Lesson Plan Template. Section 1: Lesson Summary

Transcription

1 Name of Lesson/Unit: Astronomy Grade Level: 8 (Middle School Science) Prepared by: Jayme Tao and Laura Schafenacker (John Muir M.S.) Section 1: Lesson Summary Topic: Phases of the Moon NGSS Performance Expectation: 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. Crosscutting Concept: Patterns can be used to identify cause and effect relationships. (Patterns) Science assumes that objects and events in natural systems occur in consistent patters that are understandable through measurement and observation. (Connections to Nature of Science) Engineering Practices Common Core State Standards (Reading): n/a Common Core State Standards (Writing): n/a Current CA Science Standards: 4.e. Students know the appearance, general composition, relative position and size, and motion of objects in the solar system, including planets, planetary satellites, comets, and asteroids. Objective of the Lesson or Unit: After students read an article explaining the lunar cycle, they will create a model and demonstrate the different phases of the moon. While they're demonstrating, students will take pictures of the different phases and use it to create a presentation about the lunar cycle and how the lunar cycle can be used to predict time. How is this objective relevant to students? Many students come with misconceptions about the moon. In certain myths, people believe that there are different moons, the moon disappears, etc. Culminating Assessment (How will you know students have met the Performance Expectation?) Describe the assessment and attach a copy. Using your pictures from the lab/demonstration, create a presentation using "Explain Everything" to explain to 5th graders the phases of the moon and how the phases of the moon can be used to predict time. Your presentation needs to use multiple sources of evidence (think about your lab, your reading, other credible sources on the Internet) to support your claims. The presentation needs to be scientifically sound, but also in kid friendly language. What has been taught in my class to prepare students for this topic? Planets Planetary bodies Stars Solar System

2 Description of the Lesson/Unit (Use the following Table) With 5 E and How People Learn in Mind! Engage Short description of activity Students are posed the question, "Have you ever noticed that the moon doesn't look the same everyday? What are some reasons you think the moon looks different on different days? Students share ideas of how the moon looks and why they think it has different "shapes". Students will also sort the phases of the moon to see what order they think the phases go in. Afterwards, share different stories people in the past have come up with to explain this natural phenomena. Also share how different cultures use the moon to create their calendars (lunar calendar). Purpose/Intention for the activity or Key Learning How does this activity build student knowledge and skills towards meeting the Performance Expectation? Identify at least 1 Practice Teachers will use this lesson to assess preconceptions or misconceptions about the phases of the moon. Although students are not using models yet, it is important for them to think about their current understanding for them to move onto the next part. Explore Explain Big idea: How can we use the patterns of the The focus practice is on "Developing phases of the moon to predict time?" Students will and Using Models." During this read an article lesson, students will use the article to ( help them create a model to show the html) to research information on how the different different phases of the moon. They phases of the moon occur. They then will recreate will have to test different positions of the moon phases using models (styrofoam balls, their "Earth," "sun," and "moon" to flashlights, etc.) and focus their attention on the figure out how to recreate each of the relative positions of the Earth, moon, and sun. phases they read in the article. While they are recreating the phases of the moon, Students will also describe the relative the students will be making quick sketches on their positions of the Earth-sun-moon worksheet with a short explanation and taking system and how the positions effects pictures of their model on their ipads. the phases we see on Earth. After students are done recreating models of the phases of the moon, they will use the App "Explain Everything" to show their understanding of the phases by using their pictures and the article as evidence to back up their claims that the phases of the moon repeat and can be used to predict time. If students are able to correctly synthesize their understanding of the different phases of the moon, they will be able to predict future phases of their moon (see the patterns of the phases).

3 Elaborate Evaluate Pose a scenario: "A zombie apocalypse occurs. Student will use patterns to apply their You have to go into hiding underground to wait knowledge to another situation. out a horde of zombies to pass. You have no clocks or watches underground, so you cannot keep track of how much time has passed. Before you went underground, the moon phase was. After you get out from hiding, the moon phase is. Using what you know about the patterns of the phases of the moon, how man days have passed?" Using everything they have learned, students will annotate each other's "Explain Everything" presentation to make suggestions on what to improve, what are still misconceptions, and what shows good evidence of their claim. Students will evaluate each other to see if they used appropriate models to explain their understanding of patterns of the phases of the moon. Section 2: Laboratory/ Hands-on Lesson (focus on the Explore and Explain Lessons) Description of Student Task (each step) Pose the overarching question to the class: How can we use the patterns of the phases of the moon to predict time?" Students use the website: ( n.com/moon_phases.phtml) to research and read about the phases of the moon. Time Needed for Students to complete each Task ~5 min. ~35 min. Teacher Notes (Include strategies/questions to check for understanding) While students are reading, ask students questions about the phases of the moon: What is one phase of the moon?, Where is the moon positioned when it is in the phase? Accommodation/Modification for Student Access and Extension (i.e. strategies for EL and extensions for GATE) EL: Provide a list of vocabulary words with definitions on common words they might not understand; rewrite the article to condense the information into a more manageable length and/or more understandable language. GATE: Allow students to research other vetted websites.

4 Recreate the phases of the moon using materials (Styrofoam balls, flashlights, etc.) ~25 min. Assign roles: one person to be the Earth, one person to be the moon, one person to be the Sun, and a note/picture taker (Team Leader). What are the 8 phases of the moon? EL: Have the students use the pictures in the article to recreate their model if they are stuck. Also, the teacher can set up a station with markings on the floor where to stand to get the best possible models. GATE: Have the students justify their thinking before recreating the model... I think we should put the moon, sun, and Earth in these positions because Also, they can investigate the outcomes when the relative positions of each celestial body changes. For example what would happen if the position of the Earth changed and the moon and Sun remained fixed. When students are confident and comfortable with recreating the phases, they will take pictures and notes on the relative positions of the Earth-Sun-Moon system. ~15 min. Reassign roles if necessary. Walk around and ask students what phase they are currently trying to recreate and how they know it s that phase. GATE: use the article to cite evidence on why the moon phase looks the way it does.

5 Students will then use their pictures and notes to explain the phases of the moon and how the phases can be used to predict time. 1. Team Leader will show the other students pictures of the phases of the moon. 2. Each student will be in charge of 2 moon phases and complete a rough draft of their slides on a piece of paper. 3. When students are done with their rough draft, they will complete the final presentation on Explain Everything using the Team Leader s ipad. 4. As a group, students will complete their project by creating an introduction slide and a slide to explain how the phases of the moon can be used to predict time. ~5 min. ~40 min. ~75 min. ~50 min Remind students that the team leader is the person who took the notes and pictures of the phases of the moon. Encourage students to annotate onto the project and/or record voice explanations. Remind students that evidence from the reading should be cited correctly. Remind students to include evidence from their worksheet, and cited correctly. Find ways to download or share large movie (.mov) files suggestions: Google Drive or Dropbox. Have multiple checkin s as students are working to go over presentation norms. Note: It may be hard for the students to take the pictures. The room needs to be dark to clearly see the phases and the camera cannot focus well in the dark. EL: Provide sentence starters/paragraph frames for the explanations of each slide. Suggest websites or key terms to search to get the best results. GATE: have students include a slide explaining when using the phases of the moon to tell time would be applicable in real life, and/or have the students create an invention that would be able to use the phases of the moon to tell time.

6 Content Objective: After students read an article explaining the lunar cycle, they will create a model and demonstrate the different phases of the moon. While they re demonstrating, students will take pictures of the different phases and use it to create a presentation about the lunar cycle and how the lunar cycle can be used to predict time. Language Objective: (Reading and Writing) Use knowledge of English morphemes, phonics, and syntax to decode and inter rêt the meaning of unfamiliar words. Use decoding skills and knowledge of both academic and social vocabulary to read independently. Recognize that some words have multiple meanings and apply this knowledge consistently in reading literature and texts in content areas. Identify and explain the main ideas and critical details of informational materials, literary text, and text in content areas. Create coherent paragraphs through effective transitions and parallel constructions. Revise writing for appropriate word choice and organization, consistent point of view, and transitions, using approximately standard grammatical forms and spelling. Assessment: How will I know students met the objective? Using your pictures from the lab/demonstration, create a presentation using Explain Everything to explain to 5 th graders the phases of the moon and how the phases of the moon can be used to predict time. Your presentation needs to use multiple sources of evidence (think about your lab, your reading, other credible sources on the Internet) to support your claims. The presentation needs to be scientifically sound, but also in kid friendly language. Rubric: See attached Description of lesson: EXPLORE: Big idea: How can we use the patterns of the phases of the moon to predict time? Students will read an article ( to research information on how the different phases of the moon occur. They then will recreate the moon phases using models ( rêt foam balls, flashlights, etc.) and focus their attention on the relative positions of the Earth, moon, and sun. While they are recreating the phases of the moon, the students will be making quick sketches on their worksheet with a short explanation and taking pictures of their model on their ipads. EXPLAIN: After students are done recreating models of the phases of the moon, they will use the App Explain Everything to show their understanding of the phases by using their pictures and the article as evidence to back up their claims that the phases of the moon repeat and can be used to predict time. Time required for the lesson: ~ 5 periods Materials/ Preparation needed: Flashlights Various sizes of Styrofoam balls Sticks to set the Styrofoam balls on Worksheets (Student and Rubric) ipad (Explain Everything App)

7 Section 3: Science Literacy Content Objective: After reading the article, students will develop a model of the phases of the moon to determine the relative position compared to the Earth and the Sun. Language Objective: (Reading and Writing) Use knowledge of English morphemes, phonics, and syntax to decode and inter rêt the meaning of unfamiliar words. Use decoding skills and knowledge of both academic and social vocabulary to read independently. Recognize that some words have multiple meanings and apply this knowledge consistently in reading literature and texts in content areas. Identify and explain the main ideas and critical details of informational materials, literary text, and text in content areas. Create coherent paragraphs through effective transitions and parallel constructions. Revise writing for appropriate word choice and organization, consistent point of view, and transitions, using approximately standard grammatical forms and spelling. Assessment: How will I know students met the objective? Students will be able to create the models using tennis balls and flashlights with 80% accuracy. Students will demonstrate this accuracy on their student worksheet. Rubric: 16/20 points (see attached rubric) Description of lesson: Students will read an article ( to research information on how the different phases of the moon occur. Time required for the lesson: 35 minutes Materials/ Preparation needed: ipad Article (on website or printed hard copies) Rubric

8 Description of Student Task (each step) Students will read the article using the Paired Reading strategy. Students will also use Text Tags as they read to pull out important information. Time Needed for Students to complete each Task ~35 min. Teacher Notes (Include strategies/questions to check for understanding) Paired Reading: Student #1 will read a paragraph, Student #2 will summarize the paragraph back to Student #1, then switch roles for the next paragraph. Continue switching roles back and forth until the reading is finished. Text Tags are printed and given to the students earlier in the year and used as reference throughout the year when Text Tags are used in class. Accommodation/Modification for Student Access and Extension (i.e. strategies for EL and extensions for GATE) Modified readings for EL and Special Ed students. Context coding for EL students. Connections with current events (eclipses, red moon) and explain why they happen for GATE. Section 4: Student Pages See attached for a printer/copier friendly Student Pages for Section 2 and Section 3.