s3g1+science+lesson+plan

Science Lesson: Space __ Phases of the Moon __ First Grade 1 hour a day for 5 days Students will draw and label the eight phases of the moon with chalk and black construction paper. ESS2 (K-2) –7 Students demonstrate an understanding of temporal or positional relationships between or among the Earth, sun, and moon by observing that the moon looks slightly different from day to day.
 * Unit Goal:** Students will understand that the moon has eight different phases and the appearance of the moon changes during each phase.
 * Objectives:**
 * G.L.E:**

Teacher: white board, markers, //Moon Seems to Change// by Franklin M. Branley. Students: Chalk, black construction paper In order to activity prior knowledge I will have a whole class discussion. I will ask the students if they can tell me things that provide light in our lives (sun, light bulbs, candles, and moon). I will write down the many things the students tell me and we will talk about each individual source of light. After discussing how we can get light from many things I will introduce to them that we can see the Moon because the Sun’s light reflects off of it.
 * Materials and Resources**
 * Introduction:**

For the closing of this lesson I will ask the students the simple question, “What did you learn? I will call on individual students to inform me the information that they learned on the last 5 days. I will ask questions like, “What does the moon look like in the last quarter phase?” and “What does it mean when the moon is at the waning crescent phase?” I will ask the students to come up to the classroom and show their classmates their picture of the phases of the moon. By having the students explain what they learned will not only help the students build knowledge on what they learned but it will also help me see if they understood the lesson correctly. The students will be assessed on the phases of the moon project they individually created. I will closely look at their drawings and labels of each phase. I will be using a rubric to grade their work. (See attached rubric)
 * Lesson Development**
 * Day 1:** Students will sit on the reading rug and listen as I read aloud //Moon Seems to Change// by Franklin M. Branley. After reading I will discuss how the moon can have different phases and characteristics and will make a vocabulary list so the students will be aware of the words they will later learn (crescent, waxing, waning, quarter, phases, craters). I will inform the students that the moon is round and doesn’t always look the same; it is a dry dusty place with no air or water. The moon is covered in giant holes called craters.
 * Day 2:** I will teach the students the first 3 phases of the moon. I will explain to them what the moon looks like at these stages and why it is that way. (I will teach new moon, waxing crescent, and first quarter phases)
 * Day 3:** I will recap on the previous moons taught and will introduce waxing gibbous, fully moon and waning gibbous. I will explain in full detail the characteristics of each phase to the students.
 * Day 4:** I will recap the phases already learned and ask the students questions so they can activate prior knowledge. I will then introduce the last two phases of the moon which are last quarter and waning crescent.
 * Day 5:** After learning about each individual phase, the students will be given an activity. Individually they will draw and label the 8 phases of the moon on black construction paper using white chalk. The students will be able to refer to the model that will be on the board that I previously made.
 * Closure**
 * Assessment**

In order to accommodate the students that need extra help, I will provide them with a worksheet that has circles that would represent the moon and lines for them to write the correct phase. The students will be sitting on the reading rug for the beginning of the lesson. The students are aware of the classroom rules and will abide by them throughout the lesson. The students will also be at their individual desks and will work on their project alone without interrupting or disturbing others.
 * Learner Factors**
 * Environment**


 * Rubric for Phases of the Moon Project**
 * 5 || 4 || 3 || 2 || 1 ||
 * If students:

Correctly label and draw 6-8 phases of the moon. || If students:

Correctly label and draw only 5 phases of the moon. || If students:

Include only 3-4 drawings and 3 labels. || If students:

Include drawings and no labels or include labels and no drawings. || If students:

Did not follow directions correctly. Did not include any drawings or labels of the phases. ||
 * Section 3 ||  ||   ||   ||   ||