Solar and Lunar Eclipse

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					Solar and Lunar Eclipse Grade Level: 5th Time Frame: 90 minutes

Instructional Objective
    compare, and contrast the changes that occur on a regular basis such as in daily, weekly, lunar, and seasonal cycles including the solar eclipse. identify the physical characteristics of the Earth compare, contrast, and integrate the physical characteristics of the Earth and the Moon. demonstrate knowledge of gravity as the force that keeps planets in orbit around the Sun and the moon in orbit around the Earth.

Texas Essential Knowledge and Skills (TEKS)
(5.6) Science concepts. (A) identify events and describe changes that occur on a regular basis such as in daily, weekly, lunar, and seasonal cycles; (5.12) Science concepts. The student knows that the natural world includes earth materials and objects in the sky. (C) identify the physical characteristics of the Earth and compare them to the physical characteristics of the moon; and (D) identify gravity as the force that keeps planets in orbit around the Sun and the moon in orbit around the Earth.

Large paper earth to hang on front wall Flashlight Tennis ball on a stick Computer Projector Screen Fly swatter cushioned with a sock Magnetic Earth Label Magnetic Moon Label·

Harcourt Science; Texas Teacher’s Edition. Life Science Units C and D.

Getting Ready for the Lesson
When getting ready for this lesson you need to: 1) Cut out a large (apx. 2’x2’) circle to represent planet Earth 2) Hang the Earth in the front of the classroom in plain view of all students but in an area with at least 5’ of space front of it. 3) Attach a tennis ball onto a 1’ dowel [this, along with the flashlight is for the first part of the lesson-solar eclipse] 4) Prepare a PowerPoint presentation of pictures of the surface of the moon to aide students in their comprehension of the differences in the surface of the Earth and the Moon. For quick and easy pictures go to the Trackstar website listed under resources. 5) Set the screen up in the front of the classroom but do not obstruct the view of planet Earth. 6) Set up the computer and projector in corresponding places to the screen so that the area is functional and ready to go. [these items are for the second part of the lesson; comparing and contrasting the Earth and Moon, and identify gravity.] 7) Wrap 2 flyswatters with socks so that they are cushioned. 8) Create a sign (apx. 1½’ long) that says Earth 9) Create a sign (apx. 1½’ long) that says Moon 10) Make the signs magnetic or have tape handy so they can easily be stuck to the board.

Preparation of Learning Environment
The room would be best in rows facing the front of the classroom so that students can easily move from their seats. In the front of the classroom the 2’ Earth should be stuck onto the wall at about eye level for the students. The front of the classroom should also have the projector screen set up, but not to obstruct the view of planet Earth. The computer and projector should be set up in coherence to the screen. The magnetic labels (Earth and Moon) should be placed on the wall in the front of the classroom at about eyelevel for the students, one above the other (like this =). If there is no room on the front wall due to the

projector screen and the planet Earth, then do not hang these up until later. The flashlight, tennis ball and flyswatters, should be near by and ready for use, but out of sight of the students. You are now ready to begin the lesson.

The focus for this project is the opening activity where we will discuss a solar eclipse. Although this is new vocabulary, it is a great focus because it is interactive, and introduces the two subjects that the class will study during the lesson: the Moon, and the Earth. This is how the project is carried out: 1) Define Solar Eclipse: “occurs when Earth passes through a new moon’s shadow”. (Harcourt Science) 2) Point out the planet Earth hanging in the front of the classroom. 3) Explain to the students that the flashlight represents the Sun 4) Explain to the students that the tennis ball represents the Moon 5) Hold the flashlight up so that its beam of light shines directly on Planet Earth 6) Slowly move the tennis ball (by holding the dowel) in front of the flashlight (but remain about a foot in front of the flashlight) so that the beam of light that was once shinning on Planet Earth is slowly obstructed as it is in a Solar Eclipse. 7) Explain to the students this is how a solar eclipse works.

Teaching Procedure (Exploration)
The teaching procedure for this lesson is carried out through the PowerPoint presentation prepared in advance. The lesson should include the concepts as listed under the TEKS section. My suggestion would be to walk through the Trackstar #6466 with the students and making additional references to appropriate vocabulary. I might also allow the students to work through some Trackstars over the Moon, Sun, gravity or Earth on their own.

Explanation and Practice
The students are guided through models and examples during the direct instruction through the PowerPoint presentation, and the Trackstar. Students may be asked to explain their results with questions or explanations regarding information such as this: What are the different types of landforms found on the Moon? [craters, highlands, marias, ray craters, and rilles] How are the Earth and Moon alike? [rocky, fairly dense, made up of Ca, Al, O, Si, Pb, Craters occur on both] What are the differences between the Earth and the Moon? [Moon does not have an atmosphere, no liquid water, no erosion on landscape…]

Specific Guiding Questions
Compare and Contrast the differences in the Moon and the Earth Identify gravity and its effects on the Sun, Moon, and Earth Compare and Contrast a solar and lunar eclipse Identify what cycles and seasons have to do with the Earth, Moon, and Sun

To re-teach this lesson or to help students who are having difficulties with this lesson, I will have students work through a Trackstar on the Moon with a correlating worksheet to help guide their learning. The handout is from the worksheet book that corresponds with the textbook. To reteach this lesson to students who are not comprehending I would have students make a model of the Sun, Moon, and Earth, or use a previously constructed model to represent the planets where they actually sit in the solar system. I would walk them through the lesson again having them explain it back to me as we go.

Going Further
To take the concepts learned in the lesson a step further, I would have students research how often the eclipses occur and when the next one might be expected. I would also have students

write a paper on what they might take to the Moon and why, having them include the vocabulary words learned in the lesson such as gravity, eclipse, cycles, and characteristics of the Moon and Earth.

To end this activity I would use the Magnetic labels that say Earth and Moon. I would have students divide into two teams and play the following game to assess their understanding. 1. Two students come to the board and stand on opposite sides of the words (like so l=l) 2. Each student is given a prepared flyswatter 3. The teacher will call out a question to which the answer will be either Earth or Moon 4. The 2 students are to (using the flyswatter) swat the correct answer on the board 5. The first student to swat the correct answer is given a point towards their teams score 6. This student takes their seat and the next students come to the front to take their turn.

Click here for a conventional assessment for this lesson plan. To assess the students, I would use the closure activity. I would use questions that would summarize the overall objectives to the lesson. Some of the questions I would include in my assessment would be as follows: Solar Eclipse occurs when ___ cycles through the a new moons shadow. [Earth] ___has no atmosphere [Moon]

gravity is a force that keeps the _______ in orbit around the Earth [Moon] ____’s surface weathers slowly [Moon] ____ is made up of Al, O, Si, and Pb [both] There are less craters on _______ [Earth]

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