Morgan Reynolds Miranda Steward Bailey George Phases of the Moon Big Idea: Depending upon the relative

positions of the Earth, sun and moon, the moon will go through 8 different phases.

Concept Statement: The different phases of the moon (full, new, waxing crescent, waning crescent, waxing gibbons, waning gibbous, first quarter, third quarter) depends on the location of the sun, moon and earth with respect to each other. PASS: (Grade 5) Process Standard 1: Observe and Measure - Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. The student will standard. 1. Observe and measure objects, organisms, and/or events (e.g., mass, length, time, volume, temperature) using Systems International (SI) units (i.e., grams, milligrams, meters, millimeters, centimeters, kilometers, liters, milliliters, and degrees Celsius). 2. Compare and/or contrast similar and/or different characteristics (e.g., color, shape, size, texture, sound, Measurement allows observations to be quantified. accomplish these objectives to meet this process

position, change) in a given set of objects, organisms, or events. Process Standard 3: Experiment - Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. The student these objectives to meet this process standard.

will accomplish

1. Ask questions about the world and formulate an orderly plan to investigate a question. 2. Evaluate the design of a scientific investigation. 3. Design and conduct a scientific investigation. 4. Recognize potential hazards and practice safety procedures in all science investigations

Process Standard 4: Interpret and Communicate - Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. of describing, recording, and to others.

Communicating is the process

reporting experimental procedures and results

Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student these objectives to meet this process standard.

will accomplish

1. Report data using tables, line, bar, trend, and/or simple circle graphs. 2. Interpret data tables, line, bar, trend, and/or simple circle graphs. 3. Make predictions based on patterns in experimental data. 4. Communicate the results of investigations and/or give explanations based on data.

Process Standard 5: Inquiry - Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a phenomena. The student will accomplish

procedure, and observe

these objectives to meet this process standard. 1. Use different ways to investigate questions and evaluate the fairness of the test. 2. Use a variety of measurement tools and technology. 3. Formulate a general statement to represent the data. 4. Share results of an investigation in sufficient detail so that data may be combined with data from other students and analyzed further.

Content Standard 3: Structure of Earth and Solar System

-Interaction between air, water, rocks/soil, and all living things. The student will engage in investigations that integrate the to the discovery of the following objective:

process standards and lead

3. Earth is the third planet from the Sun in a system that includes the planets. a. Most objects in the solar system are in regular and predictable motion (e.g., phases of the moon). b. Most objects in the solar system have individual characteristics (e.g., distance from the Sun, number of the objects). c. The Earth rotates on its axis while making revolutions around the Sun. moons, temperature of moon, the Sun, and seven other

Phases of the Moon Introduction: -We all know what the moon looks like right? YES!! -Does it always look the same every night? No it changes all the time. -Does anyone know why the moon changes shape? Yes, because it rotates around the earth. (Some variation of this.) - I want you guys to draw me some of the different shapes that you have seen the moon at night. A completely dark moon, a completely lit moon, waxing crescent (from childrens books and movies). These would be the ones that I think they would know before we explore or discuss. Exploration: -Split students up into 8 small groups.

-Go over expectations. 1. Do not point flashlights in anyones eyes 2. Do not poke, pick, or destroy foam balls. They are also not for playing/throwing around the room. 3. Follow all directions given by instructor.

-Explain procedure to students. Procedures: 1. Take your foam ball and place it on the end of the pencil. Be sure not to push it so far that it pokes through the other side. The foam ball is going to represent the moon, the flashlight represents the sun, and the person holding the foam ball is the earth. 2. Taking turns, one partner will hold the flashlight up, shinning it perpendicular to the floor. While another member of the group holds the foam ball up and rotates their body slowly in a circle. When your back is to the light you will have to raise the foam moon up high to be able to see the phases. 3. Their job is to watch which part of the moon(ball) is illuminated by the sun and then record by drawing these phases on their paper. -Expected Results

Concept Development: Have each group record the shapes/phases they saw by drawing them up on the board. Then discuss which are right and add any of the phases that are missing and also place them in the correct order. How many shapes/phases did your groups find? 8. Did you guys see all 8 phases? Some of the phases are a little hard to see. 1. Read The Moon Book by Gail Gibbons to help introduce the rotation of the moon and the location of the moon earth, and sun at each phase. This book also helps introduce the vocabulary of each phase.

http://www.moonconnection.com/moon_phases.phtml Vocabulary: New Moon: During a new moon, the moon is almost directly between the sun and Earth. The moon looks dark. We see no reflected light.

Waxing Crescent: In a few days a bit of the sunlit side of the moon shows. It forms a crescent. The moon is WAXING when the lit surface we see is getting bigger. First-Quarter: When the moon is a quarter of its way around Earth, it is in its firstquarter phase. We see it as half-lit. It is sometimes called a

half-moon. Waxing Gibbous: When the moon is waxing between a firstquarter moon and a full moon, it is called a gibbous moon. Full Moon: About two weeks have passed since the new moon. Now the entire face of the moon we see shines.

Waning Gibbous: When the moon is waning between a full moon and a last- quarter moon, it is a gibbous moon once again.

Last-Quarter: When the moon is three-quarters of its way around Earth, it is in its last-quarter phase. Again we see it as half-lit. It is moon.

sometimes called a half-

Waning Crescent: Once again we see a smaller sliver of moon shinning in the sky. The moon is WANING when the lit surface we see is getting smaller.

2. Introduction to first activity. In this activity you are going to use an Oreo to represent the phase of the Moon as viewed from Earth that you are assigned. As the Moon and Earth move relative to one another we see different amounts of the Moons surface lit up with sunlight. Using cookies you will represent the phases of the Moon and be able to explain why and how they occur. The white icing represent the reflected sunlight and the chocolate biscuit will represent the dark or unlit portions of the Moon. 3. Now give each student an Oreo and a plastic knife. Each group will be prompted to show one of the 8 phases of the moon on their one half of the Oreo. 4. Procedure -Take the top off the cookie carefully and then shape

the icing how much of the phase.

using your plastic knife or spoon to represent Moon we see from Earth for your

-Be able to explain your Moon phase to the teacher as she walks around. -Have one student from each group share their phase to the class. Concept Application: Procedure: 1. We will be doing the same activity but with all 8 phases of the moon. Take the top off the cookie carefully and then shape the icing using your plastic knife or spoon to represent how much of the Moon we see from Earth at each of the 8 phases. Remember, one of your cookies can be used to create two opposite phases of the Moon. Keep your unused tops on the side. Start with a full Moon and go through all the phasesplace your cookies on the data sheet in the correct location. 2. Label your Moons with their correct phase name. Be prepared to explain your Moon phases and why they each occur as Im walking around the classroom.

3. Do NOT eat the cookies until I say that youve completed that part of the assignment and Ive had a chance to see all of your work. -Expected Results

Authentic Assessment: Have students answer questions on a separate sheet of paper. 1. How many phases does the Moon go through? 8 2. How long does it take for the Moon to go through the cycle? A month 3. Why does the Moon look different at the different times of the month? As it rotates around the earth different parts of the moon will be lit based on its location to the sun. 4. What do you think waxing means? The moon is waxing when the lit surface we see is getting bigger.

5. What do you think waning means? The moon is waning when the lit surface we see is getting bigger. 6. How many times a year is there a full moon? Once a month. 7. In what phase can we not see the Moon from Earth? Why not? The new moon, because moon is between the sun and the earth, causing there to be a complete dark shadow, do to the other side of the moon being lit.

Rubric: Science Goals Explain and recognize the eight lunar phases. The effect of the location of the moon and earth to the sun causing the moon phases. Unsatisfactory 1 This student displays little knowledge of the eight different lunar phases The student displays little knowledge of how the location of the moon and earth to the sun causes the different lunar phases. Satisfactory 2 This student displays some knowledge of the eight different lunar phases The student displays some knowledge of how the location of the moon and earth to the sun causes the different lunar phases. Exemplary 3 This student displays fluent knowledge of the eight different lunar phases. The student displays fluent knowledge of how the location of the moon and earth to the sun causes the different lunar phases.