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

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NOS1. Students should be able to appreciate how scientists work and how scientific ideas are modified over time.

NOS9. Students should be able to research and present information on the contribution that scientists make to scientific discovery and invention, and its impact on society.

ES1. Students should be able to describe the relationships between various celestial objects including moons, asteroids, comets, planets, stars, solar systems, galaxies and space.

PW3. Students should be able to investigate patterns and relationships between physical observables.

PW4. Students should be able to research and discuss a technological application of physics in terms of scientific, societal and environmental impact.

BW6. Students should be able to evaluate how human health is affected by: inherited factors and environmental factors including nutrition; lifestyle choices; examine the role of micro-organisms in human health.

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4. Links to JCF key skills and/or principles

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4. Links to JCF key skills and/or principles

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Action Verbs in the Learning Outcome and their definitions

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Action Verbs in the Learning Outcome and their definitions

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Modeling human health risks of airborne endotoxin in homes during the winter and summer seasons.

This paper deals with an effect seasons can have on human health. It discusses endotoxin which is a part of a gram negative bacteria cell wall. Endotoxin can cause an inflammatory response in people and can add to the risk of developing asthma and other chronic obstructive lung diseases. It was found that the seasons have an effect on endotoxin and pose a greater risk in winter in comparison to summer.

I used this paper to plan my lesson as it links the ES4 learning outcome to the BW6 learning outcome: How human health is affected by environmental factors. This paper shows an example of how winter negatively effects human health.

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How much do the planets affect the tides?

This paper deals with the ocean tides and how much they are affected by the planets.

As we know, ocean tides are caused the moons gravitational on the earth which creates two tidal bulges at the equator, as there is less gravity here. As the moon changes position, the two tidal bulges rotate around the earth causing high and low tides.

The tidal influence of any celestial body is expressed in terms of its apparent size and its density. The paper found that planetary alignment is unlikely to be a significant contributor to exceptional tidal events as it contributes at most, tenths of a millimeter to a tide. The likely causes of extreme tidal events are when the Sun and Moon are each closest to Earth at equinox and weather.

I used this paper in my planning as it is an example of an observable phenomena from earth that is not mentioned in the learning outcome. This phenomena can be used to challenge students as they can use their new and existing knowledge of space to explain how the tides are influenced by celestial bodies and if they play a role in causing extreme tidal events. Furthermore, the moons influence on ocean tides can be used as another topic for the students to do their group project on as it gives more variety to the projects in the class and the students will therefore, all learn more.

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Investigating the Influence of Experimentation Skills on Conceptual Knowledge Development in Early Science Education

This study was carried out to test whether and how experimental skills predict elementary students’ pathways of conceptual knowledge development in science education. The study tested 1275 students. The students were given 15 units of inquiry-based classroom instruction on the topic “floating and sinking”. Students’ experimentation skills were assessed before instruction and their conceptual knowledge about floating and sinking was assessed before and after instruction.

The results of the study revealed that students with higher experimentation skills were more likely to develop proficient and consistent knowledge of the topic area.

After learning about the positive implications experiments have on students knowledge of the topic, I decided to include an experiment in my lesson.

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This is a useful material as it shows teachers some resources that they can avail of to help them learn more about the nature of science learning outcomes.

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Observable phenomena on earth: Ocean Tides

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Observable phenomena on earth: Ocean Tides

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Observable phenomena on Earth: The seasons

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Observable phenomena on Earth: The seasons

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Observable Phenomena on Earth: Libration

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Observable Phenomena on Earth: Libration

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This is a poster containing all the learning outcomes for Junior Certificate Science. It divides the outcomes into the Nature of Science, Biological world, Physical World and Chemical world. The different sections allow teachers and students to draw similarities between learning outcomes and to view the curriculum. This resource is particularly useful for teachers as the learning outcomes are listed in chronological order- Learning outcomes at the beginning in the building blocks section should be covered first, followed by the systems and interactions and finally energy and sustainability. The nature of science learning outcomes can be incorporated into each lesson and also deal with CBA1 and CBA2.

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This is a poster containing the Junior Cycle Action Verbs, their definitions and related learning outcomes. This is a useful resource for students and teachers alike as it allows the unpacking of learning outcomes into simpler terms and students know what is being asked of them. The poster also helps to link the learning outcomes. For example, we can easily see what learning outcomes involve the verb 'Conduct'. This verb clarifies that the students need to carry out an activity, usually an experiment.

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This resource goes through each of the junior cycle key skills and places them into 8 categories. This is a useful resource as teachers as we can use this to distinguish what key skills students are developing in our lessons. It also can remind us of the key skills students should be developing in our lessons. Key skills are not covered once and then finished. Instead, students need to build upon their key skills throughout their junior cycle years, in every lesson.

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How does the Moon control Earth's tides?  |  Stargazing  |  ABC Science

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The connected videos each deal with a different phenomena- Lunar phases, seasons, solar eclipses, lunar eclipses, ocean tides and libration.

Videos are amazing resources as they can improve students clarity on a topic, they are useful for quick revision for students, and they are engaging. They engage students, in particular visual learners as they are visual, colourful and contain diagrams.

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

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Materials:

Dark room, bright light, ball with stick attached.

Method:

1. Stand facing the light, holding the stick attached to the ball raised above eyelevel.

2. Note the shadow formed on the ball and draw a diagram of the shadow.

3. Rotate slightly to the left. Note the shadow formed on the ball and draw a diagram.

4. Rotate full to the left. Note the shadow and draw a diagram.

5. Repeat 5 more times until you are facing the light, in the position you started in.

Understanding:

The light acts as the sun, the ball is the moon and the earth is the students head. As the student rotates around, they can witness the shadow formed on the ball and see first hand, how the different lunar phases are formed.

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Materials:

A light source, small object such as a ball, a clear wall and a meter stick/ruler.

Method:

1. Create a hypothesis- will the shadow be bigger when the ball is closer to the wall or to the light source? Why?

2. Place the object between the light source and the wall. Measure the distance from the wall to the object so that it is 10cm from the wall.

3. Measure the size of the shadow that appears on the wall. Note this value.

4. Move the ball 10cm closer to the light source and measure the size of the shadow again. Note the measurement.

5. Repeat step 4, moving the object 10cm and measuring its shadow 4 more times.

6. Discuss the results of the experiment by stating what you observed, create a table of results, a graph of results and a diagram.

Understanding:

In this experiment the students investigate how moving an object closer to and further from a light source affects its shadow. This relates to the learning outcome, in particular solar eclipses, as the distance from the moon to the sun affects the size of the shadow lunar eclipse on Earth. If the moon is closer to the sun, the eclipse would cast a larger shadow on Earth but if the moon is further from the sun, it would cast a smaller shadow on the Earth.

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Above is an example of a quiz that can be used as a form of assessment in a lesson. It includes questions covered throughout the learning outcome. This is a fun way to assess the students knowledge of the topic.

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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Examples of higher order questions to ask students

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Examples of higher order questions to ask students

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Higher order questions are vital to assess the students understanding of the content. Higher order questions require the students to apply their knowledge to other areas. They should challenge the students on a deeper level than simply asking them to recall material.

1. Why do ocean tidal bulges move around the earth instead of staying in the one place?

2. If the summer is the warmest month, why does summer occur when Earth is furthest from the sun?

3. What is the current lunar phase? When will the next full moon occur?

4. What can you tell about the position of the Earth, moon and sun based off the current lunar phase?

5. Do the lunar phases impact earths tides do you think?

6. Do you think other planets in our solar system experience eclipses? Why and why not? What about planets with multiple moons such as Saturn?

7. Are all eclipses the same? How do you think total, partial and annular eclipses are formed?

8. What do you think the impact of eclipses, ocean tides, seasons and lunar phases have on renewable energy sources such as solar power, hydro power and wind power?

9. How might a better understanding of these phenomena impact future space exploration and the development of knowledge on space?

10. What impact do these phenomena have on human health and society? For example, how do you think eclipses impacted ancient societies culturally and how do you think seasons play a role in human health?

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The included PowerPoint goes through the lesson, includes activities, content, learning intentions, success criteria and assessment. It is done in a visually stimulating format that will engage the students.