Description
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If you are teaching the NGSS standard ESS1.B: Earth and the Solar System- The orbits of Earth around the sun and of the moon around Earth, cause observable patterns. These include day and night and different positions of the earth, sun and moon, at different times of the day, month, and year. (5-ESS1-2), this resource is perfect for you! It’s Google Ready and requires NO PREP! This resource is great as an introduction, a scaffold, review or sub plan.
Students asked, “Why isn’t there an eclipse every month?” without any prior knowledge. Students then use a website to learn and do an online worksheet for Solar and Lunar eclipses. Students also watch a 5 minute video on solar eclipses and answer guided questions for the video.
Students then go back and revise their original answer to the question, “Why isn’t there an eclipse every month?” for metacognitive purposes that is a powerful tool for learning.
This assignment took 45 minutes for my 8th graders.
Take a look at Moon Phases Oreo Lab NGSS MS-ESS1-1: Google Ready Modeling as a great addition to this resource.
You get the following:
-8 Slide Google Slideshow/Worksheet with video link and guided questions.
-Key
The following concepts are included:
-Process that causes the moon to appear as different phases
-Patterns
-Cause and Effect
-Lunar Eclipse and Solar Eclipse
-New Moon, Waxing Crescent, 1st Quarter, Waxing Gibbous, Full Moon, Waning Gibbous, 3rd Quarter, Waning Crescent
-The length of one lunar cycle
-Total Lunar Eclipse
-Path of totality
-Umbra
-Antumbra
-Penumbral
-Partial Eclipse
NGSS Standards:
ESS1.B: Earth and the Solar System- The orbits of Earth around the sun and of the moon around Earth, cause observable patterns. These include day and night and different positions of the earth, sun and moon, at different times of the day, month, and year. (5-ESS1-2)
Cross Cutting Concepts-Patterns
Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena. (5-ESS1-2)
Science & Engineering Practices 2: Developing and Using Models
Modeling can begin in the earliest grades, with students’ models progressing from concrete “pictures” and/or physical scale models (e.g., a toy car) to more abstract representations of relevant relationships in later grades, such as a diagram representing forces on a particular object in a system.
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Thank you for taking a look!
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