Eclipse x2

Overview

Students will learn how solar and lunar eclipses occur and what the differences are between the 2. Students will be using Play-Doh and popsicle
sticks to model the separate eclipses while the teacher circulates the room. First, students will model the solar eclipse. They will then show their
models to 1 other group. Next, students will model the lunar eclipse. They will show the model to 1 different group. The teacher will then ask
questions about the differences between a solar and lunar eclipse and display graphics showing how the eclipses occur.

Total Time

8 minutes

State and National Standards

North Carolina Science Standards (click here for the standards)

ESS.6.1.1 Use models to explain how the relative motion and relative position of the Sun, Earth and moon affect the seasons, tides, phases of the
moon, and eclipses.

Next Generation Science Standards (i.e., Performance Expectations) (click here for NGSS interactive website; click here for standards by
DCI, click here for standards by topic)

5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the
seasonal appearance of some stars in the night sky.

NGSS 3D Components to be Addressed

Disciplinary Core Ideas (orange box) Science Practices (blue box) Crosscutting Concepts (green box)

Patterns
ESS1.B: Earth and the Solar System Similarities and differences in patterns
The orbits of Earth around the sun and of the Engaging in Argument from Evidence can be used to sort, classify,
moon around Engaging in argument from evidence in 3–5 communicate and analyze simple rates
Earth, together with the rotation of Earth about builds on K–2 of change for natural phenomena. (5-
an axis between experiences and progresses to critiquing the ESS1-2)
its North and South poles, cause observable scientific Scale, Proportion, and Quantity
patterns. These explanations or solutions proposed by peers by Natural objects exist from the very
include day and night; daily changes in the citing relevant small to the immensely large. (5-ESS1-
length and direction evidence about the natural and designed 1)
of shadows; and different positions of the sun, world(s).
moon, and stars Support an argument with evidence, data, or a
at different times of the day, month, and year. model. (5-
(5-ESS1-2) ESS1-1)

Student Learning Objectives

After this lesson,

(1) Students will be able to distinguish the difference between lunar and solar eclipses.
(2) Students will be able to explain the astronomical circumstances that cause solar and lunar eclipses to happen
(3) Students will be able to create a model of both a solar and a lunar eclipse.

Assessment

Formative Assessment (the informal, and (often) ungraded assessments that inform “next steps”)

We will be circulating throughout the room throughout the activity to make sure that students are working together to make the models.

Summative Assessment (the formal and graded assessments that measure student knowledge of the objectives)

At the end of the activity, the students will be showing their model to the class while demonstrating the movements that led to the solar and lunar
eclipse.

Resources & Materials

- 5 containers of blue playdoh

- 5 containers of black playdoh
- 5 containers of yellow playdoh
- 15 popsicle sticks
Summary of Learning Activities
Time Name of Task Description of Task

Teachers will explain to the students the expectations and goals of the discrepant event.
2 min Introduction to
the Discrepant What the Teacher is Doing What the Students are Doing How I Will Assess Student
Event Progress

The students will be organized into

We will be explaining to the students groups. The playdoh will already be We will ensure that the students’
what they would be expected to do at their tables. They will be listening questions about the activity are
during the lesson and what they will to us explain the activity. answered and will ask the students
be learning. We will let them know how confident they feel that they
that they will be learning about solar know what to do in the next step.
and lunar eclipses in the activity and
that by the end of the lesson, they
should be able to model them both
and explain how they came up with
that model.

Time Name of Task Description of Task

1 min Modeling solar
eclipse The groups of students will begin using their playdoh and popsicle sticks to model a solar eclipse.
What the Teacher is Doing What the Students are Doing How I Will Assess Student
Progress
They will be modeling a solar Observe the students and how
The teacher will be walking around eclipse with the playdoh and well they are modeling the eclipse.
answering any questions the popsicle sticks
students may have.

Time Name of Task Description of Task

1 min
Discussion Students will show their models to one other group and explain how they came up with their model
 What the Teacher is Doing What the Students are Doing How I Will Assess Student
Progress

The teacher will be observing and
listening to discussions to ensure
that discussion is productive to the
student learning. If needed the
teacher can prompt or ask a group a
question to spark discussion.
Students will be discussing how
they came up with their model and
possible differences and
similarities of the models between
groups.
The teacher will be evaluating
students on their effort to think
and discuss their ideas based on
their prior knowledge about solar
and lunar eclipses.

Time Name of Task Description of Task

1 min Model a lunar
eclipse The groups of students will begin using their playdoh and popsicle sticks to model a lunar eclipse.
What the Teacher is Doing What the Students are Doing How I Will Assess Student
Progress
They will be modeling a lunar Observe the students and how
The teacher will be walking around eclipse with the playdoh and well they are modelling the
answering any questions the popsicle sticks eclipse.
students may have.

Time: 1 min Name: Discussion

Description: Students will show their models to one other group and explain how they came up with their model

What the teacher is doing: The teacher will be observing and listening to discussions to ensure that discussion is productive to the student
learning. If needed the teacher can prompt or ask a group a question to spark discussion.

What the students are doing: Students will be discussing how they came up with their model and possible differences and similarities of
the models between groups.

How I will assess Student Progress: The teacher will evaluate students on their effort to think and discuss their ideas based on their prior
knowledge about solar and lunar eclipses.
—--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Time: 2 min Name: Class Discussion

Description: The teacher will ask groups that discussed questions to see how the group conversations went and to gather the students’
attention back to the teacher.

What the Teacher and Students are Doing: The teacher will be asking the students about possible similarities/differences between their models,
which ones they think are correct or similar, and the reasons why they think so.

How I will assess Student Progress: The teacher will listen to see if the students thought critically about their idea for the models based on the
explanations that they give to support their ideas.

—---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Time: 1 min Name: Discrepant Part

Description: The teacher will show an accurate image of the solar and lunar eclipse and students will evaluate to see whether their models are
similar or different to what they actually look like in space.

How I will assess Student Progress: Teachers will ask if their students models were similar or different, and if they were not what could they
do to make their model accurate to the real world example.

Images
Solar Eclipse:

https://freehostspace.firstcloudit.com/steveholmes/eclfacts.htm

Lunar Eclipse:

https://www.celestron.com/blogs/knowledgebase/the-ultimate-guide-to-observing-lunar-eclipses