EDEL 448 Lesson Plan Template Teacher: Jeffery Upton Coop. Teacher: Mr.

Young Subject: Science/ELA Lesson Components: Lesson Title: How the Moon Regained Her Shape Materials List: How the Moon Regained Her Shape Scripts for all, Five Flashlights, Five Medium Styrofoam Balls, Construction Paper and Crayons or Coloring Pencils. Technology Integration: No technology is needed for this lesson. School: Lone Oak Time Allocation: 2 Days Grade Level: 4th Date: 3/7/14

Instructional Strategies: Whole group Readers Theatre, Small group hands on investigation Curriculum Standards SC Science Standard- 4.E .3B.1 Analyze and interpret data from observations to describe patterns in the (1) location, (2) movement, and (3) appearance of the Moon throughout the year. CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Safety Requirements (list all that apply): During the phases of the Moon demonstration, the classroom light will be off. Therefore the demonstration area needs to be free of any obstruction and provide enough area for the students to move freely.

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EEDA Cluster and Career Promotion Identification: Science Astronomy Lesson Objective Statement: Fourth Grade Students, using construction paper and chalk, will illustrate the different phases of the Moon (New, Waxing Crescent, First Quarter, Waxing Gibbous, Full Moon, Waning Gibbous, Third Quarter, and Waning Crescent). Essential Questions Does the Earths shadow cause the phases of the Moon What causes the different phases of the Moon? In the play we read what were the old beliefs of why the Moon was losing her shape? Is the Moon important for us on Earth? Procedure must be detailed enough for anyone to implement without assistance: (Hook) Exploration/Opening: We have learned a bit about the Moon and how it goes thorough different phases throughout the month, but now we are going look at the Moon in a different way. We are going to read this play and do what is called a Readers Theatre. Each one will have a part to play and at the end of our production we will discuss how we can relates this to the reality of the Moon and its importance to life on Earth as well as how the phases of the Moon could be creatively talked about. We will also participate in an activity were everyone will get the opportunity to act out exactly what the Moon does every month and see exactly why it changes shape. Explanation/Content: Learning Cycle 4-E Format Hand out How the Moon Regained Her Shape scripts. Assign every student at least one part in the play. There may be more parts than students so multiple Chorus parts can be read by one student. However each student needs at least one part. Once parts are assigned have students circle or highlight there parts so that they can see when they need to read their part. First we as a class use a reading strategy called choral reading to read through the play all at once. This allows students to become familiar with their parts without being put on the spot. The teacher will also use this time to model correct prosody and fluency. Once we have read the play aloud together, now we will read with students reading their assigned parts. When finished the teacher will ask questions to help students gain comprehension of the themes of the play? o What did the play tell us about the importance of the Moon? o What was the relationship between the play and the phases of the Moon?
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o What did the play mean when it said the Moon regained her shape? Once the Readers Theatre and discussion has concluded the class will move on to the hands on activity.

Expansion/Extension/Application: First the class will review by discussing what happened in the play. o What did the play tell us about the importance of the Moon? o What was the relationship between the play and the phases of the Moon? o What did the play mean when it said the Moon regained her shape? Next the class will be divided into groups of two. One student in each group will be given a flashlight. This student will represent the Sun The other student will be given a Styrofoam ball. This student will represent the Moon. The student with the flashlight will turn it on and point the light straight ahead and remain stationary, just as the Sun does. The student representing the Moon will face the light and hold the ball out in front of them and slightly above their head. The classroom lights will be turned off. The student with the Moon will be looking at the ball from the perspective of someone on Earth. The Moon will be dark as no light is reflecting off of it. This will be the position of the Moon in relation to the Sun and Earth when it is in the New Moon phase. The students representing the Moon will slowly begin rotating counterclockwise holding the ball still, simulating the Earth and Moons rotation together. As the ball begins to reflect the light the Waxing Crescent phase will be represented. More and more of the ball will become lighted until the entire side facing the student is lit when the student backs it to the light. This will represent the position of the Moon in relation to the Earth and Sun during the Full Moon phase. As the student continues to rotate, the lighted part of the ball will begin to become smaller and as it moves to the other side of the ball. This will represent the waning of the Moon. The Moon student will continue their rotation until they are once again facing the light and back into the New Moon position. Now the students will switch roles and repeat the process. The teacher will then ask the students question about the position of the Moon and how much of its surface is lit. o What did the Moon look like when it was between the Earth and the Sun? o What did the Moon look like when it was to the side on the
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Earth and Sun? o What did the Moon look like when the Earth was between it and the Sun? The teacher will reinforce that the phases of the Moon are caused by its position in relation to the Earth and Sun.

Evaluation/Assessment (should mirror objective & instruction backward design!): Provide the students with colored construction paper, blue and black work the best. Provide the students with light shades of colored pencils, crayons, or chalk. Have the student draw the Sun on one side of the paper. The earth towards the middle. Once the students have done this independently they will label the Sun and Earth. Next they will draw the Moon in eight positions around the Earth. Then the students will shade in the portion of the Moon that is lit when it is in the given position of the Moon, with relation to the Earth and Sun. Students will also label in each position with the correct phase (New, Waxing Crescent, First Quarter, Waxing Gibbous, Full Moon, Waning Gibbous, Third Quarter, and Waning Crescent).

Accommodations (min. early finishers/those needing assistance): Any students that finish early will be allowed to read silently at their desks. Any students needing further assistance will be given added instruction with the teacher as the others work on their illustrations. Reference(s) does not need to be in APA format: This lesson was created by Jeffery Upton, Teacher Candidate at USC Upstate. http://www.classbrain.com/artread/uploads/howthemoonregainedhershapeteachingactivities.pdf : How the Moon Regained Her Shape Readers Theater Play Book written by: Janet Ruth Heller Book illustrated by Ben Hodson Play Adapted & Activities Created by Cynthia D. Kussman, Elementary School Teacher, SC

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