MOON DANCE. from A Spin Around the Solar System Series. Video Produced by... Maslowski Wildlife Productions. Teacher s guide by...

Transcription

1 MOON DANCE from A Spin Around the Solar System Series Video Produced by... Maslowski Wildlife Productions Teacher s guide by... Lauren LaComb Published and Distributed by Sherman Avenue, Suite 100 Evanston, IL Hour FAX

2 This video is the exclusive property of the copyright holder. Copying, transmitting, or reproducing in any form, or by any means, without prior written permission from the copyright holder is prohibited (Title 17, U.S. Code Sections 501 and 506). MMI Maslowski Wildlife Productions

3 Table of Contents Introduction Links to Curriculum Standards Summary of the Program Vocabulary Student Objectives Instructional Notes Student Preparation Introducing the Program Follow-Up Activities Extended Learning Activities Internet Sites Reference Material Answer Key Script of Narration CC This video is closed captioned The purchase of this program entitles the user to the right to reproduce or duplicate, in whole or in part, this teacher s guide and the blackline master handouts that accompany it for the purpose of teaching in conjunction with this program, MOON DANCE. This right is restricted only for use with this program. Any reproduction or duplication in whole or in part of this guide and the blackline master handouts for any purpose other than for use with this program is prohibited.

4 CLASSROOM/LIBRARY CLEARANCE NOTICE This program is for instructional use. The cost of each program includes public performance rights as long as no admission charge is made. Public performance rights are defined as viewing of a video in the course of face-to-face teaching activities in a classroom, library, or similar setting devoted to instruction. Closed Circuit Rights are included as a part of the pubic performance rights as long as closed-circuit transmission is restricted to a single campus. For multiple locations, call your United Learning representative. Television/Cable/Satellite Rights are available. Call your United Learning representative for details. Duplication Rights are available if requested in large quantities. Call your United Learning representative for details. Quantity Discounts are available for large purchases. Call your United Learning representative for information and pricing. Discounts, and some special services, are not applicable outside the United States. Your suggestions and recommendations are welcome. Feel free at any time to call United Learning at

5 MOON DANCE from A Spin Around the Solar System Series Grades 5-8 Viewing Time: 15 minutes with a three-minute, ten-question, Video Quiz INTRODUCTION This in-depth series covers a wide range of essential matters about the solar system. Such topics as planet formation, gravity, nuclear fusion, and the Big Bang theory are presented concisely with the help of specially designed graphics and animations. Each of the eight shows can be presented as a free-standing lesson on its own, but the shows also work together to reinforce important concepts and to add breadth and depth to a student s cumulative knowledge. LINKS TO CURRICULUM STANDARDS This lesson correlates to the following standards, outlined by the National Science Education Standards, for students in grades 5-8. Use individual state standard outlines to specify correlations to your state's guidelines. Earth & Space Science (Content Standard D) Gravity is the force that keeps objects in the solar system in motion. Gravity explains the phenomena of the tides. Relative positions of the earth and moon. Most objects in the solar system are in a regular and predictable motion. Those motions explain such phenomena as the day, the year, phases of the moon, and eclipses. SUMMARY OF PROGRAM This program discusses theories of how the moon was formed, the physical make-up of the moon, the affect the moon has on Earth, tides, eclipses, and rotation and revolution. 1

6 On July 20, 1969, Neil Armstrong stepped from the Apollo 11 Lunar Lander onto the moon's surface. Due to human exploration and extensive study of the moon, humans know the moon better than any other space object in the solar system. The moon formed about 4.5 billion years ago, along with Earth. There are three theories of how the moon started forming. First, some astronomers believe the moon was created from a chunk of molten Earth that was pulled away. Other scientists believe the moon developed separately from the same space particles from which the Earth was created. A third theory suggests the moon was formed when Earth was struck by an object the size of a small planet, and that chunk formed the moon. The moon started out molten and gradually cooled to make its hard crust. While the surface was cooling, meteorites bombarded the moon's surface, creating its crater appearance. As the crust developed, heat was trapped below the surface, which forced up volcanoes. These volcanoes spread lava across large areas of the moon, covering some craters and forming smooth dark areas. These dark areas are referred to as Maria, which means many seas. People use to think these dark spots were oceans, now they are known lava fields. The moon's volcanoes ended three million years ago, leaving the moon's surface unchanged. Earth's surface is continually changing due to plates constantly moving and the movement of water on Earth's surface. Moons are common in the solar system; which houses over 60. Earth's moon is mid-sized among those in the solar system. In proportion to Earth, our moon is large. It is a quarter of the diameter compared to Earth. The moon's gravitational pull on Earth creates ocean tides. Tides are the regular rise and fall of the ocean's level. In the open ocean, the high tide raises the water about three feet /one meter. Tide levels vary on coastlines, due to different coastline shapes. The gravitational pull causes a distinct bulge to the ocean. The high-tide bulge always stays with the moon, as the moon revolves around the 2

7 Earth. There is a second ocean bulge on the backside of Earth that is less affected by the moon's gravity because it is farther from the moon. This second bulge creates a second high tide for the day. Therefore, every day ocean coasts have two high tides and two low tides. The time at which high tides occur change slightly every day. As Earth spins around quickly below, friction between Earth and water push the water ahead of the moon just a little. Over long periods of time, this friction and the timing difference between Earth's rotation and moon's slow orbit affects the synchronization of Earth and the moon. Astronomers calculate the moon's gravitational pull is slowing down the length of Earth's day. In a billion years, a day on Earth will have stretched from 24 hours to 30. Earth's gravity has pulled the moon into a synchronized orbit. As a result, we always see the same side of the moon. The moon goes through a series of phases as it orbits Earth every 29 days. The moon is lit by the sun and we see the reflected light. As the moon slowly revolves around the Earth, we see the moon face from a different angle. The line separating the light from the dark sections is called the terminator. The moon starts as the new moon, which we do not see. It gradually waxes, growing larger in size. About two week later, the moon is full. As the moon wanes, it becomes smaller. When the moon passes in front of the sun, the moon casts a shadow. When the shadow lands on Earth, it is referred to as an eclipse. When the moon partly blocks the sun, it is a partial eclipse and when the moon fully blocks the sun it referred to as a full eclipse. The moon is slowly moving away from the Earth. In 10 million years, the moon's gravitation will no longer affect tides. Eventually, the Earth's rotation and the moon's orbit will synchronize. Then both the moon and Earth will be locked face to face until they cease to exist. Note: Underlined words are identified vocabulary words to 3

8 enhance student understanding. VOCABULARY moon Earth tides eclipses rotation revolution molten crust meteorites crater volcanoes Maria diameter ocean's orbit phases waxes wanes eclipse new moon synchronize terminator gravitational partial eclipse full eclipse STUDENT OBJECTIVES After viewing the program and participating in the followup activities, students should be able to: Define key terminology and utilize context. Identify how the moon's gravitational pull affects Earth's surface. Explain the revolution of the moon around Earth and the rotation on its axis. Identify the phases of the moon. Explain what an eclipse is. Explain the effect gravity has on objects on Earth and the moon's gravitational pull on Earth. INSTRUCTIONAL NOTES Before presenting this lesson to your students, we suggest that you preview the program, review the guide, and the accompanying blackline master activities in order to familiarize yourself with their content. As you review the materials presented in this guide, you may find it necessary to make some changes, additions or deletions to meet the specific needs of your class. We encourage you to do so; for only by tailoring this program to your class will they obtain the maximum instructional benefits afforded by the materials. 4

9 STUDENT PREPARATION You may want the students to view the vocabulary words addressed in the lesson prior to showing the program. This may be accomplished by implementing a Word Splash. A Word Splash is an active learning activity that introduces the students to vocabulary words to which they will be exposed in the program. By doing this activity, students are given the chance to show what words they know well, and become aware of the words they need to learn. This is a good pre- and post-activity. It excites the students and gets them thinking. Materials: Write all of the vocabulary words on an overhead (see Blackline Master 1, Word Splash) or individually on pieces of paper. Procedure: Have students create sentences using as many words as possible. This may be done individually, in partners, or in small groups. Have the students share their sentences and post them. By exposing the students to vocabulary prior to viewing the program, students will be prepared to listen for these words in the program. Additionally, they will want to find the correct meaning. Note: Word Splash may be done at the conclusion of the entire lesson to assess learning accomplished by students. INTRODUCING THE PROGRAM An optional activity to activate prior knowledge is provided on Blackline Master 2, Anticipation Guide. This will help you determine the level of student comprehension prior to participating in this lesson. Ask students to share what they know about the moon, what it is made of, and how does the moon move. For example, the moon rotates once on its axis every 29.5 days. Tell them that they will complete the Anticipation Guide about the moon 5

10 prior to viewing the program. Explain that they are not expected to get all answers correct, but they are expected to try their best. Go over the Anticipation Guide after viewing the program to discuss correct answers. An answer key begins on page 9 of this Teacher's Guide. Present the program. The program length is 18 minutes long. FOLLOW-UP ACTIVITIES The following Blackline Activity Master sheets are included with this guide. They correlate with the learning objectives and Standards outlined on page one of this guide. You may replicate and distribute them as needed. Following the program, students may have additional questions. The facilitator may want to hold off questions until follow-up activities are completed. Students may write these answers down and the class may review them prior to the post-test. By doing so, the students may find the answers on their own. This program concludes with a ten-question Video Quiz, which may be used to gauge student comprehension immediately after the presentation of the program. Blackline Master 3, Video Quiz provides students with a printed copy of the Video Quiz. As a class, you may wish to discuss questions that appear on Blackline Master 4, Discussion Questions. These questions should be copied onto an overhead or distributed to students, in order to meet the needs of your visual learners. To utilize terminology in context, first review words from Word Splash (Blackline Master 1, Word Splash) as a class. Then have students fill out Blackline Master 5, Cloze Activity. This activity covers the positions of the moon and Earth. 6

11 To help students identify the phases of the moon use Blackline Master 6, Phases of the Moon. Students can start by drawing rough drafts and peer conferencing with one another for accuracy. Make sure students are utilizing suggested vocabulary words appropriately. Post illustrations in the classroom. To practice the concept how the moon's gravitational pull affects Earth, have students complete Blackline Master 7, How Are Tides Created? This cooperative learning activity provides students the opportunity to discuss how tides are created by the moon's gravitational pull. This is a great opportunity for student observations. Have students share their explanations. Possibly include the best one in your next newsletter home. In order for students to explain what an eclipse is, use Blackline Master 8, Eclipses Graphic Organizer. To conclude your study A Spin in the Solar System: The Moon Dance, use Blackline Master 9, Post-Test. This should be given to your students after viewing the program and completing additional activities to assess their knowledge of the topic. EXTENDED LEARNING ACTIVITIES SCIENCE EXTENSIONS: Students really enjoy the concept of traveling to space. Give students the opportunity to research food that is taken on missions. Have students investigate how the food is made, why it is made the way it is, and how it has changed over the years. Contact your local planetarium for more information. ART CONNECTION: Provide students with pictures of the moon. Have students create a 3-D model of the moon. To further challenge students, have students create 3-D models of the orbit of the moon around Earth, eclipses, or phases of the moon. MATH CONNECTION: First discuss what a Blue Moon is. Then have students figure out if there would be any 7

12 months that have a blue moon for the school year. To help students know the current phase of the moon to date, use local newspapers. C R E ATIVE WRITING CONNECTION: Have students bring in poems about the moon and then have them write their own. If students are having a difficult time, give them recipes for poetry, such as bio-poems, diamantes, haikus, or limericks. SOCIAL STUDIES CONNECTION: Research Apollo 11 Lunar Lander mission in Compare it to missions that are currently going on. TECHNOLOGY CONNECTION: Have students go to h t t p :// w w w. m o o n l i n k. c o m and read up on current events about the moon. Another activity is to play Fact Finder. Give the students 30 minutes on the Internet to discover as many facts about the moon as they can. INTERNET SITES (Nasa's K-12 internet initiat i v e ) h t t p :// w w w. n s t a. o r g / (National Science Te a c h e r ' s Association) (NASA) (Science Learning Network) (Resource for students to use when searching the internet) (Collaborative projects throughout the United States) h t t p :// w w w. s m v. o r g / h a s t i n g s / g a l a x y. h t m ( S c i e n c e Learning Network) (Nasa's site on the moon) REFERENCE MATERIALS The Origin of the Universe. Andres L. Ruiz. Sterling Publishing Co., INC., NY Exploring the Reaches of the Solar System. Ray Spangenburg & Diane Moser. Fact on File, NY, Oxford, Sydney

13 Merlin's Tour of the Universe. Neil de Grasse Tyson. Doubleday, NY The Moon. Carmen Bredson. Franklin Watts: A Division of Grolier, NY, London, Hong Kong, Sydney, and Danburg, Connecticut ANSWER KEY Blackline Master 1, Word Splash Answers to the Word Splash will vary. When you use it before viewing the program, do not expect correct connections at the beginning of the lesson. After viewing the program and completion of Blackline Masters, expect correct connections. Blackline Master 2, Anticipation Guide 1. T 2. F, both formed 4.5 billion years ago 3.T 4. F; The moon's volcanoes were active three billion years ago. 5. F; The Maria is the dark area of the moon where lava filled in craters. 6. T 7. T 8. F; There are two high tides and two low tides a day. 9. T 10. F; The moon reflects the light of the sun. 11. T 12. F; We always see the same side of the moon. 13. T 14. T 15. F; There are over 60 moons in the solar system. 9

14 Blackline Master 3, Video Quiz 1. days, hours 6. gravity 2. true 7. slowing down 3. thicker 8. new 4. lava 9. tides 5. true 10. rotation Blackline Master 4, Discussion Questions 1. Answers will vary. The main concepts that should be discussed are the moon's gravitational affect on Earth and Earth's gravitational pull on the moon to stay in orbit. 2. First, some astronomers believe the moon was created from a chunk of molten Earth that was pulled away. Other scientists believe the moon developed separately from the same space particles from which the Earth was created. A third theory suggests the moon was formed when Earth was struck by an object the size of a small planet, and that chunk formed the moon 3. Meteorites hitting the surface of the moon created its face. The dark areas of the moon, Maria, are lava fields that were created over three billion years ago. 4. Answers will vary. It is important to discuss how Earth's surface is constantly changing and the moon's surface has hardly changed over the past three billion years. 5. The crust is cracked into 20 plates. These plates move along the mantle. Different types of movements cause volcanoes, mountains, and earthquakes. The effect of water moving, erosion, also changes the surface. 6. The moon's gravitational pull affects the ocean's tides. 7. Answers will vary. Scientific observations and prior knowledge about gravity should be discussed. 8. A tide is the rise and fall of the ocean's level. In the open ocean, the water level raises about three feet /one meter. Levels along coastlines vary. 9. The moon rotates on its axis very slowly compared to Earth. It takes about 29 days to rotate on its axis, whereas the Earth takes only 24 hours. 10. As the Earth spins around quickly, friction between the earth and water push ahead of the moon just a little. 10

15 11. Earth has pulled the moon into a synchronized orbit around Earth, as well as rotation on its axis. 12. The moon goes through a series of phases as it orbits Earth every 29 days. As the moon slowly revolves around the Earth, we see the moon face from a different angle. The moon starts as the new moon, which we do not see. It gradually waxes, growing larger in size. About two weeks later, the moon is full. As the moon wanes, it becomes smaller. 13. When the moon casts a shadow on Earth. 14. Answers will vary. 15. The moon is moving slowly away from Earth. The farther away it moves, the less gravitational pull it will have. This will not happen for a very long time. Blackline Master 5, Cloze Activity 1. tides ocean's 8. water 3. gravity 9. moon 4. Earth 10. rotation 5. month orbit Blackline Master 6, Phases of the Moon Illustrations will vary. An optional modification for this activity is to allow students to act out the phases of the moon with manipulatives or peers. This is a great opportunity for student observations. Make sure students do not mix up waxing and waning. Blackline Master 7, How Are Tides Created? Explanations will vary. Clearly explain your expectations for this activity, such as spelling, neatness, cooperative learning roles, etc. When grading, make sure students used the vocabulary within the context correctly. Blackline Master 8, Eclipses Graphic Organizer Student definitions will vary. Encourage the use of the dictionary. The students should include in their explanations that an eclipse is the moon's shadow on Earth. When the 11

16 moon partly blocks the sun, it is a partial eclipse. When the moon completely blocks the sun, it is a full eclipse. Blackline Master 9, Post-Test 1. B 6. B 2. C 7. D 3. A 8. A 4. B 9. C 5. A 10. C The Moon Dance Script Narration A bright moon, which seems so big and magical in the night sky, can affect our thoughts and emotions. The moon can also affect the behavior of animals. Many of them, such as certain fish and deer, often become more active when the moon is full. But perhaps the strongest affect of the moon is on the Earth itself. The moon and Earth have been dancing together for billions of years. The Earth, nearly four times the moon's diameter, clearly leads the dance; but the moon in turn has important influences on Earth. Let's look closer at the moon and its partner Earth as they sweep through time and space together. There is no other place in space we know as well as the moon. It's close enough we can study a number of features with unaided eyes, and lots of details with a modest telescope. And more than that, the moon is the only place in space where humans have set foot. In a history-book journey, on July 20th, 1969, Neil Armstrong stepped from the Apollo 11 Lunar Lander onto the moon's surface. This trip, plus the five that followed over the next three years, brought back samples of moon rocks and some out-of this-world experiences. The moon and Earth appear to have both formed at the same time, about 4.5 billion years ago, from more or less 12

17 the same type of materials. We are not exactly sure how the moon got started. Some astronomers believe the moon was created when a big glob pulled away from Earth. Other scientists think the moon developed separately from the same cluster of space particles that formed Earth. Still others suggest that the moon was created when Earth was struck by an object the size of a small planet. This object knocked out chunks of Earth and kept going. The chunks, however, eventually regrouped in Earth orbit to form the moon. At first, the moon and Earth were so hot they were molten, or melted. Gradually their surfaces cooled to make crusts. While the crusts formed, meteorites bombarded the moon, and probably the Earth as well. Billions of years ago, space was much more cluttered with chunks of rock and metal that collided with things in their path. The hardened crust of the moon preserves some of those countless early impact craters. Soon after the moon's crust developed, heat trapped below forced up volcanoes. These volcanoes spread lava across larges areas of the moon, covering up some of the impact craters and forming the smooth dark areas we today call Maria. Maria is plural for mare, which means sea; people once thought these might be oceans. Today, we know they are lava fields. Since the volcanoes ended their activity three billion years ago, the moon's surface has hardly changed. Earth's surface, on the other hand, has never stopped changing. The Earth has not cooled as much because it's bigger, and the crust remains thin and weak. In fact, the crust is cracked into about 20 pieces called plates, and these plates creep over the molten rock below. By creating mountains, volcanoes, and other surface features, plate movements slowly, but constantly change the look of our planet. Erosion also changes the Earth's surface. The moon lacks erosion-causing surface water and wind. Although the moon and Earth had a similar start, they 13

18 have taken quite different paths, mainly because of their difference in size. Moons are not unusual in the solar system. In fact, over 60 moons orbit other planets. Saturn and Uranus both have over 20 each. Many of the moons around the solar system are only a few hundred miles, or kilometers, across, but a couple are larger than Mercury. Earth's moon is mid-sized among those of the solar system. However, in proportion to Earth, our moon is quite big. Only Pluto's moon is proportionally larger. One of the moon's most noticeable affects on Earth is ocean tides. Tides are the regular rise and fall of the ocean's level. In the open ocean, the high tide raises the water level about three feet or one meter over the low tide. Along coasts, tides levels vary because of coastline shape. In particular, shallow bays concentrate water into a small area and increase tide height. The world's highest tides, reaching nearly 45 feet, or 15 meters, occur in the Bay of Fundi, on Canada's east coast. The moon creates tides through the pull of its gravity. This pull is not enough to affect the Earth s crust much, but it's enough to cause a distinct bulge to the ocean. To appreciate the strength of gravity, feel how heavy a single bucketful of water is, then consider that the moon lifts part of an entire ocean. The high-tide ocean bulge always stays with the moon as the moon travels around Earth about once a month. Meanwhile, Earth rapidly rotates once a day below. From high above the North Pole, we can compare the progress of the high tide to the rotating Earth. As we'll learn later, this difference in speed has important consequences. We also can see a second ocean bulge on the backside of the Earth. This is water less affected by the moon's gravity, because it is farther away from the moon. When this backside bulge passes by, it creates a second high tide for the day. So every day ocean coasts have two 14

19 high tides and two low tides. The time at which high tides occur change slightly every day. Remember, as the Earth spins, the moon moves in its orbit around Earth. So by the time this point on Earth circles around again 24 hours later, the moon has moved ahead to over here. High tide at this point will have to wait until Earth catches up with the moon, roughly 50 minutes later. Long ago, scientists noticed high tide bulges don't travel exactly in line with the moon. They travel slightly ahead of it. Why? As the Earth spins around quickly below the ocean bulge, friction between the earth and water push the water ahead of the moon just a little. Over long periods, this friction and the timing difference between the Earth's rapid rotation and the moon's slow orbit affects both dance partners. Astronomers calculate that every century, because of the moon's pull, Earth's rotation takes about 1/ 500th of a second longer. A billion years ago, a day on Earth was only 19 hours instead of 24. In another billion years, a day will have stretched to 30 hours. Earth's gravity has affected the moon even more strongly and pulled the moon into a synchronized orbit. That is, the moon rotates on its axis at the same rate as it orbits the Earth. As a result, we always see the same side of the moon. Astronomers think that maybe this side of the moon is slightly heavier than the far side, and as a result, is pulled harder by gravity. Though we always see the same side of the moon, the moon doesn't always look the same. Over a period of about 29 days, the moon goes through a series of phases. As shown here, the moon is lit by the sun, and we see the reflected light. As the moon circles the Earth, we see that lighted moon face from a different angle. When the moon is here, we see a big bright full moon. As the moon moves over here, the fullness gradually 15

20 decreases. The line separating the light from dark sections is called the terminator. After about 14 days of travel, the moon has circled halfway around its orbit path, so it now lies between the Earth and sun. We no longer see the moon at night. We call this moon phase the new moon. After the new moon, the moon swings past the sun and its face gradually waxes, or increases in size, until its big, bright and full about two weeks later. When the moon passes in front of the sun, the moon casts a shadow. Usually the shadow misses Earth, but once in a while things line up so the shadow lands on us. We call this event an eclipse. The moon may only partly block the sun, which we call a partial eclipse. When the moon completely blocks the sun, we enjoy a rare full eclipse. By chance, we live in a time when the moon and sun appear the same size in the sky. However, the moon is slowly moving away from Earth, about one and half inches or three centimeters per year. In ten million years, the moon will have moved so far away, it no longer will affect tides. Eventually, the Earth's rotation and moon's orbit will synchronize, because the slow drag of the tides and the moon's gravity will gradually bring Earth's spin to a halt. Then, both moon and Earth will dance locked face to face until they cease to exist. VIDEO QUIZ Let's take a few minutes to review some of the things you learned in this video. In the following quiz fill in the blanks with the correct words when you hear this tone. Good luck. And let's begin. 1) The moon orbits the earth once every 29 ; while the earth rotates on its axis once every 24. 2) True or False: The earth and moon seem to have formed from the same type of materials. 16

21 3) Is the moon's crust thicker or thinner than Earth's? 4) Maria on the moon are not seas as once thought, but fields of from volcanoes that are no longer active. 5) True or False: Our solar system has over 60 moons. 6) The moon causes tides through the pull of its. 7) Because of the pull of the moon's gravity and the friction of tides, is Earth's rotation speeding up or slowing down? 8) We can't see the moon at night when it is between the sun and Earth. We call this phase the moon. 9) In 10 million years, the moon will have moved so far away, it will no longer affect. 10) In the distant future, the earth's and the moon's orbit will synchronize, and the pair will face each other until they cease to exist. (rotation) 17

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