name: chelsea cozzolino co-teacher(s) (if...

Name: Chelsea Cozzolino Co-Teacher(s) (if applicable):

Unit Plan Title: Moon Phases

Target Grade Level: 4th grade

Pre-Planning Information: Teaching and Learning Context

Student Population: The fourth grade classroom consists of 20 heterogeneous students. All

students are in a general education classroom. 12 students are girls and 8 are boys. Students

come from a middle class population with a couple of students receiving reduced lunches. No

students have IEP's or 504 plans although they are all at different levels of learning. Some

students are below their reading level and some are above in their writing skills.

Prior Knowledge: Starting next month the students will be learning about earth and space

systems, specifically lunar phases. Students will have been exposed to the mental image of the

moon as well as the stars and what they see outside at night. The moon's appearance and their

observations will become more meaningful. Many misconceptions students have is the idea that

the moon gets bigger and smaller the closer or further it gets from the Earth. They misunderstand

the idea of rotation on its axis. In addition, many students may not see or think that the moon is

present during the daytime.

Academic Language: Students will be creating a word wall and have vocabulary words and

definitions within their notebooks and throughout the classroom about the lunar phases. Students

will be practicing using and becoming familiar with these words, their definitions and

recognizing them in literature. Such vocabulary throughout the lesson includes, moon, lunar

phases, lunar eclipse, new moon, waxing crescent, first quarter moon, waxing gibbous, full

moon, waning gibbous, third quarter moon, and waning crescent.

Pre-Planning Information: Lesson Goals and Objectives

Central Focus: Students will observe and understand the different moon phases and how they

are a part of Earth and space systems. The moon incites children’s curiosity from a very young

age. Although it’s a space object, it’s more accessible to children because of its dependability

and proximity. Through this short unit, children will develop a deeper understanding of the

moon. Throughout the unit students will record every night what they observe about the moon,

where it is, what phase it looks like and drawing pictures.

Standards:

Lesson1:

ESS1.B The Earth's orbit and rotation, and the orbit of the moon around the Earth cause

observable patterns.

ESS1.C Certain features on Earth can be used to order events that have occurred in a landscape.

SL.8.1: “…Pose…specific questions by making comments that contribute to the discussion…”

SL.9-10.1: “... posing and responding to questions that relate the current discussion to broader

themes or larger ideas…”

SL.11-12.1: “…posing and responding to questions that probe reasoning and evidence…”

Lesson 2:




NY Learning Standards

Standard 4: The Physical Setting

Students will understand and apply scientific concepts, principles, and theories pertaining to the

physical setting and living environment and recognize the historical development of ideas in

science.

Lesson 3:








science.

Key Idea 1: The Earth and celestial phenomena can be described by relative motion and

perspective.

Major Understanding 1.1g: Moons are seen by reflected light. Our Moon orbits Earth, while

Earth orbits the Sun. The Moon’s phases as observed from Earth are the result of seeing different

portions of the lighted area of the Moon’s surface. The phases repeat in a cyclical pattern in

about one month.

Lesson 4:








science.


perspective.



Lesson 5:








science.


perspective.



Learning Objectives:

Lesson 1:

1) Students will draw their mental image of the Moon.

2) Students will analyze images drawn by different students by doing a gallery walk.

3) Students will predict the sequence of the Moon's phases based upon prior knowledge using

lunar photos.

4) Students will recognize that the Moon's appearance changes based on lunar photos.

5) Students will question how and why the Moon's appearance changes in their science

notebooks and as a class discussion.

Lesson 2:

1) Students will understand that the moon is present during the daytime as well as night time.

2) Students will observe the moon at night and record observations within a moon journal.

3) Students will use their observations from their moon journals to begin developing an

understanding of the sequence of lunar phases.

4) Students will draw on their observations to understand that the moon features are always the

same from Earth.

Lesson 3:

1) Students will discover the orbit of the moon.

2) Students will continue to define and put vocabulary words into context.

3) Students will extend the model of the eight moon phases shown in the PowerPoint to their

own work and interpretations.

4) Students will adapt their prior knowledge to correctly corresponding the moon phase to the

vocabulary term of the phase.

Lesson 4:

1) Students will review the 8 moon phases.

2) Students will actively participate in understanding why each moon phase occurs.

3) Students will create their own version of moon phases with Oreos.

4) Students will interpret what they already know and have learned about moon phases and apply

it to their own project.

5) Students will analyze and process the cyclical calendar of moon phases.

Lesson 5:

1) Students will construct their own moon phase transporter with a partner.

2) Students will use their knowledge about moon phases and the solar system to understand the

way planets orbit.

3) Students will use proximity and relationships to the Earth, Sun and Moon.

4) Students will review what they have learned throughout the unit.

5) Students will recognize the purpose of the Earth, Sun and Moon.

Formative & Summative Assessment:

Formative- Class participation is very important and will be assessed throughout the unit. Mini

quizzes, answering questions, participating in class work and attendance will all be accounted

for.

Summative- Completing the many assignments and moon journals are assessed heavily. The

moon journal is an ongoing assessment throughout the unit and will be looked at each day as

homework completion.

Lesson 1: Introduce & Visualize the Moon





















Central Focus: Students will draw and interpret their own pictures, ideas and other students

interpretations of what the moon looks like. The moon incites children’s curiosity from a very

young age. Although it’s a space object, it’s more accessible to children because of its

dependability and proximity. Through this short unit, children will develop a deeper

understanding of the moon.

Standards:




SL.8.1: “…Pose…specific questions by making comments that contribute to the discussion…”

SL.9-10.1: “... posing and responding to questions that relate the current discussion to broader

themes or larger ideas…”

SL.11-12.1: “…posing and responding to questions that probe reasoning and evidence…”

Learning Objectives: 1) Students will draw their mental image of the Moon.

2) Students will analyze images drawn by different students by doing a gallery walk.

3) Students will predict the sequence of the Moon's phases based upon prior knowledge using

lunar photos.

4) Students will recognize that the Moon's appearance changes based on lunar photos.

5) Students will question how and why the Moon's appearance changes in their science

notebooks and as a class discussion.

Formative & Summative Assessment: Formative- Informal discussions and think pair shares will be happening to answer questions

about the moon. Students will also be drawing their own interpretations of the moon phases after

learning about the moon.

Summative- Fact Sheet and Study Jams Test will be collected and looked at to see what

information was learned.

Instructional Plan: 40 minute lesson

Procedure:

1. Engage: 15 minutes (use ppt.) Think Pair Share for each question**

Read Papa, Please Get the Moon for Me by Eric Carle

What connections can we make about what we know about the moon?

What did you notice that was happening to the moon?

Why do you think the "size" and" shape" appear to be different?

What does this do for the Earth or the Sun?

How long do you think it takes the moon to change like that?

Does it go through cycles, phases, or get smaller or bigger to the Earth?

Create a KWL chart: students will come up to the smart board and write them

down

2. Explore: 7 minutes

Look at online at views of moon from Earth and Earth from moon

http://lunaf.com/english/live-data/earth-view-from-moon/

Have students describe and draw and create questions about the moon

Explain facts on Moon phases PPT- describing relations between size

3. Explain: 15 minutes (Students will take notes in their science journals based on Study

Jams Slide**)

http://studyjams.scholastic.com/studyjams/jams/science/solar-system/moon.htm

Have informal discussions answering these questions and reiterate the central

message and main ideas.

Does the Moon have different shapes?

Why does the moon's appearance change?

What causes its changing shapes?



How long does it take to change?

When can you see the Moon's different shapes?

Is there a pattern to the changing shapes?

Does the face of the Moon always have the same features?

4. Extend: 15

Fact Sheets- have students fill out sheets with either TRUE or FALSE to the

corresponding statements

Have students in groups: once established that the moon changes shapes or has

phases hand out lunar photographs.

Have students place the pictures on a blank sheet of paper in the order they

believe to see the moon if they observed it throughout several weeks

Once completed have groups walk around the classroom noticing other groups

predictions

Ask groups to explain their predictions to the whole class

5. Evaluate

Answer questions as a class:


Differentiation: Students who have visual impairments can sit very close to the board when

viewing the websites and powerpoints. Also during think pair shares students will be specifically

placed with a partner that can complement the others needs. For students who need more time in

order to learn and process the information, writing prompts and/or questions administered can be

asked differently in addition to allowing those students to work with others that are at a higher

comprehension level.

Materials:

Papa, Please Get the Moon for Me by Eric Carle


Moon Phases PPT.


True/False Fact Sheet

Fact True/False

The moon does not make its own light. It can only reflect light. We see the light

reflected off of the moon from the sun.

The part of the moon we can see changes. We call these changes the phases of

the moon.

The phases of the moon are caused by its orbit around the earth.

The first phase of the moon is called the new moon. That is when you cannot see

the moon from earth at all.

It takes the moon about 29 ½ days to go through all its phases. We call this a

lunar month.

The moon moves across our sky toward the east.

The moon is orbiting around the earth at the speed of 2, 288 miles (3,683

kilometers) per hour.




Safety Plan: Students will not have any risks or harms during this lesson. Students will be

instructed to circulate the room carefully and quietly when viewing their classmates pictures and

interpretations of the moon.

Lesson 2: Understanding Moon Features & Begin Recording





















Central Focus: The moon follows a specific pattern or phases that can be observed and

recorded.

Standards:








science.


1) Students will understand that the moon is present during the daytime as well as night time.

2) Students will observe the moon at night and record observations within a moon journal.

3) Students will use their observations from their moon journals to begin developing an

understanding of the sequence of lunar phases.

4) Students will draw on their observations to understand that the moon features are always the

same from Earth.

Formative & Summative Assessment: Formative- Informally students will be answering questions as a class and writing on the

whiteboard. Note taking and understanding of the moon phases when drawn on their own will be

informally assessed and counted as class work.

Summative- Behavior assessment will be looked at throughout the class when going outside and

while using the iPads. Collecting data and predicting the nights moon phase on their calendars

will be noted each night. Each night students in their moon journals are to write a new fact

including the name of the phase as the lesson progresses.


Procedure:

1. Engage: 15 minutes

Why does the Moon seem to change shape from night to night?

Have students answer informally and write ideas on the whiteboard

Read Faces of The Moon by Bob Crelin illustrated by Leslie Evans

Distribute Moon book calendars/observation sheets. Students will write the date

and time of observation, location of the moon and its shape in the sky. Each night

students will be responsible for collecting data/observations on the moon.

http://media-cache-

ec0.pinimg.com/736x/1b/5e/91/1b5e912572cfd13192d04699a7c7dab4.jpg

2. Explore:

Take a trip outside the classroom to see if the students can find the moon, draw on

the first day what it looks like

3. Explain: 15 minutes (While outside and in the classroom) **written in science journal

Why can we see the moon during the daytime?

Is it always visible?

What are some observations you can draw of what you predict the moon to look

like during the nighttime for today?

Introduce vocabulary using phases of the moon reading and discussion (provide

one copy to each student) http://media-cache-

ec0.pinimg.com/736x/b2/2f/f4/b22ff413b95da567cf6e962784ebad9c.jpg

Phases Poem http://www.lpi.usra.edu/education/space_days/activities/moon/documents/Moon_Oreo_Phases.pdf

http://www.lpi.usra.edu/education/space_days/activities/moon/documents/Moon_Oreo_Phases.pdf


4. Extend: 10 minutes

From the vocabulary sheet after defining, students will then be given paper and

asked to draw each moon phase with the corresponding name underneath.

The class will be given iPads that has the Luna Solaria app. After making the

class recordings, students will look on the app to what the moon will be like for

that night along with the phase name. Students can also see the lunar and solar

position.

Students can see what the previous nights moon phase was and what it will be for

the next following days.

Age is also present for the moons orbit. Degrees in which the moon is facing as

well.

Each day at the beginning of class, one student will be assigned to draw a class

prediction of what they expect the moon to look like for that night. In this case the

class will have a collective moon chart/journal. The first days recordings will be

done.

Students will use their skills and what they have previously learned about the

moons phases and what they observe each night to predict the next nights phase.

5. Evaluate: 5 minutes

Correctly drawing and labeling moon phases and posting them in the back of the

room.

Students may use the app to add any extra information they find interesting, such

as lunar position and "days old"

Differentiation: For students who have behavior problems and are not capable of using an iPad,

they may be partnered up with a student who has the privilege to use one. If the day is bad

weather and the class is not able to go outside, the activity with the iPad is useful in order to look

at tonight's moon, previously and ahead.

Materials:

Read Faces of The Moon by Bob Crelin illustrated by Leslie Evans

Moon Journal Sheet http://media-cache-

ec0.pinimg.com/736x/1b/5e/91/1b5e912572cfd13192d04699a7c7dab4.jpg

Vocabulary Reading http://media-cache-

ec0.pinimg.com/736x/b2/2f/f4/b22ff413b95da567cf6e962784ebad9c.jpg

Moon Phases PPT.

Ipad

Luna Solaria App

Safety Plan: The class will be given a set of iPads for each student to use during class. They will

need to show respect for the equipment and have correct behavior while using them. Instructions

as to using the iPads as well as staying on task and not trying to access the internet. This will not

be the first time the class is using the iPads therefore most students know the correct way to

handle them.

Lesson 3: Observing Phases and Features





















Central Focus: To learn the phases of the moon and the relative motion of the Earth, Sun and

Moon for each phase. To understand that the phases of the moon are cyclical.

Standards:








science.


perspective.



portions of the lighted area of the Moon’s surface. The phases repeat in a cyclical pattern in

about one month.

Learning Objectives: 1) Students will discover the orbit of the moon.

2) Students will continue to define and put vocabulary words into context.

3) Students will extend the model of the eight moon phases shown in the PowerPoint to their

own work and interpretations.

4) Students will adapt their prior knowledge to correctly corresponding the moon phase to the

vocabulary term of the phase.

Formative & Summative Assessment: Formative- Students will be responsible for taking notes as well as understanding the location

between the sun, moon and Earth and what we see from the Earth of the moon. Students will be

assessed on their understanding of the vocabulary.

Summative- Students who complete the smartboard activity as well as those who do not are

assessed on their understanding of the moon phases. Their descriptions and reasoning for

choosing the correct phase and why will be noted. Each night students in their moon journals are

to write a new fact including the name of the phase as the lesson progresses.


Procedure:


Record class moon journal observations

(Explore) Record class observation of expected moon phase for the night.

(complete example: http://media-cache-

cd0.pinimg.com/736x/75/56/fa/7556fad8021b6fba277bb0601efbb333.jpg)

Read The Moon Seems to Change by Franklyn M. Branley and Barbara & Ed

Emberley.

2. Explore & Explain: 20 minutes

We know the moon changes shapes and appears differently each night

Have students write down notes in their science notebooks about information

explained in the ppt. (earth's rotation)

Each phase and shape has a different name

Introduce vocabulary again: http://media-cache-

ak0.pinimg.com/736x/0f/ac/95/0fac957126460fe012c8f9d798585d72.jp

Use diagram to express the location of the moon and sunlight shining to what we

on Earth can see of the moon. http://media-cache-

ak0.pinimg.com/736x/1c/19/3e/1c193e8255937da125dd15176f330124.jpg


Brain Pop: http://www.brainpop.com/educators/community/bp-topic/moon-phases/ - show the location of the moon Earth and sun and the shadows casted onto the

moon- what side do we see?

Use smartboard activity for students to come up to the board and correctly place

the word with the corresponding moon phase

picture

4. Evaluate:

Complete smartboard activity

One volunteer will come up and place the correct phase to the correct picture.

Students will explain why they chose that answer and what we see of the moon

when we are on Earth.

Students will describe where the sun is during that phase leading to why we either

see a shaded/dark part of the moon or lit up.

Differentiation: For students who have trouble with bodily kinesthetic activities and cannot

come up to the smartboard, they are encouraged to volunteer and explain their chosen answer.

Students could read the vocabulary sheet in order to practice saying the phase names.

Materials:

The Moon Seems to Change by Franklyn M. Branley and Barbara & Ed Emberley.

Class Moon phase calendar : http://www.pinterest.com/pin/351703052121427798/

Vocabulary: http://media-cache-

ak0.pinimg.com/736x/0f/ac/95/0fac957126460fe012c8f9d798585d72.jp

Diagram http://media-cache-

ak0.pinimg.com/736x/1c/19/3e/1c193e8255937da125dd15176f330124.jpg

Smartboard activity: http://exchange.smarttech.com/details?id=3802d084-fe86-4f14-

b808-450c3803006a

Moon Phases PPT.

http://www.brainpop.com/educators/community/bp-topic/moon-phases/ -

Safety Plan: Students will not be at risk for anything in this lesson. Students will need to be

responsible and respectful to others during the smartboard activity.

http://www.brainpop.com/educators/community/bp-topic/moon-phases/

http://www.pinterest.com/pin/351703052121427798/

http://exchange.smarttech.com/details?id=3802d084-fe86-4f14-b808-450c3803006a



Lesson 4: Understanding with Moon Oreos






















Moon for each phase. To understand that the phases of the moon are cyclical.

Standards:








science.


perspective.




1) Students will review the 8 moon phases.

2) Students will actively participate in understanding why each moon phase occurs.

3) Students will create their own version of moon phases with Oreos.

4) Students will interpret what they already know and have learned about moon phases and apply

it to their own project.

5) Students will analyze and process the cyclical calendar of moon phases.

Formative & Summative Assessment: Formative- Participation when correctly guessing the moon phase on the powerpoint will be

noticed.

Summative- Checklists and following instructions will be used when looking at each students

Oreo moon phases. Each night students in their moon journals are to write a new fact including

the name of the phase as the lesson progresses.


Procedure:

1. Engage & Explore: 10 minutes

Record moon journal class observations

(Explore) Moon Free app on iPad- look at tonights moon, what the moon will be

like at a later date.

Why is it that the moon has the same 8 phases?

Understanding phases are cyclical

2. Explain: 10 minutes

Provide each student with mini white boards

As a phase of the moon comes on the screen students will write down which

phase it is

When a student is called on they will explain why it is that phase

Use ppt.

Answer Key

New Moon

Waning Gibbous

Full Moon

Waxing Gibbous

First Quarter

Last Quarter

Waning Crescent

Waxing Crescent


Create your own moon phases with oreos

8 oreos will be given to each student along with a paper plate and one green/blue

gusher to represent the Earth

Instructions on the worksheet will be explained before each student begins


Display your work on your desk and carefully do a "gallery walk"

Think of things you noticed about other students moon phases

What did you notice?

Overall wrap up discussion

Differentiation: If food is an issue within the classroom, simply cutting black and yellow paper,

coloring and labeling can be done instead. For those students who are advanced, or for students

who finish earlier than others may add facts from their notebooks, including the suns position,

how many days it takes the moon to change phases etc. Time may be an issue for those students

who are slower therefore making this a no pressure fun review activity is acceptable.

Materials:

Moon Phases PPT.

Mini White Boards

Dry Erase Markers and Erasers

8 oreos per student

20 paper plates

20 napkins

20 plastic knives

Markers

Pencils

Safety Plan: Allergies to oreos and gushers need to be taken into consideration when carrying

out this lesson. Students will be instructed not to touch or destroy anyone else's work when they

do a gallery walk.

Lesson 5: Modeling Moon Phases






















Moon for each phase. Have students interpret and create their own phases.

Standards:








science.


perspective.




1) Students will construct their own moon phase transporter with a partner.

2) Students will use their knowledge about moon phases and the solar system to understand the

way planets orbit.

3) Students will use proximity and relationships to the Earth, Sun and Moon.

4) Students will review what they have learned throughout the unit.

5) Students will recognize the purpose of the Earth, Sun and Moon.

Formative & Summative Assessment: Formative- Close attention on the creation of the moon transporter and followed directions will

be looked at through a rubric. Working as pairs and giving students equal opportunities to

participate will be required.

Summative- The overall understanding as a whole of the moon transporter project as well as the

moon phases will be assessed through informal discussions and sharing of their work for the

moon phase transporter. Each night students in their moon journals are to write a new fact

including the name of the phase as the lesson progresses.


Procedure:


Record class moon journal observations

Start with a survey. Ask students to raise their hands if they think the moon shines.

Record results. Explain that the class will be doing an experiment to answer this

Take the foil circle and tape it to the chalkboard. Turn off the light and shine the

flashlight onto the foil. What happens? (The foil reflects the light of the flashlight and

appears to shine in the dark room.)

Turn off the light again, but this time do not shine the flashlight. What happens? (The

foil doesn’t shine because it has no light source to reflect.)

Explain to students that the moon appears to shine because it reflects the light of the

sun.

2. Explore: 7 minutes

Put students into groups of 4 (5 groups) give each student one flashlight and one

tennis ball

Have one student be the Earth and one student holding the flashlight and one

student hold the tennis ball or the moon

Have the student with the tennis ball orbit around the Earth

3. Explain: 4 minutes

Come back as a class and make a class observation list

Have informal discussions answering these questions and reiterate the central

message and main ideas.

What did you notice about the tennis ball?

What parts did you see?

Can they represent the moon phases?

What if other planets were within the orbit?


Create your own Moon Phase Transporter

Use the guided/directions worksheet

Work in pairs


Wrap up

Have pairs come up to the front discuss & share

Guided questions:

- What were some things you noticed?

- Explain how you created your transporter

- How can this transporter be useful?

Hand in moon calendars/journals to be graded

Differentiation: Some students may have handicap issues or fine motor skills and are not able to

handle such a large task as this, therefore they can still participate by being a speaker within their

group, the student who shares their discoveries with the class.

Materials:

8 ping-pong balls. (per pair)

A large foam poster-board. (per pair)

Strong flashlight (to represent the sun). (per pair)

The "sun" is optional, but can be placed on a ruler.

Safety Plan: While creating this transporter the materials need to be pre cut and displayed for

the students to be ready to use. Childproof scissors and materials need to be given to the

students. Tape and glue are safe resources to use. Students must have directions for treating their

partner and the class materials safely. Close supervision is necessary.

http://www.scholastic.com/teachers/sites/default/files/images/blogs/81/6a00e54faaf86b883301116859b0bf970c

Moon Journal Scoring Rubric

Name:

Contents of each page

Description Points Possible Total

Points

Date & Time Located underneath the drawing 5 total (1 point for each entry)

Picture In the center of the page 10 total (2 point for each entry)

Observation

Must have a total of 2 sentences describing what you observed including the new vocabulary

learned. Place these sentences underneath the picture.

20 total (4 points for each entry)

Total (35 points) _________

Fact True/False

The moon does not make its own light. It can only reflect light. We see the light

reflected off of the moon from the sun.

The part of the moon we can see changes. We call these changes the phases of

the moon.

The phases of the moon are caused by its orbit around the earth.

The first phase of the moon is called the new moon. That is when you cannot see

the moon from earth at all.

It takes the moon about 29 ½ days to go through all its phases. We call this a

lunar month.

The moon moves across our sky toward the east.

The moon is orbiting around the earth at the speed of 2, 288 miles (3,683

kilometers) per hour.

Name____________________________ Date_____________________

Phrases with Phases

Lyrics by Becky Nelson, The Lunar and Planetary Institute

Sung to the tune The Ants Go Marching . . Moon phases and important terms are in capital

letters.

Each Moon phase marches COUNTERCLOCKWISE —

Now, let’s start . . .

The FIRST PHASE is the NEW MOON that we see as DARK.

Then next the WAXING CRESCENT shines

A LITTLE LIGHT upon the RIGHT,

And after that’s the

QUARTER MOON, where the

RIGHT HALF’S LIGHT.

Following is WAXING GIBBOUS on the RIGHT,

Where the LIGHT continues SPREADING and becoming bright.

We’ll be HALFWAY through the phases soon,

With the FULLest, brightest, biggest MOON,

Just before the DARK creeps

On the RIGHT

Of a WANING MOON.

The WANING GIBBOUS phase is when the LIGHT will SHRINK,

Then what will be the next phase after that, you think?

It’s once AGAIN a QUARTER MOON,

But the DARK HALF’s now upon the RIGHT,

And the LEFT side is the

One’s that’s BRIGHT!!

Did you get that right?

The next phase is the LAST phase where there’s just a spark

Of light, so WANING CRESCENT appears ALMOST DARK!

The Moon is really magical,

When it’s WAXING, WANING, NEW OR FULL.

And it COULDN’T SHINE at all

WITHOUT…….

THE SUN’S……..bright light!!

Poem Courtesy of:



Moon Transporter Scoring Rubric

Name: Partner:

Contents of each page

Description Points Possible Total

Points

Accuracy Located moon phases in correct

order according to the Earth 15 total

Working Collaborative

Pairs equally worked on creating the moon transporter 5 total

Facts Shared to class

Comprehension of the moon phases and what we see from

Earth's position and why 10 total

Total (30 points) _________

Name: Date:

Includes the Following: Yes/No

All 8 phases of the Moon

Correct Position of the Earth

Correct Position of the Moon Phases

Correct Position of the Sun

Accurate depiction of the Moon Phase with the Oreo

Name________________________ Date____________________

Oreo Moon Phases

Directions: You will be using what you know about moon phases to create the 8 phases using Oreos. You will need: 8 Oreos 1 paper plate 1 napkin 1 plastic knife Instructions:

1. Separate each of your cookies carefully, so that one side of the cookie has ALL of the frosting and the other side of the cookie has NO frosting.

2. Use your plastic knife to scrape off the frosting from the first cookie, making a shape of the waxing crescent.

3. Continue using the plastic knife to scrape off the frosting off the Oreos to make each of the moon phases. (How will you represent new moon?)

4. Place the cookies in order on your napkin and label them correctly.

Questions: Please use complete sentences.

1. Describe the process that causes the moon to appear as these different phases. 2. How does it take the moon to go through one full cycle of phases (use your notes as needed)?

3. Why does the same side of the Moon always face Earth?

4. Why don’t solar and lunar eclipses happen every single month?

Diagram After you complete the lab, draw each phase of the moon. Position 1 would be the new moon, ending with position 8 as the waning crescent.

Draw the SUN. Which direction would the Sun’s light be going in this model?

Position 1

Position 8

Position 7

Position 6

Position 5

Position 4

Position 3

Position 2

Worksheet courtesy of www.boerne-isd.net/file.cfm?resourceid=24030

http://webcache.googleusercontent.com/search?q=cache:AzbjOiD0aEcJ:www.boerne-isd.net/file.cfm%3Fresourceid%3D24030+&cd=1&hl=en&ct=clnk&gl=us




Citations

http://www.us.mensa.org/learn/gifted-youth/lesson-and-activity-plans/lesson-plans/lesson-plan-the-moon-grade-1/

http://www.dennisschatz.org/activities/Lunar%20Phases.pdf

http://www.earth2class.org/er/teachers/lessonplans/McCall%20phases%20lesson%20plan.php'


http://printables.scholastic.com/content/collateral_resources/pdf/43/0439162343_e013.pdf

http://www.scholastic.com/teachers/top-teaching/2011/03/ready-edit-teaching-moon-phases-seems-be-one-those-skills-taught-across-grade-l

http://www.corestandards.org/ELA-Literacy/RL/4


http://rplanfamily.wordpress.com/tag/moon-phases-lesson/

http://www.pinterest.com/ccozzolino/science-lesson-materials/

http://www.internet4classrooms.com/grade_level_help/earth_science_moon_phases_fourth_4th_grade_science.htm

http://www.moonconnection.com/lunasolaria.phtml

http://www.moonconnection.com/moon_phases.phtml

http://www.slideshare.net/sciencepowerpointcom/moon-phases-of-the-moon-oreo-cookie-activity-lesson-powerpoint

http://www.slideshare.net/cshep22/moon-powerpoint

www.boerne-isd.net/file.cfm?resourceid=24030 http://webcache.googleusercontent.com/search?q=cache:AzbjOiD0aEcJ:www.boerne-isd.net/file.cfm%3Fresourceid%3D24030+&cd=1&hl=en&ct=clnk&gl=us



http://www.dennisschatz.org/activities/Lunar%20Phases.pdf

http://www.earth2class.org/er/teachers/lessonplans/McCall%20phases%20lesson%20plan.php


http://printables.scholastic.com/content/collateral_resources/pdf/43/0439162343_e013.pdf



http://www.corestandards.org/ELA-Literacy/RL/4


http://rplanfamily.wordpress.com/tag/moon-phases-lesson/

http://www.pinterest.com/ccozzolino/science-lesson-materials/



http://www.moonconnection.com/lunasolaria.phtml

http://www.moonconnection.com/moon_phases.phtml



http://www.slideshare.net/cshep22/moon-powerpoint



name: chelsea cozzolino co-teacher(s) (if...

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