Planning Sheet for Single Lessons - University of Manitoba



Planning Sheet for Single Science Lessons |Lesson Title: Moon position and its appearances from Earth: Phases & Eclipses – Lesson 4 |Cluster: 4

Grade: 6

SLO: 6-4-14, 6-4-15 | |

|Learning Outcomes/Goal Focus |Teacher Reminders |Learner’s Tasks |Gear Required |

|Scientific Inquiry |DUE TODAY: Moon explorers exercise | | |

| | | |Markers |

|Initiating, Researching & Planning |Yesterday’s end-of-day-activities: | |Chart paper |

| |EXIT SLIP: | |Blank paper |

|Using Moon calendars, students will begin to question| | |Light bulb and socket |

|the real life phenomena of Moon phases. Students will|Provide three questions you would like me to ask in | |Styrofoam balls |

|take notes and record observations |the teacher-directed role-play. | |Pencil |

| | | |Overhead projector |

|Implementing; Observing, Measuring & |Homework: | | |

|Recording |Continue to record Moon observations. | | |

| |Using a pencil, try to label your Moon observations | | |

|Students will observe and record their Moon |using what you now know about the Moon’s movement. | | |

|observations on a daily bases, paying attention to | | | |

|changes and similarities of the Moon’s appearance |Using a overhead projector, display a copy of my Moon | | |

|from day to day |Calendar. Ask student to look at theirs. | | |

| | | | |

| | | | |

|Analysing & Interpreting | | | |

|Students consider factors which create eclipse | | | |

|situations and understand the phenomena of an eclipse| | | |

| | |Using the calendars as the bases of discussion, ask | |

| | |students to consider why the Moon appears at certain | |

|Concluding & Applying | |times of the day and in different directions. | |

| | | | |

| | |Using the light bulb, socket, and Styrofoam balls, ask| |

|Base conclusions on observations gathered though a | |volunteers to model each day’s moon phase found on the| |

|sound experimental approach | |class’ Moon Calendar. | |

| | | | |

| | |Back in their groups of four, students use their model|Questions to consider in your planning / delivery|

|STSE Issues/ Design Process/ Decision Making |As a class, consider the position of the Moon in each |to understand each Moon phase covered in previous | |

| |of its phases. Explain WAXING and WANING as “growing “|classes. In their journals, ask students to draw a |Questions to consider in your planning / delivery|

|N/A |and “shrinking”. Ask students to put these words |picture of each moon phase, and a diagram of where |How long will each phase last? |

| |appropriately into their diagrams. Ask several |they believe the moon is in its orbit around the |I am going to use student engagement as an |

|Essential Science Knowledge Summary |volunteers to come up to the front and demonstrate the|Earth. |indicator of when to move on to the next |

| |Moon’s position throughout these parts of its orbit. | |activity. Rather then setting unrealistic time |

|The Moon begins as a New Moon and appears invisible | | |limits, I hope to have students on board with a |

|from Earth because the Sun is illuminating the side |Keep volunteers at the front of the room. Give the | |certain idea before I move on to a new concept. |

|of the Moon opposite the Earth. The Moon then waxes |Moon a disk (plate attached to Popsicle stick) to | |How am I going to organize working groups? |

|or appears to grow for two weeks until it appears as |hold. Position the Earth in front of the “Sun” and ask| |When the unit began I organized the class into |

|a Full Moon. Then for the next two weeks it wanes or |the Moon to slowly move the disk between the earth and| |small groups of four. Students were able to |

|shrinks until it returns to the New Moon phase. |the Sun while bending down (this will ensure his/ her | |select their own groups according to the |

| |body does not obscure the light. | |following criteria: |

|A solar eclipse occurs when the Moon is blocking the | | |You must work with at least two people of the |

|Sun’s light to a certain part of the Earth. During a |Ask students to watch closely as the disc slowly | |opposite sex |

|solar eclipse, the Moon’s shadow on the Earth’s |blocks the light from the Earth’s face. Ask the Earth | |You must work with someone you have never worked |

|surface is about 7000km wide. You can only observe |to explain what he sees. Have class discuss what has | |with before |

|the eclipse if you are standing within the shadow. |happened. ASK: | |The teacher can switch groups at any time if the |

|The further you move away from the centre of the | | |behaviour deems it necessary |

|shadow, the less and less obscure the Sun becomes. |Does this remind you of anything you have experienced | |The groups will also have to assign a position |

| |or read about? | |for each group member: |

|During a lunar eclipse, the Earth’s shadow begins to | | |Task master (keeps group on task) |

|cross and eventually engulfs the Moon. The Moon often| | |Recorder (records info) |

|turns a dark red colour, caused by a small amount of | | |Sharer (Goes to other groups to gather info) |

|light being refracted by the Earth’s atmosphere on | | |Reporter (Reports the group’s results to rest of |

|the Moon’s surface. |Now, ask the class if they can think of what a Lunar | |class) |

| |eclipse might look like. Remind students that the | | |

|Will you assess? If so, what? |appearance of the Moon is being eclipsed by something.|Student discussion should lead to some ideas about |These roles will be assigned at the beginning of |

|The ability if the student to recognize an eclipse | |eclipses. Explain what the Earth just experienced was |each week |

|situation and the difference between a lunar and |Encourage discussion and provide class with facts |a solar eclipse (the Sun’s rays were eclipsed by the | |

|solar eclipse |about each type of eclipse as they work through the |Moon). |How will I organise and distribute equipment? |

| |class lead demonstrations. | |I hope to have the class set up before the |

|How will you assess it? | | |students arrive each day, but if this is not |

|Probing questions | | |possible, I will create buckets of equipment that|

|Circulating between groups to monitor learning and | | |one volunteer can come and get at the beginning |

|comprehension | | |of each class. |

|Responses through journals and exit slips. | | | |

| | | |What specific skill and knowledge development am |

|Culminating Assessment activity | | |I emphasizing? |

| | | |Link experiences, prior knowledge, and |

|Students will eventually use the knowledge they have | |In their journals, ask students to draw diagrams and |observations to the properties of eclipses and |

|gained about the Sun, Earth, and Moon relationship to| |provide descriptions of each type of eclipse. I will |moon phases, and the situational causes of these |

|participate in a teacher directed role-play. Students| |provide some direction of the overhead. |phenomena. |

|will be paired and will have plenty of time to | | | |

|practice their roles as the Earth and the Moon. | |In their groups of four, students explore eclipses and|Is there evidence of clear instructions and |

| | |moon phases using the Styrofoam balls. Provide a |purposeful questions? |

| | |response sheet to each student, to be worked through |I am paying close attention to the bridging and |

| | |as a group. |connection of each lesson, so that the learning |

| | | |that is taking place is meaningful and connected.|

| | | |I am making an effort to pose questions, which |

| | |As groups tackle the questions, pairs of students go |cause some level of disequilibrium in the |

| | |up to the light bulb and disc to practice the |classroom. Once I have successfully done this, I |

| | |role-playing activity. The pairs are provided with a |am trying to create an environment conducive to |

| |Once the class seems comfortable with Moon position |list of positions, including lunar and solar eclipses,|inquiry and discovery. I am hoping that the |

| |during phases and eclipses return their focus on the |to try…reminding students to move in the correct |students are having experiences that will |

| |teacher directed role-play. Ask pairs of students to |direction and motion. This activity will prepare them |facilitate their learning. |

| |sign up on a sheet located at the front of the |for the culminating activity. |Once individual and group work has supplied |

| |classroom. | |enough tangible evidence, I am bringing the |

| |For the next 3 classes, students will practice the | |student back to a teacher lead demonstration and |

| |relationship between the earth, the Moon, and the Sun | |explanation. This process is meant to dispel any |

| |using models and role-play. Their goal is to | |misconceptions and provide supports for the |

| |eventually be able to use role-play to demonstrate | |student to move to the next level. |

| |their knowledge of the relationships shared by these | | |

| |astral bodies. | |What must I look for in monitoring student |

| |Each group will be provided with a light to represent | |learning? |

| |the Sun. Each partner will have to know the role of | |If the students are engaged and excited, I will |

| |the Sun and the Moon because they will not know their | |be trying to use this energy to bring students to|

| |role until they perform. | |the next level of understanding. I want them to |

| | | |have fruitful experiences, not just playtime, so |

| |HANDOUT INSTRUCTIONS & PREP SHEET | |I will also be actively moving around the |

| | | |classroom to ensure that discovery, as well as |

| |EXIT SLIP: | |learning and understanding is taking place. |

| | | | |

| |Draw two diagrams: | |How can I diversify instruction? |

| | | |By providing student with opportunities to |

| |Illustrate a lunar eclipse | |demonstrate their knowledge through oral, |

| |Illustrate a solar eclipse | |role-play and demonstration, I am making an |

| | | |effort to reach all my students. Those who |

| |Homework: | |require additional support will have my focus as |

| |Continue to record Moon observations. | |the rest of the group attempts the activity. |

| |Predict what the next three day’s moons will look | | |

| |like. Explain your answer | | |

| |PRACTICE ROLE-PLAY WITH YUR PARTNER!!!!! | | |

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