Chapter 3 Introduction "The Earth and Moon System"

Materials:

• Worksheet, Community Connection, "Seasonal Changes"
• Clean sheet of paper, crayons, colored pencils, and straight edges.

Objective:

• Students will imagine what it is like in outer space.
• Students will veiw the earth from space.
• Students will think about how the Earth is affected by its position and the position of the moon.

Anticipatory Set:* Students will veiw a slide show of the earth an moon system. A series of pictures, illustrations, and paintings designed to peak the students interest in the system. Here are the pictures contained in the slide show.

Teacher Input:*Students will discuss how the chapter is put together. The three things we will discuss in the chapter is the Moon, Earth, and Sun. We will discus how the moons revolution affects the tides, phases, eclipses. We will then discuss how the Earths revolution affects the Seasons and eclipses of the sun.(Is this an Eclipse, Why not)

Guided Practice:* Students will discuss the Organize Your thoughts Diagram from Page 55. Students will then discuss the Goals for Learning on Page 55.

Independent Practice:* Students will work on the Seasonal Changes sheet. On a clean sheet of paper the students draw a diagram of what they think causes a lunar or a solar eclipse.

Duration:

30 minutes + 10-15 for Independent Practice (Could be longer if taken for homework).

Alaska Content Standards Addressed in this lesson:

• SCI A-15 Students will use science to understand and describe the local environment (Local Knowledge); and:
• SCI B- 1 Students will use the processes of science; these processes include observing, classifying, measuring, interpreting data, inferring, communicating, controlling variables, developing models and theories, hypothesizing, predicting, and experimenting;
• SCI B- 2. Students will design and conduct scientific investigations using appropriate instruments
• SCI B- 3. Students will understand that scientific inquiry often involves different ways of thinking, curiosity, and the exploration of multiple paths.
• SCI D- 1. apply scientific knowledge and skills to understand issues and everyday events;
• SCI D- 4. evaluate the scientific and social merits of solutions to everyday problems;