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Phases of the Moon
Benjamin Ludovici
December 15, 2011
EDU 327
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Focus Question
• How can I improve the assessment portion of this LE?
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School Information
• Houghton Academy (BPS #69)
- Buffalo Public Schools
- Buffalo, NY
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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
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Time Frame
• Planning– Approximately 90 minutes
• Implementation– 75 minutes
• Assessment– Approximately 5-10 minutes per student
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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.
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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
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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?
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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.
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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
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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
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Diagnostic Assessment
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Diagnostic Data
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Formative Assessment
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Summative Assessment
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Summative Data
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Teacher Exemplar
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Developing Student
“The sun lits the moon and Earth makes the shadows”
“It covers up prt of it”
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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
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Proficient Student’s Work
“The sun makes the moon lit up”
“The sun gives light and Earth makes shadows on the Moon.”
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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
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Distinguished Student’s Work
“Earth blocks the sunlight to the Moon”
“The sun gives light to the Earth and Moon. The Earth blocks the sunlight sometimes to make phases.”
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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
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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.
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Modification Table
Tasks
SMART Board activity Creating a moon and drawing the phases
Allows students to practice drawing the different phases of the moon. Provides students with a hands on representation of the moon and how the different phases are created.
The students are able to put their new knowledge of the moon phases to the test, while still under the supervision of the teacher.
The students are given a more concrete example of the moon phases by creating their own moon and spinning it to create
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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!