7th Grade Science Unit:
Moon Phase Mania
Unit Snapshot
Topic: Cycles and Patterns of the Earth and Moon
Duration:
4 Days
Grade Level: 7
Summary
The following activities engage students in finding relationships
between the Earth, Sun and Moon. Students will be examining Earth’s
role in the universe.
CLEAR LEARNING TARGETS
“I can”…statements
____ explain that the Earth and its solar system are a part the Milky Way Galaxy,
which are a part of the universe.
____ construct a model that represents the position of the moon, Earth and sun
during the moon phases.
____ recognize the different phases of the moon.
____ explain what causes the phases of the moon.
____ identify the positions of the Earth, moon and sun during the moon phase and
what the moon looks like from Earth from those locations.
Activity Highlights and Suggested Timeframe
Days 1
Engagement: The objective of this activity for students to gain understanding of
how our Earth is part of a much larger system. Students will be examining Earth’s
presence in the Milky Way and our Universe.
Day 2
Exploration: The objective of this activity is to have students understand the
principles causing the change of moon phases.
Day 3
Explanation: The objective of this activity is to have students create a moon phase
manipulative that shows what the moon phase looks like on Earth in relationship to
the position of the moon as it is revolving around the Earth.
Days 4
Elaboration: The objective of this activity is to allow students the opportunity to
individually show and refine their knowledge of moon phases. This web quest walks
students through the phases while prompting them with questions, videos and
websites to guide their research.
On-going
Evaluation: The objective of the assessments is to focus on and assess student
knowledge and growth to gain evidence of student learning or progress
throughout the lesson, and to become aware of students misconceptions related
to the relative patterns of motions and positions of the Earth, moon and sun that
cause tides. A teacher-created short cycle assessment will be administered at the
end of all EES.4 Space Science units to assess all clear learning targets.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
1
LESSON PLANS
NEW LEARNING STANDARDS:
7.ESS.4 The relative patterns of motions and positions of the Earth, moon and sun cause
solar and lunar eclipses, tides and phases of the moon.
The moon’s orbit and its change of position relative to the Earth and sun result in a different
parts of the moon being visible from Earth (phases of the moon).
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for engineering)that conclude
scientific investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
Engaging in argument from evidence
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and
topics.
CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations,
video, or multimedia sources with that gained from reading a text on the same topic.
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
STUDENT KNOWLEDGE:
Prior Concepts Related to Moon, Earth and Sun
PreK-2: The moon, sun and stars can be observed at different times of the day or night. The observable
shape of the moon changes throughout the month. The sun’s position in the sky changes in a single day and
from day to day. The sun is the principal source of energy.
Grades 3-5: Earth’s atmosphere, introduction to gravitational forces, orbits of planets and moons within the
solar system, predictable cycles and patterns of motion between the Earth and sun, and the fact that
Earth’s axis is tilted are explored.
Grade 6: Objects and substances in motion have kinetic energy. Objects and substances can store energy
as a result of its position (gravitational potential energy).
Future Application of Concepts
Grade 8: Gravitational forces, frame of reference, forces have magnitude and direction, and gravitational
potential energy are explored.
High School: Patterns of motion within the solar system are expanded to the universe. The Big Bang theory
and origin of the universe are explored. Forces and motion are investigated at depth.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
2
MATERIALS:
VOCABULARY:
Engage
Primary
Know Your Galactic Address Postcard
Cyclical
(Computer Access for teacher)
Galaxy
Explore
Gravitational forces
o A Moonth of Phases
Milky Way
Room that can be darkened, with enough open floor space
Orbit
to fit students standing in a circle
Phases
Bare light bulb on a stand (example: a floor lamp with shade
Position
removed)
Extension cord
Secondary
o (Each student will need):
Axis
Pencil or pen
Crescent
2"–4" (5–10 cm) Styrofoam ball
Full Moon
Popsicle stick
Gibbous
Explain
Gravity
o Moon Phases Manipulative
New Moon
Moon Orbit Spin Chart (included)
Orbit
Paper fastener
Reflection
Moon Phase Chart (included)
Revolution
Strip of eight Phase Squares (included)
Rotation
Scissors
Sphere
Glue stick
Tilt
Elaborate
Waning
Computer
Waxing
Provided Handout
Students will be following classroom expectations and procedures.
SAFETY
Students should be following CCS Lab Safety Guidelines.
ADVANCED
PREPARATION
Preview all recommended websites and handouts.
Consider using a short cycle assessment to obtain data on student prior
knowledge of content.
Objective: The objective of this activity for students to gain understanding of
how our Earth is part of a much larger system. Students will be examining
Earth’s presence in the Milky Way and our Universe.
ENGAGE
(1 day)
(What will draw students into the
learning? How will you determine
what your students already know
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections are made to
the real world?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
Cosmic Zoom: Know Your Galactic
Address Postcard (Day 1)
See Teacher Page
Teacher will lead a discussion
of our earth’s presence in the
Universe.
Teacher will pass out the Know
Your Galactic Address
Postcard.
Have students complete as
much as they can to begin the
activity. It is expected that
some students will complete
much of the postcard, while
others may not.
Facilitate and manipulate the
cosmic zoom website and
assist students in filling out their
postcards.
Cosmic Zoom: Know Your Galactic
Address Postcard (Day 1)
1. Students will be observing the
Cosmic Zoom website and will
complete the Know Your
Galactic Address Postcard.
2. Students will be engaged in
discussion and in obtaining
new knowledge.
3
Objective: The objective of this activity is to have students understand the
principles causing the change of moon phases.
EXPLORE
(1 day)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
A Moonth of Phases (Day 2)
See Teacher Page
Show the lunar calendar from
Moon Phases.net. Use the
website http://www.moonphases.net
Instruct students how to
complete the BEFORE section
on the Anticipation Guide on
their own.
Discuss the directions of the
lab called A “Moonth” of
Phases that is from the
textbook. (Prentice Hall
Laboratory Manual, Skills Lab:
A Moonth of Phases, pp. 175176)
Facilitate the lab and provide
support to student groups that
are struggling.
Have students work
independently on the AFTER
part on the Moon Phases
Anticipation Guide.
A Moonth of Phases (Day 2)
1. Student will complete the
Anticipation Guide before and
after completion of lab.
2. Students read over directions
and ask questions.
3. Students complete lab with a
partner.
4. Students present answers from
the lab to their classmates.
5. Students should self-correct
any mistakes that they have on
their own lab sheets.
Objective: The objective of this activity is to have students create a moon
phase manipulative that shows what the moon phase looks like on Earth in
relationship to the position of the moon as it is revolving around the Earth
EXPLAIN
(30 minutes)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
Moon Phases Manipulative (Day 3)
Teacher shows one/all of the
following animation(s):
-Harcourt Publishers:
http://www.harcourtschool.co
m/activity/moon_phases/
-Aspire Animation:
http://aspire.cosmicray.org/labs/moon/lunar_phas
e3.swf
-Real Life Video of Moon
Phases:
http://www.solarviews.com/ca
p/moon/vmoon2.htm
Moon Phases Manipulative (Day 3)
1. Students watch the animation.
2. Student share their ideas about
how much of the Moon/Earth
is always lit up by the Sun.
3. Students watch the animation
and ask questions or share their
thoughts.
4
Ask the students “How much of
the Moon/Earth is always lit up
by the Sun.” Answer: half of
the Moon/Earth is always lit up.
Demonstrate that the half of
the sphere that is facing the
Sun is always lit up and the
other half is always dark by
using a Styrofoam ball and a
flashlight.
Manipulate the animation to
show each moon phase and
talks about their position
around the Earth in relationship
to the sun.
-Discuss what the moon looks
like from the Earth.
ELABORATE
(1 day)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Inform students that they will
4. Students create a Moon Phase
be making a Moon Phase
manipulative using the science
manipulative using their
textbooks or the animation as
science books or by using the
a resource to complete it.
animation that can be playing
5. Student volunteers share their
while the students are working.
completed manipulative.
Facilitate the sharing of
6. Students revisit the AFTER part
student manipulative with the
on the Moon Phases
class.
Anticipation Guide and
Teacher has students revisit the
decide if they want to keep
AFTER part on their Moon
their answers or change them.
Phases Anticipation Guides
7. Students self check their
and decide if they want to
answers as the teacher goes
change any of their answers.
over them on the Moon Phases
Teacher goes over answers to
Anticipation Guide. The
the AFTER part on the Moon
students mark the ones they
Phases Anticipation Guide and
missed and correct their
has students mark the ones
answers.
they missed and correct their
answers.
Teacher collects Moon Phases
Anticipation Guides to inform
future instruction.
Objective: The objective of this activity is to allow students the opportunity to
individually show and refine their knowledge of moon phases. This
web quest walks students through the phases while prompting them
with questions, videos and websites to guild their research.
What is the teacher doing?
What are the students doing?
Moon Webquest (Day 4)
Advance Prep: reserve
laptops/computer lab.
Note: If you do not have
computer access, students can
complete the activity with
textbooks or you could print out
some of the webpages that are
linked to the web quest so
Moon Webquest (Day 4)
5
students can access the hard
copy. If you do not have any
computer access, consider
completing Task 2 as a whole class
as well using your own birthday or
picking a student from the class.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Show the following web quest
page on the board:
http://mrscienceut.net/phases
ofthemoonwebquest.html.
Distribute web quest
worksheets.
Teacher completes task 1 with
the whole class. Task one
includes some teacher tube
videos to assist students in
answering questions. This will
be a great whole class review.
1. Students complete the Task 1
section of the WebQuest as a
whole class.
2. Students watch the videos as a
whole class associated with
Task 1.
Sets expectations for student
use of computers.
Teacher is circulating
classroom, making sure
students are working and
clarifying any misconceptions
or questions. Teacher should
be asking probing questions
and instructing students to
utilize their moon manipulative
that they made earlier if they
have confusions.
Once WebQuest is finished,
consider having students
explain their answers to
question 5. Allow them to
model by drawing and
explaining on the board, or
using a flash light and two
Styrofoam balls to help them
check/ explain their
understanding.
3. Students explore website to
answer Task 2 and Task 6
questions. (Or read text and
use Moon Manipulative if there
is no computer access.)
4. When WebQuest is complete,
students volunteer to explain
their answers to Task 6.
5. Students can model the visuals
from the worksheet with
manipulative (Styrofoam balls
and a flash light).
6
Objective: The objective of the assessments is to focus on and assess student
knowledge and growth to gain evidence of student learning or
progress throughout the lesson, and to become aware of students
misconceptions related to the relative patterns of motions and
positions of the Earth, moon and sun that cause tides.
Formative
How will you measure learning as it occurs?
EVALUATE
(on-going)
(What opportunities will students
have to express their thinking?
When will students reflect on
what they have learned? How
will you measure learning as it
occurs? What evidence of
student learning will you be
looking for and/or collecting?)
EXTENSION/
INTERVENTION
(1 day or as needed)
COMMON
MISCONCEPTIONS
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
1. Anticipation Guide – after
completing the Solar/Lunar
Eclipse model part of the
lesson plan have students
revisit their Anticipation Guide
and complete the AFTER
section. Use information to
from Anticipation Guide to
reteach concepts.
2. Moon Phase Manipulative– This
Model/Product – This can be
used to assess the students’
ability to create and construct
a model based on scientific
knowledge, as well as their
knowledge of solar and lunar
eclipses.
EXTENSION
1. Amazing website with design
cycle challenge to have
students design their own rover
for landing on the moon
http://er.jsc.nasa.gov/seh/mai
n_EDC_Packing_Up_for_the_M
oon.pdf
Summative
What evidence of learning will demonstrate to
you that a student has met the learning
objectives?
1. A teacher-created short cycle
assessment will be
administered at the conclusion
of all ESS.4 Space Science units
to assess all learning targets.
INTERVENTION
1. Consider showing, Moon
Phases—Bill Nye-You Tube
(21:52)
https://www.youtube.com/wat
ch?v=LaqrQyTm9B4
2. Students can create a Moon
Phase Flipbook.
3. www.unitedstreaming.com
videoclips.
4. Prentice Hall Earth Science
Textbook All-In-One Teacher
Resources activities and
worksheets.
The Earth is flat.
The Earth is not moving, but objects move around it.
Space is only above the Earth.
When it is daytime the moon does not exist.
The moon can never appear during the daytime.
NASA provides a list of overarching Earth Science questions that address
many of the common misconceptions at this grade level. There are
resources and information that help address questions that center on
Earth Systems Science at http://science.nasa.gov/big-questions./
NASA lists common misconceptions for all ages about the sun and the
Earth at http://wwwistp.gsfc.nasa.gov/istp/outreach/sunearthmiscons.html
Strategies to address misconceptions:
Consider using www.unitedstreaming.com video clips, models, on-line
simulation and diagrams to help address student misconceptions.
7
Lower-Level: Pair students up while they are creating the moon manipulative.
Consider reading directions to activities aloud.
DIFFERENTIATION
Higher-Level: Challenge students to complete moon manipulative individually.
Allow them to research online or in the textbook if they forgot some
of the moon phase names.
Strategies for meeting the needs of all learners including gifted students, English
Language Learners (ELL) and students with disabilities can be found at the
following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105522
ADDITIONAL
RESOURCES
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDown
load.aspx?DocumentID=105523
Textbook Resources:
Prentice Hall Earth Science Textbook
Earth in Space, Chapter 19 Section 1, pp.660-665
Gravity and Motion, Chapter 19, Section 2, pp.666-669
Phases, Eclipses & Tides, Chapter 19, Section 3, pp.670-677
Earth’s Moon, Chapter 19, Section 4, pp.680-683
Textbook Labs:
A Moonth of Phases, Prentice Hall Laboratory Manual, pp. 175-176
Websites:
Moon Phases Calendar- http://www.moon-phases.net
Cosmic Zoom- http://aspire.cosmicray.org/labs/cosmic_zoom/index.htm
Web Quest from Elaborate Section of Lesson
http://mrscienceut.net/phasesofthemoonwebquest.html
Moon Phases Activitieshttp://pbskids.org/designsquad/parentseducators/guides/activity_guid
e_moon.html
Discovery Ed:
Space Exploration: Phases of the Moon (2:30)
A Spin around the Solar System: Moon Dance (15:00)
Literature:
Crelin, Bob, Faces of the Moon (2009)
Movies/Videos:
Mr. Parr Phases of the Moon-You Tube (3:42)
https://www.youtube.com/watch?v=HkvlrWpsnuQ
Moon Phases—Bill Nye-You Tube (21:52)
https://www.youtube.com/watch?v=LaqrQyTm9B4
The Universe; Phases of the Moon (3:16)https://www.youtube.com/watch?v=nXseTWTZlks
8
COSMIC ZOOM – TEACHER PAGE
Cosmic Zoom- http://aspire.cosmic-ray.org/labs/cosmic_zoom/index.htm
The purpose of this website is to give visual representation of the size and scale of the
universe. Each image is 10 times bigger or smaller than the one that comes before it or
after it. The numbers are written using exponential notation.
Note: Teacher may need to check for student understanding about exponential
notation. The importance of the lesson is not to know exponential notation, but to
understand how large our universe is.
Instruct students that Earth and its solar system are part of the Milky Way galaxy, which
are part of the universe.
Raise questions as students go through the various pages of the website; discussing
how large our Earth, Solar System and Universe are.
As you zoom out, ask students what they observe. Question students about
topographical features, lakes, oceans, etc.
Teacher may consider checking prior knowledge of the concepts of rotation and
revolution. These concepts will be important later in the 5E Lesson. For more student
understanding do a close read on pp.661 in the Prentice Hall Earth Science Textbook.
As you use Cosmic Zoom, orbit lines will be visible. Ask students what those lines
represent. If students have little knowledge, do a close read on pp.661 from the text.
As you are using the Cosmic Zoom site, students can be completing the Know Your
Galactic Address Postcard making corrections and filling in blanks.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
9
Name_________________________________________Date_________________Period___________
Gloop Glorck
Hercules Super Cluster
Next to Black Hole
Third Star from Left, 00001
Your Name _________________________________________________
Your Classroom _____________________________________________
School_____________________________________________________
City, State__________________________________________________
Zip Code___________________________________________________
Country____________________________________________________
Planet______________________________________________________
Star_______________________________________________________
Star System_________________________________________________
Galaxy_____________________________________________________
Galactic Cluster______________________________________________
Galactic Super Cluster_________________________________________
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
10
A MOONTH OF PHASES – TEACHER PAGE
Show the lunar calendar from the following website http://www.moon-phases.net
Explain to the students that this is a calendar showing the moon phases for the current
month.
Instruct students how to complete the BEFORE section on the Anticipation Guide on
their own.
Teacher instructs students to raise their hands to indicate whether they choose a true
or false answer to each statement on the BEFORE part on the Anticipation Guide. This
is a formative assessment that will let the teacher know what misconceptions that they
will need to address. The Anticipation Guide will be revisited throughout the lesson
and the students will complete the AFTER part to show what they have learned. It will
also help you figure out what you will need to reteach.
Ask students what they notice about the phases of the moon. Ask the students why the
phases of the moon are changing, but are in a cycle.
Explain to the students that that they will be learning and examining what causes the
phases of the moon.
Discuss directions for the lab called A “Moonth” of Phases that is from the textbook.
(Prentice Hall Laboratory Manual, Skills Lab: A Moonth of Phases, pp. 175-176)
Models what is meant by a 45 degrees turn.
Provides management instructions about how to complete the lab.
Facilitate the lab and provide support to student groups that are struggling.
Assign each group one part of the lab to present to the class.
Facilitate as student groups share what they found out from the lab.
Intervenes when groups have inappropriate answers or gives detailed feedback on
each presentation.
Have students work independently on the AFTER part on the Moon Phases Anticipation
Guide.
Teacher instructs students to raise their hands to indicate whether they choose a true or false
answer to each statement on the AFTER part on the Anticipation Guide. This is a formal
assessment that will let the teacher know what misconceptions that they will need to
address. It will also help you figure out what you will need to reteach.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
11
Name___________________________________________________Per.______________Date________
Moon Phase Anticipation Guide
Directions: Read the following statements about the moon. Decide whether
you think each statement is true or false. Put a mark on the BEFORE part on
the left side of the page. Be prepared to share your thoughts about each
statement by thinking about what you already know. You will share this
information with the class before you complete activities about moon
phases. You will complete the AFTER part later.
BEFORE
True
False
AFTER
Statement
True
False
The moon produces its own light.
It takes the moon about one month
to revolve around the Earth.
The Earth’s shadow covers the moon
causing moon phases.
The moon phases we see at night are
the same moon phases the rest of
world sees.
Half of the Moon is always lit up.
The phases of the Moon occur
because clouds cover part of the
Moon.
The phases of the moon occur
because the Earth’s shadow falls
upon the Moon.
The phases of the moon occur
because the Moon revolves around
the Earth.
There are 8 phases of the moon.
Eclipses occur because shadows are
cast on the Earth or the Moon.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
12
Name_____Teacher’s Key_______________________________Per.______________Date________
Moon Phase Anticipation Guide
Directions: Read the following statements about the moon. Decide whether
you think each statement is true or false. Put a mark on the BEFORE part on
the left side of the page. Be prepared to share your thoughts about each
statement by thinking about what you already know. You will share this
information with the class before you complete activities about moon
phases. You will complete the AFTER part later.
BEFORE
True
AFTER
False
X
X
Statement
True
False
The moon produces its own light.
It takes the moon about one month
to revolve around the Earth.
X
X
The Earth’s shadow covers the moon
causing moon phases.
The moon phases we see at night are
the same moon phases the rest of
world sees.
Half of the Moon is always lit up.
X
X
X
X
X
X
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
The phases of the Moon occur
because clouds cover part of the
Moon.
The phases of the moon occur
because the Earth’s shadow falls
upon the Moon.
The phases of the moon occur
because the Moon revolves around
the Earth.
There are 8 phases of the moon.
Eclipses occur because shadows are
cast on the Earth or the Moon.
13
MOON PHASES MANIPULATIVE TEACHER BACKGROUND INFORMATION
Once assembled, the chart will show and name the pattern of Moon phases throughout a
lunar month. For best results and participation, ask the students to follow the steps together
as a class. A simple mistake, like a reversed Phase Square, can throw off the rest of the phase
pattern.
1.) First, ask students to
separate the eight Phase
Squares by cutting them
apart along the white
lines. Before cutting, many
students will notice that
the phases on the strip are
out of sequence. Have
students attempt to lay out
the cut out phases in the
correct order. Some
students may be
successful while others need more assistance. Gauge student understanding, to determine if
this activity can be done individually or as a class. The directions below are for a whole class
activity.
2.) Next, ask students to find the box marked #1 on their Moon Phase Chart. Remind students
that this is where they began the Moon’s orbit in the lab from yesterday. Ask if someone
can identify the phase they saw when the Moon ball was in this position, between Earth
(their head) and the Sun. (Answer: New Moon)
3.)Ask students to write “New Moon” on the line above box #1. Next ask the class what
Phase Square would represent the New Moon phase. (Answer: the blank black square).
Instruct students to glue the blank square in box #1. Tip: For less messy results, direct the
students to apply glue to the blank box on the chart, instead of on the back of each Phase
Square.
4.) Continue “in orbit” to box #2 on the chart. Ask if someone can identify what phase
happens here. (Answer: Waxing Crescent) If there is hesitance, or confusion, give the
students clues: “as you turned to your left, the light began to shine on the right side of the
Moon ball,” etc. Once students have identified the Waxing Crescent, have them write
the phase name above box#2 and glue the correct Phase Square in place.
5.) For each phase, show the corresponding phase illustration from Faces of the Moon so
students can double-check their Phase Square choice. Continue this procedure until all
eight Phase Squares are correctly glued in place and all of the phase names are labeled
(see Figure 5).
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
14
Name___________________________________________________Per.__________Date_____________
MOON PHASES MANIPULATIVE
Objective: You are going to be creating a manipulative that characterizes the different
phases of the moon.
1.) First, separate the eight Phase Squares by cutting them apart along the white lines.
Attempt to lay out the cut out phases in the
correct order. It may be difficult, but try your
best.
2.) Next, find the box marked #1 on your Moon
Phase Chart. This is where you began the
Moon’s orbit in the lab from yesterday.
3.)Using your knowledge of the phases of the moon, place the correct moon phase into the
correct position. Be careful to not get confused when orbiting the moon with the Earth.
(Remember the direction that moon orbits the Earth).
4.) Continue “in orbit” to box #2 on the chart.
Name___________________________________________________Per.__________Date_____________
MOON PHASES MANIPULATIVE
Objective: You are going to be creating a manipulative that characterizes the different
phases of the moon.
1.) First, separate the eight Phase Squares by cutting them apart along the white lines.
Attempt to lay out the cut out phases in the
correct order. It may be difficult, but try your
best.
2.) Next, find the box marked #1 on your Moon
Phase Chart. This is where you began the
Moon’s orbit in the lab from yesterday.
3.)Using your knowledge of the phases of the moon, place the correct moon phase into the
correct position. Be careful to not get confused when orbiting the moon with the Earth.
(Remember the direction that moon orbits the Earth).
4.) Continue “in orbit” to box #2 on the chart.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
15
Name________________________________________________Per.__________Date_______________
Moon Phases Manipulative
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
16
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
17
Name____Teacher’s Key____________________________Per.__________Date_______________
Moon Phases Manipulative
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
18
Name _______________________________________________ Date: ____________ Period:_________
Phases of the Moon Web Quest
As you observe the Moon over a month, you notice it changes. Sometimes the right side
is in sunlight; other times it’s the left. Sometimes you see it at night; sometimes you see
it during daytime.
This WebQuest will help you understand why the Moon changes shape throughout the
month. You will need to read the information available on the webpages you visit. All
answers can be found one or more of the websites. Your task is to read and find the
information.
Task One (Whole Class)
There are eight major phases of the Moon. In the top of each square, write the phase
of the Moon. In the circle, draw a picture of what it looks like.
Task Two
You have three terms that are used to describe the Moon. Define the following terms:
Gibbous - _____________________________________________________
Waxing - _____________________________________________________
Waning - _____________________________________________________
Complete the table identifying which phases are waxing and which are waning.
Phases of Moon – Waxing
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Phases of Moon – Waning
19
Task Three
Draw a picture of the Moon phase on the day you were born.
My birthdate –
(Skip Tasks 4 and 5)
Task Six
The Moon changes appearance throughout the month because of the position of the
Earth, Moon, and Sun. Complete the table below, identifying the phase and drawing a
picture of the correct Moon phase.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
20
Name:________Teacher Answer Key_______________ Date: ____________ Period:_________
Phases of the Moon Web Quest
As you observe the Moon over a month, you notice it changes. Sometimes the right side
is in sunlight; other times it’s the left. Sometimes you see it at night; sometimes you see
it during daytime.
This WebQuest will help you understand why the Moon changes shape throughout the
month. You will need to read the information available on the webpages you visit. All
answers can be found one or more of the websites. Your task is to read and find the
information.
Task One (Whole Class)
There are eight major phases of the Moon. In the top of each square, write the phase
of the Moon. In the circle, draw a picture of what it looks like.
Task Two
You have three terms that are used to describe the Moon. Define the following terms:
Gibbous – Having the observable illuminated part greater than a semicircle and less than a circle.
Waxing – Have a progressively larger part of its visible surface illuminated, increasing its apparent size.
Waning – Have a progressively smaller part of its visible surface illuminated, so that it appears to decrease in size.
Complete the table identifying which phases are waxing and which are waning.
Phases of Moon – Waxing
Phases of Moon – Waning
Waxing Crescent
Waning Gibbous
First Quarter
Last Quarter
Waxing Gibbous
Waning Crescent
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
21
Task Three
Draw a picture of the Moon phase on the day you were born.
My birthdate –
_____________Answers Will Vary_________________
(Skip Tasks 4 and 5)
Task Six
The Moon changes appearance throughout the month because of the position of the
Earth, Moon, and Sun. Complete the table below, identifying the phase and drawing a
picture of the correct Moon phase.
New Moon
Waxing Crescent
First Quarter
Waxing Gibbous
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Full Moon
Waning Gibbous
Third Quarter
Waning Crescent
22
Moon Phases Flip Book - Intervention
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
23
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
24