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Broward County Hands-On Science Teacher Guide

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Broward County Hands-On Science Teacher Guide 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 Moon 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 new Moon, 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 month’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.) broward county hands-on science Quarter 2 165 © Delta Education. Photocopying and distribution prohibited. 170370 Q2c_ACT_19&20 5/8/07 6:16 PM Page 166 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 166 activities 19 & 20 The Phases of the Moon © Delta Education. Photocopying and distribution prohibited. 170370 Q2c_ACT_19&20 5/8/07 6:16 PM Page 167 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 weeks 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–full 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 Earth. 1 set cards, Moon Phase, p/5 1 set Moon Phase Flip-Book sheets 1 stapler, heavy-duty* *provided by the teacher broward county hands-on science Quarter 2 167 © Delta Education. Photocopying and distribution prohibited. 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. 168 activities 19 & 20 The Phases of the Moon © Delta Education. Photocopying and distribution prohibited. 170370 Q2c_ACT_19&20 5/8/07 6:16 PM Page 169 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. broward county hands-on science Quarter 2 169 © Delta Education. Photocopying and distribution prohibited. 170370 Q2c_ACT_19&20 5/8/07 6:16 PM Page 170 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.
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