Science Lesson Sequence

Part 1: Instructional Context

Grade Level: 1st Grade

Performance Expectation: 1-ESS1-1. Use observations of the sun, moon, and stars to describe
patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the
sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than
our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star
patterns is limited to stars being seen at night and not during the day.]

Unpacking:

Science and Engineering Disciplinary Core Idea Cross-Cutting Concept

Practice Use the links from your PE
Use the NGSS website & on the NGSS website, NGSS
NGSS Appendix F to guide Appendix E, as well as
your work. additional resources—as
needed.
Use the NGSS website &
NGSS Appendix G to guide
your work.

Analyzing and Interpreting
Data Analyzing data in K–2
builds on prior experiences and
progresses to collecting,
recording, and sharing
observations. ▪ Use
observations (firsthand or from
media) to describe patterns in
the natural world in order to
answer scientific questions. (1-
ESS1-1)
● Students have been
working with
patterns in the past
during math and
calendar. When
engaging in this
particular science
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)
● The sun is a large
star in space and is
visible in the sky
during the daytime.
It gives off warmth
and nutrients needed
to support life on
Patterns ▪ Patterns in the
natural world can be observed,
used to describe phenomena,
and used as evidence. (1-ESS1-
1),(1-ESS1-2)
Connections to Nature of
Science
Scientific Knowledge Assumes
an Order and Consistency in
Natural Systems ▪ Science
assumes natural events happen
today as they happened in the
past. (1-ESS1-1) ▪ Many events
are repeated. (1-ESS1-1)
- They can see this at any
place on earth! The sun
and moon are visible in
the sky if they head
outside and look up.
Depending on the
weather, time of day,
 practice, students
will be utilizing
those same ideas of
distinguishing and
identifying
commonalities
between events to
observe and find
patterns.  sky that are viewable
● Students need to be
able to identify and
observe patterns to
be able to understand
the phenomenon of
the moon phases. By
being able to
distinguish patterns
within things they
observe, students are
able to figure out and
create a  conclusion
to why the sun moon
and stars have
distinguishable - They need to know the
patterns within the
sky.
● Students also need to
be able to gather data
to assess the patterns.
If students are not able
to collect information,
they will not be able
to identify the patterns
we want them to
observe in the sky.  identify and observe
earth. The moon is a
smaller rock
formation in space
that is viewable in
the sky at night and - Students could start a
sometimes during
the day. The stars are
smaller objects in the
at night. They also
give off light and
warmth. Patterns are
repeating
observations that
accumulate over
time. Night and day - Students could be given
are decided based on
what time of the day
the sun rises and sets
and is visible/goes
over the horizon at
any given point on
the earth.
- Students could look at
difference between the
sun, moon, and stars.
So, they will need to be
able to identify each
and be able to
distinguish them in the
sky if they are all
viewable at the same
time. They will also
need to know how to
patterns to be able to
notice and pick up the
patterns they might see
in the sky based on the
sun, moon, stars paths.
and light exposure, they
might not be able to
observe the same type
of
Sky Journal and
observe the Sky at
different times of the
day and different times
of the year. We could
then as a class or group
collect that data and use
it to create and identify
patterns of the sun
moon and stars.
a specific pattern of the
sun and have to identify
what time of the day it
occurred at or what
time of the year that
pattern is visible in the
Sky.
the moon phases and
have to identify which
phase comes before and
after a specified moon
phase.
Unit-Level Phenomenon and Driving Question:
- Phenomenon: The moon changes shape overtime (moon phases).
- Will have students observe a timelapse of the moon during first LP
- https://www.youtube.com/watch?v=LC5rEhxGqT4
- Driving question: Why does the moon change shape overtime?
- Explanation:
“The phase of the moon is how much of the moon appears to us on Earth to be lit up
by the sun. Half of the moon is always lit up by the sun, except during an eclipse, but
we only see a portion that's lit up. This is the phase of the moon.” (Technology
Solutions, 2021).
- IN KID TERMS: The moon rotates around the Earth. The moon is always half lit by
the sun, and as the moon rotates, the earth sees different amounts of the light up side
of the moon. Since the rotation of the moon around the Earth takes around 27 days,
we see a pattern of shadows, which we call the moon phases.

Focus for Your 3-Lesson Sequence: The planets, sun, moon, and stars in the sky are all places in
very specific locations and move in very particular patterns. We will first be creating an anchor
chart as a class to start observing these patterns. The main pattern we will be focusing on in the next
two lessons will be the moon and how the visibility of the moon changes as the moon moves along
its specified route around the earth.

3-dimensional Learning Objective:

● Students will be able to observe new information and gather data in order to identify
patterns in regard to the moon in the sky overtime. 
 Part 2: Sequence of Three Lessons
Use the table below to describe how you will engage children with the “slice” of the explanation
and support their mastery of your 3-dimensional learning goal.

Evidence of
Science and
Engineering
Aspect of Science & Children’s
Lesson Format Lesson Focus Practice Engineering Practice Learning
Modeling Modeling in K–2 builds on
1 Whole EPE Framework a.) Accurately follow
prior experiences and
class (Experience) progresses to include using the directions during
and developing models (i.e., the data collection
1- Observe
diagram, drawing, physical portion of the activity
phenomena.
replica, diorama,
b.) Be able to
2- Students will dramatization, or storyboard)
that represent concrete events accurately model the
model phenomena
or design solutions. phenomena.
with tennis balls
and flashlights. Distinguish between a model c.) Student’s will have
and the actual object, process,
the correct moon
3- Students will and/or events the model
represents. Compare models phases modeled on
create moon phases
to identify common features their cookies.
with oreo cookies.
and differences. Develop
and/or use a model to
represent amounts,
relationships, relative scales
(bigger, smaller), and/or
patterns in the natural and
designed world(s).
Modeling Modeling in K–2 builds on
2 Whole EPE Framework a.) Verbally explain
prior experiences and
class (Patterns) progresses to include using why the moon
and developing models (i.e., phases happen in the
1- Teacher will
diagram, drawing, physical pattern that they do
model the moon
replica, diorama, during whole group
phases using a
dramatization, or storyboard) discussion.
styrofoam ball, a that represent concrete events
light, and they will or design solutions. b.) Be able to
act as the moon. Distinguish between a model identify the moon
and the actual object, process, phases by accurately
2- Whole group
and/or events the model naming them.
discussion about represents. Compare models
why the moon to identify common features c.) Students write the
phases happen. and differences. Develop correct explanation
and/or use a model to for the moon phases
3- Students write
represent amounts, on their exit ticket.
the moon phases relationships, relative scales
 (bigger, smaller), and/or
on their
patterns in the natural and
whiteboards when designed world(s).
they are displayed
on the board.
4- Students write
an exit ticket about
why the moon
phases happen.
Analyzing
3 Individual EPE Framework Analyzing data in K–2 ● For this lesson,
and
SeeSaw (Explanation) Interpretin builds on prior experiences students will be
Lesson g Data and progresses to collecting, modeling moon
1- Group reviews
recording, and sharing phases on their
previous
observations. Record own and exploring
information during
information (observations, the reason behind
group read aloud.
thoughts, and ideas). Use and why the moon
2- Students show share pictures, drawings, phases have the
the moon phases and/or writings of particular pattern
using their own observations. Use they observed in
model. observations (firsthand or the previous
3- Students explain from media) to describe lesson. The
in their own words patterns and/or relationships evidence of
why the moon in the natural and designed students learning
changes shape world(s) in order to answer for this portion of
overtime and we scientific questions and solve the activity would
see a pattern in the problems. Compare be that students
shadows on the predictions (based on prior can:
moon. experiences) to what occurred a.) Accurately follow
(observable events). Analyze the directions and
data from tests of an object or model the moon
tool to determine if it works phases themselves
as intended.
c.) Through writing,
explain and identify
the patterns within the
moon phases
 Part 3: Lesson Plans
Remember, one of the following lessons should include a talk. The details are listed in Lesson 1, but
the talk does not have to be conducted in the first lesson.

Lesson 1
Anticipated Teaching Date: February 25 (AK), March 1 (Caitlyn)

Time Estimate: 40 Minutes

Materials:
- Oreo cookies (8 for teacher)
- Plastic spoon (1 for teacher)
- Moon phases sequence sheet (1 for teacher and 1 per student/25)
- Black crayon (1 for teacher and 1 per student/25)
- Introduction video: https://www.youtube.com/watch?v=LC5rEhxGqT4

Safety Considerations: This activity usually requires students to have their own oreos, and create
the moons on their oreos as the teacher does. However, with COVID-19, this is not safe, so the
students will just observe the teacher doing it, and draw in the phases.

Introduction (10 minutes)

- Hi students! Today we are going to dive deep into our solar system and focus and learn
about the moon. To start off, we are going to watch a video about the moon, then have a
discussion about what you noticed happening. Now, I am not going to tell you what the
video is about before I play it, I want you all to be the amazing scientists you are and notice
things. We will then move to our activity, where you will have a chance to model what you
saw in the video! Before we watch the video, what are some things you can tell me, that you
already know about the moon? Think about what the moon looks like when you see it at
night, what you might have read about it from one of our books in class or just anything you
know and would like to share! Let’s have a few friends share out what they know about the
moon.
- Students will share what they know about the moon.

Main Teaching Activities (20 minutes)

- EPE Framework (Experience)

- Analyzing and Interpreting New Data
- PHENOMENA: Thank you for sharing your thoughts about the moon! Now we are going to
watch a video about the moon. As you watch, pay close attention, I am going to ask you
what you noticed after watching.
 - Teacher will play the moon phases phenomena video linked here:
https://www.youtube.com/watch?v=LC5rEhxGqT4
- Wow! That was awesome! Raise your hand and tell me, what did you notice about the moon
in that video?
- Teacher will implement ample wait time for students that need more time to think.
- I’m hearing that you all noticed one similar thing, the moon seemed to magically change
shape in the sky! When the moon appears to change shape in the sky over time, we call
those shapes the moon phases; The shape the moon appears to look to us.
- The teacher will pass out the sequence sheet to the students.
- This is our moon phases sequencing sheet. Each blank circle represents one of the moon
phases. You are going to use tennis balls and a flashlight to learn the moon phases.
- Each student will get a tennis ball for the moon and a flashlight for the sun. The
students will move the tennis ball around them to see the moon phases. Each time we
get to a new phase, the teacher will pause the class.
- The students will then scoop out the amount of cream that they need to to represent a
phase and place it on the sequencing sheet.
- One student that needs extra support transferring information from the board to his
sheet will sit next to the teachers desk so he can look directly at the model, instead of
at the board.
- The teacher will explain each phase as the students discover it with their models and make it
with their oreos.
- New Moon- This is when we can’t see the moon, it is almost completely dark.
- Waxing crescent- This is when a small sliver of the moon is showing on the right
side.
- Half moon (first quarter)- This is when you can see the entire right half of the moon.
- Waxing Gibbous- You can see more than half of the right side of the moon.
- Full moon- This is when you can see the entire moon.
- Waning Gibbous- Can can see more than half of the left side of the moon.
 - Half moon (Third quarter)- This is when you can only see the left half of the moon.
- Waning crescent- This is when a small sliver of the moon is showing on the left side.
- What are some similarities and differences you see between all of the moon phases?
- Teacher will call on students using popsicle sticks.
- Possible answers might include: Two half moons, same crescent shape but on
different sides, same gibbous shape but on different sides, new moon and full moon
are opposites.
- Great job friends! These are all patterns you are noticing about the moon phases.
- The teacher will use wait time, and agree and disagree signals through the lesson.

Conclusion (10 minutes)

- I am so proud of you all for learning this new information about the moon today! Let’s have
some people raise their hands and share what they learned from today’s lesson. Now that
you know about the moon phases, tomorrow we will dig a little deeper and explore why the
moon phases happen. Great job today friends!

Lesson 2
Anticipated Teaching Date: February 26th (AK), March 2nd (Caitlyn)

Time Estimate: 35-40 minutes

Materials:
● One styrofoam ball for the teacher
● One small wood stick for the teacher
● One small lamp for the teacher
● sPencil (1 per student/23)
● Scissors (1 per student/23)
● One stapler for the teacher
● Whiteboards (1 per student/23)
● Dry erase marker (1 per student/23)

Safety Considerations: N/A

Introduction: 5 minutes
● Welcome back to science time friends! What are some of the names of the moon phases
that you remember from yesterday?
● Great friends! In yesterday's lesson, you learned about the pattern of the moon phases;
what they look like and what they are called. Now, it is important to understand why
the moon phases happen. Today, you will watch me as I do a demonstration of the
moon phases. We will then have a discussion about the demonstration, where you will
talk about what you noticed happening during the demonstration that could help you
 explain the moon phases. Then we will practice naming the moon phases. Last, you
will fill out an exit ticket.

Main Teaching Activities (25 minutes)

- EPE Framework (Patterns and explanation)
- Modeling.
- Today, you are going to answer the question, why does the moon seem to change shape in
the sky. I am going to act as the earth for this demonstration, this stick with the styrofoam
ball I am holding in front of me is the moon, and the lamp I have on right here is the sun.
Watch closely as I start this demonstration. Pay close attention to what you are noticing
about the sun, moon, and earth.
- For this demonstration, the teacher will need to poke the styrofoam ball with the
stick, so they can hold it. They will also need to place the lamp from the materials
section mentioned above in a spot that is at eye level.
- The teacher will stand and hold the styrofoam ball outstretched at eye level. The
teacher will start to slowly move the moon in a circle, around their body, and move
with the moon to keep it in eye view. So their body should be turning as well. This
will show that the shape of the moon looks different as it moves further from, and
closer to the sun.
- Questions the teacher will ask during this:
1. What do you notice the moon is doing?
2. What do you notice is happening to the moon as it orbits the earth?
3. What do you notice about how the sun is interacting with the moon?
4. What might happen if I took away the sun, do you think you would still be able to
see the phases of the moon?
5. Why does the moon change shape in the sky?
- If students do not come up with the explanation, the teacher will lead them to the conclusion
that the phases of the moon is how much of the moon appears to us on Earth to be lit up by
the sun. The moon orbits the earth and reflects the light from the sin, the amount of light that
the moon is reflecting is the part you see.
- The teacher will use wait time and agree and disagree signals throughout the lesson.
- Teacher will display a phase on the board and the students will write the name of the phase
on their whiteboard. The teacher will do this for all of the phases.
- Students will hold up their boards once they write down the phase so the teacher can see
their answers.
- Once all your whiteboards are away, I will pass out this piece of paper. This is your exit
ticket to move on. You will write one sentence explaining why the moon phases happen.
- Students will write one sentence explaining why the moon phases happen.

Conclusion (5 minutes)
 - I am so impressed with all your abilities as scientists! What is something you learned from
today’s lesson? Thank you for sharing friends! I hope you can go home tonight and teach
your parents about the moon phases and why they happen!

Lesson 3
Anticipated Teaching Date: March 3rd (Cailyn), March 4th (AK)

Time Estimate: 25/30 Minutes

Materials:
● Video: https://www.youtube.com/watch?v=yXe0yxzYkjo&feature=youtu.be
● White Printer Paper
● Scissors
● Crayons
● Pencil
● Glue Stick

Safety Considerations: N/A

Introduction (5 minutes)
- “Hello, scientist. Today you are going to investigate the moon even more and you will be
showing us how much you remember from the sun, moon, and earth model we used last
lesson! Can a few friends raise their hands and tell me what they remember from the last
lesson? Think back to exactly what we noticed and observed when we modeled the moon,
Earth, and sun in various locations. Think of how the shadows on the moon changed over
time? Think about how the rotation of the Moon around the Earth changed the way the light
from the sun hit the Moon.”

Main Teaching Activities (20 minutes)

● EPE Framework (Explanation)
● Analyzing and interpreting data.
- “To start this activity today we are first going to watch a video on the phases of the moon.
When we're watching this video, think back to our last lesson plans and think about what
new information this video is teaching us. In the rest of the lesson today, you will be
showing us what you know and what you remember by modeling the sun, moon, and Earth
on your own. Now let's watch this video and see what we learned! Now can two friends
raise their hand and tell me something that day recognized from the video as something they
already learned in previous lessons. Good job! Now can I have two other friends share
something that they learned new from this video. Wonderful work friends.”
- Students will sit and quietly observe the video and make mental notes of what they
learned/made connections to.
 - “Now let's get into the modeling portion of the activity. I want you to all take out your
crayons and your scissors as I pass out this piece of paper. Make sure you are listening to
directions carefully as we will be giving clear instructions on how to use each tool for this
lesson.”
1.) First students will be drawing a small Earth in the center of their paper. This Earth
will stay stationary during the portion of the activity. We will make note as the
instructor to mention that the Earth technically is not stationary as it rotates around
the Sun and rotates on an axis as well. But for the purpose of this lesson plan, the
Earth will stay in one location. They will color the Earth in with their green and blue
crayons.
2.) Next students will cut off the bottom of their printer paper about an inch up. We will
have students fold the bottom portion an inch up so they get a straight line that they
can cut on. They will be then left with a long one inch thick strip of paper to work
with.
3.) They will then cut this one in three pieces of paper into three parts. There will be two
squares and one longer rectangular piece after the two cups that they make. On the
long strip that they cut, students will write “ the Sun's light rays” and draw an arrow
to indicate the direction of the light. On the first square piece, they will draw a sun
symbol and label it “the Sun”. on the last square piece, they will draw a moon
symbol and label it “the Moon”.

The sun's light ray Sun Moon

---------------------------------> O O
4.) After, students will be expected to glue the Sun at the top middle of the printer paper.
Just Like the Model we used in the previous lesson plans, the sun will also be
stationary. They will then be able to move the Sun's light rays in a downward
motion to see where the light hits the Moon.
5.) Finally, they are expected to put the piece of paper that has the moon on it in various
locations around the earth to represent the rotation of the moon around the Earth. In
these various locations, they are expected to observe and notice what portions of the
sun rays are hitting it and what portions are not, which would result in a shadow of
the Earth on the moon.
6.) Lastly, for an exit ticket, students will be writing three sentences explaining why we
see shadows on the moon of the earth from the sun’s light rays. This will be where
they explain the why to us.

Conclusion (N/A for time)

- “Wow friends! You all did a wonderful job exploring the moon, sun, and earth and how the
moon phases change overtime. Think about how in each of these lessons, we explored why
we see the moon change shape over time. We now know that the moon does not change
shape, we are just seeing a shadow of the Earth on the moon because the moon rotates
around the Earth in different amounts of the Sun's light rays hitting the moon in each
phase.”
 Part 4: Evidence of Children’s Learning
Task:
Lesson 3: Students will be completing this task by modeling themselves the same models they saw
in previous lessons. This will show us (the instructors) that they have a clear understanding of how
these models work and what information the model is showing us. To finish the lesson plan,
students will be completing an exit ticket to show evidence of their learning. They will be
explaining what information the model is showing us through their three sentences of “why we see
different amounts of the lit up side of the moon from the Earth's perspective.” This will get them to
further expand their writing skills by explaining just why the moon changes shape over time. These
two activities help elicit the students' learning and show the instructor that they are able to
accurately and effectively complete the learning objective.

Exemplary Response to the Task:

Lesson 3: An exemplary response to this task would be a student who understands and shows the
visual of the model on their own using the given materials. An exemplary response to this task
would be a student who can accurately explain why the moon changes shape overtime. They also
must accurately identify and explain why the moon changes shape over time. Here is what an
exemplary response would look like: The moon rotates around the Earth. The moon is always half
lit by the sun, and as the moon rotates, the earth sees different amounts of the light up side of the
moon. Since the rotation of the moon around the Earth takes around 27 days, we see a pattern of
shadows, which we call the moon phases.

List of Criteria for Analyzing Children’s Responses to the Task:

Lesson 3:
- Students will be able to explain, in their own words, why the moon changes shape over time
- The moon rotates/orbits around the earth
- The moon is always half lit up by the sun
- The Earth sees different amounts of the lit up side of the moon
- The moon takes about a month to rotate the Earth which is why we see a pattern
form of the moon phases
- During their writing, students should be using capital letters, accurate spelling, and correct
punctuation
- If a student does not have full mastery of the learning goal, this will be prevent in their
writing as well as inaccurate correlation between the moon phase names and pictures