5E STEM Lesson: Moon Phases!

Integrated Standards
1. Learn and Apply Rigorous Science, Technology, Engineering, and Mathematics Content:
STEM proficient students will learn and apply rigorous content within science, technology, engineering,
and mathematics disciplines to answer complex questions, to investigate global issues, and to develop
solutions for challenges and real world problems.
A. Demonstrate an understanding of science, technology, engineering, and mathematics content.
B. Apply science, technology, engineering, or mathematics content to answer complex questions, to
investigate global issues, and to develop solutions for challenges and real world problems.
3. Interpret and Communicate Information from Science, Technology, Engineering, and Mathematics:
STEM proficient students will interpret and communicate information from science, technology,
engineering, and mathematics to answer complex questions, to investigate global issues, and to develop
solutions for challenges and real world problems.
A. Identify, analyze, and synthesize appropriate science, technology, engineering, and mathematics
information (text, visual, audio, etc.).
B. Apply appropriate domain-specific vocabulary when communicating science, technology,
engineering, and mathematics content.
C. Engage in critical reading and writing of technical information.
D. Evaluate and integrate multiple sources of information (e.g.: quantitative data, video and
multimedia) presented in diverse formats.
E. Develop an evidence-based opinion or argument.
STEM F. Communicate effectively and precisely with others.
Standard 4. Engage in Inquiry:
s of STEM proficient students will engage in inquiry to investigate global issues, challenges, and real world
Practice problems.
A. Ask questions to identify and define global issues, challenges, and real world problems.
B. Conduct research to refine questions and develop new questions.
5. Engage in Logical Reasoning:
STEM proficient students will engage in logical reasoning to answer complex questions, to investigate
global issues, and to develop solutions for challenges and real world problems.
A. Engage in critical thinking.
B. Evaluate, select, and apply appropriate systematic approaches (scientific and engineering
practices, engineering design process, and/or mathematical practices).
C. Apply science, technology, engineering, and mathematics content to construct creative and
innovative ideas.
D. Analyze the impact of global issues and real world problems at the local, state, national, and
international levels.
6. Collaborate as a STEM Team:
STEM proficient students will collaborate as a STEM team to answer complex questions, to investigate
global issues, and to develop solutions for challenges and real world problems.
A. Identify, analyze, and perform a STEM specific subject matter expert (SME) role.
B. Share ideas and work effectively with a STEM focused multidisciplinary team to achieve a
common goal.
C. Listen and be receptive to ideas of others.
 D. Analyze career opportunities that exist in a variety of STEM fields relevant to the STEM focused
multidisciplinary team’s goal.

K-2.Engineering Design Students who demonstrate understanding can:

K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to
change to define a simple problem that can be solved through the development of a new or improved object
or tool.
NGSS
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object
helps it function as needed to solve a given problem.

K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the
strengths and weaknesses of how each performs.

INDICATOR
● 1. Observe and describe changes over time in the properties, location, and motion of celestial
objects.
State OBJECTIVES
Standar A. Identify and record observable properties of the sun, moon, and stars.
ds B. Identify and record the apparent visible changes in the shape of the moon over two
months of observations.
C. Observe and record changes in the location of the sun and moon in the sky over time.
D. Describe and compare the patterns of change that occur in the sun and the moon.

CCSS
Math

CCSS.ELA-LITERACY.W.2.2

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.
MCPS
Writing CCSS.ELA-LITERACY.W.2.7
Standar Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce
d a report; record science observations).

CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a question.

CCSS CCSS.ELA-LITERACY.RI.2.7
Reading Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
Standar understanding of the text (e.g., where, when, why, and how key events occur).
ds CCSS.ELA-LITERACY.RI.2.5
 Ask and answer questions to demonstrate understanding of key details in a text.

5E STEM Learning Experience

Moon Phases: Why does the moon change its shape?
Lesson Overview/Rationale: Students will investigate how the relationship of the sun, moon and earth cause the phases
of the moon. Phases of the moon rely upon the movement of the earth, sun and moon and their relationship to each
other. Students will investigate this relationship through drawings, models, observations, video, literature, and
journaling.
Compelling Questions: Why does the moon appear to change its shape over the course of the month? Why does the
moon appear larger in certain phases than in other phases?

Students will activate background knowledge by​ recognizing objects in the sky such as:
Description Sun, Moon, birds, clouds, and airplanes. They know that the Sun provides light and heat so
Earth can maintain its temperature.

-Students will begin with the first essential question, “Why does the moon appear to
change shape over the course of a month?”
-Students will be placed in groups to generate discussions and drawings centered on this
question.
-Student groups will get a chance to take a gallery walk to see other group’s discussions
and drawings and then have a chance to share out to the class
-Students will view the simulation of the phases of the moon located on the website,
http://www.chabotspace.org/vsc/planetarium/themoon/moonphases/default.asp
-​Inform students that the Moon seems as if it is changing shapes. The Moon does not
change shapes, but it appears that way. The Moon changes phases as it orbits Earth. It takes
about 28 to 29.5 days for the Moon to go through its phases. The sun shines on and off one
side of the Moon.
Engage -Show the student an anchor chart with the 8 phases of the moon: new moon, waxing
(Day 1) crescent, first quarter, waxing gibbous, full moon, waning gibbous, third quarter, and
Process waning crescent. When the moon is "waxing", the Moon appears bigger. When the Moon
is waning, the Moon appears to be growing smaller.
-Students observe a video of the Moon phases. The students observe a video to assist
auditory and visual learners who also enjoy singing.
https://www.youtube.com/watch?v=xBc8QHSsFgE&feature=youtu.be
-Throughout the unit, students will be required to keep a moon journal and calendar. Each
night students will observe the moon and record by drawing/writing their findings. These
two activities will allow the students to experience first hand the order of the phases of the
moon as well as the angular distance. When viewing the moon is not possible due to
weather or other unforeseen events, students may look online at
http://tycho.usno.navy.mil/vphase.html​.
-Students will be asked to write a reflection piece at the end of each class period. They
would focus on what they discovered, how their point of view may have changed, or even
 if it remained the same and why. Essential questions will be reflected on at the end of the
period as well.

Students will focus on the four phases: new moon, first-quarter moon, full moon, and
Description last-quarter moon.

Using an anchor chart with the four phases along with information about the four phrases.
The chart serves as a visual for all students to observe.
● new moon​- the moon is between the Earth and Sun. We cannot see the Moon
at all.
● first-quarter moon​-after a week, the moon orbits one quarter of the way.
● full-moon​-we can see all of the moon's lighted side.
● last-quarter moon​-the moon is three quarter of its way around the Earth.

Students will be provided with a blank "Moon Phase" Comic Strip template (4 circles that
are blacked out), a bag of white rice, and a glue stick. The students are instructed to
illustrate, using the rice to show the four phases, and write about each phase in their own
Explore
words. Encourage the students to reference to the anchor chart. The comic strip helps the
(Day 2) students to express themselves through writing, arts, and science. It is imperative that
Process students are permitted to communicate about what they learn.
-Throughout the unit, students will be required to keep a moon journal and calendar. These
two activities will allow the students to experience first hand the order of the phases of the
moon as well as the angular distance. When viewing the moon is not possible due to
weather or other unforeseen events, students may look online at
http://tycho.usno.navy.mil/vphase.html​.
-Students will be asked to write a reflection piece at the end of each class period. They
would focus on what they discovered, how their point of view may have changed, or even
if it remained the same and why. Essential questions will be reflected on at the end of the
period as well.

After the students create/design the comic strip on the 4 phases, the teacher will then guide
students to develop:
1. New moon is dark.
Description 2. First-quarter moon the right side has light
3. Full moon is all light
Explain 4. Last-quarter moon the left side has light
(Day 3) This will then lead students to discover and explain the other phases of the moon

-Students will be placed into groups of three. Each person will take turns representing the
Process sun, moon and earth. Each group will be given a flashlight (sun) and a Styrofoam ball
(moon). Using this equipment, students will simulate the phases of the moon around the
 third person (earth). They will view the websites,
http://www.woodlandsjunior.kent.sch.uk/time/moon/phases.html
http://www.enchantedlearning.com/subjects/astronomy/moon/Phases.shtml.

-Students will complete a second activity, which requires the student to name the phases
and match it to the correct position in orbit around the earth.
-Students will view the phases of the moon from different viewpoints by looking at the
website, http://www.astro.wisc.edu/~dolan/java/MoonPhase.html.
-In preparation for their own design model, students will look at a moving model of the
moon’s phases by going to http:// harcourtschool.com/activity/moonphases/

Read other literature and understand the role of moon to extend their comprehension of the
Description
moon

Extend/ -Students will split up in groups, and each group read the stories, ​Goodnight Moon​,
Explore Moonstone​, or ​Owl Moon​ and discuss and present the role of the moon in various pieces of
Process literature.
- Students will also be asked to write a moon story of their own.

-Students will answer an open-ended question that reflect the essential questions that were
Elaborate presented at the beginning of the unit. Students can use their reflections after each each
Description session to gather all of their perspectives to see how their understanding has changed or
stayed the same.
Elaborate/
Evaluate -Students will present their moon journals
(Day 5) -Students will write their own moon stories
Evaluate
-Students will be evaluated on their classroom activities/labs
Description
-Students will be evaluated on their model they will create to demonstrate the phases of the
moon.