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2026–27 • Labs & wellness

Moon Phases

Explore why we see different amounts of the Moon’s sunlit half.

Classroom lesson: Moon Phases

Today I can…

compare pictures of Moon phases

Words to know

Words for this lesson

MOONSUNBALLLIGHTPHOTO

Follow along

What we will do

  1. 1

    Find the full Moon

    Choose the photograph showing a full Moon.

  2. 2

    Find the crescent

    Choose the photograph showing a crescent Moon.

  3. 3

    Watch the model

    Watch the lit part of the ball as an adult moves it.

  4. 4

    Notice the whole

    Notice that the whole ball stays round.

  5. 5

    Order the photos

    Arrange three dated Moon photos using the reference sequence.

  6. 6

    Follow the pattern

    Choose the next photo in the provided phase sequence.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

FULLCRESCENTLOOKHELPBREAK
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Existing Moon photographs with dates; large intact ball; secured cool LED flashlight; existing AAC. No sticks, food models, loose parts or bright light aimed at faces.

Safety first

Keep learners seated at a shared display; offer observation without touch and AAC, gaze, gesture or speech. Honor NO, STOP and BREAK; allow wait time and follow individual vision, allergy, mouthing and supervision plans. Select support individually, never by age or House. Adults control a large intact ball and secured cool LED light directed away from eyes; no sticks, food models or loose parts. Keep learners seated and do not require classroom darkening. Use photos if the model is unclear. The Moon stays round and the visible sunlit fraction changes; ordinary phases are not Earth’s shadow.

Follow each student's IEP, health, feeding, allergy, behavior, and mobility plans.

Individual learning objectives

Choose Level 1, 2 or 3 individually in either House group. A House is not an ability level. Watching, directing and communicating a boundary are valid participation.

Level 1

Match full Moon or crescent.

Level 2

Order three provided phase photographs.

Level 3

Use a model to explain changing visible light.

Skill focus: Pattern recognition, visual tracking, astronomy, sequencing

30-minute teaching sequence

Introduce · 5 min

5 min: Show full-Moon and crescent photographs. Ask, "Same Moon or different Moons?" Explain that the Moon stays round while the sunlit part we see changes. Offer FULL/CRESCENT and LOOK/BREAK.

I do · 10 min

I do 10 min: Use a large ball and cool LED light, directed away from eyes. Keep the light fixed; move the ball to show different views of its lit half. State that ordinary phases are not Earth's shadow. Use photographs if the model is unclear.

We do · 10 min

We do 10 min: Compare a dated phase sequence prepared before class. L1 matches one shape. L2 orders three photographs using the reference sequence. L3 explains that we see changing amounts of the sunlit half. Revisit the repeating sequence; never require darkening the classroom.

Exit choice · 5 min

L1: Which looks full? L2: Which phase comes next? L3: Why does the Moon appear to change shape? Accept AAC, gaze, gesture or speech. Record support.

Science note: Phase is how the lit Moon looks.

Curriculum connection: NGSS 1-ESS1-1 connection.

Prepare for this learner

Both House groups: choose L1/L2/L3 individually, never by age. Stay seated; teacher controls materials. Offer speech, AAC, pointing or gaze, 1-2 high-contrast choices, wait time, observation/no-touch and NO/BREAK. Record response and support; honor refusal.

Record the response, access method, opportunities and support used. Record observed, declined or not assessed separately; a communicated refusal is not a failure of participation.

Word lesson plan

Editable classroom source plan. Source files may retain earlier titles. Use the individual level choices and safety guidance above when preparing the session.

Download editable lesson plan (Word)

Access supports

Communication Model five core words; accept speech, AAC, eye gaze, gestures, object choices, signs, and partner-assisted scanning.

Sensory Present one material at a time. Offer tools, gloves, observe-only, a scent-free choice, and a quiet break.

Motor Stabilize containers, pre-loosen parts, use adapted grips, and offer seated, standing, partner, or directing roles.

Learning Show the finished result, model first, use short visual steps, repeat, and record the least support needed.

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