Grade: 3rd
Time: 30 minutes
Subject/Topic: Science/Moon phases
Standard: 3.3.3.1.2 Recognize the pattern of apparent changes in the moon’s shape and position.
Objective: Students will be able to identify the phases of the moon.
Materials:
· Moon poem
· Diagram of moon phase cycle
· White paper
· Markers
· Glitter glue
Introduction: Have the students sit on the floor in front of the smart-board. Read the moon poem to them.
Procedure:
1. Ask them what the end of the poem means. What does the sunlight have to do with the moon?
2. Put the moon phase diagram up on the doc cam. Ask them if they know any strategies to memorize what moon phases is what. Ask them if the word “crescent” has another meaning. Show the picture of the crescent bread roll and turn it to the sides. Ask the kids if they can see why the moons are called that (they look alike).
3. Hand out white pieces of paper to the students and tell them to make a star with their name in the middle. Have a station in the back table for them to add glitter glue when they are done.
4. Put the stars on the back counter to dry.
5. For the end of the lesson, put the moon trivia up on the doc cam. Have them guess each question.
Vocabulary:
· Rotation: turning around on its axis
· Revolve: orbiting of one heavenly body to another
· Full Moon: When all the moon is seen
· Waning Gibbous: When a small section on the right side is dark on the book
· Third Quarter: The right half of the moon is dark
· Waning Crescent: Crescent on the left
· New Moon: No moon is seen
· Waxing Crescent Moon: Crescent on the right side
· First Quarter: the right side of the moon is lit
· Waxing Gibbous: all but left crescent lit
Closure: “Today we finished up learning about the moon but next class we will learn about the sun.”
Assessment: Have students make their own star and turn it in.
Management/Transitions: Students will sit on the floor quietly then transition to their desks. Students will be seated in an appropriate spot, not by their friends to disturb the class.
Considerations:
Students with disabilities may need extra help on making their star for the bulletin board.
Adaptations:
Lower level learners can be led by their peers in the moon trivia.
Higher level learners will be introduced to new, higher level vocabulary.
Poem:
A Bridge to the Moon
I just finished building
a bridge to the moon.
I started last August
and ended this June.
I used giant branches,
a few million rocks,
unbreakable cables,
and billions of blocks.
a bridge to the moon.
I started last August
and ended this June.
I used giant branches,
a few million rocks,
unbreakable cables,
and billions of blocks.
The walls on my bridge
are a marvelous sight.
They’re safe and secure
and they light up at night.
The nails are nailed in
and the screws are screwed tight,
but something is wrong here!
This cannot be right!
are a marvelous sight.
They’re safe and secure
and they light up at night.
The nails are nailed in
and the screws are screwed tight,
but something is wrong here!
This cannot be right!
The moon isn’t orange!
It isn’t that bright!
The moon doesn’t give off
this powerful light!
I have to keep building!
This bridge isn’t done!
For I have just noticed
it leads to the sun!
It isn’t that bright!
The moon doesn’t give off
this powerful light!
I have to keep building!
This bridge isn’t done!
For I have just noticed
it leads to the sun!
By Darren Sardelli