ALEX Lesson Plan

     

Cookie Moon

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

  This lesson provided by:  
Author:Vickie Young
System: Cherokee County
School: Cherokee County Board Of Education
And
Author:Wendi Tinsley
System: Cherokee County
School: Cherokee County Board Of Education
The event this resource created for:NASA
  General Lesson Information  
Lesson Plan ID: 34207

Title:

Cookie Moon

Overview/Annotation:

As part of the study of space, the students will observe, describe and predict the patterns of the moon. Students will view a Nearpod presentation about the moon's phases to introduce the topic. The students will represent the moon's phases using black and white sandwich cookies and record the phases in their Science journals.

This lesson was created as part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.

 Associated Standards and Objectives 
Content Standard(s):
Science
SC2015 (2015)
Grade: 1
8 ) Observe, describe, and predict patterns of the sun, moon, and stars as they appear in the sky (e.g., sun and moon appearing to rise in one part of the sky, move across the sky, and set; stars other than our sun being visible at night, but not during the day).

Insight Unpacked Content
Scientific And Engineering Practices:
Analyzing and Interpreting Data
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Earth's Place in the Universe
Evidence Of Student Attainment:
Students:
  • Observe, describe, and predict patterns of objects visible in the day and night sky.
  • Observe, describe, and predict the position of the sun and moon in the day or night sky.
Teacher Vocabulary:
  • observe
  • describe
  • predict
  • pattern
  • sun
  • moon
  • star
  • sky
  • day
  • night
  • sunset
  • sunrise
  • motion
  • appear
Knowledge:
Students know:
  • Stars are not seen in the sky during the day, but are seen in the sky at night.
  • The sun is at different positions in the sky at different times of the day, appearing to rise in one part of the sky in the morning and appearing to set in another part of the sky in the evening.
  • The moon can be seen during the day and at night, but the sun can only be seen during the day.
  • The moon is at different positions in the sky at different times of the day or night, appearing to rise in one part of the sky and appearing to set in another part of the sky.
Skills:
Students are able to:
  • Organize data from observations in order to describe objects in the day/night sky
  • Use patterns found in data from observations to describe and predict the position of objects in the day/night sky.
Understanding:
Students understand that:
  • Patterns related to the appearance of objects in the sky can be observed and used to provide evidence that future appearances of those objects can be predicted.
AMSTI Resources:
AMSTI Module:
Organisms, STC
Wild Feet, ETA/hand2mind

NAEP Framework
NAEP Statement::
E4.1: Objects in the sky have patterns of movement. The Sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The Moon appears to move across the sky on a daily basis much like the Sun.

NAEP Statement::
E4.2: The observable shape of the Moon changes from day to day in a cycle that lasts about a month.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.1.8- Identify major celestial objects (e.g., moon, sun, other stars) and when they can be seen in the sky.


Local/National Standards:

 

Primary Learning Objective(s):

The students will be able to identify the four phases of the moon. Students will construct models of the phases using black and white sandwich cookies and record the phases in their Science journals.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

Black/White Sandwich cookies

Plates

Craft Sticks

One Sheet of Paper per Student

1 Pencil per Student

Crayons

Science Journals

Moon Phases Hand outs

Technology Resources Needed:

One Tablet per student

Headphones

Background/Preparation:

Teacher needs to be familiar with Nearpod.

  Procedures/Activities: 

Introduce the topic of moon phases with a Nearpod presentation. https://app.nearpod.com/#/?pin=50E9C6EE330BEF1960D070C687528840-1

In  groups of 2, students will use cookies to represent the phases of the moon as viewed from earth. Each group will receive 2 cookies and a moon phase sheet. Using the cookies, the sunlit part of the moon will be represented by the white icing and the dark side of the moon will be the chocolate part of the cookie. The teacher will give each student a copy of the four phases of the moon handout. The copy is listed here:

https://docs.google.com/document/d/1QkWLLbl2oxaHE8sIP9Np3A2hp6QmzT46sKs45tEZz3E/pub 

The teacher will observe and ask questions. 

Students will eat their cookies, clean up and return to their desk. Using their Science journals students will draw and label the four phases of the moon.


  Assessment  

Assessment Strategies

Teacher will check student's Science journal for understanding.

Acceleration:

Students who already know the phases of the moon, can include in their drawing the position of the earth and sun relative to the moon phase.

 

Intervention:

Grouping students would help students who have trouble with representing the phases. Struggling students could use the four phases of the moon sheet to help with their drawing in Science journals.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.