Exploring the Moon: A Scientific Inquiry Activity, Study notes of Communication

Download Exploring the Moon: A Scientific Inquiry Activity and more Study notes Communication in PDF only on Docsity! Assessment12F/11A/13 B.D WHAT’S HAPPENING WITH THE MOON? Performance Standard 12F/11A/13 B.D Students will apply the processes of scientific inquiry to document the natural cycles and patterns in the solar system accordingly: • Knowledge: Identify and describe lunar features and patterns of its revolution around the Earth. • Application: Model the phases of the moon from an Earth (and possibly from the Sun’s) perspective from collected data. • Communication: Explain the Moon’s revolution of the Earth. Procedures 1. In order to know and apply concepts that explain the composition and structure of the universe and the Earth’s place in it (12F) and the processes, concepts and principles of scientific inquiry (11A), and apply scientific technologies (13B), students should experience sufficient learning opportunities to develop the following: • Formulate inquiry questions associated with the Moon, and how we see it from Earth. Research sources of scientific information and technologies related to posed questions associated with lunar features, cycles, etc., as data for analysis. These two components may be reversed in order depending on classroom setting. • Propose and conduct inquiry investigation which finds answers to posed hypotheses/questions. • Collect findings from modeling of the Moon’s revolution of the Earth and construct display media for data analysis. • Communicate the findings associated with adaptations related to the inferences from the analysis of modeling data. • Generate further questions for future investigations about the motion of the Moon. Note to teacher: This activity relates to knowledge associated with the standard 12F, while addressing the performance descriptors for stage D within standard 11A. A curricular unit may incorporate the performance descriptions from 13B which address how technology has enabled scientists to observe the Moon beyond the capabilities of the unaided eye. 2. Have students review and discuss the assessment task and how the rubric will be used to evaluate their work. 3. This resource provides a series of progressive constructivist activities that builds on students’ current knowledge and possible misconceptions, prior to a group inquiry investigation. This could include sequencing the order of phases of the Moon’s cycle from disordered pictures of the Moon. NASA resources at: h ttp ://lifto ff.msfc.n asa.go v/Aca d emy/universe/moon.html which provides a dated series of photographs of moon phases at selected dates. The photographs may be used for the disordered phases activity mentioned below, as well as resource information. It may be helpful to have a poster-sized photograph of the moon, to orient any of the photographs to the same direction. This activity could be followed by a month-long observation record of the lunar cycle. The format and directions for keeping a moon diary are offered (with permission from Marshall Space Flight Center, NASA); at http://magaxp1.msfc.nasa.gov/outreach/girlscouts/moon_phases.html . Students should record date, time, and moon description. A modified version is offered for younger students, if desired at that site. 4. Begin contextual inquiry investigation about the Earth’s moon with questions about the moon and its phases, such as; Why does the appearance of the moon change? Can you see it in the day time? What does it mean for the moon to be new or full, etc.? A preliminary activity of ordering the moon phases in pictures with references to a large picture or poster of the moon. Guide students toward asking, recording and answering their questions and stating their understanding using appropriate scientific vocabulary terms and resources. 5. Introduce the investigation’s premise: How can we best create a model which can show what we have learned about the cycle of the Moon? Another NASA activity (http://education.jpl.nasa.gov/educators/moonphase.html) provides a strategy for modeling the phases of the moon with the students directly. In this way, visual correlations to the moon’s revolution of the Earth can be made. Follow these directions with small groups, preferably, or as a whole classroom. Each student will need a light colored ball (a 5 cm/2 inch Styrofoam ball is suggested). A lamp with a bright bulb or overhead projector is needed to be the Sun and the room needs to be darkened as much as possible. Discuss each of the variations for the moon phases as directed. Resolve questions with additional practice and explanation. Students should complete the worksheet and their lunar diary for assessment. 6. Encourage students to generate further questions which could follow from their initial research and presentations. Such questions could include: How does a solar or lunar eclipse happen? What about the tilt of the Earth? What about the night sky? (etc.) Assessment 12F/11A/13 B.D 7. Evaluate each student’s work using the Science Rubric as follows and add the scores to determine the performance level: • Knowledge: The identification and descriptions of the moon phases were complete and correct. • Application: The lunar diary was complete and well-organized. • Communication: The explanations were complete and accurate. Examples of Student Work not available Time Requirements • 1 class period for introduction to unit and lunar diary requirements; periodic review of status of diary 5-10 minutes; 1 class period for moon phase modeling and responses to work sheet Resources • Classroom set of Styrofoam balls, overhead projector or strong lamp; darkened classroom • What’s Happening on the Moon Reflection sheet • Science Rubric Useful Internet sites: This site provides streaming ‘photographic’ display of the moon phases, as viewed from space and from earth. It requires installation of the free Shock Wave application. Students can move moon around earth http://kids.msfc.nasa.gov/Sites/ExternSite.asp?url=http% 3A%2F%2Fwww%2Espaceday%2Ecom%2Fen%2Fmiss ion%2Fphaser%2Findex%2Ephp This site provides animated views for eclipse models: http://kids.msfc.nasa.gov/news/1999/news%2Dpostsolar eclipse.asp This site provides modeling moon phases instructions, which is copied in this activity: http://learn.jpl.nasa.gov/educators/moonphase.html This site is from the Exploratorium/NASA, at which students adjust the calendar to see moon phases; it can also be used as a source of sequential photographs of the moon phases throughout a full lunar cycle: http://liftoff.msfc.nasa.gov/Academy/UNIVERSE/MOO N.HTML