Name: Breanne Mason & Carolyn Hart School: Leslie Middle School Grade Level: 5th Grade Science

Topic: The Moon & its relationship to the Sun and Earth

Learning Goals
Describe the Science Process GLCEs and Standards that you will address in your unit. Michigan Grade Level Content Expectation Inquiry Process S.IP.05.11 Generate scientic questions based on observations, investigations, and research. S.IP.05.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens) appropriate to scientic investigations. Inquiry Analysis and Communication S.IA.05.11 Analyze information from data tables and graphs to answer scientic questions.

Reflection and Social Implications

S.RS.05.15 Demonstrate scientic concepts through various illustrations, performances, models, exhibits, and activities.

Content Standards
E.ST.05.22 Explain the phases of the moon. E.ST.05.24 Explain lunar and solar eclipses. E.ST.04.24: Explain how the visible shape of the moon follows a predictable cycle which takes approximately one month.

EPE Chart For (The Sun, Earth, & Moon Relationship) Experiences -Observing & Recording the shapes of the moon Patterns* Explanations*

-As the month -We see various amounts of the lit half of the progresses, more or moon based on the position of the moon in its less of the moon is revolution around Earth. It takes about a

over a period of a month -Every day observations of the moon at night and during the day -Observe the orbit of the moon around the Earth when a lunar or solar eclipse occurs

lit and visible to the eye. -The cycle of the shapes of the moon starts over after a month. -You can sometimes see the moon and sun up in the sky when it is daylight. -The moon moves across the sky as the day passes. -The orbit of the moon around the Earth has changed when a lunar or solar eclipse occurs

month for the moon to revolve around the Earth. Half of the sphere of the moon is always lit by the sun. However, the lit side does not always face the Earth. -Based on the position of the moon in its revolution around Earth, we sometimes see both the sun and the moon in the sky at the same time. -The orbit of the moon is usually a little above or below the plane of the orbit of the Earth and Sun. It is only when the sun, moon, and Earth are aligned that we see an eclipse. A lunar eclipse can only occur at full moon, and only if the moon passes through some portion of the Earths shadow. The solar eclipse can only occur at new moon when the moon passes between Earth and sun.

Unit Central Question and Model Response

Central Question
What is the sun and earths relationship to the moon? Explain why we have the phases of the moon and lunar and solar eclipses.

Model Response
Just as the Earth moves around the sun, the moon moves around the Earth. It takes the moon to orbit the Earth about a month. During this month, the moon goes through all its phases. We only see the moon because sunlight reflects back to Earth from its surface. During a month, the moon rotates as it circles once around the Earth. The half of the moon that faces the sun is always lit. However, the lit side does not always face the Earth. As the moon orbits the Earth, the amount of the lit side we see changes. This is the reason for the phases of the moon and it repeats in a certain pattern over and over.

It is only when the sun, moon, and Earth are in the same plane, or aligned, that we see an eclipse. A solar eclipse occurs only at a new moon phase, but does not occur every time there is a new moon. It only occurs when the moon is directly in between the sun and the Earth. The moons orbit is tilted 5 degrees from Earth, so it is somewhat rare when the moon is directly between the sun and the Earth. A lunar eclipse occurs only at a full moon phase, but does not occur every time there is a full moon. It only occurs when the Earth is directly between the sun and the moon.

Big Ideas: - The moon doesnt produce its own light, but only reflects light from the sun. - Half of the sphere of the moon is always lit by the sun. However, the lit side does not always face the Earth. - The moon rises in the east and progresses across the sky to set in the west due to the counterclockwise rotation of Earth. - The moon revolves (counterclockwise) around Earth once every 29.5 days (about a month) -The moon travels around the Earth in an oval orbit at 3,680 km/hr. The average distance from Earth is 382,400 km. -The lunar month is the 29.5 days it takes to go from one new moon to the next. During the lunar month, the moon goes through all of its phases. - On earth, we see various amounts of the lit half of the moon based on the position of the moon in its revolution around Earth. - The various amounts of the lit half of the moon that we see from earth make it appear that the moon changes shape over the course of a month. These different shapes are called the phases of the moon. - Based upon the position of the moon in its revolution around Earth, we sometimes see both the sun and the moon in the sky at the same time (day time); other times we see only the sun or only the moon. Misconceptions to Address - The sun is only visible in the day time and the moon is only visible at night. - The moon phases are caused by the shadow of the Earth. - A solar eclipse is the same as a lunar eclipse. - A solar eclipse and lunar eclipse occurs every time there is a new and full moon, respectively.

Instructional Sequence for Science Unit

Directions. Before writing your lesson plans and teaching your lessons, it is often helpful to know where your unit is going and how the individual activities and lessons fit in to that sequence. This instructional approach table is the outline of your science unit that includes labels for your activities and the function of those activities in your sequence (e.g., does the

activity provide experiences for students around the central question, enable them to observe and discuss patterns, etc.). This instructional approach should encompass one or sometimes two cycles through the I-AIM sequence of effective science practice. The instructional approach is very important as this is the main document (other than your lesson plans) that guides what you will be teaching and indicates why you are teaching this way. Use the template below to outline the activities in your instructional sequence. There are a couple of things to notice. Activities are not lessons. You will have several (2-5) activities that make up a science lesson that you might teach in a single day. Activities are classroom actions that differ from one another and have particular purposes. Discussions, investigations, small group work, are all examples of different kinds of activities. Separate activities that have different structures and purposes. Also, you will need to be fairly elaborate in your activity description. The activity might require 2-3 sentences to describe it so that your MT, myself, or a substitute might understand what is involved. Most often, the activity description will be 1 paragraph in length. This is the only document your MT and I will see other than a few lesson plans for your unit. To help yourself think things through and to help your MT, field instructor and myself better understand what you have in mind and how we can help you, we need to understand what you plan on doing. Finally, the activity function is important for helping you and others identify what you are hoping to do for your activity. Is the activity meant to motivate and establish the problem? Help students share their ideas? Provide experiences with the phenomena related to the question? Establish patterns? Share scientific information and vocabulary? Apply the science ideas to other contexts? Use the I-AIM model and its labels to describe the activity function. If you are unsure about an activity function, use your own words and write a comment in the margin for feedback. Your instructional approach will be given feedback and graded with respect to: 1. The quality of the science activities you propose to teach (with respect to best teaching practices of EPE/I-AIM, etc.) 2. The sequence of the activities and how they address childrens learning 3. The quality/comprehensibility of the activity description and the accuracy of the activity function for the sequence

Instructional Sequence For: The Moon Breanne Mason & Carolyn Hart
Learning Goals: S.IP.05.11 Generate scientic questions based on observations, investigations, and research. S.IP.05.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens) appropriate to scientic investigations. S.IA.05.11 Analyze information from data tables and graphs to answer scientic questions. S.RS.05.15 Demonstrate scientic concepts through various illustrations, performances, models, exhibits, and

activities. E.ST.05.22 Explain the phases of the moon. E.ST.05.24 Explain lunar and solar eclipses. E.ST.04.24: Explain how the visible shape of the moon follows a predictable cycle which takes approximately one month. No. Activity Label Activity Functions* (Why this activity in this sequence?) -Establish a Question -Elicit Student Initial Ideas Activity Description

-What we think about the Moon Phases Central Question and KWL Chart.

-A central question will be displayed on the smart board that asks: Why do we have the moon phases? Students will be directed to get their science notebook out and answer as much as they know about this question. Once students have had time to answer the question, a chart will then be displayed on the smart board with the title: The Moon Phases. Then each column will be labeled, What do we know? What do we wonder? What did we learn? We will begin by having a brainstorming activity where the students share what they know about the moon already and what they wrote in their science journal. I will make a list in the chart under the What do we know? section with all of the students answers. Once we have done this activity, the students will then move on to the What do we wonder? column of the chart. Students will be asked to talk with a partner and think of one thing that they wonder about the moon. Students will then share their wonder about the moon and it will be added to the chart. Once we have filled out the chart it will be explained that as we move on through the unit, we are going to learn more and more about the moon and its phases and that ideas may be changed from this chart as the days go on. I will explain to students that it is our goal to move as many of the wonders over to the What did we learn? section as time goes on. -Each group will be given cards with the

-Individual, Small group & whole group activity sequencing the moon phases with moon phase cards. -Explore Phenomena for Patterns -Explore Ideas for Patterns

different phases of the moon. It is the groups responsibility to discuss the sequence of the phases of the moon and why they think it is that way. Student can use their moon calendars to help them in sequencing the phases and recognizing the patterns. Students will be expected to work together and listen to everyones thoughts regarding the cycle of the phases. Once the groups have decided on the ordering of the phases, they will then be expected to share their sequence with the whole class and why they decided on that way. Once all groups have shared, they will be allowed time to change the sequence they have if they would like to based on new information given from other groups. Students will then record the sequence they chose on a sheet of paper, with their guess of what the moon phase is called. They will be notified that this diagram will be altered as the unit goes on and they learn more about the moon and its phases. -Students will be given a survey with the question: Why does the moon have its phases? Students will be informed that it is their job to perform a survey and ask three people outside of their classroom what they think causes the moon phases. They will be informed that tomorrow they will each need to come in with those three reasons and that we will take a poll to see what reasons were the most common and what were not. It will be explained that with this poll we can then further on explore why some people think the phases occur and what the actual reason is.

-Home assignment: What Causes the Moon Phases? Poll.

-Explore Phenomena for Patterns 2 -Review common results -Explore Phenomena for Patterns -Students will turn in their survey and share their results with their partner. Partners will then share with the class their most common results and this will be recorded on the smart board. Students will then be asked to raise their hand for each explanation if they were given it also. A tally will be taken and the results will be later polled and made into a graph to display in the classroom.

-Individual activity demonstrating the model of the relationship between the moon, sun, and Earth.

-Explore Phenomena for Patterns

-Students will each be given a tennis ball & told that this tennis ball is to represent the moon. Students will be informed of the appropriate behavior with the tennis ball and the expectations of the modeling process. A clamp lamp will then be displayed and students will be asked to resume positions that will represent the moon phases. Questions will be asked as the modeling takes place, such as: What do you see? Why do you see it? When students reach spots when the tennis ball is completely illuminated to the eye and when it is completely dark, students will be asked to share what phase of the moon they think that is. This modeling observation will be done twice, during the second observation more questions will be asked and students will be asked to share their observations using the stages: full moon, new moon, first quarter, and third quarter moon.

-As an exit slip, students will be asked to rip a sheet of paper out of their science notebook and answer the question: Where does the light come from when we observe moonlight?

-Short answer assessment

-Students explain

patterns 3 -Teacher explanation of the moon phases -Introduce Scientific Ideas -Students will share observations of the patterns found yesterday. Students will share where the light is coming from when we observe the moonlight. An explanation will be given and related to real world examples: bike reflectors, street signs, etc. Each moon phase will be shown on the smart board and students will discuss how they compare to the observations made with the model. A teacher explanation will be given for each phase and the pattern of the cycle of phases. -Students will be given the opportunity to look at their sequence of what they originally thought the cycle of the moon phases and apply what they have learned to change the sequence. Once their sequence has been updated, we will visit our KWL chart and add to what we have learned. We will discuss previous misconceptions, as well as how much we have learned since the beginning of discussing moon phases. -As an exit slip, students will be asked to rip a sheet of paper out of their science notebook and answer the question: Based on the demonstrations done in class and explanations give, use the explanation of the moon phases to determine why

-Fix original sequence sheet & add to KWL chart -Compare Student & Scientific Ideas

-Short answer assessment

-Apply to near & Distant Contexts with Support 4 -Partner moon phases matching activity -Apply with Fading Support -Students will be given a moon phase activity with the person sitting next to them. Without using notes, students will be expected to apply their knowledge regarding the moon phases to match the moon phase with its explanation, as well as put it into the correct ordering of the cycle. -Once students have finished with their matching activity, they will be given an Oreo moon phases activity. For this activity, students will need a paper plate, markers, a plastic knife, glue, and eight Oreos. Students will be instructed to create the moon phases cycle around the earth using the Oreos. Students will be allowed to use the matching activity that they created. Both of these activities are done with a partner. This activity will serve as a fun activity for the students to review what we have learned about the moon phases. Once students are done with both activities, they will be asked to turn them in to the front table. -Before leaving, students will need to turn in an Exit Slip answering the question: Based on our demonstrations and explanations discussed in class, give your best explanation as to why different shapes of the moon are visible to us as the days go on.

-Oreo moon phases activity -Apply with Fading Support

-Short answer assessment

-Apply with Fading Support 5 -What We Think about Eclipses Central Question and Chart. -Establish a Question -Elicit Student Initial Ideas -The Question: What do you think about solar and lunar eclipses? Will be displayed on the board as the students sit down for science. They will be instructed to open up their science notebooks and write down everything they think about eclipses and questions they have regarding them. Students will be probed with questions from the teacher as they write such as: What do you think causes an eclipse? What do you think the difference between an eclipse and a moon phases is? What do you think the differences between solar and lunar eclipses are? Once students have finished writing, they will then be given the opportunity to share what they think with their partner sitting next to them. A chart will then be displayed on the board that says: What do we think about eclipses? How can we find out? What do we conclude? Students will then be given the opportunity to share what they think about the eclipses and thoughts will be recorded on the board. Once a completed list of their initial ideas and questions about eclipses have been recorded on the board, students will then be asked for their ideas of how they can find out if their thinking is correct. We will record ideas on the board: internet, ask someone who studies astronomy, make a model, etc.

-Before putting into groups, students are explained the directions of the group modeling activity and the behavioral activities. Once students are in their groups, students are given material and directions are displayed on the board. Materials include: four tennis balls & one

-Student modeling of the eclipses with teacher support. Students record patterns. -Explore Phenomena for Patterns -Explore Ideas for Patterns

piece of string. Students will each first review the moon phases using the tennis ball and clamp lamp representing the sun. The phases full moon and new moon will be what is paid attention to most. After reviewing the phases, the students will then be asked to work with their group and take on the role of the Earth, the Mapper, and the Observer. Students will then compare the Full moon and New moon phase to a solar and lunar eclipse by changing the degree of the moons orbit. Students will record their observations individually in their Student Journals, drawing the figures and the plane of the orbits. Students will be asked to describe what they are seeing as they work in their groups by the teacher. -After students have recorded their observations and patterns, they will be asked to answer a question on an Exit Slip before leaving the classroom. The question will ask: What patterns did you notice that help determine the difference between a solar eclipse and lunar eclipse and the moon phases full and new moon?

-Short answer assessment

-Students explain patterns 6 -Teacher Scientific Explanation of lunar & Solar eclipses using model -Introduce Scientific Ideas -Students will be asked to share their observations with the class as to review what they did the previous day. The teacher will then perform the model and an explanation for solar and lunar eclipses will be given.

-Simulations of lunar & solar eclipses & students relating recorded ideas to websites, photographs, & illustrations -Compare Student & Scientific Ideas

-A simulation from the internet will then be given, as well as illustrations and pictures will be displayed on the smart board to help further students understanding of solar and lunar eclipses. Students will compare their observations and recordings to what they have learned from the explanations, simulations, and pictures provided. A whole class discussion will occur relating the simulation and pictures to the model they performed in their groups.

-Short answer assessment

-An Exit Slip will be required from the students asking them the question: Using what we have learned from the models, simulations, explanations, and pictures, would you say that solar and lunar eclipses are common? Why or why not?

-Apply to near & Distant Contexts with Support 7 -Group modeling of solar & lunar eclipses to explore umbra & penumbra -Explore scientific ideas & patterns -Students will be instructed on the next group activity. Students will be told the directions and behavioral expectations. Once students are in the same groups as before, they will be handed the materials. These materials include: one tennis ball, marble, black construction paper, white construction paper, and flash light. Directions will be displayed on the board, as well as an illustration of an eclipse. Students will be asked to duplicate this illustration in their groups an to observe the shadows of the spheres using the flashlight. Students will be given time to arrange their materials and discuss their observations in their groups. To check for progress and understanding and relate the model to an eclipse, questions will be asked at each group such as: Can someone explain what you have observed so far? What do you notice about the shadow of the tennis ball on the paper? What happens if the flashlight is further away? If it is closer? Why do you think that? Etc. -Once the teacher has visited each group, a whole class discussion will occur regarding their observations. The words umbra, and penumbra, will be put on the board with a picture of an eclipse. The umbra and penumbra will then be described to the students and a group volunteer will be asked to demonstrate the eclipse and point out the umbra and penumbra using the materials given. -A review of what the students have learned about eclipses will occur. The What We Think About Eclipses Chart will be displayed on the smart board and we will fill in what we have concluded about eclipses. We will also discuss

-Discussion about observations & new vocabulary

-Introduce scientific Ideas & Vocabulary

-What We Think About Eclipses Chart & review what has been learned so far

-Compare Student & Scientific Ideas

-Venn Diagram comparing lunar & solar eclipses

misconceptions regarding what we thought about eclipses at the beginning of discussing them if there were any invalid ideas. -Students will then work with a partner to make their own Venn Diagram using what they have learned to compare solar and lunar eclipses. The teacher will do a walk around and once it looks like all students have a few similarities and differences, a whole class discussion will occur and students will be able to share their similarities and differences with the class. We will then fill out a Venn Diagram together, as there will be one displayed on the Smart Board. -As a homework assignment, students will be asked to search for the next lunar and solar eclipse in North America. -Apply with Fading Support

-Compare Scientific Ideas -Home assignment: search for next lunar & solar eclipse in North America

-Review of Moon Phases & Solar Eclipses

-Apply to Near and Distant Context with Support -Apply with Fading Support

10

Summative Assessment