Phases of the Moon Benjamin Ludovici December 15, 2011 EDU 327

Phases of the Moon

Benjamin Ludovici

December 15, 2011

EDU 327

Focus Question

• How can I improve the assessment portion of this LE?

School Information

• Houghton Academy (BPS #69)

- Buffalo Public Schools

- Buffalo, NY

Participating Class

• Fourth Grade– Cooperating Teacher: Susan Wiley (CT)– Classroom Teachers: Julia Benton and Alexis

Balk– 52 Students, 29 girls and 23 boys– General ability below grade level– ADD, Visual Impairments, IEP’s, Speech, AIS

for reading

Time Frame

• Planning– Approximately 90 minutes

• Implementation– 75 minutes

• Assessment– Approximately 5-10 minutes per student

Purpose• As a result of seeing the Moon nearly every

day and watching it appear to change shape and move, students are naturally drawn to the mysteries of the Moon. This is why teaching students about the Moon is a critical aspect in science. Aside from our planet and sun, the Moon is the next most common and referenced part of our solar system.

Objectives

• The Student will be able to describe the relationship between the Earth, Sun, and Moon in writing.– TSWBAT complete a graphic organizer– TSWBAT create a Moon model

Essential Questions

• What causes the different phases of the Moon?

• Does the Moon produce its own light?

• Why do the Moon phases repeat in a cycle?

Enduring Understandings

• There are different phases of the moon.

• The phases of the moon repeat in a sequencing cycle.

• The relationship between the Earth, the Sun, and the Moon causes the different phases.

Student’s Tasks

• Pre-assessment sheet and review

• Vocabulary on the board

• Reading the text

• Creating the moon models

• Drawing the moon phases

• Modeling the relationship between the Earth, Sun, and Moon

• Post-assessment sheet and review

Assessments• Diagnostic

– Phases of the Moon pre-assessment sheet

• Formative– Phases of the Moon drawing sheet and modeling

the relationship between the Earth, Moon, and Sun

• Summative– Phases of the Moon post-

assessment sheet and review

Diagnostic Assessment

Diagnostic Data

Formative Assessment

Summative Assessment

Summative Data

Teacher Exemplar

Developing Student

“The sun lits the moon and Earth makes the shadows”

“It covers up prt of it”

Developing Student’s Grade

• Vocabulary: 1 /4 points

• Matching: 4 /4 points

• Writing: 4 /4 points

• Drawing: 2 /4 points

• Oral Response: 2 /4 points

Total: 13/20 points

Proficient Student’s Work

“The sun makes the moon lit up”

“The sun gives light and Earth makes shadows on the Moon.”

Proficient Student’s Grade

• Vocabulary: 4 /4 points

• Matching: 4 /4 points

• Writing: 3 /4 points

• Drawing: 2 /4 points

• Oral Response: 2 /4 points

Total: 15/20 points

Distinguished Student’s Work

“Earth blocks the sunlight to the Moon”

“The sun gives light to the Earth and Moon. The Earth blocks the sunlight sometimes to make phases.”

Distinguished Student’s Grade

• Vocabulary: 4 /4 points

• Matching: 4 /4 points

• Writing: 4 /4 points

• Drawing: 4 /4 points

• Oral Response: 4 /4 points

Total: 20/20 points

NYS Standards

• Math, Science, and Technology

– Standard 4: The Physical Setting• Key Idea 1: The Earth and celestial

phenomena can be described by principles of relative motion and perspective

– P.I. 1.1a: Natural Cycles and patterns include: The appearance of the Moon changing as it moves in a path around Earth to complete a single cycle.

Modification Table

Tasks

SMART Board activity          Creating a moon and drawing the phases

Allows students to practice drawing the different phases of the moon.      Provides students with a hands on representation of the moon and how the different phases are created.

The students are able to put their new knowledge of the moon phases to the test, while still under the supervision of the teacher.

The students are given a more concrete example of the moon phases by creating their own moon and spinning it to create

Reflection

• Thank you to Dylan, Colleen, Carol Ann, Ashley, Julie, and Melissa who participated in the peer review for this learning experience. Also, thank you to Dr. Arnold for your advice and comments.

• Include a calendar activity• Hands-on activities!