LASSI Lesson Plan #1
Lesson Title: Lunar
Phases
Amount of time for this lesson = ___60 - 70__ minutes
1. Standards and Safety and Materials:
A. Standards – NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for
success and constraints on materials, time, or cost.
NGSS 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and
constraints of the problem.
NGSS 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a
model or prototype that can be improved.
B. Safety Concerns: minimal safety concerns with regular class activity
C. Materials: Pre/Post Test, Vocabulary Words, Dictionary/Internet, Oreo Cookies, sketch paper, pencil, Moon Phase Board (already
made, see instructions)
2. Objectives:
A. Creating – SWBAT independently draw sketches and construct models of the Lunar Phases of the Moon.
B. Analyzing – SWBAT compare sketches and models with other students of the lunar phases.
C. Understanding – SWBAT present and discuss observations and drawings with the class to demonstrate different moon phases.
3. Connections, Misconceptions, and Crosscutting Concepts:
A. Real world connections: Astronomy, Lunar Phases, Moon’s Orbit and rotation, how scientists conduct scientific investigations.
B. Student connections: Understand how to create the different lunar phases and identify them.
C. Misconceptions: The “lit” part of the moon while looking at photos can be confused when the Moon doesn’t face the sun on part
of the view from the Earth. The phases of the moon are due to the shadow of the earth on the moon.
D. Crosscutting Concepts: Drawings and models will show the pattern of phases.
E. Academic Language: Students will be reminded to speak as scientists, using science terminology, such as lunar phases, waning
crescent, waxing crescent, waning gibbous, waxing gibbous, first quarter, third quarter, full moon, new moon.
4. Catch/Engagement: “How many students enjoy looking at the Moon while driving at night, camping, or even just sitting on their porch?”
“What if I told you that you would be learning the phases of the Moon by using Oreo cookies?”
5. Pre-test: Same as post-test.
* Pre/Post-test is at the bottom of this day’s lesson plan.
6. Activity/Exploration:
Part 1: Lecture – Teacher will inform students of the lunar phases. Students will then research the definitions of their vocabulary
words. Students will be given about 10 minutes to do their research and record the information in their notebooks.
Touch/Auditory – Once information is gathered, the teacher will go over the vocabulary and what the phases would roughly
look like while students construct their notes/shading sketches based on what they think the phases are.
Part 2: Lab
Taste/Hands-On – Students will do an experiment with Oreo cookies. They will be given 6 cookies/each and nothing more.
They will be instructed to make their cookies represent the 8 different phases while putting them in order. (They can eat
them, but remind them they only get a total of 6 cookies!)
Lecture – Students will predict the order. Teacher will clarify the correct order of the phases.
Visual – Once students understand the phases, the teacher will use the Moon Phase Board to help clarify why the lit part of
the moon is always the side of the ball that is facing the sun by placing their head inside the cut-out of the board.
Part 3: Discussion – Students will list and describe parts of the lunar phases as part of a class discussion.
Part 4: Reading/Writing – Students will use the dictionary/internet to research the meaning of the vocabulary words. They will write
the definition in the Science journal. Students will also write down their observations from today’s activities as well as an “Aha!”
moment from today’s lesson. Finally, students will write out their scientific process and report their findings.
7. Review/Essential Questions/Explanation:
A. Low Level – “What are the different phase names? Can you place them in order?”
B. Middle Level – “What phase do you think the moon will be in tonight? How do you know?”
C. High Level – “Can you put it into writing how the Moon’s appearance changes?
8. Assessments (Post-test)/Evaluation:
A. Formative: Teacher will walk around to check for understanding by asking questions such as: “What are lunar phases?” “What
causes them?” “When we can’t see part of the moon, is it still there?” “What is happening to make the moon shine brightly?” “How long is a
lunar phase?” “What misunderstandings did you have prior to this project, and how has your thinking changed? Why?” “How would
scientists use this knowledge to help them study the moon?”
B. Post-test: Same as pre-test and then it will be compared with the pre-test to inform teaching.
C. Summative: Students will turn in constructed sketches of observations as well as describing the phases they observed in a
writing piece in their Science notebook. Students will also turn in their scientific report about how they conducted the project.
D. Explain how the data will inform tomorrow’s teaching. The class post-test average must be an 80% or the
next class will begin with a 10 minute review/discussion of today’s material followed by another post-test of the
same material.
9. Timeline:
A. Catch
B. Pre-test
C. Activity – 4 parts
D. Review
E. Post-test
3 min
5 min
40-45 min
10 min
5 min
10. Enrichment/Elaboration: Students that finish early can research planetary phases.
11. IEP Accommodations/Differentiation/Diversity: Students can do research/activities with a partner. Students may also be allowed more
time to complete the project as well as the teacher giving call-backs during instruction.
Moon Phases Pre/Post-Test (Circle One)
1. The moon can sometimes be seen at the same time the sun is out.
Name ____________________
Date ____________________
T or F
2. If I see a full moon one evening, a person living in Hawaii thousands of miles away will also see a full moon that same
evening.
T of F
3. During a full moon, how much of the entire sphere of the moon is lit up?
a. Half of the sphere.
b. A quarter of the sphere.
c. The entire sphere is lit up.
4. During a quarter moon, how much of the entire sphere of the moon is lit up?
a. Half of the sphere.
b. A quarter of the sphere.
c. The entire sphere is lit up.
5. If you looked at the earth-moon system from above the North Pole, which direction would the moon be orbiting. (If it
helps you draw a picture, do so in the space below).
a. Clockwise
b. Counterclockwise
6. In the space below make a diagram that illustrates the relative positions of the sun, earth, and moon during a full
moon.
7. Below, shade in the Lunar Phases that you know and in the order they appear. Label each phase.
Moon Phases Pre/Post-Test (Circle One)
***** KEY *****
1. The moon can sometimes be seen at the same time the sun is out.
Name ____________________
Date ____________________
T or F
2. If I see a full moon one evening, a person living in Hawaii thousands of miles away will also see a full moon that same
evening.
T of F
3. During a full moon, how much of the entire sphere of the moon is lit up?
a. Half of the sphere.
b. A quarter of the sphere.
c. The entire sphere is lit up.
4. During a quarter moon, how much of the entire sphere of the moon is lit up?
a. Half of the sphere.
b. A quarter of the sphere.
c. The entire sphere is lit up.
5. If you looked at the earth-moon system from above the North Pole, which direction would the moon be orbiting? (If it
helps you draw a picture, do so in the space below).
a. Clockwise
b. Counterclockwise
6. In the space below make a diagram that illustrates the relative positions of the sun, earth, and moon during a full
moon.
Sun
Earth
Moon
7. Below, shade in the Lunar Phases that you know and in the order they appear. Label each phase.
***** Fill in the shading, as I cannot do it on the computer at this time. *****
New
moon
waxing
crescent
1st qtr
moon
waxing
gibbous
Full
moon
waning
gibbous
3rd/last
quarter
waning
crescent
Vocabulary Words
Use a resource of your choice to define the following terms:
1. New Moon ____________________________________________________________________________
____________________________________________________________________________
2. Waxing (in terms of the Moon) ____________________________________________________________________________
____________________________________________________________________________
3. Full Moon ____________________________________________________________________________
____________________________________________________________________________
4. Waning (in terms of the Moon) ____________________________________________________________________________
____________________________________________________________________________
5. Crescent (in terms of the Moon) ____________________________________________________________________________
____________________________________________________________________________
6. Quarter ____________________________________________________________________________
____________________________________________________________________________
7. Gibbous ____________________________________________________________________________
____________________________________________________________________________
Directions to make Moon Phase Board
Materials Needed:
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Black Foam Board
Box cutter (to cut circle for the Earth view)
Circular item to cut center hole around (can use a large bowl or cooking pot)
8 ball shaped items to represent the moon (Styrofoam, ping pong balls, etc.)
1 larger ball to represent the sun ( needs to be bigger than the moon)
Sharpie or paint and sponge (yellow for the sun and black for the moon)
Hot glue gun
Paint or color the balls that you have chosen for the moon. Be sure to do this so you
have all 8 phases.
Cut the circle for the Earth view slightly to the right or left of the center. This will be the
hole the students will put their head in to see the view as if looking from Earth.
Glue the moons in a circle around the Earth cut-out, remembering to make sure they are
aligned with the sun to have the correct reflection.
Glue the sun to the board aligning it with the moons that the white is facing the sun.