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5e Model Sample Work

The document outlines a science lesson for 4th grade students about the phases of the moon using Oreo cookies to model and label the different moon phases, including new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, third quarter, and waning crescent. Students will work in groups to match picture cards of moon phases to their names and recreate the phases using Oreos, then present their phases to the class and complete a KWL chart and additional moon phase activity.

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126 views3 pages

5e Model Sample Work

The document outlines a science lesson for 4th grade students about the phases of the moon using Oreo cookies to model and label the different moon phases, including new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, third quarter, and waning crescent. Students will work in groups to match picture cards of moon phases to their names and recreate the phases using Oreos, then present their phases to the class and complete a KWL chart and additional moon phase activity.

Uploaded by

api-543931125
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Name: Kali Dzon

Grade Level: Fourth


Topic of the Lesson: Solar System- Oreo Moon Phases
Content Area: Science
State Academic 3.3.B- Origin and Evolution of the Universe
Standards:
3.3.4:
o Identify planets in our solar system and their basic
characteristics
o Describe the earth’s place in the solar system that includes
the sun, planets, and many moons
o Recognize that the universe contains many billions of
galaxies and that each galaxy contains many billion stars

Prerequisites: At the beginning of this lesson, the students will be need to know
what the solar system is and what the different phases of the
moons are.

Lesson Objectives At the end of this lesson, the students will be able to:
(Key Knowledge) Explain and model the different phases of the moons in our solar
system and demonstrate the phases of the moons by using Oreo’s.

Bloom’s Taxonomy Explain- Understanding and evaluating


Cognitive Domain: Label- Remembering
Model- Applying

Competency Based o Students will distinguish between the different moon


Learning Objective: phases- new moon, waxing crescent, first quarter, waxing
gibbous, full moon, waning gibbous, third quarter, and
waning crescent.

o Students will model the moon phases in our solar system


and label the phases

o Students will demonstrate understanding of the phases in


our solar system

Instructional Model: The 5E’s Model

Lesson Activities o Invite students to come sit on the carpet


o Ask the students what they know about our solar system
(Engage):
and the moon
o Create a KWL chart and fill in the “K and W” part of the
chart
o Read the story, “Many Moons” By Remi Courgeon
o Explain that we are going to learn about the many moon
phases and what each of those phases look like and
demonstrate by using Oreo’s!
o Throw out some of the phases names and see if anyone has
heard of any.

o Have the students head back to their tables and randomly


(Explore): assign partners with our classroom name generator game.
o As the students get together with their partners, have
them get out a pencil, glue stick, and grab the piece of
paper in the middle of the tables.
o Explain to the class that, “You have a very important job
and the scientists need our help. On the middle of the
tables are pictures of the different phases of the moons
and on the other pile are the names of the phases. Our job
is we have to find the correct picture and the names and
create that phase on our Oreo’s. There are scrap paper for
you to write the names and put them under your Oreo’s
until we are ready to glue them. You are working together
with your group members and just see if you can re-create
the phases with the Oreo’s. Are you ready?! Go!”
o Students will have 20-25 minutes to complete the task of
finding the matches of the phases to the names and
creating their own phases with the Oreo’s.
o While they are completing this task, I will be moving
around the room and seeing how each group is doing and
if they have found the correct phase and tried to make
them with the Oreo’s. I will ask, how do you know this is
correct? Do you remember what the story we read told us
what the phases looked like?

o Once the groups are finished with their moon phases, I will
(Explain): have them come back together as a class.
o On the doc camera, I will have the paper with the circles
on it and call on each group to bring up their Oreo’s to
show the class the phase they created.
o I will call on each group and have them explain to the class
the phase that they found.
o As they tell me what they did and show the class their
Oreo’s, I will make sure it is correct and show them the
moon phases that I had drawn on my paper with the
names of the phases.
o On the paper at their table, they will glue their Oreo’s to it,
to show the phase of the moon.
o Once we have met with each group and correctly labeled
our moon phases, I will give each student a copy of the
correctly labeled moon phases for them to keep. (without
the Oreo’s) 

o After our investigation with the Oreo’s. I will have each


student clean up their work place.
(Elaborate): o We will then finish the KWL chart by filling it the “L” part of
the lesson.
o I will then have the students create their own moon phases
investigation. I will bring out the bin full of scrap paper,
different pieces of things, etc. and tell them that they have
to now create their own moon phases and explain the
phases by creating a Flip Grid presentation and being as
creative as they’d like!
o We will continue to work on this activity until it is finished
(which could happen over a few days if needed)
o Once the activity is finished, I will display them for the class
to listen and see.
o I will be going around the room during their Oreo
(Evaluate): investigation and seeing if we are on the right track and
recalling information from the story that we had read.
o I will be seeing if the competencies were met by the Oreo’s
investigation, how they are explaining the phases of the
moon, and how they are then creating their own
investigation model.
o The Flip Grid assignment will then be used to see if the
competencies were met and they have an understanding of
the material.

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