Lesson Plan: The Lunar Cycle

Grade Level: 9th Grade Integrated Science

Duration: 2 Days (50-minute class periods)

Standard Alignment (Missouri Example):

HS-ESS1.A.2: Use observations and models to explain the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.

Day 1 – Introduction to the Lunar Cycle

Objective:

Students will describe the cause of the lunar phases and identify the main phases of the Moon.

Materials:

• Globe (Earth model)
• Lamp (Sun model)
• Small foam balls or Styrofoam balls on sticks (Moon models, 1 per student)
• Lunar cycle diagram handout

Activities:

1. Engage (5 min)
   • Show students pictures of the Moon at different phases.
   • Ask: “Why do we see different shapes of the Moon throughout the month?”
2. Explore (15 min)
   • Demonstration: Place the lamp (Sun) in the center of the room. A globe (Earth) in the middle and students hold their “Moons.”
   • Students rotate around Earth holding their Moons to see phases.
   • Discuss how the Sun always lights half the Moon, but we see different amounts from Earth.
3. Explain (15 min)
   • Direct instruction on lunar phases: New Moon, Waxing Crescent, First Quarter, Waxing Gibbous, Full Moon, Waning Gibbous, Last Quarter, Waning Crescent.
   • Students label a diagram of the lunar cycle.
4. Elaborate (10 min)
   • Students use their Moon model to demonstrate where each phase occurs.
   • Teacher checks for misconceptions (e.g., shadow of Earth does not cause phases).
5. Exit Ticket (5 min)
   • “What causes the phases of the Moon?”

Day 2 – Applying Knowledge of the Lunar Cycle

Objective:

Students will use observations and models to predict lunar phases and explain their sequence.

Materials:

• Moon phase calendar (current month or printable)
• Whiteboards or paper for sketching
• “Lunar Cycle Prediction” worksheet

Activities:

1. Review (5 min)
   • Quick review game: Teacher shows an image of a Moon phase, students write the name on whiteboards.
2. Explore (10 min)
   • Students examine a Moon phase calendar for the current month.
   • Discussion: “What phase will the Moon be in 5 days? How do you know?”
3. Explain (15 min)
   • Teacher models how to predict Moon phases by counting forward in the cycle.
   • Students practice filling in missing phases on the worksheet.
4. Elaborate (15 min)
   • Small group challenge: Each group creates a 1-minute skit using their Moon models to “act out” the cycle.
   • Groups present to the class.
5. Evaluate (5 min)
   • Exit Ticket: “If today is a Waxing Crescent, what will the Moon look like in one week? Explain your reasoning.”

Assessment:

• Day 1 exit ticket (concept of lunar phases cause)
• Day 2 exit ticket (application and prediction)
• Worksheet and group performance