KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Laila Mahgoub Cooperating Teacher:

Date: _______________ Coop. Initials:

Group Size: 25 students Allotted Time: 45 minutes Grade Level: 3rd Grade

Subject or Topic: Moon Inquiry

Section:

STANDARD: (PA Common Core): 3.3.3.B1. Describe the changes that occur in the observable shape of the moon over the course of a month. I. Performance Objectives (Learning Outcomes) Third grade students will be able to determine the relative positions of the Earth, Moon and sun for each phase of the Moon. II. Instructional Materials Science: A Closer Look by Macmillan/McGraw-Hill RAN charts Oreo cookie Moon phases worksheets 8 Styrofoam balls 8 flashlights Oreo cookies Toothpicks Moon Phases PowerPoint III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea) A. Prerequisite Skills: Students will know the eight phases of the Moon. B. Key Vocabulary: New Moon: the Moon is not visible in the sky. Waxing Crescent: the Moon is less than one-half illuminated by the sun but less than one quarter illuminated. Occurs when the Moon's illumination is increasing. First Quarter: the Moon is one-half illuminated by the sun. Occurs

when the Moon's illumination is increasing. Waxing Gibbous: the Moon is more than one-half illuminated by the sun but not completely illuminated. Occurs when the Moon's illumination is increasing. Full Moon: the Moon is totally visible in the sky. Waning Gibbous: the Moon is more than one-half illuminated by the sun but not completely illuminated. Occurs when the Moon's illumination is decreasing. Last/Third Quarter: the Moon is one-half illuminated by the sun. Occurs when the Moon's illumination is decreasing. Waning Crescent: the Moon is less than one-half illuminated by the sun but less than one quarter illuminated. Occurs when the Moon's illumination is decreasing. C. Big Idea: The eight phases of the Moon can be observed through inquiry. IV. Implementation A. Introduction Have the students fill out a RAN chart with what they think they know about the eight phases about the Moon. Have a 2-3 minute discussion with what the students about what they wrote in their charts. B. Development Divide the students into groups of 3. Each group will have a flashlight, a Styrofoam ball, and eight Oreo cookies. The students can work in their groups to form a hypothesis. Questions to ask: How does the Moon's position in space affect how we see the Moon? When do we see a Full Moon? When do we see a last/third quarter Moon? Students can write their hypothesis in their inquiry journals provided. Explain the inquiry. Students will take turns in their group holding a ball and stretching their arm out in front of them. Position your arm so the ball is a little higher than your head. The ball is the Moon, and your head is the Earth. Turn the lights off in the room. The flashlights represent the Sun. While one student holds a flashlight, the other student holding the ball will turn their backs to the flashlight so the light shines on the ball.

Students will turn in place while holding the ball. Keeping the ball in front of them, students will notice the change in light and shadow on the ball. Each group will use eight Oreo cookies to record the eight phases of the Moon they observe. Tell the students to twist open the Oreo cookies carefully, leaving the frosting intact on one half. Use a toothpick to scrape off the frosting to record the eight phases. Students will then draw each phase in place of the cookies. They will also draw the positions of the Earth and sun with each phase. The teacher will collect the student's worksheet.

C. Closure Ask a few groups to share their hypotheses. Discuss the hypotheses and the inquiry. Have the students fill in the rest of the RAN chart by writing down what they learned from this inquiry. Student can eat the Oreo cookies when done filling in the rest of the RAN chart. D. Accommodations / Differentiation If some students needed extra support, I would print out the Moon Phases PowerPoint so they could refer to it while doing their inquiry. E. Assessment/Evaluation plan 1. Formative- Oreo cookie Moon phases worksheet. 2. Summative- None. V. Reflective Response A. Report of Students Performance in Terms of States Objectives

B. Personal Reflection How could this lesson be improved? What other accommodations should I include to best fit the needs of all my students?

Is a RAN chart enough for an introduction? VI. Resources Ahmed, S. (n.d.). R.A.N Chart. Teachers Pay Teachers. Retrieved April 15, 2014, from http://www.teacherspayteachers.com/Product/RAN-Chart1165830 Hackett, J. K. (2008). Science: A Closer Look. New York: Macmillan/McGraw-Hill. Learn the Moon Phases with Oreo Cookies!. (n.d.). Teachers Pay Teachers. Retrieved April 5, 2014, from http://www.teacherspayteachers.com/Product/Learn-the-Moon-Phaseswith-Oreo-Cookies-346889