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#1 Spinning Sky- Grade 1 NGSS Planning Guide 

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Video #1

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Time lapse - The Moon climbing the Aiguille Verte - Mont Blanc

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Video #2

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Milky Way Mountain Moonrise Timelapse Oregon 4K

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Sun By: Steve Tomecek

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Space  By: Martha E.W. Rustad

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Night Sky
By:Stephanie Warren Drimmer

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What Makes A Shadow?
By: Clyde Robert Bulla

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Spinning Sky: Mentor Text: What Makes A Shadow?.JPG

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Spinning Sky: Mentor Text: On Earth By: G. Brian Karas.JPG

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The Sun is My Favorite Star
By: Frank Asch

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Spinning Sky:  Mentor Text: The Sun is My Favorite Stars By: Frank Asch .JPG

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This book is no longer in print-but I have a copy you can borrow.  It works really well for Workshop NF mini-lesson that corresponds with science unit. (Lynne) 

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Sun & Earth-There are multiple copies (5) in the Leveled Book room
By: Jason Powe

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Spinning Sky:  Mentor Text: Sun and Earth.JPG

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I created the attached file of moon phases by date that you can print, cut apart, and post daily on a calendar or a number line used to represent dates.  Kids should notice some patterns in the moon's appearance.  You can use this NASA app to find the moon's phase at any time: https://svs.gsfc.nasa.gov/4442
Kids may discover that a "moonth" is 28 days but calendar months vary from 28 to 31 days

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https://www.youtube.com/watch?v=Gy60BqCnTG4
Preview and consider sharing this great video.  It may support and even extend characteristics your scientists gathered about living things.
The video may guide what scientists know, what they are learning, and science words on the KLEWS chart.

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https://www.youtube.com/watch?v=ytMpE6fubSQ

Consider sharing this video or one similar to serve as phenomena.  Place a real pumpkin in front of you along with a seed.
Pose, how did a little seed create this big fruit?

Gather more data for the KLEWS chart through conversation.  Begin to inquire about parts of a pumpkin plant. As scientists name each part, add to the science word section (examples may include - seed, roots, seedling, seed leaf, vine, tendrils, leaves, flowers, pumpkin).

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1-LS3-1 (visit NGSS website for standards)
LS3.A: Inheritance of Traits

Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents.

LS3.B: Variation of Traits

Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.

Patterns

Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.

Cross Cutting Concept Focus:
structure and function
patterns

This unit can be completed in 5-6 weeks, 30 minutes a day.

Introduce the role of a biologist.  A biologist studies living things.  Ask - What do we know about living things?

Guiding questions: How do we know something is a living thing?  What behaviors do we notice?  Can we give examples?  Are these behaviors true for all living things?
(As an example - My scientists  shared that living things move; birds fly and swoop, lions run.  But questioned, do plants move?  Hmmm.)

Gather discussion points on a KLEWS chart using stickies so that you can move ideas, understandings, and wonderings around the chart throughout the unit.
KLEW = Know Learn Evidence Wonder Science words.

Just right books to support - Our library's leveled shelves have a series of books about living and nonliving things.  Your class may consider studying a few through a read aloud or studying them in small groups.  Consider leaving evidence using a sticky note trail.

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Scientists Research         (about a week and a half to two weeks - Continue to engage scientists to take a closer look at their research by revisiting parts of a plant already observed.                     Revisit KLEWS chart before exploring read alouds and during shares at the end of each science workshop.  Move sticky notes around if needed.

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Scientists Research         (about a week and a half to two weeks - Continue to engage scientists to take a closer look at their research by revisiting parts of a plant already observed.                     Revisit KLEWS chart before exploring read alouds and during shares at the end of each science workshop.  Move sticky notes around if needed.

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A Closer Look extension:
Visit school's pumpkin patch.  (If there isn't one available, consider a field trip or visit one yourself and take pictures for kids to discover.)

To guide the discovery of the NGSS standard:
Pose: Do you think that each part of the pumpkin plant has a job?

Small group research - Encourage learners to begin to gather information about each part of the pumpkin plant.  (partnerships or small groups (no more than three to four learners.)

Need a variety of books for partnerships to explore.  Use a gathering sheet such as the one attached to encourage and guide learners to record discoveries - even revise.  (This activity supports sketching teaching pictures for how to/nonfiction and model building.)

Possible book resource list
(Select books that have  pictures/illustrations that help scientists to take a closer look with some text support):

Pumpkin Circle by George Levenson
From Seed To Pumpkin by Wendy Pfeffer
Seed, Sprout, Pumpkin Pie by Jill Esbaum
Pumpkins by Erika Shores
Pumpkins in Fall by Mari Schuh
Apples and Pumpkins by Anne Rockwell
Its Pumpkin Time by Zoe Hall
Pumpkins by ken robbins

*Add-in Pictures from pumpkin patch.

*Add-in hands on experiences
(See next section).

*If scientists inquire about the hairs on pumpkin plant, a resource to consider is
https://indianapublicmedia.org/amomentofscience/plant-hair/

Large Group Research: Consider books shared below for during  Interactive Read Aloud times-
Pumpkin Circle, Its Pumpkin Time, and definitely from Seed to Pumpkin along with _________)
((Consider Guess the Covered word with Pumpkins In Fall))

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Rather than adding each station at once, consider adding over time.  Also consider extending discoveries about these add-ins during whole group science workshop times and when participating in interactive read alouds.  Note: An interactive read aloud time could be reading just one page in a book and then sharing out.

Observation station 1 -  Add celery stalk with leaves in colored water.  Observe over time.   As the plant drinks, the water travels through the stalk/vine and into the leaves.  (Seed to Pumpkin book shares a great illustration of the process.  Consider placing the page next to celery stalk experiment.)  ((Consider adding a section of a pumpkin vine to this station later in the week.  Also, put a stem of a pumpkin close by.  Kids may notice little tubes to further discussions.))

Perhaps consider placing questions next to observation station such as -  What’s the job of the vine?  How about the leaves? What about the roots?  How does this work?

Observation Station 2 - Add green chenille stems and a picture of tendrils from pumpkin patch or from any book.  Encourage kids to create a tendril or two and discuss its job.

Possible extension questions at station could be - What's the job of a tendril?  Why does the tendril have this job?  What is it doing for the plant?

Observation Station 3 - Submerge a pumpkin leaf in water (best if picked late in the day.  The leaves  need sun for a bit before picking.)  Observe if bubbles appear around leaves.

Whole group share: Ask the scientists what would happen if they held their breath, went underwater in the pool and then let some of their breath out? They would see bubbles coming up in the water.
Video to preview and consider to help kids visualize exhaling under water.  No need to play the whole video - maybe the first 48 seconds.
https://www.youtube.com/watch?v=0ApyWKwENGQ

Lead conversation about the bubbles about the leaf placed in water.   The leaf is still using the sunlight as part of the photosynthesis process (where leaves convert sunlight to energy).  As a leaf creates that energy, it needs to get rid of the items it no longer needs so it will expel both water and the oxygen during a process called transpiration.  So leaves breathe!  (If your experiment doesn't work, there are many pictures that support this process on line.)

Example to support model building during whole group time.  Together draw a leaf in leaf research box.  If scientists already have research in box, encourage scientists to add a sticky to show more.

Draw sun.  Show squiggle marks from sun to leaf.  Add labels (making food/green). Add bubbles.  Add labels for water and oxygen.  Add arrows to show path.

All living things need energy and breathe.

(There are lots of great websites that share kid observations of this process.  Check out a few and pick your favorite to use.)

Observation Station 4 - Put a wet paper towel in a clear, plastic cup, add two pumpkin seeds.  Put a picture of a seed sprouting from one of the books near the seed project.
Nice little video to consider previewing and sharing for discussion.

https://www.youtube.com/watch?v=2n5cqxNMAdE

Perhaps consider questions next to observation station - What do we notice?  What do we notice about seed leaves versus a mature leaf?  Why are leaves green?

Observation Station 5 - Tilt a pumpkin on its side so the blossom mark may be observed.  Add a picture of a blossom and a blossom with a pumpkin attached from a book explored.

Perhaps consider questions next to observation station - What do we notice?  What made this mark? Why is this an important observation?  What helps the blossom create the fruit?

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Read Aloud How Many Seeds in a Pumpkin by Margaret McNamara

Pumpkin math encourages scientists to explore the inside of a pumpkin.

Mr. Murray and Thumpkin by Karma Wilson is another great book to read aloud. Great for exploring the pumpkin as a fruit and wonderful book about friendship. Its read aloud on you tube if you don't have a copy of it.

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Read Aloud Pumpkin Jack
May want to also preview and show this video.  https://www.youtube.com/watch?v=0ReYKu__luA

Encourage talk about the pumpkin seed and why the plant produces such a large fruit?

To explore the inside of a seed, Soak beans over night and explore the next day as the bean is split open.  There are numerous websites to support this work.  One great video to preview and consider before and after taking part in this activity is ...
https://www.youtube.com/watch?v=UFmBKpQxf-U

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https://www.youtube.com/watch?v=ytMpE6fubSQ

Consider playing this clip or one similar that you find of the pumpkin life cycle.  Review KLEWS chart and research notes your scientists collected.

Project: (Using all research)
Create a life size vine.
Group 1: Measure 30 feet and create vine.  Materials: Long green paper cut in strips to roll and assemble.  Collaboratively write about the vine and attach writing to vine.
Group 2: Create tendrils from 1 inch by 6 inch strips of paper.  For longer tendrils, add to strips.  Materials: Strips of green paper, pencils.
Collaboratively write about tendrils.  Wait on attaching tendrils to vine until the rest of the parts of the plant is made.
Group 3: Create leaves from paper.  Have group discuss the size of the leaves.  (Remind scientists that the leaves act as a umbrella to keep the pumpkins shaded.)  Collaboratively write about leaves.  Wait on attaching leaves to vine until the rest of the parts of the plant is made.
Group 4: Create the flowers.  Try cutting little slits in the center of the flowers to create a pop out affect.  Collaboratively write about flowers.  Wait on attaching flowers to vine until the rest of the parts of the plant is made.
Group 5: Create pumpkins. Spherical pumpkins can be made by using strips of paper and gluing together strips at the top and bottom.  Materials: Green, yellow, orange paper.  Encourage scientists to consider size of pumpkins as they create them.  Collaboratively write about pumpkins.  Wait on attaching pumpkins to vine until the rest of the parts of the plant is made.
Group 6: Seed and roots. Materials: String and light brown paper.  When creating seed, encourage scientists to label the parts of the seed such as seed coat, leaf, etc.  Collaboratively write about seed and roots.  Attach seed and roots to one end of the vine along with collaborative writing completed.

Read Aloud:
Too Many Pumpkins by Linda White.  (Great book to predict and determine the type of vine which was growing in the yard.)  Look closely at the vine shared in the story.  After reading the story, construct the rest of the vine - how should all the parts be assembled along the vine.

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Pose, how is the young plant, still inside the seed, similar and different to the mature plant.  Add to KLEWS chart.

In the spring, consider reading Little Boo by Stephen Wunderli before planting seeds again for the pumpkin patch.

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This board is an example of a Driving Question Board (KLEWS: Know, Learning, Evidence, Wonder, Science Words)

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Lucy Calkins:  Book Club Have Conversations To Grow New Ideas

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Lucy Calkins:  Book Club Have Conversations To Grow New Ideas

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This can be a framework that we use with any science reading and learning.

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Book Clubs Have Conversations to Grow New Ideas

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Cassy found this book at the Dexter

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https://dptv.pbslearningmedia.org/resource/buac18-k2-sci-ess-patternssky-lp/sun-moon-and-star-patterns-in-the-sky/

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A book about Light and Dark

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This book is a valuable resource for this unit.

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NASA releases a new one each year:  here is the one for 2021 https://svs.gsfc.nasa.gov/4874

Here is the one for 2020 https://svs.gsfc.nasa.gov/4768 in case I was using 2019 last year.

The site uses UT (universal time).  So if you want to use 6:00pm EST for student observations then enter 23 in UT hour box before updating.
From Jeff Dagg

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https://ngss.nsta.org/Resource.aspx?ResourceID=947

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The Science of the String Phone! - #sciencegoals

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This lesson would be a great Launch for this unit...

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On an anchor chart I write the word sound real big and then I tell the children that sounds can be loud, soft, short/quick and long. In one of the columns I write the word loud on our chart and ask the children which sounds were loud? I do the same for soft, short and long. Each student quickly draws a picture of one of the sounds from their chart. We use those pictures to fill in our anchor chart. As we are filling in our anchor chart I want the students to notice that sounds can have more than one trait.

After filling in our anchor chart I ask the children, "What is sound?"
Boys and girls today you listened to all sorts of sounds here at school. You heard birds singing, cars honking, kids laughing, feet walking, and so much more. You heard loud sounds and soft sounds, quick sounds and long sounds. With all you have learned today can you answer my question? What is sound? Please turn to your Turn and Talk Partner and share you thinking today.
As my students share their thinking I listen in on the conversations. This information will help drive the learning that happens throughout this unit.

Then I show the students some of the science vocabulary that we learned in this lesson and add it to our Science Vocabulary to our bulletin board.

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On an anchor chart I write the word sound real big and then I tell the children that sounds can be loud, soft, short/quick and long. In one of the columns I write the word loud on our chart and ask the children which sounds were loud?

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1 PS First Grade Unit 3 Oh, Say Can You See? - RELEASED Nov 2020

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This lesson has a wonderful description of a KLEWS chart too.

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I explain that students will have 5 minutes at each station and I show students the Station Rotation Guides. First graders need explicit modeling of every step, however, I don't want to personally model each station because I want students to discover the properties! Instead, by including instruction sheets, students are able to set up the investigations themselves. I read all instruction sheets to the students on the rug.

This clip shows how I set up the room as students are working in their first station after I read the directions. And here I explain my classroom arrangement decisions.

At the Tuning Fork Station, students hit the tuning forks on the side of the desk or cup. The vibration causes sound. Then, students put the tuning fork in the cup of water. The sound causes vibrations and the water will splash and ripple!

At the Drums Station, students will place a paper on top of the drum and some beans on top of the paper. They hit the drum, and the vibrations cause sound. The vibrations cause the paper and beans to move; the sound causes vibrations.

Similarly at the guitar station, students strum the guitar, which moves the paper.

Finally, at the voice station, students place their hand against their voice box while talking in order to feel the vibrations.

Before releasing students to the stations, I introduce the Investigating Sound Station recording sheet. Students put the recording sheet on a clipboard to make it easier to travel around the room. The recording sheet is in both Abode form and Word for editing, in case your materials or stations are different.

I explain that we communicate with sound, and that I will ring a bell to signal students to move to the next station. While students work, I circulate and check-in. While talking with students, I ask questions like, "What made the sound? Did the vibrations cause any other sounds? How are you recording?"

Here are some student work samples:

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I explain that students will have 5 minutes at each station and I show students the Station Rotation Guides. First graders need explicit modeling of every step, however, I don't want to personally model each station because I want students to discover the properties!

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from Generation Genius

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Draw and label two objects that make light.

Draw and label one of each: An opaque, translucent and transparent object.

Write the names of two objects that are transparent, two objects that are translucent, and two objects that are opaque.

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Learn that we can only see objects when light shines on them or when they make light. Objects can be transparent, translucent or opaque. Watch now!

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In the previous lesson, students put the materials they chose to investigate into bins for each table. This makes today's set-up a breeze! I have one bin per table, with lots of materials inside to investigate. Students work in pairs with their "elbow buddy" during the experiment. This allows them to have conversations and discuss the phenomena, as well as share their "aha" moments! Sharing a flashlight also means one friend can manipulate the flashlight while the other manipulates the object in the beam of light.

Set-up video.

For the opening, I set the purpose for learning by reading the objective.
Friends, today we will be investigating what happens when we put materials in a path of light. The path of light will be from our light source, the flashlight.
Then, I review the light investigation recording options.
Let's look at the recording options. First is a chart. On the left is the material you are testing, like the wooden blocks. On the right it says, "what happened." We are thinking that we might see shadows and record it here. But we also aren't sure what will happen with a few items on the list (like the mirrors). The second recording sheet lets you make categories based on what you observe, and it gives you guiding questions. Let's read them together.
I also remind students of etiquette while sharing materials.

Let's remind each other about how to share materials. What will I do if I want a wooden block, but Luke has it? (ask politely, wait) Let's all practice saying, "Can I please have ___ when you're finished? Thank you."

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In the previous lesson, students put the materials they chose to investigate into bins for each table. This makes today's set-up a breeze! I have one bin per table, with lots of materials inside to investigate. Students work in pairs with their "elbow buddy" during the experiment.

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This lesson is designed to help students understand that vibrations are responsible for the sounds we hear. Additionally, they learn that sound vibrations can travel through different mediums.

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This includes a parent letter to launch our unit as well.

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Lesson for 1st graders

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Setting the Stage:

National Science Education Science Standards Connection:

The National Science Education Standards has said that making observations is key to inquiry-based and discovery-focused learning in science instruction. In order to do this students participate in inquiry-based learning that allows them to solve a problem in science through observation, discourse and using a science journal. Students will then be give a chance to share their findings with their peers and then reflect on their own understanding.

N ext Generation Science Standards Connection:

In this unit my students learn that about heredity within animal families. They use different media to find evidence that animal babies are similar to their parents. Through exploration my students will discover that animals can have babies and in many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.

In this lesson students explore animal parents and animal babies through a matching game. In this lesson students explore ways that animals are similar but not exactly like their parents.

In order to support a high level of student discourse within my science lessons I have assigned two different student partnerships. Turn and Talk Partners are discourse partners that work together to share the deep thinking that happens throughout the day. Workshop Partners are partners who are matched together for the purpose of working during our independent times. In this lesson students will be engaged in both partnerships.

These cards include the vocabulary that covers standards LS1-2 and LS3-1. You can choose to use these cards in different ways. I like to print all vocabulary words on card stock and hang them on my science bulletin board as a reference tool throughout the unit. You can also use these cards as flashcards or a concentration matching game.
Vocabulary - Animal Families Materials:
Book: Are You My Mother by PD Eastman
Anchor Chart - Power Words
Animal Figurines - Farm animals, Forest Animals, Wild Animals, Ocean Animals, World Animals, Dinosaur Collection

Concentration game: Mommy and Baby Animals - Matching Cards, Other matching cards

Computers: FOSS Web Game

Science Journal - I just use blank paper in my journals so my students have space and freedom to experiment with graphic organizers, illustrations, etc.

Science Journal Prompt: Pick an animal. How is it similar to its parents?

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Setting the Stage: National Science Education Science Standards Connection: The National Science Education Standards has said that making observations is key to inquiry-based and discovery-focused learning in science instruction. In order to do this students participate in inquiry-based learning that allows them to solve a problem in science through observation, discourse and using a science journal.

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Setting the Stage:

Next Generation Science Standards Connection:

This STEM-based Lesson (Science, Technology, Engineering, and Mathematics) is designed to allow my students as much time as needed to analyze and test ways to solve problems using nature. In this lesson multiple things are being learned at the same time so constant assessment in happening throughout the lesson. STEM lessons provide opportunities for both high levels of discourse as well as allow for multiple ways to get to the desired outcome. The learning is guided by student questions, interest, and attempts at finding a solution to his/her problem.

In order to support a high level of student discourse within my science lessons I have assigned two different student partnerships. Turn and talk partners are discourse partners that work together to share the deep thinking that happens throughout the day. Workshop partners are partners who are matched together for the purpose of working during our independent times. In this lesson students will be engaged in both partnerships.

As a management tool I have the Engineering and Design Process Poster projected on our Interactive Whiteboard. I put my student's photos on magnets and as the children move through the different steps of the Engineering Design Process they move their photo to that step. This allows me to check in with groups and keep track of of who is still designing, evaluating or building.

Prior Knowledge Needed:

Students will need to know that problems are not just solved the first time they try it but will need to try it over and over again. I always tell my students, "Mistakes are opportunities to learn! Let's learn something new!"

The Engineering Design Process Poster

STEM & Plants - Research Guide

STEM Project Page - Biomimicry

Materials Station:

I ask teachers and parents to donate materials and recyclables - wood, paper towel rolls, egg cartons, milk cartons, fleece, string, masking tape, yarn, construction paper, dowels, etc.

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Have you heard of Biomimicy? This amazing science is using nature to solve everyday problems! Check out how 1st grade students use this science to plan and design solutions to real problems Plan your 60-minute lesson in Science or plants with helpful tips from Michele Beitel

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The growth and development of a plant is one of the most spectacular events in nature. Yet, because it happens so slowly, over the course of days or weeks, it is difficult to observe in real time. Watch this video from NOVA: "The Shape of Things", which depicts plant growth in time-lapse format.

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This one-minute time lapse video shows the phenomenon of plant growth and development from seeds to flowers. This phenomenon could stimulate the following driving questions:
What kinds of plants are these?

Do all plants grow like this?

What parts of a plant can you identify from this video?

How do plants change as they grow?

What happens to their size? Their shape? Their parts?

Do plants move? How do you know?

How does movement help the plant to grow and survive?

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This one-minute time lapse video shows the phenomenon of plant growth and development from seeds to flowers. This phenomenon could stimulate the following driving questions: What kinds of plants are these? Do all plants grow like this? What parts of a plant can you identify from this video?

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from ..NSTA website

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Setting the Stage: National Science Education Science Standards Connection: The National Science Education Standards has said that making observations is key to inquiry-based and discovery-focused learning in science instruction. In order to do this students participate in inquiry-based learning that allows them to solve a problem in science through observation, discourse and using a science journal.

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STEM PDF...

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The NSTA Next Generation Science Standards Hub offers information, resources, news, professional learning opportunities, and expert advice in understanding and implementing the Next Generation Science Standards - NGSS

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The NSTA Next Generation Science Standards Hub offers information, resources, news, professional learning opportunities, and expert advice in understanding and implementing the Next Generation Science Standards - NGSS

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This includes a video that kids teach us how to make Sock Seeds...

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Most Recent Review

I'm a huge supporter of having students involved in the process of learning science. In this activity, students are able to experience how seeds turn into plants. It is nice to see that students are able to see the connection between their activity and the results of the experiment over the course of several weeks or months.

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Most Recent Review I'm a huge supporter of having students involved in the process of learning science. In this activity, students are able to experience how seeds turn into plants. It is nice to see that students are able to see the connection between their activity and the results of the experiment over the course of several weeks or months.

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This is an hands-on experiment for kids to do ...scroll down and look for Dark vs Light (Level 1)

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The Siemens Foundation has invested more than $130 million in the United States to advance workforce development and education initiatives in science, technology, engineering and math. The Siemens Foundation's mission is inspired by the culture of innovation, research and continuous learning that is the hallmark of Siemens' companies.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Michele Beitel's Profile | Meadowlark Elementray | Curriculum | BetterLesson

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Michele Beitel's Profile | Meadowlark Elementray | Curriculum | BetterLesson

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Use this link https://app.seesaw.me/pages/shared_activity?share_token=13NpOQ-ZTW-YOBTnQhH8_w&prompt_id=prompt.9a47aeaf-2244-4ef3-857b-0392cf8582d0 for a Seesaw choice board activity.  Page 1 contains articles that are read to students.  Page 2 are books from MeL.

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Seesaw Activity - Constellation Research

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Youtube stages of sun across the sky for Unit LAUNCH

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Youtube stages of sun across the sky for Unit LAUNCH

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Storytime from Space-Next Time You See a Sunset

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Storytime from Space-Next Time You See a Sunset

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SOLID Start Sky Patterns - Lesson 4

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This video is a great piggyback to answer the question of where the sun appears in the sky over time. This shows how the 'path' shortens over the winter months. Great launch for why the days are shorter in winter and longer in summer.

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Maori Launch Video- How Maui Slowed the Sun

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Maori Launch Video- How Maui Slowed the Sun

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How Maui slowed the Sun - By Peter Gossage

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Great video about the Folklore....

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SOLID Start Sky Patterns - Lesson 6 (Read)

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Read Does the Sun Sleep?: Noticing Sun, Moon, and Star Patterns on Epic

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Built on a collection of 40,000+ popular, high-quality books from 250+ of the world's best publishers, Epic safely fuels curiosity and reading confidence for kids 12 and under.

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online access fun thousands children great kids ebooks books

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Read Does the Sun Sleep?: Noticing Sun, Moon, and Star Patterns on Epic

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Built on a collection of 40,000+ popular, high-quality books from 250+ of the world's best publishers, Epic safely fuels curiosity and reading confidence for kids 12 and under. Get Started

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SOLID Start Sky Patterns - Lesson 5

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SOLID Start Sky Patterns - Lesson 7 (not a good version, but the only I could find)

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“Starry Messenger: Galileo Galilei” By: Peter Sis

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SOLID Start Sky Patterns - Lesson 8

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SOLID Start Sky Patterns - Lesson 11

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Read Full STEAM Ahead!: The Four Seasons on Epic

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Built on a collection of 40,000+ popular, high-quality books from 250+ of the world's best publishers, Epic safely fuels curiosity and reading confidence for kids 12 and under.

Get Started

# data[].attributes.attachment_link.keywords[]
online access fun thousands children great kids ebooks books

# data[].attributes.attachment_link.title
Read Full STEAM Ahead!: The Four Seasons on Epic

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Built on a collection of 40,000+ popular, high-quality books from 250+ of the world's best publishers, Epic safely fuels curiosity and reading confidence for kids 12 and under. Get Started

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Star observations for 4 days

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For a tasty project and lots of buy-in :).

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Yum! Let's enjoy a bit of edible astronomy with this Oreo moon phases activity project. Have you ever noticed the changing shape of the moon! Let's explore how the moon's shape or moon phases change over the course of the month with a favorite cookie sandwich. Learn the moon phases with this simple moon craft activity and snack. Explore the moon with neat STEM activities all month long.

OREO MOON PHASES ACTIVITY FOR KIDS!

LEARN ABOUT THE MOON

Get ready to add this simple Oreo moon activity for kids to your space lesson plans this season. If you want to learn about the phases of the moon, let's get twisting! Twisting apart the cookies that is...

While you're at it, make sure to check out these other fun space theme activities.

Our science activities and experiments are designed with you, the parent or teacher, in mind! Easy to set up, quick to do, most activities will take only 15 to 30 minutes to complete and are heaps of fun! Plus, our supplies lists usually contain only free or cheap materials you can source from home!
Looking for easy to print activities, and inexpensive problem-based challenges? We have you covered... Click below to get your quick and easy STEM challenges.
PHASES OF THE MOON FOR KIDS

Let's dig into the cookie bag and learn about the different phases of the moon and what causes us to see only part of the moon at certain times of the month!

This fun Oreo moon phases activity lets kids combine a fun snack with simple astronomy in the process.

YOU WILL NEED:

Note: This Moon phases project can be easily done with construction paper as well!

Oreo cookies or similar generic brand

Paper plate

Marker

Plastic knife, fork, or spoon (for carving out the moon phases)

Glass of milk (optional for dunking the Moon)

HOW TO MAKE THE PHASES OF THE MOON WITH OREOS

1: Open up a pack of cookies and twist 8 cookies carefully apart.

2: Use the edge of a fork to draw a line down the center of the icing, carefully scrape off half the icing, and set onto the top of the paper plate to begin your first quarter Moon cycle.

3: Work from left to right on your cookie moon cycle, with next being waxing gibbous. Use the fork to draw the line, scrape off the icing, and set on the left of the first quarter Moon.

4: Work your way around: full Moon, waning gibbous, third quarter, waning crescent, new, waning crescent, and back to the first quarter.

5: Once all the Moon's are on the plate in a circle, carefully draw the Earth in the center with markers.

6: Use a marker or pen to write which Moon phase each cookie represents next to the appropriate Moon cookie model.

PHASES OF THE MOON TIPS

If you can't use food to illustrate the phases of the moon, why not try this moon phases craft activity using paper or felt.

WHAT ARE THE PHASES OF THE MOON?

To start, the phases of the Moon are the different ways the Moon looks from Earth over the course of about a month!

As the moon orbits around the Earth, the half of the moon that faces the sun will be lit up. The different shapes of the lit up portion of the moon that can be seen from the Earth are known as the phases of the Moon.

Each phase repeats itself every 29.5 days. There are 8 phases that the moon goes through.

HERE ARE THE MOON PHASES (IN ORDER)

NEW MOON: A new moon cannot be seen because we are looking at the unlit half of the Moon.

WAXING CRESCENT: This is when the Moon looks like a crescent and gets bigger in size from one day to the next.

FIRST QUARTER: Half of the lit portion of the Moon is visible.

WAXING GIBBOUS: This occurs when more than half of the lit portion of the Moon can be seen. It gets bigger in size day by day.

FULL MOON: The entire lit portion of the moon can be seen!

WANING GIBBOUS: This occurs when more than half of the lit portion of the Moon can be seen but it gets smaller in size day by day.

LAST QUARTER: Half of the lit portion of the Moon is visible.

WANING CRESCENT: This is when the Moon looks like a crescent and gets smaller in size from one day to the next

MORE FUN SPACE ACTIVITIES

MAKE OREO MOON PHASES FOR KIDS' ASTRONOMY!

Discover more fun and easy science & STEM activities right here. Click on the link or on the image below.
Looking for easy to print activities, and inexpensive science experiments? We have you covered... Click below to get your quick and easy science activities.

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Yum! Let's enjoy a bit of edible astronomy with this Oreo moon phases activity project. Have you ever noticed the changing shape of the moon! Let's explore how the moon's shape or moon phases change over the course of the month with a favorite cookie sandwich.

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Google Slides of Light and sound Lessons

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Google Slides of Light and sound Lessons

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Celestial Patterns Unit: Phenomenal Science/SOLID Start/Mystery Science: Scope and Sequence

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Celestial Patterns Unit: Phenomenal Science/SOLID Start/Mystery Science: Scope and Sequence

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SOLID Start Sky Patterns: Lessons and Slide Decks

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SOLID Start Sky Patterns: Lessons and Slide Decks

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SOLID Start First Grade Unit Sky Patterns

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Phenomenal Science - Star Light, Star Bright Unit

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Phenomenal Science - Star Light, Star Bright Unit

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1 PS First Grade Unit 1 Star Light, Star Bright - RELEASED Aug 2020