5 e Lesson Plan - The Earth Moon and Seasons - Phy 205
5 e Lesson Plan - The Earth Moon and Seasons - Phy 205
Objectives
The learner will:
1. Develop a model that represents the moon phases.
2. Identify relationships between the Earth, Earth’s tilt, sun, moon, and solar energy.
3. Identify patterns of the sun, moon, and stars, ellipses, and seasons.
4. Develop and use a model to explain patters and relationships of the sun, moon, and
stars, ellipses, and seasons.
Explore:
- Exploring The moon and Light Packet- 1 per each student
- Light source (flashlight, lightbulb, etc.) -1 per group of 3/4 students
- Ball, size of a tennis ball – 1 per group
o Recommend adding different colors so notice different areas on the ball
Explain:
- The Earth, Moon, and Seasons PowerPoint- slides 7- 10
*Teacher can use objects from the Explore part of the lesson to help explain the terms
and events
Elaborate:
- Earth Model Packet- 1 per group 3/4 students
- Plain copy paper- 4 per group
o These can be attacked and stapled as part of the Earth Model Packet
o You can also choose to use colored paper, so students do not need to color in
the different parts.
- Scissors – 1 per group
- Glue sticks- 1 per group
- Popsicle sticks- 2 per each group
- Pipe cleaner- 1 per group
- Coloring supplies- 1 per group
- Magnets (optional)- 2 per group
- Tape- about 5 3inch pieces per group
Safety
- Basic safety uses with scissors, and magnets
- Make sure students are careful with flashlights and light sources
Differentiation:
- This lesson accommodates multiple learning needs. This lesson places the students in table
groups which allows for shy or struggling students to work off of others ideas’ and help
incorporate some thought into the overall answer.
Procedure:
Throughout this lesson the teacher should be taking notes on what questions the students
struggled along with any misconceptions that should be addressed.
During this lesson the teacher should be observing, taking notes, and asking probing questions
to get the students thinning further about what they answered, below are a few examples for
this lesson:
- What did we discover about the patterns with the moon? Why do you think it is about
29 days?
- Based off of the data and the activities you have been doing, do you think we can see
the moon all the time?
- Why do you think I asked you to spin counterclockwise in the directions?
- If the direction of the light is changing because of the tilt of the ball, what would that
mean if the ball was Earth? How would that affect us?
*This can be carried into the Explain lesson
*The moon data in the packet was taken from a very useful website and instead of including
the data in the packet, the teacher could make the students go to the website to find the
information and more information.
The teacher will then present a PowerPoint discussing the students’ findings and introduce
them to proper vocabulary and correct ideas about their findings. The teacher can explain
common misconceptions they had like not knowing the Earth was tilted or that the seasons
were caused due to the tilt of the Earth and not the distance from the sun. The teacher will first
discuss the moon and its phases using vocab words (see The moon and its phases below) and
referring back to the Explore activity, discussing the Data table and images they drew (slides 7-
8). Then the teacher should explain the Earths tilt and the seasons referring back to what the
students discovered in the Explore lesson. The teacher should include new vocab, (see The
Seasons for required vocabulary) (slide 9). Lastly, the teacher should have a conversation about
leap year and what the purpose of it is based on the new knowledge gained from both the
explain lesson and Explore activity (see Extra Vocabulary for required vocabulary) (slide 10).
The Seasons:
- Ellipse
- The Earth’s Obit shape
- Earth’s axis tilt
- Tilts towards North star (Polaris)
- 23.5 degrees North
- This is the main cause for the seasons
- Summer solstice
- Most hours of daylight in the year
- Sun is directly overhead the Tropic of cancer
- Winter Solstice
- Least hours of daylight in the year
- Sun is directly over the Tropic of Capricorn
- Equinox
- 12hr daylight, 12 hours sunlight
- Sun is directly over the equator
Extra Vocabulary:
- Orbit
- What you call when Earth goes around the sun
- Rotate/spin
- 24hrous for earths full rotation around Earth’s axis
- Leap Day/year
- Extra day added every 4 years due to the earth orbiting 365.25 days a year.
Students will create a model that represents the earths tilt and axis, the moon and its phases,
and the sun. For this model students will need the following materials:
- Earth Model Packet- 1 per group 3/4 students
- Plain copy paper- 4 per group
o These can be attacked and stapled as part of the Earth Model Packet
o You can also choose to use colored paper, so students do not need to color in
the different parts.
- Scissors – 1 per group
- Glue sticks- 1 per group
- Popsicle sticks- 2 per each group
- Pipe cleaner- 1 per group
- Coloring supplies- 1 per group
- Magnets (optional)- 2 per group
- Tape- about 5 3inch pieces per group
Students should follow the directions provided for them on the packet. After the student build
their models, they will use their models to answer the following questions in their packet. The
teacher will go to each group and ask multiple questions to make sure they understand the
concepts as well as can demonstrate the concept on their model.
Questions:
- Using your model demonstrate why we have seasons on Earth
- What direction is the Earth tilting?
- Using your model explain why we don’t always see the moon as a full moon
- Using your model, demonstrate where the summer solstice and winter solstice would
be.
- Using your model, demonstrate how the Earth rotates around the sun as well as how
the moon move.
- Using your model, demonstrate some moon phases we have learned.
o Teacher can call out different phases for the students to represent
Evaluate
Engage: The teacher will see and take notes on the students have prior background knowledge or
misconceptions on this topic.
Explore: The teacher will assess the students on reasoning and understanding skills especially
when it comes to interpreting data and making real-world connections with the last two activities
in the explore lesson.
Explain: The teacher will assess the students by asking them deeper thinking questions and seeing
what the students do and don’t understand based off of the prior two activities (Engage and Explore
activities).
Elaborate: The teacher will ask questions that require the students to answer them through their
models. The teacher will then assess the answers given by the
The Seasons:
- Ellipse
- The Earth’s Obit shape
- Earth’s axis tilt
- Tilts towards North star (Polaris)
- 23.5 degrees North
- This is the main cause for the seasons
- Summer solstice
- Most hours of daylight in the year
- Sun is directly overhead the Tropic of cancer
- Winter Solstice
- Least hours of daylight in the year
- Sun is directly over the Tropic of Capricorn
- Equinox
- 12hr daylight, 12 hours sunlight
- Sun is directly over the equator
Extra Vocabulary:
- Orbit
- What you call when Earth goes around the sun
- Rotate/spin
- 24hrous for earths full rotation around Earth’s axis
- Leap Day/year
- Extra day added every 4 years due to the earth orbiting 365.25 days a year.
Resources:
https://planetarium.madison.k12.wi.us/mooncal/moonfaq.htm#19
https://www.youtube.com/watch?v=g3IUSHtxxzk&ab_channel=SethFriedman
https://www.timeanddate.com/moon/phases/
https://courses.lumenlearning.com/astronomy/chapter/eclipses-of-the-sun-and-moon/
https://blogs.jccc.edu/astronomy/lab-manual/experiment-two-lunar-
phases/#:~:text=Each%20of%20the%20phases%20of,and%20Sun%20in%20the%20sky.&text=
A%20crescent%20moon%20is%2045,degrees%20away%20from%20the%20Sun.
https://study.com/cimages/videopreview/videopreview-full/7lyg2lk6db.jpg
https://anshikasawaram.files.wordpress.com/2016/08/screenshot.png
https://c.tadst.com/gfx/600x337/december-solstice-dark.png?1
https://www.gannett-cdn.com/usatoday/editorial/graphics/2016/06/062016-Summer-
solstice_1.jpg
https://www.google.com/url?sa=i&url=https%3A%2F%2F1.800.gay%3A443%2Fhttps%2Fwww.pinterest.com%2Fpin%2
F342836590366369379%2F&psig=AOvVaw1li1ms0JOdEVXeoQ2sTbRU&ust=1614047939
909000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCJDO6aW8_O4CFQAAAAAdA
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https://c.tadst.com/gfx/600x337/tropical-year-illustration.png?1
PowerPoint slides
Exploring The moon and Light Packet
1) About how many days does it take to go from New moon to First quarter? _________
2) About how many days does it take to go from New moon to full moon? ____________
3) How many days does would it take for the moon to make a full cycle? _____________
________________________________________________________________________
________________________________________________________________________
5) Below draw what you think the moon would look like for the following phases and
label or write why you think the moon would look like that? (Hint: Use the moon
phase names to help you draw)
When you and your group are finished with the first part of the packet quietly raise your
hand and I will come around to give you supplies and explain what you will do next.
Lightbulb and Ball Activity
Directions: Have one team member take the ball and put a mark at the top of the ball
and a mark at the bottom of the ball. Then move it around the light in a circle and
answer the questions below.
1) When you move the ball around the light in a circle which parts of the ball receive
light?
2) What happens if you spin the ball? What parts of the ball will receive light?
3) What happens if you change the angle/tilt the ball in one direction and move the
ball around the light without spinning it but instead keeping the angle the same
the whole time? (use image above to help)
4) If you angle the ball like in number 3, will there be an equal distribution on light?
5) Compare the ball that was tilted versus the ball that was not. Is the amount of
sunlight for each area on the ball the same?
One ball, one light, one head
One partner should stand and hold the ball at eye level with their arms out. The other
partner should hold the light at the same level as the partners head (use image below to
help). The partner with the ball then needs to slowly spin with their arms and ball staying
in the same potion. While doing this try to answer the following questions.
Answer all of the question looking at the ball from the viewpoint of the person holding the ball.
1) When you slowly spin counterclockwise what happens to the ball and the light that
shines on it?
2) What happens to the light on the ball when you spin halfway around (back facing
light)?
3) What does the ball look like when the ball is in line with the light?
4) When the partner who has the ball is looking at it, at what location(s) was the ball
fully lit up?
5) At what location(s) could the partner with the ball not see any light on the ball?
7) Why do you think the ball is not always lit up fully? Use this activity to back your
answer.
Key:
1) About how many days does it take to go from New moon to First quarter? _____7____
2) About how many days does it take to go from New moon to full moon? ___about
15________
3) How many days does would it take for the moon to make a full cycle? _____29 days_
____Moon phase names help describe the postion of the moon around the earth and can
help describe someone rember how much of the moon is visible. E.g. Full moon- you can
see the whole moon ______
5) Below draw what you think the moon would look like for the following phases:
Sunlight direction
Lightbulb and Ball Activity
1) When you move the ball around the light in a circle which parts of the ball receive
light? The parts that are to the inside of the light
2) What happens if you spin the ball? What parts of the ball will receive light?
When you spin the ball different parts of the ball will get light or dark.
3) What happens if you change the angle/tilt the ball in one direction and move the ball
around the light without spinning it but instead keeping the angle the same the whole
time? (use image above to help)
Different parts of the ball receive the sunlight. The top will get more in some places
compared to others.
4) If you angle the ball like in number 3, will there be an equal distribution on light?
There is not an equal distribution of light, since it is angled some parts receive more
and others don’t receive much.
5) Compare the ball that was tilted versus the ball that was not. Is the amount of sunlight
for each area on the ball the same?
No, without it angled there is an equal amount of sunlight even when you move it
around the light or spin it. The tilted ball results in unequal amounts of sunlight.
3) What does the ball look like when the ball is in line with the light?
The ball is not lit up and you see an outline of the light source.
4) When the partner who has the ball is looking at it, at what location(s) was the ball
fully lit up?
Right before the partners head got in the way.
5) At what location(s) could the partner with the ball not see any light on the ball?
When the ball was directly Infront of the sun or when the ball was directly behind the
head.
7) Why do you think the ball is not always lit up fully? Use this activity to back your
answer.
Due to the partners head getting in the way and leaving their shadow on the ball.
Explore Earth Model Packet
Below are the steps to making a model of Earth, the moon, and the sun
1) To make the Earth, Sun, and Moon we need to make paper balls. Cut out the circles
below and use those as tracers to cut out a total of 5 paper circles for each size of circle
(5 sun cutouts, 5 earth cutouts, 5 moon cutouts).
4) Put glue on one of the flaps of the folded in half ball and take another folded in half ball
and align the flaps so they stick on to one another. Repeat this step until you run out of
paper.
5) Repeat this step for each type of circle (Earth, sun, and moon)
2) Tape the popsicle stick down to the magnet (hint: make sure the axis for earth
represents how it is in the real world)
3) Slide the Earth ball onto the popsicle stick (might need to stretch the ball a little bit for
the popsicle stick to fit)
Adding the rest
2) Attach the moon to the pipe cleaner by pushing the pipe cleaner through the middle
opening of the ball
3) Attach the other end of the pipe cleaner to the earths stand
4) Put the second magnet under the table and watch the Earth orbit around the sun!
Now that we have built the model use it to try and answer the following question. I will come
around and ask you to explain your answers using your model.
1) Using your model, demonstrate how the Earth orbits around the sun as well as how the
moon moves. Also demonstrate a 24-hour day as well as a full year using the Earth and
model.
4) Using your model explain why we don’t always see the moon as a full moon
5) Using your model, demonstrate where the summer solstice and winter solstice would
be.
Moon
Earth
Key
7) Using your model, demonstrate how the Earth orbits around the sun as well as how the
moon moves. Also demonstrate a 24-hour day as well as a full year using the Earth and
model.
Students should note that the Earth is orbiting as well as spinning. The moon rotates
around the Earth and takes about 29 days to make a full cycle. Students should spin the
earth around while keeping the axis the same to represent a 24hr day. They should also
move the Earth all the way around the sun to represent 365.25 days.
10) Using your model explain why we don’t always see the moon as a full moon
Students should manipulate the moon, so it is Infront of the sun blocking earth’s ability
to see it creating a new moon.
11) Using your model, demonstrate where the summer solstice and winter solstice would
be. Students should manipulate the Earth so the most sunlight is on the Tropic of
Cancer for summer solstice and Tropic of Capricorn for winter solstice.
12) Using your model, demonstrate some moon phases we have learned.
Students should be able to manipulate the moon and demonstrate where the moon
would be in relationship with the Earth and sun for the following phases: new moon,
waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, and last
quarter.