A lunar cycle is about a month long and occurs while the moon completes one revolution around the earth. The moon appears bright because of the sunlight that is reflected from its surface. The moon appears to have different shapes from day to day throughout a lunar cycle. The apparent shape of the moon depends on how much of its surface is reflecting sunlight. The gyroscopic effect pg. 206 shuttle orbits pg. 207 Gravity and instruments pg. 209 Orbiting the sun pp. 218-219 Surviving on the moon pg. 221 Labs: – Simulate the Moon Phases with Oreo cookies activity and data sheet Informational text: – Readworks article Lexile of 1040L – article from Readworks Lexile level 1420L – article from Readworks Lexile level 1170L – article from newsEla Lexile 940L – article from newEla Lexile 980L – article from newsEla Lexile level 970L Videos: (weather page) as a reference tool. Make predictions and observations based on data that you have collected. (Science Practice/Literacy RST Performance task: Introduce the students to an 8 x11 piece of card stock, a wooden dowel, a compass, science notebook, and a pencil. Conduct an explore session for students on a sunny day by facilitating them through the raising of questions for further investigation related to the learning outcomes of this standard. Students will choose a question for further investigation and conduct their investigation. When the investigation is completed, students will share out their findings with the class. Students should synthesize their own learning in their science notebook. (Science Practice/Literacy RST) Performance task:. a model to show day and night. Teacher and students will brainstorm and determine which Styrofoam ball will represent the sun and earth and should be able to defend their reasoning based on prior knowledge. The teacher will provide markers to the students and ask then to color the sun (large ball) yellow and color the earth (medium ball) blue. Each ball should be completely colored. Afterwards, tell the students that the
Nova explaining the cause of tides. This web site provides multimedia, lesson plans, real world data, articles and background information on tides, as well as career profiles interviews – Video and information on the tides at the Bay of Fundy – highest tides in the world – interactive video on from Study jams Lessons: Lesson Plan- The purpose of this lesson is to introduce students to our local star, the sun, especially its structure and its features such as magnetic fields, and solar flares. – lesson that includes literacy and hands on strategies Additional resources: - This activity allows you to "drag" pictures of different phases of the moon to their correct places in lunar cycles. There are calendars that include illustrations of the phases of the moon for most days, and the challenge is for you to complete the calendars by filling them with the correct moon phases for all days. earth rotates on its axis once every twenty four hours. Using the sun and earth models, the students will be given time to explore why/how we experience day and night. At the end of this inquiry, teacher and students will synthesize information. (Science Practice/Literacy RST) Performance task: Create a classroom that will show the appearance of the moon on a daily basis using websites as references. Students should make observations in their journals and can add graphics to their observational notes. (Science Practice/Literacy RST) Performance task: Provide students with ‘phases of the moon’ sheet. Students will work in pairs. Teacher will instruct students to write the predicted date that the moon phase will appear in the bottom right hand corner of each moon block. The students at this point will meet their science partner and will discuss their predictions. Students will justify their predictions in their science notebooks. Sample questions include: Why is this happening? Show me how that relates to what we’re studying? How do you know that? What do you see, notice, about..? Where have you seen this pattern before? What does this remind you of? (Science Practice/Literacy RST)
Students use data to predict the next – revolution animation – Animations on seasons, moon phases and tides Interactive website on moon phases. Simulates movement of the moon around Earth. Links to various lessons plans about space. - It's hard to image the vast distances in the universe. We can image twelve inches or ten feet, but 93 million miles is a bit hard to comprehend. Here's an interesting way to get an idea of the distances between the planets and Sun using toilet paper. – Prezi slideshow on the movement of the Earth-Sun-Moon system – This site has animations, photos, and illustrations to explain phenomena of sun, moon, and tides Assessments: – 23 multiple choice questions Performance task: Students and teacher will work together for the first part of this experiment. Teacher should mark the floor with masking tape to show the path that they will follow. There should be a total of 8 marks on the floor. The teacher will place a bright light in the center of a darkened room. Make the room as dark as possible. Using their own small moon Styrofoam ball, the entire class should form a circle around the light. This circle should be as tight as possible but still allow each student to turn around with one arm extended. All students should face the light (sun) and hold their ball directly in front of his body or slightly above his head. Observe what portion of the side of the moon facing you is illuminated by the sun. Now turn 45 degrees to the left and make the same observation. Continue to make a 45-degree turn until you are once again facing the sun. Students and teacher will synthesize the information by discussing the following questions and by reflecting in their notebook: How much of the illuminated part of the moon could you see when you are facing the sun? How much of the illuminated part of the moon could you see after each turn? Whether you could see it or not, how much of the ball’s surface area was always illuminated? (NGSS Practice/Literacy RST)
Scaffolded (Unpacked) ideas Seasons on earth depend on the relationship within the sun, earth, and moon system. Different seasons are characterized by different climate conditions. Eclipses occur when one celestial object moves into the shadow of another and partially or fully obscures it from being seen. A solar eclipse happens when the moon travels between the sun and the earth, blocking the sun’s light from reaching the earth during the day. During a lunar eclipse the moon moves into the shadow of the earth during nighttime and blocks the view of the moon from the earth. and error, alternative explanations, and questions for further exploration. GLE 0607.Inq.5 Communicate scientific understanding using descriptions, explanations, and models. Recommended activities: (For labs and investigations, students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.) Science Teacher’s Activity a Day: Solar eclipse p.222 Astrolabe p. 223 Lunar surface regolith p. 227 Labs: – activity includes three parts – series of seven lab activities with reflective questions at the end Informational text: Performance task: – this guide, the teacher will help students understand that the Sun, planets, and the planets’ moons are parts of the solar system, and that the work done by astronauts and astronomers helps others know more about the solar system. This activity will allow students to be active participants as they further explore the concept of the solar system. (Science practice/Literacy RST Performance task: Students will draw a diagram of the relative positions of the sun, earth and moon during a solar and a lunar eclipse (Science practice/Literacy RST) Performance task: Instruct groups of three students to assign roles to one another (Sun, Earth, and Moon) and to model a lunar and solar eclipse. (Science practice/Literacy RST) Performance task: – complete the task beginning at page 3. Perform the demonstration, and record observations in your logbook. (Science practice/Literacy RST) Performance task: - At which point in the earth's orbit are the days in the United States shortest? At which point in the earth's orbit are the days
currents are caused by the sun. At the equator evaporation exceeds condensation. Excessive evaporation makes sea water more salty and dense causing it to sink. At polar regions, excessive condensation makes water less dense and salty causing it to remain at the surface. Such temperature-related, density differences cause massive movements of ocean water. Currents have an impact on the climate of a region. Warm water currents make the surrounding areas warmer than expected, cold water currents produce the opposite effect. Differential heating and cooling of land and water result in onshore and offshore breezes that affect local weather conditions in coastal areas. Meteorological data display patterns that can be used to predict future weather conditions. Analyze weather maps and use data to write a current weather report and weather forecast. Chapter 7: Section 1 in the Air, Section 2 Air Masses and Fronts p. 184-197, and Section 4 Forecasting the Weather p. 206-209 Glencoe Tennessee Science Grade 6 TWE, Chapter 10 Atmosphere, p. Chapter 11 Weather, p. 322-342 Recommended activities: (For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.) Science Activity a Day: Ocean currents p. 169 Temperature inversions p. 186 formation p. 187 Warm air rises p. 188 Labs: Performance task: Role: You are a meteorologist that is producing a TV special on weather geared to 6th grade students. (Science practice/Literacy RST) Audience: Executives for the Weather Service and 6th grade students. Situation: National test scores in science have indicated that teachers need resources to help them teach the National Standards on climate and weather. You will develop a teaching module that includes background information, labs and activities that will help teachers and students understand the National Standards. Product: You will create a booklet with content information on climate and weather. You will need to explain how the tilt of the affects the amount of solar energy, which will in turn affect the climate of an area. You will also explain how the heating of land and water affects weather patterns and weather events such as tornados, thunderstorms, and hurricanes. In addition to the booklet you will develop a weather forecast to demonstrate how this information helps to predict and
– investigation with reflecting questions – activity with information on how to make a weather station Informational text: Read the Global water crisis for science understanding- Standard 8: The Atmosphere (included in the ELA maps) – article that emphasizes reading comprehension Videos: -This ThinkTV segment demonstrates that ocean surface currents have a major impact on regional climate around the world, and explores the role of these currents in the creation of climate zones. – When analyzing weather forecasts, students will need to think about where to find the data they need. Lesson: – plan includes activities with the scientific method embedded Additional resource: - Find information about New Zealand's temperature record and forecast weather. – p. 6 (Science Practice/Literacy RST) Performance task: Students write their initial ideas about climate change. Using cards, groups create a timeline of major changes in Earth’s atmosphere throughout history, gaining a sense of deep time and rate of change for those events. (Science Practice/Literacy RST) Performance task: Students discuss a weather pattern in Rica and discover connections between the ocean and atmosphere. They observe a “cloud-in-a-jar” and write about evaporation and condensation in terms of water molecules and heat energy. (Science Practice/Literacy RST)
climate change in our information and resources section. Assessments: – booklet contains sample assessments for teachers to integrate during lessons Community connections Memphis Light, Gas, and Water Local news stations Meteorologists Clean Memphis City of Memphis Memphis International Airport Water on Wheels (University of Memphis) Science challenge/project ideas: – experiment to deepen understanding of clouds