Grade 8
Science
Unit: 09
Lesson: 03
Suggested Duration: 3 days
Science Grade 08 Unit 09 Exemplar Lesson 03: Tides and the Moon
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is
only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be
implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List
of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students will relate the position of the Moon and Sun to their effect on the ocean tides.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?
id=6148.
8.7
Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and
Moon. The student is expected to:
8.7C Relate the position of the Moon and Sun to their effect on ocean tides.
Supporting Standard
Scientific Process TEKS
8.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem
solving to make informed decisions and knows the contributions of relevant scientists. The student is expected
to:
8.3B Use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature.
8.3C Identify advantages and limitations of models such as size, scale, properties, and materials.
8.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to
conduct science inquiry. The student is expected to:
8.4A Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated
cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators,
computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 08 Science Unit 09 PI 01
Create a flip book showing the relative positions of the Sun and Moon in relation to the Earth and their affect on high and low tides.
Standard(s): 8.2E , 8.7C
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.2E
Key Understandings
Tides are a result of the relative positions and movement of the Sun, Earth, and Moon.
— Why does the Earth experience tides?
— How do high and low tides occur?
— How do spring and neap tides differ?
Vocabulary of Instruction
gravitational attraction
neap tides
spring tides
high tide
Last Updated 05/13/13
low tide
page 1 of 11 Grade 8
Science
Unit: 09
Lesson: 03
Suggested Duration: 3 days
Materials
“How it Works” books (from previous lesson)
brads (metal, small, 1 per group)
colored pencils (per group)
glue or tape (per group)
Lunar Cycle Diagram (from previous lesson, affixed in science notebooks)
markers (various per group)
meter stick (1 per teacher)
paper (construction, 9”x12”, various colors including white, blue, green, and black, per group)
paper (plain, multiple sheets per group)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are
not accessible on the public website.
Teacher Resource: Tide Data Template (1 for projection)
Teacher Resource: PowerPoint: Tides
Handout: Name That Tide (1 per student)
Teacher Resource: Name That Tide KEY (1 for projection)
Teacher Resource: Performance Indicator Instructions KEY ( 1 for projection)
Resources
None Identified
Advance Preparation
1. Arrange for student computer/Internet access for Days 1 and 2. If possible, you will need one computer per pair of students.
2. Prior to Day 2:
Perform a web search for an approved video clip explaining tides. (You may find it helpful to include the terms “study jams tides” in your
search.)
Construct a model for the Elaborate section for students to have a visual model.
Develop a rubric or checklist of requirements for the model.
3. Prepare attachment(s) as necessary.
Background Information
This lesson bundles student expectations that address the effects resulting from cyclical movements of the Sun, Earth, and Moon. Cycles within the Earth, Sun, and
Moon systems are studied as students learn about tides.
During this unit, students describe cycles influenced by the Sun, Earth, and Moon. In the previous lessons of this unit, students modeled how the rotation of the
Earth causes day and night and the Earth’s tilt and revolution causes changes in seasons. They demonstrated and predicted the sequence of events in the lunar
cycle. In this lesson, students will relate the position of the Moon and Sun to their effect on ocean tides. Manipulating models will enable students to correct
misconceptions about these cycles. After this unit, students will study light years, theories, and characteristics of the universe.
STAAR Note:
The effects of the positions of the Sun and Moon on tides (8.7C) will be assessed as a Supporting Standard under Reporting Category 3: Earth and Space on the
STAAR Grade 8 Science Assessment.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Bay of Fundy
Notes for Teacher
NOTE: 1 Day = 50 minutes
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page 2 of 11 Grade 8
Science
Unit: 09
Lesson: 03
Suggested Duration: 3 days
Suggested Day 1
1. As students enter the room, have a NASA image of the Bay of Fundy projected.
You may use the following URL or a similar one of your
choosing:http://earthobservatory.nasa.gov/IOTD/view.php?id=6650
2. Ask students to describe differences between the two images. Students should
record the differences in their science notebooks.
3. Read the information below the images to the students. Emphasize that the Bay
of Fundy can have a tidal change of up to 20 m. Use a meter stick to help
students visualize the change in tides.
Instructional Note:
This is an opportunity to review satellite images from a
previous unit.
Science Notebooks:
Students describe differences in tide images.
4. Ask students to describe anything they know about tides, or any experiences
they may have had with tides, to a partner.
EXPLORE – Seeking Patterns
Suggested Day 1 (continued)
1. Say:
Materials:
Today, you will be working to discover more about tides. By looking
for patterns as you analyze tidal data, you will determine the relative
positions and movement of the Sun, Earth, and Moon that result in
specific types of tides.
2. Project the Teacher Resource: Tide Data Template, and instruct students to
create the data table in their science notebooks.
3. Show students the tide model website video. The following URL has a tutorial to
explain how to use the site: http://www.dataintheclassroom.org/content/sealevel/tide-model-help.html
meter stick (1 per teacher)
Attachments:
Teacher Resource: Tide Data Template (1 for
projection)
Instructional Notes:
Students should have been exposed to the daily cycle of high
and low tides in elementary school.
4. The website for data collection is:
http://www.dataintheclassroom.org/content/sea-level/tide-model.html
5. Model expectations for students, and answer any questions regarding the
activity.
6. Students will run the model and then pause in order to collect data. Students
need to collect data for each phase of the Moon.
7. Above the data table, instruct students to record the maximum height change
they select for the data collection.
8. Direct students to repeat this model with two different maximum tidal heights.
(Students will need to create a second data table.)
The intent of this lesson is to identify the effect the position of
the Moon has on the tides.
Use various methods and strategies to call on students to
ensure engagement and accountability.
Misconception:
Students may think only the Moon has any
effect on tides.
9. Divide the class into pairs to collect and record data.
10. Monitor student pairs, and assist as needed.
11. Ask students to analyze the tide data with their partners.
Ask:
STAAR Note:
The effects of the positions of the Sun and Moon on tides
How often do tides occur in this location? (Generally, there are four
(8.7C) will be assessed as a Supporting Standard under
tides per day along the coast. This could vary according to location.)
Reporting Category 3: Earth and Space on the STAAR Grade 8
What pattern exists in the tides? (High tide is followed by low tide.)
Science Assessment.
Would this pattern hold true throughout the remaining months of the
year? (Because the tides are related to the position of the Moon in relation
to the Earth, the pattern would repeat throughout the year.)
Science Notebooks:
Students create tide data tables in their notebooks and record
tide data from the simulation.
12. Facilitate a discussion by asking students to share answers.
13. Ask students to work with their partners to use the lunar cycle data to look for
evidence that the tides are affected by the Moon.
Ask:
During which phase of the moon were the tides the highest? (When
the Sun, Earth, and Moon are in a straight line configuration, the tides are
highest. This occurs during the new and full moon phases.)
During which phase of the Moon were the tides the lowest? (When
the Sun, Earth, and Moon are in a perpendicular configuration, the tides are
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page 3 of 11 Grade 8
Science
Unit: 09
Lesson: 03
Suggested Duration: 3 days
lowest. This occurs during the first and third quarter moon phases.)
14. Facilitate a discussion by asking students to share answers.
EXPLAIN – Tides
Suggested Day 2
1. Project and play a teacher selected video clip explaining tides (see Advance
Preparation).
2. Instruct students to record the following memory device in their notebooks:
When the Sun, Moon, and Earth are in a Straight line, we have a Spring
tide.
When the Sun, Moon, and Earth are perpendicular at a N inety degree
angle, we have a N eap tide.
3. Instruct students to refer back to their Lunar Cycle Diagrams in their
notebooks. Inform them that they will be taking notes on this page during the
discussion.
Materials:
Lunar Cycle Diagram (from previous lesson,
affixed in science notebooks)
glue or tape (per group)
Attachments:
Teacher Resource: PowerPoint: Tides
Handout: Name That Tide (1 per student)
Teacher Resource: Name That Tide KEY (1 for
projection)
4. Use the Teacher Resource: PowerPoint: Tides to facilitate a discussion in which
students reflect on tides and their relationship to the position of the Earth,
Moon, and Sun.
5. During the discussion, remind students take notes on their graphic organizer
from Lesson 02 (Lunar Cycle Diagram).
6. Monitor students to ensure they are recording information accurately.
Instructional Notes:
Tides are an extremely abstract concept. Check for
understanding often, and address misconceptions
immediately.
7. Ask:
Check For Understanding:
Why does the Earth experience tides? (The gravitational attraction of
the Moon on the water of the Earth. The water bulges toward the Moon,
creating a high tide.)
How do high and low tides occur? (The gravity from the Moon pulls on
the water causing a bulge, and the Earth itself is also pulled in that direction,
creating a bulge on the opposite side. The areas in between the bulges are
the low tides.)
How do spring and neap tides differ? (When the Earth, Moon, and Sun
are in a straight line, the gravitational attraction is at its greatest because of
the additive property of gravity. This causes a larger bulge of water. When
the Earth, Moon, and Sun are in a perpendicular configuration, the
gravitational attraction of the Moon pulls counter to the Sun. This causes a
lower than normal bulge of water. There are only two neaps and two springs
in a month.)
How often do tides occur? (Typically, there are two highs and two lows
per day, every six hours.)
What are some advantages and limitations of the model we have
been using? Answers will vary.
Students complete the Handout: Name That Tide.
Science Notebooks:
Students record notes on their graphic organizer from Lesson
02, (Lunar Cycle Diagram) and affix the Handout: Name That
Tide.
8. Distribute the Handout: Name That Tide to each student. This handout may be
used as an informal assessment.
9. Project the Teacher Resource: Name That Tide KEY, and allow students to
check their answers and correct any misconceptions.
10. Instruct students to affix their Handout: Name That Tide to their notebooks.
ELABORATE – Construct a Model
Suggested Day 2 (continued)
1. Instruct students that they will work with a group to construct a model that
depicts the relationship between the Earth, Moon, and Sun and their effect on
tides. The model should be able to be manipulated to show the following:
Materials:
paper (construction, 9”x12”, various colors
including white, blue, green, and black, per
group)
markers (various per group)
glue or tape (per group)
brads (metal, small, 1 per group)
Moon phases
High tide
Low tide
Spring tide
Neap tide
Last Updated 05/13/13
page 4 of 11 Grade 8
Science
Unit: 09
Lesson: 03
Suggested Duration: 3 days
2. Divide the class into groups of four to construct models. (Note: Students may
benefit from viewing the Teacher Resoure: PowerPoint: Tides if they have
difficulty creating their models: see Advance Preparation.)
Instructional Note:
Consider providing more structure and specificity for students
who may need it.
3. Check for understanding while monitoring the groups and facilitate by asking
guiding questions. Correct any misconceptions immediately.
4. Allow student groups to share their models with the class.
EVALUATE – Performance Indicator
Suggested Day 3
Grade 08 Science Unit 09 PI 01
Materials:
Create a flip book showing the relative positions of the Sun and Moon in relation to the Earth
and their affect on high and low tides.
Standard(s): 8.2E , 8.7C
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.2E
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for
information on administering the performance assessment.
“How it Works” books (from previous lesson)
paper (plain, multiple sheets per group)
markers (per group)
colored pencils (per group)
Attachments:
Teacher Resource: Performance Indicator
Instructions KEY ( 1 for projection)
Instructional Notes:
You may choose to have students continue the “How it Works”
book from the previous lessons on day/night, seasons, lunar
phases, and eclipses or create a new flip book for the
Performance Indicator on tides.
Consider providing more structure and specificity for students
who may need it.
Last Updated 05/13/13
page 5 of 11 Grade 8
Science
Unit: 09 Lesson: 03
Tide Data Template
Moon Phase
©2012, TESCCC
High (m)
10/18/12
Low (m)
page 1 of 1
Grade 8
Science
Unit: 09 Lesson: 03
Name That Tide
Label the following graphics as Spring Tide or Neap Tide.
©2012, TESCCC
05/13/13
page 1 of 2
Grade 8
Science
Unit: 09 Lesson: 03
Label the four areas of Low Tides and High Tides on the diagram.
Draw the tidal bulges.
Shade in the phase of the Moon, and label it.
Images courtesy of Clip Art
©2012, TESCCC
05/13/13
page 2 of 2
Grade 8
Science
Unit: 09 Lesson: 03
Name That Tide KEY
Label the following graphics as Spring Tide or Neap Tide.
Spring Tide
Neap Tide
Spring Tide
Neap Tide
©2012, TESCCC
05/13/13
page 1 of 2
Grade 8
Science
Unit: 09 Lesson: 03
Label the four areas of Low Tides and High Tides on the diagram.
Draw the tidal bulges.
Shade in the phase of the Moon, and label it.
Waxing Gibbous
High Tide
Low Tide
High Tide
Low Tide
Images courtesy of Clip Art
©2012, TESCCC
05/13/13
page 2 of 2
Grade 8
Science
Unit: 09 Lesson: 03
Performance Indicator Instructions KEY
Performance Indicator
Create a flip book showing the relative positions of the Sun and Moon in relation to the Earth
and their effect on high and low tides.
(8.2E; 8.7C)
1C, 1E; 2E
Materials:
“How it Works” books (optional, from previous lesson)
paper (plain, multiple sheets per group)
markers (per group)
colored pencils (per group)
Instructional Procedures:
1. You may choose to have students continue the “How it Works” book from the previous lessons on
day/night, seasons, lunar phases, and eclipses or create a new flip book for the Performance
Indicator on tides.
2. Consider providing more structure and specificity for students who may need it.
©2012, TESCCC
05/13/13
page 1 of 1