Moon Unit

1. TLW identify the moon, not as a planet, but as a satellite.
2. TLW be able to compare and contrast the moon and the earth.
3. TLW understand how craters are made on the moon.
4. TLW learn about the moons surface.
5. TLW learn about the position of the moon in relation to the earth.

Objectives	Materials	Activities
Day 1 TLW list ideas about the moon and group them under specific headings. TLW identify moon phases daily. TLW participate and contribute to classroom and small group activities.	Moon phase calendars. One big one for bulletin board and an individual one for each student. Butcher paper for KWL chart.	Ask the question "What do we know about the moon?" "What are some myths about the moon?" (ie. man in the moon) Construct a KWL chart on a large piece of butcher paper to display in the room. Fill out What You Know and What You Want to Know for now. Have students fill out an anticipation guide in small groups. Take up to compare at end of unit.
Day 2 TLW locate Earth, Moon and Sun placement and movement. TLW identify why we only see certain parts of the moon (phases) at certain times, and how the light patterns form from the Earth, Moon and Sun. -C TLW write an ongoing journal of observations on activities done in class and on their moon watch.-P	Globe, flashlight and styrofoam ball.	Moon in Motion. Selected students will become the Earth, Moon and Sun, inorder to demonstrate placement and rotation patterns. Compare moons revolution around Earth, to the Earth's revolution around the Sun. To find out why phases of the moon are seen, demonstrate by setting up a model. Have 3 students participate. One holds the flashlight, which is the sun. Another holds the foam ball, to represent the moon, and another holds the globe to represent our Earth. Have the sune shine light at the earth, move moon around earth slowly. Stop at different point to make observations from the earth's point of view. Students should write in their journals everyday about their moon watch on their own. Then they will be instructed each time they need to make and observation and record it in their journals.
Day 3 TLW describe physical features of the moon, such as: Lunar soil, igneous rocks, and craters. TLW make a crater in Lunar soil and compare and contrast igneous rocks with rocks found on earth.	Small tray, tape, flour (lunar soil) , rock, marble, and string. Igneous or porous rocks and pebble/smooth rocks.	Describe physical features of the moon's surface. Pouring silt in the tray and tie one end of the string to the rock. Holding one end of string, drop rock into flour (lunar soil). What happened and what shape did it make. Try with the marble and see what the differences are. Let children go up and examine each type of rock. Discuss likes and differences of the two types. What would cause the differences? Write observations of crater and rock experiments in their journals.
Day 4 TLW compare and contrast the moon and earth using the aid of Venn Diagrams. TLW write a Cinquain poem about the moon.	Venn diagram handouts. Class Venn Diagram poster. Cinquain poem handout.	In small groups and using a venn diagram sheet, students will record simularities and differences in the moon and earth. Groups will share with class and ideas will be recorded on the class Venn Diagram poster. Students will write a Cinquain poem using directions given by the teacher and the handout.
Day 5 TLW create a classroom Moon Dictionary for chapter vocabulary words. TLW construct a vocabulary word wall for quick reference.	Different colors of construction paper, markers, hole punch, binder rings.	Small groups will be given one vocabulary word. They will be responsible for writing the word, definition and drawing an illustration for that word-on construction paper. The group will also write creatively their word on a half a piece of construction paper for word wall. One group member will present their page of the Moon Dictionary to the class. the teacher will construct the class dictionary and class members will design a cover to be entered and voted on. Creatively written vocab. words will be posted on word wall for refrence throughout unit.
Day 6 TLW write a moon shape book to hang on the bulletin board. TLW demonstrate a movement exercise to see what it might feel like to walk on the moon. -P	Shape book handouts for students to write in shape of moon.. Newspaper articles about joint space missions with Russians.	Students will write a story in their moon shape books about what they would say and do during their rendezvous with Russian's in space. Read articles collected before hand to spark interest. Students will pretend they are walking on the moon with no gravity.
Day 7 TLW predict what it would be like to take a trip to the moon. TLW identify vocabulary words, by playing bingo.	Bingo sheets made by teacher with unit vocabulary words on it. Fruit Loops cereal to use as bingo chips.	Students will pretend they will be going on a trip to the moon in the space shuttle. Make a list of things you need to take with you. Name your ship, what type of food would you bring along, etc. Have children act out their trip. The class will play vocabulary bingo with words used across the unit.
Day 8 TLW write a narrative on "What would you take to the moon?" Students will infer items needed or not needed on the Moon and create a big book. TLW analyze why the moon does not have an atmosphere by using the Inquiry Model.	Large paper grocery bags. Binder rings, hole punch.	Students will break down into pairs to write their page of the class big book. Write"On my trip to the Moon I will bring..." on the board. Have students write and complete the sentence and then illustrate their page. The teacher will design a cover and bind it. The book can go in the class library. Using the Inquiry Model pose the problem "Why doesn't the Moon have an atmosphere?" Attempt to find solutions to the problem by carrying out the Inquiry Model.
Day 9 TLW close unit by reflecting on what they have learned and compare this information with the previously done Anticipation guide. TLW participate in closure activities.	Previously done anticipation guide (done on day 1 of unit). Self assessment guide handout.	Have students fill out their self assessment guide answering questions such as; Vocabulary Learned, I don't understand why..., I wonder why..., My comments on this unit..., I'm happy that I learned... Students can compare this sheet with their previously done anticipation guide. Groups may get together to discuss their self-assessment. The class will fill out the What We Learned portion of the KWL chart together. Give a unit test to see if unit has been mastered.
Day 10 TLW locate all NASA space locations on U.S. map and will participate in a field trip to Space Center Houston close unit on The Moon.	Map, colored sticky tabs to place on map.	Students will look at class map and locate all NASA space stations in the U.S. They will write each space station on colored sticky note pad and place it on the site when located. Students will take a field trip to Space Center Houston.