The slides that follow will take you on a journey through a condensed transcript of a model lesson that does not demonstrate three-dimensional integration. As you explore, work as a PLC to reflect on areas where the teacher could have made small tweaks to Hover over the interactive elements as you read to understand what practice, idea, or concept is being exemplified. For best results, view in FULL SCREEN mode.
Topic:
Phases of the Moon
Duration: 45 minutesObjective: Students will label and identify the eight phases of the Moon.
Scene 1: Warm-Up
Teacher: Good morning! Today we’re learning about the eight phases of the Moon. You’ll need your science notebooks open to page 42. Copy this list from the board: new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, last quarter, waning crescent. (Students silently copy.) Teacher: You’ll need to know the correct spelling and order of each phase for Friday’s quiz.
Scene 2: Direct Instruction
Teacher: Let’s look at this diagram in your textbook on page 175. As the Moon moves around Earth, the lighted part that we see changes. You don’t need to worry about why yet—just notice the shapes. (Teacher points at each phase on a slide.) Teacher: Here’s a trick: remember “DOC” — D for the shape of the waxing moon, O for full, C for waning. Write that down. Student 1: So, the Moon changes shape because it’s rotating? Teacher: Not quite, but that’s okay. For now, focus on memorizing the order. We’ll get to causes later in the unit. (Teacher continues lecture while students take notes.)
Scene 3: Guided Practice
Teacher: Now, let’s practice labeling. On your worksheet, draw a circle for each phase and label it. Try to make it look like the diagram from the slide. (Students begin shading circles.) Student 2: Wait—how do I know which side is lit? Teacher: It doesn’t matter for now; just try to copy the image exactly. (Students quietly work for 10 minutes.)
Scene 4: Independent Practice
Teacher: You’ll now complete this online matching game where you drag the name of the phase to the correct image. When you finish, it will give you a score. Aim for 80% or higher. (Students work individually on laptops.) Student 3: This one looks almost the same—how can I tell the difference? Teacher: Look at the label underneath. That should help you match it correctly. (Students click through.)
Scene 5: Review & Closure
Teacher: Let’s review together. I’ll show a picture, and you tell me the name of the phase. Ready? (Slides show pictures; students shout answers: “Full moon!” “First quarter!” etc.) Teacher: Great job! Tomorrow we’ll move on to eclipses. Make sure you study your flashcards tonight. (Bell rings.)
Final Thoughts
Which dimension (SEP, CCC, or DCI) is most missing overall? Where could a phenomenon be introduced or revisited? What teacher moves could make the lesson more student-driven? How might this same content look if it began with a guiding question like “Why do we see different shapes of the Moon?”
The Gap
Hannah Powell
Created on October 26, 2025
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Transcript
The slides that follow will take you on a journey through a condensed transcript of a model lesson that does not demonstrate three-dimensional integration. As you explore, work as a PLC to reflect on areas where the teacher could have made small tweaks to Hover over the interactive elements as you read to understand what practice, idea, or concept is being exemplified. For best results, view in FULL SCREEN mode.
Topic:
Phases of the Moon
Duration: 45 minutesObjective: Students will label and identify the eight phases of the Moon.
Scene 1: Warm-Up
Teacher: Good morning! Today we’re learning about the eight phases of the Moon. You’ll need your science notebooks open to page 42. Copy this list from the board: new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, last quarter, waning crescent. (Students silently copy.) Teacher: You’ll need to know the correct spelling and order of each phase for Friday’s quiz.
Scene 2: Direct Instruction
Teacher: Let’s look at this diagram in your textbook on page 175. As the Moon moves around Earth, the lighted part that we see changes. You don’t need to worry about why yet—just notice the shapes. (Teacher points at each phase on a slide.) Teacher: Here’s a trick: remember “DOC” — D for the shape of the waxing moon, O for full, C for waning. Write that down. Student 1: So, the Moon changes shape because it’s rotating? Teacher: Not quite, but that’s okay. For now, focus on memorizing the order. We’ll get to causes later in the unit. (Teacher continues lecture while students take notes.)
Scene 3: Guided Practice
Teacher: Now, let’s practice labeling. On your worksheet, draw a circle for each phase and label it. Try to make it look like the diagram from the slide. (Students begin shading circles.) Student 2: Wait—how do I know which side is lit? Teacher: It doesn’t matter for now; just try to copy the image exactly. (Students quietly work for 10 minutes.)
Scene 4: Independent Practice
Teacher: You’ll now complete this online matching game where you drag the name of the phase to the correct image. When you finish, it will give you a score. Aim for 80% or higher. (Students work individually on laptops.) Student 3: This one looks almost the same—how can I tell the difference? Teacher: Look at the label underneath. That should help you match it correctly. (Students click through.)
Scene 5: Review & Closure
Teacher: Let’s review together. I’ll show a picture, and you tell me the name of the phase. Ready? (Slides show pictures; students shout answers: “Full moon!” “First quarter!” etc.) Teacher: Great job! Tomorrow we’ll move on to eclipses. Make sure you study your flashcards tonight. (Bell rings.)
Final Thoughts
Which dimension (SEP, CCC, or DCI) is most missing overall? Where could a phenomenon be introduced or revisited? What teacher moves could make the lesson more student-driven? How might this same content look if it began with a guiding question like “Why do we see different shapes of the Moon?”