Concordia University Chicago College of Education

Teacher Candidate: Nate Nugent

Subject: Science
Central Focus: (Content of the lesson): Moon Phases
Grade Level(s): 7th

Lesson Plan Design 2013

Date: 15 September 2014

Course for which the Lesson is developed: EDSC 4618
Classroom Teacher: Dr. Tagaris
Time allotted: 15-20 Minutes

Theoretical Principles and/or ResearchBased Best Practices in this Lesson

Why are the learning tasks for this lesson appropriate for your students? Cite references
The tasks are appropriate for my students because I am able to provide models to and they will then be able to further study and remember what they have
learned.
Rosenshine, B. (2012). Retrieved from https://www.aft.org/pdfs/americaneducator/spring2012/Rosenshine.pdf

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings for this Lesson
What are common errors or misunderstandings of students related to the central focus of this lesson?
How will you address them for this group of students?
The Moon can only be seen at night. Clouds do not change the shape of the moon. The moon takes one day to orbit the Earth. If students have
questions about the moon, I would like them to further research to answer the question to then share their findings with the rest of the students.

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Standard(s)/Benchmark(s) to be met in the
Lesson: (ILS, Common Core, or Professional
Learning Standards)
12.F.3b Describe the organization and physical
characteristics of the solar system (e.g., sun,
planets, satellites, asteroids, comets).

Lesson Plan Design 2013

Learning Objective(s):
Students will draw and label a booklet that
incorporates the moon phases.

Assessment Tool(s) and Procedures:

Students will create books that describe
each phase and name and will turn in their
books at the end of the activity. It will
also be their study guide.

Procedures: List in sequence the actions taken by teacher and students throughout the lesson.
A. Engage Students: (Diagnostic/Pre-Assessment may be included here.)
Ask the students what shape the moon can take. When looking at the moon does it change shape? Why do you think it does that?
B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment):
Students will be able to successfully create a moon phase booklet placing the phases of the moon in order.
C. Instructional Sequence:
1. PowerPoint presentation will be given describing and showing the students the different phases of the moon. (5 minutes)
2. After the presentations if there are no any questions, then they will be handed their supplies to work with and may go about so. (1 minute)
3. The activity will be described before they start on the booklet. (2-3) minutes
4. You are to create a booklet by stapling the plates with the pages all together.
5. Then you will place in order the phases of the moon, allowing myself to check them before you glue.
6. Once approved, you are allowed to glue the phases near the top on the blank pages.
7. Then begin to color the page as you would see the moon in each phase.
8. Students will now be allowed to work to complete the booklet. (7-10 minutes)
D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?)
Each student will have a booklet that they must complete after learning the moon phases that are to be looked at in a PowerPoint.
E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming
groups?)
Students may work with in a group of 3 or 4 in order to be sure that each phase is labeled correctly and that it is drawn as it would be seen in the sky.
They will turn in individual booklets at the end.
F. Closure: Purpose of the Lesson is clearly restated by students and/or teacher (Objectives and Assessment)
The purpose of this activity is so that remembering and recalling the different moon phases will be much easier than simply studying them and only
looking at pictures provided.

Lesson Plan Details

Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Instructional Materials:
Paper Plates (2 for each student)
10 pages for each students booklet
Print-offs with names of moon phases
Crayons / Markers
Glue
Stapler
Use of Technology:
PowerPoint presentation will be given to show the students about each moon phase that will help them in creating a moon phase booklet.
Safety in the Physical Environment:
All utensils will be set out so that students do not have to go for them, and major accidents should not occur.
Academic Language
Explain how the Academic Language is
Describe the Evidence that Students know and
scaffolded in the Lesson using Sensory, Graphic
use Academic Language appropriately
and/or Interactive supports.
Tier 3: Waxing
Sensory: PowerPoint
They will be able to place the right term in the
Tier 3: Waning
Graphic: Taking notes
correct section of the booklet, along with being able
Tier 3: Gibbous
Interactive: Working with 3 or 4 classmates while
to explain what each one means before going off
creating a booklet.
and starting the project.
Assessment
(Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is
required in a lesson plan.)
List the Academic Language used in the Lesson.
Include Tier 1, 2, and 3 language.

Diagnostic (Pre-): (Formal or Informal) Informal: simply asking the students if they know what kind of moon occurred the night before will give a good idea on
who knows what exactly is going on, and what will be discussed.
Formative: (Formal or Informal) Formal: Students will be given a piece of black paper and a piece of chalk and should draw out each phase and label them
accordingly.
Reflective: (Formal or Informal)
Summative: (Formal or Informal) Formal: Students will take picture of the moon each night and create a slideshow that includes those photos and labeling the
correct moons for each period it goes through.

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Differentiating Instruction
Identify the Element(s) of the Lesson that is Differentiated:
Content
Process
Product
Explain how it is Differentiated for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans.
This lesson is differentiated by the process which is given because students are able to take notes and draw pictures during the PowerPoint presentation which
will help them learn and start to understand the phases. Also, the students are then creating a booklet that allows them to step away from notes and lecture and
simply make a fun little study tool that will be useful in the future.
Identify the Student Characteristic that you will use to Differentiate:
Student Readiness
Student Interest
Student Learning Profile
Explain how it is used to Differentiate for the whole class, groups of students with similar needs, individual students OR students with IEPs or 504 plans.
Before teaching this lesson, the main information about the location about the Earth, moon and sun will have been discussed, but this will further the
understanding of how the moon looks during the night sky. The students will listen, read, and create a booklet that will help them better understand and
remember how the different phases look and what they are called.

Analyzing Teaching (Reflection):

To be completed after the lesson is taught
A. Give evidence that the lesson was successful for students meeting the learning objective/s. (at least one example)
Students were able to complete the booklet in the time allotted and were able to communicate with one another in order to further
complete the task.
B. If you could teach this lesson to the same group of students again, what are two or three things you would do differently to improve the
learning of these students based on their varied developmental and academic needs and characteristics? Consider missed opportunities and
other aspects of planning, instruction, and/or assessment.
Clearly state each change you would make.

Explain why and how you would change it.

Hooking the students will be one major factor

that will need to be changed. Getting their
attention in order to connect the lesson and
their personal lives, along with what they
already know.
Further the studies of the moon phases so that
they are able to continue learning and
reiterating the different moon phases.

Ask the students what type of shapes they have

seen the moon. Ask the students why the
moon seems to be ever changing throughout
the month. This will then get them thinking
about how exactly the moon is lit.
Other activities can be assigned in order for
them to then continue in studying the phases of
the moon.

Explain the difference it would make in

student learning. Give evidence from your
experience in teaching the lesson.
Students would be more attentive and want to
learn more and be more engaged in answering
and creating the booklet. It did seem that they
were quiet because there was not much
interaction happening with teacher and student.
Students will then be able to discuss what they
have seen and different ways that they can
remember the phases of the moon.

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2013
5
Have the students work in partners when
This is so that students are able to
They will be able to interact with one another
creating the booklet, but create separate
communicate if there is a problem in
and that will help with another type of support
booklets.
remembering a certain phase or they can both
in the classroom.
help each other study by asking questions.

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.