Earth, Sun, and
Moon
Teacher‛s Guide
Middle School
Editors:
Brian A. Jerome, Ph.D.
Stephanie Zak Jerome
Assistant Editors:
Heidi Berry
Dean Ladago
Visual Learning Company
Brandon, Vermont
1-800-453-8481
www.visuallearningco.com
Earth, Sun, and Moon
Use and Copyright:
The purchase of this video program entitles the user the right to reproduce or
duplicate, in whole or in part, this teacher’s guide and the blackline master
handouts for the purpose of teaching in conjunction with this video, Earth, Sun,
and Moon. The right is restricted only for use with this video program. Any
reproduction or duplication, in whole or in part, of this guide and student masters for any purpose other than for use with this video program is
prohibited.
The video and this teacher’s guide are the exclusive
property of the copyright holder. Copying,
transmitting or reproducing in any form, or by any
means, without prior written permission from the
copyright holder is prohibited (Title 17, U.S. Code
Sections 501 and 506).
Copyright  2003
ISBN 1-59234-055-5
70902
Visual Learning Company 1-800-453-8481
2
Earth, Sun, and Moon
Table of
Contents
Page
A Message From our Company
5
National Standards Correlations
6
Student Learning Objectives
7
Assessment
8
Introducing the Video
9
Video Viewing Suggestions
9
Video Script
11
Answers to Student Assessments
17
Answers to Student Activities
18
Assessment and Student Activity Masters
19
Visual Learning Company 1-800-453-8481
3
Earth, Sun, and Moon
Viewing
Clearances
The video and accompanying teacher’s guide are for
instructional use only. In showing these programs, no
admission charges are to be incurred. The programs are to be
utilized in face-to-face classroom instructional settings, library
settings, or similar instructional settings.
Duplication rights are available, but must be negotiated with
the Visual Learning Company.
Television, cable or satellite rights are also available, but must
be negotiated with the Visual Learning Company.
Closed circuit rights are available, and are defined as the use
of the program beyond a single classroom but within a single
campus. Institutions wishing to utilize the program in multiple
campuses must purchase the multiple campus version of the
program, available at a slightly higher fee.
Discounts may be granted to institutions interested in
purchasing programs in large quantities. These discounts may
be negotiated with the Visual Learning Company.
Visual Learning Company 1-800-453-8481
4
Earth, Sun, and Moon
A Message from
our Company ...
Dear Educator:
Thank you for your interest in the educational videos produced by
the Visual Learning Company. We are a Vermont-based, family owned
and operated business specializing in the production of quality
educational science videos and materials.
We have a long family tradition of education. Our grandmothers
graduated from normal school in the 1920’s to become teachers.
Brian’s mother was an elementary teacher and guidance counselor,
and his father was a high school teacher and superintendent. This
family tradition inspired Brian to become a science teacher, and to
earn a Ph.D. in education, and lead Stephanie to work on science
educational programs at NASA.
In developing this video, accompanying teacher’s guide, and student
activities, our goal is to provide educators with the highest quality
materials, thus enabling students to be successful. In this era of more
demanding standards and assessment requirements, supplementary
materials need to be curricular and standards based - this is what we
do!
Our videos and accompanying materials focus on the key concepts
and vocabulary required by national and state standards and goals.
It is our mission to help students meet these goals and standards,
while experiencing the joy and thrill of science.
Sincerely,
Brian and Stephanie Jerome
Visual Learning Company 1-800-453-8481
5
Earth, Sun, and Moon
National Standards
Correlations
National Science Education Standards
(Content Standards: 5-8, National Academy of Sciences, c. 1996)
Earth and Space - Content Standard D:
As a result of their activities in grades 5-8, all students should
understand that:
• The earth is the third planet from the sun in a system that includes the
moon, the sun, eight other planets and their moons, and smaller
objects, such as asteroids and comets. The sun, an average star, is the
central and largest body in the solar system.
• Most objects in the solar system are in regular and predictable motion.
Those motions explain such phenomena as the day, the year, and
phases of the moon.
Benchmarks for Science Literacy
(Project 2061 - AAAS, c. 1993)
The Physical Setting - Processes that Shape the Earth (4A)
By the end of the 8th grade, students should know that:
• The sun is many thousands of times closer to the earth than any other
star. Light from the sun takes a few minutes to reach the earth, but
light from the next nearest star takes a few years to arrive.
• Nine planets of very different size, composition, and surface
features move around the sun in nearly circular orbits. Some planets
have a great variety of moons and even flat rings of rock and ice
particles orbiting around them. Some of these planets and moons show
evidence of geologic activity. The earth is orbited by one moon, many
artificial satellites, and debris.
Visual Learning Company 1-800-453-8481
6
Earth, Sun, and Moon
Student Learning
Objectives
Upon viewing the video and completing the student activities, students should be able to do the following:
• Describe some of the general characteristics of the earth, sun,
and moon;
• Explain the relationships and interactions between the earth,
sun, and moon;
• Explore the shape of the earth and its orbit around the sun;
• Explain the earth’s rotation on its axis and its revolution around
the sun;
• Describe and name the phases of the moon including full moon,
new moon, first quarter, last quarter, as well as the processes of
waning and waxing;
• Explain how the tilting of the earth on its axis causes a change in
seasons and a difference in the amount of daylight received at
different times in the year;
• List the date and describe the significance of the winter and
summer solstice, as well as the vernal and autumnal equinox;
and
• Describe some of the general features of the sun.
Visual Learning Company 1-800-453-8481
7
Earth, Sun, and Moon
Assessment
Preliminary Test:
The Preliminary Test, provided in the Student Masters section, is an
assessment tool designed to gain an understanding of student
preexisting knowledge. It can also be used as a benchmark upon
which to assess student progress based on the objectives stated on
the previous pages.
Video Review:
The Video Review, provided in the Student Masters section, can be
used as an assessment tool or as a student activity. There are two
main parts. The first part contains questions titled “You Decide” that
can be answered during the video. The second series of ten questions
consists of a video quiz to be answered at the conclusion of the video.
Post-Test:
The Post-Test, provided in the Student Masters section, can be
utilized as an assessment tool following student completion of the
video and student activities. The results of the Post-Test can be
compared against the results of the Preliminary Test to assess student
progress.
Visual Learning Company 1-800-453-8481
8
Earth, Sun, and Moon
Introducing the
Video
Ask students to tell you what words come to mind when you say
“Earth.” Write the characteristics on the board. Do the same for
“sun” and “moon.” Explain to the students that they experience
many changing features of the sun, Earth, and moon everyday. Ask
students to describe some of the ways we experience or observe the
dynamic interaction of Earth, the sun, and the moon. Some examples
may include day and night, the changing seasons and different phases of the moon. Tell students to pay close attention to the video for
detailed explanations of how Earth, sun, and moon interact with each
other.
Video Viewing Suggestions
The Student Master “Video Review” is provided for distribution to
students. You may choose to have your students complete this
Master while viewing the program or to do so upon its conclusion.
The program is approximately 20-minutes in length and includes
a ten-question video quiz. Answers are not provided to the Video
Quiz on the video, but are included in this teacher’s guide. You may
choose to grade student quizzes as an assessment tool or to review
the answers in class.
The video is content-rich with numerous vocabulary words. For this
reason you may want to periodically stop the video to review and
discuss new terminology and concepts.
Visual Learning Company 1-800-453-8481
9
Earth, Sun, and Moon
Student Assessments
And Activities
Assessment Masters:
•
Preliminary Test
•
Video Review
•
Post-Test
Student Activity Masters:
•
Sun, Earth, Moon System
•
Phases of the Moon
•
Making a Sundial
•
Vocabulary of Earth, Sun, and Moon
Visual Learning Company 1-800-453-8481
10
Earth, Sun, and Moon
Video Script:
Earth, Sun, and Moon
1.
2.
3.
4.
5.
It’s difficult to predict many things.
For example, it’s a challenge to accurately predict the weather.
It is hard for weather forecasters to say at what time it will start snowing
. . . or how much it will snow, and when it will stop.
But have you ever heard a weather forecaster say that tonight darkness is
predicted...
6. . . . and tomorrow light is predicted?
7. Probably not because these things are easy to predict. In fact it’s possible to
predict when the sun will rise and set,…
8. . . . as well as when the moon will be full.
9. During the next few minutes we’ll study some of the interesting characteristics
of the sun, . . .
10. . . as well as some of the characteristics of the moon,
11. And we’ll explore the relationships between the moon, sun and earth.
12. First, let’s focus on some of the characteristics of the planet on which we liveEarth.
13. Graphic Transition- Earth’s Shape
14. You may know that for many years people believed the earth was flat.
15. Sailors believed that if they sailed far out to sea they would eventually fall off the
edge of the world.
16. Because the earth is so big it looks flat to us as well.
17. But we know the earth is sphere-shaped, or round.
18. We know this is a fact from photographs taken in space by astronauts and
satellites.
19. But the earth is not a perfect sphere like a basketball
20. …or a tennis ball.
21. Instead earth bulges slightly at the equator and flattens slightly at the poles.
22. Graphic Transition- The Spinning Earth
23. Earth is spinning at a speed of about 1600 kilometers per hour at the equator.
24. Because the earth is so big we don’t feel this spinning motion.
25. However, we can see the result of this spinning motion.
26. You Decide! What evidence do we have that the Earth is spinning?
27. If you said night and day are evidence of earth spinning, then you’re right.
28. Look closely at this toy-spinning top.
Visual Learning Company 1-800-453-8481
11
Earth, Sun, and Moon
Script (cont.)
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
Notice that it spins around an imaginary line called an axis.
The axis of the earth runs from the North Pole to the South Pole.
The spinning of the earth on its axis is called rotation.
It takes about 24 hours, or one day to make one complete rotation.
Have you ever gotten up early enough in the morning to see the sunrise?
While it appears that the sun is moving, it’s actually the earth that’s spinning in
relation to the sun.
As the earth continues to rotate, it looks as if the sun rises higher and higher into
the sky.
Later in the afternoon, as our planet continues to turn, the sun is lower in the sky.
And during sunset the earth spins away from the sun and the sun disappears
below the horizon.
Then where is the sun at night?
At night, the sun is on the other side of the earth, where it is day.
As the earth continues to spin, eventually the sun appears in the east, at sunrise to
begin a new day.
Graphic Transition- Changing Day and Night
Have you ever noticed that during the summer you can stay outside and enjoy
sunlight long after dinner?
But in the winter, it grows dark in late afternoon.
This is due to the fact that the amount of daylight is greater in the summer then in
the winter.
You Decide! What causes variation in light in some parts of the world during the
year?
The answers lie in the fact that the earth’s axis is not straight up and down, but is
tilted at 23 and 1/20.
If the earth was not tilted on its axis, if it was straight up and down, then all parts
of the earth…
…would receive 12 hours of light and 12 hours of darkness.
But due to the fact that the earth is tilted in relation to the sun, at different times
of the year, the length of daylight varies.
For example, when the north pole is tilted away from the sun, the northern
hemisphere experiences less daylight.
But when the north pole is tilted toward the sun, the northern hemisphere
experiences more daylight.
Graphic Transition- The Revolving Earth
We just discussed how the earth rotating on its axis is responsible for day and
night.
But what is responsible for the different seasons?
Visual Learning Company 1-800-453-8481
12
Earth, Sun, and Moon
Script (cont.)
55. The answer has to do with the tilt of the earth, and its revolution around the sun.
56. You Decide! How long does it take the earth to make a complete revolution
around the sun?
57. It takes about 365 days, or a year, for the earth to make one complete trip or
revolution around the sun.
58. Because Earth is tilted on its axis, as it revolves around the sun, different parts of
the earth receive varying amounts of light throughout the year.
59. For example, this is the position of the earth in June. Notice how the northern
hemisphere is tilted toward the sun.
60. At this time in the northern hemisphere the days are long. June 20th or 21st is the
summer solstice, the longest day of the year. It’s also the day when the sun is at
the highest point in the sky.
61. As the summer goes on, the northern hemisphere begins to tilt slightly away from
the sun and . ..
62. . . . the days shorten. September 22nd or 23rd is the autumnal equinox, which
signifies equal amounts of day and night.
63. This begins the fall season during which the weather grows cooler and the
amount of daylight decreases.
64. You Decide! What is the winter solstice?
65. The winter solstice, which occurs on December 21 or 22 in the northern
hemisphere is the shortest day of the year.
66. In Vermont, for example, there are only about 8 and 1/2 hours of daylight, and 15
and 1/2 hours of darkness. Further north in Fairbanks, Alaska the sun is above
the horizon for less than two hours.
67. This decreased amount of sunlight cools the northern hemisphere, which brings
on the winter season.
68. But following the winter solstice, the days gradually grow longer as the northern
hemisphere slowly tilts back toward the sun.
69. March 20th or 21st is the vernal or spring equinox.
70. At which point the amounts of daylight and darkness are equal.
71. The earth begins to warm from the increased amount of sunlight.
72. …and the spring season arrives.
73. Graphic Transition – Earth’s Magnetic Field
74. Have you ever seen or used a compass?
75. A compass is a simple device made of a magnetic needle usually suspended in
liquid.
76. The needle on a compass points in a northerly direction.
Visual Learning Company 1-800-453-8481
13
Earth, Sun, and Moon
Script (cont.)
77. Compasses, such as the one in the cockpit of this plane respond to the magnetic
field of the earth.
78. Materials inside the earth are believed to generate a magnetic field around the
earth that extends into space.
79. This diagram illustrates the magnetic lines of force, which make up earth’s
magnetic field called the magnetosphere.
80. Earth’s magnetic field plays a major role in the creation of shimmering bands of
color called auroras,
81. …which in the northern hemisphere are referred to as the northern lights.
82. Graphic Transition – Earth’s Moon
83. In July of 1969, one of the greatest scientific achievements in the history of
civilization occurred.
84. On July 16, 1969 a group of men, sat in a small space capsule about the size of a
minivan,
85. …on top of thousands of liters of explosive rocket fuel.
86. Their mission was to fly to the moon over 400,000 kilometers from the earth.
87. When their rocket lifted off the launch pad their four-day journey to the moon
began.
88. On July 20, 1969 their landing craft called the Eagle put the first humans on the
moon,
89. Minutes later, Neil Armstrong took the first human step onto the surface of the
moon.
90. Through this journey, and many following trips, our understanding of the moon
increased.
91. While the astronauts that visited the moon did not discover life, they did learn a
great deal about the moon’s atmosphere and geology.
92. The moon is a dry place. It possesses a thin atmosphere, and has many rocks
similar to those on earth.
93. Let’s take a look at how the moon and earth, along with the sun interact with each
other.
94. Graphic Transition – Earth, Moon, and Sun
95. There are many different objects in our solar system.
96. You Decide! What’s the largest object in our solar system?
97. The sun, is by far the largest object in our solar system.
98. In fact, nearly one million planets the size of the earth, could fit inside the sun.
The size of the sun compared to the earth, is similar to the size of this ball
compared to a pea.
99. The sun is the central point in our solar system about which all of the planets,
including earth and our moon revolve.
Visual Learning Company 1-800-453-8481
14
Earth, Sun, and Moon
Script (cont.)
100. The relationship between the sun, earth, and the moon is often referred to as the
sun-earth-moon system because they all interact with each other.
101. For example , the force of attraction called gravity keeps the moon in orbit
around the earth . . .
102. . . . and the earth in orbit around the sun.
103. We already took a look at how the rotation of the earth on its axis causes day
and night . . .
104. . . . and how earth revolving around the sun causes the seasons.
105. But what happens when the moon revolves around the earth?
106. Let’s take a closer look at that question.
107. Graphic Transition – Phases of the Moon
108. Have you ever been out on a clear night with the light of the moon illuminating
the landscape?
109. What is the source of the moon’s light?
110. The moon doesn’t create its own light.
111. Instead, it reflects the light from the sun.
112. We can see the moon most easily at night, . . .
113. . . . but sometimes you can see the moon in the daytime.
114. Have you ever noticed that the moon may appear in different shapes?
115. The moon itself is not really changing shape, Different sections of the moon
are lit by the sun, thus reflecting different shapes back to us.
116. These varying shapes are referred to as phases of the moon.
117. The different phases of the moon are the result of the moon revolving around the
earth.
118. When the moon is between the earth and the sun, the lighted face of the moon is
facing the sun, and the dark side is facing the earth.
119. Therefore in this phase of the moon called a new moon, none of the moon is
illuminated.
120. But as the moon continues to revolve around the earth, more of it becomes
visible. This process is called waxing.
121. In a few days the moon continues to wax until the first quarter moon appears.
122. Then, several days later, it becomes a beautiful full moon.
123. In a full moon the earth is between the sun and the moon, allowing us to see the
entire illuminated side of the moon.
124. But the moon doesn’t stay full for long, as it continues to revolve, more of it
grows darker.
125. This process is called waning.
126. The phase seen here is a last quarter moon.
Visual Learning Company 1-800-453-8481
15
Earth, Sun, and Moon
Script (cont.)
127. As the days go by it slowly disappears to become a new moon, starting the
cycle all over again.
128. Graphic Transition – Summing Up
129. During the past few minutes we have explored many of the relationships and
interactions between the earth, sun, and moon.
130. We saw how the Earth’s rotation on it axis causes day and night.
131. We also explored how the amount of daylight and darkness vary throughout the
year . . .
132. . . . causing different seasons.
133. We took a brief look at some of the characteristics of the moon,
134. . . . and a more in depth look at the different phases of the moon.
135. So the next time you look at a beautiful sunset . ..
136. . . . experience a change in seasons . . .
137. . . . or look up at the moon.
138. Think about some of the things we’ve talked about during the past few minutes.
139. You just might view the earth, sun, and moon a little differently.
Video Quiz
Fill in the correct word to complete the sentence. Good luck and let’s get started.
1. Earth is tilted at an angle of ____ degrees.
2. __________ refers to the spinning of the earth.
3. It takes earth ___ hours to make a complete rotation.
4. A compass responds to earth’s ___ field.
5. It takes about ___ days for the earth to revolve around the sun.
6. The summer ___ is the longest day of the year.
7. The northern hemisphere receives the least light in ______.
8. The moon has a _____ atmosphere.
9. The moon _______ light from the sun.
10. The different shapes of the moon are called _________.
Visual Learning Company 1-800-453-8481
16
Earth, Sun, and Moon
Answers to
Student Assessments
Preliminary Test
1. sphere
2. spinning
3. North
4. rotation
5. longer
6. tilted
7. shorter
8. compass
9. revolution
10. lights
11. true
12. false
13. false
14. true
15. true
16. true
17. false
18. true
19. false
20. true
Video Quiz:
1. 23 1/2 degrees
2. rotation
3. 24
4. magnetic
5. 365
6. solstice
7. winter
8. thin
9. reflects
10. phases
Post Test
1. false
2. true
3. true
4. false
5. true
6. true
7. false
8. false
9. true
10. true
11. compass
12. rotation
13. North
14. lights
15. revolution
16. longer
17. sphere
18. tilted
19. spinning
10. shorter
Video Review
You Decide:
1. Night and day are evidence that
the earth is spinning.
2. Earth’s axis is tilted causing a
variation in the amount of sun
light received during the year.
3. It takes the earth 365 days, or one
year, to revolve around the sun.
4. The winter solstice is the shortest
day of the year.
5. The sun is the largest object in our
solar system.
Visual Learning Company 1-800-453-8481
17
Earth, Sun, and Moon
Answers to
Student Activities
Making a Sundial
1. The shadow falls in relatively the
same place everyday.
2. The sundial is accurate when labeled.
3. The sun moves from the east to the
west so the sundial needs to face the
north.
4. Answers will vary, but the sundial
should work if it is kept at the same
latitude.
5. Answers will vary.
Example: Throughout the day as
Earth rotates, the sun appears at
different points in the sky. The
sundial is a record of the sun’s shadow
throughout the day at different times.
Because the sun appears in the same
area at the same time each day, an
accurately labeled sundial can act as a
clock.
Sun, Earth, Moon System
Conclusion: Answer will vary but should
describe how the sun is the center of the
solar system and stays in the same place.
Earth spins on it’s axis while circling the
sun. The moon circles around the Earth as
the Earth revolves around the sun
Phases of the Moon
Answers will vary depending on
what the phase of the moon is when you
start the activity.
Vocabulary:
1. f, sun
2. i, waning
3. b, revolution
4. e, Neil Armstrong
5. c, winter solstice
6. h, phases
7. j, vernal equinox
8. a, axis
9. g, gravity
10. d, compass
Visual Learning Company 1-800-453-8481
18
Assessment
and Student
Activity
Masters
19
Earth, Sun, and Moon
Name___________________
Preliminary Test
Directions: Fill in the blank with the correct word. A list of
possible answers is provided at the bottom of the page.
1. Earth is generally ______________ shaped.
2. Day and night are evidence that Earth is _____________.
3. The axis on which Earth spins runs from the _______________ Pole to the
South Pole.
4. The spinning of Earth is called Earth’s _______________.
5. Daylight is ______________ in the summer in the northern hemisphere.
6. The length of day varies between summer and winter because Earth is ________
______ 231/2 degrees.
7. When the northern hemisphere is tilted away from the sun, the northern
hemisphere receives sunlight for a _______________ duration.
8. A ________________ is a device used to determine the northerly direction when
used in the northern hemisphere.
9. Changing seasons are due to the Earth’s ________________ around the sun, and
the tilt of its axis.
10. The aurora borealis is also known as the northern ___________.
southern
compass
longer
revolution
tilted
spinning
sphere
North
South
lights
rotation
shorter
20
2003
Earth, Sun, and Moon
Name___________________
Preliminary
Test
Directions: Decide whether the answer is True (T) or False (F).
11. Earth takes about 365 days to make one complete revolution
around the sun.
T
F
12. In the northern hemisphere, the shortest day of the
year occurs in late June.
T
F
13. In late June, the sun is highest in the sky in the southern
hemisphere.
T
F
14. At the time of the vernal and autumnal equinox there is an
equal amount of day and night.
T
F
15. The vernal equinox occurs in spring.
T
F
16. The first humans landed on Earth’s moon in July 1969.
T
F
17. Earth’s moon is a wet place with many large sources of water.
T
F
18. The sun is the largest object in our solar system.
T
F
19. The light on the face of the moon originates from the moon
itself.
T
F
20. A full moon allows us to see all of the illuminated side of the
moon.
T
F
21
2003
Earth, Sun, and Moon
Name___________________
Video Review
Directions: During the course of the program, answer the “You Decide!”
questions as they are presented in the video. Answer the Video Quiz questions at
the end of the video.
You Decide:
1. What evidence do we have that the Earth is
spinning?
Answer ________________
2. What causes variation in light in some parts of
the world during the year?
Answer ________________
3. How long does it take the earth to make a
complete revolution around the sun?
Answer ________________
4. What is the winter solstice?
Answer ________________
5. What is the largest object in our solar system?
Answer ________________
Video Quiz:
1. Earth is tilted at an angle of _____________ degrees.
2. _______________ refers to the spinning of the earth.
3. It takes Earth ___________ hours to make a complete rotation.
4. A compass responds to Earth’s _____________ field.
5. It takes about ___________ days for Earth to revolve around the sun.
6. The summer ________________ is the longest day of the year.
7. The northern hemisphere receives the least light in ___________.
8. The moon has a _________________ atmosphere.
9. The moon __________________ light from the sun.
10. The different shapes of the moon are called ____________.
22
2003
Earth, Sun, and Moon
Name___________________
Post Test
Directions: Decide whether the answer is True (T) or False (F).
1. Earth’s moon is a wet place with many large sources of water.
T
F
2. At the time of the vernal and autumnal equinox there is an equal
T
F
3. A full moon allows us to see all of the illuminated side of the
T
F
4. The sun is highest in the sky in late June in the southern
T
F
5. The sun is the largest object in our solar system.
T
F
6. Earth takes 365 days to make one complete revolution around the
T
F
7. The light on the face of the moon originates from the moon
T
F
8. In late June, in the northern hemisphere, the shortest day of the
T
F
9. The vernal equinox occurs in spring.
T
F
10. The first humans landed on Earth’s moon in July, 1969.
T
F
amount of day and night.
moon.
hemisphere.
sun.
itself.
year occurs.
23
2002
Earth, Sun, and Moon
Name___________________
Post Test
Directions: Fill in the blank with the correct word. Choose from the
list of possible answers at the bottom of the page.
11. A ___________________ is a device used to determine the northerly
direction when used in the northern hemisphere.
12. The spinning of Earth is called Earth’s _______________.
13. The axis on which Earth spins runs from the _______________ Pole
to the South Pole.
14. The aurora borealis is also known as the northern ___________.
15. Changing seasons are due to the Earth’s _______________ around the
sun, and the tilt of its axis.
16. Daylight is ______________ in the summer is the northern hemisphere.
17. Earth is generally ______________ shaped.
18. The length of day varies between summer and winter because Earth is
______________ 231/2 degrees.
19. Day and night are evidence that Earth is _____________.
20. When the northern hemisphere is tilted away from the sun, the northern
hemisphere receives sunlight for a _______________ duration.
southern
compass
longer
revolution
tilted
spinning
sphere
North
South
lights
rotation
shorter
24
2003
Earth, Sun, and Moon
Name___________________
Sun, Earth, Moon
System
Objective: In this activity students will demonstrate some of the relationships found
in the Sun-Earth-Moon System to better understand how the three objects interact
with each other.
Background: The relationships between the sun, moon, and Earth are very important
and yet can be somewhat confusing. As you know, the sun is the center of our
solar system around which the planets and other matter revolve. The force of gravity
anchors all planets and moons in our solar system in their orbits. Earth is the third
planet from the sun and circles around the sun in an oval shaped orbit called an
elliptical orbit. While orbiting the sun, Earth itself is spinning, or rotating on its
axis. This spinning causes day and night on Earth. Just as Earth revolves around
the sun, the moon revolves around Earth. The revolution of the moon around Earth
results in the different phases of the moon seen on Earth. With all these objects
circling around each other it is easy to become confused as to how the sun, moon, and
Earth interact!
Procedure:
1. Find a large area either a gym, or field.
2. Divide the class into groups of three.
3. Decide who will be the sun, Earth, and moon.
4. Using the explanation of the Sun-Earth-Moon System, demonstrate the
relationship between the three objects.
5. Position the sun in the middle while Earth spins and revolves around it. At the same
time, the moon should revolve around Earth.
Conclusion: In your own words describe the activity you just performed and
describe what each member of your group demonstrated.
25
2003
Earth, Sun, and Moon
Name___________________
Phases of the Moon
Objective: In this activity, students will chart the course of the moon for
one month and observe the moon in its different phases.
Background: For centuries, humans have gazed up at the night sky and wondered
about what they saw. For a long time the moon was regarded with a considerable
amount of curiosity. People wondered what it was made of and how it got there.
One of the biggest questions about the moon resulted from the observation that
the moon seemed to slowly disappear and then slowly reappear. This behavior
puzzled scientists for many years. With further investigation, scientists began to
understand the moon and all its phases.
The moon, as observed by people on Earth, is very deceiving! It appears in the
sky as a glowing object that illuminates the dark night. In reality the moon doesn’t
produce any of the light that it gives off. The moon reflects the light of the sun off
its surface, and that reflection is what we observe on Earth. It takes about a month
for the moon to revolve around the Earth. As it does this different portions of the
moon are illuminated.
As you know, the moon revolves around Earth just as Earth revolves around the
sun. The phases of the moon are the result of this revolution! When the moon
appears full and round in the sky, the entire side of the moon that is illuminated by
the sun is facing Earth. This phase is called a Full Moon. Each night after the full
moon, the amount of lighted surface visible from Earth decreases and this causes
the moon to appear as though it has changed shape. Halfway through its cycle,
the moon moves into the path between the sun and Earth resulting in what is called
a New Moon. The new moon isn’t visible from Earth because the lighted side
of the moon faces the sun but not Earth. From this phase, the moon continues to
revolve around Earth and the surface visible from Earth increases until a full moon
appears in the night sky once again.
When moving from full to new, the moon is waning and when moving from new
to full, the moon is waxing. It takes about a month for the moon to complete its
cycle which consists of eight main phases. These phases are: full moon, waning
gibbous, last quarter, waning crescent, new moon, waxing crescent, first quarter, and waxing gibbous and then back to full.
26
2003
Earth, Sun, and Moon
Name___________________
Phases of the Moon
(cont.)
Procedure:
1. For one month, observe the moon as it appears in the sky.
2. Draw a picture in your science journal each night you observe the moon. State
each phase the moon is in when you observe it.
3. At the end of the month, compare your results with classmates and your
teacher.
4. Count the exact days it takes the moon to complete its cycle.
5. Using a calendar predict when the next full moon will be seen in the sky for the
next three months.
27
2003
Earth, Sun, and Moon
Name___________________
Making a Sundial
Objective: In this activity students will make a sundial to observe how
the position of the sun in the sky indicates the time of day.
Background: Earth is rotating on its axis as you are reading this. As Earth rotates in
relation to the sun, it appears as if the position of sun in the sky changes. Night and
day is a result of this constant movement. Everyday the sun appears to rise in the east
and set in the west. Throughout the day, the sun can be seen at different points in the
sky. Using a tool called a sundial it is possible to estimate the time of day based on the
sun’s position in the sky.
A sundial is a device that tells the time of day using shadows produced by the sun. In
this activity you will make your own sundial and use it to tell time.
Materials:
Cardboard
Tape
Scissors
Protractor
Compass
900
Angle of Latitude
Procedure:
of school
1. Look up the latitude of your school.
2. Cut out a square from the cardboard about 30 cm x 30 cm.
3. Cut a cardboard triangle with a base of 15.25 cm in length. The angle of one end
of the base should be 900 while the angle on the other end of the base should be the
latitude of your school. Use a protractor to measure the degrees needed to make
the triangle.
4. Mount the triangle on the cardboard using tape on both sides of the triangle,
making sure that the triangle is vertical.
5. Take the sundial outside and place it where it will be safe.
6. Using a compass locate magnetic north.
7. Place the sundial so that the vertical base is facing north.
8. Check the shadow on the sundial, preferably every hour, and mark the edge of the
shadow with a line and the time. Record your observations in the table on the next
page.
9. For the next few days continue checking and marking the sundial.
28
2003
Earth, Sun, and Moon
Name___________________
Making a Sundial
(cont.)
Sundial Observations
Date
Time
Observations
Questions:
1. Did the shadow fall on the same place at the same time everyday?
2. How accurate is your sundial now that it is labeled with various times?
3. Why is it important for the sundial to face north?
4. Take your sundial home, does it work if you move your sundial to a
different location but the same latitude?
5. Explain briefly how your sundial works and how it mirrors Earth’s rotation.
29
2003
Earth, Sun, and Moon
Name___________________
Vocabulary of
Earth, Sun, and
Moon
a. imaginary line that runs
vertically through the earth from
pole to pole
b. one year, or one complete trip
around the sun
___1) nsu _______________
___2) nnawgi _______________
c. the shortest day of the year in the
northern hemisphere
___3) lveoturoni _______________
___4) ilen sgatromrn_______________
___5) nwerit scsleiot _______________
d. a device made of a magnetic
needle that points in a northerly
direction
e. the man to take the first step on
the moon
___6) hspesa _______________
___7) nvaerl uxqenoi _______________
___8) sxia _______________
___9) vtgayir _______________
f. the central star in our solar
system around which the planets
orbit
g. the force that keeps Earth and
the other planets in orbit
___10) smcspao _______________
h. the varying shapes of the moon
i. the process the moon goes
through to become dark
j. the time of year when there is an
equal amount of daylight and
darkness in the spring.
30
2003