L3+Stoutamyer,+Bianca

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Bianca Stoutamyer **__Lesson__ __#:__ 3 __Facet:__** Application
 * __ Grade Level __**** : ** 6-8 **__Numbers of Days:__ 2-3**
 * __ Topic: __** Solar and Lunar Eclipses


 * __ PART I: __**

Students will understand that the moon is affected by the Earth and Sun. Students will know eclipses, phases of the moon, revolution, rotation, how the Earth rotates and revolves, elliptical orbits and why it takes as long as it does for us to see a lunar or solar eclipse. Students will be able to design a model of a solar or lunar eclipse.
 * __ Objectives __**
 * Product: Google SketchUp **

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 meets the standard by having students describing the location and characteristics between the moon, Sun and Earth. **


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**
 * Section I – **After students have filled out Venn diagram and done activity I will conduct a four corners activity where the students put themselves in a corner that best fits their ability with the material, students who feel they have mastered the material will answer other students questions.
 * Section II – **Students will have a checklist for what is needed on their Sketchup model and while the students are working I will be meeting with them in groups based on what type of eclipse they are modeling. I will then give the students feedback on their model.


 * __ Summative (Assessment of Learning): __**Students will model a solar or a lunar eclipse on Sketchup. Eclipse must be labeled and accurate. Students must also write a short paragraph on when the last solar or lunar eclipse happened and when the next is predicted to occur. Product must be scientifically accurate. Sources must be included and cited. (Worth 50 points)


 * __ Integration __**
 * Technology: **The technology the students will be working with during this lesson is Google SketchUp. The students will be modeling a lunar or solar eclipse and will be able to make the model as three dimensional as they can. Google SketchUp is a type II technology due to its ability to create things that were not possible with past technologies and projects that took days or weeks to create.


 * English: ** Writing on the graphic organizer, reading and researching for the Google SketchUp product along with writing a paragraph for the product.
 * Math: **Calculating how long it will be till the next eclipse, knowing the math behind the eclipses.


 * __ Groupings __**
 * Section I - **Students will do an activity as a class where we create lunar and solar eclipses by having students model Earth, the Sun and the moon. After doing the activity the students will fill out a Venn diagram comparing and contrasting lunar and solar eclipses. Students will then discuss in small groups what they found as similarities and differences between the two types of eclipses.
 * Section II – **Students will create a model of a lunar or solar eclipse in Google Sketchup. Students have the option to work in pairs on the project and if they do decide to work in pairs they must model both types of eclipses instead of one. After working on the Google SketchUp for 15 minutes students will regroup as a class and share something interesting they discovered about Google SketchUp.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: **Comparing and contrasting lunar and solar eclipses in Venn diagram.
 * Visual: **The Venn diagram and the activity of demonstrating lunar and solar eclipses.
 * Intrapersonal: **Option to work alone on the Venn diagram and Google SketchUp product.
 * Interpersonal: **Option to work in groups on the Venn diagram and in pairs on the Google SketchUp product.
 * Bodily/Kinesthetic: **Physically creating lunar and solar eclipses by modeling with their bodies.
 * Naturalist: **Pictures of actual eclipses seen from Earth. Activity done outside if weather permits.


 * __ Modifications/Accommodations __**
 * // 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. //


 * 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 a project on Google SketchUp. Absent student will be asked to go see a their work buddy to find credible resources. Google SketchUp model is due the same date as the rest of the class unless a new arrangement has been arranged.


 * __ Extensions __**


 * Type II technology: **The technology the students will be working with during this lesson is Google SketchUp. The students will be modeling a lunar or solar eclipse and will be able to make the model as three dimensional as they can. Google SketchUp is a type II technology due to its ability to create things that were not possible with past technologies and projects that took days or weeks to create.


 * Gifted Students: ** The paragraph for the final product could be adjusted to include the question, "What causes eclipses to be so sparse and uncommon though the Moon, Earth and Sun interact on a regular basis?"


 * __ Materials, Resources and Technology __**
 * // Textbook //
 * // Laptop //
 * // Projector //
 * // Venn Diagrams //
 * // Checklists //
 * // Pictures of Eclipses //
 * // Directions for recreating eclipses //


 * __ Source for Lesson Plan and Research __**
 * //Lunar Eclipse Resource []//
 * //Solar Eclipse vs. Lunar Eclipse Resource http:www.moonconnection.com/lunar_vs_solar.phtml//
 * //Class Wiki page//
 * //Venn Diagram [[file:venn.pdf]]//
 * //Lunar Eclipse Resource http://www.moonconnection.com/lunar_eclipse.phtml//
 * //Solar Eclipse Resource http://www.moonconnection.com/solar_eclipse.phtml//
 * //Eclipse Powerpoint and activities for kids http://science.pppst.com/eclipses.html//
 * //Calendar of future eclipses http://www.calendar-updates.com/info/eclipse.aspx//
 * //Eclipse Resource http://library.thinkquest.org/3645/eclipses.html//
 * //Video on solar eclipses from space, the moon and Earth. URL: []//


 * __ 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 class (5 minutes)
 * Hook (5 minutes)
 * Powerpoint presentation about the Moon, Earth and Sun (15 minutes)
 * Eclipse activity (15 minutes)
 * Class discussion and filling out Venn diagram (20 minutes)
 * Introduction to Google SketchUp (15 minutes)
 * Homework is assigned (5 minutes)

Homework: Research when the last lunar and solar eclipse occurred. Write a paragraph about where it occurred and what type of lunar or solar eclipse it is.


 * Day 2:** (80 minutes)
 * Introduction to today's class (5 minutes)
 * Class discussion about the homework (10 minutes)
 * Students have opportunity to play around with Google SketchUp (15 minutes)
 * Pair or individual work on Google SketchUp project (25 minutes)
 * Meetings with groups to know how they are doing (10 minutes)
 * Continue work on Google SketchUp project including written paragraph (15 minutes)

Homework: Finish project for the next class


 * Day 3:** (80 minutes)
 * Introduction to today's class (5 minutes)
 * Presentation of Google SketchUp projects (70 minutes)
 * Collecting written portions of project (5 minutes)

For this lesson students will be arranged in table groups or clusters with four students in each group or cluster. 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 see the uniqueness and how long it takes for something like this to happen. After the introduction to the class and what is on today's agenda students will watch a [|video] about eclipses. Following the video students will do an activity where they model the two different types of eclipses.
 * Where, Why, What, Hook Tailors:** Bodily/Kinesthetic, Visual/Spatial, Naturalist, Interpersonal, Intrapersonal

Students will know eclipses, phases of the moon, revolution, rotation, how the Earth rotates and revolves, elliptical orbits and why it takes as long as it does for us to see a lunar or solar eclipse. **(See Content Notes)** Information will be given to the students in a Powerpoint presentation where students can ask questions and include their own knowledge of the subject. Students will do an activity as a class where we create lunar and solar eclipses by having students model Earth, the Sun and the moon. After doing the activity the students will fill out a Venn diagram comparing and contrasting lunar and solar eclipses. After students have filled out Venn diagram and done activity I will conduct a four corners activity where the students put themselves in a corner that best fits their ability with the material, students who feel they have mastered the material will answer other students questions. The four corners activity will allow me to gauge the students understanding and would also allow me to know which students should not be allowed to be paired together for the product if both of them do not understand the material.
 * Equip, Explore, Rethink, Tailors:** Visual/Spatial, Naturalist, Intrapersonal, Logical/Mathematical

Students will be able to design a model of a solar or lunar eclipse. Students will model a solar or a lunar eclipse on Sketchup. Eclipse must be labeled and accurate. Students must also write a short paragraph on when the last solar or lunar eclipse happened and when the next is predicted to occur. Must include where the eclipse happened, what type of solar or lunar eclipse, and how long the eclipse lasted. Product must be scientifically accurate. Sources must be included and cited. (Worth 50 points) Students will have a checklist for what is needed on their Sketchup model and while the students are working I will be meeting with them in groups based on what type of eclipse they are modeling. I will then give the students feedback on their model. Finished product must meet all requirements and students have the opportunity to work in pairs. If the students decide to work in pairs they must model both types of eclipses and each have a paragraph. Before the end of the second class period students will share their resources with each other and compare if the resources are similar or different. Students must also determine which resource is correct if their is a difference.
 * Explore, Experience, Revise, Refine, Tailors:** Intrapersonal, Interpersonal, Visual/Spatial, Logical/Mathematical

Students will have a checklist for what is needed on their Sketchup model and while the students are working I will be meeting with them in groups based on what type of eclipse they are modeling. I will then give the students feedback on their model. After presenting the eclipses students will pass in their paragraphs and will be graded on the content in the paragraph. Students will also receive a copy of the checklist with their grade on it the following class after the presentation. Students have been working with the specifics of planet interaction with stars and moons but now they will be investigating the Universe as a whole and on a much grander scale.
 * Evaluate, Tailors:** Intrapersonal, Interpersonal, Visual/Spatial


 * __ Content Notes __**
 * Students will know eclipses, phases of the moon, revolution, rotation, how the Earth rotates and revolves, elliptical orbits and why it takes as long as it does for us to see a lunar or solar eclipse.
 * 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.
 * The Earth's axis is tilted from perpendicular to the plane of the ecliptic by 23.45°. This tilting is what gives us the four seasons of the year - spring, summer, autumn (fall) and winter. Since the axis is tilted, different parts of the globe are oriented towards the Sun at different times of the year. Summer is warmer than winter (in each hemisphere) because the Sun's rays hit the Earth at a more direct angle during summer than during winter and also because the days are much longer than the nights during the summer. During the winter, the Sun's rays hit the Earth at an extreme angle, and the days are very short. These effects are due to the tilt of the Earth's axis. There are two solstices per year, the winter solstice is the shortest day of the year and occurs when the sun is at its farthest northern or southern declinations. The second solstice occurs during the summer and is the longest day of the year. While solstices are when the sun is at its northern most or southern most declination equinoxes are when day and night are the exact same duration. They occur when the sun crosses the celestial equator, the two equinoxes occur during the spring and fall. Rotation describes the spinning of the Earth on its axis resulting in the twenty-four hour phenomenon of day and night on Earth. Revolution is the Earth's path around the Sun and takes 364.25 days to complete the revolution. Due to rotation there is a change in time across the world.
 * Elliptical orbits are orbits that are not perfectly circular and have a point where the planet is closest to the sun (perihelion) and a point where the planet is furthest from the sun (aphelion).
 * Solar and Lunar eclipses depend on the revolution, rotation, and axis of the Moon and the Earth and how they have to line up perfectly in order for eclipses to be seen. In most cases only partial eclipses are seen but they are not seen in the same place every day they can be seen from all over Earth on different days and at different times.

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**
 * // Checklist //
 * // Venn Diagram //


 * __ 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: //** // Venn diagram used to organize thoughts, along with checklist to keep product organized. //


 * // Microscope: //**// Research for Google SketchUp product and compare and contrasting the two types of eclipses. //


 * // Puppy: //**// Comfortable environment. Students have the option to work in pairs or by themselves which ever is comfortable for them. //


 * // Beach Ball: //**// Students have the choice on what eclipse they model, if they work with a partner and how creative they are with their model. //


 * // Rationale: //** // During this lesson I meet all of the learning styles by giving students choices, keeping a structured schedule and having expectations for them to meet, having a comfortable environment and allowing the students to research and compare and contrast eclipses. //


 * // 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: //**After students have filled out Venn diagram and done activity I will conduct a four corners activity where the students put themselves in a corner that best fits their ability with the material, students who feel they have mastered the material will answer other students questions.Students will have a checklist for what is needed on their Sketchup model and while the students are working I will be meeting with them in groups based on what type of eclipse they are modeling. I will then give the students feedback on their model.


 * // Summative: //**Students will model a solar or a lunar eclipse on Sketchup. Eclipse must be labeled and accurate. Students must also write a short paragraph on when the last solar or lunar eclipse happened and when the next is predicted to occur. Product must be scientifically accurate. Sources must be included and cited. (Worth 50 points)


 * // Rationale: //**// The Formative and Summative assessments allow for me to see how the students are grasping the material and their mastery of the content. //


 * // Rationale: //**
 * // 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 //

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 meets the standard by having students describing the location and characteristics between the moon, Sun and Earth. **


 * // Facet: //**Students will be able to design a model of a solar or lunar eclipse. **​(Application)**


 * // 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: //**
 * Logical: **Comparing and contrasting lunar and solar eclipses in Venn diagram.
 * Visual: **The Venn diagram and the activity of demonstrating lunar and solar eclipses.
 * Intrapersonal: **Option to work alone on the Venn diagram and Google SketchUp product.
 * Interpersonal: **Option to work in groups on the Venn diagram and in pairs on the Google SketchUp product.
 * Bodily/Kinesthetic: **Physically creating lunar and solar eclipses by modeling with their bodies.
 * Naturalist: **Pictures of actual eclipses seen from Earth. Activity done outside if weather permits.


 * // Type II Technology: //**The technology the students will be working with during this lesson is Google SketchUp. The students will be modeling a lunar or solar eclipse and will be able to make the model as three dimensional as they can. Google SketchUp is a type II technology due to its ability to create things that were not possible with past technologies and projects that took days or weeks to create.


 * // Rationale: //**// This lesson meets six of the eight Multiple Intelligences by allowing students the option to work in pairs or alone, physically creating the eclipses, pictures of the eclipse from Earth and a Venn diagram to compare and contrast the two types of eclipses. Google SketchUp also meets the type II technology because it allows students to do something they could never accomplish before. //

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 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 allows students to work together to model their learning and share the learning with their peers through the final product and the eclipse activity.//

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://** //This lesson meets this standard by using technology to encourage students to model an eclipse in a way that has not been done before and allows them to do so as creatively as they possibly can.// ||  ||   ||
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