Phases of the Moon
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Phases of the Moon
45min
Students will be able to use message events to model the phases of the Moon.
Prerequisites
_Computer Science_: Students should have experience with creating sequences.
_Science_: Students should be familiar with different patterns in the sky, particularly the phases of the Moon.
Lesson Preparation
* If time is limited, complete only the Guided Practice and Independent Practice sections of the lesson.
* Prepare for 3 students to model the movement of the sun, moon, and earth. You may want to prepare paper signs that say “Sun”, “Moon”, “Earth”. If you have the space, set up for all students to get into groups of 3 to model the movement of the sun, moon, and earth.
* This lesson uses starter code. If needed, you can reset the starter code for students.
* To observe how the position of the Moon in relation to the Sun and Earth changes what we see at night view the Phases of the Moon video in the Resources section.
Lesson Plan
Lesson Slides
Lesson Standards
| Standard | Description |
|---|---|
| AZ CS K-5: K.AP.C.1 | With teacher assistance, identify programs with sequences and simple loops, to express ideas or address a problem. |
| AZ CS K-5: 1.AP.C.1 | Identify programs with sequences and simple loops, to express ideas or address a problem. |
| AZ CS K-5: 2.AP.C.1 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| CA CS K-5: K-2.AP.12 | Create programs with sequences of commands and simple loops, to express ideas or address a problem. |
| CSTA 1A: 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| FL CS K-2: SC.K2.CS-CS.1.3 | Describe how models represent a real-life system (e.g., globe or map). |
| FL CS K-2: SC.K2.CS-CS.3.1 | Create a digital artifact (independently and collaboratively) that clearly expresses thoughts and ideas. |
| FL CS K-2: SC.K2.CS-CP.2.4 | Construct a simple program using tools that do not require a textual programming language (e.g. block-based programming language). |
| FL CS K-2: SC.K2.CS-CP.3.1 | Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. |
| GA CS K-2: CSS.KC.K-2.2.4 | Build (use, modify and/or create) collections of digital images and words to communicate learning using a variety of media types. |
| GA CS K-2: CSS.CT.K-2.5.3 | Create and use Algorithms (a set of step-by-step instructions) to complete a task. |
| GA CS K-2: CSS.CT.K-2.5.4 | Use Algorithms (a set of step-by-step instructions) to construct programs (using a block-based programming language or unplugged activities) that accomplish a task as ameans of creative expression. |
| GA CS K-2: CSS.CC.K-2.6.3 | Present information using a digital device. |
| GA Science K-5: S2E2 | Obtain, evaluate, and communicate information to develop an understanding of the patterns of the sun and the moon and the sun’s effect on Earth. |
| GA Science K-5: S2E2.d | Use data from personal observations to describe, illustrate, and predict how the appearance of the moon changes over time in a pattern. |
| GA Science K-5: S4E2 | Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the moon in relation to the sun as observed from the Earth. |
| GA Science K-5: S4E2.b | Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full). |
| HI 1A: 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| IL K-2: K-2.AP.10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| IN K-2 CS 2023: K-2.PA.3 | Develop programs with sequences and simple loops to express ideas or address a problem. (E) |
| IN Science K-5: 1.ESS.1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| IN Science K-5: 4.ESS.1 | Investigate how the moon appears to move through the sky and it changes day to day, emphasizing the importance of how the moon impacts the Earth, the rising and setting times, and solar and lunar eclipses. |
| KY CS K-5: E-AP-03 | Routinely create programs using a variety of tools to express ideas, address a problem or create an artifact, individually and collaboratively. |
| LA CS K-5: E.AP.2. | Define what a control structure is and create programs that include sequences, conditionals, events, and loops. |
| LA CS K-5: E.AP.4A | Create a simple program to achieve a goal with expected outcomes. |
| MA DLCS K-2: K-2.DTC.a.3 | Create a simple digital artifact. |
| MA DLCS K-2: K-2.DTC.a.4 | Use appropriate digital tools individually and collaboratively to create, review, and revise simple artifacts that include text, images and audio. |
| MA DLCS K-2: K-2.CT.d.3 | Individually or collaboratively, create a simple program using visual instructions or tools that do not require a textual programming language (e.g., “unplugged” programming activities, a blockbased programming language). |
| MA DLCS K-2: K-2.CT.e.1 | Describe how models represent a real-life system (e.g., globe, map, solar system, digital elevation model, weather map). |
| MA DLCS K-2: K-2.CT.e.2 | Define simulation and identify the concepts illustrated by a simple simulation (e.g., growth and health, butterfly life cycle). |
| MD CS K-5: K.AP.A.01 | Model daily processes and follow basic algorithms (step-by-step lists of instructions) to complete tasks. |
| MD CS K-5: 1.AP.A.01 | Model daily processes and follow basic algorithms (step-by-step lists of instructions) to complete tasks verbally, kinesthetically, via a programming language, or using a device. |
| MD CS K-5: 2.AP.A.01 | Model daily processes by creating and following algorithms (step-by-step lists of instructions) to complete tasks verbally, kinesthetically, via a programming language, or using a device. |
| MI CS K-2: 1A-AP-08 | Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. |
| MI CS K-2: 1A-AP-10 | Develop programs with sequences and simple loops, to express ideas or address a problem. |
| MS CS K-2: AP.1A.3 | Develop programs with sequences and simple loops to express ideas or address a problem. |
| NC CS K-2: K2.AP.03 | Develop programs with sequences and simple loops to express ideas or address a problem. |
| NE K-5 Technology: NE.K5.31 | Use painting/drawing tools and other applications to create and edit work. |
| NE K-5 Technology: NE.K5.59 | Write programs using visual (block-based) programming languages (scratch). |
| Nebraska K12 Technology CS: NE.K12.1 | Create algorithms, or series of ordered steps, to solve problems. |
| NGSS K-5: 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| NJ CS K-2: 8.1.2.AP.3 | Create programs with sequences and simple loops to accomplish tasks. |
| NV CS K-5: 2.AP.C.1 | Develop programs with sequences and loops, to express ideas or address a problem. |
| NV CS K-5: K.AP.A.1 | Model daily processes by creating and following sets of step-by-step instructions (algorithms) to complete tasks. |
| NY CS K-6: K-1.CT.1 | Identify and describe one or more patterns (found in nature or designed), and examine the patterns to find similarities and make predictions. |
| NY CS K-6: K-1.CT.6 | Follow an algorithm to complete a task. |
| OK CS K-2: 1.AP.A.01 | With guidance, model daily processes and follow algorithms (sets of step-by-step instructions) to complete tasks verbally, kinesthetically, with robot devices, or a programing language. |
| OK CS K-2: 1.AP.C.01 | With guidance, independently or collaboratively create programs to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing and repetition. |
| OK CS K-2: 1.AP.PD.01 | Independently or with guidance, create a grade-level appropriate artifact to illustrate thoughts, ideas, or stories in a sequential (step-by-step) manner (e.g., story map, storyboard, and sequential graphic organizer). |
| OK CS K-2: 2.AP.A.01 | With guidance, model daily processes by creating and following algorithms (sets of step-by- step instructions) to complete tasks verbally, kinesthetically, with robot devices, or a programing language. |
| OK CS K-2: 2.AP.C.01 | With guidance, independently and collaboratively create programs to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing and repetition. |
| OK CS K-2: 2.AP.PD.01 | Independently or with guidance, create a grade-level appropriate artifact to illustrate thoughts, ideas, or stories in a sequential (step-by-step) manner (e.g., story map, storyboard, and sequential graphic organizer). |
| OK CS K-2: K.AP.A.01 | With guidance, model daily processes and follow algorithms (sets of step-by-step instructions) to complete tasks verbally, kinesthetically, with robot devices, or a programing language. |
| OK CS K-2: K.AP.C.01 | With guidance, independently or collaboratively create programs to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing (i.e., emphasizing the beginning, middle, and end). |
| RI CS K-5: 1A-CT-C-1 | Develop simple programs with sequences and simple repetitions. |
| RI CS K-5: 1A-DL-CU-1 | Use software tools to create simple digital artifacts |
| TN CS K-5: 1.CCP.3 | Construct an algorithm by arranging sequential events step-by-step in a logical order. |
| TN CS K-5 2022: K.AT.1 | Construct sequential events step-by-step in a logical order. |
| TN CS K-5 2022: 1.AT.2 | Classify and sort information into logical order with and/or without a computer. |
| TX K-5 CS: 2.2.B | Use a design process to create a sequence of code that includes loops to solve a simple problem with or without technology. |
| UT CS K-5: K.AP.1 | Model processes by creating and following algorithms to complete tasks. |
| UT CS K-5: 1.AP.3 | Create programs with sequences (steps) of commands and simple loops (repeated patterns), to express ideas or address a problem. |
| UT CS K-5: 2.AP.1 | Deconstruct the steps needed to solve a task into a sequence of instructions. |
| UT Science K-6: 1.1.1 | Obtain, evaluate, and communicate information about the movement of the Sun, Moon, and stars to describe predictable patterns. Examples of patterns could include how the Sun and Moon appear to rise in one part of the sky, move across the sky, and set; or how stars, other than the Sun, are visible at night but not during the day. |
| WI CS K-2: AP1.a.1.e | Construct and execute algorithms (sets of step-by- step instructions), which include sequencing and simple loops to accomplish a task, both independently and collaboratively, with or without a computing device. |
| WI CS K-2: AP2.a.1.e | Construct programs to accomplish a task or as a means of creative expression, which include sequencing, events, and simple loops, using a block- based visual programming language, both independently and collaboratively (e.g., pair programming). |
| WI CS K-2: DA4.a.2.e | Create a model of an object or process in order to identify patterns and essential elements (e.g., water cycle, butterfly life cycle, seasonal weather patterns). |
| WY CS K-2: 2.AP.A.01 | With guidance, identify and model daily processes by creating and following algorithms (sets of step-by- step instructions) to complete tasks (e.g., verbally, kinesthetically, with robot devices, or a programming language). |
| WY CS K-2: 2.AP.C.01 | With guidance, independently and collaboratively create programs to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing, conditionals, and repetition. |