The Moon’s Changing Face

Overview

In this sixth lesson of Exploring Our Cosmic Playground, students observe and order three familiar Moon phases, then model the changing illuminated part of the Moon using biscuits. They connect Earth’s Moon with the many moons orbiting other planets, developing careful observation, communication, and pattern-finding skills.

Learning intentions

• WALT observe and identify different phases of the Moon.
• WALT understand that Earth has one special Moon.
• WALT recognise that other planets, including Jupiter and Saturn, also have moons.
• WALT use a model to show how the Moon can appear to change shape.

Success criteria

• I can identify and order three Moon phases.
• I can explain that the Moon does not make its own light; sunlight makes the visible part look bright.
• I can name two planets that have moons.
• I can use a model to show different Moon shapes.

Curriculum links

• Earth and Space: noticing patterns in the sky and describing the Moon’s changing appearance.
• Physical Science: using observations and simple models to represent how light affects what we see.
• Science capabilities: observing carefully, interpreting patterns, communicating explanations, and participating in a collaborative investigation.
• Key Competencies: thinking; managing self; relating to others; participating and contributing.

Lesson structure (45 minutes)

1. 0–5 min · Wonder and recall. Open with the Moon mystery hook showing three different Moon images and ask, “Is the Moon changing shape, or are we seeing it differently?” Students quietly observe, share what they notice with a partner, and recall any Moon observations from earlier lessons.

2. 5–12 min · Teach the pattern. Use the Moon phases teaching slides to introduce new Moon, crescent, half Moon or quarter, gibbous, and full Moon in child-friendly language. Explain that the Moon is a rocky object that travels around Earth, and sunlight lights up half of it; from Earth, we see different amounts of the bright part. Students practise saying and showing “crescent”, “half Moon”, and “full Moon” with hand shapes.

3. 12–17 min · Collaborative ordering. Give each group of four a set of picture-sequence instructions and Moon phase picture sequence cards. Students work together to identify, discuss, and order three phases from a starting phase to a later phase. Pause to check: “Which phase shows the most bright part? Which shows the least?” Groups explain one ordering choice to the class.

4. 17–32 min · Oreo Moon models. Display model-making instructions and demonstrate carefully twisting an Oreo-style biscuit apart, using the icing to represent the bright part visible from Earth. Students make three models: crescent, half Moon, and full Moon, placing them in order on the Moon observation and recording sheet. They draw each model, label it, and record what they notice. Provide plain crackers with safe spread or paper circles for students who cannot eat the biscuits; check allergies before beginning.

5. 32–39 min · Our Moon and other moons. Show Earth’s Moon and other planets’ moons slides with age-appropriate images of Earth, Jupiter, and Saturn. Explain that Earth has one natural Moon, while Jupiter and Saturn each have many moons. Students turn and talk: “What is the same? What is different?” They complete the comparison prompts on the worksheet, naming Jupiter and Saturn as two planets that have moons.

6. 39–45 min · Share and check. Use plenary and exit questions to revisit the learning. Invite several students to hold up or point to a model while naming its phase. Students complete the final three prompts on the worksheet: draw and label three ordered phases, name two planets with moons, and finish the sentence, “The Moon looks different because…”.

Resources

• Moon phases and comparison slide deck
• Moon observation and recording sheet
• Oreo-style biscuits or equivalent safe alternatives
• Paper plates or small trays for groups
• Plastic knives or teaspoons, if needed
• Moon phase picture sequence cards
• Images or prepared printouts of Earth, Jupiter, and Saturn
• Allergy-safe wipes, rubbish bowl, and handwashing supplies

Assessment

• Listen for accurate observations and explanations during partner talk and group ordering; ask students to justify the sequence rather than guessing.
• Check models and worksheet drawings for three recognisable, correctly ordered phases and appropriate labels.
• Use the final worksheet prompts as an exit check. Confer with students who confuse the Moon’s shape with the amount of sunlight visible.

Differentiation

• Provide picture sequence cards, real models, gestures, and the sentence starters “I notice…” and “I think this comes next because…” for students needing support.
• Keep students in supportive groups of four with roles such as observer, biscuit modeller, recorder, and speaker; rotate roles where possible.
• Pre-teach and display key words with pictures: Moon, Earth, Sun, crescent, half Moon, full Moon, bright, and planet. Accept oral responses or scribing for students who find writing difficult.
• For EAL learners and students with additional learning needs, use repeated modelling, paired rehearsal, enlarged images, and reduced recording demands. Offer a non-food modelling option for sensory, dietary, or allergy needs.
• Extension learners can compare how the Moon might appear from different planets in our eight-planet system. They should draw a simple labelled diagram and explain that the view could change because the observer’s position is different.