Moon Phases Display

WALT (We Are Learning To)

• Understand and describe the phases of the moon.
• Create and display a physical model representing these phases.

Success Criteria

• Identify at least four phases of the moon by name and appearance.
• Explain why the moon appears to change shape during the month.
• Collaborate to build a physical representation of the moon's phases.
• Accurately sequence the phases in the correct order.

Australian Curriculum Links (Science - Year 2)

Science Understanding: Earth and Space Sciences

• AC9S2U02: Observe and describe phases of the moon as patterns that repeat on a monthly basis .
• AC9S2I01: Pose questions to explore observed simple patterns and relationships and make predictions based on experiences .

Science Inquiry Skills

• AC9S2I03: Make and record observations, including informal measurements, using digital tools as appropriate .
• AC9S2I04: Sort and order data and information and represent patterns, including with provided tables and visual or physical models .
• AC9S2I05: Compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance .

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Lesson Outline (45 minutes)

Time Allocation	Activity	Description
0-5 minutes	Introduction & WALT	Brief class discussion: introduce the moon phases and WALT. Show simple visuals/photos of the moon’s changing shapes over the month.
5-15 minutes	Story and Dyslexia-Friendly Reading	Read aloud a short, simple descriptive story about the moon phases with large text and high contrast visuals for dyslexic-friendly access.
15-30 minutes	Hands-On Activity: Build a Moon Phases Model	Using foam balls (moon), lamps (sun), and globe (Earth) or student-made models, physically demonstrate moon phases.
30-40 minutes	Ordering and Display	In small groups, students arrange pre-made moon phase cards in correct sequence on classroom display. Add labels (new, crescent, full, waning).
40-45 minutes	Reflection, Discussion & Success Criteria Review	Ask students to name the phases they learned. Prompt questions on why we see the moon change shape. Reflect on the model and sequencing activity.

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Detailed Activities

Introduction (5 minutes)

• Show images or a short animation of the moon phases cycle.
• Explain that the moon doesn’t actually change shape but appears different because of how sunlight shines on it as the moon moves around Earth.

Dyslexia-Friendly Reading (10 minutes)

• Use a story with clear, simple sentences like "The moon changes during the month. Sometimes it looks like a circle. Sometimes it looks like a crescent."
• Provide printed copies with large font and coloured backgrounds.
• Read aloud, allowing students to follow visually and join in repeating key phrases.

Hands-On Model Building (15 minutes)

• Distribute materials:
  • Small white foam balls (moon) — one per student.
  • Yellow lamps (or flashlights) to represent the sun.
  • A large ball or globe to represent Earth (or a labelled sphere).
• Teacher demonstrates how the moon orbits Earth while sunlight shines on it.
• Students work in pairs rotating the "moon" around the "Earth" and observe shadows on the moon to identify phases.
• Prompt students to notice how the shape changes from new moon, crescent, half, gibbous, to full moon.

Ordering and Display (10 minutes)

• Provide cards with images of the moon phases and their names.
• In small groups, students place the cards in order and stick them on a bulletin board.
• Encourage them to talk about what phase comes next and why.

Reflection and Review (5 minutes)

• Ask questions such as:
  • "Can anyone name a moon phase we learned today?"
  • "Why does the moon change shape in the sky?"
  • "What was your favourite part of making the model?"
• Recap WALT and success criteria.

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Differentiation Strategies

• For diverse learners:
  • Use visual aids, tactile materials, and step-by-step guidance during the model activity.
  • Provide sentence starters for discussions, e.g., "I see the moon is...".
  • Use peer support and group work to encourage verbal and social interaction.
• For students with dyslexia:
  • Provide dyslexia-friendly reading materials with clear fonts and colours.
  • Use oral storytelling and visual reinforcements.
  • Allow use of digital speech-to-text or reading apps if available.
• For advanced learners:
  • Challenge them to research and share about lunar eclipses or how First Nations Australians use moon phases for scientific knowledge.
  • Create an extended moon phase calendar to mark full moon days over the month.

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Resources Needed

• Images or printed cards of moon phases (New Moon, Waxing Crescent, First Quarter, Waxing Gibbous, Full Moon, Waning Gibbous, Last Quarter, Waning Crescent).
• Small white foam balls or similar to represent the moon.
• Globe or ball for Earth.
• Yellow lamps or torches as sun.
• Dyslexia-friendly story text printed.
• Bulletin board or wall space for moon phase display.
• Labels and sticky tape.

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This lesson plan fully aligns to the Australian Curriculum (v9) for Year 2 Science, particularly the content descriptions AC9S2U02 (Earth and space sciences: phases of the moon) and inquiry skills AC9S2I01, AC9S2I03, AC9S2I04, AC9S2I05, ensuring students observe patterns, make predictions, and represent those patterns physically and visually using manipulatives【13:13,5,14,18†AC9S2I01.md】 .

Including hands-on manipulation, visual sequencing, supportive reading materials, and opportunities for student reflection caters well to a range of learners and makes the lesson dynamic and memorable.