Unit 5: Exploring the Nature of Astronomical Phenomena in the Context of the Sun/Earth/Moon System

Table of Contents

I. Introduction

II. Identifying Student Resources

A. Documenting initial knowledge about the Sun, Moon, and stars

Question 5.1 What do you already know about the Sun, Moon, and stars?

B. Noticing the sky

Question 5.2 What do you remember about experiences when you have seen the Sun, Moon, and/or stars?

Question 5.3 How have people noticed and represented the Sun, Moon, and stars in cultural stories, art and poetry?

1.  The Sun, Moon, and stars as represented in cultural stories

2.  The Sun, Moon, and stars represented in art

3.  The Sun, Moon, and stars represented in poetry

Question 5.4 How early in life does a child start noticing the sky?

4.  A young child’s observations of the Moon in the sky: Joseph’s Moon

Question 5.5 How do people talk together about the Moon?

5.  Ways of speaking about the Moon in a first grade bilingual classroom

III. Central Powerful Ideas Based on Evidence

A. Observing the shape and location of the Sun and the Moon in the sky

Question 5.6 Where is the Sun in the sky right now?

Question 5.7 Where is the Moon in the sky right now?

1.  Example of a student’s initial observation of the sky

2.  Nuances about observing the sky

B. Observing the Sun

Question 5.8 How does the Sun seem to move across the sky?

1.  Observing where and when the Sun appears to rise and set.

2.  Observing a student gnomon’s shadow during a field trip outside during a sunny class session

3.  Observing a post gnomon’s shadow outside during a sunny day

4.  Observing a paper clip or nail gnomon’s shadow on a sunny day.

5.  Example of student work about how the Sun seems to move across the sky.

Question 5.9 How big is the Sun?

C. Generating a question about the Moon and designing ways to explore this question

Question 5.10 What question about the Moon do you want to explore? How will you do that?

1.  Examples of a group’s initial questions and findings about the Moon

2.  Nuances about asking questions, making observations, and reporting findings

Question 5.11 What does the Moon look like today? What will the Moon look like over the next few days?

Question 5.12 What new question do you and your group members have about the Moon?

Question 5.13 How does the Moon seem to move across the sky during several hours? during several days?

D. Reviewing observations so far, making predictions, and generating questions

Question 5.14 What have you learned about the Moon from your observations so far?

1.  Example of student work summarizing initial findings about the Sun and the Moon

2.  Nuances about observing the Moon

E. Identifying patterns based on evidence

Question 5.15 What pattern have you observed in the changing shape of the Moon?

Question 5.16 What pattern have you observed in the angle formed by pointing arms at the Sun and Moon when both are visible?

Question 5.17 How are the changing shape of the Moon and the changing angle related?

Question 5.18 What pattern have you observed in the relation of the lit side of the Moon and the location of the Sun?

F. Making predictions for when a phase of the Moon will rise and set

Question 5.19 How can you predict when a phase of the Moon will rise, transit, and set?

1.  Creating a Sun clock and using it to predict when the Moon will rise, transit, and set

2. Example of student work illustrating how to predict rising, transiting, and setting times for a first quarter Moon.

3. Example of student work summarizing powerful ideas about the Moon

Question 5.20 What is the duration of each phase of the Moon?

Question 5.21 What aspects of the nature of science have students experienced so far?

IV. Using Central Ideas to Develop Two Explanatory Models For Day And Night

Question 5.22 Why does it get dark at night?

A. Developing the fixed Earth, revolving Sun explanatory model for day and night

B. Developing the fixed Sun, rotating Earth explanatory model for day and night

1.  Example of student work about developing two explanatory models for day and night

2.  Interpreting two different models for the same phenomenon

V. Using Central Ideas to Develop an Explanatory Model for the Phases of the Moon

Question 5.23 Why does the Moon seem to have different shapes at different times?

A. Reviewing central ideas about the relationship between the Sun and the Moon

B. Reading about a child’s insights about the phases of the Moon

C. Developing an explanatory model for the phases of the Moon

1.  Examples of student work developing an explanatory model of the phases of the Moon

D. Explaining a paradox based on detailed observations of the Moon

Question 5.24 Why does the Moon seem to move east to west over several hours but west to east over several days?

1.  Example of student work resolving the paradox about the apparent movements of the Moon

2.  Acting out explanation of this paradox

E. Considering other aspects of the Moon’s motion

Question 5.25 Does the Moon rotate while it revolves around the Earth?

Question 5.26 What do the phases of the Moon look like from other places on the Earth?

F. Developing representations of the Sun/Earth/Moon system as seen from space

Question 5.27 How are the Sun, Earth, and Moon arranged in space?

1.  A child’s spontaneous wonderings

2.  Exploring the arrangement of the Sun, Earth, and Moon in space

Question 5.28 What are the relative sizes of the Sun and the Moon?

3.  Example of student work discussing the arrangement and relative sizes of the Sun, and Moon.

Question 5.29 How does the view of the phases of the Moon from Earth compare with the view from above the solar system?

4.  Example of student work about views of the Moon from Earth and above the solar system.

5.  Nuances about viewing the phases of the Moon from above the solar system

Question 5.30 Does the Moon revolve around the Earth in the clockwise or counter-clockwise direction?

G. Considering what happens when the Sun, Earth, and Moon are arranged in a line.

Question 5.31 What causes solar and lunar eclipses?

1.  Example of student work about the causes of lunar and solar eclipses

H. Exploring Internet resources about the Moon with a friend or family member

Question 5.32 What Internet resources are available for teaching and learning about the Moon?

1.  Example of student work about engaging a friend or family member in learning about the phases of the Moon

I. Pausing to review before taking the next step

1.  Reviewing two explanatory models for day and night

2.  Reviewing an explanatory model for the phases of the Moon

VI. Developing Additional Central Ideas Based on Evidence about the Sun, Earth, and Stars

A. Noticing seasonal patterns evident in the night sky

Question 5.32 What seasonal patterns are evident in the constellations visible at night?

B. Noticing seasonal patterns in sunlight and shadows

Question 5.34 What seasonal patterns are evident in how the Sun seems to move across the sky?

1. Interpreting changes in the Sun’s maximum angular altitude

2. Interpreting data obtained from Internet resources

3. Example of interpreting Internet data about changes in the Sun’s apparent daily motion

4. Cultural examples of noticing changes in the Sun’s maximum angular altitude \(\alpha\)

C. Interpreting connections between seasonal differences in the Sun’s apparent angular altitude and regional climates

Question 5.35 What is the connection between seasonal differences in the Sun’s apparent angular altitude and seasonal temperatures and precipitation?

VII. Using Centrall Ideas Based on Evidence to Develop Two Explanatory Models for Seasonal Patterns in the Constellations Visible at Night

Question 5.36 Why are there seasonal patterns in the constellations visible at night?

A. Using a geocentric model to explain the seasonal patterns of constellations visible at night

B. Using a heliocentric model to explain the seasonal patterns of the constellations visible at night

VIII. Using Central Ideas to Develop an Explanatory Model for the Earth’s Seasons

A. Explaining the Earth’s seasons with a heliocentric model

Question 5.37 Why is it hot in the summer and cold in the winter?

IX. Estimating the Tilt of the Earth

A. Developing and using mathematical representations to estimate the tilt of the Earth’s axis of rotation

Question 5.38 How can one estimate the tilt of the Earth’s axis of rotation?

1.  Envisioning the tilt of the Earth’s axis of rotation

2.  Estimating the tilt of the Earth’s  axis of rotation

3.  Nuances in developing and using mathematical representations to estimate the Earth’s axis of rotation

4.  Estimating latitude and maximum angular altitude of the Sun during an equinox

Question 5.39   Why does a location’s latitude, angle \(\phi\) = 90° – angle αe?

5.  Deriving the tilt of the Earth in terms of the difference between the maximum angular altitudes of the Sun during the summer solstice, αs, and equinox,αe

Question 5.40 Why does the tilt, angle ε = angle αs at summer solstice – angle αe at equinox?

6.  Discussing the effect of the tilt of the Earth at several latitudes

Question 5.41 What are the Tropic of Cancer, Arctic Circle, and Antarctic Circle?

7.  Deriving the tilt of the Earth in terms of the difference between the maximum angular altitudes of the Sun during an equinox, αe, and during the winter solstice, αw

Question 5.42 Why does the tilt, angle ε = angle αe at equinox – angle αw at winter solstice?

8.  Developing and using a mathematical representation to estimate the Earth’s tilt if a location’s latitude is not known

Question 5.43 Why does the tilt, \( {\color{Red} \textbf{angle} \epsilon = \frac{\textbf{angle} \alpha_s – \textbf{angle} \alpha_\omega}{2}}\)?

9.  Discussing additional effects of the tilt of the Earth’s axis on several latitudes

Question 5.44 What happens at the Tropic of Capricorn, Antarctic Circle, and Arctic Circle?

X. Developing and Using a Mathematical Representation to Estimate an Intriguing Quantity

A. Visualizing relationships among the Sun, Earth, and Moon through actions

Question 5.45  How are the motions of the Moon revolving around the Earth related to the motions of the Earth revolving around the Sun?

1.  Acting out the simultaneous motions of the Earth and the Moon

2.  Nuances in acting out the simultaneous motions of the Earth and the Moon

B. Visualizing by drawing a diagram and thinking conceptually about the situation

Question 5.46  When you are seeing a third quarter Moon, you are looking at the “place in space” where you and everyone else on Earth will soon “be”!  How soon will you get “there”?

1.  Drawing a diagram that represents the situation and considering relevant powerful ideas

2.  Example of student work about the simultaneous motions of the Earth and Moon

3.  Nuances about working on this question

XI. Pondering Additional Issues

A. Reviewing understandings about the Sun, Earth, Moon, and Stars

B. Understanding motion

Question 5.47 How are the Moon and the Earth moving?

C.  Exploring forces

Question 5.48 What keeps the Moon and the Earth revolving in their orbits?

Question 5.49 If the Earth pulls on the Moon, does the Moon pull on the Earth?

D. Developing and using mathematical representations of gravitational forces

Question 5.50 What quantities determine the magnitude of gravitational forces?

E. Explaining the ocean’s tides

Question 5.51  What effect does the gravitational force by the Moon have on the Earth?

Question 5.52 How do gravitational forces by the Moon and by the Sun on the Earth’s oceans affect the tides?

F. Exploring falling objects

Question 5.53 What happens when heavy and light objects are dropped from the same height at the same time?

1. Documenting initial knowledge about falling objects

2. Role playing Galileo’s dialogue about falling objects

3. Modeling Galileo’s exploration of falling objects

Question 5.54 Why do light and heavy objects fall the way they do?

Question 5.55 What happens when heavy and light objects drop from the same height at the same time on the moon?

4. Interpreting first grade students’ thoughts about falling objects

Question 5.56 What ideas do first grade students have about falling objects?

XII.   Making Connections to Educational Policies

Question 5.57 What are the current standards for teaching science at various grade levels where you live?

Question 5.58 How would you use your community’s standards for teaching science to engage children in learning about astronomical phenomena within the Sun/Earth/Moon system?

A. Learning more about the US Next Generation Science Standards

B. Reflecting upon watching the sky

C. Making connections to the NGSS understandings about the nature of science

Question 5.59  What have you learned about science learning and teaching from your explorations in this unit?

XIII. Exploring Physical Phenomena: Summary of Equipment and Supplies for Unit 5

 

Figures

• FIG. 5.1   Big Dipper, Little Dipper, and Polaris in the night sky. 
• FIG. 5.2   Ursa Major (Great Bear) and Ursa Minor (Little Bear) constellations.
• FIG. 5.3   Ojibwe constellations of the Fisher and the Loon.
• FIG. 5.4   The Sower at Sunset by Vincent van Gogh, 1888.
• FIG. 5.5 The Starry Night by Vincent van Gogh, 1889.
• FIG. 5.6   Format for recording an observation of the sky.
• FIG. 5.7   Student’s first observation of the sky with predictions for later in the day.
• FIG. 5.8   Students drawing a group member’s shadow on the pavement.
• FIG. 5.9   Right triangle formed by gnomon, its shadow, and rays from the Sun.
• FIG. 5.10   Children marking tip of a pole’s shadow on the playground.
• FIG. 5.11   Children marking the tip of a nail’s shadow on a shadow board.
• FIG. 5.12   Student’s sketch of shadow plot with a paper clip gnomon.
• FIG. 5.13   Sketch of group member’s shadow on pavement near beginning and end of class.
• FIG. 5.14   Two sky journal observations of the Moon separated by several days.
• FIG. 5.15   Another set of two sky journal observations of the Moon separated by several days.
• FIG. 5.16   Calendar template for keeping track of the next set of Sun and Moon observations.
• FIG. 5.17   A student’s observations for April 17-23, 2016.
• FIG. 5.18   Model of a Sun Clock with rising, transiting, and setting positions.
• FIG. 5.19   Model of a Sun clock with times associated with the Sun’s position in the sky.
• FIG. 5.20   Predicting rising, transiting, and setting times for a 1st quarter Moon.
• FIG. 5.21.  Student’s observations of the Moon, April 17-28, 2016.
• FIG. 5.22   Student’s entries into a table summarizing findings about the phases of the Moon.
• FIG. 5.23   Student’s sketch for a sun clock.
• FIG. 5.24   Fixed Earth, revolving Sun explanatory model for day and night.
• FIG. 5.25   Fixed Sun, rotating Earth explanatory model for day and night.
• FIG. 5.26   Foucault pendulum.
• FIG. 5.27   Example wind patterns in the northern and southern hemispheres
• FIG. 5.28   Student’s entries in a table about developing explanatory models for day and night.
• FIG. 5.29   Student using a ball on a stick to model the waxing phases of the Moon.
• FIG. 5.30   Student using a ball on a stick to model the waning phases of the Moon.
• FIG. 5.31   Student sketch of 1st quarter moon appearing to move east to west during several hours.
• FIG. 5.32   Student sketch of subsequent phases appearing to move west to east over many days.
• FIG. 5.33   Modeling a first quarter moon (as seen in the northern hemisphere).
• FIG. 5.34   Modeling the apparent east to west motion of the Moon due to the rotation of the Earth
• FIG. 5.35   Globes of the Earth showing Australia and the United States.
• FIG. 5.36   Observations of the waxing crescent moon in Australia
• FIG. 5.37   Observations of the waxing crescent moon in Seattle
• FIG. 5.38   Three possible arrangements of the Sun, Moon, and Earth in space
• FIG. 5.39   Student holding arms at a right angle while holding out ball in one hand and touching lamp with other hand.
• FIG. 5.40   Creating the boxes for Table V.4 by folding a sheet of paper in half four times.
• FIG. 5.41   Format for comparing view from Earth with view from above the solar system.
• FIG. 5.42   Student table presenting views of waxing phases from Earth and above solar system.
• FIG. 5.43   Student table presenting views of waning phases from Earth and from above solar System
• FIG. 5.44   Moon orbit from above the solar system with adjacent table showing phases on Earth.
• FIG. 5.45   Confusing combined diagram of the Moon’s phases viewed from Earth and from above the solar system.
• FIG. 5.46   View of phases of the moon from Earth and above the solar system that illustrates how much of the lit side of the Moon can be seen from Earth.
• FIG. 5.47   Tilted orbit of the Moon around the Earth
• FIG. 5.48   Student diagram for a lunar eclipse
• FIG. 5.49   Student diagram for a solar eclipse
• FIG. 5.50   Seasonal constellations as viewed from the northern hemisphere on Earth.
• FIG. 5.51   Stars forming the constellations Leo the Lion and Mishi Bizhiw, the Great Panther
• FIG. 5.52   Stars forming the constellations Corona Borealis and Hercules as well as Madoodiswan and Noodeshin Bemaadizid.
• FIG. 5.53   Stars forming the constellations Cygnus and Pegasus and Ajiljaak and Mooz.
• FIG. 5.54   Stars forming the constellations Orion, the hunter, and Biboonkeonini.
• FIG. 5.55   Angular altitude of the Sun in the sky.
• FIG. 5.9   Right triangle formed by gnomon, its shadow, and rays from the Sun. (repeated)
• FIG. 5.56   Predictions for rising, transiting, and setting of the Sun on the spring equinox in Corvallis.
• FIG. 5.57   Predictions for rising, transiting, and setting of the Sun on the summer solstice in Corvallis.
• FIG. 5.58   Prediction for rising, transiting, and setting of the Sun on the autumn equinox in Corvallis
• FIG. 5.59   Predictions for rising, transiting, and setting of the Sun on winter solstice in Corvallis.
• FIG. 5.60   Differences in maximum angular altitude α of the Sun and lengths of shortest shadows during the seasons.
• FIG. 5.61   Standing stone circle at the University of Massachusetts Amherst.
• FIG. 5.62   Standing stone circle in an astronomical park near Spanish Peaks, Colorado
• FIG. 5.63   One hour exposure to Polaris and the apparent movement of stars around the Earth.
• FIG. 5.64   Six month exposure to the apparent daily path of the Sun across the sky from the winter to summer solstices via a pinhole camera at Keppel Henge, Ontario Canada.
• FIG. 5.65   Average monthly temperature and precipitation for Corvallis, Oregon
• FIG. 5.66   Model of a celestial sphere centered on the Earth
• FIG. 5.67   Illustration of the zodiac on a celestial sphere in Epitome of the Almagest, 1496
• FIG. 5.68 Drawings of the orbit of the Earth around the Sun from two perspectives
• FIG. 5.69   Model of the Earth tilted on its axis while revolving counter-clockwise around the Sun with seasons designated for the northern hemisphere
• FIG. 5.70   Tilt of the Earth’s axis of rotation with respect to the vertical to the plane of its orbit.
• FIG. 5.71   Maximum angular altitudes of the Sun formed by a gnomon’s shadows and rays of light from the Sun during the solstices and equinox
• FIG. 5.72   Geometrical relationships among the tilt of the Earth ε and the maximum angular altitude of the Sun at the summer solstice, αs, equinox, αe, and winter solstice, αw.
• FIG. 5.73   Left: Earth in its orbit around the Sun as viewed from above, with tilt to the left
  Right: Earth in its orbit around the Sun as viewed from the side, with tilt to the right.
• Fig. 5.74   Diagram representing the Sun’s rays shining on the Earth during the spring equinox.
• FIG 5.75   Cross-section of orbiting Earth with vertical and horizontal axes.
• Fig. 5.76   Cross-section of a spherical Earth whose axis of rotation is tilted at angle ε (epsilon) with respect to the vertical to the plane of the Earth’s orbit around the Sun.
• FIG. 5.77   Angle ϕ (phi) represents the latitude of a point with respect to a point on the equator.
• FIG. 5.78   Rays from the Sun and the gnomon create its shortest shadow at noon during the summer solstice in the northern hemisphere.
• FIG. 5.79   Tropic of Cancer, Arctic Circle and Antarctic Circle during the June solstice.
• FIG. 5.80   Diagram for the winter solstice at latitude ϕ in the northern hemisphere.
• FIG. 5.81   Tropic of Capricorn, Antarctic Circle and the Arctic Circle during the December solstice.
• FIG. 5.82   Initial arrangements for students modeling the simultaneous motions of the Moon and Earth.
• FIG. 5.83   Final arrangement in the northern hemisphere for students modeling the simultaneous motions of the Moon and Earth.
• FIG. 5.84   Final arrangement in the southern hemisphere for students modeling the simultaneous motions of the Moon and Earth
• FIG. 5.85   Student sketches of view of 3rd quarter Moon from Earth and from space.
• FIG. 5.86   Student’s estimate of time needed for the Earth to move to the “place in space” where a third quarter Moon “is” now.
• FIG. 5.87   Student’s check on the reasonableness of the calculated answer.
• FIG. 5.88   Another student’s sketches for a third quarter moon as seen from Earth and space.
• FIG. 5.89   Front piece of Newton’s Principia.
• FIG. 5.90   Two types of spring scales.
• FIG. 5.91   Two spring scales are hooked together and pulled apart horizontally.
• FIG. 5.92   Predictions for tides at Yaquina Coast Guard Station in Newport for March 2019.
• Fig. 5.93   Phases of the Moon predicted for March 2019 in Oregon in the northern hemisphere.
• Fig. 5.94   Arrangements of Sun, Earth, and Moon associated with maximum high and low tides.
• Fig. 5.95   Arrangements of Sun, Earth, and Moon associated with somewhat high and low tides.
• Fig. 5.96   Possible paths of a “falling object” shot out of a canon at various velocities.

Tables

• Table V.1   Summarizing findings about the phases of the Moon
• Table V.2   Central Ideas about the Sun and the Moon
• Table V.3   Developing two explanatory models for day and night
• Table V.4   Developing an explanatory model for the Phases of the Moon
• Table V.5   Explaining a paradox based on detailed observations of the Moon
• Table V.6   Comparison of Views from Earth and Space
• Table V.7   Additional insights about the phases of the Moon
• Table V.8   Explaining eclipses of the Sun and Moon
• Table V.9   Seasonal differences in Visible Stars
• Table V.10   Seasonal differences in Shadow Plots
• Table V.11   Solar data for Corvallis, Oregon, during March 2019 equinoxes and solstices
• Table V.12   Developing central ideas about seasonal differences in the details of the Sun’s apparent daily motion and in regional climates
• Table V.13   Developing an Explanatory Model for the Earth’s Seasons
• Table V.14   Predicted high and low tides during the predicted dates of new, 1st quarter, full, and third quarter phases of the Moon during March 2019 at the Yaquina Coast Guard Station, in Newport, Oregon
• Table V.15   Average predicted high and low tides during the predicted new, 1st quarter, full, and third quarter phases of the Moon during March 2019 at the Yaquina Coast Guard Station, in Newport, Oregon
• Table V.16   Developing additional central ideas about the Sun/Earth/Moon system
• Table V.17   Dimensions of Next Generation Science Standards Relevant to Exploration of Moon Phases