Whirlwind Weather: Spiraling Through the Curriculum
Whirlwind Weather: Spiraling Through the Curriculum
Primary Subject
Science
Integrated
Subjects
English, Language Arts, Math
Grade Levels
Third and Fourth Grades
Length of Unit
5 Lessons
Research Sources
Lesson 1:
http://studyjams.scholastic.com/studyjams/jams/science/solarsystem/day-on-Earth.htm
Lesson 2:
http://studyjams.scholastic.com/studyjams/jams/science/
weather-and-climate/seasons.htm
http://www.neok12.com/php/
watch.phpv=zX764d5f64416274614f5e63&t=Seasons
http://www.berghuis.co.nz/abiator/patana/5t/science/eab_e.html
http://www.sunrisesunset.com/USA/North_Carolina.asp
Lesson 3:
http://studyjams.scholastic.com/studyjams/jams/science/
scientific-inquiry/scientific-methods.htm
Lesson 4:
http://www.berghuis.co.nz/abiator/patana/5t/science/eab_d.html
http://www.berghuis.co.nz/abiator/patana/5t/science/eab_d.html
Lesson 5:
http://www.leosciencelab.com/userimages/oreo-lab-q-and-a.pdf
http://www.leosciencelab.com/educators/lesson-plans/
oreo_moon_phases.php
http://www.berghuis.co.nz/abiator/patana/5t/science/
eab_f.html
http://www.neok12.com/php/watch.php?
v=zX5c60455063656c6c595c41&t=Moon
Unit Summary
Students will recognize the major components and patterns
observed in the Earth/moon/sun system and explain the causes
of day and night and moon phases.
Whirlwind Weather: Spiraling Through the Curriculum
Whirlwind Weather: Spiraling Through the Curriculum
NC Essential
Standards for
Science
Third
3.E.1 Recognize the major components and patterns observed in the Earth/
moon/sun system.
•3.E.1.1 Recognize that Earth is a part of a system called the solar system that
includes the sun, planets, and many moons and that Earth is the third planet from the
sun in our solar system
•3.E.1.2 Recognize that changes in the length and direction of an objectʼs shadow
indicate the apparent changing position of the sun during the day although the
patterns of the stars in the sky, to include the sun, stay the same.
Fourth
4.E.1 Explain the causes of day and night and phases of the moon.
•4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis
•4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the
moonʼs orbit around the Earth.
Common Core
Standards for
Mathematics
Represent and interpret data.
3.MD.3. Draw a scaled picture graph and a scaled bar graph to represent a data set
with several categories. Solve one- and two-step “how many more” and “how many
less” problems using information presented in scaled bar graphs. For example, draw a
bar graph in which each square in the bar graph might represent 5 pets.
4.MD.4. Make a line plot to display a data set of measurements in fractions of a unit
(1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using
information presented in line plots. For example, from a line plot find and interpret the
difference in length between the longest and shortest specimens in an insect
collection.
Whirlwind Weather: Spiraling Through the Curriculum
Whirlwind Weather: Spiraling Through the Curriculum
Common Core
Standards for
ELA & Literacy
THIRD
Key Ideas and Details
RI.3.3. Describe the relationship between a series of historical events, scientific ideas
or concepts, or steps in technical procedures in a text, using language that pertains to
time, sequence, and cause/effect
Craft and Structure.
RI.3.4. Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area.
R1.3.5 Use text features and search tools to locate information relevant to a given
topic efficiently.
Range of Reading and Level of Text Complexity
RI.3.10. By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades 2–3
text complexity band independently and proficiently.
FOURTH
Key Ideas and Details
RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information in the
text.
Craft and Structure
RI.4.4. Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area.
RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Range of Reading and Level of Text Complexity
RI.4.10. By the end of year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 4–5 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
Essential
Questions
Lesson 1:
What do you know about the sunʼs light?
How does the sunʼs light change throughout the day?
What is the warmest part of the day?
Lesson 2:
How does the Earthʼs rotation create seasons?
How can I compare and contrast the days in summer to the days
in winter?
Lesson 3:
What causes the seasons?
Lesson 4:
How can you put the sun, moon, and Earth in order from
smallest to greatest in size?
Can you demonstrate how the moon travels around the Earth
over one year?
Lesson 5:
How can you create a model of the changes the moon seems to
make in one month?
Whirlwind Weather: Spiraling Through the Curriculum
Whirlwind Weather: Spiraling Through the Curriculum
Materials &
Resources
Lesson 1: Large poster board, marker, two meter sticks,
LabQuest, temperature probes, watch or clock and scissors
Lesson 2: Various size balls, a light source, calendar from
http://www.sunrisesunset.com/USA/North_Carolina.asp,
student science journal
Lesson 3: LabQuest, Light Probe, Elementary Science with
Verneir Manuel lesson 33 pages 3-1 through 3-4, globe,
computer, foam ball with wooden skewer, lamp, meter stick
Lesson 4:
Various size balls
Lesson 5:
•7 Oreos for each group of students
•1 plastic butter knife
•Paper towel or napkins
•Phases of Moon Oreo Lab (see page 3 and 4)
•Pen/Pencil
Teachers:Copy of the evaluation worksheet at: http://
www.leosciencelab.com/ userimages/oreo-lab-q-and-a.pdf
Students:Copy of how to create the moon phases at: http://
www.leosciencelab.com/ educators/lesson-plans/
oreo_moon_phases.php
•Monthly Calendar http://sciencenetlinks.com/interactives/
moon/moon_worksheet/moon_worksheet.html
Assessments
Lesson 1:
Performance Based: Creating Sundial
Formative: Quiz comparison in journal
Lesson 2:
Formative: Journal Writing
Lesson 3:
Performance Based: LabQuest light experiment
Lesson 4:
Formative: Quiz comparison in journal
Performance Based: Demonstrating Earth/moon/sun system
Lesson 5:
Formative: Recording moon phases on calendar
Summative post-test at completion of unit
Creators and
Email Contacts
Angela Mullis: mullisad@rss.k12.nc.us
Chrissy Rowland: rowlandce@rss.k12.nc.us
Kelly Youngo: youngoks@rss.k12.nc.us
Whirlwind Weather: Spiraling Through the Curriculum
Lesson #1: Bright Ideas-Exploring Light From the Sun
Materials Needed: Large poster board, marker, two meter sticks, LabQuest,
temperature probes, watch or clock and scissors
Vocabulary for this lesson: rotate, orbit, axis, seasons, tilt, Earth, moon, sun
Essential Question for this lesson:
What do you know about the sunʼs light?
How does the sunʼs light change throughout the day?
What is the warmest part of the day?
Science Essential Standards and Common Core Standards for ELA & Math:
THIRD
Key Ideas and Details
RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
FOURTH
Craft and Structure
RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a
grade 4 topic or subject area.
Science Essential Standards
3.E.1 Recognize the major components and patterns observed in the Earth/moon/sun system
•3.E.1.1 Recognize that Earth is a part of a system called the solar system that includes the sun, planets, and many
moons and that Earth is the third planet from the sun in our solar system
•3.E.1.2 Recognize that changes in the length and direction of an objectʼs shadow indicate the apparent changing
position of the sun during the day although the patterns of the stars in the sky, to include the sun, stay the same.
Safety Requirements for this lesson:
Keep the meter stick, LabQuest, temperature probes, and scissors in both hands until
ready to use.
I can statement
•I can describe changes in the sunʼs light and the
dayʼs temperature throughout a given period of time.
•I can identify the warmest part of any given day.
Whirlwind Weather: Spiraling Through the Curriculum
Explore/Engage
Students will watch the video, identify unfamiliar
words while viewing the video and take the online
quiz located at: http://studyjams.scholastic.com/
studyjams/jams/science/solar-system/day-onEarth.htm
Explain
Students are broken into groups. Given a piece of
paper, students will take notes of the unfamiliar
words from the video. Groups will then post their
notes of the unfamiliar words throughout the
classroom. Each group will carousel around the
room comparing their responses to the other group
products and adjust their notes as appropriate.
Elaborate (Inquiry)
1. Remind students how to use the LabQuest
(refer to slide 6 of the Whirl Wind Weather
presentation).
2. Set up the LabQuest. Set the temperature and
the intervals at 1 sample per hour.
3. Students proceed outside to the field area.
4. Slide the meter stick in the center of the poster
board. Use a rock or other material to secure the
poster board on the ground.
5. Using the LabQuest, record the time of day and
the temperature.
Evaluate
Students will view the website from above again:
http://studyjams.scholastic.com/studyjams/jams/
science/solar-system/day-on-Earth.htm. Students
do not need to watch the video again and may
proceed to the online quiz. Students will retake the
online quiz and compare and contrast their test
results. Students will discuss what they have found
out from their testing results.
Accommodations for Differentiated Instruction: Kinesthetic learners will benefit from this
lesson by recording temperatures outside every hour by interacting with the LabQuest
Whirlwind Weather: Spiraling Through the Curriculum
and the sun dial. Students with ADHD will benefit from this lesson by interacting with
the sun dial every hour as well as the LabQuest. Interpersonal learners will benefit from
this lesson by interacting with their peers and discussing the change of the sunʼs light
and dayʼs temperature. Naturalist learners will benefit by relating the content matter to
nature and interacting with the sunʼs light and dayʼs temperature.
Cross-Curricular Integration:
Technology: LabQuest, Promethean Board, websites listed
Lesson #2: Sensational Seasons
Materials Needed: Various size balls, a light source, calendar from http://
www.sunrisesunset.com/USA/North_Carolina.asp, student science journal
Vocabulary for this lesson: tilt, sun, season, rotation, revolution, Earth
Essential Question for this lesson:
How does the Earthʼs rotation create seasons?
How can I compare and contrast the days in summer to the days in winter?
Science Essential Standards and Common Core Standards for ELA & Math:
THIRD
Key Ideas and Details
RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
FOURTH
Craft and Structure
RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a
grade 4 topic or subject area.
Science Essential Standards:
3.E.1 Recognize the major components and patterns observed in the Earth/moon/sun system
•3.E.1.1 Recognize that Earth is a part of a system called the solar system that includes the sun, planets, and many
moons and that Earth is the third planet from the sun in our solar system
4.E.1 Explain the causes of day and night and phases of the moon.
•4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis
Safety Requirements for this lesson:
Be sure to keep the balls from falling on the floor.
Do not put any objects in your mouth.
Whirlwind Weather: Spiraling Through the Curriculum
I can statement
•I can identify the difference between days and
years.
•I can describe how the Earth rotates on its axis
thus creating seasons.
Explore/Engage
In their science journal students will write an
explanation of why we have seasons. Try to use at
least three vocabulary words from lesson one in
your writing.
Explain
Students will watch the slideshow at: http://
studyjams.scholastic.com/studyjams/jams/science/
weather-and-climate/seasons.htm
Students will also watch the following movie on the
seasons found at:http://www.neok12.com/php/
watch.phpv=zX764d5f64416274614f5e63&t=Seaso
ns
Students will watch the slideshow on day length
on:http://www.berghuis.co.nz/abiator/patana/5t/
science/eab_e.html
Students will be given various sized balls to work
with. They must decide on the best size to create a
light source and one to represent the Earth. Using
these materials, students will demonstrate the 4
seasons of the year.
Extension: Teacher will provide the students with a
calendar where students will explain why the sunrise
and sunset are different everyday of the month.
http://www.sunrisesunset.com/USA/
North_Carolina.asp
Whirlwind Weather: Spiraling Through the Curriculum
Elaborate (Inquiry)
1. Teacher will provide various materials from the
table.
2. Students will break into groups and gather various
materials from the table.
3. Using the materials, students will create and
model one complete year of the four seasons.
4. Teacher guides each group to be sure they have
an understanding of how the four seasons
change over the course of a year.
Evaluate
Students will refer back to their science journal.
They will write their explanation of why we have a
change of seasons, based on what they have
learned in the lesson.
Accommodations for Differentiated Instruction:
Visual learners will benefit from interacting with the Earth and sun model. Kinesthetic
learners will benefit from modeling the Earth and sun. Students with ADHD will be able
to move around to help them stay focused on their lesson. Interpersonal learners will
benefit from working with their peers and talking about the Earth and sun with their
groups.
Cross-Curricular Integration:
Technology: Promethean Board, listed websites
Lesson #3: What Causes Seasons? Letʼs have some LabQuest Fun...
Materials Needed: LabQuest, Light Probe, Elementary Science with Verneir Manuel
lesson 33 pages 3-1 through 3-4, globe, computer, foam ball with wooden skewer, lamp,
meter stick
Vocabulary for this lesson: tilt, spin, axis, equator, seasons, weather, temperature
Essential Question for this lesson:
What causes the seasons?
Science Essential Standards and Common Core Standards for ELA & Math:
•3.E.1 Recognize the major components and patterns observed in the Earth/moon/sun system
•3.E.1.1 Recognize that Earth is a part of a system called the solar system that includes the sun, planets, and many
moons and that Earth is the third planet from the sun in our solar system
Whirlwind Weather: Spiraling Through the Curriculum
•3.E.1.2 Recognize that changes in the length and direction of an objectʼs shadow indicate the apparent changing
position of the sun during the day although the patterns of the stars in the sky, to include the sun, stay the same.
4.E.1 Explain the causes of day and night and phases of the moon.
•4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis
THIRD
Key Ideas and Details
RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time, sequence, and cause/effect
Range of Reading and Level of Text Complexity
RI.3.10. By the end of the year, read and comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
Fourth
Craft and Structure
RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a
grade 4 topic or subject area.
RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text. Range of Reading and Level of Text Complexity
RI.4.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and
technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Safety Requirements for this lesson: Keep hands away from the light bulb, handle the
Vernier carefully, carry the skewer carefully and keep your skewer at your space.
Remind students that wooden skewers can be very sharp and the sharp end should not
make contact with skin. Do not touch the light on the light source.
I can statement
•I can draw conclusions about the effect light has on
weather and temperature.
•I can observe the differences in the light level
during summer and winter.
Explore/Engage
View materials for our experiment today. What do
you think we will be testing and/or learning?
Write at least four sentences in your lab notebook.
Be sure to use some vocabulary you have learned
so far in our previous lessons. For fun listen to and
sing the scientific lesson song at:http://
studyjams.scholastic.com/studyjams/jams/
science/scientific-inquiry/scientific-methods.htm
Explain
Teacher will guide students in a discussion of what
they learned the previous day. Students will recall
the vocabulary and experience the phenomenon of
light change during seasons in our classroom.
Whirlwind Weather: Spiraling Through the Curriculum
Elaborate (Inquiry)
Students will complete lesson 33 from Elementary
Science with Vernier page 33-1.
Students will complete the Scientific Method booklet
from lesson 3 of the flip chart.
1. Teacher will provide TI Light Probe, globe, foam
ball with wooden skewer and a Light Probe size
hole cut through it, lamp and meter stick.
2. Students will break into groups and gather the
various materials from the table.
3. Connect the Light Probe the Vernier. Click file and
new.
4. Place the lamp on a table and turn it on.
5. Collect the following data for summertime:
a.Compare the foam ball to the globe. Hold the
ball so that the top of the skewer is tilted toward
the light at an angle of 23 degrees. This
matches the angle of the tilt of the Earth. The
tip of the Light Probe should be pointing
between the North Pole and the equator (see
worksheet drawing from the Vernier book
provided to each student)
b.Practice spinning the ball slowly around the
skewer. Practice counting while you spin so
that you make two complete rotations in
about 20 seconds.
c.Hold the ball over the meter stick so it is
50cm from the light.
d.Turn the lights down in the room.
e.Click collect on the Vernier and slowly rotate
the ball twice around the skewer in the 20seconds data collection period.
f.When data collection is done, click the Store
button.
Whirlwind Weather: Spiraling Through the Curriculum
Elaborate (Inquiry)
Continued
6. Label your data by doing the following:
a.From the Insert menu, select Text Annotation
to create a text box.
b.In the text box, type: Summer day.
c.Move the box and point the arrow to the high
point of the graph.
d.Create another text box and in the box, type:
Summer night.
e.Move the box and arrow to the low point in the
graph.
7. Now, do the following to collect data for wintertime:
a.Hold the ball so that the top of the skewer is tilted
away from the light at tan angle of 23 degrees
(see the worksheet drawing from the Vernier book
provided to each student).
b.Hold the ball over the meter stick so it is about
50cm from the light.
c.Click collect and slowly rotate the ball twice
around the skewer in the 20-second data
collection period.
8. Label your wintertime data by doing the following:
a.From the Insert menu, select Text Annotation
to create a text box.
b.In the text box, type: Winter day.
c.Move the box and point the arrow to the high point
of the graph.
d.Create another text box and in it, type: Winter
night
e.Move the box and arrow to the low point of the
graph.
9.Record your observations (on the copy of Scientific
Method booklet from lesson 3 of the flip chart) about
the amount of light that reaches the surface during
the summer and winter time.
10.Analyze your data: Teacher will guide students
through a discussion to help students respond to the
questions from lesson 33 from Elementary Science
with Vernier page 33-1.
Whirlwind Weather: Spiraling Through the Curriculum
Evaluate
Students will write their own conclusions of how light
changes during seasons, particularly winter and
summer (on the copy of Scientific Method booklet
from lesson 3 of the flip chart),
Accommodations for Differentiated Instruction: Students will be grouped based on
learning styles so that each student can benefit from one another. Visual learners will
benefit from interacting with the Earth and sun model. Kinesthetic learners will benefit
from modeling the Earth and Sun. Students with ADHD will be able to move around to
help them stay focused on their lesson. Interpersonal learners will benefit from working
with their peers and talking about the Earth and sun with their groups.
Cross-Curricular Integration:
Technology: LabQuest, Promethean Board, websites listed
Lesson #4: Earth, Moon, Sun System
Materials Needed:Various size balls
Vocabulary for this lesson:
Earth, moon, sun, revolution, rotation, axis
Essential Question for this lesson:
How can you put the Sun, moon, and Earth in order from smallest to greatest in size?
Can you demonstrate how the moon travels around the Earth over one year?
Science Essential Standards and Common Core Standards for ELA & Math:
•3.E.1 Recognize the major components and patterns observed in the Earth/moon/sun system
•3.E.1.1 Recognize that Earth is a part of a system called the solar system that includes the sun, planets, and many
moons and that Earth is the third planet from the sun in our solar system
•3.E.1.2 Recognize that changes in the length and direction of an objectʼs shadow indicate the apparent changing
position of the sun during the day although the patterns of the stars in the sky, to include the sun, stay the same.
4.E.1 Explain the causes of day and night and phases of the moon.
•4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis
•4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moonʼs orbit around the Earth.
THIRD
Key Ideas and Details
RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time, sequence, and cause/effect
Range of Reading and Level of Text Complexity
Whirlwind Weather: Spiraling Through the Curriculum
RI.3.10. By the end of the year, read and comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
FOURTH
Craft and Structure
RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a
grade 4 topic or subject area.
RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text. Range of Reading and Level of Text Complexity
RI.4.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and
technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Third
Represent and interpret data.
3.MD.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve
one- and two-step “how many more” and “how many less” problems using information presented in scaled bar
graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
THIRD
Key Ideas and Details
RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time, sequence, and cause/effect
Craft and Structure.
RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
R1.3.5 Use text features and search tools to locate information relevant to a given topic efficiently.
FOURTH
Key Ideas and Details
RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what
happened and why, based on specific information in the text.
Craft and Structure
RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a
grade 4 topic or subject area.
Safety Requirements for this lesson:
Be sure to keep the balls from falling on the floor.
Be sure to keep all objects out of your mouth.
Whirlwind Weather: Spiraling Through the Curriculum
I can statement
•I can demonstrate how the moon travels around the
Earth as the Earth travels through one year.
•I can recognize that the moon is smaller than the
Earth.
•I can recognize that the Earth is larger than the
moon.
Explore/Engage
Students are in groups. Students pick one ball from
a variety of balls on the table to represent the Earth.
Students pick another ball from a variety of balls on
the table to represent the moon. Students pick
another ball from a variety of balls on the table to
represent the Sun. From the materials that the
students have chosen, they will demonstrate by
acting out how the moon travels around the Earth as
the Earth travels through one year.
Explain
Students will watch an animation at:ttp://
www.berghuis.co.nz/abiator/patana/5t/science/
eab_d.html
Following the video, students will take the online
quiz also at:ttp://www.berghuis.co.nz/abiator/patana/
5t/science/eab_d.html
Whirlwind Weather: Spiraling Through the Curriculum
Elaborate (Inquiry)
1. Student will view the animation in their groups
before deciding on and gathering their materials.
2. Teacher will provide various size balls on a table.
3. Students will view the various size balls on the
table to decide what three balls they want to have.
4. One student from each group will then go and
gather the three balls.
5. Using the materials, the students will discuss their
decision on what ball will represent the moon and
what ball will represent the Sun and what ball will
represent the Earth.
6. The group will then use the three balls to
demonstrate through role playing how the moon
revolves around the Earth.
7. The teacher will monitor each group to be sure
that each group has demonstrated the model
correctly.
Evaluate
Students will reflect on this lesson by comparing and
contrasting what they have learned from the
beginning of this lesson to the end of the lesson in
their science journals.
Accommodations for Differentiated Instruction:
Kinesthetic learners will benefit from this lesson by actively engaging in the lessons and
using the various balls to represent the Earth/moon/Sun system. Visual learners will
benefit from watching the animations and videos on the Promethean Board.
Cross-Curricular Integration:
Technology, Promethean and various websites listed
Lesson #5: Magnificent Moon Phases
Materials Needed:
7 Oreos for each group of students
1 plastic butter knife
•
Paper towel or napkins
•
Phases of Moon Oreo Lab (see page 3 and 4)
•
Whirlwind Weather: Spiraling Through the Curriculum
•
•
Pen/Pencil
Monthly Calendar http://sciencenetlinks.com/interactives/moon/
moon_worksheet/moon_worksheet.html
Teachers:Copy of the evaluation worksheet at: http://www.leosciencelab.com/
userimages/oreo-lab-q-and-a.pdf
Students:Copy of how to create the moon phases at: http://www.leosciencelab.com/
educators/lesson-plans/oreo_moon_phases.php
Vocabulary for this lesson: rotation, revelation
Essential Question for this lesson:
How can you create a model of the changes the moon seems to make in one month?
Science Essential Standards and Common Core Standards for ELA & Math:
4.E.1 Explain the causes of day and night and phases of the moon.
•4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis
•4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moonʼs orbit around the Earth.
THIRD
Key Ideas and Details
RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time, sequence, and cause/effect
Craft and Structure.
RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
R1.3.5 Use text features and search tools to locate information relevant to a given topic efficiently.
FOURTH
Key Ideas and Details
RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what
happened and why, based on specific information in the text.
Craft and Structure
RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a
grade 4 topic or subject area.
RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text.
Safety Requirements for this lesson: Teachers should be aware of students with
allergies to chocolate. The student could still do the activity, but just would not be able to
eat the cookies when they are done. Be cautious of the plastic knife and only hold the
base of the knife.
Whirlwind Weather: Spiraling Through the Curriculum
I can statement
•I can identify moon phases the moon to
makes throughout one month.
•I can create a model of the moon phases the
moon makes throughout one month.
Explore/Engage
Students will read the following sentence:
The moon changes shape throughout the month.
Students will use their lab notebook and will write
whether you agree with this statement or not.
Explain why.
Explain
Students will watch a video located at: http://
www.neok12.com/php/watch.php?
v=zX5c60455063656c6c595c41&t=Moon
Students will watch an animation located at: http://
www.berghuis.co.nz/abiator/patana/5t/science/
eab_f.html
Teacher will print off a copy of how to make the
moon phases at:http://www.leosciencelab.com/
educators/lesson-plans/oreo_moon_phases.php
Whirlwind Weather: Spiraling Through the Curriculum
Elaborate (Inquiry)
1.Students will watch a video on the moon phases.
2.Students will watch an animation on the moon
phases.
3.Students will create a model of the various moon
phases:
1. Gather supplies from the table.
2. Create groups of 2-3 people.
3. Distribute supplies to each group.
4. Have one member from each group carefully
separate the Oreo cookies, making sure one
side has all the frosting and the other side
has none. (Use butter knife if necessary).
See figure 1.
5. Use your butter knife to carefully scrape the
frosting from the first cookie making a shape
that resembles the cookie in figure 2. What is
the name of this phase?
6. Continue to create the other moon phases
with the remaining cookies. Use your notes or
the Internet (Useful Links section below) to
help guide you. Once you are done have your
teacher check your work.
7. Diagram A (page 3 of pdf) represents the
moonʼs orbit around Earth. Use the diagram
to match a cookie with each phase of the
moon from Diagram B (page 4 of pdf).
8. Students will be given a monthly calendar
where they will record the nightly moon
phases of the month. The teacher will review
at the end of the month.
Evaluate
Students will answer questions from the following
link:http://www.leosciencelab.com/userimages/oreolab-q-and-a.pdf in their lab notebook.
Accommodations for Differentiated Instruction:
Kinesthetic learners will be actively engaged in this lesson by interacting with moon
phases using Oreo cookies as models.
Cross-Curricular Integration:
Technology: Provided websites and animations
Whirlwind Weather: Spiraling Through the Curriculum