L2+Stoutamyer,+Bianca

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __** **:** Bianca Stoutamyer __**Lesson #:**__ 2 **__Facet:__** Interpretation
 * __ Grade ____ Level __** **:** 6-8 **__Numbers of Days:__** 2
 * __ Topic: __** Moon, its phases and how it orbits the Earth


 * __ PART I: __**

Student will understand that the moon is affected by the Earth and Sun. Students will know eclipses, rotation, revolution, and phases of the moon. Students will be able to illustrate the phases of the moon.
 * __ Objectives __**
 * Product:** Glogster

Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Maine Learning Results**
 * Content Area-** Science and Technology
 * Standard Label-** D The Physical Setting
 * Standard-** D1 Universe and Solar System
 * Grade Level**- 6-8
 * Performance Indicators-** a,b and c
 * Rationale:** This lesson will meet the standard because the students will be able to explain the movements of the Earth and Moon, along with describing the location, composition, and characteristics of the Moon and how it interacts with the Earth and Sun.


 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – **Students will do a quick write about the phases of the moon and why we only see one side of the moon students can get into groups to discuss I will walk around and see if the students are having trouble writing about the phases and will readdress any problems I see they are having.
 * Section II – **Students will have a rubric to know what I want included on their Glogster and expectations of how they creatively do the work. While the students are working I will meet with them to make sure they are on task and accomplishing what they need to do.
 * __ Summative (Assessment of Learning): __**On Glogster students will create a poster about the phases of the moon. Will include pictures of each of the phases and why the moon has phases. If research is done students must include sources. (Worth 50 points)


 * __ Integration __**
 * Technology: ** The technology being used during this lesson is Glogster a technology that allows you to make online posters that you can share with the internet community. This ability to share the Glogster with other people through the internet makes this technology a type II.

​**Art:**Students creativity is used when creating their posters.
 * English:** Is used during the quick writes and when researching and reading resources.

__ **Groupings** __ **Section II –** On Glogster students will create a poster about the phases of the moon. Students have the choice on whether or not they work on the posters in pairs or separately. If they are working separately they must partner up and share resources and ideas about how they are creating their posters.
 * Section I - **Students will do an activity where they create the moons phases physically. After doing the activity they will fill out Moon Phases graphic organizer. Students will do a quick write about the phases of the moon and why we only see one side of the moon students can get into groups to discuss I will walk around and see if the students are having trouble writing about the phases and will readdress any problems I see they are having.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal/Linguistic: **Writing down thoughts through quick write and writing on graphic organizer.
 * Visual/Spatial: **The phases of the moon graphic organizer.
 * Musical/Rhythmic: **Phases of the moon activity with phases of the moon rap playing. URL: [] Option to work on Glogster with music.
 * Intrapersonal: **Option to work alone on activity and graphic organizer.
 * Interpersonal: **Option to work in groups on activity and graphic organizer.
 * Bodily/Kinesthetic: **Phases of the moon activity.

// From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //
 * __ Modifications/Accommodations __**


 * Plan for accommodating absent students: **Any student who missed class will have to look at the notes for that class on the class wiki and will have to pick up the graphic organizers, assignments and other papers from the absent work binder. Students will have to come see me concerning the final product for this lesson to get instructions and to learn how to create and use Glogster. Absent student will be asked to go see a their work buddy to find credible resources. Students Glogster posters are due the same day as the rest of the classes unless absent student has made prior arrangements with me.


 * __ Extensions __**
 * Type II technology: **The technology being used during this lesson is Glogster a technology that allows you to make online posters that you can share with the internet community. This ability to share the Glogster with other people through the internet makes this technology a type II.


 * Gifted Students: **When working on the Glogster poster students will be asked to also include a written response on why we only see one side of the moon from Earth.


 * __ Materials, Resources and Technology __**
 * // Class Wiki Page //
 * // Laptops //
 * // Projector //
 * // Glogster Accounts //
 * // Textbook //
 * // Phases of the Moon activity instructions //
 * // Song about the phases of the Moon //
 * // Pictures of each of the phases //
 * // Phases of the Moon graphic organizer //
 * // Rubric for Glogster project //

>
 * __ Source for Lesson Plan and Research __**
 * Class Wiki Page
 * Resource about the Phases of the Moon http://www.moonconnection.com/moon_phases.phtml
 * Calendar about which phase the Moon is in on any given day http://www.moonconnection.com/moon_phases_calendar.phtml
 * Resource about the Moon http://solarsystem.nasa.gov/planets/profile.cfm?Object=Moon
 * Directions for the phases of the Moon activity http://www.learner.org/teacherslab/pup/act_moonphase.html
 * Graphic organizer about the phases of the Moon [[file:GO_moon_phases.pdf]] http://www.science-class.net/Astronomy/MoonPhases.htm
 * Phases of the Moon Rap []
 * http://www.glogster.com/ Glogster account
 * Lunar Eclipse Resource http://eclipse.gsfc.nasa.gov/lunar.html
 * Solar Eclipse vs. Lunar Eclipse Resourcehttp://www.moonconnection.com/lunar_vs_solar.phtml//

//**__ PART II: __**//

//**__ Teaching and Learning Sequence __** (Describe the teaching and learning process using all of the information from part I of the lesson plan) // Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //


 * Day 1:** (80 minutes)
 * Introduction to today's lesson/ Hook drawn on the board (5 minutes)
 * Phases of the Moon activity with Rap playing (15 minutes)
 * Filling out the Phases of the Moon Graphic Organizer (10 minutes)
 * Powerpoint presentation about the Moon (15 minutes)
 * Quick write about the phases and why we only see one side of the moon (15 minutes)
 * Class discussion about the other side of the moon (10 minutes)
 * Introduction to Glogster (10 minutes)

Homework: Find a Glogster poster about science. Be ready to share the poster with the class next period.


 * Day 2:** (80 minutes)
 * Introduction to today's lesson (5 minutes)
 * Sharing of the posters students found on Glogster (10 minutes)
 * Create Glogster accounts (10 minutes)
 * Work on Glogster posters (45 minutes)
 * Share resources and links with a partner or small group (10 minutes)

Homework: Finish Glogster posters for next class.

The classroom for this lesson will be set up in table groups of three to four students per table. Students will understand that the moon is affected by the Earth and Sun. //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.// To know that objects such as the Earth, Sun and Moon affect each other. After going over the agenda for today's class while there is a diagram of the phases of the moon on the board students will do an [|activity] where they recreate the phases of the moon with styrofoam balls. Students have the option to either work on the activity alone or with a partner. While doing the activity a phases of the moon rap will be playing throughout the classroom. There is no Pre-Assessment for this lesson so students will go right into working on material for this lesson.
 * Where, Why, What, Hook Tailors:** Bodily/Kinesthetic, Musical/Rhythmic, Interpersonal, Intrapersonal, Visual/Spatial, Verbal/Linguistic

Students will know eclipses, rotation, revolution, and phases of the moon. **(See Content Notes)** Following the phases of the moon activity the students will fill out their Phases of the Moon. Students will have the option to fill out the graphic organizers by themselves or with a partner. Information about the Moons phases, orbit, distance from Earth, rotation, revolution and composition of the Moon will be included in a Powerpoint presentation along with photos of actual Moon phases and diagrams of the Moon compared to Earth. Following the presentation students will do a Quick write where they answer the questions "Why do we only see one side of the moon?" and "What are the eight phases of the moon?" While the students are doing their quick writes I will walk around the room and observe who is struggling with the questions and who is easily accomplishing the task. Depending on how the class is managing the quick write I will readdress any questions they are having with either the phase of the Moon or why we only see one side of the Moon as a class or I will take the individual students who are struggling aside and address the issues privately.
 * Equip, Explore, Rethink, Tailors:** Visual/Spatial, Verbal/Linguistic, Interpersonal, Intrapersonal

Students will be able to illustrate the phases of the moon. On day one the students will be introduced to Glogster and for homework the students must find a poster created on Glogster that has to do with science. While searching for the posters students will have to be able to find a poster that is scientifically accurate and is creative. The poster they find also cannot be about the phases of the Moon. During the next class period students will share the posters they found with the class and discuss what they would each like to include in their poster. As a class they will then all create a Glogster account and begin to create their posters. If research is being done or photos are gathered for the poster then the students must cite all of their sources and give credit to the creator. On Glogster students will create a poster about the phases of the moon. Students have the choice on whether or not they work on the posters in pairs or separately. If they are working separately they must partner up and share resources and ideas about how they are creating their posters. Students will be given a rubric in order to know if they are including all aspects of the moons phases, if they are creative, and if their posters are visually appealing. While the students are working on their posters I will meet with them to make sure they are on task and accomplishing what they need to do along with offering them feedback on their posters. (The Glogster is worth 50 points)
 * Explore, Experience, Revise, Refine, Tailors:** Visual/Spatial, Verbal/Linguistic, Interpersonal, Intrapersonal

Students will be given a rubric in order to know if they are including all aspects of the moons phases, if they are creative, and if their posters are visually appealing. After the poster is completed and handed in if the students worked in partners they must fill out a self-evaluation where they determine what grade they think they deserve based on the amount of work they did and they also comment on how their partner did on the project. I will grade each poster based on the rubric and the self-evaluations and give the feedback of the posters back to the students the next class period. Students have been looking at how the Moon is seen from Earth now they will begin looking at eclipses and how the Earth, Moon and Sun interact together.
 * Evaluate, Tailors:** Visual/Spatial, Verbal/Linguistic, Interpersonal, Intrapersonal


 * __ Content Notes __**


 * Students will know eclipses, rotation, revolution, and phases of the moon.
 * There are two types of eclipses that can be seen from Earth. Solar and lunar eclipses all involve the Earth, Sun and Moon.
 * A lunar eclipse occurs at night when the Earth is directly between the Sun and the Moon. When the Earth passes between the Sun and the Moon the Earths shadow obscures our view of the Moon. Lunar Eclipses are easier to see than Solar eclipses due to the Moons proximity to Earth. Lunar eclipses do not occur every month due to the tilt of the Moon (which is a five degree greater tilt than that of the Earth). Lunar eclipses are safe to watch with the naked eye and are seen by a greater span of the Earth than Solar Eclipses.
 * There are three types of lunar eclipses. A penumbral eclipse is when the moon passes through the Earth's penumbral shadow, but this is very difficult to see. A partial lunar eclipse occurs when a portion of the moon passes through the Earth's umbral shadow. This is easy to see and can be viewed by the naked eye without any danger of damage to the eye whatsoever. A total lunar eclipse occurs when the whole moon disappears as it passes through the Earth's umbral shadow. This is when the moon emits very different vibrant colors which are breathtakingly beautiful
 * A solar eclipse occurs during the day when the Moon is directly between the Sun and Earth. When the moon passes in between the Sun and the Earth the Moon casts a large shadow on the Earth. Solar eclipses are much more rare than lunar eclipses and are dangerous to the naked eye. Solar eclipses can only be seen by a small section of the Earth and only occur for a very short amount of time. When the Sun is completely blocked, some of the brighter stars and planets become more visible. Sometimes you can see a small comet as it travels its path near the sun. Become aware of your surroundings here on Earth: birds don't chirp, bees stop flying and there is a stillness of the Earth that is strangely quiet. The temperature drops without the heat of the sun during a solar eclipse.
 * There are three types of solar eclipses. A total solar eclipse is when the entire sun is blocked out by the moon while a partial solar eclipse is when the moon only blocks out a portion of the sun from view. The final type of eclipse is and annular eclipse which occurs when the moon is at its furthest point away from the Earth and an entire ring is visible around the moon in front of the Sun.
 * The Moon revolves around or orbits the Earth while the Earth orbits the Sun. The presence of the Moon moderates Earth's wobble on its axis, leading to a relatively stable climate over billions of years. From Earth, we always see the same face of the Moon because the Moon rotates once on its own axis in the same time that it travels once around Earth (called synchronous rotation). The leading theory is that a Mars-sized body collided with Earth approximately 4.5 billion years ago, and the resulting debris from both Earth and the impactor accumulated to form our natural satellite. The newly formed Moon was in a molten state. Within about 100 million years, most of the global "magma ocean" had crystallized, with less dense rocks floating upward and eventually forming the lunar crust.
 * The moon is 238,855 miles from Earth on average.
 * Phases of the Moon. The cycle takes 29.5 days.
 * New Moon- occurs when the moon is positioned //between// the earth and sun. The back side of the moon that we cannot see is fully illuminated by the Sun. The moon is not visible from Earth at this point in the Lunar Cycle.
 * Waxing Crescent- when the moon is partially visible and is becoming more visible by the day. Because the sun lit portion is increasing the moon is considered a waxing moon.
 * First Quarter- when half of the moon is visible and sun lit. The moon is still continuing to be more and more sun lit. Also known as a half-moon.
 * Waxing Gibbous- when the moon is roughly 3/4 of the way Sun lit.
 * Full Moon- is when the entire portion of the moon that is seen from Earth is Sun lit.
 * Waning Gibbous- When the moon is 3/4 of the way sun lit and the portion of the moon that is Sun lit is slowly lessening.
 * Third Quarter- when the moon is half lit. This is considered another half-moon.
 * Waning Crescent- when a 1/4 of the moon is lit and less of the moon is being able to be seen from Earth.


 * __ Handouts __**
 * // Rubric //
 * // Self-Evaluations //
 * // Phases of the Moon Graphic Organizer //


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //**// Students have an organized rubric to organize their posters and to make sure they include all of the aspects I require for the posters. Graphic organizer used to diagram the phases of the Moon. //


 * // Microscope: //**// Students must find a scientific poster created on Glogster. Students must also do research to find pictures for their posters and find credible resources if necessary for their poster. //


 * // Puppy: //**// Students have the option to work in partners if that is more comfortable for them. When sharing the posters they found students can say what they like, don't like and would like to use for their own posters. //


 * // Beach Ball: //**// Students have creative freedom with their posters. Students also have the option to work in pairs or alone on their posters. //

// **Rationale:** Overall this lesson incoporates all of the different learning styles by giving the students choices, the freedom to customize their final product, a chance to research, and clear concise expectations. //


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Formative: //** //In this lesson students will be assessed once do to the fact that their is no Pre-Assessment. The only formative assessment is when students write a quick write about the phases of the moon and why we only see one side of the moon students can get into groups to discuss I will walk around and see if the students are having trouble writing about the phases and will readdress any problems I see they are having.//


 * // Summative: //**//The final summative assessment for this lesson is a poster created in Glogster. On Glogster students will create a poster about the phases of the moon. Will include pictures of each of the phases and why the moon has phases. The poster must be scientifically accurate and creative. If research is done students must include sources.//


 * // Rationale: //**//The formative assessments during this lesson allows me to know if the students are grasping the information and content of the lesson during the class period while the summative assessment allows for me to see if the students have mastered the material and can find credible resources and apply it to their product.//


 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: //**// See Content Notes above //

Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.
 * // MLR or CCSS: //**
 * Maine Learning Results**
 * Content Area-** Science and Technology
 * Standard Label-** D The Physical Setting
 * Standard-** D1 Universe and Solar System
 * Grade Level**- 6-8
 * Performance Indicators-** a,b and c
 * Rationale:** This lesson will meet the standard because the students will be able to explain the movements of the Earth and Moon, along with describing the location, composition, and characteristics of the Moon and how it interacts with the Earth and Sun.


 * // Facet: //** ​Students will be able to illustrate the phases of the moon. **(Interpretation)**


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // MI Strategies: //**
 * Verbal/Linguistic: **Writing down thoughts through quick write and writing on graphic organizer.
 * Visual/Spatial: **The phases of the moon graphic organizer.
 * Musical/Rhythmic: **Phases of the moon activity with phases of the moon rap playing. URL: [] Option to work on Glogster with music.
 * Intrapersonal: **Option to work alone on activity and graphic organizer.
 * Interpersonal: **Option to work in groups on activity and graphic organizer.
 * Bodily/Kinesthetic: **Phases of the moon activity.


 * // Type II Technology: //**The technology being used during this lesson is Glogster a technology that allows you to make online posters that you can share with the internet community. This ability to share the Glogster with other people through the internet makes this technology a type II.

// **Rationale:** This lesson incorporates six of the eight Multiple Intelligences through graphic organizers, Powerpoint presentations, a rap song, an activity about the phases of the moon and the option to work together or alone on the graphic organizer and the final product for this lesson. The type II technology project allows for students to be engaged with technology and allows for them to be creative while also demonstrating their knowledge of the content. //

a. Promote, support, and model creative and innovative thinking and inventiveness
 * __//NETS STANDARDS FOR TEACHERS//__**
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments


 * //Rationale://** //This lesson meets this portion of the NETS Standards because students can be creative while also using technology to model their knowledge. I am also promoting their knowledge by having them research the Moon and I support their learning by giving them tools such as graphic organizers that can help them organize their thoughts.//

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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 * //Rationale://** //Students will be learning how to create a poster on Glogster where they can be as creative as they want while remaining scientifically accurate. The rubrics and self-assessments allow students to assess their own progress and grade their own effort on their project.// ||  ||   ||
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