The Arizona STEM Acceleration Project

Exploring Moon Phases: Observations, Simulations, and Cultural Perspectives

Exploring Moon Phases: Observations, Simulations, and Cultural Perspectives

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A 6th - 8th grade STEM lesson

Andre Pineda

June 30, 2023

Notes for teachers

• Visit the NASA website on the Moon and access the "Frequently Asked Questions" section to gain insights into various aspects related to the Moon. https://moon.nasa.gov/inside-and-out/top-moon-questions/
• The Moon Phase 2022 Calendar and Calculator is optional. If your class is interested in creating the Moon Calculator to verify their predictions of Moon phases for their birthdays, watch the instructional video/tutorial titled "Make a Moon Calculator" available at: https://youtu.be/9TNZLUGOuEk.
• You can also play the step-by-step tutorial for the entire class to follow along.
• Before starting the lesson, make sure to print the Moon 2022 calendar (low-ink print out) from the provided link: https://drive.google.com/file/d/1rRKybPdnWFnCJW9AOWSX94cD9t6BdBfh/view?usp=sharing.
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List of Materials

• Print individual Moon Observation Journal handout
• Pencil , Laptops/computers, Blank sheets of paper
• Moon Phase 2023 Calendar and Calculator Activity (per person):
• Print individual Moon Phase 2023 Calendar/Calculator handout
• Pencil, black oen, or marker
• Pair of scissors
• Hole Punch
• Tape
• Brass Fastener
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• Per group:
• Poster paper
• Markers
• Journal

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Next Generation Science Standards

MS-ESS1-1. Develop and use a model of the Earth-sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and Moon, and seasons

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Common Core State Standards - Math

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Arizona State Science Standards

6.E2U1.9 Develop and use models to construct an explanation of how eclipses, moon phases, and tides occur within the Sun-Earth-Moon system.

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CCSS.MATH.CONTENT.6.EE.B.6

Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

CCSS.MATH.CONTENT.7.EE.B.4

Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

Objective(s):

• Students will share their prior knowledge of Moon phases based on their everyday experiences at home or school.
• Students will make direct and/or indirect observations of Moon phases and use an orbit simulator to understand the relationship between the Sun, Earth, and Moon positions.
• Students will compare and contrast scientific and cultural explanations of Moon phases.
• In groups, they will create a Moon phase calendar and make predictions about the Moon phase on their next birthday.
• Finally, students will document their findings and observations from the lesson.

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Agenda (2 days)

(Engage)

Students will share their prior knowledge of the Moon phases in their everyday experiences at home or school.

(Explore)

Students will make direct and/ or indirect observations of the Moon to track the Moon phases and make predictions.

(Explain)

Students will use a Sun/Earth/Moon orbit simulator to explain the Moon phases and its orbit in a calendar month/year and summarize tips for observing and predicting the Moon’s appearance.

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Agenda (2 days)

(Elaborate)

Students will use math to predict their next birthday Moon phase and investigate how cultures have different types of calendars, and will create their own one-month calendar as a team.

(Evaluate)

Students will compare and contrast science and culture explanations that both contribute to the observations of the Moon.

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Intro/Driving Question/Opening

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• In what way does the Artemis mission align with the solar system and NASA's broader exploration goals?
• How do observations of the Moon contribute to scientific and cultural explanations?

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ENGAGE

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• Prompt students to recall their personal experiences with the Moon and share their observations at home or school.
• Give students time for table talk or partner sharing to describe in detail what they saw or noticed about the Moon.
• Allow student volunteers to share their prior knowledge of Moon phases in a whole-class discussion.
• Introduce a video on Moon phases in 2023 and ask students to observe and consider what they notice and what they still wonder.
• Provide time for students to pair share their observations and questions generated from the video.
• Generate a class list of questions related to the Moon and Moon phases based on student inquiries.

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ENGAGE

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• Discuss the possibility of seeing the Moon while at school and identify ideal locations for Moon observation in the local area.
• Encourage students to reflect on their own stories and connections to the Moon, months, and seasons.
• Inform students that they will have an opportunity to share Moon stories from elders, family members, or adults in a future lesson, with cultural sensitivity considerations.
• Encourage students to seek permission to retell and share Moon oral storytelling and to inquire about Moon-related stories at home.

EXPLORE

• Inform students that they will be conducting Moon observations for at least two weeks.
• Distribute Moon Observation Journal from NASA website to every student and explain the type of observation they will be making.
• If making direct observations, walk outside as a class to locate the Moon. If the Moon is not visible, make an indirect observation using the provided website link.
• In case of a missed day, guide students to make inferences and fill in the missing Moon phase on their Moon Tracking handout.
• Use the Moon Tracking handout daily, ensuring observations are made at the same time each day if possible.

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EXPLORE

• Instruct students to draw the observed Moon, record the date/time, phase, diameter, distance, add notes, and make a Moon phase prediction for the next day.
• After the observation period, allocate 15 minutes to revisit the Moon Phases 2023 video and discuss new ideas, questions, connections between the handouts and video, and observations of the Moon's appearance, Earth and Moon's tilt/axis, and orbit.
• At the end of each week, spend an additional 15 minutes for students to review their observations and predictions, identifying patterns, trends, changes in illumination or shadow on the Moon's surface, improvement in predictions over time, and the most useful data for making predictions.

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EXPLAIN

• Instruct students to have their laptops/computers ready to access the Sun/Earth/Moon simulator website and assign them in pairs.
• Explain that they will be using the simulator to indirectly observe the Moon phases from the perspective of the Earth (Northern Hemisphere) and from space, focusing on the Sun/Earth/Moon position on the Moon Tracking handout.
• Display slides for the whole class to provide an overview of the different perspectives and features of the Sun/Earth/Moon simulation.
• Slide 1: Explain the two perspectives (Earth and space) and their representations on the simulator.
• Slide 2: Highlight key features such as sunrise/moonrise, sunset/moonset, and day/night.

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EXPLAIN

• Slide 3: Introduce the simulation tools (time since New Moon, observer's current time, current Moon phase, play/pause, and time adjustment buttons) and their usage.
• Give students view-only access to the slides for reference during the activity.
• Instruct pairs to take turns focusing on the Earth perspective and the space perspective in the simulation, switching after completing an orbit around the Earth.
• Ask students to consider the guiding questions while playing the simulation, noting observations, the direction of Moon's orbit, estimating the duration of a lunar orbit, and connecting it to the Moon Observation Journal.

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EXPLAIN

• Encourage students to share their observations from the simulation when called upon.
• Direct students to their Moon Observation Journal handouts and have them identify a Moon phase, find it on the simulator, and draw the Sun/Earth/Moon system on the last row of their handout. Repeat this process for each Moon phase on the handout.
• Monitor and circulate the classroom, providing support and prompting students to compare different Moon phases on the handout and simulator if needed.

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EXPLAIN

• Conclude the lesson by having students reflect and discuss the provided questions with their partners and then as a whole-class discussion:
• When the sun is ready to set, what happens to the Moon?
• Why can we see the Moon sometimes during the day and at night?
• How is the Moon's proximity to the Sun in the sky related to its phase?
• Explain why everyone on Earth sees the Moon as the same phase on the same day.

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ELABORATE

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Activity 1: Birthday Moon Phase Prediction (30 minutes)

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Introduce Activity 1: Birthday Moon Phase Prediction, which aims to apply Moon phase understanding and math skills to predict the Moon phase on students' next birthdays.

• Explain that the Lunar cycle begins with the New Moon and lasts about 28 days or one month, with the four main Moon phases changing every week or 7 days. Emphasize the importance of students generating their own conclusions and understandings rather than following a set formula.
• Instruct students to work independently for 30 minutes on predicting the Moon phase on their 30th birthday using the Moon Tracking handout and recalling their observations from the Sun/Earth/Moon simulation.

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ELABORATE

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• Prompt students to apply their math skills instead of relying on internet searches. Provide blank sheets of paper for them to figure out the Moon phase on their next birthday.
• Ask guiding questions in order of least support to most support to help students calculate their birthday Moon phase:
• How many days does it take the Moon to orbit the Earth in one full cycle? (28 days) How many weeks is that? (exactly 4 weeks)
• What is the current Moon phase?
• What will the Moon phase be 28 days from now? (the same as today) What about 56 days from now (2x28)? What about 280 days from now (28x10)?
• How many days or weeks are there until your next birthday?

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ELABORATE

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ELABORATE

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OPTIONAL Activity: Printable Moon Phase 2023 Calendar and Calculator

• Introduce the activity of creating a Moon Phase 2023 Calendar and Calculator to predict and check the Moon phase on students' next birthdays.
• Distribute printed copies of the Moon Phase 2023 Calendar and Calculator to students, along with necessary materials such as a hole punch, brass fastener, pair of scissors, and tape.
• Preview a video demonstration of the completed Moon Phase 2023 Calendar and Calculator with the class. Pause the video at each step, ensuring that all students are ready to move on before resuming.

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ELABORATE

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• Provide step-by-step instructions for students to follow along:
• Shade in the Moon Phases Wheel based on the labels, referring back to their Moon Tracking Journal for guidance.
• Cut out the Moon Phase Wheel and Moonrise Panels.
• Punch a hole where indicated on the materials.
• Attach the Moonset and Moonrise panels to the Viewing Wheel using tape.
• Poke a hole with a pencil in the center of all three wheels.
• Assemble the calendar and calculator by securing the pieces together with a brass fastener.

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ELABORATE

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• Try it out! Choose a date for which students would like to know the Moon phase and where to look. Note that all times are approximate and listed in standard time. During daylight saving time, students should add one hour for a more accurate Moon-viewing time. Mention that the Moon Phase 2023 Calendar and Calculator is designed for use in the northern hemisphere.
• Encourage students to follow the video demonstration and refer to the written instructions as they complete their Moon Phase 2023 Calendar and Calculator.

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ELABORATE

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Activity 2: Cultural Moon Calendars (60 minutes)

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• Inform students that they will be shifting their focus from the scientific understanding of Moon phases to exploring cultural perspectives on the Moon.
• Emphasize the importance of Indigenous stories as traditional teaching tools used by many Native American communities to understand natural phenomena.
• Allow students ten minutes to share Moon storytelling or cultural moon calendars they have encountered, either through personal experiences or readings.

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ELABORATE

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• Encourage students to listen respectfully to their classmates' stories and consider the insights they provide into the Moon, science, and culture.
• Ask for volunteers to re-share the Moon stories they have heard.
• Introduce additional Moon stories from different Native American people by providing website links.
• Assign partners and employ the Jigsaw strategy, where each student becomes an "expert" on the content they read and shares it with their partner.
• Give students access to the provided links and instruct them to read individually before sharing with their partner.

ELABORATE

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• Conduct a whole-class discussion, allowing students to share their observations about the Moon in different cultures and how Moon phases relate to the land, water, animals, plants, and seasons based on geographical location.
• Pose questions to guide the discussion, such as noticing the Moon's characteristics, the number of full Moons per year, the names and meanings of the Moon in different Native American tribes, significant annual events, and the relationship between Moon names and seasons, lands, animals, plants, and water.
• Ask students if the resources helped them understand why and how calendars were used by specific Native American tribes, in contrast to the everyday calendars they encounter.

ELABORATE

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• Conclude the lesson by having students create their own place-based or culturally-relevant lunar calendar.
• Form teams, distribute poster paper and markers, and give students 30 minutes to design their calendars, using the lunar cycle to mark the passing of a complete Moon cycle rather than the Gregorian Calendar's monthly system.
• Encourage creativity, allowing teams to create 3D calendars that incorporate models explaining the causes of lunar phases or research special lunar events and include additional information, such as Earth's appearance from the Moon.

EVALUATE

• In each group's journal, ask students to include a final copy of the Lunar Moon Tracking Handout filled in with all the necessary information, including the Moon, date, time, phase, diameter, distance, notes, prediction, and Sun/Earth/Moon position.
• Ask students to utilize the observations made on the lunar Moon Tracking handout to create a place-based or culturally relevant lunar calendar.
• Ask students to answer the following questions: What will be the Moon phase on each team member's next birthday? Explain the process using science and math without relying on online research.

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EXTENSION

• Ask students to analyze the evidence and make a claim regarding whether astronauts on a Moon base will see phases of the Earth.
• Ask them to describe the appearance of Earth phases as seen from the Moon and determine the duration of a complete cycle.
• Have them support their claims with relevant evidence and scientific reasoning.

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