Clair Kessler



Phases of the Moon

Clair Kessler

2nd, 3rd, 4th grades

Concepts:

Goals:

Objectives:

Students will:

Students can identify characteristics of the moon.

Students understand basic principles about the moon such as composition, distance from Earth, size, atmosphere, phases, and that it is a satellite and doesn't produce its own light.

Students understand theory about moon's birth.

Students know the phases of the moon and understand why they happen.

Benchmarks:

2.2E.1 Observe and record the patterns of apparent movement of the sun and the moon.

2.3S.2 Make predictions about living and non-living things and events in the environment based on observed patterns.

2.3S.3 Make, describe, and compare observations, and organize recorded data.

3.3S.1 Plan a simple investigation based on a testable question, match measuring tools to their uses, and collect and record data from a scientific investigation.

3.3S.2 Use the data collected from a scientific investigation to explain the results and draw conclusions.

4.2P.1 Describe physical changes in matter and explain how they occur.

4.2L.1 Describe the interactions of organisms and the environment where they live.

Procedure:

• Show Power Point on the moon.

• Divide class into seven groups and have them arrange themselves around a bright, open light in the center of the room.

• When groups are arranged, pass out materials:

• One Styrofoam moon half filled in with black marker to show the far side of the moon and the side facing us

• One stick the the moon is placed on the end of for easy handling and unobstructed observing.

• One “moon phases” (see in assessment)

• Tell the kids they are to pick one person in their group to start the activity. The other kids need to find a place to be that is out of the way.

• Tell the kids the light in the center of the room is the sun, their heads are Earth and the Styrofoam balls are the moon.

• Have the kids orbit the moon around Earth.

• Make sure to tell them the moon does not orbit on a perfect track around Earth, it goes a bit higher and a bit lower than Earth, only sometimes ending up in a straight line from the sun and Earth.

• As the kids perform the motions tell them to look carefully at the phases the moon is going through.

• What can we see from Earth?

• Is the moon really only a sliver, or is it still a sphere?

• What happens when the moon goes into alignment with the sun and Earth?

• Ask Students to find their phases.

• This is repeated for every student in each group.

• After assessment discuss the phases of them moon, answer any questions.

Assessment:

• On a blank wall or blackboard place eight white, circular pieces of paper. Place a piece of Velcro on the paper. This circle is an outline of the moon phases.

• Make eight moons in eight different phases (new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, last quarter and waning crescent) place the other half of Velcro on this paper.

• (White circles and moons are best laminated for future use)

• When the students are in their groups, pass out one moon to each group along with their materials for activity.

• Place the last moon (any one) on the board where it belongs for a guide.

• Students can watch for their phase during the activity.

• Students should correctly place their phase in order on one of the white circles.

Itemized list of materials and cost:

Styrofoam balls (18 – ) 6.29

black marker (1 – ) 2.02

craft sticks (1000 craft sticks – ) 9.99

white circle cutouts for moon phases (8, copies supplied by school) 0

laminate (one roll – ) 31.91

Velcro (200 3/4” dots – ) 19.00

Estimated one time start up cost 69.21

Unit on solar system (instruction prior to moon lesson):

Intro to the solar system

What are planets?

What are starts?

What is a constellation?

What is a galaxy?

What is the sun?

Lesson just prior to The Moon:

The Sun is the center of our solar system, Earth revolves around the sun on its axis. It takes a year for Earth to get around the Sun.

The Moon intro activity:

• Have all kids sit in a circle in an open area. About 10' by 10' wide space.

• In the center of the circle is a model of the Sun and Earth

• This model is made of Styrofoam balls 6” Sun, 3” Earth and 1 ½” Moon. If possible, use a lamp for the Sun and a 6” ball for Earth and 3” ball for Moon. Styrofoam balls can be held together using skewers.

• Review what students know about the Sun and Earth. Answers can be written on the board or on a chart.

• Ask students what they know about the moon.

• Add the moon to the model.

• Show the students how the moon revolves around Earth on it's axis and that system revolves around the Sun.

• Explain that it take 24 hours (one day and one night) for the moon to orbit Earth and one year for the two to orbit the sun. Talk about the size of the moon and how it looks at different times of the year.

• To demonstrate phases of the moon.

• Have the kids sit a circle in an open area of the classroom.

• In the center of the circle sits a white ball, preferably about soccer ball size, that has half painted black.

• The kids will all be able to see different phases of the moon in this position.

• Talk about where the sun must be.

• If the students were seeing what they are from Earth, what phase would they be seeing?

• What is the position of Earth and the sun and the moon?

• Give students each a piece of paper and pencil. Have them draw what they see.

• In order of seating have them tape their drawing to the board.

• Discuss the cycle. What is happening?

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download