Individual Lesson Plan

1. Background Information
2. Name: Jenise Banks         
3. Content Area: Science
4. Topic: Earth and Space
5. Grade:1^st Grade

• Goals and Objectives
• TEKS
• Science 1.2A Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: ask questions about organisms, objects, and events observed in the natural world;
• Science 1.8B Earth and space. The student knows that the natural world includes the air around us and objects in the sky.The student is expected to: observe and record changes in the appearance of objects in the sky such as the Moon and starts, including the Sun;

• Content Objective:

The student will identify the phases of the moon and be able to draw the moon phases.

• ELPS:
• (2)  Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated(communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. The student is expected to:

      (E)  use visual, contextual, and linguistic support to enhance and confirm       understanding of increasingly complex and elaborated spoken language;

• (3)  Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal)using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded)commensurate with the student’s level of English language proficiency. The student is expected to:

      (D)  speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency;

• (4)  Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated(communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

      (F)  use visual and contextual support and support from peers and teachers to read grade-appropriate content area text,enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language;

• (5)  Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced  of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum,all instruction delivered in English must be linguistically accommodated(communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

      (B)  write using newly acquired basic vocabulary and content-based grade-level vocabulary;

• Language Objective: The students will be able to discuss, write facts, and draw pictures of the moon phases.

• Materials Needed:
• Something to write with
• Science journal
• Oreo cookies
• Spoons to help the students shape the filling into moon shapes
• Moon phases foldable
• Phases of the Moon with Oreo Cookies paper
• The Phases of the Moon by Suzanna Slade
• Posterboard with the sun, the Earth, and the moon with the 8 phases of the moon going around the Earth

• Technology Needed:
• Smartboard
• Computer
• Printer
• YouTube song: https://www.youtube.com/watch?v=GvkrC4HSLkM

• Pre-Assessment related to TEKS and Objectives

Before I introduce the moon phases to the students I will have up on the smartboard a PowerPoint slide. On the first slide I will have a picture of the moon and ask the students open ended questions about what is this object called? Where can this object be found at? The students will raise their hands if they think they know the answers to these open-ended questions. On the next slide I will have the picture of the moon and the answers to my open-ended question on what this object is called and where it can be found at. On the following slide I will have the students using a low voice level what they notice about the pictures of the moon. I will then call upon students who have their hands raised to tell me one thing they and their partner notice is different about these pictures of the moon. For example, the students can say the moon is round, it’s changes shapes. After gathering their responses, I will put on a YouTube video about the moon phases to help students who are auditory learners that uses music/songs to enhance their memorization skills.

• Key Vocabulary:
• Phases
• New Moon
• Waxing Crescent
• First Quarter
• Waxing Gibbous
• Waning Gibbous
• Full Moon
• Waning Crescent
• Last Quarter

• Instructional Procedures
• Engage

I will start the lesson by predicting the students do not know the different moon phases. I will ask the students if they have every looked up at the sky at night to look at the moon. Have the students every travel outside of their home at night and notice that the moon seems like it is following you. I will follow up the questions with another question, if they ever notice the moon changed shapes at night sometimes. One time it may be full and another night the moon maybe not as bright in the sky. The changes in the moon appearance is called phases. These phases happen because the earth and moon are moving. The moon will change appearance on different days throughout the month. Therefore, we can only see certain parts on the moon as it is moving. The phrases will repeat itself every four weeks.

• Explore

I will start the lesson by reading to the students a book called The Phases of the moon by Suzanna Slade about the moon phases. Afterwards I explain to the class that we will be creating our own moon phases out of Oreo cookies fillings. I will have the pass out buddy for the week to pass out the Phases of the Moon with Oreo Cookies paper along with a spoon to all of the students. I will pick a popsicle stick with a student name on it to determine who will help me to pass out 4 Oreo cookies to each student.I will explain and model that we will twist the Oreo cookie in half and spoon the filling into one of the moon phases. They will have to do this for all four of the cookies to make the 8 moon phases.   

• Explain
  • Once the students have successfully made their Oreo cookie moon phase, I will walk around the classroom and look at their moon phases to make sure they spoon the filling correctly. I will have the students explain the assignment to me again and ask questions about the lesson. For example, why is the moon rotating? How long does it take the moon to move around the moon?
• Elaborate
  • I will ask questions to check the students understand of the new concept.
  • What is the differences between the 8 phrases of the moon?
  • Have the students take a look at the moon tonight and tell me tomorrow what moon phases it is in.

Re-Teaching

For the students who did not meet the objectives and are still struggling with identifying the moon phases will have the opportunity to come to the teacher table and work in a small group with the teacher or work one-on-one with the teacher. For all students for a review they can

• Modifications

An anchor chart will be helpful for students with special needs and for ELLs students as a visual aid. I can use images with word strips that can be provided for students that need to paste into the moon phases foldable, which would be an accommodation to students who may have a cognitive delay or something else and has an IEP with such accommodation for the student.

• Extensions

For my more advance students, they can create a short story on their own about the phases of the moon.

• Assessment

Evaluate – Students will be able to recognize and recall, with 90% accuracy, the new vocabulary words and the concept of the phases of the moon without asking for or getting help from the teacher. The students will work quietly on their moon phases foldable at their desk. They need to be able to draw the 8 moon phases and label the correct moon phase with the drawing. This will show me the students have met the objectives from the lesson.

• Summary for the Students of What Has Been Learned

Closure– Once I am done with reading the book about moon phases and explaining to the class they will be making the different moon phases out of the Oreo cookies fillings, I will give the class the option to ask any questions or address any concerns they may have about the moon phases. I will also provide information about once they are done making the different moon phases out of the Oreo cookies filling they can work on a foldable which will go in their science journal. After explaining the activities, I will give the signal word that means they can start working on the assignments at their desk. I will also have the assignments listed on the smartboard for students who are more of a visual and like to see the instructions written down instead of vocalizing them.