Lesson Title:​ It’s a Pattern, The Moon's Phases

Grade​: 1st
State Seed Science Standards:
Strand 1.1: SEASONS AND SPACE PATTERNS

Seasonal patterns of motion of the Sun, Moon, and stars can be observed, described, and
predicted. These patterns may vary depending on the region, location, or time of year.

Standard 1.1.1

Obtain, evaluate, and communicate information about the movement of the Sun, Moon, and stars
to describe predictable ​patterns​. Examples of patterns could include how the Sun and Moon
appear to rise in one part of the sky, move across the sky, and set; or how stars, other than the
Sun, are visible at night but not during the day. (ESS1.A)

Performance Indicators/skills addressed:​ The main performance indicator addressed in this

lesson is the students ability to ​observe and describe patterns that can be predicted in the moon's
phases. Students will be provided with the materials that will allow them to observe and explain
the phases of the moon. They will have to thoughtfully create and plan out a model of the moon's
phases.

Accurate recording is an important skill students need to practice. Students will be recording the
moon's phases and glueing them into their scientific notebooks. Writing skills are required to
make accurate recordings.

Learning objectives/goals:

Students will draw and build their own model of the moon's phases so they can further
understand and describe patterns that can be predicted.

Essential Question​: What are the phases of the moon called?

Assessment:​ Formative assessments will be conducted throughout each phase of the lesson.
During the engage phase, I will listen to the students’ responses as we discuss the
demonstration I will conduct. During the explore phase, I will be observing their interactions
with the materials and with each other. I will also circulate the room and ask open-ended
questions related to their investigation. During the explain phase, I will question the students
as a whole group to gauge their understanding of the moon's phases. Their responses will allow me to
determine if the learning goal for this lesson was achieved.

A summative assessment will be conducted when I review the observations they write and glue the
Paper moon phases in their science notebooks. This information will help me to determine if the
students have a firm understanding of this concept. I will also review this concept tomorrow by asking
them to write about examples of the moon phases they saw last night at home. Their written
responses will help me to assess their understanding of this concept.

Lesson Structure and procedure:​ (Have time period for each procedure)

Engage:(5 min) ​Have students come sit on the rug at the center of the room.​To start out
today, I remind students about the patterns of the moon that we discovered the previous
day. Then, I tell them that today we'll be learning more about the different shapes of the
moon. I show two shapes of the moon (gibbous and half moon, since they are most likely
new) and ask students for a thumbs up or thumbs down if they know the name of this
moon shape. A thumbs up, thumbs down is a very quick way to assess prior knowledge.
I find that first graders are usually quite honest, and I make it funny so they are
comfortable choosing thumbs down. I say something like, "Give me a thumbs up if you
know what this moon shape is called. Give me a thumbs down if you think Ms. R is silly
and has no idea what that shape is called!" I call on a thumbs-up friend to share their
schema
Explain to them that you went to a really fun moon watching party over the weekend. Tell them
that while you were at the party you made your own model of the moon.
Today we are going to learn about the pattern that the moon’s shapes take. Here is my model of
the moon. The light side is facing the sun. The dark side is facing away from the sun. As I move
around the room, watch to see how the amount of light and dark you see changes! This model
shows the phases, or changing shapes, of the moon.

I walk around the room with the Styrofoam ball, which represents the moon. This ball is colored
half-black. As I walk, I keep the white side facing the center of the room. As they watch the ball
from their seats, students will see the phases of the moon transitioning to one another.

Transition to explore(2min):
Now we are going to read about the moons phases so that we all have a better understanding of
how the moon changes. I want everyone to sit in a circle on the carpet with your books out so
that we can see one another and read together.
Explore:
We will look at the first three pages, specifically the images of the moon’s phases. We do
this so that they can see that information can come from images as well as the text.
​First, I want you to look at the photographs. What can we learn about the moon by looking at
the photographs? How do they help us as a reader? Turn-and-talk with a partner about what you
notice.
While reading today, the word gibbous will be ​new learning​ for the majority of my
friends. I reinforce the word by having students use it immediately in a retelling of the moon's
pattern. I also have them place their hand in the middle to see that the ​gibbous is more than half​.

After reading the book, I tell students that we will now be making a model to show the
phases of the moon. I explain that they will receive 8 oreos and they are not to be eaten because
they are our science material. Tell them that if they are really good and don’t eat the oreos they
may have them once everyone in the class has finished their model. I pass out a paper plate with
8 Oreo cookies and a plastic knife to each student. I model each step for students.

1. First, we will make a ​full moon​. To make the full moon, gently twist the top off of 1
Oreo. Now you keep the full amount, the circle, of white frosting inside to show the full
moon.
2. Next, we will make a ​waxing gibbous moon​. Gently twist off the top of your second
cookie. Using your plastic knife, scrape off a bit of white frosting along one side, like
this.
3. Now we will make a ​half moon​. Gently twist off the top of your third cookie. Using
your plastic knife, draw a line down the middle of the frosting. Scrape off half of the
frosting.
4. Next, we will make a ​waxing crescent moon​. Twist off the top, and scrape most the
frosting away, until you are left with a small arc.
5. Finally, take one of the black tops. This phase is called the ​new moon​, and it happens
when we can't see the moon at all.
6. At the end you will need to write down one thing you noticed.

Transition to Explain: ​Ask the students for their attention. Ask them to return any materials to
their correct place. Then ask them to bring their science notebooks with them to the rug. Wait
for all students to be still and quiet before starting a whole group discussion. Remind them of
how they should behave when listening to each other’s responses.

​ Explain:​Refer to the essential question already written on the white

board. Explain that the activity we just did can help us to answer this question. Ask students
some open-ended questions that connects to what they did during the explore phase like,
“What are some things that you noticed?” and “What did you write down that was interesting?”.
 Extend:​Ask the students to go home and come back tomorrow with a drawing of what
the moon looked like from their home. Explain that I am excited to hear their examples
tomorrow.

Evaluate:​Formative assessments will be conducted during all phases of this

lesson. During the engage phase, I will listen to the students’ responses as we discuss the
demonstration I will conduct. During the explore phase, I will be observing their interactions
with the materials and with each other. I will also circulate the room and ask open-ended
questions related to their investigation. During the explain phase, I will question the students
as a whole group to gauge their understanding of the moon's phases. Their responses will allow me to
determine if the learning goal for this lesson was achieved.

A summative assessment will be conducted when I review the observations they write and glue the
Paper moon phases in their science notebooks. This information will help me to determine if the
students have a firm understanding of this concept. I will also review this concept tomorrow by asking
them to write about examples of the moon phases they saw last night at home. Their written
responses will help me to assess their understanding of this concept.

Instructional Strategies:
- Teacher demonstration
- Whole group class discussions to introduce and share observations
- Hands-on learning which promotes active participation of students as they explore scientific
concepts.
- Modeling of investigations and the use of notebooks so that students are scaffolded throughout
the learning experience
- Writing required in their notebooks
- Teacher Demonstrations
- Group work
- Think pair share
Learning Activities:This lesson is designed for students to observe and create their own models.
Students are given the opportunity to practice each of these skills by reading the book on moon
phases and recording them in their science notebooks.

Resources and materials:

- Styrofoam ball 4 inches or so in diameter,half colored black with marker
- Oreo cookies
- Plastic knives
- Paper plates
- Moon Phases Recording Sheet
- Crayons or Colored pencils (black)
- First grade Lesson It's a Pattern! The Moon's Phases
- Phases of the Moon Mini Book - Teachers Pay Teachers

Technology:
Non for this lesson today.

Differentiation:
Gifted/Talented or Fast Finishers – write extension questions on the board that can be answered
in their science notebooks if they finish early. What are some examples of the moon that you have seen
and can you draw them?

ELLs – Objectives written on the board ahead of time (We will be able to understand the phases of
The moon). Use gestures while speaking. Speak slowly.Include drawings and images
next the written instructions for each step.

SPED – Desks clear of distractions. Inform students of time remaining for activities.
Demonstration of each activity.
Classroom Management:
- Demonstrations of each activity allow students to be clear about the tasks they are to
complete.
- Teacher circulates the room while students work together.
- Monitored transitions to help maintain order.
- Material distribution conducted right before the investigations begin. All materials are
collected before students discuss their observations.

Follow-up Activity to the lesson:

My science lesson tomorrow will begin with students needing to answer the following prompts
in their science notebooks – “Please describe and draw one example of the moon’s phases from last
night” Students will then share their sentences and drawings with their
shoulder partners. I with then ask to hear from three students about what they discovered at
home.