17. New Moon - is not visible from Earth. The moon is
between the Sun and the Earth. The dark side is
facing us.
Waxing Crescent - waxing means that the bright
side is increasing. The right side is the bright
side.
First Quarter - the entire right side of the moon is
illuminated. The moon looks like a half circle.
Waxing Gibbous - gibbous means that more
than one half is visible, but it is not quite full
18. Full Moon - the moon is full and bright. It looks like
a large circle. The illuminated side is facing us.
Waning Gibbous - the moon appears more than half
but not quite full. Waning means that the
illuminated side is decreasing. The left side is the
bright side.
Last Quarter - left half of the moon is illuminated.
The illuminated side is decreasing.
Waning Crescent - less than one half of the moon is
illuminated. The amount of light continues to
decrease.
19. How do I tell if a mmoooonn iiss WWAANNIINNGG oorr WWAAXXIINNGG??
CCoommpplleettee tthhee VVeennnn ddiiaaggrraamm..
Waning Waxing
Give students a minute or two to work with their partner on a definition for rotation and revolution.
Ask a few groups to share their definitions and create a whole class answer. Have students record these definitions in their foldables. Label or color code rotation and revolution of the Earth and Moon on the diagram. Make sure students know that the Moon and Earth rotate and revolve counter-clockwise. You could also have 3 students stand up and model the motions of the Earth, Moon and Sun to further illustrate the movement.
Commit and toss (fold and pass) – DO NOT write your name on the sheet. This allows student to voice their opinion without being called out. Students will answer the probe. Ball up their paper and toss the paper 3 different times. Make sure all students have a paper. Make sure students point out who they are throwing to. If classroom management is an issue, have students fold their papers and pass it to 3 people. After all the passing, call out a name on the probe and have student volunteer to read the paper they received who agreed with those paper. Discuss. Repeat until all the names are covered.
Be careful not to over use it. Honor anonymity even if they recognize the handwriting. Negative comments should never be made about the paper they received or the comments written.
Review what the axis is. Discuss the tilt. Have students write the cause of day and night in their foldable on the Day and Night tab and then shade in the diagram showing night. Misconception to watch for—the line between day and night should be vertical. On pictures showing a tilted axis, students will often use the axis as the dividing line.
At this point, you can use a globe and a light to show the students how half is lit and half is dark. Use the model to discuss how the length of day and night varies depending on where Earth is in it’s orbit around the sun. Show how in summer when the axis is tilted toward the sun, the poles have 24 hours of daylight and in winter when it’s tilted away, 24 hours of night.
Have students define a month on their foldable.
Have students define a year in their foldable. You can point out that on our calendar, a year is 365 days. Because it actually takes 365.25 days for the Earth to orbit the sun, every 4 years we add a day to our calendar to “catch up”. This is called a Leap Year.
Give students a few minutes to brainstorm and then discuss as a class.
The first point on the slide is a common misconception.
You can use your globe to model the Earth’s revolution around the Sun and show how the hemisphere tilted toward the sun changes depending on Earth’s location in its orbit.
Have students add this information to the Seasons part of their foldable.
You can also use a flashlight shone against the wall to demonstrate this. Shine it straight and then at an angle to show the difference in how much the light spreads out. Compare that to the Sun’s energy.
Give students time to label their diagrams based on the class discussion. Go over the correct labels.
Position A: N. Hemi-winter S. Hemi.-summer
Position B: N.hemi-spring S. hemi-fall
Position C: N. hemi-summer S. hemi-winter
Position D: N. hemi-fall S. hemi-spring
Remind students that even though the northern and southern hemispheres have opposite seasons, the calendars are the same. So, if it’s December here, it’s also December in the southern hemisphere. (It blows their mind that Christmas is in the summer in the Southern hemisphere.)
Have students define solstice on their foldable. They can also place the dates for the winter and summer solstice on their diagram.
Discuss the answer to the question posed on the slide—summer solstice in the north is the same as the winter solstice in the south and vice versa.
Have students define equinox on their foldable. They can also place the dates for the vernal and autumnal equinox on their diagram.
Discuss the answer to the question posed on the slide— vernal equinox in the north is the same as the autumnal in the south and vice versa.
p. 183 – Uncovering Student Ideas In Science: Vol. 1 – Paige Keeley
As you review each Moon phase, have the students shade and label the circles on their foldable. The New Moon is the one between the Earth and Sun and the phases go in order, counterclockwise around the diagram, from there.
Students can create their venn diagram under their moon phase diagram in their foldable or just complete this whole group as a discussion piece. If you don’t wish to use the venn diagram, as a class create definitions for waxing (lighted portion of moon gets larger) and waning (lighted portion gets smaller) and add them to the foldable under the moon phase diagram.
Whole group – add anything to the class list. In the margins, have the students give ideas on how to remember the names/appearance of a waning or waxing moon.
One idea to help them remember—
Put waning and waxing in alpha order and assign waning to your left hand and waxing to your right. Use your hands to make a circle around the moon. If the lighted side is in your left hand, it’s waning. If it’s in your right, it’s waxing.
Whole group – teacher calls out a number and has the students shout out what the answer is.
Students can observe the water levels change as the moon goes through the phases.
Have students define spring tide and complete their diagram.
Have students define neap tide and complete their diagram (they need to include a 1st quarter moon, even though one is not shown above.
