Lewis & Clark Graduate School of Education and Counseling
EC-EL · Lesson Plan Format
Lesson Title:
Intern’s name: Amanda Jensen and Dominique Aubry Lesson date: 7/25/20012
Grade Level: 2
….
Common Core S tate S tandard Addressed
2.2E.1 Observe and record patterns of apparent movement of the sun and moon.
Lesson Outcome
To distinguish between luminous and non-luminous celestial bodies.
Outcome written in age-appropriate language
By creating a model inside a cardboard shoebox students will be able to demonstrate how the moon reflects light from the
sun.
Assessment
Students fill out the attached handout. They can collaborate in their small groups and answer the questions individually or
with a partner.
Lesson S equence
Launch: 10
# of The teacher will…
min
S tudent Activity: 20
S tudents will…
Debrief: 10
Materials
needed
10
Explain: Moonlight is sunlight that has bounced Pay attention. Actively listen. Engaged.
off the moon! We know that the moon is a non
luminous celestial body, it does not produce its
own light. However, it is the brightest light in the
nighttime sky because it is actually reflecting the
sunlight.
Copy new terms into Science Journals
Introduce the terms luminous and celestial. Write
them on the board. Luminous- shines by their
own light. Celestial- having to do with the sky.
Teacher says: we are going to build a model that
demonstrates this scientific fact and demonstrates One student volunteer helps, others actively listen.
the relationship between the sun and the moon.
Teacher is going to build a model in front of the
class with the help of assistants. Then students
will have the opportunity to experiment in small
groups with their own models that have been premade by the instructor.
Crumple the aluminum foil into a grape-size ball this represents the moon.
· Tape one end of the string to the aluminum ball.
· Turn the shoe box lid upside down, and tape the
free end of the string about 2 inches from the
upper left corner. The string should be parallel to
the long side of the lid.
· Cut a ½-by-2-inch flap about 2 inches from the
right corner of one short side of the box. Cut a 1by-2-inch flap about 1 inch from the opposite
corner of the same side.
· Close the large flap and place the lid on the box
so that the ball hangs at the opposite end from the
small, open flap.
· Set the box on a table and look through the open
flap toward the ball. Make note of the visibility of Split up into small groups.
the hanging ball.
· Raise the lid and open the large flap.
· Repeat steps 5 and 6, shining the flashlight
through the open flap toward the hanging ball
inside the box.
Teacher discusses SAFETY use of flashlights.
Don not shine in anyones eyes.
20
In small groups of 3 or 4 students are challenged Explore with the models. Take notes. Complete the
to explore the relationship between the sunlight handout.
and the moon and complete the handout provided
(drawings and questions).
Teacher circulates around classroom and observes
the different groups and eavesdrops on the
conversations.
10
Ask students to join you at the rug for discussion. Sit on rug.
Ask students what they discovered while playing
with the model. What did they observe? Look for
answers like this: The aluminum ball is not visible
or only slightly visible without the light from the
flashlight. With the light from the flashlight, the
ball appears shiny. What other objects were
visable/not visable?
Actively participate in group discussion on the
experiment.
Teacher will call on different students based on
what he’she overheard during the activity.
Discuss why? In this experiment, the ball
represents the Moon, and the flashlight represents
the sun. The Moon, like the model, is not
luminous. The Moon shines only when light from
a luminous celestial body, the Sun, reflects off of
it.
Possible extensions:
• Posing the question: Can you think of other
examples of luminous and nonluminous bodies
in our night sky? (Planets and stars).
• Explaining the phases of the moon and why
there are phases.
• Positions/relationship between the Earth, Sun
and the Moon.
• Earth shine - why the New Moon can barely be
seen.
• Lunar eclipse
Materials / Room arrangement
Com m on Supplies
• 4-inch square piece of aluminum foil
• transparent tape
• 4-inch piece of string
• large shoe box with lid
• ruler
• scissors
• flashlight
I Notice/ I Wonder Chart
Observer’s Name________________________________________
Draw your observations.
Lights OFF
Lights ON
Lights OFF
Aluminum ball represents:
Lights ON
Flashlight represents:
Remember to use the new vocabulary; luminous and celestial
1. Describe what you see with when the flashlight is off.
2. Describe what you see when the flashlight is on.
3. In your own words, explain why you can see the aluminum ball (Moon)
when the flashlight (Sun) is shining.