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Phases‌‌of‌‌the‌‌Moon‌  ‌

Sarah‌‌McMillan‌  ‌
7th‌‌Grade‌‌Science‌  ‌

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Common‌‌Core‌‌Standards:‌  ‌
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Topic:‌‌Cycles‌‌and‌‌Patterns‌‌of‌‌Earth‌‌and‌‌the‌‌Moon‌‌(ESS)‌  ‌
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This‌‌topic‌‌focuses‌‌on‌‌Earth’s‌‌hydrologic‌‌cycle,‌‌patterns‌‌that‌‌exist‌‌in‌‌atmospheric‌‌and‌‌oceanic‌‌currents,‌‌the‌‌
 
relationship‌‌between‌‌thermal‌‌energy‌‌and‌‌the‌‌currents,‌‌and‌‌the‌‌relative‌‌position‌‌and‌‌movement‌‌of‌‌the‌‌Earth,‌‌sun‌‌ 
and‌‌moon‌  ‌
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7.ESS.4‌‌The‌‌relative‌‌patterns‌‌of‌‌motion‌‌and‌‌positions‌‌of‌‌Earth,‌‌moon‌‌and‌‌sun‌‌cause‌‌solar‌‌and‌‌lunar‌‌eclipses,‌‌ 
tides‌‌and‌‌phases‌‌of‌‌the‌‌moon.‌  ‌
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This‌‌lesson‌‌focuses‌‌specifically‌‌on‌‌phases‌‌of‌‌the‌‌moon.‌  ‌
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Lesson‌‌Summary:‌  ‌
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This‌‌will‌‌be‌‌the‌‌first‌‌lesson‌‌in‌‌the‌‌standard‌‌that‌‌addresses‌‌the‌‌positions‌‌of‌‌the‌‌Earth,‌‌moon,‌‌and‌‌sun.‌‌It‌‌will‌‌ 
serve‌‌to‌‌introduce‌‌students‌‌to‌‌the‌‌relationships‌‌in‌‌space‌‌and‌‌how‌‌those‌‌positions‌‌occur‌‌in‌‌patterns.‌‌It‌‌will‌‌  
prepare‌‌them‌‌to‌‌understand‌‌why‌‌eclipses‌‌and‌‌tides‌‌occur‌‌which‌‌we‌‌will‌‌study‌‌in‌‌the‌‌future‌‌lesson.‌‌Students‌‌  
must‌‌be‌‌able‌‌to‌‌correctly‌‌identify‌‌the‌‌position‌‌of‌‌the‌‌Earth,‌‌sun,‌‌and‌‌moon‌‌for‌‌all‌‌eight‌‌phases‌‌and‌‌explain‌‌why‌‌ 
the‌‌moon’s‌‌appearance‌‌seems‌‌to‌‌change‌‌to‌‌us‌‌on‌‌Earth.‌‌They‌‌will‌‌do‌‌this‌‌through‌‌formative,‌‌informal‌‌and‌‌ 
formal‌‌assessments.‌‌I‌‌will‌‌lead‌‌an‌‌engagement‌‌discussion‌‌surrounding‌‌the‌‌“big‌‌picture‌‌question”‌‌of‌‌what‌‌we‌‌  
can‌‌learn‌‌from‌‌studying‌‌the‌‌moon.‌‌Then‌‌students‌‌will‌‌explore‌‌moon‌‌phases‌‌by‌‌working‌‌in‌‌groups‌‌on‌‌various‌‌  
assignments‌‌all‌‌utilizing‌‌technology.‌‌To‌‌explain‌‌what‌‌they‌‌learned‌‌about‌‌phases‌‌of‌‌the‌‌moon,‌‌students‌‌will‌‌ 
participate‌‌in‌‌a‌‌teacher‌‌lead‌‌nearpod‌‌lesson.‌‌This‌‌is‌‌interactive‌‌and‌‌asks‌‌students‌‌to‌‌answer‌‌varying‌‌types‌‌of‌‌  
questions‌‌about‌‌the‌‌phases‌‌of‌‌the‌‌moon‌‌including‌‌multiple‌‌choice‌‌and‌‌short‌‌answers.‌‌Once‌‌they‌‌are‌‌able‌‌to‌‌ 
explain‌‌the‌‌phases,‌‌students‌‌will‌‌be‌‌able‌‌to‌‌elaborate‌‌on‌‌the‌‌relationship‌‌between‌‌the‌‌Earth,‌‌sun,‌‌and‌‌moon‌‌that‌‌ 
causes‌‌each‌‌phase‌‌to‌‌occur.‌ ‌They‌‌will‌‌do‌‌this‌‌by‌‌creating‌‌a‌‌poster‌‌using‌‌Canva‌‌or‌‌Google‌‌Drawings.‌‌Finally,‌‌  
all‌‌student‌‌work‌‌will‌‌be‌‌evaluated‌‌by‌‌the‌‌teacher‌‌during‌‌all‌‌stages‌‌of‌‌learning‌‌to‌‌differentiate,‌‌scaffold,‌‌re-teach,‌‌  
or‌‌correct‌‌any‌‌misconceptions.‌‌Students‌‌will‌‌also‌‌be‌‌asked‌‌to‌‌complete‌‌a‌‌rubric‌‌that‌‌will‌‌help‌‌them‌‌evaluate‌‌ 
their‌‌own‌‌learning‌‌on‌‌the‌‌topic.‌‌   ‌
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Estimated‌‌Duration:‌  ‌
This‌‌lesson‌‌will‌‌take‌‌a‌‌little‌‌under‌‌four‌‌hours‌‌(225‌‌minutes).‌‌I‌‌plan‌‌on‌‌dividing‌‌the‌‌lesson‌‌into‌‌five‌‌days‌‌days‌‌
 
with‌‌each‌‌class‌‌period‌‌lasting‌‌about‌‌45‌‌minutes.‌   ‌ ‌
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Commentary:‌ M ‌ y‌‌lesson‌‌will‌‌follow‌‌the‌‌5E‌‌model‌‌of‌‌instruction.‌‌The‌‌first‌‌E,‌‌the‌‌engage,‌‌would‌‌be‌‌my‌‌“hook”‌‌  
for‌‌the‌‌lesson.‌‌I‌‌anticipate‌‌my‌‌biggest‌‌challenge‌‌with‌‌this‌‌lesson‌‌will‌‌be‌‌this‌‌first‌‌E.‌‌I‌‌feel‌‌that‌‌at‌‌the‌‌mention‌‌of‌‌ 
learning‌‌about‌‌the‌‌moon,‌‌students‌‌may‌‌instantly‌‌feel‌‌bored‌‌and‌‌unmotivated.‌‌I‌‌am‌‌making‌‌this‌‌assumption‌‌ 
because‌‌many‌‌middle‌‌schoolers‌‌may‌‌take‌‌the‌‌object‌‌in‌‌the‌‌sky‌‌for‌‌granted‌‌and‌‌seeing‌‌it‌‌nightly‌‌may‌‌lessen‌‌its‌‌ 
appeal‌‌and‌‌enchanting‌‌qualities.‌‌When‌‌you‌‌look‌‌at‌‌the‌‌moon‌‌at‌‌night,‌‌you‌‌don’t‌‌always‌‌think‌‌about‌‌the‌‌ 
important‌‌role‌‌it‌‌is‌‌playing‌‌on‌‌Earth‌‌from‌‌way‌‌up‌‌there‌‌in‌‌space.‌   ‌
My‌‌plan‌‌for‌‌this‌‌portion‌‌of‌‌the‌‌lesson‌‌is‌‌to‌‌use‌‌resources‌‌on‌‌the‌‌NASA‌‌website‌‌pertaining‌‌to‌‌the‌‌moon.‌‌In‌‌  
particular,‌‌I‌‌will‌‌show‌‌them‌‌a‌‌video‌‌about‌‌features‌‌on‌‌the‌‌moon‌‌followed‌‌by‌‌a‌‌debriefing‌‌of‌‌the‌‌video.‌‌Then‌‌I ‌‌
will‌‌have‌‌students‌‌look‌‌at‌‌pictures‌‌of‌‌the‌‌moon,‌‌select‌‌their‌‌favorite,‌‌and‌‌post‌‌it‌‌to‌‌a‌‌Jamboard‌‌for‌‌a‌‌class‌‌  
discussion.‌‌This‌‌will‌‌transition‌‌us‌‌into‌‌the‌‌next‌‌day‌‌and‌‌the‌‌rest‌‌of‌‌the‌‌5‌‌E‌‌model.‌‌   ‌
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Instructional‌‌Procedures:‌‌(All‌‌uses‌‌of‌‌technology‌‌will‌‌be‌‌highlighted‌‌in‌‌blue)‌  ‌
Day‌‌1:‌‌Engage‌  ‌
First‌‌10‌‌minutes:‌‌Introductory‌‌activity-‌‌As‌‌a‌‌class,‌‌students‌‌will‌w‌ atch‌‌a‌‌video‌s‌ hown‌‌by‌‌the‌‌teacher‌‌on‌‌a‌‌ 
SMART/Promethean‌‌board.‌‌The‌‌video‌‌is‌‌located‌‌online‌‌on‌‌the‌‌NASA‌‌website‌‌via‌‌this‌‌link:‌W ‌ hat‌‌the‌‌heck‌‌is‌‌ 
that?‌‌-‌‌Moon‌‌Edition‌‌‌As‌‌the‌‌students‌‌watch‌‌the‌‌video,‌‌they‌‌will‌‌begin‌‌wondering‌‌why‌‌people‌‌might‌‌be‌‌ 
interested‌‌in‌‌the‌‌moon‌‌and‌‌it’s‌‌features.‌‌Following‌‌the‌‌six‌‌minute‌‌video,‌‌the‌‌teacher‌‌will‌‌lead‌‌a‌‌debriefing‌‌on‌‌
 
what‌‌they‌‌saw‌‌and‌‌reemphasize‌‌that‌‌students‌‌should‌‌be‌‌thinking‌‌about‌‌what‌‌we‌‌can‌‌learn‌‌by‌‌studying‌‌the‌‌  
moon.‌‌   ‌
10‌‌minutes‌‌(20‌‌total‌‌minutes‌‌of‌‌class‌‌time):‌‌Students‌‌will‌‌log‌‌on‌‌to‌g‌ oogle‌‌classroom‌‌‌and‌‌click‌‌on‌‌the‌‌new‌‌ 
class‌‌material‌‌posted‌‌for‌‌that‌‌day.‌‌Here‌‌they‌‌will‌‌find‌‌a‌‌link‌‌for‌‌the‌‌‌NASA‌‌website‌‌image‌‌gallery‌‌‌of‌‌the‌‌earth’s‌‌  
moon‌‌via‌‌this‌‌link:‌P‌ ictures‌‌of‌‌the‌‌Moon‌‌‌.‌‌I‌‌will‌‌instruct‌‌students‌‌to‌‌look‌‌at‌‌the‌‌pictures‌‌in‌‌the‌‌online‌‌gallery‌‌
 
and‌‌after‌‌several‌‌minutes‌‌select‌‌a‌‌few‌‌pictures‌‌that‌‌stand‌‌out‌‌to‌‌them‌‌the‌‌most‌‌and‌‌think‌‌about‌‌reasons‌‌why‌‌ 
they‌‌are‌‌selecting‌‌that‌‌photo.‌‌They‌‌will‌‌use‌‌the‌‌photo‌‌selected‌‌in‌‌the‌‌next‌‌portion‌‌of‌‌the‌‌lesson.‌‌    ‌
10‌‌minutes‌‌(30‌‌total‌‌minutes‌‌of‌‌class‌‌time):‌‌Students‌‌will‌‌complete‌‌a‌‌jamboard‌w ‌ hich‌‌they‌‌will‌‌access‌‌via‌‌ 
google‌‌classroom.‌‌On‌‌the‌‌jamboard,‌‌they‌‌will‌‌be‌‌asked‌‌to‌‌post‌‌the‌‌picture‌‌they‌‌selected‌‌from‌‌the‌‌website‌‌and‌‌  
write‌‌a‌‌brief‌‌explanation‌‌as‌‌to‌‌why‌‌they‌‌selected‌‌that‌‌photo.‌‌The‌‌link‌‌for‌‌the‌‌jamboard‌‌is‌‌here:‌P
‌ hases‌‌of‌‌the‌‌ 
moon‌‌images‌‌jamboard‌  ‌
10‌‌minutes‌‌(40‌‌total‌‌minutes‌‌of‌‌class‌‌time):‌‌Students‌‌will‌‌view‌‌classmates‌‌photos‌‌that‌‌they‌‌selected.‌‌Following‌‌ 
the‌‌completion‌‌of‌‌the‌‌jamboard‌‌activity,‌‌I‌‌will‌‌lead‌‌a‌‌discussion‌‌about‌‌thoughts‌‌that‌‌students‌‌are‌‌having‌‌about‌‌ 
our‌‌“big‌‌question”‌‌:‌‌what‌‌humans‌‌can‌‌learn‌‌from‌‌studying‌‌the‌‌moon‌‌and‌‌it’s‌‌features.‌‌   ‌
5‌‌minutes‌‌(45‌‌minutes‌‌total‌‌class‌‌time):‌‌As‌‌an‌‌“exit‌‌ticket”‌‌to‌‌the‌‌conclusion‌‌of‌‌our‌‌“explore”‌‌day,‌‌students‌‌will‌‌ 
write‌‌a‌‌brief‌‌hypothesis‌‌for‌‌what‌‌they‌‌can‌‌learn‌‌from‌‌studying‌‌the‌‌moon‌‌and‌‌submit‌‌their‌‌answer‌‌as‌‌a‌‌private‌‌ 
comment‌‌via‌‌‌google‌‌classroom‌‌‌under‌‌the‌‌same‌‌material‌‌where‌‌they‌‌found‌‌the‌‌NASA‌‌link.‌   ‌ ‌
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Day‌‌2:‌‌Explore‌ 
5‌‌minutes:‌‌As‌‌students‌‌enter‌‌the‌‌classroom,‌‌they‌‌will‌‌be‌‌handed‌‌a‌‌note‌‌card‌‌from‌‌the‌‌teacher.‌‌Once‌‌they‌‌take‌‌  
their‌‌seats‌‌they‌‌will‌‌look‌‌at‌‌their‌‌card‌‌and‌‌see‌‌which‌‌one‌‌of‌‌the‌‌eight‌‌phases‌‌of‌‌the‌‌moon‌‌is‌‌written‌‌on‌‌their‌‌ 
card.‌‌Once‌‌they‌‌are‌‌clear‌‌on‌‌their‌‌phase,‌‌they‌‌will‌‌get‌‌up‌‌and,‌‌taking‌‌only‌‌their‌‌card‌‌with‌‌them,‌‌walk‌‌around‌‌the‌‌ 

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room‌‌to‌‌find‌‌other‌‌students‌‌with‌‌the‌‌matching‌‌phase‌‌and‌‌stand‌‌as‌‌a‌‌group.‌‌I‌‌will‌‌assess‌‌what‌‌the‌‌groups‌‌look‌‌
 
like‌‌and‌‌ask‌‌students‌‌to‌‌trade‌‌if‌‌I‌‌deem‌‌it‌‌necessary.‌‌
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40‌‌minutes:‌‌Students‌‌will‌‌work‌‌in‌‌their‌‌assigned‌‌groups‌‌completing‌‌stations‌‌about‌‌the‌‌phases‌‌of‌‌the‌‌moon.‌‌I ‌‌
will‌‌walk‌‌around‌‌and‌‌facilitate,‌‌keep‌‌students‌‌on‌‌track‌‌and‌‌answer‌‌any‌‌questions‌‌that‌‌may‌‌arise.‌‌
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There‌‌will‌‌be‌‌four‌‌total‌‌stations‌‌with‌‌each‌‌taking‌‌approximately‌‌10‌‌minutes.‌‌(there‌‌will‌‌be‌‌double‌‌of‌‌each‌‌  
station‌‌as‌‌I‌‌divided‌‌the‌‌class‌‌into‌‌8‌‌groups)‌‌All‌‌of‌‌the‌‌needed‌‌links‌‌and‌‌answer‌‌sheets‌‌will‌‌be‌‌provided‌‌on‌‌each‌‌
 
student's‌‌google‌‌classroom‌‌as‌‌well‌‌as‌‌printed‌‌copies‌‌of‌‌directions‌‌and‌‌sheets‌‌at‌‌each‌‌station.‌‌Although‌‌they‌‌will‌‌ 
travel‌‌to‌‌the‌‌different‌‌stations‌‌as‌‌a‌‌group,‌‌each‌‌student‌‌will‌‌be‌‌required‌‌to‌‌complete‌‌all‌‌work‌‌individually.‌‌They‌‌ 
may‌‌use‌‌the‌‌internet‌‌and‌‌other‌‌group‌‌members‌‌as‌‌resources‌‌for‌‌help‌‌answering‌‌the‌‌questions.‌‌    ‌
Station‌‌1:‌  ‌
Phases‌‌of‌‌the‌‌Moon‌‌vocabulary.‌‌Students‌‌will‌‌complete‌‌a‌‌graphic‌‌organizer‌‌that‌‌matches‌‌the‌‌vocabulary‌‌terms‌‌  
with‌‌their‌‌definitions.‌‌Students‌‌will‌‌complete‌‌this‌‌using‌‌google‌‌slides‌.‌‌The‌‌slides‌‌will‌‌resemble‌‌a‌‌fill‌‌in‌‌the‌‌
 
blank‌‌guided‌‌notes‌‌where‌‌students‌‌will‌‌have‌‌to‌‌research‌‌the‌‌answer‌‌in‌‌order‌‌to‌‌correctly‌‌identify‌‌and‌‌define‌‌the‌‌  
vocabulary‌‌terms‌‌associated‌‌with‌‌the‌‌lesson.‌‌The‌‌completed,‌‌correct‌‌slides‌‌will‌‌serve‌‌as‌‌their‌‌notes‌‌for‌‌this‌‌ 
lesson‌‌of‌‌the‌‌unit.‌   ‌ ‌
Station‌‌2:‌  ‌
Phases‌‌of‌‌the‌‌Moon‌‌song‌‌lyrics.‌‌Students‌‌will‌w ‌ atch‌‌the‌‌music‌‌video‌‌‌by‌‌Mr.‌‌Lee‌‌and‌‌complete‌‌a‌g‌ oogle‌‌doc‌‌ 
that‌‌is‌‌a‌‌copy‌‌of‌‌the‌‌song‌‌lyrics‌‌with‌‌fill‌‌in‌‌the‌‌blanks.‌‌The‌‌link‌‌for‌‌the‌‌youtube‌‌video‌‌is‌‌here:‌M
‌ r.‌‌Lee‌‌Phases‌‌of‌‌ 
the‌‌Moon‌‌   ‌
Station‌‌3:‌  ‌
Students‌‌will‌‌use‌‌the‌‌Moon‌‌Phases‌‌Calendar‌‌on‌‌the‌F ‌ armer’s‌‌Almanac‌‌website‌‌‌to‌‌complete‌‌the‌‌calendar‌g‌ oogle‌‌ 
doc.‌‌‌Students‌‌will‌‌look‌‌up‌‌the‌‌past‌‌week‌‌(7‌‌days)‌‌worth‌‌of‌‌phases‌‌of‌‌the‌‌moon.‌‌They‌‌will‌‌have‌‌to‌‌fill‌‌in‌‌the‌‌ 
date,‌‌name‌‌of‌‌the‌‌phase,‌‌and‌‌paste‌‌a‌‌picture‌‌of‌‌what‌‌the‌‌phase‌‌looks‌‌like.‌‌The‌‌link‌‌for‌‌the‌‌website‌‌is‌‌here:‌‌
 
Farmer's‌‌Almanac‌‌Phases‌‌of‌‌the‌‌Moon‌  ‌
Station‌‌4:‌‌   ‌
Students‌‌will‌‌use‌‌the‌l‌unar‌‌phase‌‌simulator‌.‌‌In‌‌order‌‌to‌‌complete‌‌this‌‌station,‌‌students‌‌must‌‌go‌‌to‌‌the‌‌website‌‌ 
and‌‌make‌‌sure‌‌that‌‌features‌‌are‌‌selected‌‌to‌‌show.‌‌Then‌‌the‌‌students‌‌will‌‌click‌‌“start‌‌animation,”‌‌watch‌‌as‌‌the‌‌ 
moon‌‌appears‌‌to‌‌change,‌‌and‌‌then‌‌click‌‌“pause‌‌animation.”‌‌Once‌‌the‌‌animation‌‌is‌‌paused,‌‌the‌‌students‌‌will‌‌  
need‌‌to‌‌record‌‌all‌‌the‌‌necessary‌‌information‌‌on‌‌a‌g‌ oogle‌‌sheet‌.‌‌Items‌‌requested‌‌on‌‌the‌‌sheet‌‌include‌‌name‌‌of‌‌  
the‌‌phase,‌‌percent‌‌illuminated,‌‌time‌‌since‌‌new‌‌moon,‌‌and‌‌angle‌‌in‌‌degrees.‌‌They‌‌will‌‌be‌‌asked‌‌to‌‌start‌‌and‌‌ 
pause‌‌at‌‌least‌‌five‌‌times,‌‌each‌‌pause‌‌spanning‌‌enough‌‌time‌‌to‌‌record‌‌five‌‌different‌‌phases‌‌on‌‌the‌‌sheet.‌‌    ‌
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Day‌‌3:‌‌Explain‌  ‌
5‌‌minutes:‌‌Bellwork.‌‌Students‌‌will‌‌answer‌‌a‌‌question‌‌in‌‌their‌‌“bellwork”‌‌digital‌‌notebook‌.‌‌It‌‌will‌‌be‌‌dated‌‌ 
correctly‌‌and‌‌placed‌‌in‌‌the‌‌appropriate‌‌lesson‌‌by‌‌using‌‌the‌‌digital‌‌table‌‌of‌‌contents.‌‌The‌‌question‌‌will‌‌serve‌‌as‌‌a ‌‌
formative‌‌assessment‌‌of‌‌students'‌‌learning‌‌from‌‌yesterday‌‌and‌‌I‌‌will‌‌quickly‌‌read‌‌through‌‌responses‌‌that‌‌come‌‌ 
in‌‌while‌‌others‌‌finish‌‌their‌‌work,‌‌to‌‌determine‌‌how‌‌quickly‌‌or‌‌slowly‌‌to‌‌move‌‌through‌‌the‌‌next‌‌portion‌‌of‌‌the‌‌ 
lesson.‌   ‌
30‌‌minutes:‌‌Students‌‌will‌‌participate‌‌in‌‌a‌‌teacher-led‌N ‌ earpod‌‌‌learning‌‌lesson.‌‌I‌‌will‌‌go‌‌over‌‌correct‌‌ 
terminology‌‌and‌‌students‌‌will‌‌check‌‌their‌‌answers‌‌from‌‌their‌‌google‌‌slides‌‌from‌‌yesterday.‌‌By‌‌the‌‌end‌‌of‌‌this‌‌
 
portion‌‌of‌‌the‌‌lesson,‌‌students‌‌will‌‌have‌‌all‌‌of‌‌the‌‌correct‌‌vocabulary‌‌terms‌‌and‌‌accompanying‌‌images.‌‌ 
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Throughout‌‌the‌‌Nearpod,‌‌students‌‌will‌‌be‌‌prompted‌‌to‌‌answer‌‌a‌‌variety‌‌of‌‌questions‌‌about‌‌phases‌‌of‌‌the‌‌moon‌‌  
to‌‌check‌‌their‌‌learning.‌‌I‌‌will‌‌review‌‌the‌‌answers‌‌later‌‌in‌‌order‌‌to‌‌determine‌‌which‌‌students‌‌may‌‌need‌‌more‌‌
 
scaffolding‌‌and‌‌which‌‌may‌‌need‌‌more‌‌enrichment‌‌for‌‌the‌‌formal‌‌assessment‌‌that‌‌will‌‌be‌‌assigned‌‌the‌‌next‌‌day.‌‌   ‌
10‌‌minutes:‌‌The‌‌students‌‌will‌‌participate‌‌in‌‌two‌‌different‌‌exercises‌‌which‌‌require‌‌them‌‌to‌‌physically‌‌move‌‌to‌‌ 
explain‌‌the‌‌“why‌‌and‌‌the‌‌how”‌‌portions‌‌of‌‌the‌‌phases‌‌of‌‌the‌‌moon.‌‌The‌‌directions‌‌for‌‌the‌‌exercises‌‌can‌‌be‌ 
found‌‌using‌‌the‌‌following‌‌links:‌‌Phases‌‌of‌‌the‌‌Moon‌‌head‌‌in‌‌hole‌‌activity‌‌‌and‌P
‌ hases‌‌of‌‌the‌‌moon‌‌light‌‌bulb‌‌ 
activity‌‌‌or‌‌use‌P
‌ hases‌‌of‌‌the‌‌moon‌‌light‌‌bulb‌‌activity‌  ‌
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Day‌‌4:‌‌Elaborate‌  ‌
45‌‌minutes:‌‌Now‌‌that‌‌the‌‌students‌‌have‌‌an‌‌understanding‌‌of‌‌the‌‌vocabulary‌‌terms‌‌and‌‌concepts‌‌of‌‌this‌‌lesson,‌‌ 
they‌‌will‌‌elaborate‌‌upon‌‌their‌‌learning‌‌and‌‌create‌‌phases‌‌of‌‌the‌‌moon‌‌poster.‌‌They‌‌will‌‌have‌‌the‌‌option‌‌of‌‌using‌‌ 
Canva‌‌or‌‌Google‌‌Draw‌t‌o‌‌create‌‌a‌‌poster‌‌that‌‌satisfies‌‌all‌‌the‌‌requirements‌‌to‌‌show‌‌mastery‌‌of‌‌the‌‌standard.‌‌In‌‌  
order‌‌to‌‌show‌‌mastery,‌‌students‌‌will‌‌be‌‌able‌‌to‌‌correctly‌‌identify‌‌and‌‌label‌‌pictures‌‌of‌‌the‌‌phases‌‌of‌‌the‌‌moon‌‌
 
of‌‌which‌‌will‌‌be‌‌images‌‌that‌‌they‌‌create.‌‌They‌‌must‌‌also‌‌be‌‌able‌‌to‌‌explain‌‌why‌‌we‌‌see‌‌different‌‌phases.‌‌Upon‌‌ 
completion‌‌of‌‌the‌‌project,‌‌students‌‌will‌‌have‌‌to‌‌“teach”‌‌their‌‌poster‌‌to‌‌a‌‌classmate‌‌that‌‌will‌‌be‌‌evaluating‌‌them‌ 
using‌‌a‌‌rubric‌‌I‌‌have‌‌created.‌‌
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Day‌‌5:‌‌Evaluate‌  ‌
45‌‌minutes:‌‌During‌‌this‌‌final‌‌day‌‌of‌‌the‌‌lesson,‌‌students‌‌will‌‌complete‌‌their‌‌digital‌‌infographic‌‌posters,‌‌present‌‌ 
them‌‌to‌‌a‌‌classmate,‌‌evaluate‌‌the‌‌classmate‌‌based‌‌on‌‌a‌‌teacher‌‌created‌‌rubric,‌‌and‌‌evaluate‌‌their‌‌own‌‌work‌‌ 
using‌‌a‌‌teacher‌‌created‌‌rubric.‌‌The‌‌rubrics‌‌used‌‌for‌‌assessment‌‌will‌‌both‌‌be‌g‌ oogle‌‌forms‌‌‌in‌‌which‌‌the‌‌students‌‌ 
will‌‌answer‌‌multiple‌‌choice,‌‌scaled,‌‌and‌‌open‌‌ended‌‌questions.‌‌I‌‌will‌‌assess‌‌the‌‌infographic‌‌posters‌‌and‌‌forms‌‌ 
and‌‌determine‌‌if‌‌reteaching‌‌is‌‌necessary.‌‌    ‌
 
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Pre-Assessment:‌  ‌
The‌‌strategy‌‌I‌‌will‌‌use‌‌to‌‌pre-assess‌‌my‌‌students‌‌prior‌‌knowledge‌‌about‌‌the‌‌phases‌‌of‌‌the‌‌moon‌‌will‌‌take‌‌place‌‌ 
throughout‌‌day‌‌one‌‌of‌‌the‌‌lesson.‌‌I‌‌will‌‌use‌‌the‌‌engagement‌‌portion‌‌of‌‌the‌‌lesson‌‌to‌‌determine‌‌what‌‌students‌‌
 
already‌‌know.‌‌I‌‌will‌‌do‌‌this‌‌informally‌‌during‌‌our‌‌discussion‌‌time‌‌and‌‌formally‌‌when‌‌I‌‌read‌‌their‌‌responses‌‌to‌‌ 
the‌‌“exit‌‌ticket.”‌  ‌
Scoring‌‌Guidelines:‌  ‌
During‌‌the‌‌discussion‌‌portion‌‌of‌‌the‌‌pre-assessment,‌‌the‌‌evaluation‌‌will‌‌take‌‌place‌‌as‌‌teacher‌‌judgment.‌‌ 
I‌‌will‌‌listen‌‌for‌‌key‌‌vocabulary‌‌being‌‌used‌‌or‌‌not‌‌being‌‌used‌‌and‌‌decide‌‌if‌‌it‌‌requires‌‌further‌‌prompting.‌‌ 
The‌‌“exit‌‌ticket”‌‌portion‌‌of‌‌the‌‌pre-assessment‌‌will‌‌be‌‌graded‌‌for‌‌completion‌‌for‌‌the‌‌student‌‌grade,‌‌but‌‌  
I‌‌will‌‌score‌‌it‌‌using‌‌a‌‌checklist‌‌for‌‌myself.‌‌I‌‌will‌‌use‌‌a‌‌rubric‌‌checklist‌‌for‌‌each‌‌student‌‌to‌‌identify‌‌when‌‌
 
a‌‌student‌‌used‌‌a‌‌key‌‌vocabulary‌‌term‌‌in‌‌their‌‌response‌‌as‌‌well‌‌as‌‌if‌‌the‌‌student‌‌was‌‌able‌‌to‌‌write‌‌ 
information‌‌relating‌‌to‌‌the‌‌“big‌‌question.”‌‌This‌‌information‌‌will‌‌tell‌‌me‌‌how‌‌to‌‌group‌‌students‌‌the‌‌  
following‌‌day‌‌for‌‌the‌‌“explore”‌‌part‌‌of‌‌the‌‌lesson.‌‌It‌‌will‌‌also‌‌allow‌‌me‌‌to‌‌scaffold‌‌the‌‌“explore”‌‌  
activities‌‌for‌‌each‌‌group‌‌based‌‌on‌‌their‌‌prior‌‌knowledge.‌‌   ‌

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There‌‌will‌‌be‌‌several‌‌other‌‌planned‌‌formative‌‌assessments‌‌throughout‌‌the‌‌unit.‌‌The‌‌first‌‌four‌‌will‌‌be‌‌conducted‌‌  
during‌‌the‌‌stations‌‌day.‌‌They‌‌are‌‌completing‌‌an‌‌interactive‌‌google‌‌slide‌‌to‌‌learn‌‌the‌‌new‌‌vocabulary.‌‌A‌‌google‌‌ 
doc‌‌where‌‌they‌‌will‌‌fill‌‌in‌‌the‌‌blanks‌‌with‌‌the‌‌vocabulary‌‌terms‌‌based‌‌on‌‌the‌‌song‌‌lyrics.‌‌A‌‌google‌‌doc‌‌of‌‌
 
research‌‌for‌‌seven‌‌days‌‌of‌‌phases‌‌of‌‌the‌‌moon‌‌with‌‌vocabulary‌‌and‌‌images.‌‌A‌‌google‌‌sheet‌‌based‌‌on‌‌the‌‌lunar‌‌  
simulator.‌‌The‌‌following‌‌day‌‌will‌‌also‌‌include‌‌two‌‌formative‌‌assessments.‌‌The‌‌first‌‌is‌‌a‌‌bellwork‌‌question‌‌in‌‌ 
which‌‌they‌‌will‌‌answer‌‌using‌‌the‌‌correct‌‌name‌‌of‌‌a‌‌phase‌‌and‌‌description‌‌of‌‌the‌‌moon’s‌‌appearance‌‌during‌‌that‌‌  
phase.‌‌The‌‌second‌‌will‌‌be‌‌all‌‌of‌‌the‌‌questions‌‌throughout‌‌the‌‌Nearpod‌‌including‌‌answering‌‌questions‌‌about‌‌  
vocabulary,‌‌images‌‌of‌‌the‌‌phases,‌‌and‌‌explaining‌‌the‌‌“why”‌‌of‌‌the‌‌phases.‌‌Although‌‌all‌‌of‌‌these‌‌formative‌‌ 
assessments‌‌will‌‌be‌‌graded‌‌for‌‌completion,‌‌they‌‌will‌‌be‌‌used‌‌by‌‌me‌‌to‌‌determine‌‌scaffolding,‌‌enrichment,‌‌and‌‌ 
re-teaching‌‌needs.‌‌   ‌
 ‌
Post-Assessment:‌  ‌
The‌‌post‌‌assessment‌‌for‌‌this‌‌lesson‌‌is‌‌a‌‌digital,‌‌infographic‌‌poster.‌‌Students‌‌will‌‌create‌‌a‌‌poster‌‌using‌‌their‌‌ 
choice‌‌of‌‌either‌‌Canva‌‌or‌‌Google‌‌Draw.‌‌They‌‌will‌‌have‌‌a‌‌checklist‌‌created‌‌by‌‌me‌‌that‌‌will‌‌list‌‌all‌‌of‌‌the‌‌  
required‌‌criteria‌‌in‌‌order‌‌to‌‌show‌‌mastery‌‌of‌‌the‌‌standard.‌‌The‌‌students‌‌must‌‌include‌‌original,‌‌self-created‌‌ 
images‌‌of‌‌all‌‌eight‌‌phases‌‌of‌‌the‌‌moon,‌‌all‌‌of‌‌the‌‌vocabulary‌‌terms‌‌associated‌‌with‌‌this‌‌standard‌‌(with‌‌ot‌‌  
without‌‌the‌‌definitions‌‌-‌‌these‌‌can‌‌be‌‌explained‌‌during‌‌their‌‌presentation‌‌portion‌‌of‌‌the‌‌assessment),‌‌and‌‌at‌‌ 
least‌‌one‌‌image‌‌of‌‌the‌‌earth,‌‌sun,‌‌and‌‌moon‌‌as‌‌to‌‌demonstrate‌‌the‌‌why‌‌and‌‌the‌‌how‌‌of‌‌this‌‌standard.‌‌Upon‌‌ 
completion‌‌of‌‌the‌‌poster,‌‌the‌‌students‌‌will‌‌be‌‌required‌‌to‌‌present‌‌all‌‌of‌‌the‌‌information‌‌to‌‌one‌‌other‌‌classmate.‌‌  
Their‌‌classmate‌‌will‌‌fill‌‌out‌‌a‌‌rubric‌‌that‌‌I‌‌created‌‌that‌‌will‌‌evaluate‌‌the‌‌presenter's‌‌poster‌‌and‌‌their‌‌ability‌‌to‌‌ 
explain‌‌their‌‌learning‌‌from‌‌the‌‌unit.‌‌Finally,‌‌students‌‌will‌‌complete‌‌a‌‌rubric‌‌about‌‌themselves‌‌and‌‌their‌‌own‌‌ 
project‌‌that‌‌is‌‌created‌‌by‌‌me.‌‌
   ‌
 ‌
Scoring‌‌Guidelines:‌  ‌
The‌‌poster‌‌itself‌‌will‌‌be‌‌evaluated‌‌and‌‌graded‌‌by‌‌me‌‌for‌‌a‌‌score‌‌and‌‌percentage‌‌points.‌‌The‌‌peer‌‌ 
assessed‌‌rubrics‌‌will‌‌earn‌‌completion‌‌points‌‌for‌‌the‌‌evaluator‌‌and‌‌presenter.‌‌The‌‌self‌‌assessment‌‌will‌‌  
also‌‌be‌‌graded‌‌for‌‌completion.‌‌Altogether,‌‌there‌‌will‌‌be‌‌four‌‌different‌‌grades‌‌for‌‌the‌‌final‌‌assessment.‌‌  
The‌‌rubric‌‌I‌‌will‌‌use‌‌to‌‌evaluate‌‌the‌‌students‌‌poster‌‌(and‌‌taking‌‌into‌‌account‌‌the‌‌feedback‌‌from‌‌the‌‌ 
student‌‌rubrics)‌‌will‌‌have‌‌five‌‌categories‌‌based‌‌on‌‌the‌‌criteria‌‌broken‌‌down‌‌from‌‌the‌‌standard.‌‌Students‌‌ 
will‌‌receive‌‌a‌‌grade‌‌associated‌‌with‌‌the‌‌level‌‌of‌‌understanding‌‌as‌‌incomplete‌‌(F),‌‌beginning‌‌(D),‌‌  
developing‌‌(C),‌‌proficient‌‌(B),‌‌and‌‌mastery‌‌(A).‌‌I‌‌believe‌‌that‌‌students‌‌are‌‌more‌‌honest‌‌when‌‌rubrics‌‌ 
are‌‌assessed‌‌as‌‌complete‌‌or‌‌incomplete‌‌rather‌‌than‌‌scored.‌‌   ‌
 
 ‌
Differentiated‌‌Instructional‌‌Support‌  ‌
DIfferentiation‌‌will‌‌be‌‌evident‌‌throughout‌‌my‌‌instruction‌‌starting‌‌on‌‌the‌‌second‌‌day‌‌of‌‌the‌‌lesson.‌‌On‌‌this‌‌day,‌‌  
struggling‌‌students‌‌will‌‌be‌‌grouped‌‌with‌‌students‌‌who‌‌will‌‌more‌‌easily‌‌grasp‌‌the‌‌concept.‌‌I‌‌can‌‌also‌‌send‌‌out‌‌ 
completed‌‌google‌‌slides‌‌with‌‌the‌‌correctly‌‌matched‌‌terms‌‌to‌‌any‌‌student‌‌who‌‌may‌‌need‌‌extra‌‌support.‌‌I‌‌will‌‌ 
also‌‌have‌‌the‌‌directions‌‌and‌‌sheets‌‌to‌‌write‌‌answers‌‌on‌‌printed‌‌for‌‌students‌‌who‌‌may‌‌require‌‌a‌‌printed‌‌copy‌‌  
rather‌‌than‌‌a‌‌digital‌‌one.‌‌On‌‌the‌‌third‌‌day,‌‌students‌‌who‌‌are‌‌still‌‌struggling‌‌can‌‌use‌‌the‌‌completed‌‌notes‌‌to‌‌help‌‌ 
them‌‌answer‌‌questions‌‌on‌‌the‌‌nearpod.‌‌This‌‌day‌‌I‌‌can‌‌also‌‌assign‌‌extension‌‌activities‌‌during‌‌the‌‌last‌‌ten‌‌ 
minutes‌‌of‌‌class‌‌to‌‌students‌‌who‌‌may‌‌be‌‌accelerated‌‌learners.‌‌This‌‌could‌‌be‌‌a‌‌virtual‌‌lab‌‌or‌‌creating‌‌a‌‌stop‌‌ 
motion‌‌short‌‌in‌‌imovie‌‌of‌‌the‌‌phases‌‌of‌‌the‌‌moon.‌‌The‌‌summative‌‌assessment‌‌will‌‌also‌‌be‌‌differentiated.‌‌ 

 ‌
  ‌
 ‌
Students‌‌will‌‌receive‌‌a‌‌different‌‌list‌‌of‌‌criteria‌‌and‌‌requirements‌‌for‌‌their‌‌poster‌‌based‌‌on‌‌their‌‌learning‌‌needs.‌‌ 
There‌‌will‌‌be‌‌a‌‌“1”,‌‌“2”,‌‌and‌‌“3”‌‌version‌‌of‌‌the‌‌assessment‌‌that‌‌will‌‌be‌‌given‌‌to‌‌students‌‌based‌‌on‌‌their‌‌ 
formative‌‌assessments.‌‌   ‌
 ‌
Additionally,‌‌if‌‌there‌‌are‌‌students‌‌who‌‌are‌‌still‌‌struggling‌‌with‌‌the‌‌material,‌‌I‌‌could‌‌meet‌‌with‌‌them‌‌one‌‌on‌‌one‌‌ 
during‌‌the‌‌day‌‌four‌‌work‌‌time‌‌and‌‌go‌‌over‌‌misconceptions‌‌and‌‌re-teach‌‌the‌‌material‌‌using‌‌different‌‌visuals.‌   ‌ ‌
 ‌
 
 ‌
Extension‌  ‌
https://www.moonconnection.com/moon_phases.phtml‌  ‌
This‌‌is‌‌a‌‌great‌‌website‌‌that‌‌I‌‌would‌‌recommend‌‌for‌‌students‌‌who‌‌are‌‌looking‌‌to‌‌extend‌‌their‌‌learning‌‌and‌‌ 
accelerate‌‌beyond‌‌the‌‌standard.‌‌It‌‌illuminates‌‌the‌‌phases‌‌of‌‌the‌‌moon‌‌in‌‌a‌‌new‌‌way‌‌and‌‌offers‌‌different‌‌insights‌‌ 
about‌‌some‌‌of‌‌the‌‌origins‌‌of‌‌phase‌‌moon‌‌study‌‌such‌‌as‌‌trading‌‌and‌‌hunting.‌‌It‌‌can‌‌further‌‌answer‌‌many‌‌of‌‌the‌‌ 
“why”‌‌questions‌‌that‌‌learners‌‌may‌‌be‌‌interested‌‌in.‌‌
   ‌
 ‌
https://www.ducksters.com/science/phases_of_the_moon.php‌  ‌
This‌‌is‌‌a‌‌great‌‌website‌‌that‌‌I‌‌would‌‌recommend‌‌for‌‌students‌‌who‌‌may‌‌be‌‌struggling‌‌with‌‌the‌‌material‌‌and‌‌
 
standard.‌‌It‌‌discusses‌‌the‌‌phases‌‌of‌‌the‌‌moon‌‌and‌‌explains‌‌how‌‌they‌‌occur‌‌in‌‌very‌‌simplistic‌‌terms‌‌without‌‌a‌‌lot‌‌
 
of‌‌detail.‌‌It‌‌also‌‌includes‌‌pictures‌‌and‌‌diagrams.‌‌   ‌
 ‌
 ‌
 ‌
Homework‌‌Options‌‌and‌‌Home‌‌Connections‌  ‌
 ‌
One‌‌assignment‌‌that‌‌I‌‌would‌‌like‌‌the‌‌students‌‌to‌‌do‌‌at‌‌home‌‌during‌‌this‌‌lesson‌‌is‌‌to‌‌study‌‌the‌‌moon‌‌each‌‌night.‌‌  
I‌‌would‌‌like‌‌them‌‌to‌‌record‌‌what‌‌the‌‌moon‌‌looks‌‌like‌‌and‌‌what‌‌phase‌‌they‌‌think‌‌it‌‌is‌‌in.‌‌They‌‌can‌‌record‌‌this‌‌in‌‌ 
a‌‌digital‌‌moon‌‌journal‌‌that‌‌will‌‌be‌‌available‌‌in‌‌their‌‌google‌‌classroom.‌‌
   ‌
 ‌
Another‌‌assignment‌‌that‌‌I‌‌feel‌‌would‌‌be‌‌beneficial‌‌for‌‌students‌‌to‌‌work‌‌on‌‌at‌‌home‌‌would‌‌be‌‌to‌‌create‌‌a‌‌quizlet‌‌ 
of‌‌all‌‌of‌‌the‌‌terms‌‌used‌‌in‌‌the‌‌unit.‌‌
   ‌
 ‌
 
 ‌
Interdisciplinary‌‌Connections‌  ‌
One‌‌interdisciplinary‌‌connection‌‌that‌‌I‌‌can‌‌make‌‌during‌‌this‌‌lesson‌‌is‌‌on‌‌day‌‌two.‌‌During‌‌this‌‌portion‌‌of‌‌the‌‌ 
lesson‌‌students‌‌will‌‌be‌‌recording‌‌angles‌‌in‌‌degrees‌‌of‌‌the‌‌moon's‌‌position‌‌in‌‌accordance‌‌with‌‌the‌‌Earth‌‌and‌‌the‌‌ 
sun.‌‌Here‌‌we‌‌can‌‌talk‌‌about‌‌the‌‌difference‌‌in‌‌degrees‌‌in‌‌obtuse‌‌and‌‌acute‌‌angles‌‌and‌‌how‌‌the‌‌angle‌‌makes‌‌ 
sense‌‌with‌‌the‌‌phase‌‌and‌‌how‌‌much‌‌of‌‌the‌‌moon‌‌we‌‌are‌‌seeing‌‌lit‌‌up.‌   ‌

 ‌
  ‌
 ‌
Another‌‌connection‌‌I‌‌make‌‌during‌‌this‌‌lesson‌‌is‌‌with‌‌art‌‌when‌‌they‌‌are‌‌creating‌‌the‌‌poster.‌‌We‌‌can‌‌talk‌‌about‌‌ 
how‌‌artwork‌‌should‌‌be‌‌visually‌‌appealing.‌‌While‌‌I‌‌want‌‌the‌‌poster‌‌to‌‌be‌‌informative,‌‌they‌‌should‌‌be‌‌strategic‌‌  
in‌‌their‌‌creation‌‌so‌‌that‌‌the‌‌poster‌‌is‌‌appealing‌‌to‌‌the‌‌viewer‌‌and‌‌easy‌‌to‌‌read‌‌and‌‌understand.‌‌
   ‌
I‌‌could‌‌also‌‌connect‌‌this‌‌lesson‌‌to‌‌language‌‌arts‌‌when‌‌they‌‌are‌‌doing‌‌any‌‌of‌‌the‌‌moon‌‌journaling.‌‌I‌‌can‌‌connect‌‌ 
it‌‌by‌‌discussing‌‌the‌‌proper‌‌ways‌‌to‌‌write‌‌and‌‌format‌‌journal‌‌entries.‌‌   ‌
 ‌
 ‌
Materials‌‌and‌‌Resources:‌  ‌
 ‌

For‌‌teachers‌  ‌ internet‌  ‌
 ‌ smartboard/‌‌projector/‌‌promethean‌‌board‌  ‌
computer/‌‌laptop/‌‌chromebook‌  ‌
notecards/‌‌index‌‌cards‌  ‌
station‌‌directions‌‌printed‌  ‌
thick‌‌styrofoam‌‌poster‌‌board‌  ‌
paint‌‌(yellow‌‌and‌‌black)‌  ‌
styrofoam‌‌balls‌‌8‌‌medium‌‌1‌‌large‌  ‌
scissors/‌‌box‌‌cutter‌  ‌
glue‌  ‌
flashlight/‌‌light‌‌bulb(working-lamp‌‌no‌‌shade)‌  ‌
pencil‌  ‌
rubrics‌‌printed‌ 

 ‌

For‌‌students‌  ‌ chromebooks/‌‌laptops‌‌(access‌‌to‌‌google‌‌classroom)‌  ‌
 ‌ internet‌  ‌
station‌‌sheets‌‌to‌‌write‌‌answers‌  ‌
rubrics‌  ‌

 ‌
 ‌

 ‌
 ‌
Key‌‌Vocabulary‌  ‌
phase‌  ‌
waning‌  ‌

 ‌
  ‌
 ‌
waxing‌  ‌
gibbous‌  ‌
crescent‌  ‌
new‌‌moon‌  ‌
full‌‌moon‌  ‌
rotate‌  ‌
revolve‌  ‌
 ‌
 ‌
 ‌
 ‌
 ‌

 ‌

 ‌