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Denise Morrison (Activity 9)

Integrated Lesson Plan on The Moon and Sun

Date: March 4, 2018

Teacher’s Name: Denise Morrison

Age Group: 6-8

1. The student will be able to identify the apparent movement of the sun and moon across the sky as observed from Earth.

2. The student will be able to recognize the features and patterns of the moon and sun and earth system as observed from Earth.

3. The student will be able to identify astronauts and others in the astronaut field) through various genres.

4. The student will be able to create picture graphs from collected data. Identify on a digital clock the hours that matches a routine activity in different cities and countries. Recognize size relativity. Identify beginning fractions and conceptualize word problems.

5. The student will be able to Increase language and communication skills: reading and reading comprehension, writing (grammar and punctuation), vocabulary, and technology research. Key words: sun, moon, stars, planets, revolution, astronaut, rotation, crescent, seasons, year, days, hours, axis, shadow, gravity, North Pole, South Pole, hemisphere.

Materials: computer with internet access, student computer with internet access or otherwise access to a computer with internet access, paper, colored sharpies, colored markers, crayons, colored pencils black board, smart board, all colors of construction paper, digital clock, books (on attached sheet and other books for personal research), tape, duct tape, chart paper, pencils, worksheets, scissors, leaf, laminating machine laminating paper, large cardboard box, paper towel tube, plastic cone, different laminated pictures of the sun, moon, and earth, old computer keyboard, spaceship stickers, stool, Oreo cookies, paper towels, Ziploc plastic bags, paper towels or napkins, popsicle sticks, permission forms, and arranged trip to view solar panel plant and to have representative talk with children.

Suggested Literacy Texts: Books: I Took The Moon For A Walk by Carolyn Curtis, Papa, Please Get The Moon For Me by Eric Carle, If You Were An Astronaut by Dinah Mache, I Am An Astronaut, by Cynthia Benjamin and Sagest, An If The Moon Could Talk by Kate Beaks, If You Decide To Go To The Moon by Faith McNulty, Look Inside Space by Rob Lloyd Jones, There’s No Place Like Space: All About Our Solar System, by Tish Rabe, What’s Out There?: A Book About Space by Lynn Wilson, How Man Planets Circle The Sun? And Other Questions About Our Solar System by Mary Kay Carson, I Want To Be An Astronaut by Byron Barton, and On The Moon by Anna Milbourne

Poems: “ The Planets Revolve Around The Sun (author: unknown); “Zoom, Zoom, Zoom (author: unknown), Book of Poems – Comets, Stars, the Moon, and Mars Space Poems and Paintings by Douglas Florian, “Moon” by Meishi Goldish, and “The Changing Moon” (author: unknown)

Recording of: On The Moon by Anna Milbourne

Website Videos: https://www.youtube.com/watch?v=qTDcf12dabk “5F Sun, Earth Moon The Science Video”:; www.youtube.com/watch?v=164N1 “Earth’s Rotation and Revolution: Crash Course Kids 8.1”; www.youtube.com/watch?v=rcquRMavSKU “What Causes The Seasons”; and https://sciencebob.com Oreo Cookie Moon Phases

Introduction:

As a very young child, I couldn’t conceive that there was just one moon and one sun that everybody could see. My thoughts were how can that be possible – just one moon and just one sun!! I wonder if any of you had the same thoughts when you were very young. Do you have relatives in a far away city or country who may be in a different time zone? If so, they may be sleeping now while you’re in school. This is all due to the sun, moon, and earth’s relationship. Well, we are going to see how the process works in regard to day and night and the moon, sun, and earth relationship. Note images of the sun and moon rising and falling at day and night respectively and at their relative size and positions.

Day 1:

Ask the children what do they already know about the moon, sun, and earth.

Display a chart of the solar system. Discuss the size of the planets with attention specific to the sun, moon, and the earth. Have children to use superlatives to describe the size the sun, moon, and the earth.

Read the poem “Moon” by Meish Goldish then ask children to draw a picture of the moon based on the poem.

Display and position a very large laminated replica of the sun and then replicas of the moon, and earth and position accordingly and then rotational around the sun on the board.

Ask children to get in groups of three with one person being the sun, one the moon, and on the earth and have them walk around the sun. Play the recording of “On The Moon”.

Explain terms: rotation, axis, gravity, new moon, waxing crescent, waxing half or 1st. quarter moon, full moon, waxing gibbous full moon, waning gibbous, waning half or last quarter moon, waning crescent moon, earth rotational process in hours, day equivalent to 24 hours, revolution, crescent, orbit, astronaut, earth’s revolution/orbit process equivalent to 365 days, 365days equivalent to a year, north pole, and south pole, hemisphere,

Explain: scientific determinants of day and night, of the four seasons, and shadows.

Also, explain the distance the moon, sun, and earth are from each other and have children to ascertain how far they are from relatives, friends, or others in different cities and states to obtain a sense of distance on a small scale and then a greater scale. Have children to chart the distance on at least five relatives, friends, or others on a graph.

Inform students that the sun is considered a star.

Inform students of visit Wednesday (day 3) to local solar plant , expected field trip rules, needed permission forms, and distribute permission forms (realistically this wouldn’t be adequate time).

Show videos: https://www.youtube.com/watch?v=qTDcf12dabk “5F Sun, Earth Moon The Science Video; www.youtube.com/watch?v=rcquRMavSKU “What Cause The Seasons”; and www.youtube.com/watch?v=164N1 “Earth’s Rotation and Revolution: Crash Course Kids 8.1”

Expound on the video and ask questions for clarity.

Have students to read two books from resource list and to summarize at least one of the books by writing a paragraph with correct punctuation, grammar, and capitalization and to include the title of the book, author, and illustrator.

Assign different students a topic (earth, moon, and sun) to research on internet and write a descriptive paragraphs about the topic and in one paragraph include how it helps people and the community using correct punctuation, capitalization and grammar about the assigned topic.

Day 2:

Review the earth, moon, and sun size, distance and characteristics through questioning students in the form of noting answer by raising of hand or otherwise. In like manner, do vocabulary list such as rotation, orbit, astronauts, revolution, hemisphere, axis, day/night, seasons, etc. Children questioned about their writing projects. Children questioned about their permission form for trip tomorrow and forms collected.

Explain how the sun allows us to see our shadow. Take children outside on a sunny day. Place a piece of poster board on the ground. Hold a leaf above the paper and let each child trace the shadow on the paper. Place the leaf on the shadow. Ask the children if the leaf is larger or smaller than the shadow. Leave the paper in the same spot and repeat the same experiment later in the day and ask if the shadow get larger smaller or stays the same.

Children are to read two books from resource as independent study. Children will randomly be asked questions about the book, their feelings, plot, etc.

Children are to do a joint project on making a space shuttle. Note: Teacher will assist with cutting and any safety risk items. Children were given website for instructions and diagram on constructing the space shuttle. Needed material were provided. (Material: large cardboard box, scissors, duct tape, masking tape, old computer keyboard, space stickers, stool, plastic cone paper towel tube).

Children were informed about different astronauts to include the first astronaut, female astronaut, African American astronaut, etc. They were also informed about their attire, the space shuttle, gravity or the lack thereof, foods, etc.

Children will do internet research on a selected astronaut or someone who has significant contributions to the astronaut field. They will write a biographical paragraph(s) about their findings that have correct grammar, punctuation, and capitalization and include a picture of the astronaut or significant contributor to the astronaut field.

Read the poem “Zoom, Zoom Zoom” by author unknown. Children will explore what they would pack with them if they had to go to the moon and given an opportunity to inform class and teacher.

Children will compare and contrast the moon and the sun.

Children are to draw and color different patterns (AB, ABC, AAB, ABB, ABCD patterns) of the moon and of the sun.

Day 3:

Children are versed on field trip rules; permission slips received; and children safely boarded bus to local solar plant. Solar plant representative will address safety rules and issues and give presentation about solar plant and solar energy. Children will ask questions.

Children were given two more resource books to read independently. Children asked randomly about a book they read to include contrasting characters, main character, author, plot, setting, feelings, etc.

Children designated into three groups to access the web for any articles or information on saving the earth and/or related information. Children will choose different tasks such as researcher, note taker, presenter, etc. and present to class.

Independent work: Children will write about their visit to the local solar plant and draw a corresponding picture. Writing will have correct punctuation, grammar, and capitalization.

Children were given word problems using the shapes of the sun and the moon subtracting, adding, lesser and more than, graphs, and equations. For example: if John had 15 moon shapes, Tony had 5 less than John but 2 less than Joe. How many moon shapes did Tony have and how many did Joe have?

Children were given each given eight Oreo cookies in a zip lock plastic bags and a Popsicle stick(s) for scraping icing when needed for moon phases demonstration project. They were referred to the website https://sciencebob.com and also given oral instructions and guided learning for this Oreo demonstration of the phases of the moon. This project will further the children are learning of the phases’ of the moon.

Conclusion: Children should know that the earth and moon orbits around the sun. Children should know the earth rotates on its’ axis. Children should know that one rotation of the earth takes 24 hours which is a day; this rotation gives us day and night. The sun is a star. It could be day in one city or country and night in another city or country. The revolution or orbit is when the Earth moves around the sun, which gives us the seasons and this takes 365 days which is a year. The sun stays still but the earth and moon moves. Children should know the different phases of the moon. They should be able to name at least three astronauts, astronaut’s attire, and life in a space shuttle i.e. gravity. They should know about gravity, the North Pole the South Pole, hemisphere, and axis. They should know the importance of the sun, moon, and the earth. They should be able to verbalize and write in correct grammar, punctuation, and capitalization as well as read with comprehension and illustrations. Children should also be able to conceptualize the distance and characteristics of the sun and moon and its’ positions from each other. They should be able to explain through graphs, equations, and comparisons facts about the moon, sun, earth, and their project learning.

Assessments: Tests/quizzes, oral presentations and participations, projects, vocabulary, writings, research, feedback, communications, and field trip activities.

Helpful Sources: NC Education Standards, Caring for School-Age Children textbook, education.com, and listed websites noted in above work.

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