Unit: 09 Lesson: 02 Suggested Duration: 3 days Grade 08 Unit 09 Exemplar Lesson 02: Phases and Eclipses This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students will identify and demonstrate the phases of the lunar cycle. They will use the positions of the Sun, Earth, and Moon to predict the sequence of events in the lunar cycle and relate them to the occurrence of eclipses. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. Scientific Process TEKS 8.7 Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to: 8.7B Demonstrate and predict the sequence of events in the lunar cycle. Readiness Standard 8.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 8.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. 8.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: 8.3B Use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature. 8.3C Identify advantages and limitations of models such as size, scale, properties, and materials. 8.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 8.4A Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum. GETTING READY FOR INSTRUCTION Performance Indicators Grade 08 Unit 09 PI 02 Write a How it Works book to explain and illustrate the Earth, Sun, and Moon cycles, including day and night, seasons, lunar phases, and eclipses. Standard(s): 8.2E, 8.7A, 8.7B ELPS ELPS.c.1C, ELPS.c.1E, ELPS.c.2E Key Understandings The changes in the Moon s phase are due to changes in the angle between the Sun, Moon, and Earth. How are the Sun, Moon, and Earth related to the lunar cycle? Why does the Moon s appearance change throughout the month? Vocabulary of Instruction eclipse waning crescent solar eclipse Last Updated 05/13/13 page 1 of 17
waxing gibbous waning gibbous waxing crescent new moon full moon lunar eclipse first quarter moon third quarter moon Unit: 09 Lesson: 02 Suggested Duration: 3 days Materials How it Works books (from Lesson 01) glue or tape (per group) lamp (without shade,1 per group) light bulb (100 watt, 1 per group) map pencils (per group) markers (per group) Moon Phase Card Sort sets from previous activity paper (construction, 9 x12, one half sheet per student) paper (plain, multiple sheets per class) scissors (1 per student) Moon Models (see Advance Preparation, previously used in Lesson 1, 1 per group) ball (Styrofoam, 1 per group) skewer (wooden, 1 per group) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: ABC Moon Race (1 per group and per class, and 1 for projection) Handout: Moon Phase Card Sort (see Advance Preparation, 1 set per group) Handout: Lunar Pops (1 per group and 1 for projection) Handout: Lunar Cycle Diagram (1 per student and 1 for projection) Teacher Resource: Lunar Cycle Diagram KEY (1 for projection) Handout: Lunar Vocabulary (1 per student) Teacher Resource: PowerPoint: Lunar Cycle Handout: Lunar Cycle Graphic Organizer (1 per student) Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Resources None Identified Advance Preparation 1. Prior to Day 1: Print, laminate, cut, and bag the Handout: Moon Phase Card Sort (1 set per group) on card stock. Earth models from Lesson 01 will be reused in this lesson as Moon Models. Consider available outlets, as you may need to obtain extension cords in order to be able to plug in a lamp for each group. 2. Prepare attachment(s) as necessary. Background Information This lesson bundles student expectations that address the effects resulting from cyclical movements of the Sun, Earth, and Moon. Cycles within the Earth, Sun, and Moon systems are studied as students learn about the lunar cycle and eclipses. During this lesson, students describe cycles influenced by the Sun, Earth, and Moon. Students demonstrate and predict the sequence of events in the lunar cycle and relate the position of the Earth, Moon, and Sun to eclipses. Students develop the understanding that some cycles, such as phases of the Moon and solar and lunar eclipses, are evident only by viewing them from Earth. Manipulating models will enable students to correct misconceptions about these cycles. In the next lesson, students will study the relationship between the Moon and tides. After this unit, students will study light years, theories, and characteristics of the universe. STAAR Note: The effects resulting from cyclical movements of the Sun, Earth, and Moon relating to the lunar phases (8.7B) will be assessed as a Readiness Standard under Last Updated 05/13/13 page 2 of 17
Reporting Category 3: Earth and Space on the STAAR Assessment. Unit: 09 Lesson: 02 Suggested Duration: 3 days INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE ABC Moon Race 1. Project the Handout: ABC Moon Race, and explain the activity to the students. 2. Inform students that they are competing in a relay race to list as many terms as they can think of that are associated with the Moon. Say: When it is your turn, write a term that applies to the Moon in the box that corresponds to the first letter of the term, in the appropriate box below. As soon as you have written a word, pass the paper to the next person on the team. You may not pass the paper until you have written a word. You do not have to write words in alphabetical order. More than one word per box may be written, but you cannot put the same word twice. Be thinking of another word for the next time the paper comes to you Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Attachments: Handout: ABC Moon Race (1 per group and class and 1 for projection) Instructional Notes: Each class will need a new set of the Handout: ABC Moon Race. Model a term that students would not know such as terminator. The line dividing the light from the dark is called the terminator. The terminator moves from right to left Use student responses as an informal assessment of prior knowledge. 3. Model the expectations for the students (see Instructional Notes). 4. Divide the class into cooperative groups of 5 6. 5. Distribute a copy of the Handout: ABC Moon Race to each group of students. 6. Allow two to three minutes for the race. 7. After time has expired, collect the papers from each group. EXPLORE Lunar Pops Suggested Days 1 (continued) and 2 1. Divide the class into groups of 3 4. 2. Distribute the Handout: Moon Phase Card Sort (see Advance Preparation, 1 set per group) to each group of students. 3. Instruct students to put the cards in a logical sequence. 4. Monitor groups while looking for misconceptions. Make a note of any misconceptions to address throughout the lesson. 5. After 5 10 minutes, inform students that they are going to stop to do an activity, but they should keep the cards displayed as is, on the desk or table. 6. Inform students that they will have the opportunity to sequence the cards again after they finish the Lunar Pops activity. 7. Project the Handouts: Lunar Pops and Lunar Cycle Diagram while modeling the expectations of the activity (see Instructional Notes). Discuss safety precautions. 8. Instruct students to answer the conclusion questions in their science notebooks. 9. Answer any questions students may have regarding the activity. 10. Distribute the Handout: Lunar Cycle Diagram to each student. 11. Distribute materials and the Handout: Lunar Pops to each group. 12. Allow students to work through modeling each phase of the Moon and record their observations on the Lunar Cycle Diagram (see Instructional Notes). 13. Check for understanding while monitoring and assisting the groups by asking guiding questions. Correct any misconceptions immediately. 14. Instruct students to affix the Lunar Cycle Diagram to their notebooks when they finish. 15. Project the Teacher Resource: Lunar Cycle Diagram KEY, and allow students to check their answers. Materials: Moon Models (see Advance Preparation, previously used in Lesson 1, 1 per group) ball (Styrofoam, 1 per group) skewer (wooden, 1 per group) lamp (without shade,1 per group) light bulb (100 watt, 1 per group) glue or tape (per group) Attachments: Handout: Moon Phase Card Sort (see Advance Preparation, 1 set per group) Handout: Lunar Pops (1 per group and 1 for projection) Handout: Lunar Cycle Diagram (1 per student and 1 for projection) Teacher Resource: Lunar Cycle Diagram KEY (1 for projection) Safety Note: Do NOT touch bulb. It may result in serious burns. Instructional Notes: Your location may not work well with numerous light bulbs in the room. If shadows are an issue, you may want to use only one Last Updated 05/13/13 page 3 of 17
16. Collect the Moon Phase Card Sort sets at the end of the class period. Unit: 09 Lesson: 02 Suggested Duration: 3 days light bulb for a large group experience (see Misconception below). Students may need assistance with arm placement and movements. Misconception: Students may think the phases of the Moon are caused by the Moon being in the Earth's shadow or in the Sun s shadow. STAAR Note: The effects resulting from cyclical movements of the Sun, Earth, and Moon relating to the lunar phases (8.7B) will be assessed as a Readiness Standard under Reporting Category 3: Earth and Space on the STAAR Assessment. Notebooks: Students answer the Lunar Pops conclusion questions and affix the Lunar Phases Diagram to their notebooks. EXPLAIN Lunar Cycle Graphic Organizer Suggested Days 2 (continued) and 3 1. Divide the class into groups of 3 4. 2. Distribute the Handout: Lunar Vocabulary (1 per student) to each student. 3. Distribute the Moon Phase Card Sort sets to each group. 4. Instruct the students to sequence their cards and record information on their handout while you display and discuss the Teacher Resource: PowerPoint: Lunar Cycle. 5. Project the Teacher Resource: PowerPoint: Lunar Cycle, and facilitate a discussion about the relationship between the Sun, Moon, and Earth. Point out the possibility of a solar and lunar eclipse in relation to the new and full moons, respectively (see Instructional Notes). 6. Allow students time to record vocabulary and organize their cards as you discuss each slide. 7. Instruct the students to affix their Lunar Vocabulary handout to their notebooks when they finish. 8. Distribute the Handout: Lunar Cycle Graphic Organizer to each student. Instruct them to follow the directions on the handout (see Instructional Notes). 9. Check for understanding while monitoring and assisting students by asking guiding questions. 10. Instruct students to make a pocket in their notebooks to store their Lunar Cycle Graphic Organizers (see Instructional Notes). Distribute scissors, glue or tape, and construction paper for the pockets. 11. Collect the Moon Phase Card Sort sets at the end of the activity. Materials: scissors (1 per student) glue or tape (per group) paper (construction, 9 x12, one half sheet per student) Moon Phase Card Sort sets from previous activity Attachments: Handout: Lunar Vocabulary (1 per student) Teacher Resource: PowerPoint: Lunar Cycle Handout: Lunar Cycle Graphic Organizer (1 per student) Check For Understanding: The completed Lunar Cycle Graphic Organizer may serve as evidence of understanding. Instructional Notes: The PowerPoint is intended to be interactive through questioning and discussion. Consider making a model of the graphic organizer (without the moon phases) as a visual aid. Students affix a half sheet of construction paper to a page in their notebooks to make storage pocket. Notebooks: Last Updated 05/13/13 page 4 of 17
Unit: 09 Lesson: 02 Suggested Duration: 3 days Students affix their Lunar Vocabulary handout and their Lunar Cycle Graphic Organizer to their notebooks. ELABORATE/EVALUATE Performance Indicator Grade 08 Unit 09 PI 02 Write a How it Works book to explain and illustrate the Earth, Sun, and Moon cycles, including day and night, seasons, lunar phases, and eclipses. Standard(s): 8.2E, 8.7A, 8.7B ELPS ELPS.c.1C, ELPS.c.1E, ELPS.c.2E 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the performance assessment. Suggested Day 3 (continued) Materials paper (plain, multiple sheets per class) markers (per group) map pencils (per group) How it Works books (from Lesson 01) Attachments: Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Last Updated 05/13/13 page 5 of 17
ABC Moon Race When it is your turn, write a term that applies to the Moon in the box that corresponds to the first letter of the term in the appropriate box below. As soon as you have written a word, pass the paper to the next person on the team. You may not pass the paper until you have written a word. You do not have to write words in alphabetical order. More than one word per box may be written, but words may not be repeated. Be thinking of another word for the next time the paper comes to you. Note: The image of the Moon on this document is only oval shaped due to the formatting of the page. The Moon is not oval shaped. A B C D E F G H I J K L M N O P Q R S T U V W XYZ \ 2012, TESCCC 05/13/13 page 1 of 1
Moon Phase Card Sort Term Description Visual full moon The Earth is positioned between the Sun and Moon; this occurs two weeks after the new moon. The side of the Moon visible from Earth is illuminated. waning gibbous Occurs after the full moon. The amount of the Moon illuminated is decreasing. third quarter moon Occurs after the waning gibbous. Only the left quarter of the Moon is illuminated. From Earth, it appears to be exactly the left half. waning crescent Occurs after the third quarter. Only the left sliver of the Moon is illuminated. 2012, TESCCC 05/13/13 page 1 of 2
new moon Occurs two weeks after the full moon. The Moon is positioned between the Sun and Earth. The side of the Moon visible from Earth is not illuminated. waxing crescent Occurs after the new moon. Only the right sliver of the Moon is illuminated. first quarter moon Occurs after the waxing crescent. Only the right quarter of the Moon is illuminated. From Earth, it appears to be exactly the right half. waxing gibbous Occurs after the first quarter. The amount of the Moon illuminated is increasing. solar eclipse The Moon moves directly between the Sun and Earth. The Moon casts a shadow on the Earth; this only occurs with a new moon. lunar eclipse The Earth, Sun, and Moon are directly lined up in the center. The Earth casts a shadow on the Moon; this only occurs with a full moon. 2012, TESCCC 05/13/13 page 2 of 2
Lunar Pops Purpose: How are the Sun, Moon, and Earth related to the lunar cycle? Why does the Moon s appearance change throughout the month? Materials: Styrofoam ball wooden skewer lamp with 100 watt bulb and no shade Safety: Take care not to stick yourself or anyone else with the wooden skewer. Do NOT touch the bulb. It will become very hot and may cause severe burns. Procedures: In this activity, the lamp represents the Sun, you represent the Earth, and the Lunar Pop (ball on the stick) represents the Moon. You will observe the phases of the Moon as seen from Earth. 1. Turn on the lamp. The teacher will turn off the classroom lights. 2. Position 1: Hold your Lunar Pop in front of you, and face the lamp. The Moon is between the Earth and Sun. 3. Using a pencil, shade the unlit portion on your diagram at position 1. The white area will represent the illuminated (lit) portion. 4. Students should take turns holding the Lunar Pop and shading their diagrams. 5. Position 2: Make a 45 (1/8) turn to your left with your whole body while holding your Lunar Pop in front of you. 6. Shade in the unlit portion on your diagram at position 2. 7. All students should continue taking turns through the process until all eight positions have been modeled and shaded. Each position only requires a 45 (1/8) turn to the left until you arrive back at position 1. 8. Once all positions are shaded on your diagrams, label the names of the moon phases and draw an arrow representing the direction the Moon travels around the Earth. 9. Affix your diagrams to your notebooks. Data/Observations: Shade the unlit portion of the Moon on your diagram. Conclusion: Use your diagrams to answer the following questions in your science notebooks: 1. In what direction does the Moon orbit the Earth? 2. At position 1, is the part of the Moon we view from the Earth illuminated (lit)? 3. At position 1, which part of the Moon is illuminated? 4. If it takes the Moon 27.32 days to revolve around the Earth, approximately how many days does it take for the Moon to move from one phase to the next? 5. How are the Sun, Moon, and Earth related to the lunar cycle? 6. Why does the Moon s appearance change throughout the month? 2012, TESCCC 10/18/12 page 1 of 1
Lunar Cycle Diagram 2012, TESCCC 10/18/12 page 1 of 1
Lunar Cycle Diagram KEY First Quarter Waxing Gibbous Waxing Crescent Full Moon New Moon Waning Gibbous Waning Crescent Third Quarter 2012, TESCCC 10/18/12 page 1 of 1
Lunar Vocabulary Term Description and/or Visual new moon waxing crescent first quarter moon waxing gibbous full moon waning gibbous 2012, TESCCC 10/18/12 page 1 of 2
third quarter moon waning crescent solar eclipse lunar eclipse waxing waning gibbous 2012, TESCCC 10/18/12 page 2 of 2
Lunar Cycle Graphic Organizer 1. Cut on the dotted lines around the outside of the Sun, Earth, and moon phases. (Be careful not to cut off the arrows.) 2. Cut around the solid line on the outside of the square graphic organizer. 3. Place your graphic organizer on your desk in front of you as a square shape, not a diamond shape. 4. Glue the Earth in the center of the dotted square on the graphic organizer, and draw a stick person on it. 5. Place (not glue) your moon phases in the correct sequence (making sure the arrows point up). You may need to trim them to make them fit. Once you know they are in the correct sequence, glue them down. 6. Fold the corners over toward the center along the dotted lines and crease. Open the corners back up. Cut along the solid line from each corner to the dotted line on your graphic organizer. This will make eight flaps. 7. Use a pencil to write the name of each moon phase on the outside of the flap. 8. Now, place the Sun in the correct location based on the moon phases. 9. Once complete, make a storage pocket in your notebook to store all parts of your organizer for future use. 2012, TESCCC 10/18/12 page 1 of 3
Memory Device: White on the right growing bright, white on the left losing light. Wax on (growing) Wane off (shrinking) New Moon = Near the Sun Full Moon = Far from Sun Remember, YOU are on the EARTH looking at the Moon. 2012, TESCCC 10/18/12 page 2 of 3
2012, TESCCC 10/18/12 page 3 of 3
Performance Indicator Instructions KEY Performance Indicator Write a How it Works book to explain and illustrate the Earth, Sun, and Moon cycles, including day and night, seasons, lunar phases, and eclipses. (8.2E; 8.7A, 8.7B) 1C, 1E; 2E (The first portion of the Performance Indicator will be completed during Lesson 01, and the second portion will be completed during Lesson 02.) Materials: paper (plain, multiple sheets per class) markers (per group) map pencils (per group) How it Works books (from Lesson 01) Instructional Procedures: 1. Say: Today, you will be continuing to work on your How It Works book to explain and illustrate the Earth, Sun, and Moon cycles of lunar phases and eclipses. 2. Instruct students to use labeled drawings and color to assist in making their explanations. 3. Ask students to think about the following questions as they formulate their explanations and illustrations in their books: How are the Sun, Moon, and Earth related to the lunar cycle? Why does the Moon s appearance change throughout the month? 4. Remind students to use scientific terms in their writing. 5. Allow students time to work on the book. 2012, TESCCC 05/13/13 page 1 of 1