Investigating Lunar Phases
Summary
In this astronomy classroom activity, students will investigate how shadows create the phases of the moon. Students will record the phases of the moon.
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Learning Goals
-Students will make observations and use appropriate technology to understand the earth/moon/sun relationship.
-Students will observe and record the changes they see in the shape of the moon from day to day over several months.
-Students will describe the pattern of the moon.
-Students will observe and record the changes they see in the shape of the moon from day to day over several months.
-Students will describe the pattern of the moon.
Context for Use
This lab activity is appropriate for a 2-3 grade classroom with appx. 20-25 students in the general classroom. I anticipate this activity taking 3-30 minute sessions. Students who finish early will be asked to help other classmates. You will need:
-Shoe box
-Black paint
-Paint brush
-Clay
-Ping pong ball
-Flashlight
-Drill and bit (5/16" or large enough for students to peer through)
-8 black 1" by 1" squares
-Pencil or white colored pencil
-Tape
-Flashlight
Previous to this activity, I would have introduced them to the terms: rotation and revolution. We will also discuss that moon revolves around the Earth just as the Earth revolves around the sun. During a discussion on Earth's rotation, we will also discuss that the moon rotates at the same speed as the earth so we always see the same side of the moon. Hopefully our discussion will lead to the question: "So why do we see the moon in different phases?"
***Recruit a few parents who have access to power tools to help. They will need to use drills to create eight small holes for students to peep through. The holes must all be evenly spaced from each other as well as the same distance from the bottom. Three holes will be placed equidistant from each other on the two longs sides of the box. In the center of the box, make a hole with about a 3cm diameter. (This is where you will put your flashlight.) Next to that hole, create another small hole for viewing. On the other short side, in the middle, drill the last small hole.
-Shoe box
-Black paint
-Paint brush
-Clay
-Ping pong ball
-Flashlight
-Drill and bit (5/16" or large enough for students to peer through)
-8 black 1" by 1" squares
-Pencil or white colored pencil
-Tape
-Flashlight
Previous to this activity, I would have introduced them to the terms: rotation and revolution. We will also discuss that moon revolves around the Earth just as the Earth revolves around the sun. During a discussion on Earth's rotation, we will also discuss that the moon rotates at the same speed as the earth so we always see the same side of the moon. Hopefully our discussion will lead to the question: "So why do we see the moon in different phases?"
***Recruit a few parents who have access to power tools to help. They will need to use drills to create eight small holes for students to peep through. The holes must all be evenly spaced from each other as well as the same distance from the bottom. Three holes will be placed equidistant from each other on the two longs sides of the box. In the center of the box, make a hole with about a 3cm diameter. (This is where you will put your flashlight.) Next to that hole, create another small hole for viewing. On the other short side, in the middle, drill the last small hole.
Description and Teaching Materials
Lesson designs are based off of the following resources:
I would read the following books aloud: "Kitten's First Full Moon by Kevin Henkes", "The Moon Book" by Gail Gibbons, "Thirteen Moons on a Turtle's Back" by Joseph Bruchac
Day 1:
Read Kitten's First Full Moon by Kevin Henkes to generate interest.
Create the following chart:
Observe Know Want to Know Hypothesize Learn Further Questions
Review the difference between rotation and revolution. Ask students to use themselves in a model to demonstrate what we know. Record the observations in the O of the OKHWLQ chart.
Record what we know about the moon under the K of the chart.
Ask students to hypothesize why we see different amounts of the moon at different times of the month. Write their hypotheses in the H column.
Ask students what they want to know. Fill this in under the W.
Explain that we will be making a model that will help us comprehend the lunar phases.
Previous to this, the students will have brought in shoe boxes.
Our job today is to paint the sides, cover and inside of the box black using black paint.
***If you are really ambitious, after the paint is dry, you can have students measure and label where the holes should be drilled.
Day 2:
Read The Moon Book by Gail Gibbons
Fill in more information into the OKHWL chart.
Handout the boxes, clay and ping pong balls. Explain that the students need to use their piece of clay to make the ping pong ball level with the holes.
Take each of the eight black squares and tape the top of the square so it creates a flap to cover the peep holes. Think of it as an awning for the hole when you peep in it. These flaps keep it dark in the box so you can see each of the moons.
Shine a flashlight in the 3cm hole and use the peep holes to see the different phases of the moon.
Since you can see pencil or white colored pencil on black paper, label each hole with the phase of the moon that you are witnessing.
Gather the students and fill in the L of the chart.
Ask them what they want to know next. Record this under the Q on the OKHWLQ chart.
Day 3:
Read Thirteen Moons on a Turtles Back by Joseph Bruchac
Explain that many cultures have different ideas about the moon. This is just one version. They will have two homework assignments.
Research one culture's view of the moon. This may be in the form of a legend or a piece of literature. Bring in or record what you found.
As you draw on an overhead, whiteboard/chalkboard or piece of paper have students mimic your drawing and take notes. Create a diagram of the moon and label each of the different phases. See attached document.
Hand out the moon record sheets. Tell students that they will be observing and recording the moon's phases all month long. Explain each of the sheets. See attached document.
Lunar Phases Calendar (Excel 83kB Aug2 09)
Moon Phases (Microsoft Word 24kB Aug2 09)
Cain, F. Explore the Moon. Retrieved July 28, 2009, from Kid's Cosmo Web site: www.kidscosmos.org/solar_system/moon.php
Livingston, A. Different Moons. Retrieved July 28, 2009, Web site: http://www.wfu.edu/~liviab5/Pedagogy/sciencelesson1.pdf
I would read the following books aloud: "Kitten's First Full Moon by Kevin Henkes", "The Moon Book" by Gail Gibbons, "Thirteen Moons on a Turtle's Back" by Joseph Bruchac
Day 1:
Read Kitten's First Full Moon by Kevin Henkes to generate interest.
Create the following chart:
Observe Know Want to Know Hypothesize Learn Further Questions
Review the difference between rotation and revolution. Ask students to use themselves in a model to demonstrate what we know. Record the observations in the O of the OKHWLQ chart.
Record what we know about the moon under the K of the chart.
Ask students to hypothesize why we see different amounts of the moon at different times of the month. Write their hypotheses in the H column.
Ask students what they want to know. Fill this in under the W.
Explain that we will be making a model that will help us comprehend the lunar phases.
Previous to this, the students will have brought in shoe boxes.
Our job today is to paint the sides, cover and inside of the box black using black paint.
***If you are really ambitious, after the paint is dry, you can have students measure and label where the holes should be drilled.
Day 2:
Read The Moon Book by Gail Gibbons
Fill in more information into the OKHWL chart.
Handout the boxes, clay and ping pong balls. Explain that the students need to use their piece of clay to make the ping pong ball level with the holes.
Take each of the eight black squares and tape the top of the square so it creates a flap to cover the peep holes. Think of it as an awning for the hole when you peep in it. These flaps keep it dark in the box so you can see each of the moons.
Shine a flashlight in the 3cm hole and use the peep holes to see the different phases of the moon.
Since you can see pencil or white colored pencil on black paper, label each hole with the phase of the moon that you are witnessing.
Gather the students and fill in the L of the chart.
Ask them what they want to know next. Record this under the Q on the OKHWLQ chart.
Day 3:
Read Thirteen Moons on a Turtles Back by Joseph Bruchac
Explain that many cultures have different ideas about the moon. This is just one version. They will have two homework assignments.
Research one culture's view of the moon. This may be in the form of a legend or a piece of literature. Bring in or record what you found.
As you draw on an overhead, whiteboard/chalkboard or piece of paper have students mimic your drawing and take notes. Create a diagram of the moon and label each of the different phases. See attached document.
Hand out the moon record sheets. Tell students that they will be observing and recording the moon's phases all month long. Explain each of the sheets. See attached document.
Lunar Phases Calendar (Excel 83kB Aug2 09)
Moon Phases (Microsoft Word 24kB Aug2 09)
Teaching Notes and Tips
Be sure to complete this lab when the sky will be clear. Cold winter months might be an optimal time to do this activity. When there is cloud cover, the clouds serve as an insulator and warm the earth (although it may not feel like it in the middle of January in Minnesota) and of course, you can not see the moon through the clouds! Also, the days are shorter so the moon is more likely to be out before the kids go to bed. I also suggest that you begin Day 3 on a day when there is a new moon.
Assessment
Students keeping an accurate record of the moon for one lunar cycle.
Students will research one culture's view of the moon. This may be in the form of a legend or a piece of literature.
Students will research one culture's view of the moon. This may be in the form of a legend or a piece of literature.
Standards
Grade 1: Nature of Science and Engineering: Practice of Science- Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others.
Grade 3: Earth and Space: The Universe-Objects in the solar system are seen from Earth as points of light with distinctive patterns of motion.
Grade 3: Earth and Space: The Universe-Objects in the solar system are seen from Earth as points of light with distinctive patterns of motion.