Phases of the Moon

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

2. Focus Question • How can I improve the assessment portion of this LE?

3. School Information • Houghton Academy (BPS #69) - Buffalo Public Schools - Buffalo, NY

4. 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

5. Time Frame • Planning • Approximately 90 minutes • Implementation • 75 minutes • Assessment • Approximately 5-10 minutes per student

6. 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.

7. 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

8. 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?

9. 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.

10. 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

11. 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

12. Diagnostic Assessment

13. Diagnostic Data

14. Formative Assessment

15. Summative Assessment

16. Summative Data

17. Teacher Exemplar

18. Developing Student “The sun lits the moon and Earth makes the shadows” “It covers up prt of it”

19. 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

20. Proficient Student’s Work “The sun gives light and Earth makes shadows on the Moon.” “The sun makes the moon lit up”

21. 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

22. Distinguished Student’s Work “The sun gives light to the Earth and Moon. The Earth blocks the sunlight sometimes to make phases.” “Earth blocks the sunlight to the Moon”

23. 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

24. 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.

25. Modification Table

26. 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!