Science Grade 08 Unit 09 Exemplar Lesson 02: Phases and ...

Grade 8
Science
Unit: 09
Lesson: 02
Suggested Duration: 3 days

Science Grade 08 Unit 09 Exemplar Lesson 02: Phases and Eclipses

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

Students will identify and demonstrate the phases of the lunar cycle. They will use the positions of the Sun, Earth, and Moon to predict the
sequence of events in the lunar cycle and relate them to the occurrence of eclipses.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or
subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

8.7 Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon.
The student is expected to:

8.7B Demonstrate and predict the sequence of events in the lunar cycle.
Readiness Standard

Scientific Process TEKS

8.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field
investigations. The student is expected to:

8.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and
predict trends.

8.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving
to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

8.3B Use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic
feature.

8.3C Identify advantages and limitations of models such as size, scale, properties, and materials.

8.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to
conduct science inquiry. The student is expected to:

8.4A Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated

cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators,
computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 08 Science Unit 09 PI 02

Write a “How it Works” book to explain and illustrate the Earth, Sun, and Moon cycles, including day and night, seasons, lunar phases, and eclipses.

Standard(s): 8.2E , 8.7A , 8.7B
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.2E

Key Understandings

The changes in the Moon’s phase are due to changes in the angle between the Sun, Moon, and Earth.
—   How are the Sun, Moon, and Earth related to the lunar cycle?
—   Why does the Moon’s appearance change throughout the month?

Vocabulary of Instruction

eclipse waning crescent solar eclipse

Last Updated 05/13/13 page 1 of 17  

waxing gibbous new moon Grade 8
waning gibbous full moon Science
waxing crescent lunar eclipse Unit: 09
Lesson: 02
Suggested Duration: 3 days

first quarter moon

third quarter moon

Materials

“How it Works” books (from Lesson 01)
glue or tape (per group)
lamp (without shade,1 per group)
light bulb (100 watt, 1 per group)
map pencils (per group)
markers (per group)
Moon Phase Card Sort sets – from previous activity
paper (construction, 9”x12”, one half sheet per student)
paper (plain, multiple sheets per class)
scissors (1 per student)
Moon Models (see Advance Preparation, previously used in Lesson 1, 1 per group)

ball (Styrofoam™, 1 per group)
skewer (wooden, 1 per group)

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on
the public website.

Handout: ABC Moon Race (1 per group and per class, and 1 for projection)
Handout: Moon Phase Card Sort (see Advance Preparation, 1 set per group)
Handout: Lunar Pops (1 per group and 1 for projection)
Handout: Lunar Cycle Diagram (1 per student and 1 for projection)
Teacher Resource: Lunar Cycle Diagram KEY (1 for projection)
Handout: Lunar Vocabulary (1 per student)
Teacher Resource: PowerPoint: Lunar Cycle
Handout: Lunar Cycle Graphic Organizer (1 per student)
Teacher Resource: Performance Indicator Instructions KEY (1 for projection)

Resources

None Identified

Advance Preparation

1. Prior to Day 1:

Print, laminate, cut, and bag the Handout: Moon Phase Card Sort (1 set per group) on card stock.
Earth models from Lesson 01 will be reused in this lesson as Moon Models. Consider available outlets, as you may need to obtain
extension cords in order to be able to plug in a lamp for each group.

2. Prepare attachment(s) as necessary.

Background Information

This lesson bundles student expectations that address the effects resulting from cyclical movements of the Sun, Earth, and Moon. Cycles within the Earth, Sun, and
Moon systems are studied as students learn about the lunar cycle and eclipses.

During this lesson, students describe cycles influenced by the Sun, Earth, and Moon. Students demonstrate and predict the sequence of events in the lunar cycle and
relate the position of the Earth, Moon, and Sun to eclipses. Students develop the understanding that some cycles, such as phases of the Moon and solar and lunar
eclipses, are evident only by viewing them from Earth. Manipulating models will enable students to correct misconceptions about these cycles. In the next lesson,
students will study the relationship between the Moon and tides. After this unit, students will study light years, theories, and characteristics of the universe.

STAAR Note:
The effects resulting from cyclical movements of the Sun, Earth, and Moon relating to the lunar phases (8.7B) will be assessed as a Readiness Standard under

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Grade 8
Science
Unit: 09
Lesson: 02
Suggested Duration: 3 days

Reporting Category 3: Earth and Space on the STAAR Grade 8 Science Assessment.

INSTRUCTIONAL PROCEDURES

Instructional Procedures Notes for Teacher
ENGAGE – ABC Moon Race NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Project the Handout: ABC Moon Race, and explain the activity to the students.
2. Inform students that they are competing in a relay race to list as many terms as Attachments:

they can think of that are associated with the Moon. Handout: ABC Moon Race (1 per group and
Say: class and 1 for projection)

When it is your turn, write a term that applies to the Moon in the box Instructional Notes:
that corresponds to the first letter of the term, in the appropriate box
below. Each class will need a new set of the Handout: ABC Moon Race.
As soon as you have written a word, pass the paper to the next person
on the team. Model a term that students would not know such as “terminator”.
You may not pass the paper until you have written a word. The line dividing the light from the dark is called the terminator.
You do not have to write words in alphabetical order. The terminator moves from right to left
More than one word per box may be written, but you cannot put the
same word twice. Use student responses as an informal assessment of prior
Be thinking of another word for the next time the paper comes to you knowledge.

3. Model the expectations for the students (see Instructional Notes).

4. Divide the class into cooperative groups of 5–6.

5. Distribute a copy of the Handout: ABC Moon Race to each group of students.

6. Allow two to three minutes for the race.

7. After time has expired, collect the papers from each group.

EXPLORE – Lunar Pops Suggested Days 1 (continued) and 2

1. Divide the class into groups of 3–4. Materials:

2. Distribute the Handout: Moon Phase Card Sort (see Advance Preparation, 1 set Moon Models (see Advance Preparation,
per group) to each group of students. previously used in Lesson 1, 1 per group)

3. Instruct students to put the cards in a logical sequence. ball (Styrofoam™, 1 per group)
skewer (wooden, 1 per group)
4. Monitor groups while looking for misconceptions. Make a note of any lamp (without shade,1 per group)
misconceptions to address throughout the lesson. light bulb (100 watt, 1 per group)
glue or tape (per group)
5. After 5–10 minutes, inform students that they are going to stop to do an activity,
but they should keep the cards displayed as is, on the desk or table.

6. Inform students that they will have the opportunity to sequence the cards again Attachments:
after they finish the Lunar Pops activity.

7. Project the Handouts: Lunar Pops and Lunar Cycle Diagram while modeling the Handout: Moon Phase Card Sort (see Advance
expectations of the activity (see Instructional Notes). Discuss safety precautions. Preparation, 1 set per group)
Handout: Lunar Pops (1 per group and 1 for
8. Instruct students to answer the conclusion questions in their science notebooks. projection)
9. Answer any questions students may have regarding the activity. Handout: Lunar Cycle Diagram (1 per student
10. Distribute the Handout: Lunar Cycle Diagram to each student. and 1 for projection)
11. Distribute materials and the Handout: Lunar Pops to each group. Teacher Resource: Lunar Cycle Diagram KEY
(1 for projection)

12. Allow students to work through modeling each phase of the Moon and record their Safety Note:
observations on the Lunar Cycle Diagram (see Instructional Notes).
Do NOT touch bulb. It may result in serious burns.
13. Check for understanding while monitoring and assisting the groups by asking
guiding questions. Correct any misconceptions immediately.

14. Instruct students to affix the Lunar Cycle Diagram to their notebooks when they Instructional Notes:
finish.
Your location may not work well with numerous light bulbs in the
15. Project the Teacher Resource: Lunar Cycle Diagram KEY, and allow students to room. If shadows are an issue, you may want to use only one
check their answers.

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16. Collect the Moon Phase Card Sort sets at the end of the class period. Grade 8
Science
Unit: 09
Lesson: 02
Suggested Duration: 3 days

light bulb for a large group experience (see Misconception
below).

Students may need assistance with arm placement and
movements.

Misconception:

Students may think the phases of the Moon are
caused by the Moon being in the Earth's shadow
or in the Sun’s shadow.

STAAR Note:

The effects resulting from cyclical movements of the Sun, Earth,
and Moon relating to the lunar phases (8.7B) will be assessed
as a Readiness Standard under Reporting Category 3: Earth and
Space on the STAAR Grade 8 Science Assessment.

Science Notebooks:

Students answer the Lunar Pops conclusion questions and affix
the Lunar Phases Diagram to their notebooks.

EXPLAIN – Lunar Cycle Graphic Organizer Suggested Days 2 (continued) and 3

1. Divide the class into groups of 3–4.  Materials:
2. Distribute the Handout: Lunar Vocabulary (1 per student) to each student.

3. Distribute the Moon Phase Card Sort sets to each group. scissors (1 per student)

4. Instruct the students to sequence their cards and record information on their glue or tape (per group)
handout while you display and discuss the Teacher Resource: PowerPoint: Lunar paper (construction, 9”x12”, one half sheet per
Cycle. student)
Moon Phase Card Sort sets – from previous

5. Project the Teacher Resource: PowerPoint: Lunar Cycle, and facilitate a activity

discussion about the relationship between the Sun, Moon, and Earth. Point out the

possibility of a solar and lunar eclipse in relation to the new and full moons, Attachments:
respectively (see Instructional Notes).

6. Allow students time to record vocabulary and organize their cards as you discuss Handout: Lunar Vocabulary (1 per student)
each slide. Teacher Resource: PowerPoint: Lunar Cycle
Handout: Lunar Cycle Graphic Organizer (1
7. Instruct the students to affix their Lunar Vocabulary handout to their notebooks per student)
when they finish.

8. Distribute the Handout: Lunar Cycle Graphic Organizer to each student. Instruct Check For Understanding:
them to follow the directions on the handout (see Instructional Notes).

9. Check for understanding while monitoring and assisting students by asking The completed Lunar Cycle Graphic Organizer may serve as
guiding questions. evidence of understanding.

10. Instruct students to make a pocket in their notebooks to store their Lunar Cycle Instructional Notes:
Graphic Organizers (see Instructional Notes). Distribute scissors, glue or tape,
and construction paper for the pockets. The PowerPoint is intended to be interactive through questioning
and discussion.
11. Collect the Moon Phase Card Sort sets at the end of the activity.

Consider making a model of the graphic organizer (without the
moon phases) as a visual aid.

Students affix a half sheet of construction paper to a page in their
notebooks to make storage pocket.

Science Notebooks:

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ELABORATE/EVALUATE – Performance Indicator Grade 8
Science
Grade 08 Science Unit 09 PI 02 Unit: 09
Lesson: 02
Write a “How it Works” book to explain and illustrate the Earth, Sun, and Moon cycles, including Suggested Duration: 3 days
day and night, seasons, lunar phases, and eclipses.
Students affix their Lunar Vocabulary handout and their Lunar
Standard(s): 8.2E , 8.7A , 8.7B Cycle Graphic Organizer to their notebooks.
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.2E
Suggested Day 3 (continued)
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for
information on administering the performance assessment. Materials

paper (plain, multiple sheets per class)
markers (per group)
map pencils (per group)
“How it Works” books (from Lesson 01)

Attachments:

Teacher Resource: Performance Indicator
Instructions KEY (1 for projection)

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Grade 8
Science
Unit: 09 Lesson: 02

ABC Moon Race

When it is your turn, write a term that applies to the Moon in the box that corresponds to the first letter of the term in the
appropriate box below. As soon as you have written a word, pass the paper to the next person on the team. You may not
pass the paper until you have written a word. You do not have to write words in alphabetical order. More than one word
per box may be written, but words may not be repeated. Be thinking of another word for the next time the paper comes to
you. Note: The image of the Moon on this document is only oval shaped due to the formatting of the page. The Moon is
not oval shaped.

ABCD

E F GH
I J KL

MN OP

QRS T

U V W XYZ

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©2012, TESCCC

Grade 8
Science
Unit: 09 Lesson: 02

Moon Phase Card Sort

Term Description Visual

full moon The Earth is positioned
between the Sun and Moon;
this occurs two weeks after
the new moon. The side of the
Moon visible from Earth is

illuminated.

waning gibbous Occurs after the full moon.
The amount of the Moon
illuminated is decreasing.

third quarter moon Occurs after the waning
gibbous. Only the left quarter

of the Moon is illuminated.
From Earth, it appears to be

exactly the left half.

waning crescent Occurs after the third quarter.
Only the left sliver of the
Moon is illuminated.

©2012, TESCCC 05/13/13 page 1 of 2

new moon Occurs two weeks after the Grade 8
full moon. The Moon is Science
Unit: 09 Lesson: 02
positioned between the Sun
and Earth. The side of the page 2 of 2

Moon visible from Earth is not
illuminated.

waxing crescent Occurs after the new moon.
Only the right sliver of the

Moon is illuminated.

first quarter moon Occurs after the waxing
crescent. Only the right
quarter of the Moon is
illuminated. From Earth, it
appears to be exactly the

right half.

waxing gibbous Occurs after the first quarter.
The amount of the Moon
illuminated is increasing.

solar eclipse The Moon moves directly
lunar eclipse between the Sun and Earth.
The Moon casts a shadow on
©2012, TESCCC the Earth; this only occurs

with a new moon.

The Earth, Sun, and Moon are
directly lined up in the center.
The Earth casts a shadow on

the Moon; this only occurs
with a full moon.

05/13/13

Grade 8
Science
Unit: 09 Lesson: 02

Lunar Pops

Purpose:
 How are the Sun, Moon, and Earth related to the lunar cycle?
 Why does the Moon’s appearance change throughout the month?

Materials:
 Styrofoam™ ball
 wooden skewer
 lamp with 100 watt bulb and no shade

Safety:
 Take care not to stick yourself or anyone else with the wooden skewer. Do NOT touch the bulb. It will
become very hot and may cause severe burns.

Procedures:
In this activity, the lamp represents the Sun, you represent the Earth, and the Lunar Pop (ball on the stick)
represents the Moon. You will observe the phases of the Moon as seen from Earth.

1. Turn on the lamp. The teacher will turn off the classroom lights.
2. Position 1: Hold your Lunar Pop in front of you, and face the lamp. The Moon is between the Earth and

Sun.
3. Using a pencil, shade the unlit portion on your diagram at position 1. The white area will represent the

illuminated (lit) portion.
4. Students should take turns holding the Lunar Pop and shading their diagrams.
5. Position 2: Make a 45 (1/8) turn to your left with your whole body while holding your Lunar Pop in front of

you.
6. Shade in the unlit portion on your diagram at position 2.
7. All students should continue taking turns through the process until all eight positions have been modeled

and shaded. Each position only requires a 45 (1/8) turn to the left until you arrive back at position 1.
8. Once all positions are shaded on your diagrams, label the names of the moon phases and draw an arrow

representing the direction the Moon travels around the Earth.
9. Affix your diagrams to your notebooks.

Data/Observations:
Shade the unlit portion of the Moon on your diagram.

Conclusion:
Use your diagrams to answer the following questions in your science notebooks:

1. In what direction does the Moon orbit the Earth?
2. At position 1, is the part of the Moon we view from the Earth illuminated (lit)?
3. At position 1, which part of the Moon is illuminated?
4. If it takes the Moon 27.32 days to revolve around the Earth, approximately how many days does it take for

the Moon to move from one phase to the next?
5. How are the Sun, Moon, and Earth related to the lunar cycle?
6. Why does the Moon’s appearance change throughout the month?

©2012, TESCCC 10/18/12 page 1 of 1

Grade 8
Science
Unit: 09 Lesson: 02

Lunar Cycle Diagram

©2012, TESCCC 10/18/12 page 1 of 1

Waxing Lunar Cycle Diagram KEY Grade 8
Gibbous Science
First Quarter Unit: 09 Lesson: 02

Waxing Crescent page 1 of 1

Full Moon New Moon
Waning Crescent
Waning
Gibbous

Third Quarter

©2012, TESCCC 10/18/12

Grade 8
Science
Unit: 09 Lesson: 02

Lunar Vocabulary

Term Description and/or Visual
new moon

waxing crescent

first quarter moon

waxing gibbous

full moon

waning gibbous 10/18/12 page 1 of 2

©2012, TESCCC

third quarter moon 10/18/12 Grade 8
waning crescent Science
solar eclipse Unit: 09 Lesson: 02
lunar eclipse
waxing page 2 of 2
waning
gibbous

©2012, TESCCC

Grade 8
Science
Unit: 09 Lesson: 02

Lunar Cycle Graphic Organizer

1. Cut on the dotted lines around the outside of the Sun, Earth, and moon phases. (Be careful not to
cut off the arrows.)

2. Cut around the solid line on the outside of the square graphic organizer.
3. Place your graphic organizer on your desk in front of you as a square shape, not a diamond shape.
4. Glue the Earth in the center of the dotted square on the graphic organizer, and draw a stick person

on it.
5. Place (not glue) your moon phases in the correct sequence (making sure the arrows point up). You

may need to trim them to make them fit. Once you know they are in the correct sequence, glue
them down.
6. Fold the corners over toward the center along the dotted lines and crease. Open the corners back
up. Cut along the solid line from each corner to the dotted line on your graphic organizer. This will
make eight flaps.
7. Use a pencil to write the name of each moon phase on the outside of the flap.
8. Now, place the Sun in the correct location based on the moon phases.
9. Once complete, make a storage pocket in your notebook to store all parts of your organizer for
future use.

©2012, TESCCC 10/18/12 page 1 of 3

Grade 8
Science
Unit: 09 Lesson: 02

Memory Device:

White on the right growing bright, white on the left losing light.
Wax on (growing)
Wane off (shrinking)

New Moon = Near the Sun
Full Moon = Far from Sun

Remember, YOU are on the EARTH looking at the Moon.

©2012, TESCCC 10/18/12 page 2 of 3

Grade 8
Science
Unit: 09 Lesson: 02

©2012, TESCCC 10/18/12 page 3 of 3

Grade 8
Science
Unit: 09 Lesson: 02

Performance Indicator Instructions KEY

Performance Indicator
Write a “How it Works” book to explain and illustrate the Earth, Sun, and Moon cycles,
including day and night, seasons, lunar phases, and eclipses.
(8.2E; 8.7A, 8.7B)
1C, 1E; 2E

(The first portion of the Performance Indicator will be completed during Lesson 01, and the second
portion will be completed during Lesson 02.)

Materials:
paper (plain, multiple sheets per class)
markers (per group)
map pencils (per group)
“How it Works” books (from Lesson 01)

Instructional Procedures:
1. Say:

Today, you will be continuing to work on your “How It Works” book to explain and
illustrate the Earth, Sun, and Moon cycles of lunar phases and eclipses.

2. Instruct students to use labeled drawings and color to assist in making their explanations.

3. Ask students to think about the following questions as they formulate their explanations and
illustrations in their books:
How are the Sun, Moon, and Earth related to the lunar cycle?
Why does the Moon’s appearance change throughout the month?

4. Remind students to use scientific terms in their writing.

5. Allow students time to work on the book.

©2012, TESCCC 05/13/13 page 1 of 1