Educator+Teaching+Materials

**Grade 3 Lesson Plan:**
//Students will become aware of the phases of the Moon through literature and inquiry activity.// 1. Tell the class you would like to read them a few stories. Tell the students that while you are reading the stories, they should listen to the story and also notice the moon in the each story. Read //Maggie’s Moon// and //Everyone Loves the Moon//. 2. After reading the book, ask the students what they noticed about the moon in the book. 3. Show sample of inquiry sheet based on leaves. Each student will create an inquiry sheet about the moon.
 * Day 1: Introduction to the Moon**

// Students will learn the four basic phases of the Moon. // 1. Gather students together for sharing of inquiry sheets created Day 1. 2. Discuss how students represented the moon differently using terms common familiar such as full, half, slice, etc. 3. Select 3-4 students to stand up before group to share images created. Select students based on obvious differences in drawings of the moon. 4. Discuss the phases of the moon. Illustrate using [|Lunar Animation Video] 5. Model [|Moon Phase Images] website using instruction sheet. 6. Students complete Birthday Moon Activity (see Student Learning Materials).
 * Day 2: Introduce the phases of the Moon **

//Students will demonstrate an understanding of how the position of the Moon relative to the earth creates the phases of the Moon. They will be able to state the four phases of the moon.// 1. Review the four phases of the moon learned on Day 2. 2. Discuss the Moon Phases Chart and look for patterns. 3. Allow students to offer explanations for the different phases. 4. Break students into learning teams of four. 5. Introduce the movement of the moon using web resource: [] 6. Conduct Moon Phase Activity (see Teacher's Guide in Resources).
 * Day 3: Introduce the position of the Moon relative to Earth and Sun**

//The class under the teacher’s direction will create a simple bar graph and interpret the findings.// 1. Have each student select a moon phase index card according to his/her “Birthday Moon”. (Hint: Choose whatever is closest to one of four phases by “rounding up” or “down” images that are in between the four phases.) 2. As a class, build a simple bar graph by having each student place his/her moon phase index card in the proper column. (Draw graph on wall dry erase board, attach moon phase cards using small piece of tape.) 3. Discuss what the graph illustrates. 4. Have students ask questions that can be answered by the graph. For example, how many students in the class were born on a full moon?
 * Day 4: Graphing Classroom Moon Statistics**

//Students will discuss their new knowledge of the moon. Local connection of Astronaut Gus Grissom will be introduced with a short presentation by guest speaker from the Spring Mill State Park, Department of Natural Resources.// 1. Students will share observations in group setting from Model activity. 2. Introduction of Astronaut Virgil “Gus” Grissom. 3. Watch National Geographic’s “Space Race” video. 4. Presentation: “What Did Grissom See” Originally presented July 2009 for Virgil “Gus” Grissom Day at Spring Mill State Park. The capsules used in the Gemini missions were the first to include a window for the astronauts. What would Grissom have seen as he orbited the Earth?
 * Day 5: Real World Connections and Wrap Up**

**Grade 5 Lesson Plan:**
//Students will become engaged in learning about the Moon by watching a movie trailer and creating questions out of myths.// 1. Students watch trailer for [|Apollo 13] (video resource). 2. Present moon myths PowerPoint (see Resources ). List on board questions these statements create in discussion. 3. Form investigative teams based on questions collected from students. 4. Students break into teams. Choose team leader. 5. Discuss team project instructions and requirements (see Instructions and Grading Rubric in Student Learner Materials)
 * Day 1: Introduction Moon Myths and Topic Exploration**

//Students will finalize Idea Map and define task for team project.// 1. Show example of Idea Map. 2. Look at Webspiration Idea Map examples. 2. As a group, begin Idea Map at Webspiration in Computer Lab. 3. Teams define task. In other words, what information is need to complete the task?
 * Day 2-3: Task Definition**

//Students will determine and locate a range of sources of information. They will engage in extracting information from sources.// 1. Discuss information seeking strategies (Media Specialist) 2. Discuss evaluating sources (Media Specialist) 3. Discuss ethical use of information (Media Specialist) 4. Use Moon Resources Sheet and other sources to research project.
 * Day 4-5: Information Seeking**

//Students will review information extracted to this point. Students will re-evaluate priorities and task definition. Students will begin to work on final presentation.// 1. As a group, review information gathered to this date. 2. As a group, re-evaluate task and priorities 3. Brainstorm final presentation ideas. (See Product Examples list extracted from web at Student Learning Materials) 4. Begin final products and presentations.
 * Day 6-7: Information Use and Synthesis**

Students will finalize presentations. 1. Teams work on final projects. 2. Individuals evaluate their success and/or failures with 1 page handwritten essay.
 * Day 8-9: Synthesis and Evaluation**

Team Presentations of final products.
 * Day 10-?**