1. Subject: Science “ the phases of the moon”
Grade: 1
Behavioral Objective
The first grade learner will model understanding of the eight phases of the
moon using the Oreo cream-cookie representation activity.
 Distinguish between scientific fact and opinion.
 Ask questions about objects, organisms, and events.
 Understand that all scientific investigations involve asking and answering
questions and comparing the answer with what is already known.
 Plan and conduct a simple investigation and understand that different
questions require different kinds of investigations.
 Use simple equipment (tools and other technologies) to gather data and
understand that this allows scientists to collect more information than
relying only on their senses to gather information.
 Use data/evidence to construct explanations and understand that scientists
develop explanations based on their evidence and compare them with
their current scientific knowledge.
 Communicate procedures and explanations giving priority to evidence
and understanding that scientists make their results public, describe their
investigations so they can be reproduced, and review and ask questions
about the work of other scientists.
Materials Needed
 One pre-made paper plate with moon phases attached
 8 Oreo cookies, split per student
 One plastic spoon per student
Anticipatory Set
The teacher will remind students of the phases of the moon with a quick
review of the 8 different phases. The teacher will then explain that each
student will show a full lunar cycle that is edible at each of their very own
seats!
Activity
Each student will be given 8 split Oreo cookies and one plate with the
phases of the moon on the bottom of the plate. The student will use their
spoon to move the cream off the cookie to model the correct phase of the

2. moon. After completing eight correct moon phases with their cookies, the
student will label each phase of the moon with the correct name strip (New
moon, full moon, waxing crescent, waning crescent, first quarter, last
quarter, waxing gibbous, waning gibbous). Once the student has correctly
labeled the „moons‟, they may eat the cookies and take the plate home,
where it can be used to track the moon in their own neighborhood.
Closure
The teacher will review the correct phases of the moon in the correct order
before allowing the students to eat their moon phases. The teacher will also
show each student that their moon phase plate can be hung in a window so
students may follow the phases of the moon from their own window.
Assessment
The teacher will continually walk around and assist students in the activity.
The teacher will be checking for understanding and making sure that each
student is on track with their moon phases during the activity. The teacher
will informally assess each student as she walks around and a formative
assessment will be noted upon the completion of the activity. Students will
be given a check plus (√+) for completing the activity to the best of their
ability, a check (√) for work that is complete, but not to the best of their
ability, and a check minus (√-) foe work that is below their working ability.
Accountability
Each student is responsible for modeling the phases of the moon using
cookie cream. The phases should closely resemble the phases of the moon,
as noted on the bottom of the moon phases plate.