Phases Of The Moon By: Sara Feldkamp and Megan Kenyon

NGSS 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.]

The teaching process Lesson Overview: After the completion of the lesson, students will be able to…  Dramatize the different phases of the moon, using a styrofoam ball and flashlight.  Apply their knowledge of the phases by drawing their observations in the night sky.  This lesson is one day out of many lessons based on the standard. Allow at least one month for unit. List of Materials: One ping pong ball per group 1 flashlight per group The Moon Book by Gail Gibbons

Phase One: Engage This will be one lesson out of a month-long lesson cycle based on the standard.  Teacher will ask students a question, “How many phases of the moon are there?” She will record their answers on the white board. Then she will elaborate on other questions based on the standard. Teacher will then read the students the book, The Moon Book by Gail Gibbons. Gibbons, Gail. The Moon Book. New York: Holiday House, Print.

Phase Two: Explore  Students will create the phases of the moon by shining a flashlight onto ping pong balls.  Explain that there are eight phases, but we’re only looking four phases.  Show Youtube video (baseball analogy):  Split students up into groups: moon rotator, flashlight holder, artist, writer  Flashlights need to be about a foot away from ping pong balls.  Students sketch what they observe with what they see.

Phase Three: Explain  Students will discuss in learning groups questions from The Moon Book:  Where does the moon get its light from?  When does a solar eclipse occur?  What are the effects the moon has on oceans?  What eclipse causes the moon to glow red?  How long does it take for the moon to go through all eight phases?

Phase Four: Elaborate  Students will take their knowledge and apply it to a month-long exploration by documenting what they observe in the night sky with the moon. Throughout the month, they will sketch the moon in their journal and write down what they see.

Phase Five: Evaluate  Students will be evaluated based on their moon journals, participation in activities and discussions, and knowledge of the topic by a weekly ticket-out-the-door.