SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK
Name Melanie Trzeciak
Subject Science
Grade Level 4th
Date/Duration October 24th November 4th
Big Ideas Our moon revolves around the Earth, and the Earth revolves
around our Sun.
Essential Questions How are moon phases formed?
What is the relation between the sun, the Earth, and the moon?
PA/Common Eligible Content - S4.D.3.1.1 Describe motions of the Sun -
Core/Standards Earth - Moon system.
Eligible Content - S4.A.3.2.1 Identify what different models
represent (e.g., maps show physical features, directions,
distances; globes represent Earth; drawings of watersheds
depict terrain; dioramas show ecosystems; concept maps show
relationships of ideas)
Eligible Content - S4.A.3.3.1 Identify and describe observable
patterns (e.g., growth patterns in plants, weather, water cycle).
Objective All 4th grade students will be able to diagram the lunar phases in a
group with 85% accuracy.
Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)
Formative & Students will have formative assessments daily in the form of
Summative discussions, question and answer, and exit slips.
Assessment At the end of the lesson the students will have to complete a
Evidence group project to show mastery of the skill, each student will
individually be evaluated by their presentation of the project.

ISTE Standards for Stellarium

Students

Framework for 21st

Century Learning
Accommodations, Discussion will be held at tables rather than on the floor so that all
Modifications students feel included
Exit slips, discussion, and projects will come in three levels: below
average, average, and above average so that all students will be
able to access material that is challenging enough for them
I will let the student choose the level (the level wont be written
on it) because sometimes students like to challenge themselves
and sometimes students need a little bit of a breakif I see
something that is unusual I will question and guide them in ways I
see fit
SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step Procedures

RATIONALE for the CK
Learning Plan
Introduction Activating Prior Knowledge
When you look up at the sky at night, do you realize how the moon
is not always the same?
What are the different shapes you see in the moon?
Hook/Lead-In/Anticipatory Set
Show them 8 pictures of the moon, ask them which one they have
seen before
Ask which moon they saw last night
Explicit Big Idea Statement
Instructions The moon revolves around the Earth, while the Earth revolves
around the sun.
Essential Questions Statement
How are the moon phases formed?
Objective Statement
In a group, all students will be able to diagram the lunar phases
with 80% accuracy.
Transition
Give students a cut out of the moon and have them find where that
picture is posted in the classroom. Once they find the picture they
will gather their materials and take them back to their desk to
learn their main lesson.
Key Vocabulary
Lunar phases
Rotate
Revolve
Solar System
Lunar
Lesson Procedure PreAssessment of Students
Have the students brainstorm why they think there are moon
phases, have them write and draw about what they think causes
the different phases of the moon.
Modeling of the Concept
There will be a class demonstration of what actually occurs to
make the lunar phases, and we will discuss how often the phases
occur and why they occur at that particular time
Guiding the Practice
The students will return to where their moon phase is in the
classroom, and use a flashlight and two balls to demonstrate what
is occurring and causing the different phases of the moon. There
will also be a lab sheet to record data that is observed.
Providing the Independent Practice
The student will then return to their desk once they finish the
group work to write a journal about the different moon phases and
 how they occur. There will be a place at the top of every page to
draw illustrations to describe what is happening.
Transition
Have students imitate the revolution of the moon, the Earth, and
the other planets in the solar system. Stop them and ask them what
phase the moon would be.
Reading Materials 4th Grade Science Textbook
Technology The Magic Tree House Midnight on the Moon (literature reading, but
Equipment it would relate back to what they are learning in science)
Supplies Earth and Space- by Anita Ganeri, John Malam, Clare Oliver, and
Adam Hibbert
Stellarium- to fast-forward and rewind on the different phases of
the moon
Flashlight, balls, string, small cutouts of moons, and moon pictures
for on the walls
Poster materials to create and present their understanding of the
topic (glue, scissors, tape, paper, markers)
Lab sheets
Evaluation of the Formal Evaluation
Learning/Mastery Have students work in a group to present a project on the phases
of the Concept of the moon and their understanding of the concept.
Informal Evaluation
Check sheet for discussions, if the topic is addressed in the correct
manner the student understands the information, if not it is
something that we need to go back in clear up
Exit slips and lab sheets
Closure Summary & Review of the Learning
Based off of what you know, what was the name of the moon you
saw last night called?
Based off of what you know, what is the name of the moon called
that you will see tonight?
Homework/Assignments
Look at the moon tonight and describe what you see.
Prepare any material still need for the group presentation

Teacher Not all of the students understood the concept at the same pace, so
Self-reflection I would have arranged groups based on how the students were
understanding the information.
I would have had more hands on materials, so that the students
could concretely understand the subject because they would be
manipulating more scenarios with their hands.