Phases of the Moon
Benjamin Ludovici
December 15, 2011
EDU 327
Focus Question
• How can I improve the assessment
portion of this LE?
School Information
• Houghton Academy (BPS #69)
- Buffalo Public Schools
- Buffalo, NY
Participating Class
• Fourth Grade
– Cooperating Teacher: Susan Wiley (CT)
– Classroom Teachers: Julia Benton and Alexis
Balk
– 52 Students, 29 girls and 23 boys
– General ability below grade level
– ADD, Visual Impairments, IEP’s, Speech, AIS
for reading
Time Frame
• Planning
– Approximately 90 minutes
• Implementation
– 75 minutes
• Assessment
– Approximately 5-10 minutes per student
Purpose
• As a result of seeing the Moon nearly every
day and watching it appear to change shape
and move, students are naturally drawn to
the mysteries of the Moon. This is why
teaching students about the Moon is a
critical aspect in science. Aside from our
planet and sun, the Moon is the next most
common and referenced part of our solar
system.
Objectives
• The Student will be able to describe the
relationship between the Earth, Sun, and
Moon in writing.
– TSWBAT complete a graphic organizer
– TSWBAT create a Moon model
Essential Questions
• What causes the different phases of the
Moon?
• Does the Moon produce its own light?
• Why do the Moon phases repeat in a cycle?
Enduring Understandings
• There are different phases of the moon.
• The phases of the moon repeat in a
sequencing cycle.
• The relationship between the Earth, the Sun,
and the Moon causes the different phases.
Student’s Tasks
•
•
•
•
•
•
Pre-assessment sheet and review
Vocabulary on the board
Reading the text
Creating the moon models
Drawing the moon phases
Modeling the relationship between the
Earth, Sun, and Moon
• Post-assessment sheet and review
Assessments
• Diagnostic
– Phases of the Moon pre-assessment sheet
• Formative
– Phases of the Moon drawing sheet and
modeling the relationship between the Earth,
Moon, and Sun
• Summative
– Phases of the Moon postassessment sheet and review
Diagnostic Assessment
Diagnostic Data
35
Number of Students
30
25
20
15
Pre Assessment
10
5
0
Distinguished
Proficient
Performance Level
Developing
Formative Assessment
Summative Assessment
Summative Data
50
45
40
Number of Students
35
30
25
Post Assessment
20
15
10
5
0
Distinguished
Proficient
Performance Levels
Developing
Teacher Exemplar
Developing Student
“It covers up prt of it”
“The sun lits the moon and
Earth makes the shadows”
Developing Student’s Grade
•
•
•
•
•
Vocabulary:
Matching:
Writing:
Drawing:
Oral Response:
Total:
1 /4 points
4 /4 points
4 /4 points
2 /4 points
2 /4 points
13 /20 points
Proficient Student’s Work
“The sun makes the
moon lit up”
“The sun gives light and
Earth makes shadows
on the Moon.”
Proficient Student’s Grade
•
•
•
•
•
Vocabulary:
Matching:
Writing:
Drawing:
Oral Response:
Total:
4 /4 points
4 /4 points
3 /4 points
2 /4 points
2 /4 points
15 /20 points
Distinguished Student’s Work
“Earth blocks the
sunlight to the Moon”
“The sun gives light to the Earth
and Moon. The Earth blocks the
sunlight sometimes to make
phases.”
Distinguished Student’s Grade
•
•
•
•
•
Vocabulary:
Matching:
Writing:
Drawing:
Oral Response:
Total:
4 /4 points
4 /4 points
4 /4 points
4 /4 points
4 /4 points
20 /20 points
NYS Standards
• Math, Science, and Technology
– Standard 4: The Physical Setting
• Key Idea 1: The Earth and celestial
phenomena can be described by principles of
relative motion and perspective
– P.I. 1.1a: Natural Cycles and patterns
include: The appearance of the Moon
changing as it moves in a path around
Earth to complete a single cycle.
Modification Table
SMART Board
activity
Tasks
Creating a moon
and drawing the
phases
Allows students
to practice
drawing the
different phases
of the moon.
The students are
able to put their
new knowledge of
the moon phases
to the test, while
still under the
supervision of the
teacher.
The students are
given a more
Provides students concrete example
with a hands on
of the moon
representation of phases by
the moon and
creating their
how the different own moon and
phases are
spinning it to
created.
create
Reflection
• Thank you to Dylan, Colleen, Carol
Ann, Ashley, Julie, and Melissa who
participated in the peer review for this
learning experience. Also, thank you
to Dr. Arnold for your advice and
comments.
• Include a calendar activity
• Hands-on activities!