Lesson Plan: - PDF Version

Lesson Title: The Earth and the Moon Class Time Required: 2 hours

Overview and Purpose: The purpose of this lesson is to model the orbit of the Moon and Earth around the Sun and to model the phases of the Moon. Students will gain an understanding of these processes. Students will read a book about the phases of the Moon, model the orbit of the Moon and Earth around the Sun, then discuss their observations.

General Goals: Students will understand the relationship between the orbit of the Earth and the Moon and the phases of the Moon. Students will read nonfiction text to support the model. Students will learn vocabulary related to the phases of the moon.

Specific Objectives:
Upon completion of this lesson the participants will be able to:
1. Students will understand the relationship between the Moon phases and the position of the Sun, Earth, and Moon.
2. Students will learn the following vocabulary: new moon, first quarter, full moon, and third quarter.
3. Students will understand the orbit of the Earth around the Sun.
4. Students will understand the orbit of the Moon around the Earth.
5. Students will know the moon does not actually produce light, it only reflects light from the sun.
6. Students will understand the rotation of the Earth.
7. Students will read expository writing.
8. Students will use sentence and word context to find the meaning of unknown words.
 
Materials Needed:
1. The Moon Seems to Change by Franklyn M. Branley - several copies would be helpful for students to explore and use as a reference.
2. Student Worksheet
3. Flashlights - enough for one for each pair of students
4. Moon Models - Styrofoam ball with small stick for handle - enough for one for each pair of students
5. Student Copies of Pretest
6. Student Copies of Posttest
7. Teacher Checklist for each Student

Activities (step by step procedure):
1. First, we will read the book The Moon Seems to Change by Franklyn M. Branley. The book gives details about the phases of the Moon and the orbit around the Earth.
2. Second, we will review the orbit of the Earth around the Sun and the rotation of the Earth. Students will model this orbit in partners. One child will be the Sun and the other child will be the Earth. Students will discuss the concept of a day, one rotation of the Earth, and a year, one revolution around the Sun.
3. We will discuss this model. Discussion Questions: How many days does it take for the Earth to make one revolution of the Sun (365 1/4 days). How many times will the Earth rotate as it goes around the sun? (365 1/4 times). What happens with the 1/4 day? (Leap Year every 4 years).
4. Next, Earth students will pick up a Moon model (Styrofoam ball with pencil holder) and Sun students will pick up a flashlight. We will model how the Moon orbits the Earth. It takes about 28 days for the Moon to orbit the Earth. This is about one month.
5. We will discuss this model. Discussion question: How many times does the Moon orbit the Earth in one Earth year? (About 12, or 12.3 times) Does the Moon give off its own light? How do you know? (The Moon is represented by a Styrofoam ball and does not give off light.) If the Moon does not give off its own light, why is it so bright in the night sky? (The light from the Sun always lights one half of the moon. Which portion we see depends on the position of the Moon and Earth.)
6. Earth students will pretend their nose is Alamo, California. We will discuss what location on Earth the back of their heads would be (countries in Asia). The Sun students will shine their flashlight and Earth students will show what daytime in Alamo would look like.
7. Earth students will hold up the Moon model. They will turn in place slowly (rotate) and observe how the light portion of the moon changes as they move. They will record their position and the appearance of the moon on a worksheet that will be provided.
8. Earth and Moon students will switch roles. We will repeat steps six and seven.
9. Finally, all students will discuss what they have seen. We will use vocabulary from the book such as: new moon, first quarter, third quarter, full moon, waxing, and waning. Using the worksheet, they will label the different moon drawings.
10. While students are working on their worksheets, I take students aside individually. I act as the sun holding the flashlight as the students model the moon phases. During this time, I assess their understanding by using the checklist. I also ask students questions. For example, I may ask, “Which phase of the moon do you see now?” or “Is the moon waxing or waning?” During this time, I fill out the Student Checklist for each student.