L1+Fritschy+Rachel

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Ms. Fritschy **Date of Lesson:**
 * Grade Level:** 6-8 **Topic:** Phases of the Moon

__**Objectives**__

 * Student will understand that** **earth days, years and seasons are related to orbits**.
 * Student will know** **the meaning of orbit, planet, gravity, dwarf planet, meteor, meteorite, meteoroid, comet, axis, solar and lunar eclipse**.
 * Student will be able to** **document the nightly phases of the moon in a journal for a month**.

__**Maine Learning Results Alignment**__
Maine Learning Results: Science and Technology D. Physical Setting D1. Universe and Solar System Grades 6-8 Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun, and galaxies. a. Describe the different kinds of objects in the solar system including planets, sun, moons, asteroids, and comets.


 * Rationale:** This lesson will go into detail about the phases of the moon and how the movement, location, and interaction of the Earth/Moon system affects these phases.

__**Assessment**__
Students will use a graphic organizer to describe and draw the eight phases of the moon in their proper order. During the three-minute reviews, students will have the opportunity to look back at their graphic organizers. Individually, students will be responsible for drawing a picture of the Sun, Earth, and the Moon in their correct locations for each phase of the moon. I will review their drawings and will be able to recognize if the students understand why and how the eight phases of the moon happen. Finally, in groups of three, each student will be assigned a role as either the Sun, the Earth, or the Moon. They will then demonstrate the phases of the moon to the class using their own bodies as the model. This informal presentation will give me a better idea of the students' understanding.
 * Formative (Assessment for Learning)**

The product of this lesson is a wiki. Explain product and how it will be graded. Students will be creating a wiki space where they will be keeping journal entries. The students will be documenting the current phases of the moon for a month. This assessment will continue on through other lessons since it will take at least a month to complete. On their wiki spaces, the kids will create entries for each different night that they observe the moon's phase. Included in the entry must be the proper name for the phase and a description of the phase. Pictures will be optional but recommended. Students will be graded on their understanding (accuracy) and requirement fulfillment.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will be creating and using blogs and wiki spaces. In their blogs, they will be doing self-reflections on what they learned in class and what they already knew. For the summative assessment, students will be interacting with wiki spaces to create their own online journals. These journals will include multiple entries and possibly pictures. Physical Education: Students will be using their own bodies to represent the Sun, Earth, and Moon. They will be using team work to represent the eight phases of the moon using only their bodies. Art: Students will be drawing pictures of the Earth/Moon system and what it looks like at each phase. Artistic ability is not important here. English: Students will be writing in their blogs, wikis, and graphic organizers.

__Groupings__
Students will be put into groups using the "eight phases of the moon" worksheet. At the beginning of the semester, students will fill out their eight phases of the moon worksheet with their fellow classmate's names. I will only give them about ten minutes to get all of the slots filled in which should be plenty of time. During the collaboration activity for this lesson, students will be paired with their Waning Gibbous partner. Once partnered up, the students will be working together to clarify how and why the eight phases of the moon occur. One student will be an interviewer while the other is an interviewee. The interviewer will be asking clarifying questions while the interviewee will answer them as well as possible. After about ten minutes, the roles will be switched.

__**Differentiated Instruction**__

 * Strategies**
 * Logical:** Students will understand how Earth's location in relation to the sun directly causes the eight phases of the moon.
 * Kinesthetic:** In groups of three, each student will be assigned a role as either the Sun, the Earth, and the Moon. They will then demonstrate the phases of the moon to the class using their own bodies as the model
 * Visual:** Students will watch a video over viewing the eight phases of the moon.
 * Naturalist:** For three clear nights, students will go outside before bed to observe the current phase of the moon and record their observation in a blog.
 * Interpersonal:** Students will be working in groups to exchange what they know and are not sure of about the eight phases of the moon. They will also work together to use their bodies as a physical model of the Sun, Earth, and Moon orbiting system.
 * Musical:** In the video the students will watch at the start of the lesson, they will listen to a catchy rap that will help them remember the phases of the moon.

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//
 * Modifications/Accommodations**

If a student absolutely must be absent, it is their responsibility to communicate with me or a fellow classmate about the work you missed and complete it before next class. If an assignment was due the day she or he was absent then it is the students responsibility to get the assignment to me first thing the next day that student is in class. Contact me as soon as possible if an issue arises that prevents you from getting an assignment in on time.

Students will be actively interacting with their wiki spaces when they document the real-time phases of the moon for a month. Wiki spaces will be accessible throughout the entire year so students have the ability to go on at any time to view other classmate's work, comment on other's work, or even get other resources.
 * Extensions**

__**Materials, Resources and Technology**__
Bullet list of resources you will need for you lesson. Becomes things you will attach to the lesson.
 * Paper
 * Graphic Organizers
 * Pencils/Pens
 * Computers
 * White Board (and markers)
 * Projector
 * Computer/projector hook-up
 * Textbook (for reference)

__Source for Lesson Plan and Research__
Phases of the Moon lesson created by me.

[] Great ideas for activities that can be done in the classroom and technologies that might correspond to the activities. [] Clear diagram of position of Moon, Earth, and Sun for each phase of the moon. [] Ideas and printouts for Cycle graphic organizers [] Multiple Intelligence activity centers ideas. Ways to incorporate MI into this lesson. [] Tutorial video for creating a blog. [] Great site for in-depth tutorials regarding wikispaces. [] Instructional strategies for many different kinds of learning. [] Different idea for lesson plan about phases of the moon. [] Before diving into the phases of the moon, I might consider giving them a pre-assessment. Great strategies for pre-assessments can be found here.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson satisfies the Maine Standard number three because students will have the freedom to collaborate in groups however necessary. Once in assigned groups, students will communicate with each other and will feel comfortable sharing what they do and do not understand. Students will be able to choose certain roles when they are in groups but will also be required to fulfill a certain requirement. The lesson will be structured and clearly outlined before hand while activities are completed according to plan. I will give proper introductions and conclusions when necessary so students are clear on when activities are ending and beginning. I will make sure the students know that I'm there for support and that they can ask me anything and everything. Students will be exploring and learning a lot of new concepts and ideas during initial presentation as well as in their groups.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** Attach content notes What will students know? Curriculum goal: MLR (go back to rational statement) What facet did you use and why did you use it to make the lesson come alive?
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

This lesson will go into detail about the phases of the moon and how the movement, location, and interaction of the Earth/Moon system affects these phases. Students will review these new concepts and then will clarify them when they work in groups. The goal for students is to be able to properly document the real-time phases of the moon on a wiki space for a month. Each day, students see that the sky gets brighter when they get out of bed and each night they can see that it gets darker. Days and nights happen because of the Moon interacting with the Earth and the Sun and the phases are very visible because Earth casts a different shadow on the Moon every night. Students will learn how this lesson connects to their lives.

Rationale:** This lesson on the phases of the moon satisfies the Maine Standards for Initial teacher certification because it uses technology in a type I and type II way. Students will be learning how to create wiki spaces and blog accounts in order to complete the formative and summative assessment. With wiki spaces, students will have the ability to post text as well as pictures of the phases of the moon to clarify a description they have written. In their blogs, students will be reflecting on new concepts and interactions with their classmates. Technology will also be used to present resources for students to use.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Logical:** Students will understand how Earth's location in relation to the sun directly causes the eight phases of the moon.
 * Kinesthetic:** In groups of three, each student will be assigned a role as either the Sun, the Earth, and the Moon. They will then demonstrate the phases of the moon to the class using their own bodies as the model
 * Visual:** Students will watch a video over viewing the eight phases of the moon.
 * Naturalist:** For three clear nights, students will go outside before bed to observe the current phase of the moon and record their observation in a blog.
 * Interpersonal:** Students will be working in groups to exchange what they know and are not sure of about the eight phases of the moon. They will also work together to use their bodies as a physical model of the Sun, Earth, and Moon orbiting system.
 * Musical:** In the video the students will watch at the start of the lesson, they will listen to a catchy rap that will help them remember the phases of the moon.

Rationale:** For formative assessments, students will use a graphic organizer to describe and draw the eight phases of the moon in their proper order. During the three-minute reviews, students will have the opportunity to look back at their graphic organizers. Individually, students will be responsible for drawing a picture of the Sun, Earth, and the Moon in their correct locations for each phase of the moon. I will review their drawings and will be able to recognize if the students understand why and how the eight phases of the moon happen. Finally, in groups of three, each student will be assigned a role as either the Sun, the Earth, or the Moon. They will then demonstrate the phases of the moon to the class using their own bodies as the model. This informal presentation will give me a better idea of the students' understanding.The product of this lesson is a wiki. Explain product and how it will be graded. for a summative assessment, students will be creating a wiki space where they will be keeping journal entries. The students will be documenting the current phases of the moon for a month. This assessment will continue on through other lessons since it will take at least a month to complete. On their wiki spaces, the kids will create entries for each different night that they observe the moon's phase. Included in the entry must be the proper name for the phase and a description of the phase. Pictures will be optional but recommended. Students will be graded on their understanding (accuracy) and requirement fulfillment.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Total Class Time: 120min

The classroom desks will be set up around 3/4 of the perimeter of the room. This allows room in the center for students to present their body model of the Moon traveling around the Earth while the Earth/Moon system orbits around the Sun.

8:00-8:30 Introduction and overview of moon phases (30 minutes) 8:30-8:40 Graphic Organizer (10 minutes) 8:40-8:50 Interviewer/Interviewee groups (10 minutes) 8:50-9:00 Intrapersonal drawings of Earth/Moon/Sun (10 minutes) 9:00-9:25 Work with groups for mini-Earth/Moon/Sun model (25 minutes) 9:25-9:50 Group presentations 9:50-10:00 Closing discussion/reflection

At the start of class, students will be arranged in a perimeter around the room so that the center of the room is clear. Once students have settled down I will start with an introduction of the phases of the moon. I will ask questions initially to briefly find out what the students already know and to revitalize any old memories of the topic. After this quick pre-assessment, I will go over the phases of the moon. I will discuss what they are and how they are caused. In this description I will give photographs of the moon at different phases. These photos will be removed from the screen after to test students understanding. I will tell the students the names of the phases when I present the pictures so they can correlate the two. I will also give them a brief overview of what causes these phases the occur. Next, the students will be working at their own desks to fill out the graphic organizer provided which will be a time-order chart. I will ask them to draw a little picture of each phase of the moon and write a little description down underneath it. They will be allowed to work with their neighbors to clarify any questions. After this, I will be pairing the students up using their eight phases of the moon worksheet. One student will play the role of an interviewer while the other is the interviewee. The interviewer will ask the other student questions about the phases of the moon. These questions may be questions that the student actually needs clarified. After this, the students will be put into groups of three that do not contain their previous partner. These groups will then work together for twenty five minutes to prepare a small presentation of the Earth/Moon/Sun system working together. Each student will play the role of either the Earth, the Sun, or the Moon. Presentations will take up the remainder of the class and at the end, we will have a closing discussion. Students will understand that earth days, years and seasons are related to orbits. Living on Earth, students' lives revolve around days, years, and seasons so it is important for them to know why these events occur in their daily life. Students explain the // movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun, and galaxies // //.// I will hook my students with a song and video that introduces the phases of the moon.
 * Where, Why, What, Hook Tailor: Interpersonal, Kinesthetic, Logical, Intrapersonal, Visual, Verbal, Linguistic**

Students will know the meaning of orbit, planet, gravity, dwarf planet, meteor, meteorite, meteoroid, comet, axis, solar and lunar eclipse. In the beginning of the lesson, I will deliver the instruction verbally so that I can go over any uncertainties about the phases of the moon and orbits. When students are working individually on their graphic organizers, I will be roaming around the room available to any and every student. I will be looking over the students' shoulders to check for understanding and that the student is not making any factual errors. While students are in their paired group, I am going to go around to every group at least once and ask a specific question regarding the content. If they do not know the answer, I will help through the solution and will only leave the group if they understand the answer.
 * Equip, Explore, Rethink Tailor: Interpersonal, Verbal, Kinesthetic, Logical, Linguistic**

Students will use the time-order chart to record the phases of the moon in their proper order and with their proper names. They will draw small pictures along with the descriptions so that they have a quick visual they can correlate with the name and description. Students will then collaborate using the three-minute interview which will actually be about ten minutes. The students will switch off roles of interviewer and will be asking the other partner questions about the content. These questions could include questions the interviewer is interested in or questions that the interview just wants to know. As I go around to each group, I will be asking both students a targeted question that we will work through to get to the solution. Students will be able to document the nightly phases of the moon in a journal for a month. On their wikispace journal, the students will record the real-time phases of the moon along with a description everyday for a month. Not only will students learn the nightly phases of the moon but they will be able to see in real life the phases and how they change night by night. This will allow students to connect the lesson to their daily lives. My students will be grouped using their eight phases of the moon worksheet that they previously put together. They will be working with their Waning Gibbous partner in the three minute interview. Every day that the students come to class, we will discuss the phase of the moon from the night before and what it must mean about the position of the moon around the Earth. By working in groups and collaborating on information, students will be able to rethink the concepts. The students will be creating drawings of the Earth/Moon/Sun system so enhance what they already know and revise their understandings. Finally, students will be blogging about their experiences and what they learned in order to refine their work.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Linguistic, Verbal, Intrapersonal, Interpersonal, Naturalist, Visual, Spatial**

Students will be given a rubric at the beginning of the lesson for which they will evaluate themselves. Their evaluation will be based on their personal understanding of each of the eight phases, what role Earth plays in the phases of the moon, and how the whole Earth/Moon system's orbit around the Sun plays a role in the phases of the moon. While the students are working on their graphic organizers, I will be going around to give the students direct feedback on what they are writing a drawing. I will make sure to clarify any questions and to keep the students on the right track. After each three person group presents, I will give them immediate feedback about what a great job they did and any small logical errors that were made. This last informal group project connects immensely to the next lesson about Earth's orbit around the Sun and how this effects Earth's seasons. We will learn more about orbits and how they play an important role in our everyday lives.
 * Evaluate, Tailors: Kinesthetic, Verbal, Visual, Intrapersonal, Interpersonal, Logical, Spatial**


 * Content Notes**


 * Handouts**