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National Aeronautics and Space Administration

Digital Learning Network

**Event Title:** The Moon

**Length:** 60 minutes

**Grade Levels:** K--4, 5--8, 9--12

**Focus Question:**

What are the geological processes that shaped the Moon\'s surface?

What are the outcomes of the Apollo program?

**Description:** The Moon videoconference provides participants the
opportunity to discuss the outcomes of the Apollo program and the
processes that created the craters and other surface features we see
when we view the Moon. Lunar materials are available for classroom use
via the Lunar-Meteorite Sample Loan Program
(http://www.nasa.gov/audience/foreducators/9-12/development/Lunar_Sample.html).
The event can be tailored to specific grade levels.

**Instructional Objectives:**

-   Students will list at least five of the outcomes of the Apollo
    program.

-   Students will explain at least two of the processes that affected
    the creation of the surface features on the Moon.

**Pre-Conference Activities:**

**Grades K--4:** Complete *The Space Place*, "Try Some Moon Cookies"
(http://spaceplace.jpl.nasa.gov/en/kids/moon_cookies.shtml).

**Grades 4--12:** Complete "Impact Craters" (pgs. 61--69, print pgs.
71--79)
(http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Exploring.the.Moon.html).

**Grades 8--9:** Complete a different version of "Impact Craters"
(http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/moonintro1.htm), with
additional materials created by Niki Barnes and Matt McCormick,
University of Akron, Akron, Ohio.

**Grades K--5:** Answer the following pre-conference questions:

1.  Name the phases of the moon.

2.  How often does the moon repeat its cycle of phases?

3.  Do you think there is a relation between the words moon and month?

4.  What is the man in the moon?

5.  Around which major object does the moon travel through space? (HINT:
    We call it home.)

6.  What are the craters on the moon? How did they form?

7.  EXTRA CREDIT: What are the Maria on the moon? Why are they called
    Maria?

**Background information:**

Check the current phase of the moon with daily highlights at *Inconstant
Moon* (http://www.inconstantmoon.com/).

Check the current phase of the moon and where on Earth it is visible at
"Earth and Moon Viewer" (http://www.fourmilab.ch/earthview).

Check for general lunar background and links to other related sites at
"Lunar Geology" (http://lunar.arc.nasa.gov/science/geology.htm).

**Videoconference Activities:** The event includes interaction with a
NASA scientist/engineer Joe Kolecki
(http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/JoeKolecki.htm) or
Bryan Palaszewski
(http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/BryanPalaszewski.htm).

**Post-Conference Activities:**

**Grades K--4:** Go outside on a clear (and warm) moonlit night and look
at the Moon. Draw what you see. With the help of your teacher, a parent,
or a book, label some of the craters and maria. Can you find the crater
Tycho? Can you see the rays? Watch the Moon over several nights. Can you
see the changing phases? Can you see it move past a star?

**Grades 4--12:** Complete "Lesson 7: Crater Hunters" (pgs. 7.1--7.8,
print pgs. 94--102)

(http://www1.jsc.nasa.gov/er/seh/Exploring_Meteorite_Mysteries.pdf).

**Grades 5--12:** Complete relevant activities in "Planetary Geology: A
Teacher's Guide with Activities in Physical and Earth Sciences"
(http://www1.nasa.gov/audience/foreducators/topnav/materials/listbytype/Planetary.Geology.html).

**Grades 8--9:** Complete the activity
(http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/moonpostact1.htm)
created by Niki Barnes and Matt McCormick, University of Akron, Akron,
Ohio. A post-conference assessment
(http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/moonpostassessment.htm)
for use after completion of "The Moon" activities and the
videoconference is also available. Please compare your students\' pre-
and post-conference assessments and furnish feedback.

**Grades 9--12:** Complete relevant activities in "Photogeologic Mapping
of the Moon"
(http://solarsystem.nasa.gov/educ/docs/Photogeologic_Map_Moon.pdf).

**Assessment for "The Moon" activities and videoconference:** Why
doesn\'t the Earth look like the Moon?

**National Standards:**

**[Science Standards]{.underline}**

**Science as Inquiry**

Abilities necessary to do scientific inquiry (4--12)

Understandings about scientific inquiry (K--12)

**Earth and Space Science**

Objects in the sky (K--4)

Origin and evolution of the earth system (9--12)

**Science and Technology**

Understandings about science and technology (K--12)

**[Math Standards]{.underline}**

**Data Analysis/Probability**

Formulate questions that can be addressed with data and collect,
organize, and display relevant data to answer them. (4--12)

Develop and evaluate inferences and predictions that are based on data.
(4--12)

**Representation**

Create and use representations to organize, record, and communicate
mathematical ideas. (4--12)

**Lesson Plan/Activities URL:**
http://www.grc.nasa.gov/WWW/K-12/DLN/descriptions/the_moon_videoconference.htm

**Office of Education**

**Interim Approval**

**Self-Compliance Checklist**

Submitter Name: Ruth Petersen

Submitter Phone: 216--433--9714

Submitter Email: ruth.petersen@grc.nasa.gov\
Product Name: Digital Learning Network Event called The Moon

**[Received approval through the CMR process]{.underline}**

Education Material has received concept approval by the Communications
Materials Review (CMR) Process.

> []{.mark}Yes
>
> No

**[A. Quality and Appropriateness]{.underline}**

*The product has a clear educational purpose, uses effective
instructional practices and is appropriate for the intended audience.*

> []{.mark}Materials emphasize effective instructional practices

-   Active student participation

-   Students revise prior knowledge and draw connections between prior
    knowledge and new concepts

-   Process skills are used to develop scientific inquiry

> []{.mark}Appropriate, Complete, and Effectively Presented for
> Targeted Audience

-   Information is appropriate for intended audience

-   Material is engaging, stimulating, and/or entertaining

-   Provides real-world applications of NASA science

-   Effectively and well written

-   Includes resources and safety information

> []{.mark}Materials meet science, geography, mathematics or technology
> education standards

-   Content is aligned to National standards in the appropriate field(s)

-   Identifies only standards that are the focus of the material

-   Content and standards match

**[B. Partnerships/Sustainability]{.underline}**

*Products achieve high leverage and/or sustainability through intrinsic
design or the involvement of appropriate local, regional, and/or
national partners in their design, development, and dissemination.*

> []{.mark} The materials took advantage of appropriate partnerships
> within and/or outside of NASA.

-   Partners and their contribution are clearly identified.

-   Effectively leverages off of other partners, within and outside of
    NASA.

-   Replicable in educational settings.

> []{.mark}The projected shelf life is appropriately defined and the
> product is sustainable beyond initial NASA funding.

-   What is the suggested shelf life?
    \_\_\_[12/29/2011]{.underline}\_\_\_\_

**[C. Evaluation/Assessment]{.underline}**

*Appropriate evaluation tools have been designed and contain all
necessary information*[.]{.underline}

> []{.mark}Materials present opportunities to develop fundamental
> understandings of key scientific concepts, principles, theories, and
> laws.

-   Encourage development of scientific perspective

-   Develops an understanding of science as a human endeavor

-   Develops student understanding of issues facing society

-   Develops an understanding of science and technology

-   Provides opportunities to nurture scientific reasoning

-   Promotes fundamental understandings within NASA content disciplines.

> []{.mark}Materials promote student assessment.

-   Complete and appropriate assessments provided.

-   Assesses students prior knowledge

-   Assessment is correlated with learning objectives.

**[D. Content]{.underline}**

*Products reflect scientific process and make direct use of NASA
content, people or facilities "As only NASA can."*

> []{.mark} Information presented is accurate.

-   Technically accurate and up to date

-   Does not perpetuate misconceptions

-   Instructions/explanations are understandable by intended audience.

-   Good/relevant references provided

> []{.mark}The product is based on scientific and technical activities,
> and education goals and objectives that demonstrate scientific
> research "As only NASA can."

-   Uses NASA-unique content

-   Makes connections between NASA content and educational concepts.

-   Supports NASA Education Goals and Objectives to inspire and motivate
    students to pursue STEM careers relevant to NASA

**[E. Pipeline]{.underline}**

*Products make a demonstrable contribution to attracting diverse
populations to careers in science, technology, engineering, and
mathematics (STEM).*

> []{.mark}Provides information on science, technology, engineering,
> and mathematics (STEM) careers.

-   Engages students in activities that promote STEM subjects or careers

-   Provides career information

-   Designed for diverse populations

**[F. Diversity]{.underline}**

*Products contribute to the involvement, broad understanding, and/or
training of underserved and/or underutilized groups in science and
technology.*

> []{.mark}Conformance with Federal Regulations

-   Web sites, videos, software, CD-ROMs, images, and animations meet
    508 requirements

-   Conformance with Children\'s On-line Privacy Protection Act (COPPA)

> []{.mark}Customer Focused/ Diversity

-   Meets a need of the intended audience

-   Reached diverse audience

**[G. Design]{.underline}**

*Products utilize effective design features according to their format,
content, and intended audience.*

> []{.mark}The medium chosen is appropriate for the content presented

-   Visually attractive and maintains a consistent format

-   Engaging and easily conveys information

-   The design supports the content

> []{.mark}The resource is easy to use and free from technical
> difficulties.

-   [Non-technology based]{.underline}:

    -   Effective and stimulating design

    -   Language is appropriate for intended audience

    -   Visuals and audio/music are appropriate, clear, and support the
        content

    -   Provides ample space for written answers

    -   Typeface is legible

    -   Titles and headings are clear and appropriate

-   [Technology-based]{.underline}:

    -   Interface is easy to use

    -   Instructions are appropriate and clear

    -   User-friendly, free from technical difficulties

    -   On-line help is available where appropriate

    -   Specifies technical requirements

> []{.mark}Materials appropriately and effectively integrate learning
> technologies.