1st Grade Science Lesson Plans

Lesson Plan
Learning Segment: Phases of the Moon

Lesson Name: Interactive Phases 1 of 3 Duration of Lesson: 68 minutes
Grade Level: 1st Grade Subject: Science
NGSS Content Standards:

1.Space Systems: Patterns and Cycles
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be
predicted. ESS1.A: The Universe and its stars. Patterns of the motion of the sun, moon,
and stars in the sky can be observed, described, and predicted. (1- ESS1-1) Make
observations (firsthand or from media) to collect data that can be used to make
comparisons. (1-ESS1-2)
Use observations (firsthand or from media) to describe patterns in the natural world in
order to answer scientific questions. (1- ESS1-1) Patterns in the natural world can be
observed, used to describe phenomena, and used as evidence. (1-ESS1-1), (1-ESS1-2)
Science assumes natural events happen today as they happened in the past. (1-ESS1-1)
Many events are repeated. (1-ESS1-1)
Common Core State Standards:

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups.
SL.1.1.A Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion).
SL.1.1.C Ask questions to clear up any confusion about the topics and texts under
discussion.
SL.1.2 Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
SL.1.6 Produce complete sentences when appropriate to task and situation.
Learning Objectives:
Content Objective: After completing this lesson, students will be able to discuss facts
about the moon, recognize different phases of the moon, and understand why the moon
has phases through investigation.
Purpose: To observe, describe, and predict the phases of the moon.
Misconceptions:
The moon makes its own light, instead of reflecting sunlight. The moons phases are
caused by the earths shadow. Clouds cause the moons phases. The moons phases are
caused by earths rotation on its axis. The moon takes one day to orbit the earth. The
moon orbits the sun instead of the earth.
Resources and Materials:

Materials: 2 poster boards (Twinkle, Twinkle and Astronomer Bugaloo), 20 post-it notes,
1 pen, 19 moon charts, 19 pencils, 19 yellow crayons, internet access, overhead projector,
19 moon phases booklets, 9 moon phases print-outs, language frames, 5 moon balls,
and 19 blank diagrams of the moon phases.
Materials Management: The teacher will manage all materials.
References:
Moonconnection.com
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GLAD
https://www.youtube.com/watch?v=NCweccNOaqo
https://www.youtube.com/watch?v=f4ZHdzl6ZWg
https://www.youtube.com/watch?v=UhhSmpFtg7k
Assessments:
Students prior knowledge was assessed using the Cognitive Content Dictionary (CCD)
on the moon, phases of the moon, and craters.
During the lesson: students ability to recognize vocabulary, the attention getter, the moon
phases hand signals and the moon phases worksheet will help the teacher assess student
understanding.
Prior Knowledge: The students have been taught the terms celestial, constellation, and
astronomer through CCD charts. Throughout the unit, the teacher will put a spin on the
attention getter, Teacher: Class, class, class Students: Yes, yes, yes.
Instead the teacher will say one of the following:
Teacher: celestial, celestial. Students: is everything in space.
Teacher: constellation, constellation. Students: a picture formed by stars.
Teacher: astronomer, astronomer. Students: is a person who studies the solar system.
Teacher: crater, crater. Students: a large hole on the moons surface.
INSTRUCTIONAL SEQUENCE
Instruction [Engage]:
Whole Group (5 minutes)
Prior Knowledge:
The children and teacher will echo sing two celestial chants that are on poster board.
Twinkle, Twinkle
Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle, little star,
How I wonder what you are!
If you watch the moon at night

You will know the worlds all right
As it glows with many phases
You can see the shapes like faces
If you watch the moon at night
You will know the worlds alright.
Astronomer Bugaloo
(During this song the children use hand movements that go along with the words so they
gain a better understanding of what the chant is about.)
Im an astronomer and I am here to say, (point to the ground)

I study the stars and planets nearly ever single day! (hold up an imaginary telescope)
Sometimes I watch a video, sometimes I read a book, (fold hands out to look like a book)
Sometimes I get a telescope to take a look! (hold up an imaginary telescope)
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Sun, moons, and stars its true! (jazz hands in the air)
Doing the astronomy bugaloo! (everyone dances)
Every single day the sun rises in the east, (one arm goes from east to west)
Once the sun comes out, the night has ceased. (put both hands together to form a circle, then
wave good-bye with one hand)
Patterns of motions can be observed and predicted. (hold up an imaginary telescope)
Celestial movements can be depicted. (jazz hands in the air)
Sun, moons, and stars its true! (jazz hands in the air)
Doing the astronomy bugaloo! (everyone dances)
Instruction [Explore]: We do (15 minutes)

Prior Knowledge: The students homework is to look at the moon each night and
observe what they see and during the morning routine, students tell the teacher using
language frames their observations. Every morning the teacher pulls up a picture of the
moon from the previous night on moonconnection.com and the children recorded what
they see in their journal. As of now, the students have 2 weeks of observations in their
charts.
Each phase has its own hand signal that students perform. Students will use sentence
frames to describe their observations. Using their moon journal as evidence, students will
predict what they think the moon will look like at night.
Explore:
Students will ask questions about the moon and its phases. They can see their own
observations on their moon chart and ask questions they would like more information on.
The children will raise their hands and the teacher will call on them and write their
question on sticky notes. The sticky notes will be placed on the board next to the drawing
of the moon that will later serve as an input chart. These questions will be used during
lesson 3
Differentiated Instruction: All students are given a moon phases booklet to use as a
reference to aid in filling out their charts. While students are working on their charts, the
teacher will walk around to the emerging and expanding students to help guide them.
Once students have filled out their charts, the teacher will fill in her copy and display it
on the projector for students to look at and compare with their own work.
Website: moonconnection.com
Sentence frames:
Last night I observed that the moon looked like ______.
There was more/less light than the night before.
I think the moon will have more/less light tonight.
Hand Signals:
New Moon (hands down)
Full Moon (both arms in the air making a circle)
Waxing Gibbous (hands 4 inch apart to the right side)
Waning Gibbous (hands 4 inch apart to the left side)
First Quarter (left arm straight in the air and the right arm making a half circle)
Waxing Crescent (hands 1 inch apart to the right side)
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Waning Crescent (hands 1 inch apart to the left side)
Third Quarter (right arm straight in the air and the left arm making a half circle)
Instruction [Explore]: Small Group (46 minutes)

Eight stations in a circle will be formed that represent the phases of the moon (First
Quarter, Waxing Crescent, New Moon, Waning Crescent, Third Quarter, Waning
Gibbous, Full Moon, Waxing Gibbous, and First Quarter). At each station, there will be
copies of each phase and a white ball (the moon.) The teacher will be the sun with a
flashlight. Students will be divided into 5 groups (Waxing Crescent, New Moon, Full
Moon, Waxing Gibbous, and First Quarter). In each group, one student will be moon and
one will be the Earth. The teacher will turn the lights off and the moon student will hold
their moons up in the designated spots, created by the teacher. The student that represents
the Earth and the third students in the group will look at printed out cards of the phases of
the moon and pick which moon phase they see. Students will use the moon phases chart
to help guide them fill in a blank diagram of the moon phases.
I do (10 minutes)
Think-a-loud: The teacher will demonstrate to the class 3 of the stations (Waning
Crescent, Third Quarter, and Waning Gibbous.)
You do (36 minutes)

Students will switch stations around 5-10 minutes. During this time, the teacher will walk
over to each group and make sure they are standing in the proper spots and fully
understand what they should be doing. Students will have 10 minutes to complete the first
rotation. Rotations 2 and 3 will be 8 minutes long and rotations 4 and 5 will be 5 minutes.
Differentiated Instruction: During this exploration stage, students will be paired
depending on academic performance. The 5 groups will consist of 3-4 students (1 high, 1
middle and 1 low.) All students will have their moon phases booklet throughout the
stations.
Specialized Vocabulary: moon, phase, waxing, waning, sphere, counterclockwise,
gibbous, crescent, quarter moon, full moon, new moon, orbit revolve/revolution
Instruction [Evaluate]: Individual (2 minutes)

During the lesson, students learned different hand signals to represent each phase. The
teacher will call out the phases, new moon (hands down) and full moon (both arms in the
air making a circle.)
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Lesson Plan

Lesson Name: Moon Input Chart 2 of 3 Duration of Lesson: 63 minutes


has phases through investigation and drawings.

Materials: 2 poster boards (Twinkle, Twinkle and Astronomer Bugaloo), 1 pencil, 19
moon charts, 19 pencils, 19 yellow crayons, internet access, 19 moon phases booklets, 1
moon phases print outs, language frames, overhead projector, The Moon Book, moon
input chart, and 5 markers (different colors.)
References:
Moonconnection.com
The Moon Book by Gail Gibbons
GLAD
https://www.youtube.com/watch?v=NCweccNOaqo
Assessments:
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During this lesson, the students ability to recognize vocabulary during the attention
getter, moon phases hand signals and listening in on students conversations during think-
pair-share will help the teacher assess student understanding. This data will support the
teacher in deciding if they can move on to the next lesson.
Attention Getters:
The teacher will use these attention getters throughout the lesson:
Whole Group (5 min)

The children and teacher will echo sing two celestial chants that are on poster board.
Twinkle, Twinkle and Astronomer Bugaloo

Students will fill in their moon charts.
reference to aid in filling out their charts. While students are working on their charts, the
teacher will walk around to the emerging and expanding students to help guide them.
Once students have filled out their charts, the teacher will fill in her copy and display it
on the projector for students to look at and compare with their own work.
Sentence frames:
Hand Signals:
Instruction [Explain]: Whole Class (30 minutes)

Input chart: Before this lesson, the teacher will trace a picture of the moon with a pencil
from The Moon Book using the overhead projector. During the lesson, the teacher will
trace over the moon in front of the children using a variety of markers. While the teacher
is drawing they will be talking about the moon and implementing the units vocabulary.
Throughout the lesson, children will think-pair-share, telling each other facts about the
moon.
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Facts to put on the input chart:
The moon is 238,000 miles from Earth
The moon is the size of Earth
The moon gets its light from the Sun
4.5 billion years old
28 days to orbit Earth
Have the students pair up, one student is the moon and one student is Earth. The moon
will orbit around the Earth. Then have the students switch and repeat. Discuss the facts
above and then go into more information about the moon.
Information to tell the students:

The definitions of valley, astronaut, crater, plain, and mountain.
The moon has phases, it may look different, but it is always the same shape.
(Review the phases of the moon and their hand signals)
The name of our moon is Luna.
We only have 1 moon.
The moons gravitational pull keeps Earth tilted on its axis (this is why we
have season.)
Differentiated Instruction: Students will talk to a partner before they are called on. This
gives all students time to think about their answer and a chance for them to listen to
different ideas in order to gage their own understanding of the topic. During this
exchange of ideas, the teacher will listen in on groups to make sure they are on the right
track, and having productive conversations. The teacher will pair up certain students
strategically, this will make sure that all students that need extra assistance are paired
with a buddy that can help them.
Specialized Vocabulary: moon, phase, Luna, crater, mountain, valley, astronaut,

astronomer, celestial, gravity, celestial, constellation, astronomer, and orbit.

The teacher will play the video, Lunar Cycle, Why The Moon Change Shapes, 8 Phases
Of The Moon, Learning Videos For Children from 00:00 to 5:47 on YouTube.
Pause at 1:21- Have the students stand up and orbit around each other while the teacher
counts to 28 (to represent the days its takes for the moon to orbit Earth.)
Pause at 1:51- Students will perform the hand signals for Waning and Waxing Crescent
and then tell the teacher which moon is the Waning Crescent and which is the Waxing
Crescent. Questions to ask students: How do you know? What is the difference between
Waning and Waxing?
Pause at 1:55- Students will perform the hand signals for Waning and Waxing Gibbous
and then tell the teacher which moon is the Waning Gibbous and which is the Waxing
Gibbous. Questions to ask students: How do you know? What is the difference between
Crescent and Gibbous?
2:13- 345- As the video shows the different phases, students will do the hand signals for
them.
3:50-5:47- During the quiz, pause during each question and have the children answer
before it is shown on the screen.
Differentiated Instruction: During the video, all emerging students will sit at the
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teachers kidney table so the teacher is readily available for assistance and can gage if the
students need more time to think about their answers.
Website: https://www.youtube.com/watch?v=NCweccNOaqo

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Lesson Plan

Lesson Name: Phases of the Moon 3 of 3 Duration of Lesson: 68 minutes


has phases through investigation and drawings.

Materials: 2 poster boards (Twinkle, Twinkle and Astronomer Bugaloo), 1 pen, 19 moon
charts, 19 pencils, 19 yellow crayons, key words (astronaut, moonlight, moon, crater,
valley, and mountains), internet access, overhead projector, 19 moon phases booklets, 1
Moon phases print outs, language frames, The Moon Book, questions formulated by
students from lesson 1, and moon input chart.
References:
Moonconnection.com
The Moon Book by Gail Gibbons
GLAD
Assessments:
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The previous lesson assessed the students prior knowledge. During this lesson, the
students ability to recognize vocabulary, moon phases hand signals, and answers to the
questions posed during lesson 1 will help the teacher assess student understanding. After
the unit, the teacher will be able to assess their overall understanding by posing questions
to the students and listening in on their conversations during think-pair-share.
Attention Getters:
The teacher will use these attention getters throughout the lesson:
Whole Group (5 min)

The children and teacher will choral sing two celestial chants that are on poster board.
Twinkle, Twinkle and Astronomer Bugaloo

Students will fill in their moon charts.
Students will be asked to construct an explanation as to why they think the moon
has phases. The teacher and students will engage in a conversation about the pattern
they see on their moon charts.
reference. While students are working on their charts, the teacher will walk around to the
emerging and expanding students to help guide them. Once students have filled out their
charts, the teacher will fill in her copy and display it on the projector for students to look
at and compare with their own work.
Sentence frames:
Hand Signals:

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The teacher will guide students in reviewing the input chart. The teacher will give a few
students vocabulary words to put on the input chart. Those words are: astronaut,
moonlight, moon, crater, valley, and mountains. While the teacher is discussing the moon
and going over key facts, those students will add the vocabulary words to the input chart.
Differentiated Instruction: The visual of the moon and the key information on the input
chart will help students learn the information in multiple ways.
Instruction [Elaborate]: Whole Class (40 minutes)

The teacher will gather the sticky notes with the students questions from lesson 1. The
teacher and students will echo read all of the questions. While reading The Moon Book,
the teacher will give students a hand signal to remember. Students will give the teacher a
thumbs up when they see an answer to one of the questions. If the students have not
already posed the following questions, add them to the sticky note questions:
How far away is the moon from earth?
Where does the moon get its light from?
How old is the moon?
What is a lunar eclipse?
How does the moon effect the oceans?
Do clouds cause the phases of the moon?
Why does the moon have phases?
Does the moon orbit earth or the sun?
The teacher will read the book, The Moon Book by Gail Gibbons
During the reading, students will look for answers to those questions. When a student
gives the teacher a thumbs up the teacher will ask the student to share with the class,
which question the page answers. The student will say the question (ex. How far away is
the moon from earth?) The teacher will reread the page and instruct students to think-
pair-share, telling a partner what the answer is.
The teacher will write down the answers to the questions for the students to visually see.
Differentiated Instruction: Students will think-pair-share before the teacher calls on

them to share with the class. This gives all students time to think about the answer and the
chance for them to listen to different ideas in order to gage their own understanding of the
topic. During this exchange of ideas, the teacher will listen in on groups to make sure
they are on the right track and are having productive conversations. The teacher will pair
up certain students strategically, this will make sure that all students that need extra
assistance are paired with a buddy that can help them.
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Lesson Plan

Learning Segment: Phases of the Moon

NGSS Content Standards:

Common Core State Standards:

Purpose: To observe, describe, and predict the phases of the moon.

Resources and Materials:

If you watch the moon at night

Im an astronomer and I am here to say, (point to the ground)

Instruction [Explore]: We do (15 minutes)

Instruction [Explore]: Small Group (46 minutes)

You do (36 minutes)

Instruction [Evaluate]: Individual (2 minutes)

Learning Segment: Phases of the Moon

NGSS Content Standards:

Common Core State Standards:

Purpose: To observe, describe, and predict the phases of the moon.

Resources and Materials:

Whole Group (5 min)

Twinkle, Twinkle and Astronomer Bugaloo

Instruction [Explore]: We do (10 minutes)

Instruction [Explain]: Whole Class (30 minutes)

Information to tell the students:

Specialized Vocabulary: moon, phase, Luna, crater, mountain, valley, astronaut,

Instruction [Explain]: Whole Class (15 minutes)

Instruction [Evaluate]: Individual (3 minutes)

Learning Segment: Phases of the Moon

NGSS Content Standards:

Common Core State Standards:

Purpose: To observe, describe, and predict the phases of the moon.

Resources and Materials:

Whole Group (5 min)

Twinkle, Twinkle and Astronomer Bugaloo

Instruction [Explore]: We do (10 minutes)

Instruction [Explain]: Whole Class (8 minutes)

Instruction [Elaborate]: Whole Class (40 minutes)

Differentiated Instruction: Students will think-pair-share before the teacher calls on

Instruction [Evaluate]: Individual (5 minutes)

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