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Lesson Plan and Reflection
Name: Serena Barton
Setting/Grade Level: 5th Grade
Subject(s): Science
School: Elsie Whitlow Stokes Community Freedom PCS
Date: June 26, 2012
Theme/Title: The Phases of the Moon
Composition of Class: Male_____Female_____ESL_____IEP _____ 504 _____
1. LEARNING GOALS/OBJECTIVES
What student learning goals do you have for this
lesson?
What student learning objectives do you have for this
lesson?
-
Students will be able to identify and describe the
phases of the moon.
1. Students will be able to identify the times of day
in which the moon is visible.
-
Students will be able to explain how the rotation
and revolution of the earth and moon, along with
the light from the sun, affect how we see the
moon from earth.
2. Students will be able to make predictions about
how observations of the moon will change over
time.
3. Students will be able to identify the phases of
the moon.
4. Students will be able to explain how the light
from the sun affects what we see of the moon.
5. Students will be able to interpret the data they
collect from their moon observations, analyze
their findings, and present the data in the form
of tables, charts, diagrams, etc.
2. METHODOLOGY
What instructional strategies will you use?
Constructions
Library Research
Cooperative Learning
Peer Editing
Discussion/Questioning
Practicum
Problem Solving
Field Study
Why did you choose these
strategies/methods?
- These strategies will help students to
understand the concepts addressed in the
lesson and build vocabulary.
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Reflection/Response
Independent Learning
Laboratory
Practice/Drill
Lecture
Reporting
Simulation
Graphic Organizers
Role Playing
Viewing/Listening/Answering
Experiment
Discovery
Journal
Other
How will you group students for instruction
(Individual, Small Group, Large Group or
Whole Class)?
- Students will be working in whole class,
small groups, and individually.
Key Vocabulary:
- rotation, revolution, earth shape,
prediction, moon phases, sphere, orbit,
observation, explore
Key Concepts:
- The Sun, Earth and Moon shapes are
approximately spherical
- Reflection of light and why Moon is
visible
- Reason for Moon phases
- Rotation and revolving of the Earth
- Rotation and revolving of the Moon
- Predict Moon phases
- Collect, interpret, organize data
List below your activities including how you activate background knowledge and bring closure to the lesson:
Activity (Time Allocated)
-
Preparation for lesson: Teacher will have already explained to students that the moon can be seen from
the earth early in the morning or in the night. Teacher will model how to make scientific observations of
the moon using images of the moon during various phases. (Images collected from NASA website) Students
will have been given a chart in which the can record their observations of the moon every night. Teacher
will stress the importance of making observations at the same time every night. Students will have been
observing the moon at the same time every night (students can chose the time that is best for them) for 1
month and recording observations on the charts given to them in their science notebooks. (This will have
been going on for at least 2 weeks prior to this lesson)
-
Activate prior knowledge: Students will come into class and on their desks they will have pictures of the
eight phases of the moon. Students will be asked to make predictions about the order in which the moon
passes through its phases by manipulating the pictures of the moon phases and record their predicted
order into their science notebooks. Teacher will circulate to check for prior knowledge and collect cut outs
of moon phases after five minutes. (5 minutes)
-
Warm-up/Motivation: Teacher will explain to students that today we will be learning about the phases of
the moon and that we will begin by watching a short video. Teacher will ask students to take notes on
anything they find important from the video in their notebooks and also write down any questions that
they think of while watching the video in their notebooks. Teacher will then play the video from NASA
website Why does the shape of the Moon seem to change? (5 minutes)
-
Activity #1: Teacher will explain to student that the moon can be seen in a different way each day and that
the shape of the moon that we see changes over the course of a month. Teacher will demonstrate using
balls colored to look like the earth, moon, and sun how the earth orbits the sun and the moon orbits the
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earth simultaneously. Teacher will then check for understanding by asking students to get into groups of
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three and model on their own using their bodies or their own balls how the moon rotates and revolves
around the earth. This will ensure that students have learned the new vocabulary words rotation and
revolution. Students will then be given a glossary or picture glossary that includes images taken from NASA
(15 minutes)
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Activity #2: Teacher will demonstrate how the light from the sun affects what we see of the moon using
the same ball that represents the moon and a flashlight. Class will discuss how this works, that the light
from the sun can only reach ½ of a sphere at once. Students will then be given a diagram which shows
how the light from the sun affects the shape of the moon that we see (See diagram below). Teacher will
put the same diagram up on the projector and go over what it means with the class. During this process
students will be introduced to the key vocabulary for the names of the phases of the moon. (15 minutes)
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Clarification: Students will be given 10 minutes to ask any questions that they have from the lesson. (10
minutes)
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Wrap-up: Students will be asked to take out their predictions of the order of the phases of the moon and
asked to correct the order that they predicted using the diagram given to them. Students will be asked to
work with a partner to make a new visual representation of the phases of the moon, including the new
science vocabulary words for the phases. (10 minutes)
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Informal assessment/Check for understanding: Students will also be responsible for writing a journal
entry in their science notebook for homework reflecting on what they learned today and explaining how the
rotation and revolution of the earth and moon, along with the light from the sun, affects how we see the
moon from earth. (10 minutes)
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Next lesson: In the next lesson, students will be asked to bring in all of their moon observations and graph
how the moon changes from one phase to another over time. How long did the moon remain in each phase?
How many nights was the moon clearly visible compared to how many it was hidden by bad weather?
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Formal assessment: Students will have a checklist to fill out and self-assess their work during the unit.
Teacher will also have a rubric to assess student understanding.
How will you accommodate for students (IEP, 504, skill level, management issues, and/or multiculturalism,
language differences)?
Some students will receive a picture dictionary to help with language needs. Some students will also use a word
web to help make connections. Some students will be given a graphic organizer for all writing and drawing
portions to help with special learning needs.
What level(s) of Bloom’s Critical Thinking did you cover?
_X_ Knowledge _X_ Comprehension _X_ Application _X_ Analysis _X_ Synthesis _X_ Evaluation
What multiple intelligences were exercised?
_X_ Visual/Spatial _X_ Verbal/Linguistic ___Logical/Mathematical _X_ Bodily/Kinesthetic
___Musical/Rhythmic _X_ Interpersonal ___Intrapersonal ___Naturalist
___Existential
What domains have you addressed?
_X__ Cognitive _X_ Social ___Affective _X_ Kinesthetic ___Metacognitive
3. MATERIALS
What materials will you use?
Teacher
- Computer
- Projector
- Internet Websites
Ready
- Balls and
Flashlight
- Phases of the
Moon Picture Cutouts
- Word Webs
- Graphic
Organizers
- Glossary and
Picture Dictionary
Student
- Science
notebooks
- Pencils
- Colored Pencils
Technology Utilized:
Cassettes/CDs
CD ROM
Overhead
Computer
Slides
Tape Recorder
Distance
Learning/Webcast
Internet
VCR/TV/DVD
Laser Disk
Assistive
Technology
Digital/Video
Camera
Smart Board
Other
4. ASSESSMENT/EVALUATION
Assessment Alternatives (put a checkmark for
assessments reflecting process and an “x” for product):
How will you evaluate each student goal/outcome?
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Application
Exam
Concept
Mapping
Parent
Evaluation
Peer Evaluation
Self-Evaluation
Inventories
Quantitative
Scales
Rubric
Journals
Objective Test
Observation
How will you use this information?
Contract
Checklist
Performance
Portfolio
Rating Scales
Scored Discussion
Problem-Solving
Assessment
Other
5.
REFLECTION AFTER LESSON IMPLEMENTATION
1. To what extent did students learn what you intended? How do you know?
2.
3.
4.
2. Did you do anything differently than what you planned? If so, why?
3. If you were going to teach this lesson again to the same students, what would you do the same?
Differently?
4. How much time did you actually use? Were transitions smooth?
5.
5. Identify a group or individual who did well with the lesson. How do you account for this? What
might you do in the future to ensure their continued success?
6.
6. Identify a group or individual who had difficulty with this lesson. How do you account for this?
What interventions could you use with this group/individual so that he/she/they achieve the learning goal(s)?
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7. Are there any other comments, reactions, or questions about the lesson? Was there anything you felt
especially good, frustrated or confused about?