Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Mr. Swanson

Date 10/26/2016

Subject/ Topic/ Theme Space Systems: Patterns and Cycles The Moon

Grade 1st

I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson in the unit. Students have learned basics about the moon in the introductory lesson but will go more in depth during this lesson.
cognitiveR U Ap An E C*

Learners will be able to:

Use observations of the sun, moon, and stars to describe patterns that can be predicted.
Analyze the night sky to create a moon phases calendar.
Predict patterns of the moon and their effects on Earth.
Draw the different phases of the moon in order from full moon to new moon.
Understand the moons relationship with Earth and why it is important.

Ap
An
Ap
C
U

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted
W.1.7 Participate in shared research and writing projects
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to
answer a question
MP.2 Reason abstractly and quantitatively
MP.5 Use appropriate tools strategically
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students have not learned about this topic in the classroom yet. We discussed this briefly during the
first lesson, so they should be familiar with some of the content. Also, every student has seen the
moon and most have observed its different phases even if they didnt know what was going on. I can
use this prior knowledge to relate some of the content to real life experiences.
Pre-assessment (for learning):
The students were given a moon phases calendar at the beginning of the month that they should have been
working on until the date of this lesson. This calendar will be used as a pre-assessment tool to see how well they
understand the moon and what they already know. It will also be used as an activity to lead into our discussion
about the phases of the moon.
Formative (for learning):
The students will be completing activities in their interactive notebooks throughout the lesson which can then be
used as an assessment tool. They will be doing activities related to the phases of the moon and the moons
relationship with Earth.

Outline assessment
activities
(applicable to this lesson)

Formative (as learning):

Students will have their interactive notebooks throughout the lesson to use as tools of assessment and reflection.
If they are having trouble with a certain activity they can use their notebooks to look back at previous activities
from previous lessons to help them. They can also use it as a collaborative tool to share ideas and opinions with
classmates.
Summative (of learning):

After class I will look at the students notebooks and see how they completed the activities and
assignments. This will help me know what the students understand and what they may be having
trouble with. Students will also be doing a moon phases craft where they will create the phases of the
moon around Earth. This will help me to know what the students understand from the lesson.

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What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

I will read a story book, present

definitions on the white board, and
have the students make a craft to
assess what they learned.

Students will create a moon phases

craft, where they can work with
their classmates to complete. Also,
during the game students must
work together.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Students will draw the phases of the

moon to show what the moon
looked like each night.
Provide options for comprehensionactivate, apply & highlight

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will complete a moon
phases calendar where they observe
the moon. This will help them
relate what we learn to their
everyday experiences.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will write/ draw in their

notebooks, make a craft, play a
game, and listen to a story to learn
about the phases of the moon.

Students will work on a craft,

where they can collaborate to
complete the assignment.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students may use their interactive

notebooks to review past activities
and for help on current
assignments.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

The Moon
Moon phases calendar
Interactive notebooks
Projector
Computer
Moon Phases cards
Craft supplies (black, gray, blue, green, yellow) construction paper, glue, scissors
Game supplies (moon phases sheet, moon phases)

How will your classroom

be set up for this lesson?

The classroom with be set normally. I will be utilizing the tables in groups of six and the reading rug.

III. The Plan

Time

Components

8:00

8:02

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Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
First graders, can you meet me on the reading rug
The students should quietly and quickly go sit on
and be prepared to read The Moon.
the rug and be ready to listen to a story.
I will explain that we will be learning about the
moon today.
We see the moon almost every night, but we often
do not understand a lot about it.
While I am reading the book, I want you to put
While I am reading, they should be thinking of
your hand on your head if you hear something you
parts of the book that they found interesting or that
think is interesting or really cool.
they didnt know before. When they do, they
I will demonstrate this by doing it for something in
should put their hand on their head and be willing
the beginning of the book.
to share the interesting information.
I will also stop throughout the book to ask
questions and make the book more interactive and
The students should think about their experience

8:09

8:10

8:12

8:14

Development
(the largest
component or
main body of
the lesson)

8:20

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keep the students attentive and involved.

Now, I would like everyone to meet me back at
their seats.
Now I will pass back the students moon phases
calendar that they turned in.
Once you get your calendar, review it and then
discuss with your tablemates what you drew. Tell
them what the moon looked like each day and if
you saw a pattern.
Once they talk about their calendar for a few
minutes, I will ask a few students to volunteer to
show their calendars. I will put them under the
picture projector and talk about them. I want to be
able to see a pattern in the drawings of the moon. I
will choose multiple students pictures because
some might not be as clear as others.
Does it look like the moon is getting smaller in
these pictures?
Does it look like the moon is getting bigger in this
pictures?
Were you able to see the moon at all in this
picture?
This will lead into talking about the phases of the
moon.
Choosing a students calendar, I will find each
phase of the moon, or what looks like that phase
and name and describe it. After each phase, I will
put the picture of it on the board. The students will
not have to know the name of each phase, just the
pictures.
First graders, can you all take out your notebooks
and as I put the picture of the moon on the board, I
want you to draw it in your notebooks.
First draw Earth in the middle of your page and
leave room so you can draw each phase around it.
I will put each picture on the board and wait for the
class to draw them in their notebooks. These
phases will be surrounding Earth so that they know
where and when the phase is in relation to the Earth
and Sun.
Now I will explain that the phases of the moon are
caused by the sun and how it shines on the moon.
They will learn more about this through a craft they
will work on.
We are now going to work on a craft relating to
the phases of the moon. I have two piles on the
back table, one of space with the moon, sun, and
earth, and another with the phases of the moon.
You should take one from each pile and go back to
your seat.
The first graders can look at the board and at their
interactive journals to complete this craft.
Everything is done for them; all they need to do is
paste the phases of the moon in the correct spot
around the Earth.
I will walk around helping each student complete
the task and asking a couple of questions as well.
I will ask questions relating to how the Sun affects

viewing the moon at home and while doing their

moon phases calendar. They should relate this to
parts of the book.
When the students get their notebooks, they should
be sharing with other students what they observed
throughout their time looking at the moon. They
should think of patterns they saw and what the
moon looked like on different days.

Students should be able to recognize a pattern with

the phases of the moon. Does the moon looks as it
if is getting smaller then bigger?

Students should be thinking about their calendar

and which moon phase corresponded with each
picture.

Students should draw the phases of the moon in

their notebooks as I draw them on the board

Students should understand that the moon orbits

around the Earth and that the Sun is what causes
the moon to look different shapes.

During the craft, students should think about what

they have learned throughout the class about the
phases of the moon and their relationships with the
Earth and sun.
They may look at previous activities to help them
on this craft.
They should be able to relate this to their
experience watching and observing the phases of
the moon.

8:27

the phases of the moon.

Why do you think you cant see the moon during
this phase?
Why can you only see half of the moon during
this phase?
Why are you able to see the whole moon during
this phase?
If they students do not finish this project, they can
work on it/ finish it during the last class of this unit.

These questions should trigger creative thinking as

they use what they learned in class about the Sun
and its effects on the moons phases. I will help
them through the answer if they dont get it right
away.

If there is time, we will finish class by playing a

game.
First graders, can you all go grab a white board,
marker, and eraser.
For this game, the students will all have their
Closure
whiteboards and will put away all the activities we
During this game, students should relate back to
(conclusion,
were doing previously.
previous activities and projects we did in relation to
culmination,
The phases diagram will be erased so that there are
the phases of the moon.
wrap-up)
only white circles around Earth.
I will point to a circle and on their white boards
they must draw the phase that should be in that
circle. When they think they have they have the
correct answer, they should raise their white board
so I can see it. I will then draw in the phase on the
board and the students will see if they got it right.
This game will continue until I have colored in all
the phases.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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