Teacher’s notes
Using online models to understand the phases of the Moon
Integrated strands
Science concept
The changing appearance of the Moon is determined by the relative positions of the Moon, Earth, and Sun.
Nature of Science Theme
- Scientific explanations may be in the form of a model…
- Scientists use models when phenomena are not directly observable.
DSSA Investigation Focus
- Students typically investigate existing science knowledge…
- Models are one way students can investigate existing science knowledge.
Rationale
The appearance of the Moon depends on the relative positions of the Sun, Earth and Moon. A model allows students to see how these different positions will result in a changed Moon appearance. Models also allow students to gain an understanding of scientists’ views of science.
Activity
Curriculum level 4-6 Planet Earth and beyond Topic
Space
Type of investigation
Modelling
What you need
- Day and Night: Views from the Southern Hemisphere (website).
Supporting activity resources are provided below.
Focus
- How have earlier humans explained the changing appearance of the Moon?
- How would scientists have generated their current views of Moon phases?
- What do you think scientists mean by ‘models’?
- Why would it be difficult to investigate and represent moon phases without models?
- What are some ways in which you could represent the phases of the Moon?
- What do we know about what causes the phases of the Moon?
Exploration
- As a class, in groups or individually, connect to the website Day and Night: Views from the Southern Hemisphere.
- Select ‘3: The Moon – our View from the Earth’. This animation demonstrates how the Moon’s appearance changes over a month.
- For a view of the Moon orbiting the Earth from space, click the ‘Blast Off’ link – this will take you to the next animation: ‘4: The Moon and the Earth – a View from Space’.
- To view the lunar cycle, click on the ‘Home’ link (to return to the home page), and click on the ‘5: The Lunar Cycle’, or ‘6: The Lunar Cycle Challenge’.
Extension
- Find out if other heavenly bodies show phases similar to those of the Moon.
- How could these phases be observed from Earth?
Reflection
- How did scientists work out this model before modern technology was available?
- How does this model help you investigate a theory that is already well known to scientists?
- What other models could we develop to show the Earth/Moon/Sun relationships?
- In Day and Night: Views from the Southern Hemisphere:
- What aspects of the Earth, Moon, and Sun are modelled? (For example, relative positions, rotations, orbits, shapes, some surface features)
- What aspects of the Earth, Moon, and Sun are deliberately not addressed by these graphics? (For example, composition, atmospheres, mass.)
- In what ways are the graphics different from representations in textbooks?
- Discuss the onscreen questions and information.
Activity resources
- Day and Night: Views from the Southern Hemisphere
- This interactive resource is designed to clarify students’
understanding of why the Sun and the Moon both seem to move across
the sky and why the Moon seems to gradually change shape.
You may need to download the Shockwave program to use the website. Scroll down to ‘Student Information’ and follow the link ‘Get Macromedia Shockwave Player’. You can also download the website from the Student Information section.
If you have access to a data projector, you may find it easier to use this to guide the students through the animation. - http://www.tki.org.nz/r/science/day_night/index_e.php