Total Duration: |
61 to 90 Minutes |
Materials and Resources: |
Teacher Materials: 'The Moon Book' by Gail Gibbons 5' Centimeter Styrofoam balls- class set Pencils - class set Glue gun and glue sticks Lamp Stand (without shade) A room that can be marked, with enough open floor space to fit students standing in a circle. |
Technology Resources Needed: |
Interactive white board; laptop with protector, speakers for listening, tablet or iPad; internet access. Padlet app or website at www.Padlet.com |
Background/Preparation: |
Teacher Preparation: If desired, the teacher can prepare model 'moons' for students. To do this, place a pencil in the middle of the Styrofoam ball. Leave enough of the pencil out of the ball so students can hold the model in their hand. Using glue gun, place glue in-between pencil and Styrofoam ball. Teacher should access video regarding solar and lunar eclipses to ensure that links and audio are working properly: Eclipses Explained (4:34 minutes) Teachers should go in before the lesson and create a Padlet account in order to save their own Padlet that is made with their class. Students should be familiar with using Know- What I Wonder- and Learned (KWL) chart. |
Step 1 Students and teachers will create a KWL chart together using: www.Padlet.com. Each section will need its own Padlet. The K and W are the only Padlets that should be completed at this time. First, have students share with peers what they "Know" about Solar and Lunar Eclipses and post to the 'K' area of the Padlet. Then, the teacher will read sections of 'The Moon Book' that related to solar and lunar eclipses. Next, have students share with their peers the 'W' (What they Wonder about Solar and Lunar Eclipses) and post to Padlet. Once the discussion is over, the teacher should refer to the KWL Padlet (K and W Padlets only) to update information that they may have learned about eclipses as well as any other information that they would like to continue to learn about eclipses. Step 2- Students will read the NASA article concerning eclipses. Then, split students into equal parts: Solar Side and Lunar side. The teacher may number students off, '1' '2' so there will be equal grouping. Have students to reread their parts and become 'experts' on that eclipse. Next, have students to share out their information on their eclipse. After that, have students complete a Venn Diagram comparing the two eclipses. Share out information. Show clip Eclipses Explained. Step 3 - Using moon models, lamp shade, and students' bodies, students will model a Solar and Lunar Eclipse. Using the illustrations from "The Moon Book," have students demonstrate a solar and lunar eclipse. Step 4- Students will complete 'L' (What we learned about solar and lunar eclipse.) on Padlet and complete reflection questions on 'What causes Solar and Lunar Eclipses?' lab. |
Assessment Strategies |
Teacher Observation Venn Diagram: Solar vs. Lunar. Teacher should observe students' ability to explain the differences between the eclipses. Answered lab questions for accuracy located in the student's notebook/journal. |
Acceleration: |
Students will create an video/iMovie detailing the differences between a solar and lunar eclipse. Video can be shown to fellow peers to assist in knowing the differences between the two eclipses. |
Intervention: |
Teacher will pull students in small group and will model eclipses one-on-one with those students. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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