|
Unit Plan |
The Earth-Moon System - Phases of the Moon and Eclipses
Sean OConnor
McGlynn Middle School
Medford, MA |
 |
|
get print version... |
AGI, TERC, and their employees do not warrant the completeness, accuracy, appropriateness,
and/or safety of the procedures, materials, and content contained herein.
|
|
|
|
Stage 1: Identify Desired Results |
|
|
|
Unit Description |
|
|
| |
Students investigate how the relative movements and positions of the Earth, sun, and moon account for the phases of the moon as well as how solar and lunar eclipses occur. Students will use hands-on activities, 3D models, and the internet to develop an enduring understanding of why the moon appears to change shape through its monthly cycle. Students will also determine the causes of solar and lunar eclipses through the use of these models and activities and will witness a lunar eclipse at the end of the unit. |
|
|
|
Relationship to the Big Ideas in Earth Science: |
|
| |
The relative position and movements of the Earth, moon and sun account for lunar and solar eclipses, the observed moon phases, tides and seasons. |
|
|
Unit Enduring Understandings: |
|
| |
- Recognize that the moon's phases are caused by the relative positions of the sun, the moon and Earth.
- Know that rare alignments of the sun, the moon and Earth cause solar and lunar eclipses.
|
|
|
Unit Essential Questions: |
|
| |
- Why does the shape of the moon appear to change shape?
- Where and when does the moon appear in the sky?
- Why does the same side of the moon always face the Earth?
- Why do solar and lunar eclipses occur?
|
|
|
What students will need to know and be able to do (knowledge and skills): |
|
| |
- Students will recognize the factors that contribute to the phases of the moon
- The moon orbits around the earth once every 29.5 days.
- The light we see from the moon is reflected light from the sun.
- How much light (the part of the moon) we see depends on the positions of the earth, moon, and sun. - Students will identify the 8 different phases of the moon and the order they occur in.
- Students will predict when and where the moon will rise on the horizon and know how that is related to its phase.
- Students will know that the revolution and rotation of the moon occur at equal rates and result in the same side of the moon facing Earth.
- Students will know that eclipses are due to rare alignments of the sun, moon and Earth.
6. Students will recognize the scale relationships between the sun, moon, and the Earth.
|
|
|
What do students typically misunderstand? |
|
| |
Phases of the moon are due to shadows being cast on the moon.
The moon radiates its own light.
The far side of the moon is the "dark side".
The moon phases are caused by clouds.
The moon doesn't rotate.
The relative distance and size of the moon, sun and Earth are distorted (i.e. Earth is 4 times bigger than moon)
|
|
|
Stage 2: Determine Acceptable Evidence |
|
|
|
|
|
G |
|
What is the Goal of the performance? |
|
|
| |
To demonstrate the relative positions of the sun, moon and Earth that are necessary for a lunar eclipse and a new moon to occur. |
|
|
|
|
|
R |
|
What Role does the student assume in the performance? |
|
|
| |
The students become the teacher. |
|
|
|
|
|
A |
|
What Audience does the student address? |
|
|
| |
The student (with their group) will address the class and teacher. |
|
|
|
|
|
S |
|
What is the Situation for the performance? |
|
|
| |
The students will work with their groups to develop a way to explain how a new moon and a lunar eclipse occur. |
|
|
|
|
|
P |
|
What Product should be produced? |
|
|
| |
The students will develop a model(s) that they can use to explain the positions of the moon, sun and Earth that are necessary to cause a lunar eclipse as well as a new moon. They will design their model(s) from common, available materials (remember: reduce, reuse, recycle). They may not use a commercial model that has already been designed for this purpose. |
|
|
|
|
|
S |
|
What are the Standards for the product? |
|
|
| |
To complete this task successfully, they must:
1. Design their model from common, available materials (they may not use a commercial model that has already been designed for this purpose).
2. Demonstrate and describe their model to the class. Show how it explains the new moon and the lunar eclipse.
3. Include a description of the position and motions of the earth, moon, and sun as they describe the model.
4. Use your models to show and explain the difference between the two events.
5. Identify any inaccuracies in the model that may lead the audience to develop misconceptions (ie. size and distance inaccuracies).
6. Show evidence that each person in your group contributed to the task.
|
|
|
Preconception Survey: |
|
| |
|
|
|
Quizzes, Tests, and Academic Prompts: |
|
| |
Moon phase quiz - show 8 phases
2 open response prompts
- why does the moon appear to change shape throughout the month
- why doesn't an eclipse occur every month
Eclipses chapter test (multiple choice, fill-in blank, short answer) |
|
|
Other Evidence: |
|
| |
|
|
|
Stage 3: Plan Learning Experiences, Instruction, and Resources |
|
|
|
|
|
Use WHERETO as a guide to describe the learning experiences, instructional strategies, and resources you will use to help students
address the essential questions of the unit and achieve deep understanding of the big ideas. |
|
|
| |
Phases of the moon
W - "Where they are headed"
-Assign "Charting the Moon Phases" activity at the new moon 2 weeks - month before unit begins. Students draw observations of moon, relative location, time, weather, and any other observations pertaining to moon (where are the spots and dots*, it was yellow, it was big, etc.). Put link on schoolnotes to help students know when and where to look for moon http://home.hiwaay.net/~krcool/Astro/moon/moonphase/
- Begin unit by discussing observations that were made and comparing with other students. Let all observations stand on their own (no right or wrong answers) and develop discussions about them.
- Hand out and complete preconception quiz
- Introduce question "Why does the moon change shape?" and develop a discussion around it. Again let all statements stand as legitimate hypotheses and try and have student defend their ideas. Let the student know that this is what we are going to find out in this unit.
H - "The Hook"
- "Size of the moon" Show students a pair of pants. Ask them how tall a person would be that would wear them. How do they know this (take all answers)? Show them some baby pants and ask the same questions. Doll pants. Discuss scale. Give each group a 1 cm diameter ball of clay that represents the moon (explain diameter quickly). Then give them a 10 cm blob of clay and ask the students to make a ball of clay that is a "scale" model of the Earth (should be about 4 cm diameter). Emphasize we are looking for an Earth that is a size that matches the 1 cm moon (refer to the right size person for the pants). Have groups show class their results. Tell them what the real sizes are and determine the ratio (assist with math if necessary). Out of convenience round 3.7:1 to 4:1. Ask students what size the Earth should be (4 cm diameter) and have them adjust their model. Now have students place the moon and Earth the proper scale distance. Again have them present and support, give real distance, calculate ratio (~30:1), and redu. Students record reflection in journal and think about distance to sun, other planets, other solar systems galaxies, etc.
E - "The Experiences"
- "Does the moon rotate?" Ask students - Does the same side of the moon always face the Earth and does the moon rotate? Have them use their "Observations of moon" activity to support their ideas. Report back to class with findings. Try and get a consensus that the same side does face Earth (usually easier to understand).
-show the near side of the moon and discuss that this side always faces Earth
http://pegasus.astro.umass.edu/a101/images/moon_fakefull.jpg
-show animation of moon phases and point out that even though the phases change, it is the same side always facing Earth
http://pegasus.astro.umass.edu/a101/images/lunation.gif
(point out possible misconceptions; bigger and smaller, the moon is still revolving)
-show diagram of moon orbit
http://pegasus.astro.umass.edu/a101/images/moon_rotation.jpg
(point out misconceptions of this diagram, scale, possible confusion due to phases being superimposed)
-Hand out pennies and have them use them as models to make sure that Lincoln always is facing the Earth. Is there rotation? How many rotations per revolution?
- "Phases of the Moon" with a styrofoam ball (Review previous knowledge from earlier regarding rotation direction of moon and reflection of sunlight off moon). Hand out a moon (styrofoam ball) to all students. Turn on 200 watt "sun" and walk students through a rotation of the moon. As their moon revolves around Earth (their head), have them record their observations on worksheet. Discuss what was observed and how it relates to phases of moon. Have students re-evaluate their earlier hypotheses on why the moon changes shape, this time "assisting" them a bit more with their new personal experiences as a motivation but still letting them develop their own personal understanding (make sure to look for misconceptions that might be developing at this phase).
-view web animation of phases http://www.astro.wisc.edu/~dolan/java/MoonPhase.html
-Read Chapter 19-2 (science interactions course 1, Glenco)
- "The moon phases" - Discuss moon phase names at this website http://www.windows.ucar.edu/tour/link=/the_universe/uts/moon3.html&edu=elem
-real pics of moon phases http://members.aol.com/_ht_a/bobalien99/phases.gif
-Complete "phase names" worksheet (cut out and paste phases around Earth with names)
- "The moon on the horizon"- Have students discuss if they can always see moon at night. Can they see it during the day? Why?
-show http://www.astro.wisc.edu/~dolan/java/MoonPhase.html notice location of moon compared to sun. If you can see the sun, is it day or nite? Can you see the moon and sun at the same time? What phase is it? etc. Complete worksheet on moonrise predictions using moonrise calculator
-moonrise/moonset calculator http://aa.usno.navy.mil/data/docs/RS_OneYear.html
-"moon phase clock"- Build moonrise/moonset clock and show how to use
R - "The Reflection (part I)"
-"Viewing Earth from the moon" Show students a picture of the Earth from the moon in the 1/4 phase (waning gibbous Earth) http://www.paleofox.com/sfondi/earth-from-moon-1280.jpg and discuss the change in perspective. Have students complete a reflection on what the Earth would look like from the moon at the Full, both 1/4's, and new postion. Use their phases of moon chart to help them.
-view of Earthphase from moon (can change date) http://aa.usno.navy.mil/data/docs/earthview.html
E - "The Evaluation"
- Phases of moon chart - this is a mini evaluation to make sure students are on track. A full evaluation (see stage II) will include phases and eclipses.
ECLIPSES
W - "Where we are going" - Open with slide of old drawing of medieval people cowering and shaking with fear as an eclipse occurs and ask students what is happening in the picture, and why are the people terrified.
H - "The Hook" - show video(s) of a solar and lunar eclipses
solar eclipse http://www.seds.org/ftp/spacecraft/CLEMENTINE/
images/mpeg/viewers/msdos/animations/space/eclipse1.mpg
http://www.thursdaysclassroom.com/movies/solar_eclipse.mov
lunar eclipse
http://www.sas.org.au/renato/eclipse.mpg
E - "Experiences" - Watch Bill Nye Moons - discuss the baseball model he uses to demonstrate eclipses pointing out the ball being low on home plate and being raised way up high on 2nd plate
-again show video of both lunar and solar eclipses
solar eclipse http://www.seds.org/ftp/spacecraft/CLEMENTINE/
images/mpeg/viewers/msdos/animations/space/eclipse1.mpg
http://www.thursdaysclassroom.com/movies/solar_eclipse.mov
lunar eclipse
http://www.sas.org.au/renato/eclipse.mpg
-why does this happen? take all answers
-discuss difference between Solar vs. Lunar eclipses (what celestial object disappears?)
-demonstrate moon and Earth shadow with flashlight and globe onto board
-show diagram of lunar and solar eclipses. discuss any misconceptions in diagrams using globe and styrofoam ball to support diagrams and dispel misconceptions
solar eclipse diagram http://www.exploratorium.edu/eclipse/why.html
lunar eclipse diagram (cut and paste diagram to powerpoint)
http://www.enchantedlearning.com/subjects/astronomy/moon/Lunareclipse.shtml
- why doesn't this happen every orbit? Discuss again, remind them of Bill nye model. Where do the two orbits intersect? When can eclipses occur?
-lunar eclipse worksheet, solar eclipse worksheet; label all areas in both types of eclipses (umbra, penumbra, Earth, moon etc.)
lunar worksheet http://www.enchantedlearning.com/subjects/astronomy/activities/label/lunareclipse/
solar worksheet
http://www.enchantedlearning.com/subjects/astronomy/activities/label/solareclipse/
-show powerpoint of solar and lunar eclipse phases http://www.thursdaysclassroom.com/19jun01/eclipseart.html (each slide should illustrate a different phase in the eclipse)
R - "The Reflection" - Lunar eclipses project related to Nov 8 2003 eclipse - Set up and prepare for eclipse party! Wooo Hooo!! Open journal reflection on observations (include times and what they saw). Give an explanation of why this occured.
E- "The Final Evaluation" - Stage II performance assessment. Should show in-depth understanding of both phases of moon and eclipses.
|
|
