This activity asks students to use models of Earth, the Sun, and the Moon system to discover why moon phases occur. Students use a Styrofoam ball to represent the Moon, which will be lit by a single light source in the classroom, to observe how different portions of the ball are illuminated as they hold it in various positions. They create a complete series of phases matching the appearance of the Moon. And they relate moon phases to the positions of Earth and the Sun.
Duration 75 Minutes |
Setting Classroom |
Grouping Whole Class |
PTI Inquiry 3.3, 4.3, 5.2, 5.8, 5.9, 7.2 |
Lesson Components | Time | Inquiry Skills | Tech. Used | Engage Level | Brief Description |
---|---|---|---|---|---|
Engage | 5 min | none | none | 2 | Students are engaged in a discussion on the Moon |
Explore | 30 min | 3.3, 4.3, 5.8 | none | 3 | Students create a model of the moon phases and go through each phase. |
Explain | 25 min | 5.2 | none | 3 | Students go through the lunar phases describing the illumination and identifying the name of the phases |
Expand | 10 min | 5.2, 7.2 | Internet/TV hook-up | 3 | Students view a video of the lunar phases and identify which phase is shown |
Evaluate | 5 min | 3.3, 5.9 | none | 3 | Students organize moon phase cards in the correct order. |
Level of Student Engagement | ||||
---|---|---|---|---|
1 | Low | Listen to lecture, observe the teacher, individual reading, teacher demonstration, teacher-centered instruction | ||
2 | Medium | Raise questions, lecture with discussion, record data, make predictions, technology interaction with assistance | ||
3 | High | Hands-on activity or inquiry; critique others, draw conclusions, make connections, problem-solve, student-centered |
Please share your comments (e.g., strengths, areas for improvement, your implementation results if you taught the lesson in your class, and any modifications you made). Thanks!