Final+Project-+Part+2

Provide students with a blank calendar and have them draw a picture of the moon every night for one month. ||< **__ Compare & Contrast __** Ask children to think of the moon and invite volunteers to draw the moon shapes they’ve seen in the night sky. Use a large ball to convey two important concepts: 1) from Earth, we can only see one side of the moon and 2) the moon is always round,but the amount we can see changes. ||< **__Kinesthetic__** Students can play To The Moon: Space Trivia Board Game. This game can be printed with membership @ superteacherworksheets .com. ||< **__Concrete__** Concrete learners can act out the phases of the moon. In groups of three [one person the sun, one person the earth, and one person the moon] students walk through the phases. They alternate turns being the sun, earth, then moon. ||< **__Intuitive Feeling__** Students read “And If the Moon Could Talk” by Kate Banks. Student writes a brief paragraph about what the moon would say if it was high above their house one night. || Write a story or a poem about the “Man on the Moon”. ||< **__ Conceptualize __** Worksheet: Name The Moon Phase. Students fill in the correct name of the moon phase using a picture word bank from the top of the page. ||< **__Tactual__** Students make a mobile of each phase of the moon. || **__ Abstract __** Students that think abstractly would enjoy learning about the ancient names and meanings of the full moon by months @ [|http://science.nationalgeogra] [|phic.com/science/space/] [|solar-system/full-moon-article.html]. || I**__ntuitive Thinking__** In Google Earth’s Moon; students explore Featured Satellite Images - Images of the Day by zooming in on any area and clicking on a symbol which will reveal their significance. Summarize in one paragraph the highlighted symbol. Notate its longitude, latitude and elevation. || Using all of the information learned in this unit, students will design their own assessment. They need to include 2 essay questions, 5 multiple choice, and 3 fill-in-the-blank. || **__ Comprehend __** On Google Earth’s Moon;student clicks on sun/cloud tool at the top of the picture.Using the slide rule they observe the phases the moon takes through the month in real time. || **__Auditory__** With a partner students listen to podcasts (radio programs) about the moon. They can access them on my Wikispace. [] ||< **__Sequential__** On Google Earth’s Moon; students click on the ruler tool at the top of the picture. Hold and click to take different mathematical measurements of areas of the moon. ||< **__Sensing Judging__** A factual presentation – in Google Earth’s Moon; students pick an Apollo mission to explore the highlights. They can print out any pictures of that mission. || Students are given a lined paper cut-out of a moon to write an interview. Their assignment is to ask a family member if they would want to visit the moon, why or why not? They hang their interview on the class bulletin board. || **__ Combine __** Students make a collage of moon phases. Print out Google or BING images and paste to a poster board. || **__ Visual __** Click to watch a video by NASA which explains the moon’s phases [|http://www.nasaimages.org] [|/luna/servlet/detail/] [|NVA2~20~20~54559~125280:] [|NASA-SCI-Files---oon-] [|Phases] || **__ Global __** Students make a “Moon Phase Transporter”. [|http://www.scholastic.com] [|/teachers/top_teaching/2011] [|/03/ready-to-edit-teaching-the] [|-moon-phases-seems-to-be-] [|one-of-those-skills-that-is-] [|taught-across-the-grade-leve] || **__ Sensing Perceiving __** The Sensing Perceiver likes surprises. Provide fun facts about the moon. Cut them into sentence strips. Each student gets one.Students form an inner circle and an outer circle facing each other. Each student will read their fact to their partner. The teacher rings a bell every 10 to 15 seconds for the circle to rotate. || Students are given 8 Oreo cookies. They twist and remove one side of seven cookies [they can eat those]. They scrape the filling to resemble the phases then place in a circle on a paper plate the correct way. [|http://2.bp.blogspot.com] [|/-sYywibz1xEw/TXpmHRcQ04I] [|/AAAAAAAAANA/b6dgTlNdltA/s] [|1600/IMG_5002.JPG] ||=  ||=   ||=   ||=   || From the Compelling Whys category, these students will complete the blank calendar of the moon phases. They will be provided with a newspaper every day when they come into class which has astronomy information daily, which includes the phases of the moon. || **__ Learning Support, ESL, Limited Readers __** From the 5C’s category, students will complete the worksheet which already includes a picture word bank they can use to match pictures and write the correct phase. ||< **__ Learning Support, ESL, __** From the KTAV category, students will watch the NASA video which does an excellent job explaining the moon’s phases. ||< **__ Learning Support, ESL, __** From the GASC category, students will work in groups of three to act out the phases of the moon. ||< **__Learning Support, ESL,__** In the Temperament Styles category, students will participate in the “Wagon Wheel” activity reading fun facts about the moon. The sentence will be read with the teacher before the activity for fluency and comprehension. ||
 * ~ ** Compelling Whys ** ||~ **5Cs ** ||~ **KTAV ** ||~ **GASC ** ||~ **Temperament **
 *  Styles ** ||
 * < **__Fun__**
 * < **__Freedom__**
 * < **__Power__**
 * **__Belonging__**
 * **__Survival__**
 * < __**Learning Support, ESL, Limited Readers**__
 * __ Limited Readers __**
 * __ Limited Readers __**
 * __Limited Readers__**