Unit:  The Solar System

Lesson 8: Phases of the Moon

Cooperative Learning

Grade: 3

 

 

MST State Standards:

  • Standard 4:  Science

Physical Setting

    1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

o       1.1a. Natural cycles and patterns include:

ü      Earth spinning around once every 24 hours (rotation), resulting in day and night

ü      Earth moving in a path around the Sun (revolution), resulting in one Earth year

ü      The length of daylight and darkness varying with the seasons

ü      Weather changing from day to day and through the seasons

ü      The appearance of the Moon changing as it moves in a path around Earth to complete a single cycle

o       1.1b. Humans organize time into units based on natural motions of Earth:

ü      Second, minute, hour

ü      Week, month

o       1.1c. The Sun and other stars appear to move in a recognizable pattern both daily and seasonally.

5.      Energy and matter interact through forces that result in changes in motion.

o       5.1a. The position of an object can be described by locating it relative to another object or the background (e.g., on top of, next to, over, under, etc.).

o       5.1c. The force of gravity pulls objects toward the center of Earth.

 

 

Integrated Standards:

  • ELA Standard 1:  Students will read, write, listen, and speak for information and understanding.

 

Unifying Idea(s) or Dimension(s):

  • Change
  • Variation

 

Objectives:  SWBA to…

  • Identify the phases of the moon.
  • Work together as a team to complete a task.
  • Observe their natural environment.

Aim:

  • Why does the moon seem to change?

Materials:

  • The Moon Seems to Change by Franklyn M. Branley
  • Smartboard
  • Students’ moon phases calendar
  • Give One, Get One activity reading
  • Cooperative Self Assessment
  • Exit cards

Safety Procedures:

  • No safety procedures necessary

Assessment:

  • Students will be informally assessed throughout the lesson.  The teacher will receive information on students’ understandings based on the discussions, as well as when sharing ‘Give One, Get One’ facts.
  • Cooperative self assessment will be used.

Procedure (5-E Cycle):

Engage and Explore:

  1. As a whole group activity, the teacher will read the book titled The Moon Seems to Change by Franklyn M. Branley, which will introduce students to the phases of the moon.
  2. After reading the book, the teacher will generate a discussion about the moon.  Does it change?
  3. The teacher will begin a discussion with the class on their moon calendars that they had been tracking since the first day of the unit.  Students will be asked key questions as part of the discussion.

Explain:

  1. Once the moon calendar and changes have been discussed, the teacher will hand out the corresponding worksheet for the “Give One, Get One activity.”  Students will be asked to individually read the page on why the moon changes. 
  2. After students have finished reading, they will pair up with three different people to “give one fact, and get one fact,” and write them in their notebooks.

Expand:

  1. The teacher will then access the following website to show students a demonstration of the phases of the moon.  http://www.harcourtschool.com/activity/moon_phases/

Evaluate:

  1. As a class, the teacher and students will examine the moon calendars again.  This time as a group they will try to name the phases of the moon for the days that they recorded on their calendars.
  2. As a final evaluation and wrap-up, students will complete an exit card of 3 facts and or questions that they have after this lesson.

Key Questions:

  • What is a phase?
  • Did you notice the moon change?
  • What shapes did you see?
  • Does the moon really change shape?  Size?
  • Does the moon light up?
  • What is the difference between waxing and waning?

Adaptations for Special Need & enrichment differentiation:

  • While working with peers during the fact activity, the teacher will assist and “suggest” partners for those whom may need placement assistance by the teacher.

Follow-up Assignments:

  • Star webquest

Reflection and Revision:

  • For next time I want to plan a better cooperative learning activity.  I think the reading is a good idea, but when working with partners or groups I think there can be more work involved for students to do, and make things more exciting.
  • Many students did not complete the calendar.  I believe a way to solve this would be to send a letter home to families informing them of the activity as well as to encourage cooperation and help at home.