3.Sunny Faces of the Moon
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Grade Level:

7-12

Overview: 

Students will use the Highland Road Park Observatory (HRPO) telescope to explore moon phases and geological features.

Purpose: 

In the memories of students lie images of the Moon they have seen through their lifetime.  Also, students retain certain ideas about the many faces of the moon and their causes.  Thus, this lesson is designed to discover preconceptions about moon phases and to eliminate misconceptions.  

Most students today have never seen a close up view of the moon, which would reveal fascinating features found on its surface.  While on this journey of learning students will ascertain how to navigate on the lunar landscape and explore points of interest.

Objectives: 

The learner will:

  • Model various phases of the moon demonstrating understanding of the causes of moon phases.
  • Identify eight major lunar phases.
    • Properly order pictures of moon phases as they actually occur through the complete lunar cycle.
  • Acquire information on major geological features found on the moon through a web quest.
    • Use the Highland Road Observatory to collect detailed images of the features chosen for the web quest.
    • Locate and name at least ten major lunar features on an image and/or map of the moon.

INSTRUCTOR NOTE: Instructors not familiar with the Moon may want to read literature on the Moon that covers topics, such as Moon phases, eclipses, geology and geography. 

Curriculum Standards:

ESS-M-C2, ESS-M-A7, ESS-M-B3, PS-M-C3, PS-M-C4, SI-M-A1-SI-M-A5, SI-H-A2, SI-H-A4, SI-H-A5

 

Materials

  • Lunar photographs of an entire lunar cycle.
  • Large lunar map
  • Lunar atlas (Optional)
  • Scissors
  • Pencil, colored marker and paper
  • Tape or glue
  • Metric clear ruler
  • Lamp with light bulb exposed by removing the lampshade.
  • Extension cord to be used in connecting the lamp to an electrical outlet.
  • Light colored sphere for each group (white balls or Styrofoam balls)

 

Procedure

  • Lesson One: Discovering Lunar Faces
    • Have students close their eyes and recall from memory an image of the moon.  Next, have them draw their mental images on paper.
    • Students should compare their pictures with those from other students.  Through a discussion students should develop possible explanations for why all the pictures are not alike.
      • INSTRUCTOR NOTE:  This is a good opportunity to gather information on the conceptions students have about the moon.
    • Divide students into small groups (2-4 students/group).
      • Copy the following photograph and cut out all of the Moon images.
      • Distribute a set of cut out Moon images to each group.
      • Also, distribute tape and/or glue and blank sheets of paper.
      • Have students produce a “Moon Phase Photo Sequence” by cutting out photographs of moon phases and arranging them on a sheet of paper in the order they predict the images would appear over a month.
        • Allow about 15 minutes for this phase of the activity.
        • INSTRUCTOR NOTE: As each group completes their sequence, ask why the group chose its specific order of images.  Do not judge the correctness of each sequence; rather, use the conversation to inspire student’s deeper thinking.  This will give you a better idea of their understanding of lunar phases.
        • Next, have students glue or tape images on the sheet of paper in the order they have decided is correct.  Students are to label picture in the order they would appear during the month.
      • Complete this lesson by having groups compare their photo sequences and discuss the reasoning used to produce their “Moon Phase Sequence.”
        • INSTRUCTOR NOTE: The last step should be used to set the tone for activities to follow.  This step should not lead to conclusions about the correct photo sequence, as students will discover through further research.
      • Post the “Moon Phase Photo Sequences” for all groups. 
      • INSTRUCTOR NOTE: Order of photos may be reversed or flipped over, thus a lesson on surface features of the Moon will be covered later in the unit.
    • Important Web Links
  • Lesson Two: Modeling the Moon’s Faces
    • Review the results from the previous lesson.
    • Place a lamp on in the middle of the room.
      • SAFETY TIP: make sure all students are aware that the light can burn them!
      • A directed light source may work better for producing well-defined terminators (Bright flashlight).
      • INSTRUCTOR NOTE: Terminator = line that divides the night from the day. (Divides dark section of Moon from illuminated section.  Sunset and sunrise occur along this line, thus shadows are big near the terminator.  Shadows bring out the detailed structure of lunar features.  Thus, viewing lunar features for detail is best when the terminator is near.)
    • Have students stand facing the light in a semicircle.
      • Explain that the lamp is the sun, their head represents the earth and their nose is their viewing angle from Earth.
      • Which way are you facing?
        • Have students stand so as if it were noon time (Their noses should be facing the light).
        • Next, have them stand so it is midnight (noses facing away from sun).
        • Finally, ask them to stand in a position that represents sunrise and sunset.
          • Inform them that their head, which represents the Earth, must turn from right to left with their right shoulders moving forward.
    • Distribute Styrofoam ball to each student.  This will serve as a model of the Moon.
      • Have students stick a pencil into the ball so they can easily hold it a manner that will not interfere with their ability to observe the moon phases.
      • Have students distinguish one side of their Styrofoam Moon from the other side by placing dots on one side or whatever artistic idea comes to mind.
      • As the students hold the ball at arms length have them move the ball around their head (earth) and observe how the sun’s light reflects off the moon.
        • IMPORTANT NOTE ABOUT SYNCHRONOUS ROTATION: as they are rotating the Moon have them keep the decorated side facing their nose (Earth observing point).  This is a good time to ask why keeping one side of the Moon facing the Earth is important? (Synchronous Rotation).
          • Explain the concept of Synchronous Rotation and have students model this phenomenon.
        • INSTRUCTOR NOTE: Synchronous Rotation: SR keeps the same side of the Moon facing the Earth at all times since the Moon rotates on its axis at the same rate it orbits the Earth.  In ancient times the Moon actually rotated faster than it orbits causing all sides of the Moon to be seen from the Earth.  Over billions of years the gravitational tug-a-war between the Earth and Moon have caused the rotation of the Moon to slow to its current rate.  This has also caused the Earth’s rotational rate to slow.  According to fossil records there were about 400 days in a year at one point in time.  Today a year has about 365.25 days it.
        • IMPORTANT NOTE ABOUT THE TERMINATOR: make sure the terminator is defined and pointed out to students as they view their lunar models.
    • Divide students into small groups (2-4 students/group).  Eight groups will be needed to properly complete this lesson.
      • Define and describe the eight major phases of the moon.  See diagram below.  NOTE: it is not necessary to define the order in which the phases occur.  This will be accomplished with the last lesson in the unit.

 

      • Give each group a phase to model. 
        • Once they have the phase properly modeled they are to draw a geometric diagram of their phase model that depicts necessary positions of the moon, earth and sun.
        • Have the group explain;
          • Why their model is correct.
          • Causes for the phase assigned to their group.
      • Next, conduct a class discussion in which the student groups evaluate their “ Moon Phase Sequences” based on information derived from this activity. 

 

 

    • Finally, have each group model a lunar and solar eclipse.
      • After completing their models each group should;
        • Explain how eclipses occur.
        • Draw geometric diagram that clearly represents the proper positions of the Moon, Earth and Sun necessary to produce a solar and lunar eclipse.
        • Finally, conduct a class discussion that addresses reasons eclipses do not occur each month.
    • ALTERNATIVE LESSON: Below you will find web links that can assist with this lesson.  These sites contain excellent lessons on Moon phases and activities that evaluate a student’s conceptual understanding.  The value of the lesson links below are that they provide completed lessons on Moon phases.  The best feature of many of these sites is that they include evaluation instruments that can be used to monitor the progress of students.
  • Lesson Three: Features of the Moon
    • Divide students into eight groups.
    • Hand out copies of the “Lunar Feature Chart” to students.  Note that attached to this lesson should be a completed copy of the “Lunar Feature Chart.”
    • INSTRUCTOR NOTE: This activity can be approached from an open format where students design their own “Lunar Feature Charts” and pick their own examples of lunar geological features.
    • Assign a major geological feature found on the Moon to each group. (Impact craters, Mountain Ranges, Maria, Rilles)
      • Maria: Tranquility, Crisium
      • Craters: Tycho, Coppernicus
      • Mountain Ranges (Montes): Appennius, Alpes
      • Rilles: Hadley, Shroter’s Valley
    • Students are to complete the following web quest on the Moon feature assigned to their group. 

q       Describe at least three major facts about the feature including information on the formation process of that feature.

q       List major identification characteristics.

q       Identify the name and location of the assigned feature on a lunar map.

q       Provide historical, and geological information on feature.

q       The following websites may assist in this endeavor.

·        http://otterdad.dynip.com/als/: At this site is the American Lunar Society web page.  This organization is totally devoted to the Moon making available lots of information on the Moon.

·        http://volcano.und.nodak.edu/vwdocs/planet_volcano/lunar/Overview.html: This link provides a good lunar map of lunar features.  It provides close up pictures of each type of feature and describes the location of the feature on the lunar map found on the main page

·        http://teachspacescience.stsci.edu/cgi-bin/search.plex?keywords=Exploring+The+Moon&Go+Keyword+Search.x=17&Go+Keyword+Search.y=21: NASA Educational Resource Site, which contains a download link of “Exploring The Moon,” which is book, devoted to teaching about the Moon.  This is a must have book!

·        http://www.arval.org.ve/MoonMapen.htm: This link contains an awesome Moon map with 80 major features labeled and the landing sites of Apollo Missions.

·        http://www.shallowsky.com/moon/hitchhiker.html: Awesome website containing detailed information on lunar features.

·        http://www.synapses.co.uk/astro/moon3.html: another awesome site containing lunar maps, labels, descriptions, etc…

·        http://www.geocities.com/CapeCanaveral/Launchpad/7021/lunar.html: site contains good information on specific lunar features.

·        http://www.astrosurf.com/lunascan/educmat.htm: Educational link on “Lunar Scan Project.”  Contains good information and images on lunar features.

·        http://www.lpi.usra.edu/research/lunar_orbiter/: This is a great site for acquiring detailed images of lunar features since it is the Digital Lunar Orbiter Photographic Atlas of the Moon.

·        http://cass.jsc.nasa.gov/pub/research/cla/menu.html: Once again this is a great site for obtaining detailed images of lunar features.  This is the site containing the Consolidated Lunar Atlas.

q       List and describe other websites you find helpful in completing your web quest on Moon features so that these sites can be shared with the class.

    • Mark the location of the assigned feature on a class lunar map and place the name of the feature next to this mark.
    • USE THE HRPO TO OBTAIN A CLOSE-UP IMAGE OF EACH EXAMPLE.

q       Identify major characteristics of each example using photographs.  This information will be used in the class presentations.

    • Complete lesson by allowing each group to give an oral presentation on their lunar feature. 

q       Have each student label a lunar map with lunar landmarks identified by all groups.  Their map should include a few facts about each landmark.

    • Knowing major lunar features will assist students in evaluating which “Moon Phase Sequence” is most correct.  Thus, students are to memorize locations of the following features on a lunar map;

q       Maria: Frigoris, Imbrium, Serenitatis, Tranquillitatis, Crisium, Fecunditatis, Nectaris, Nubium Humorum, Oceanus Procellarum,

q       Montes: Alpenninus

q       Craters: Tycho, Plato, Coppernicus, and Kepler.

  • GREAT EXTENSION ACTIVITY:  Competitions in astronomy are excellent extensions in using the Highland Road Observatory.  Each year there are several types.  Below are a few web links to assist you in this endeavor.
  • Lesson Four:  Evaluating “Moon Phase Sequences.”
    • INSTRUCTOR NOTE:  Prepare for this lesson in advance.  Acquire a lunar image database from HRPO or the web sites indicated below.
    • Students are to collect lunar images of the moon using the HRPO or Internet database and print these images. 
      • INSTRUCTOR NOTE: There are many approaches to this phase of the lesson which depend on how much time you are willing to devote to the lesson.  The best approach is to have students collect the images for a month, but one week would be sufficient.  If collecting images over time is not possible, then simply use the lunar database.  Extending the collection time allows time for students to evaluate all of the sequences posted by the groups.  This allows students through individual inquiry to discover the best posted “Moon Phase Sequence.”
      • Next, students are to cut out the images and tape or paste them on a “Lunar Record Chart” they create.
      • Students are to record the date and time of observation for each image.
    • Post the “Lunar Record Charts.”
    • Have students check their final “Lunar Record Chart” against the diagram entitled, “Moon Phases,” which can be found above in Lesson Two.
      • Each student is to identify the eight major phases of the moon in his or her “Lunar Record Chart.”
    • Each student should choose the best “Moon Phase Sequence” after comparing all of the sequences from Lesson One to their “Lunar Record Chart.”
      • Several sequences are possible unless students know which part of the moon is at the top.
      • Encourage students to use lunar surface features to decide on the best predicted sequence        

EXTENSIONS

·        Lunar View from the Southern Hemisphere: Students may want to consider how their observations of the moon would vary if they lived in the Southern Hemisphere; for example, in Australia.

  • How Tall Is It: Advanced students (high school) could calculate the height of craters and mountains.  The following website has an excellent lesson on this idea.  It includes software links and images that will be required to complete this task
  • Percent Illumination: Another Form of Expressing Phases: this extension has been designed so that strong math skills are not required. (Appropriate for middle school and high schools students.)
    • The U.S. Naval Observatory states the Moon phase and represents the phase of the moon by reporting its % illumination.  There are two methods used by the USNO.
      • % Illumination = (Surface Area of illuminated Moon face / Surface area of the near side) x 100
      • % Illumination = (Angular Diameter of illuminated section / Angular diameter of moon) x 100
    • Calculating Percent Illumination: An approximation of percent illumination can be calculated by comparing the widest part of the illuminated section on a Moon image to the diameter of the Moon on that image. These measurements are proportional to angular diameters acquired by USNO.
      • Best results will be obtained when using moon images taken from the program “Starry Night Pro.”
      • Acquiring Image
        • Choose the evening in which the percent illumination for the moon is to be calculated. 
        • Once the Moon is located, double click on the moon image to get an enlarged view with data.
        • Next, go to settings and change the sky to a white sky.
        • Then click on the magnify button.  An image of the moon similar to the ones below will result.  The terminator is well defined in this image. 
        • Print this image and have students perform the percent illumination calculation.
      • Math
        • Students are to measure the diameter of the moon in the image (D).
        • Next, they are to measure the widest point of illumination (L).  This is normally from a point on the terminator, located at the center of the Moon, to the outer edge of illumination.
          • It is recommended that these measurements be performed in millimeters with the finest measuring instrument available.  Small errors in measuring can result in huge errors when calculating percent illumination.  Thus, make sure students are extremely careful to acquire the most accurate measurements possible.
        • Divide the width of the illuminated section by the diameter of the moon and multiply this answer by 100.
          • % Illumination = L/D x 100      
    • Examples:  each example contains the diagram acquired from “Starry Night Pro,” measurements, the calculated % illumination and the % illumination reported by the program. 
      • Notice that the % error between the calculated and reported % illumination is less than 1% for each example.  Thus, students can feel confident in using this technique.
      • The measurements were performed with original diagrams, thus the image size in this document may not match the measurements.

    • Sources of error include;
      • Estimating during measuring.
      • Using small pictures of the moon causes the measurement errors to be greatly magnified.  Thus, used the largest images possible.
      • The Moon is a three dimensional ball.  The above process assumes the Moon is a flat disk.
      • Deciding where the terminator begins can be difficult with some images since it is a narrow section where going from light to dark on the moon occurs gradually.  
    • Helpful Websites
    • INSTRUCTOR NOTE: Have students associate the eight major phases of the Moon with the appropriate percent illuminations of the Moon.  An example question could be, “ What would be the phase of the Moon if it were 75% illuminated?”
  • Moon and Earth Geology Compared:  have students perform a web quest in which they compare geological features of the Moon with similar features found on Earth.

 

CONCLUSION

  • Assessment: there are many ways that the various activities can be evaluated.
    • Portfolio-compiled from entire unit.
    • Rubric – to be used with oral presentations.
    • Exam – include questions below.
  • Questions:  each student should successfully answer the following questions when the unit on “Sunny Faces of the Moon” is completed.
    • List the eight major phases of the moon and the correct order in which they appear throughout a lunar month.
    • Draw a geometric diagram explaining the reasons for a particular phase of the moon and a lunar eclipse.
    • Label two examples of each of the following major lunar features;
      • Maria, Craters, Montes.
      • Include two important facts about each example.
    • How are lunar features used in placing pictures of lunar phases in their proper order?
    • In a lunar month how many days does it take to go from a New Moon to a;
      • First Quarter Moon?
      • Full Moon?
      • Third Quarter Moon?
      • Next months New Moon?
    • From your research you could conclude there are about _____ days in a lunar month.
    • Why doesn’t a lunar eclipse occur each month?
    • Identify the major causes of;
      • Impact craters.
      • Peaks in the middle of an impact crater.
      • Rays surrounding an impact crater.
      • Lunar mountain ranges.
      • Rilles.
    • Identify the best example of an impact crater that has well formed rays around it.  This crater can also be used in identifying the top and bottom of the moon.
    • When is the best time to observe the shapes of lunar features?  Why?