F Learning Objective #10 4. Students will be able to explain how planets remain in orbit by describing gravitational force.

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1 Title: The Man in the Moon Date: April 8, 2011 Name: Carolyn Furlong Class/Unit: Class 6 and 7 of To Infinity and Beyond Buzz Light-Year Learning Objectives keyed to the NYS Learning Standards: F Learning Objective #10 4. Students will be able to explain how planets remain in orbit by describing gravitational force. F Learning Objective # Students will be able to draw the moon phases by identifying the area where sun light is being reflected off the surface of the moon. F Learning Objective # Students will be able to identify the moon phases by matching images of moon phases to what they see during a hands-on activity. F Learning Objective # Students will be able to draw the moon phases by analyzing how the dark side of the moon and the far side of the moon are related to moon phases. F Learning Objective # Students will be able to explain why there are moon phases by describing the motion of the moon around the earth. F Learning Objective # Students will be able to explain a new moon phase and a full moon phase by comparing the position of the Sun, Earth and Moon during the phase. F Learning Objective # Students will be able to identify repeated space patterns by summarizing the cyclic pattern of moon phases. F Learning Objective # d e g g e g e e g e g 18. Students will be able to draw the phases of the moon e F Learning Objective # Students will be able to describe lunar and solar eclipses by identifying the locations of the sun, earth and moon e NATIONAL SCIENCE CONTENT STANDARDS MET BY OBJECTIVES: A1d D3b

2 Materials: A list of what is required, including any AV materials, to run your lesson. Computer Internet access Elmo and projector Projector screen Light source (lamp, lantern, etc.) 5 Styrofoam balls one for each student Moon phase cut outs a set for each student Envelopes to put moon phase cut outs in one for each student Pencils one for each student Colored pencils one pencil for each student Text books or boxes (to lift the light source to the eye level of students) as many as necessary Tape marker Worksheets o Drawing Moon Phases What do you see? o Drawing Moon Phases What s actually happening o Oreo in the sky Oreo in the Sky Rubric Mini-Oreo cookies (8 for each student) Plastic snack bags Paper plates Plastic knifes one for each student Plastic spoons one for each student Napkins Globe Styrofoam ball on string Time-budgeted Procedure: Double Lab Period Time (minutes) Activities 1 st Class Period 2 nd Class Period 2 Introduce and show video on to introduce topic (show first 1:16) 5 Question session and discussion on video can students explain what is going on 25 Moon phase activity and worksheets 9 Discussion, explanation and conclusion of moon phases 25 Oreo in the Sky 12 Lunar and Solar Eclipse Demonstration 3 Summary of eclipses by showing video from (if time permits) Safety: Students need to be careful when using plastic knives.

3 Teacher Notes: Lab Prep Before students arrive: o Load video to computer Log into using the username: groton and the password: brainpop. In the search bar search moon. Video should take only a few seconds to fully load. o up moon phase activity Check light sources to see if all work. Close all blinds in the classroom. For the activity you want it as dark as possible within the classroom. Distribute lights sources around the room. Place one on tables near each corner of the room and the fifth light source right in the middle of the classroom (If students sit at the desk located in the center of the room, wait until the class splits into groups to put this light source out). Lights should be far enough away from each other that the lights won t cause shadowing within other group s areas Cut 4 pieces of tape that are about 1.5 feet long. Tape the pieces to the ground so that they create a star shaped pattern shown below. Write 1-8 on the ends of the take, in the pattern shown below. Repeat this step at every group for every student Set up each station with 2-4 tape stars so that there are enough areas for all students to stand. The room should look like this: Desks in use Desks not in use Light source Tape on ground Make sure all Styrofoam balls are securely attached to the end of a pencil. (Do not put these out at group tables yet). At each group, place the light source in the middle of the table o Preparation for second period class (should be done at the beginning of the day) Divide bags of mini Oreos into plastic snack bags. Each snack bag needs 8 whole Oreos in it. Make sure there are enough snack bags with 8 Oreos in it for each student. o Place on the students desks the corrected exit slip from the previous days. (The Solar System and Orbits) Introduce and show video on to introduce topic (show first 1:16) (2 minutes) Say to the class: Today we will be learning about the moon! We are going to start class off by watching a part of a video. Play video for 1 minute 16 seconds. Stop the video once the character says, Moon watching can be fun (BrainPOP.com, 2011b). While the BrainPOP video is playing, take attendance of the class.

4 Question session and discussion on video (5 minutes) When the video is done, ask the class: What are some things you know about the moon? o Call on students to list different information and ideas they know (or think they know) about the moon. o Carefully correct their information based on what they answered Say to the class (if no one brings up the idea of moon phases): Does the moon look the same every night in the sky? Has anyone noticed that the moon appears to be a different shape different nights? o Students explain how the moon appears differently on different days. Students might be able to describe some characteristic distinguishing the different phases they see. Say to the class: The changes in the moon s appearance are called moon phases, like the video described. Moon phases are the changes in the amount of light that is visible to an observer on earth. The moon doesn t actually change shape; the amount of visible sun light that is reflected off the moon is what actually changes. Moon Phase Activity (Modified from Schatz, 2005) (Total activity 25 minutes) Lab set up and instructions 5 minutes Say to the class: So we are going to do an activity right now to see how these moon phases occur and how the different moon phases look. So let s break up into five groups. I want one group at each lab table in the corners of the room and the last group in the center of the room. Everyone needs to stand at an area where there is tape on the ground. Instruct each group raise the light source to (about) their eye level by placing books/boxes under the light source. While students are doing this, hand out the Styrofoam balls on a pencil to each student. Then give directions for a student in each group to turn on their light sources. Once all light sources are on, turn off the classroom lights. Say to the class: I want everyone to stand in the center of the taped area, where all the pieces of tape cross. Hold the Styrofoam ball by the pencil. We are going to pretend that the light is the sun, the Styrofoam ball is the moon and your head is the earth. Spin yourself slowly around like this: Demonstrate spinning around having the Styrofoam ball extended at arms length. Make sure you stay in the center of where the tape crosses and make sure you keep the Styrofoam ball at arms length. Student exploration of moon phases 10 minutes Say to the class: Now that you have noticed the different shapes that the light reflecting off the moon can make at different locations around the earth, let s draw the different shapes you see. On the handout I just gave you draw the shape of the light that is reflected off the surface of the moon. Shade in the area that is not reflecting any light. We will discuss everyone s findings in 10 minutes. Guide students through their exploration. Instruct them to stop when their shoulders are perpendicular to the piece of tape. Have student spin around stopping at each piece of tape. Have students discuss within the groups what they see. As students are exploring the different moon phases, pass out Drawing Moon Phases What do you see? worksheet. While students are working on that, pass out the envelope with the moon phase cut outs. Each student should get a set of 8 moon phase cut outs. (Google images). Tell students to not open then envelopes until instructed to do so. Discussion of students exploration 5 minutes Begin discussion about the students findings. o Have a couple students describe what they saw. Some may want to show their drawing to the class. o Ask the class: What did the moon look like when (ex. You were facing the sun and the moon was between you and the light source? At position 1, 2, 3, 4, 5, 6, 7, 8?) Did anyone spin around more than once? What did you see when you did this? Is there a pattern you can describe? How does only part of the moon light up? Is the earth blocking the sun s rays? Matching and identifying moon phases 5 minutes Say to the class: Now that you can describe the different patterns you see and some other characteristics of the moon, let s see if you can identify the different moon phases. In the envelopes are eight different drawings of the different phases of the moon. Do you think you can match the eight different phases with what you see in this model as you spin around? Put the different images on the ground along the different ends of the tape to show me where the different phases occur as the moon revolves around the earth. If you need to you can use either your drawings to help you match the moon phases or you can use the Styrofoam ball model. o o See Moon Phase Placement key for correct placement answers. Go around the room making sure students put the cut outs in the correct places. Assist student who are having trouble with this.

5 At the end of 5 minutes, have students return to their seats. Discussion, explanation and conclusion of moon phases 9 minutes Hand out Drawing Moon Phases What s actually Happening, and pass out a colored pencil to each student. Explain how the moon phases occur because of the sun revolving around the earth, the sun lighting up one side of the moon, the moon reflecting light from the sun, and how our placement on earth makes us see different phases. Moon phases are not caused by the Earth blocking the moon s rays. If this were the case, the new moon and full moon phase would be the same thing. **misconception = the earth blocking the Sun s rays causes the moon phases. On the elmo, shows students the different steps to understanding moon phases. o Tell students to first shade in the dark side of the earth and moon, where the light never reaches. Explain to students that the area of the dark side of the moon stays constant throughout its revolution around the earth. The sun is only capable of lighting one side of the moon because the sun s rays are only directed at the earth and moon in one direction. o Next, instruct students to draw lines over the far side of the moon with a colored pencil. The far side of the moon is different from the dark side of the moon. The dark side of the moon is the area that sunlight is not reach, the far side of the moon is the half of the moon that doesn t face the earth. o Have students draw the different moon phases by interpreting and analyzing the relationship between the far side and the dark side of the moon. o This activity should bring you to the end of the first period. Second class period Oreo in the Sky (modified from Bueter, 2006) (25 minutes) Select one student to pass out paper plates, another to pass out plastic knives, a third to pass out plastic spoons, a fourth to pass out napkins, and a fifth to pass out the Oreo in the Sky Before passing out the snack bags of Oreos, say to class: Do not open the bag until I tell you to do so. Do not eat the Oreos until I tell you to do so. If you eat the Oreos before we are done with the activity you will get points off. Pass out the snack bags of Oreos to the students. Instruct students to begin activity. Say to the class: We are going to make the moon phases by twisting apart the Oreo and scraping the Oreo icing off the cookie. I want you to follow the directions on the handout. If you have any questions, feel free to ask. But remember, if you eat any of the Oreos before I tell you to, you will not get any more and you will get points taken off your grade for this assessment. o DO NOT give students extra Oreo if they eat the Oreo before they are told to do so. Only give students an extra Oreo if they broke the cookie while in the process of making the moon phases. Allow only one extra Oreo per student. Students may get the wrong idea and try to take advantage of the situation by breaking all their cookies. Allowing students only one extra Oreo holds students responsible for their actions. Have students work independently to scrape off icing from the cookie. Walk around the classroom to monitor students progress. Student work on assessment question on Oreo in the Sky handout when they are done with the moon phase activity. When students are done with the moon phase activity and are working on the assessment questions, assess their plate with the Oreo in the Sky Rubric. Spend about seconds at each student s work. Circle which criteria the student meets on the rubric. Once everyone is done with the Oreo moon phase activity and everyone has been graded, allow the students to eat the rest of their Oreos. Students do not have to be completed with the Oreo in the Sky questions at this point. Say to the class: If you did not complete the worksheet that goes along with the activity, then finish it for homework. This assignment will be due tomorrow. Make sure to remind the class at the end of the period about this assignment. Solar and Lunar Eclipse Demonstration (12 minutes) Say to the class: Now that we have spent a lot of time exploring moon phases, there are some unusual things that can happen when just the right conditions are met with the positioning of the Sun, Earth and moon. We are going to take a look at Eclipses now. Bring on of the light sources from the lab table to the front desk. Get globe and Styrofoam ball has a string attached to it.

6 Choose one student to hold up a globe at the height of the light source. The light sources and the globe should be about 3 to 4 feet apart. Change students throughout the demonstration so all students can see what is happening. Turn on the light source and turn off classroom lights. Say to the class: There are two different kinds of eclipses: lunar eclipse and solar eclipse. A solar eclipse occurs when the moon is in between the Sun and Earth. The moon must be situated at just the right between the Sun and Earth. It also must be the right distance from the earth so that its shadow strikes the earth. Hold the Styrofoam ball by the string and pass it between the light source and the globe. Have students describe what they see out loud. o Students should mention that there is a shadow on the globe, the moon blocks the Sun s rays from reaching the Earth, the position of the shadow changes as the globe rotates and when the moon is at different angles, during the day a small part of the Earth becomes dark, occurs only at a new moon, etc. Say to class: Now we will look at a lunar eclipse. A lunar eclipse occurs when the Earth is between the sun and moon. The moon is located within the Earth s shadow. Move the Styrofoam ball to the other side of the globe. Have students describe what they see out loud. o Students should mention that it occurs when the moon is in the shadow of the Earth, the Earth is between the Sun and moon, only occurs during a full moon, moon turns red, occurs at night, etc. Summary of eclipses by showing video from (if time permits) (3 minutes) If computer logs you out of then log back in using the username: groton and password: brainpop. Search eclipse within the search bar on the upper right hand side of the screen. Play the eclipse video (2 minutes, 39 seconds) (BrainPOP.com, 2011a). Hand out Lunar and Solar Eclipse worksheet. Students are to finish this as homework. Students need to title and label the diagrams. Student can use their text book, the video on eclipses, or the internet to help them finish the worksheet. Remind student that they also need to finish their Oreo in the Sky worksheet if it wasn t finished in class. Both worksheets will be dure tomorrow. Reinforcement: Moon Phase Activity Moon Phase Worksheet Drawing Moon Phases What do you see? Moon Phase Placement Activity Assessment: Moon phase discussions Moon Phase Worksheet Drawing Moon Phases What s actually happening Oreo in the Sky Lunar and Solar Eclipse worksheet References: BrainPOP.com (2011a). Eclipse. Received from BrainPOP.com (2011b). Moon. Received from Bueter, C. (2006). Paper Plate Education: Serving the Universe on a Plate. Received from Google Images. Google Images. Google Images. Modified from Nasa.gov (n.d). Milky Way vs. Andromeda. Image modified from Schatz, D. (2005) Our Changing Moon. Pdf. Suggestions for improvement:

7 Name Date DRAWING MOON PHASE WHAT S ACTUALLY HAPPENING KEY Dark side Far side How the moon appears from Earth

8 Name Date DRAWING MOON PHASE WHAT DO YOU SEE?

9 MOON PHASE PLACEMENT KEY

10 Moon Phases Cut Outs Modified from

11 Key for Oreo Activity/Assessment New Moon Waxing Crescent Waning Crescent Waxing Crescent First Quarter Third Quarter Waxing Gibbous Waning Gibbous Full Moon Modified from Bueter, 2006

12 Name Date Oreo in the Sky Objectives Students will be able to Instructions Create moon phases using Oreos cookies Identify the different moon phases Explain why and how moon phases occur Explain the cyclical patter of moon phases 1. Open the bag of Mini Oreos. Picture modified from Bueter (2006) and 2. Put Oreos on the napkin. 3. Carefully twist off one cookie of the Oreo. The majority of the icing needs to remain on one of the cookies. If the icing breaks and some icing sticks to both Oreo cookies, transfer the icing to one cookie with the plastic knife. 4. Once all Oreos are separated, scrape off the icing on the cookies to create the different moon phases. Put the extra icing on the unused cookies. 5. Draw a circle slightly bigger than the Oreos in the middle of the plate to represent the location of the earth. 6. The location of the sun is at the top of the plate. Lay out the Oreo cookies with the moon phases in a circle around the earth so that the phases correspond to the correct moon phase that would be seen on Earth when looking into the night sky. 7. Write the different names of the moon phases on the plate underneath each Oreo moon phase. 8. Answer questions when done making the model. Questions: 1. Name the 8 different moon phases in order starting and ending with the New Moon: 2. Why does the moon shine?

13 3. What causes the moon phases? 4. Compare and contrast the position of the Sun, Earth and Moon during a new moon phase and a full moon phase. 5. Do the moon phases occur in a pattern? If so, what kind of pattern? Explain. 6. What force keeps the moon revolving around the Earth? What force keeps the Earth revolving around the Sun?

14 Student Name: Oreo in the Sky Rubric Number of Oreos All 8 Oreos are on the plate or more Oreos are missing from the plate Moon phases All 8 moon phases are correctly created with icing 1 or 2 Oreos do not correspond to a moon phase 3 or more Oreos do not correspond to a moon phase Correct moon phase order All 8 Oreos are in the correct moon phase order 1 or 2 Oreos are not in the correct moon phase order 3 or more Oreos are not in the correct moon phase order Total / Student Name: Oreo in the Sky Rubric Number of Oreos All 8 Oreos are on the plate or more Oreos are missing from the plate Moon phases All 8 moon phases are correctly created with icing 1 or 2 Oreos do not correspond to a moon phase 3 or more Oreos do not correspond to a moon phase Correct moon phase order All 8 Oreos are in the correct moon phase order 1 or 2 Oreos are not in the correct moon phase order 3 or more Oreos are not in the correct moon phase order Total / Student Name: Oreo in the Sky Rubric Number of Oreos All 8 Oreos are on the plate or more Oreos are missing from the plate Moon phases All 8 moon phases are correctly created with icing 1 or 2 Oreos do not correspond to a moon phase 3 or more Oreos do not correspond to a moon phase Correct moon phase order All 8 Oreos are in the correct moon phase order 1 or 2 Oreos are not in the correct moon phase order 3 or more Oreos are not in the correct moon phase order Total /12

15 Name Date Lunar and Solar Eclipses Directions: Title and label the diagrams Modified from and