170370 Q2c_ACT_19&20 5/8/07 6:16 PM Page 165

ivit act ies 19&20 TheThe PhasesPhases ofof thethe MoonMoon (Sessions(Sessions II andand II)II)

BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade 2—Quarter 2 Activities 19 & 20

SC.E.1.1.1 The student knows that the light reflected by the looks a little different every day but looks the same again about every 28 days.

SC.H.1.1.1 The student knows that in order to learn, it is important to observe the same things often and compare them.

SC.H.1.1.3 The student knows that in doing science, it is often helpful to work with a team and to share findings with others.

SC.H.1.1.4 The student knows that people use scientific processes including hypotheses, making inferences, and recording and communicating data when exploring the natural world.

SC.H.2.1.1 The student knows that most natural events occur in patterns.

ACTIVITY ASSESSMENT OPPORTUNITIES The following suggestions are intended to help identify major concepts covered in the activity that may need extra reinforcement. The goal is to provide opportunities to assess student progress without creating the need for a separate, formal assessment session (or activity) for each of the 40 hands-on activities at this grade level.

1. Session I—Activity 19: Challenge students to explain how the phases of the Moon form a FORcycle. (The MoonPERSONAL starts out as a , slowly gets bigger until it is a USEfull Moon, then slowly gets smaller until it is a new Moon again. This cycle keeps repeating.) Have students look at the dates in their Moon Journals. Ask, How many days long is the cycle of the Moon? (28 or 29 days) How many days until the Moon looks the same as it does today? (28 or 29 days)

2. Session II—Activity 20: Point out that the flipbook students made is another kind of model. Ask, What did the flipbook help us learn about the changes in the Moon’s appearance over a ’s time? (It helps us see the pattern of change—more and more of the Moon being lit up and then less and less.) What did it help us learn about how fast or slow the changes happened? (It showed us that the changes happen slowly and gradually.)

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3. Use the Activity Sheet(s) to assess student understanding of the major concepts in the activity.

In addition to the above assessment suggestions, the questions in bold and tasks that students perform throughout the activity provide opportunities to identify areas that may require additional review before proceeding further with the activity.

FOR PERSONAL USE

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ivit act ies 19&20 TheThe PhasesPhases ofof thethe MoonMoon

OBJECTIVES PREPARATION After a month of observations, students Session I—Activity 19 discover that there is a regular pattern to 1 Begin this activity after completing the changes in the Moon’s apparent shape. Activity 14. By this time, students will have made and recorded 4 of Moon The students observations. Their Moon Journals should contain drawings of one complete lunar þ review the drawings in their Moon Journal cycle (new Moon––new Moon). þ discuss how the shape of the Moon seems 2 Make sure that the class record of Moon to change over time phases (the drawings on shelf paper) is þ recognize the possible shapes the Moon complete. Fill in any missing days before can have the start of the activity.

þ create a Moon Phase Flip-Book 3 Make a copy of Activity Sheet 19 for each student. 4 Each student will need his or her Moon SCHEDULE Journal from Activity 14 and a yellow crayon. You will need one set of Moon Session I—Activity 19 About 20 minutes Phase cards. Session II—Activity 20 About 20 minutes Session II—Activity 20 1 Make a copy of the Moon Phase Flip-Book sheets (4 pages total) for each student. VOCABULARY 2 Each student will also need a pair of full Moon scissors. You will need the set of Moon new Moon Phase cards and a heavy-duty stapler. phases

BACKGROUND INFORMATION MATERIALS Everyone has seen drawings and photographs FORFor each student PERSONALof a crescent Moon or a fullUSE Moon. But many 1 Activity Sheet 19 people do not realize that the Moon goes through a regular cycle of changes over the crayon, yellow* course of a month, starting out thin, getting 1 Moon Journal (from Activity 14)* fuller, and then getting thinner again until it 1 pair scissors* disappears in the sky. These changes in the Moon’s appearance—called phases—are For the class caused by changes in the amount of sunlight reflected by the Moon to . 1 set cards, Moon Phase, p/5 1 set Moon Phase Flip-Book sheets 1 stapler, heavy-duty*

*provided by the teacher

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170370 Q2c_ACT_19&20 5/8/07 6:16 PM Page 168 There are five basic phases of the Moon: £ Activity Sheet 19 new, crescent, quarter (or half), gibbous, and full. The traditional order begins with The Phases of the Moon the new Moon. During that phase, the 1. Color the phases of the Moon in their correct Moon cannot be seen. A day after the new order. Moon, a sliver of light appears along the Moon’s right edge, steadily growing larger until several days later a crescent of light appears. The crescent Moon, in turn, gets bigger until several days later half of the new Moon full Moon Moon’s face appears to be lit. This phase is called a quarter Moon, since technically one-quarter of the Moon’s surface is seen from Earth.

Several days after the quarter Moon, about full Moon new Moon three-fourth’s of the Moon’s face is lit. This is called a gibbous Moon. A few days after 2. How long does it take the Moon to go through that is the full Moon. This cycle of all these stages once? increasing size is called waxing and takes about 1 month, or 4 weeks approximately 2 weeks.

Beginning a day after the full Moon, the cycle repeats itself in reverse order. A few days after the full Moon, another gibbous Moon appears, although it points in the opposite direction as the previous gibbous Moon. Several days later, there is another quarter (half lit) Moon. After that is a crescent, followed by another new Moon. This cycle of decreasing size is called waning and also takes approximately 2 weeks. After that, the cycle starts all over again. The entire lunar cycle takes approximately 4 weeks, or 1 month, and repeats itself twelve times per year.

In this activity, students review the Moon Journals that they have been keeping for FORthe last month and discussPERSONAL the pattern of USE changes that occur in the apparent shape of the Moon.

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Guiding the Activity Additional Information Session I—Activity 19 1 Have students examine the class record of the phases of the Moon and their own Moon Journals. Ask, Are all the drawings of the No. The shape of the Moon seems to change Moon the same? How are they different? over time.

Ask, How many different shapes did the Accept all reasonable answers based on the Moon have? class record of the phases and students’ Moon Journals.

2 Line up the Moon Phase cards in order along the chalk tray (see Figure 19-1).

Write the word phases on the board and read it aloud to students. Tell students that these five cards show the five basic shapes, or phases, of the Moon.

Point out the card showing the fully illuminated disk. Ask, Does anyone know Many students will be familiar with the term what the Moon is called when it is fully lit full Moon. like this?

Tell students that a full Moon is the phase in which all of the sunlit side of the Moon is visible from Earth.

Next, point out the card showing only the trace outline of the Moon. Tell students that Explain that the trace outline of the Moon on the Moon is called a new Moon when no part this card indicates that it is there but not lit at of it is lit. all and so cannot be seen.

Have students compare the different shapes. Ask, How is a new Moon different from a You cannot see a new Moon, while a full FORfull Moon? PERSONALMoon is big and round. USE

new Moon full Moon

£ Figure 19-1. The five phases of the Moon, from new Moon to full Moon.

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Guiding the Activity Additional Information Encourage students to examine the other phases of the Moon and see that they are merely stages between unlit and fully lit.

Help students choose the drawings in their Moon Journals that most resemble each of the waxing phases. Have them label the new and full . Label the class record, too. 3 Point out to students that the pictures in the first half of their journals appear in the same order as the cards at the front of the room.

In order to draw students’ attention to the fact that the Moon gets progressively larger, then smaller, ask, How does the Moon’s More and more of it is lit up. appearance change as it moves from a new to a full Moon?

Have students review the order of their own drawings. Ask, What happens to the Moon Students should respond that it slowly after it is full? becomes less and less lit up. They may or may not have noticed that the shape of the waning Moon is reversed left-to-right in relation to the shape of the waxing Moon.

Ask a student volunteer to come to the board Note that the cards should be rotated 180° in and rearrange the Moon Phase cards so that order to correctly show which side of the they show the order of the phases from full Moon is illuminated during the waning back to new Moon again (see Figure 19-2). phases. Encourage students to look in their Journals and notice how a different side of the Moon is lit during the last 2 weeks of observations. FOR PERSONAL USE

full Moon new Moon

£ Figure 19-2. The five phases of the Moon, from full Moon to new Moon.

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Guiding the Activity Additional Information Then ask students to compare the size of the Moon as it changes from a full Moon back to a new Moon again. Ask, Does more of the less Moon become lit up, or less?

Help students to choose the drawings in their Moon Journals that most resemble each of the waning phases. Have them label the new Moon. Label the class record, too.

Explain that each phase of the Moon lasts a few days and gradually turns into the next phase. After about a month, the Moon’s phases have gone from new Moon to full Moon and back to new Moon again.

Distribute a copy of Activity Sheet 19 and a yellow crayon to each student. Have students complete the sheet. Then tell them that, in Return the Moon Phase cards to the kit. Have the next activity, they are going to watch the students store their activity sheets and Moon Moon’s phases change before their very eyes. Journals in their envelopes. Session II—Activity 20

4 Use the Moon Phase cards to review the phases of the Moon. Tell students that in this session they are going to make a flip-book of the Moon’s phases. Ask, Does anyone know A flip-book is a booklet of pictures arranged what a flip-book is? in order so that if you flip through, or fan, the pages very quickly, it appears as though the object in the pictures is moving, just like in a movie. Demonstrate the concept of fanning, using the pages of a small book. 5 Distribute the Moon Phase Flip-Book pages (four in all) and a pair of scissors to each FORstudent. Instruct PERSONAL the students to cut out the You may want to have parent USE volunteers or strips along the lines. older students help your students with this step. It is important that the strips are cut fairly neatly and to the same size. Point out that each strip is numbered from 1 to 29. Have students stack the strips in You may want to have students do this numerical order, with 1 on the top and 29 on together as a class. the bottom of the stack.

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Guiding the Activity Additional Information Have students work with a partner to double- check that the pages are in order. Walk around the room and assist students as necessary. 6 Help each student complete his or her flip- book by stapling the left-hand sides together. Using a student’s book, demonstrate how to manipulate the completed flip-book (see Again, walk around the room and assist Figure 20-1). students as needed.

Moon Phase Flip-Book

023-1186 © 1996 Delta Education, Inc. Permission granted to purchaser to photocopy for classroom use.

staples

£ Figure 20-1. Flipping through the pages of the completed Moon Phase Flip-Book. 7 After students have had an opportunity to play with their books, lead a discussion by asking, How do the pages of the flip-book If assembled properly, the flip-books should compare with your actual Moon model the phases of the Moon observed by observations? students over the past month.

Finally, ask students to recall the models of the Moon they made in Activity 15. Ask, What The Moon is shaped like a ball. FORshape is the Moon? PERSONAL USE Ask students, If the Moon is shaped like a Students may guess that it has something to ball, why doesn’t it always look round in do with how much sunlight is hitting it. the sky? Accept all answers.

Explain that the Moon’s appearance changes because we see different amounts of its sunlit surface as it orbits Earth. We see more and more of the sunlit parts as the Moon grows full. Then we see less and less as it becomes a new Moon again.

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REINFORCEMENT CLEANUP Have students think of some objects that Collect the scissors and the Moon Phase have the same shape as the Moon’s phases. cards. Return the cards to the kit. For example, a crescent Moon is shaped like the white tip of your fingernail; a quarter (or half) Moon is shaped like a slice of watermelon; a gibbous Moon is shaped like a football; and a full Moon is round like a coin.

SCIENCE JOURNALS Have students place their completed activity sheets in their science journals.

FOR PERSONAL USE

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Connections

Science Challenge complete bibliographic information. Read the stories and poems aloud or make them To extend students’ study of Earth and the available for independent reading. Discuss Moon, you may want to introduce their the selections with students in small groups, context: the . You could start by paying particular attention to the ways in having students examine a picture of Mercury, which the events differ from real life. whose surface is riddled with impact craters, and compare it with the pictures of the Moon. A Moon in Your Lunchbox (poems) by Explain that Mercury is not a moon but a Michael Spooner planet, like Earth, as students learned in Anansi the Spider: A Tale from the Ashanti Activity 11. Display a poster of the solar by Gerald Mc Dermott system and name the planets in order outward from the Sun: Mercury, Venus, Earth, Mars, The Magic School Bus Lost in the Solar , Saturn, Uranus, Neptune, and Pluto. System by Joanna Cole Moon Tiger by Penelope Lively Science and the Arts Provide students with small notebooks or precut and stapled booklets you have made so they can create additional flip-books of their own design. First discuss how a flip- book is made: the first page, on the top of the stack, shows the beginning of an action; the last page, on the bottom, shows the end; and the middle pages show all the steps in order from the top to the bottom. (Flip-books can also be constructed in the opposite direction, with the beginning of an action on the bottom of the stack instead of the top. In this case, the opposite hand does the flipping.) When students draw their flip- books, suggest that they start with very simple actions, such as a ball dropping from the top of the page to the bottom as the pages are flipped. When students understand the basic idea of drawing an action in FORseparate steps, encourage PERSONAL them to create USE more imaginative and complex flip-books.

Science and Language Arts Obtain children’s books of fictional stories and poetry about, or related to, the Moon and (if you did the Science Challenge connection) the solar system. Several title suggestions follow; see References and Resources for

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