpop.com/science/space/moonphases/ The Moon is only visible at night.
The Moon becomes larger on the horizon because it is closer to Earth.

Performance Expectations:
1. Students understand that it is the relationship of the sun, moon and earth that causes the phases of the moon as well as the eclipses.
2. Students will understand that the moon appears larger or smaller depending upon the angular distance it is from the sun.
3. Students will understand that solar and lunar eclipses do not occur every month due to the tilt of the moons orbit (about 5 degrees) relative to
the Earths orbit around the sun

Science & Engineering Practices Disciplinary Core Ideas (Content) Crosscutting Concept(s)

Developing and Using Models
S6E2. Obtain, evaluate, and communicate Cause and Effect
information about the effects of the relative Systems and System Models
positions of the sun, Earth, and moon. Patterns
a. Develop and use a model to demonstrate the
phases of the moon by showing the relative positions
of the sun, Earth, and moon

General Sequence of the Unit - Building for Conceptual Understanding - Interdisciplinary Connections
Students will be introduced to this unit with a pre assessment probe on what they think causes the moon to appear to change shape. Students will then be
introduced to the first essential question, Why does the moon appear to change shape over the course of the month? Discussion and drawings will be generate
from this and other essential questions.
EVALUATE (Culminating Task):

Students will produce a model that demonstrates the occurrence of the phases of the moon and eclipses. This model should accurately represent the position o
the moon during each phase. The model should be labeled and the student should have a written description of where the moon and earth are located for each
phase/eclipse.
Students use the CER framework to construct an argument and include their evidence and reasoning to justify their argument. Present posters to support their
claim with evidence.

Weekly Lesson Plans

Lesson 1 Lesson 2 Lesson 3 Lesson 4
Essential
Question: Why does the moon appear to Why does the moon appear to How do solar and lunar eclipses Why do we not have a lunar or solar
change its shape over the course of change its shape over the course of occur? eclipse every month?
the month? the month?

ENGAGE
(Opening/Hook) Students will begin with a pre
Throughout the unit, students will Question: Why do solar and lunar Question: Why do solar and lunar
How will you assessment in the form of a probe.
be required to keep a moon journal eclipses occur? eclipses occur?
ENGAGE students Students will begin with the first
and calendar. These two activities
and/or connect to essential question, Why does the
will allow the students to Students will view a slide show of
prior knowledge? moon appear to change shape over
experience first hand the order of photographs of the total solar and
the course of a month? the phases of the moon as well as lunar eclipses.
the angular distance. When viewing
Formative Assessment: the moon is not possible due to Formative Assessment:
Earth or Moon Shadow? weather or other unforeseen Comparing Eclipses
https://drive.google.com/drive/fold events, students may look online at https://drive.google.com/drive/fold
ers/0B1mEQNIdoLGveXkzVGtQSnJB http://tycho.usno.navy.mil/vphase. ers/0B1mEQNIdoLGveXkzVGtQSnJB
NWs html. NWs
Look at the website together to
discuss the phases and recognize
predictable patterns.
EXPLORE/EXPLAIN Students will be placed in groups to Students will be placed into groups Students will record observations, Student poster presentations of
(Work Period) generate d iscussions and drawings of three. Each person will take turns analyze the videos and discuss the the students will stand with their
How will students centered on this and other representing the sun, moon and possible reasons for the eclipses. posters while the other students
EXPLORE, EXPLAIN questions. earth. Each group will be given a They will generate questions that walk around and listen to other
and/or EXTEND a Students will view the simulation of flashlight (sun) and a Styrofoam ball they would like answered. presentations.
concept? the phases of the moon located on (moon). Using this equipment, https://eclipse.gsfc.nasa.gov/solar.h Day 2 second
the website. students will simulate the phases of tml *pre-assign posters
http://astro.unl.edu/naap/lps/anim the moon around the third person https://www.youtube.com/watch?v
ations/lps.swf (earth). They will view the website. =cxrLRbkOwKs
http://www.enchantedlearning.com https://www.pbslearningmedia.org/
/subjects/astronomy/moon/Phases. resource/npls12.sci.ess.eiu.luneclips
shtml. e/lunar-eclipse-essentials-nasa-plan
Students will complete a second etary-sciences/#.WbheqRl9600
activity, which requires the student Students will use a CER framework
to name the phase and match it to to organize their information into a
the correct position in orbit around poster.
the earth.
Closing:
How will you Return to Formative Assessment Students will produce models of the CER posters to explain solar and CER Rubric will be used to assess
summarize the moons orbit around Earth and its clipses.
lunar e claims and posters.
lesson? How will relative position to the sun to
you EVALUATE? explain the moon phases.

Assessment (What is the evidence of learning?)

Formative (On-going) Summative (End)

USI Probes: Earth or Moon Shadow? and Comparing Eclipses Students will produce a model that demonstrates the occurrence of the phases of
Moon Journal and Calendar the moon and eclipses and write an explanation of the positions of the Earth,
Observations and drawings of new understandings Moon, and Sun.
Differentiated Instruction
Small Groups (Based on Assessment Data) Independent Learning Centers
Present assignment in smaller chunks Allowing extra time to complete task
Scaffolded supports for writing the CER statements Learners proceed with the same information, but proceed with different levels of support,
challenge, or complexity
Meet with small groups to reteach idea Provide word bank
Students play Phases of the Moon matching game
Claim-Evidence-Reasoning Rubric
Claim
A statement or conclusion
that answers the original
question or problem.
Evidence
Scientific data that supports
the claim. The data need to
be appropriate and
sufficient to support the
claim.
Reasoning
A justification that connects
the evidence to the claim. It
shows why the data counts Includes a ppropriate and
as evidence by using
appropriate and sufficient
scientific principles.
4 3 2 1
Advanced Proficient Progressing Beginning
Makes a claim that is Makes a claim that is Makes a relevant and Does not make a claim, or
relevant, accurate, and Relevant ( Directly & clearly accurate but incomplete makes an inaccurate or
complete. responds to question)
claim. irrelevant claim.
Contrasts the claim to an Accurate (Consistent with
evidence and scientific principles)
alternative claim.
Complete (Complete sentence
that stands alone)
Provides appropriate and Provides evidence to Provides appropriate, but Does not provide
sufficient evidence to support the claim that is insufficient evidence to evidence, or only
support claim. Appropriate (Scientific data or support claim. May provides inappropriate
Discusses evidence that
information from observations,
include some evidence (Evidence that
investigations, data analysis, or
would support a lternative valid scientific sources) inappropriate evidence. does not support claim).
claim. Sufficient (Enough evidence to
support the claim)
Provides reasoning that Explanation provides Provides reasoning that Does not provide
clearly connects the reasoning that is connects the evidence to reasoning, or only
evidence to the claim. Clear (Clearly communicated and the claim. M
ay include provides inappropriate
goes beyond repeating claim and
some scientific principles reasoning.
evidence)
sufficient s cientific Connected (Explains why the or justification for why
principles t o explain why evidence is important or why it is the evidence supports the
the evidence supports the relevant) claim, but not sufficient.
claim. Integrated (Links the evidence
to an important disciplinary idea
Explains why the and crosscutting concept)
alternative claim is
inaccurate.
 Comparing Eclipses Poster

Question: How do solar and lunar eclipses occur?

Make a claim about why solar and lunar eclipses occur.

Question: How do solar and lunar eclipses occur?

Claim: Evidence:

Reasoning:
Make mathematical statement that explains solar and lunar eclipses.
Describe what happens during a solar eclipse.
Describe what happens during a lunar eclipse.
Compare
Post Assessment:

1. Students will produce a model that demonstrates the occurrence of the phases of the moon and eclipses. This model should accurately represent the
position of the moon during each phase. The model should be labeled and the student should have a written description of where the moon and earth
are located for each phase/eclipse.
2. CER poster.
3. Phases of the Moon and Eclipses Test