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This paper talks about the difficulties students can have when learning the phases of the Moon, the common misconceptions some people can have about the Moon and also the most effective ways to teach it from the authors own research. I found this paper to be helpful as some students tended to struggle grasping the different phases when I was teaching it and so I adopted the methods mentioned in the paper, which i found greatly improved the students learning.

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PW4: This learning outcome will support student learning as it enables them to be more aware of the science and society interface in this unit. This learning outcome links to my main learning outcome (EaS4) as I will place some focus on light at the beginning of the chapter when i talk about how shadows form, luminous and non-luminous objects and the way materials can be described in relation to light (transparent, translucent and opaque).

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NoS 2: This learning outcome links to my main LO (EaS4) as I will include many inquiry-based activities into my planning which will get students accustomed to generating experimental questions and testable hypothesis and improve their ability to evaluate and compare strategies for investigating these hypothesis which will help support student learning and get them ready for the CBA in the following year.

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Unit of learning linking to this learning outcome. 

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Unit of learning linking to this learning outcome. 

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This site contains interesting student friendly facts about the Earth's moon, the history of exploring the moon, FAQ's etc.

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Overview The brightest and largest object in our night sky, the Moon makes Earth a more livable planet by moderating our home planet’s wobble on its axis, leading to a relatively stable climate. It also causes tides, creating a rhythm that has guided humans for thousands of years. The Moon was likel…

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Clear and descriptive video on how eclipses occur. It also discusses a safe way to view a solar eclipse.

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Using a light source and graph paper, investigate the relationship between the angle the light hits the graph paper at and the surface area the light rays cover.

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I have used inquiry-based learning techniques countless times throughout my placement. Some examples of this in my unit would be having a class debate on if the equator has seasons, having them each come up with a hypothesis before the phET simulation, vote on the best hypothesis and then conclude on if they were correct or not after seeing the simulation being carried out. This paper talks about the benefits of inquiry-based learning in science.

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Students should be able to develop a model of Earth-Sun-Moon system to describe predictable phenomena observable on Earth, including seasons, lunar phases, and eclipses of the Sun and the Moon.

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A very clear and descriptive video to help explain how the Moon orbits the Earth and the different phases of the Moon, as some students found it difficult to grasp.

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Phases of the Moon: Astronomy and Space for Kids - FreeSchool

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This model will reinforce and help students remember what orbits what out of the Earth, Sun and Moon, what direction do they orbit and also what happens when a solar and lunar eclipse occurs.

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Supplies needed:

A yellow paper plate (or a white one plus yellow paint) for the Sun

Scissors

Three brads (metal paper connectors)

White cardstock

A compass for drawing circles, or print a template.

Crayons or markers

Cut out three circles (small, medium, and large) from cardstock or cardboard from a cereal box. [If available, a yellow paper plate makes a nice Sun.]

You'll need a large circle for the Sun, a medium one for the Earth, and a small one for the Moon.

For a black-and-white template, click here. For a color template, click here. Note: Use the margins of the template for the strips connecting the Sun, Earth, and Moon.

Cut out two strips of cardstock (any color) about 1 inch thick (you can use the marked margins of the templates above). One strip should be aboout 8 inches long and one should be about 5 inches long.

Give the student the three circles. Let them figure out which represents the Sun, the Earth, and the Moon. On each circle, write the name of the celestial object (Sun, Moon, or Earth) on its back.

Color the Sun yellow, color the Earth blue and green, and color the Moon white.

Connect one end of the short (roughly 4-5" long) strip of paper to the center of the back of the Moon using a brad.

Connect the other end of that strip of paper to the center of the Earth (but don't close the second brad yet).

Connect one end of the long (roughly 8" long) strip of paper to the center of the back of the Earth with the already-open brad.

Connect the other end of that short strip of paper to the center of the sun.

Half moon (also called quarter moon): The moon appears as a half circle.

You now have a model of the Sun, the Earth, and the Moon. Note that although the relative sizes of the Earth and the Moon are roughly accurate (about 3:1), the Sun should be much, much larger (the Sun is over 100 times bigger than the Earth).

Also, the Earth is over 370 times farther from the Sun than it is from the Moon. If this model were accurate, the Earth and the Sun should be over 90 feet apart (given that the Earth-Moon distance in the model is about 3 inches).

You can use this model to demonstrate how the Earth orbits around the Sun, and how the Moon orbits around the Earth.

You can demonstrate how the phases of the Moon are determined by the relative positions of the Moon, Earth, and the Sun. To help do this, color half the moon dark and keep the light side facing the sun.

Solar eclipses (see diagram on the left) and lunar eclipses (see diagram on the right) can be demonstrated using this model.

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and moon model orbit orbits  orbiting craft planets earth solar system phases of the moon crafts

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rhyme rhymes children's crafts astronomy space crafts kindergarten

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Sun, Earth, and Moon Model - EnchantedLearning.com

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The interaction between Earth and Space worksheet.

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The interaction between Earth and Space worksheet.

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This worksheet will help reinforce the key points of the chapter covered so far.

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NoS 10: This learning outcome links to my main LO (EaS4) as I will place a lot of my focus on students realising the importance of science in our society and without the continuous research from scientists over many years we would not know any of the information we are currently learning about. This will help support student learning as it will help them appreciate the importance of scientists and value what we are learning .

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In my planning I used this method numerous times such as to summarise the chapter with students. Students were given a number in their group. Every person with the same number came together and were given a certain aspect of the topic to summarise, learn and research further to become experts on this topic. They then went back to their original groups to teach them about what they had learned and everyone filled in the worksheet. This paper talks about the benefits of using this method in science.

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This gives students an opportunity to first predict through inquiry-based learning what orbits what and the way in which the Earth will orbit the Sun and the Moon will orbit the Earth and then see it happening clearly.

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Move the sun, earth, moon and space station to see how it affects their gravitational forces and orbital paths. Visualize the sizes and distances between different heavenly bodies, and turn off gravity to see what would happen without it!

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This video will help students understand the way in which the Earth orbits the Sun, causing the daytime and night time hours changing which results in different seasons.

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Why Do We Have Different Seasons? | California Academy of Sciences

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Image showing some student's Earth-sun-Moon models.