Phases of the Moon

Subject: Science
Grade: 1

Behavioral Objective
The first grade learner will model understanding of the eight phases of the moon using the Oreo
cream-cookie representation activity.

PA State Standards Addressed

3.1.1.A9:

Distinguish between scientific fact and opinion.

Ask questions about objects, organisms, and events.
Understand that all scientific investigations involve asking and answering questions and
comparing the answer with what is already known.
Plan and conduct a simple investigation and understand that different questions require
different kinds of investigations.
Use simple equipment (tools and other technologies) to gather data and understand that
this allows scientists to collect more information than relying only on their senses to
gather information.
Use data/evidence to construct explanations and understand that scientists develop
explanations based on their evidence and compare them with their current scientific
knowledge.
Communicate procedures and explanations giving priority to evidence and understanding
that scientists make their results public, describe their investigations so they can be
reproduced, and review and ask questions about the work of other scientists.

Materials Needed

One pre-made paper plate with moon phases attached

8 Oreo cookies, split per student
One plastic spoon per student

Anticipatory Set
The teacher will remind students of the phases of the moon with a quick review of the 8 different
phases. The teacher will then explain that each student will show a full lunar cycle that is edible
at each of their very own seats!

Activity
Each student will be given 8 split Oreo cookies and one plate with the phases of the moon on the
bottom of the plate. The student will use their spoon to move the cream off the cookie to model
the correct phase of the moon. After completing eight correct moon phases with their cookies,
the student will label each phase of the moon with the correct name strip (New moon, full moon,
waxing crescent, waning crescent, first quarter, last quarter, waxing gibbous, waning gibbous).
Once the student has correctly labeled the moons, they may eat the cookies and take the plate
home, where it can be used to track the moon in their own neighborhood.

Closure
The teacher will review the correct phases of the moon in the correct order before allowing the
students to eat their moon phases. The teacher will also show each student that their moon phase
plate can be hung in a window so students may follow the phases of the moon from their own
window.

Assessment
The teacher will continually walk around and assist students in the activity. The teacher will be
checking for understanding and making sure that each student is on track with their moon phases
during the activity. The teacher will informally assess each student as she walks around and a
formative assessment will be noted upon the completion of the activity. Students will be given a
check plus (+) for completing the activity to the best of their ability, a check () for work that is
complete, but not to the best of their ability, and a check minus (-) foe work that is below their
working ability.

Accountability

Each student is responsible for modeling the phases of the moon using cookie cream. The phases
should closely resemble the phases of the moon, as noted on the bottom of the moon phases
plate.

Differentiation
Below Level: The teacher will make rounds during the activity to assist all
students.
Below level learners will be completing an activity that is modeling and using
direct, applicable manipulative. The teacher will also offer assistance in placing the
moon
phase names with struggling learners.

Above Level: Above level learners will be challenged with the placement of
the
Earth. Above level learners will need to place their Sun in the correct location
without
teacher assistance. Above level learners will also be challenged with the
placement of the
moon phase names under their cookie-cream moon phases.

Joseph Moskal