Name: Lauren Williams

SIOP LESSON PLAN Key: SW = Students will; TW = Teacher will; SWBAT = Students will be able to…:

Topic: Lunar Cycle Grade/Class: 5th Grade Date: 12/7/11Content Objective(s): 5th grade ScienceStrand 6: Earth and Space Science Concept 2: Earth’s Processes and Systems – Understand the processes acting on the Earth and their interactions with the Earth’s systems PO 1: Describe how the Moon’s appearance changes during a four-week lunar cycle.

SWBAT indentify and distinguish between the phases of the Moon (Full, New, Waning Gibbous, Waxing Gibbous, Waning Crescent, Waxing Crescent, and Quarter Moon).

SW draw the phases of the Moon and label with the correct key term for each phase in class and again at home over the course of the month.

TW demonstrate the Lunar cycle with photos, videos, and a 3D model, and provide graphic organizers.

Language Objectives:Conversation:Comprehension of Oral Communication E-3: SW use pictures of the Moon phases and key terms to sequence the Lunar cycle from information shared during the guided practice, modeling, and conversations.

Vocabulary:B-1—PE1: SW name and classify pictures of the Moon and self-selected categories of key terms describing each phase with some or no instructional support.

Writing:Writing Elements PE-1: SW draw pictures that represent the Moon phases and label them using the provided key terms. Writing Applications (Expository) PE-3—B-3: SW take notes using a teacher selected and student created graphic organizer with some or no instruction support.

Materials (including supplementary and adapted):The regularly used space science textbook.Whiteboard and dry-erase markers. Paper and pens. Construction paper.Three graphic organizer of Moon phases: one just of Moon phases, another of Moon phases as Moon rotates around the Earth, and a third for the 4-week Moon phase project. Two to three versions of the graphic organizers: a regular (mostly student generated) version with no pictures for non-ELLs and advanced or intermediate ELLs, and supplementary teacher-created version with blank pictures to fill for pre-emergent to basic ELLs. 3D ball-like objects of varying size to represent the Moon, the Earth, and the Sun, and act as manipulatives. Enough for each home group to have three balls each. If possible, substitute a large flashlight for the Sun object. This would be more costly, but more beneficial.

Computer, internet access, and Smartboard or digital projector.PhET Interactive Simulations – Gravity and Orbits, My Solar System (Shows animated orbits of Moon and Earth, but not light effect of Sun)Google Chrome Apps – 3D Solar System (Shows light effect of Sun on Moon phases, but is stationary).

Higher Order Questions:Can you name the lunar phases?Can you distinguish between the lunar phases?

Describe what happens at each lunar phase.Make a chart showing the lunar phases.

Why did the changes occur? Why is the moon dark sometimes and light other times? How does this happen?Can you explain what must happen when the Moon passes between the Earth and the Sun?

Make a chart showing the sequence of lunar phases around the Earth.Can you provide a definition for “lunar cycle”?What changes to this lesson would you recommend?

Pre-emergent and emergent ELLs will work with a buddy-helper to read and respond to the questions. They may also use pictures to respond to the questions. For example, the teach hold up a picture of the full moon phase and asks an ELL to point where on the lunar chart that phase can be found. The ELL then, with the help of their buddy, points to the phase. Another example: the teacher asks an ELL which phase is the "waxing gibbous" phase. The ELL holds up their paper cutout of the "waning gibbous" phase. The teacher commends them on picking the gibbous, and asks the buddy to show the “waxing” gibbous phase. The buddy may then help the ELL by pointing out how the two phases differ. Those students may then use the PhET Interactive Simulations game or the Moon, Sun, and Earth objects to figure out how the waxing gibbous and waning gibbous phases are created.

Basic and intermediate ELLs may write down their responses with the help of a buddy, and then, if they are comfortable enough, respond aloud.

All ELLs will be allowed extra time to process the questions and may answer all questions with the help of their buddy.

Teacher Activities: Building Background

Links to Students’ Past Experience:In first grade, SW have already learned about the existence of the Moon and the Sun. SW have learned that the Sun is a source of light and that the Moon changes position in the sky. This lesson builds upon that previous knowledge adding an understanding of how the Sun’s light and the Moon’s position around the Earth cause the Lunar phases. Students’ personal experiences may also come into play. TW ask students if they have ever heard the term “full moon” or “new moon” and where they may have heard it. Some students may know “full moon” from werewolf stories, and some students may know “new moon” as the title of a Twilight book/movie. TW ask the students if they have ever seen an eclipse, and if they have, to tell the class what is was like. If no one has seen an eclipse, TW show a video clip of a lunar eclipse.

Teacher links to Prior Learning: Before this lesson takes place, the students will have learned that Moon travels around the Earth, and that the Earth travels around the Sun, but this will be enforced and expanded upon in this lesson. They will already be able to identify the planets in the solar system as well as many other objects from space, such as comets and stars. At the start of the lesson, SW identify the Moon, the Earth, and the Sun from a series of images. This will connect them to their prior learning and make sure all the students are on the same page.

Key vocabulary: Moon, Earth, Sun, Lunar cycle, Moon phases, Waxing Crescent, Waning Crescent, Waxing Gibbous, Waning Gibbous, Full Moon, New Moon, Quarter Moon, Lunar EclipseSW look up key vocabulary in textbook or on computer.SW match key vocabulary to paper cutouts they create. SW write key vocabulary and draw matching image on a graphic organizer.SW recognize key words from everyday life and explain how they know the word or words.SWBAT explain the difference between key terms.SW label images with the correct key terms.SW identify real-life Moon phases with the correct key term and record it in their “field notes.”SW use key terms every day throughout the course of the month-long recording project to identify the previous night’s Moon phase.Comprehensible InputThis component comprises some of the features that make SIOP instruction different from “just good instruction.” Check those that apply and describe below. Include those selected to the lesson sequence section below._X_ Speech appropriate for students’ proficiency levels _X_ Clear explanation of academic task _X_ Techniques used to make content concepts clear for ELLs Speech will vary depending on the level of the ELLs in the classroom, while still attempting to be challenging enough for the non-ELLs. In order to achieve this, speech will be slowed down to a reasonable pace, and ELL’s will be provided supplementary note-taking materials to better follow along. All key vocabulary words and terms will be listed on the board throughout the lesson for easy reference.

Academic tasks will be written on the board and frequently referred back to throughout the lesson. For lower ELL’s, an instructional handout will be provided where the instructions will be written in English then followed by visual pictures of the task. At the start of the lesson, SW verbally say the instructions aloud with the teacher. When each instruction is completed over the course of the lesson, one SW put a check next to that instruction and another SW say the next instruction aloud for the class.

In order to differentiate instruction for ELLs as well as the variations of learning styles of all students, I’ve designed this lesson to incorporate a variety of techniques. There is a bit of lecture involved in the beginning and throughout as I explain the phases of the Moon, and later, how the Sun’s light and the Earth’s and Moon’s positions cause the shadow. The SW spend time drawing the lunar phases, standing up and acting out the Moon’s revolution around the Sun, and interacting with a 3D computer-model of the lunar cycle. The SW be in charge of finding the information in the textbooks or on the computer and discussing this information the their groups. It is important that although ELLs need extra guidance, they

should still be responsible for their own learning and for the same content objectives as the other students. Therefore, the ELLs will be responsible for their own interactions in the their groups and for making sure they take part in the activities. The TW, however, be diligent in encouraging the ELLs to interact, and for encouraging the ELLs buddies to incorporate and help out their partner.

Scaffolding _X_ Modeling _X_ Guided Practice _X_ Independent PracticeVerbal Scaffolding:TW speak slow and use less complex sentences and words.TW introduce content, language objectives, instructions for the lesson, and key terms.SW repeat back the key terms.SW look up key terms for meaning and cut out Moon phases from construction paper to match to key terms.TW refer back to the key terms throughout the lesson, such as while showing images of the Moon phases. Example: point to written key term full moon, say full moon, point to picture of full moon.SW use key terms to in their graphic organizers to identify the Moon phases, when answering questions on the handout, and when selected to respond aloud to the teacher’s questions. TW ask review questions to ensure students are comprehending material. Example: “Sarah, explain to me what a quarter Moon looks like.” Then, “John, explain to me why a quarter Moon looks the way Sarah described.” SW independently present a Moon phase and explain how that Moon phases is created by it’s position in relation to the Earth and the Sun. Pre-emergent and emergent ELLs will need to identify a Moon phase and they may use notes prepared with the help of a buddy or the teacher to verbally explain that phase.

Procedural Scaffolding:TW break down the lesson’s procedures at the start of the lesson, writing the instructions on the board, explicitly stating them to the clas, and then having the studen’t repeat the instructions aloud.TW put a check next to each instruction as the class completes that portion of the lesson.TW pre-partner ELL’s will non-ELL or more advanced ELLs to help make language and content concepts more understandable.SW work together in pairs and groups to ensure every person in their group understands the content.TW work with struggling students, ELL or not, during a designated intependent practice period.

Instructional Scaffolding:SW match key terms to paper cut-outs of the Moon phases.SW shade in Moon phases and write matching key term on a graphic organizer while viewing images of the phases. SW use the Moon, Earth, and Sun objects to kinestheitcally act-out the lunar cycle.SW use the PhET Interactional Simulation to manipulate the movement of the Moon around the Earth.TW provide visuals to help ELLs comprehend key terms and concepts.TW provide supplemtary instructional aid to lower ELLs with a visual component to best ensure students follow the procedural steps of the lesson.TW model each step of the lesson by taking notes along with the class in a graphic organizer, and sharing those notes as the lesson continues.

Interaction _X_ Whole class _X_ Small group _X_ Partners _X_ IndependentDescription of Cooperative Learning Structure/s:SW work in a variety of situations throughout the lesson, from whole class, to small group, to paired partners, to independent at home work. TW lecture the whole class at the start of the lesson, and then have students work in groups to manipulate the Moon and the Earth objects. SW return to whole class for the Earth, Moon, and Sun 3D model and lecture, then break into small pre-designated groups to draw lunar cycle chart. TW ask a series of comprehension questions to the whole class during this time. SW work independently at home on their month long project.

Positive Interdependence and Interpersonal Skills: Students work in their home groups discussing how they think the Moon phases are created, manipulating the Moon, Sun, and Earth objects, and answering a series of questions on a group worksheet. This builds learning goal interdependence, wherein the members of the group are responsible for helping one another understand the material, and small group social skills, allowing the students to debate and discuss their thoughts together.

Individual Accountability: Students are graded individually on their at home project and their participation during the lesson, no matter whether in groups, in buddy pairs, independently, or with the whole class.

Practice/Application _X_ Hands-on _X_ Meaningful _X_ Linked to objectives _X_ Promotes engagementIntegration of Processes _X_ Listening _X_ Speaking _X_ Reading _X_ WritingDescription of Hands-on activity:SW look up key terms in groups.SW look up key terms in groups and match them to individually made paper cutouts of the Moon phases.SW draw the phases of the Moon and chart the lunar cycle around the Earth. To draw the phases of the Moon, SW have a pre-made graphic organizer with eight boxes. In each box, the SW draw the Moon, shade in the necessary portion, and write the key term below the image. To draw the lunar cycle, SW draw the Earth in the center of the paper, they will choose a side for the Sun and label that side “Sun,” then they will draw the Moon as it moves around the Earth, matching the correct phase to each position, and label.SW play the PhET Interactive Simulation of the Lunar Cycle on the computer with a buddy.SW predict the causes of the moon phases in groups while acting out the path of the Moon around the Earth using the Moon, Sun, and Earth objects.SW answer a series questions in writing and verbally.SW work together to understand the effects of the Sun and the Earth on the Moon using tangible manipulatives. These manipulatives include the graphic organizer, the lunar chart, and the Moon, Sun, and Earth objects, and the PhET Interactive Simulation.Lesson Delivery _X_ Pacing _X_ Student engagement _X_ Content objectives _X_ Language objectivesDescription of Lesson Delivery components:Lesson is paced so plenty of time is spent at each stage, allowing for enough scaffolding to be put in place before moving on. The pacing is designed so the ELLs have plenty of time to process the information and understand the language. The pacing also allows the non-ELLs the chance to really understand the content, as the Lunar cycle can be rather confusing even when you understand the language. The most time is spent drawing the Lunar cycle while using the PhET interactive simulations to manipulate the orbit of the Moon, and working in pairs to investigate the Earth and Sun’s effect on the phases and answer questions. The pacing is also designed to allow for a great amount of student engagement. While the lesson does include a decent amount of lecture, the lecture

is designed to involved less teacher standing in the front dictating information from the text and more student’s working hands-on to understand the material, from cutting out construction paper Moon phases and drawing the phases in graphic organizers, to using the PhET Interactive Simulations and the Moon, Sun, and Earth objects to manipulate the orbits. In order to avoid boredom or slacking attention, every 15 minutes or so, the activity changes slightly. This keeps the students and the teacher on their toes.The content objectives are met exactly, with the student even following the lunar cycle in real time, recording the Moon’s phase each night, just like real scientists. The students then explain their at home project charts in class each day, recalling the Moon phases and how the Sun and Earth affect these phases.The language objectives are met mostly in class, with the use of graphic organizers, key terms, and higher order thinking questions. Students define key terms with their own generated images (paper cut-outs). Students sequence the Lunar cycle using pictures and key terms. Students verbally share information during small groups discussion and in whole class discussion. Students name and classify phases of the Moon from images, then draw pictures that represent the phases, labeling them using the provided key terms, in a graphic organizer. Students repeatedly recall the key terms throughout the in class lesson and the at home project.

Time:5 minutes

15 minutes

15 minutes

Lesson SequenceTW write the content and language objectives on the board, and state them aloud to the class. TW write a short sentence or word for each step of the lesson sequence on the board, and number them 1, 2, 3, etc, so all the students know what to do, and when to do it.

TW introduce key terms by writing them on the board (full moon, new moon, crescent moon, lunar cycle, phase, etc) and saying them aloud. In their buddy pairs, SW search for the words, definitions, and pictures of the Moon phases in the textbook. SW cut out the moon at each phase from construction paper and tape the cut out next to the word they think best matches.

TW show images of the Moon at each phase of a 4-week cycle, saying the phase aloud and pointing to the corresponding key term. Students will draw the phases in their graphic organizers and label them. Here, TW ask the students to distinguish between waxing and waning, as well as gibbous and crescent. “Look at the two pictures (pictures labeled waxing crescent and waning crescent). What do you think is the difference between “waxing” and “waning”?

Notes regarding differentiation

Pre-emergent and emergent ELL students will have a graphic organizer with pictures of the Lunar phases. They will write down the correct phase below each picture as I present them. Basic and intermediate ELLs will have a graphic organizer with blank Moons to fill in. Advanced and non-EL students will take notes on a blank graphic organizer.

15 minutes

15 minutes

20-30 minutes

5-10 minutes

What is the difference between the two photos?”

In their home groups, SW receive two round balls, a large one that to represent the Earth and a small one for the Moon. SW use these manipulatives to think about, discuss, and model how they think the Moon moves around the Earth. The groups will answer questions together on a handout about how they think the Moon's movement around the Earth causes the phase changes. TW ask one student (elected by the group as a spokesperson) from each group to answer one question aloud.

TW use YouTube to show a time lapse of the Lunar cycle and the flow of the phase changes. TW ask the students to think about why they the moon is light sometimes and dark sometimes, and how they think this happens. TW pass out a third round ball, larger than the previous two balls, to represent the Sun. SW discuss in their groups how they think the Sun affects the Moon phases. TW introduce Google Chrome 3D Solar System app and the two PhET Interactive Simulations. In the simulations, students may manipulate the movement of the Earth and the Moon. By moving the Moon around the Earth, the shadows will cast off onto the Moon creating a new moon, a full moon, crescent moon, gibbous moon, and so on. The Google Chrome app shows very clearly casting of the Sun’s light on the Earth and Moon creating a full moon, but it is not interactive.

In their buddy pairs, SW take turns working at the computer on PhET Interactive Simulations Lunar Cycle game. Meanwhile, those students not at the computers will draw diagrams of the Moon passing around the Earth, shading in the Moon to show each proper phase. Students will spend 10-15 minutes at the computer and 10-15 minutes filling in the chart.

Review of terms and concepts: TW call on students and ask them to explain what a particular phase looks like, why it looks like that, or to identify a photo of a phase on the

ELL students will be pre-paired with a buddy who can help read the questions on the handout.

Pre-emergent and emergent ELL students will work with a buddy to complete their diagram if necessary. All other students must complete their diagram individually, although they may work in groups.

ELLs who have trouble speaking aloud will answer questions with the help of their buddy.

2 minutes daily for 20 days over four weeks

Smartboard, or answer one of the higher order thinking questions. Each student should answer one question.Assign the at home project where the SW track the Moon for four weeks, drawing the Moon phase and identifying the best matching key term.

Each day, one SW draw the previous nights moon on the board and another SW write the identifying key term below it and briefly explain how that term fits the picture of the Moon based on what they learned from the lesson.

ELLs may use their notes when writing the term or drawing the picture on the board.

Review and Assessment (Check all that apply and describe)_X_ Individual _X_ Group _X_ Oral _X_ WrittenReview Key Vocabulary:By the end of the main lesson, the students will each have provided definitions aloud or in writing for each of the key terms. Throughout the month long project, each student will have an equal chance (random drawing) of being called on to give the name of the previous night’s phase and write it on the board. All students will give the name at least once before the lesson is complete. If there are more kids than the 20-day specification above, then some kids will be asked to recall (looking at their month-long chart) the Moon phase of a Friday or Saturday night.

Review Key Concepts:SW turn in their partner questions handout and their month-long Moon phase chart for a grade.SW present daily, one student a time, one Moon phase (the previous nights phase) to the class, requiring they recall the key terms, the stages of the Lunar cycle, and the influence of the Sun and the Earth on the Moon phases.SW also be assessed individually by their participation during the lesson, and their answering of the verbal questions during the lunar cycle charting activity.SW finally assessed through a quiz during the Space Science unit (involving the prior learning of the planets in the solar system, other space objects such as comets, and so on, as well as future learning, such as the distinction between revolution and rotation, etc.), and again on a test at the end of the unit. A short review will take place before the quiz and again before the test.

Adapted from Making Content Comprehensible for English Language Learners, 2nd/ 3rd editions