Georgia Performance Standards Framework for Earth and Moon dancing with our Star 6 TH GRADE

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1 One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Subject Area: Earth Science Grade: 6 Title: Earth and Moon dancing with our Star Standards (Content and Characteristics): S6E2. Students will understand the effects of the relative positions of the Earth, Moon and sun. a. Demonstrate the phases of the Moon by showing the alignment of the Earth, Moon, and sun. b. Explain the alignment of the Earth, Moon, and sun during solar and lunar eclipses. c. Relate the tilt of the Earth to the distribution of sunlight throughout the year and its effect on climate. S6CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Understand the importance of and keep honest, clear, and accurate records in science. b. Understand that hypotheses are valuable if they lead to fruitful investigations, even if the hypotheses turn out not to be completely accurate descriptions. S6CS2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. S6CS3. Students will use computation and estimation skills necessary for analyzing data and following scientific explanations. a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers and decimals. b. Use metric input units (such as seconds, meters, or grams per milliliter) of scientific calculations to determine the proper unit for expressing the answer. c. Address the relationship between accuracy and precision and the importance of each. d. Draw conclusions based on analyzed data. S6CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities. a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files. b. Estimate the effect of making a change in one part of a system on the system as a whole. c. Read analog and digital meters on instruments used to make direct measurements of length, volume, weight, elapsed time, rates, and temperature, and choose appropriate units for reporting various quantities. JULY 2008 Page 1 of 5

2 S6CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts are related to other parts in systems such as weather systems, solar systems, and ocean systems including how the output from one part of a system (in the form of material, energy, or information) can become the input to other parts. (For example: El Nino s effect on weather) b. Identify several different models (such as physical replicas, pictures, and analogies) that could be used to represent the same thing, and evaluate their usefulness, taking into account such things as the model s purpose and complexity. S6CS6. Students will communicate scientific ideas and activities clearly. a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a procedure. b. Understand and describe how writing for scientific purposes is different than writing for literary purposes. c. Organize scientific information using appropriate tables, charts, and graphs, and identify relationships they reveal. S6CS7. Students will question scientific claims and arguments effectively. a. Question claims based on vague attributions (such as Leading doctors say... ) or on statements made by people outside the area of their particular expertise. b. Recognize that there may be more than one way to interpret a given set of findings. Supporting Standard(s): S6E5. Students will investigate the scientific view of how the Earth s surface is formed. f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides). Enduring Understanding(s): The Moon s orbit around the Earth once in about 28 days changes what part of the Moon is lighted by the Sun and how much of that part can be seen from the Earth. A lunar eclipse occurs when the Moon passes through the Earth s shadow. A solar eclipse occurs when the Moon passes between the Earth and the Sun. Because the Earth turns daily on an axis that is tilted relative to the plane of the Earth s yearly orbit around the Sun, sunlight falls more intensely on different parts of the Earth during the year. The difference in heating of the Earth s surface produces the planet s seasons and weather patterns. The gravitational pull from the Moon, and the spinning of the Earth, causes ocean water to bulge, producing the tides. JULY 2008 Page 2 of 5

3 Essential Question(s) : Why does the Moon appear to change shapes? Can we model the phases of the Moon? How do lunar and solar eclipses differ? How are lunar and solar eclipses alike? Why does the Earth have different seasons? How does the gravitational pull of the Moon affect me when I am at the beach? Outcome / Performance Expectations: Students will understand the positions of the Earth, Moon and the Sun during eclipses. Students will be able to demonstrate how these eclipses occur. Students will be able to demonstrate the effects of the Moon moving around the Earth, including the phases of the moon and the tides. Students will be able to demonstrate the causes of the seasons on Earth, and how they are determined by the tilt of the Earth s axis. Detailed instructions for Teacher and Students: The class is divided into 3 large groups Each large group will be assigned the Earth, the Moon, or the Sun. Part 1: Each group should research for information about the origin and characteristics of their assigned body, and what conditions exits on their assigned topic. Each group should also research for the effects of the other bodies on its assigned body. The research information should be kept until the end of part 4. Part 2: Each group should be provided with different colors of balloons or ping pong balls to represent the Earth and the Moon. Other materials could also be used to make models of the Earth and Moon. A source of moveable light should be provided to represent the Sun (such as the light from an overhead projector or a lamp). Alternatively, this activity can be outside on a sunny day. Each group will inflate its balloons, representing the relative sizes of the Earth and the Moon. The students should align the light source, Moon, and the Earth at different positions. At each position, students should draw what they observe in relation to shadows cast on the Moon and the Sun. The drawings should be compared and contrasted to the drawings of solar and lunar eclipses provided by the teacher or from the textbook. JULY 2008 Page 3 of 5

4 Part 3: Students will draw a circle on a white sheet of paper (size of paper will depend on the size of the Earth and Moon models). Four diameters should be drawn in the circle to divide the circle like a pie into 8 equal sections. The Earth model should be placed in the center of the circle. The Moon model is placed on the outer edge of each diameter of the circle. The Sun model is placed on the other side of the Earth. The Moon is then moved around from one end of the diameter to another. As the Moon is moved around, the student should draw the illuminated part of the Moon as it would be seen from Earth. There should be 8 drawings in all, one for each major phase. These drawings should be compared and contrasted with the different phases of the Moon. Any inaccuracies should be discussed by the groups. Part 4: Using the Earth and Sun models, the students will design an experiment to model how the tilt of Earth s axis, toward or away from the Sun, affects the seasons on Earth. Presentation of parts 1, 2, 3, and 4. Resources: Materials for making models of the Earth and Moon (such as balloons or ping pong balls), a light source to represent the Sun (such as a lamp or overhead projector), white sheet of paper, markers, rulers or meter sticks, rod or stick for imaginary axis of the Earth. A globe of the Earth and a ball about the size of a softball will also work well to demonstrate lunar phases and eclipses JULY 2008 Page 4 of 5

5 Homework / Extension: Students will investigate what happens if either Mars or Venus were to align with the Earth and Sun. Will it result in any type of eclipse? If so what will it be? Allow students to choose what planets they want to investigate. Students will keep a Moon journal, recording the way the Moon looks each day for a set period of time, such as a week or a month. This exercise is best started at new Moon, with the student observing the phases of the Moon each evening until the Moon is full. The teacher could take the class outside for an observation session when the Moon is visible during the day, such as the third quarter Moon phase. Consult a calendar with phases of the Moon. Investigate whether Venus or any other planet has phases like the Moon, and why. JULY 2008 Page 5 of 5