ES: The Earth-Sun-Moon System

10 Components
Unit Overview
The Earth-Sun-Moon System Unit Plan Modeling Celestial Phenomena and Making Predictions Performance Task Unit 5 Regents-Based Item Bank
5E Instructional Model Plans
Evidence for Earth's Rotation 5E Instructional Model Plan Insolation & Seasons 5E Instructional Model Plan Apparent Pathway of the Sun 5E Instructional Model Plan Phases of the Moon 5E Instructional Model Plan
Laboratory Experience
Insolation and Seasons Lab
Highlighted Resources
Earth-Sun-Moon System Anticipation Guide Unit 6 Professional Development
ES Unit 5: ES: The Earth-Sun-Moon System
Browse Components
Unit Overview
The Earth-Sun-Moon System Unit Plan Modeling Celestial Phenomena and Making Predictions Performance Task Unit 5 Regents-Based Item Bank
5E Instructional Model Plans
Evidence for Earth's Rotation 5E Instructional Model Plan Insolation & Seasons 5E Instructional Model Plan Apparent Pathway of the Sun 5E Instructional Model Plan Phases of the Moon 5E Instructional Model Plan
Laboratory Experience
Insolation and Seasons Lab
Highlighted Resources
Earth-Sun-Moon System Anticipation Guide Unit 6 Professional Development
5E Instructional Model Plan:

Phases of the Moon 5E Instructional Model Plan

7-9 days
See Standards
Earth Science (NY State Core Curriculum, 2005) - Standard 4:
ES 1

Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.

ES 1.1

PERFORMANCE INDICATOR 1.1: Explain complex phenomena, such as tides, variations in day length, solar insolation, apparent motion of the planets, and annual traverse of the constellations.

ES 1.1a

MAJOR UNDERSTANDING 1.1a: Most objects in the solar system are in regular and predictable motion.

ES 1.1a.i
  • These motions explain such phenomena as the day, the year, seasons, phases of the moon, eclipses, and tides.
ES 1.1a.ii
  • Gravity influences the motions of celestial objects. The force of gravity between two objects in the universe depends on their masses and the distance between them.
ES 1.1b

MAJOR UNDERSTANDING 1.1b: Nine planets move around the Sun in nearly circular orbits.

ES 1.1b.ii
  • Earth is orbited by one moon and many artificial satellites.
ES 1.1f

MAJOR UNDERSTANDING 1.1f: Earth's changing position with regard to the Sun and the moon has noticeable effects.

ES 1.1i

MAJOR UNDERSTANDING 1.1i: Approximately 70 percent of Earth's surface is covered by a relatively thin layer of water, which responds to the gravitational attraction of the moon and the Sun with a daily cycle of high and low tides.

Analysis, Inquiry, and Design SCIENTIFIC INQUIRY (NY State Core Curriculum, 2005) - Standard 1:
SI 1

KEY IDEA 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process

SI 1.2

PERFORMANCE INDICATOR 1.2: Hone ideas through reasoning, library research, and discussion with others, including experts

SI 3

KEY IDEA 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.

SI 3.1

PERFORMANCE INDICATOR 3.1: Use various methods of representing and organizing observations (e.g. diagrams, tables, charts, graphs, equations matrices) and insightfully interpret the organized data

Common Core Learning Standards - Grades 6-12 Literacy in History/Social Studies, Science, & Technical Subjects:
9-10.R.ST.3

Reading: Key Ideas and Details

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text. 

9-10.R.ST.4

Reading: Craft and Structure

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

9-10.R.ST.7

Reading: Integration of Knowledge and Ideas

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

9-10.R.ST.10

Reading: Range of Reading and Level of Text Complexity

By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently

9-10.W.HST.10

Writing: Range of Writing

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Students learn about why we see different phases of the moon by making observations of a 3-D Moon phase model and a moon phase simulator. Students then learn about the relationship between moon phases and tides by graphing daily tides and associating them with the phases of the moon. Finally, students extend their thinking by using their understanding of relative perspective to explain how solar and lunar eclipses happen.

Resources: