Unit Plan 3 (Grade 6 Science): Phases of the Moon
Grade 6 unit modeling the lunar cycle: students explain Moon phases as views of the lit half during its orbit, naming and sequencing phases in a monthly pattern.
Focus: Use models of the Earth–Sun–Moon system to describe the lunar cycle and explain how the Moon’s appearance changes in a predictable pattern over about a month.
Grade Level: 6
Subject Area: Science (Earth & Space Science — Earth in Space • Scientific Modeling)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
In this unit, students investigate why the Moon appears to change shape in the sky over time. They use physical, diagram, and digital models of the Earth–Sun–Moon system to understand that the Moon is always half lit by the Sun, and that phases are caused by the portion of the lit half we can see from Earth. Students create and interpret lunar phase sequences, connect them to the Moon’s orbit, and learn names like new moon, first quarter, full moon, waxing, and waning. This work deepens their use of MS-ESS1-1 models and prepares them to extend those models to eclipses and seasons in later units.
Essential Questions
- What causes the Moon to appear to change shape over about a month?
- How does the Moon’s orbit around Earth create a cyclic pattern of phases?
- How can models of the Earth–Sun–Moon system help us explain lunar phases accurately?
- What are the strengths and limitations of our Moon phase models compared to the real system?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Describe the basic lunar cycle as a repeating pattern of phases over about 29–30 days.
- Develop and use physical and diagram models of the Earth–Sun–Moon system to explain why we see different phases of the Moon from Earth.
- Correctly identify and sequence major Moon phases (new, waxing crescent, first quarter, waxing gibbous, full, waning gibbous, third/last quarter, waning crescent).
- Use observational data (real or simulated Moon calendars) to identify cyclic patterns and relate them to the Moon’s orbit.
- Explain the strengths and limitations of their Moon phase models (e.g., not to scale, positions simplified) and how these models also support understanding of eclipses and seasons in the broader standard.
Standards Alignment — 6th Grade (NGSS-based custom)
- MS-ESS1-1 — Develop and use a model of the Earth–Sun–Moon system to describe the cyclic patterns of lunar phases, eclipses, and seasons.
- In this unit (phases focus): students use models specifically to describe the cyclic pattern of lunar phases and how it results from the Moon’s orbit around Earth and changing view of the lit half from Earth.
Success Criteria — Student Language
- I can name and order the main phases of the Moon in a cycle.
- I can use a model to show how the Moon’s position around Earth changes what we see from Earth.
- I can explain that the Moon is always half lit by the Sun, and phases are about what part of the lit half we see.
- I can use a Moon calendar or data to show that phases follow a repeating pattern.
- I can describe at least one strength and one limitation of our Moon phase models.