7th Grade Science Unit:
Experiencing Eclipses
Unit Snapshot
Topic: Cycles and Patterns of Earth and the Moon
Duration:
Grade Level: 7
7 Days
Summary
The following activities allow students to examine and discover the causes
for lunar and solar eclipses. Students will have the opportunity to discover
past and future eclipses.
Clear Learning Targets
“I can”…statements
_______ identify and explain the causes for lunar and solar eclipses.
_______ explain why certain places around the world will experience a lunar and or
solar eclipse.
Activity Highlights and Suggested Timeframe
Day 1
(1/2 Period)
Day 2
Engagement: The objective of this activity is to gauge the levels of student prior
knowledge of the types of lunar and solar eclipses. Also, to create excitement
and interest for the topic.
Exploration: The objective of this activity is to participate in a hands-on
experience through explorelearning.com-Gizmos.
Days 3-4
Explanation: The objective of this activity is to allow students a way to show the
knowledge that they have obtained by creating a newspaper front page.
Day 5
Elaboration: The objective of this activity is to allow students the opportunity to
research and predict future lunar and solar eclipses using the NASA Eclipse
Website.
Day 6
and on-going
Day 7
Evaluation: Student will take an exit-ticket, similar to the pre-test that they took at
the beginning of this mini-unit. A short-cycle assessment will be given covering
eclipses, moon phases and tides.
Extension/Intervention: Based on the results of the short-cycle assessment,
facilitate extension and/or intervention activities.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
1
LESSON PLANS
NEW LEARNING STANDARDS:
7.ESS.4 The relative patterns of motion and positions of the Earth, moon and sun cause solar
and lunar eclipse, tides, and phases of the moon.
A solar eclipse is when Earth moves into the shadow of the moon (during a new moon). A lunar
eclipse is when the moon moves into the shadow of the Earth (during a full moon).
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for engineering) that conclude
scientific investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
Engaging in argument from evidence
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate
summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
CCSS.ELA-Literacy.W.7.2d Use precise language and domain-specific vocabulary to inform about
or explain the topic.
CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused,
coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye
contact, adequate volume, and clear pronunciation.
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
STUDENT KNOWLEDGE:
Prior Concepts
PreK-2: The moon, sun and stars can be observed at different times of day or night. The observable shape of
the moon changes throughout the month. The sun’s position in the sky changes in a single day and from
day to day. The sun is the principle source of energy.
Grade 3-5: Earth’s atmosphere, introduction to gravitational forces, orbits of planets and moons within the
solar system, predictable cycles and patterns f motion between the Earth and sun, and the fact that Earth’s
axis is tilted is explored.
Grade 6: objects and substances in motion have kinetic energy. Objects and substances can store energy
as a result of its position (gravitational potential energy).
Future Application of Concepts
Grade 8: Gravitational forces, frame of reference, forces have magnitude and direction, and gravitational
potential energy are explored.
High School: Patterns of motion within the solar system are expanded to the universe. The Big Bang theory
and origin of the universe are explored. Forces and motion are investigated in depth.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
2
MATERIALS:
VOCABULARY:
Engage
Eclipse Pre-Test
Primary
Eclipse
Lunar eclipse
Solar eclipse
Explore
Computer Access for each individual
student
3D Gizmos Handouts
Explain
Newspaper Front Page Handout
Coloring Materials
Elaborate
Computer Access
NASA Eclipse Website Handout
Secondary
Angle
Annular
Corona
Gravitational Pull
Hybrid
Partial
Path of Totality
Penumbra
Revolution
Rotation
Totality
Umbra
SAFETY
Students should follow all classroom guidelines and procedures; all CCS
lab safety rules apply.
ADVANCED
PREPARATION
In previous days to this lesson, students should have learned about the
phases of the moon, rotation vs. revolution and orbit.
Teachers should have previewed all movies, movie segments,
animations and gizmo activities.
Teacher should have all handouts and documents printed.
Teacher should have all lab equipment out and prepared for students.
Teacher should have already created explorelearning.com (Gizmo)
accounts for each of their student.
Teacher should preview the NASA Eclipse Website:
http://eclipse.gsfc.nasa.gov/eclipse.html
Teacher should secure computer use for students for the elaborate
section of the lesson (Day 4-5).
Objective: The objective of this activity is to gauge the levels of student prior
knowledge of the types of lunar and solar eclipses. Also, to create
excitement and interest for the topic.
ENGAGE
(1 Day)
(What will draw students into the
learning? How will you determine
what your students already know
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections be made to the
real world?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
What Do You Know About Eclipses?
(Day 1)
Introduce to the students that
several times a year,
spectacular events occur that
involve our Sun and Moon.
Students should have an
understanding of the phases of
the moon and the Earth’s
rotation and revolution.
Distribute “What Do You Know
About Eclipses” to the students.
Tell the students that this is not a
test, but a way to find out what
they already know.
Allow students time to work on
What Do You Know About Eclipses?
(Day 1)
1. Students should be actively
involved in taking part in the
pre-test, showing what they
already know about the types
of eclipses.
2. Students should be
participating in discussion,
asking questions and being
engaged in meaningful
dialogue with their peers.
3
and complete the pre-test.
Chapter 19 in the Pearson
Prentice Hall textbook, Earth
Science, has a great deal of
background information if need
be.
After students take the pre-test,
show the following video clip
from YouTube; it was shot in
Turkey in 2006. It is
approximately 6 minutes in
length.
http://www.youtube.com/watc
h?v=K42UqWGdA_o
After watching the clip, discuss
with the students what they
observed. Is this a common
occurrence? Where in the
world does it happen? Why is
this happening?
Teacher may draw out the
positions of the eclipses to show
the differences and why each
occurs and the results of each.
3. Students should be watching
the different videos on
eclipses to get a basic
understanding of what the
phenomena is.
4. Students should be taking
notes and or drawing the
different patterns of each
type of eclipse.
Objective: The objective of this activity is to participate in a hands-on
experience through www.explorelearning.com - Gizmos.
EXPLORE
(1 Days)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
EXPLAIN
(2 Days)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
Eclipse GIZMO (Day 2)
This activity can be completed
as a whole class by projecting
the GIZMO on the board, or
individually/small group using
laptops, computers, or Ipads.
Distribute Eclipse GIZMO
handouts to help facilitate the
investigation.
While students are working on
the Gizmo, teacher should be
circulating to each of the
students to help answer
questions and to make sure
students are on task.
Eclipse GIZMO (Day 2)
1. Students will complete the
Eclipse Gizmo either
individually or in small groups.
2. Students should be using the
information that they have
used to help understanding
key vocabulary and
concepts.
Objective: The objective of this activity is to allow students a way to show the
knowledge that they have obtained by creating a newspaper front
page.
What is the teacher doing?
What are the students doing?
Eclipse News (Days 3 and 4)
Teacher will review and go over
the Gizmo that the students
worked on in class yesterday.
Eclipse News (Days 3 and 4)
1. Students will be engaged in
reviewing their answers to the 3D
Eclipse Gizmo.
4
ELABORATE
(1 Day)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Teacher can answer and clarify
2. Students will use their knowledge
any misconceptions or questions
of eclipses and creativity to
that students may be having.
actively create a newspaper
Explain to the students that they
front page.
will be creating a Newspaper
front page explaining about a
recent solar eclipse.
Teacher will instruct students to
create a mock newspaper front
page about a solar eclipse that
just occurred. Students will have
to Include the following in their
article:
1.) A description of what was
visible during the eclipse.
2.) The location(s) from which the
eclipse was visible, including
a map.
3.) An illustration of an eclipse.
4.) A brief explanation of what
an eclipse is (assume the
audience has heard of them
but is not an expert.)
5.) An advertisement for
something related to the Sun
or an eclipse.
6.) Students may use the
provided template attached
below, or create their own.
7.) Students will Use the rubric at
the end of this lesson to guide
their efforts.
Teacher will provide support
for students in creating their
newspaper.
*This portion of lesson adapted from
Mensa for Kids Website and the
Mensa Education & Research
Foundation
Students may have the
opportunity to share what
they have created with
classmates either in a whole
or small group setting.
Objective: The objective of this activity is to allow students the opportunity to
research and predict future lunar and solar eclipses using the NASA
Eclipse Web Site.
What is the teacher doing?
What are the students doing?
NASA Solar vs. Lunar Eclipses
(Day 5)
Review the newspapers that
the students created; ask the
students, how often do we
experience a solar and or
lunar eclipse?
NASA Solar vs. Lunar Eclipses
(Day 5)
5
Show the following website:
http://eclipse.gsfc.nasa.gov/
eclipse.html
Show students where
eclipses will be occurring
and on which date.
Click on Solar Eclipse on the
top menu bar.
Show the students that we
will be having several
different types of eclipses.
Explain the different types of
solar and lunar eclipse. See
Vocabulary for specific
words.
1. Students will be exploring the
NASA Eclipse Website for
different information on solar
and lunar eclipses
Show that on August 21,
2017, we will be having a
total solar eclipse not far
from Columbus.
Bring up the map to show
the path of totality.
If you have computer access
for students, allow students
time to explore this website
on their own, looking at
eclipses during the birth year,
or in future years.
Students can try to find when
the next total solar eclipse
will come near Ohio.
Allow students to explore
website and develop 10
interesting facts.
Example facts may be:
1.) When the next total solar
eclipse will occur.
2.) Location of next solar
eclipse.
Allow students to share their
findings with their classmates.
EVALUATE
(on-going)
(What opportunities will students
have to express their thinking?
When will students reflect on
what they have learned? How
will you measure learning as it
occurs? What evidence of
student learning will you be
looking for and/or collecting?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
2. Students attempt to figure out
when the next total solar eclipse
will come near Ohio.
3. Students explore the NASA
website and discover other
interesting facts.
Objective: The objective of the assessments is to focus on and assess student
knowledge and growth to gain evidence of student learning or
progress throughout the lesson, and to become aware of students
misconceptions related to the relative patterns of motions and
positions of the Earth, moon and sun that cause eclipses.
Formative
1. Students will take a five
question assessment that
involves writing and drawing of
concepts that need to be
mastered.
Summative
1. By reviewing student work
during this unit, especially their
newspapers and questions
from the eclipse website,
teachers can look for overall
growth.
6
2. Also, the scoring of the ExitTicket will help to establish if
mastery of the various
concepts has occurred.
3. A teacher created short-cycle
assessment can be given
related to eclipses, moon
phases and tides to assess all
learning targets.
EXTENSION/
INTERVENTION
(1 day or as needed)
COMMON
MISCONCEPTIONS
EXTENSION
1. Have students research what early
civilizations believed eclipse
were/what they brought/what
caused them.
INTERVENTION
1. Prentice Hall All-In-One
Teaching Resources, Unit 5 pp.
55-60.
2. www.untiedstreaming.com
video clips.
1. A solar eclipse can be seen from anywhere facing the sun.
2. The moon is completely visible during a lunar eclipse.
3. Every new and full moon there will be an eclipse.
Strategies to address misconceptions:
Consider using www.unitedstreaming.com video clips, models, on-line
simulation and diagrams to help address student misconceptions.
Lower-Level: Consider pairing up students during the Elaborate section of the
lesson to review the webpage together and complete a
newspaper together.
Higher-Level: Consider having students complete a newspaper article on the
computer to practice their technology skills. Have higher-level
students who may finish a section of the lesson early complete the
extension activity.
DIFFERENTIATION
Strategies for meeting the needs of all learners including gifted students, English
Language Learners (ELL) and students with disabilities can be found at the
following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105522
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDown
load.aspx?DocumentID=105523
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
7
Textbook Resources:
Prentice Hall Earth Science Textbook Chapter 19, pp.658-697
Earth in Space, pp.660-665
Gravity and Motion, pp.666-669
Phases, Eclipses and Tides, pp.670-677
ADDITIONAL
RESOURCES
Websites:
Observing Solar Eclipseshttp://www.classzone.com/books/earth_science/terc/content/visualiza
tions/es2505/es2505page01.cfm?chapter_no=25
NASA Eclipse Website- http://eclipse.gsfc.nasa.gov/eclipse.html
Eclipse Interactive- http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.cgi?it=swf::640::480::/sites/dl/free/00729
9181x/220730/eclipse_interactive.swf::Eclipse%20Interactive
Mechanics of Solar Eclipsehttp://www.hermit.org/Eclipse/why_lunar.html
Solar Eclipseshttp://csep10.phys.utk.edu/astr161/lect/time/eclipses.html
Mr. Eclipse- http://www.mreclipse.com/Special/LEprimer.html
Solar Eclipse Educational Videohttp://www.youtube.com/watch?v=E1B3RLf1A1s
Total Solar Eclipse- http://www.youtube.com/watch?v=K42UqWGdA_o
All About Solar Eclipseshttp://www.neok12.com/php/watch.php?v=zX767b534f7e076a0573626
7&t=Eclipse
Lunar Eclipseshttp://www.neok12.com/php/watch.php?v=zX027e52507b75487764406
3&t=Eclipse
Why are Solar Eclipses Only Visible in Some Places?http://www.neok12.com/php/watch.php?v=zX037f4505056b6978565c7
7&t=Eclipse
Discovery Ed:
All About Eclipses: Solar, Lunar, Annular, and Umbra (6:19)
Observing the Sun’s Corona During a Solar Eclipse (3:44)
Literature:
Salvatore, Tocci, Experiments with the Sun and the Moon (2003).
Tesar, Jenny, The Moon, (1998).
Gizmo: www.explorelearning.com
3D Eclipse
2D Eclipse
Penumbra Effect
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
8
Name__________________________________________________Per.____________Date___________
WHAT DO YOU KNOW ABOUT ECLIPSES?
Directions: Think about what you already know about eclipses.
To the best of your ability, answer the following questions in complete
sentences or in drawings and illustrations.
1.) What is the cause of an eclipse?
2.) Draw the positions of the Sun, Earth and moon for a lunar and solar eclipse.
3.) Explain the differences between the umbra and penumbra.
----------------------------------------------------------------------------------------------------------Name__________________________________________________Per.____________Date___________
WHAT DO YOU KNOW ABOUT ECLIPSES?
Directions: Think about what you already know about eclipses.
To the best of your ability, answer the following questions in complete
sentences or in drawings and illustrations.
1.) What is the cause of an eclipse?
2.) Draw the positions of the Sun, Earth and moon for a lunar and solar eclipse.
3.) Explain the differences between the umbra and penumbra.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
9
Name______ANSWER KEY___________________________Per.____________Date___________
WHAT DO YOU KNOW ABOUT ECLIPSES?
Directions: Think about what you already know about eclipses. To the best of your ability,
answer the following questions in complete sentences or in drawings and illustrations.
1.) What is the cause of an eclipse?
Eclipses are caused by the alignment of the sun, earth and moon. There are two main
types of eclipses, a lunar and solar eclipse. Lunar Eclipses occur only during a Full moon,
while a Solar Eclipse occur during a New Moon.
2.) Draw the positions of the Sun, Earth and moon for a lunar and solar eclipse.
Students can explain and even draw a diagram like below.
3.) Explain the differences between the umbra and penumbra.
The umbra is the darkest part of the shadow created by the moon or the earth, while the
penumbra is a partial shadow.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
10
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
11
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
12
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
13
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
14
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
15
3D Eclipse
Answer Key
Vocabulary: eclipse, lunar eclipse, path of totality, penumbra, solar eclipse, umbra
Prior Knowledge Questions (Do these BEFORE using the Gizmo.)
[Note: The purpose of these questions is to activate prior knowledge and get students thinking. Students are
not expected to know the answers to the Prior Knowledge Questions.]
1. Have you ever seen an eclipse? If so, describe what you saw. Answers will vary.
2. About how often do you think eclipses happen? Answers will vary.
Gizmo Warm-up
If you see a two-dimensional image of the Earth, Moon, and Sun, you
might predict that an eclipse occurs every time the Moon passes in front
of or behind Earth, or about twice a month. However, eclipses occur
much more rarely.
The 3D Eclipse Gizmo™ shows two views of the Earth, Moon, and Sun: a
top view (above) and a side view (below). The sizes of the Earth, Moon,
and Sun are not to scale. (If they were, the Earth and Moon would be
microscopic!)
1. Set the speed slider to a middle value, and click Play (
). Based on what you see in the top view on the
SIMULATION pane, describe the motions of the Sun, Earth, and Moon.
The Moon goes around Earth in a counterclockwise orbit. Earth rotates on its axis and also moves in a
counterclockwise orbit around the Sun. The Sun rotates in a counterclockwise direction.
2. Click Reset (
), and then click Play again. This time, focus on the side view at the bottom of the
SIMULATION pane. What do you notice about the Moon’s orbit?
The Moon’s orbit is not completely level. Sometimes the Moon is above Earth and sometimes it is below
Earth.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
16
Get the Gizmo ready:
Activity A:
Solar eclipse
Click Reset.
Under Shadows, select Moon.
Set the Moon angle to 0.0°.
Introduction: There are two parts to the Moon’s shadow. The umbra is the central, darkest portion of the
shadow. An observer standing in the umbra cannot see the Sun. The penumbra surrounds the umbra. An
observer in the penumbra sees part of the Sun. Only the umbra is shown in the 3D Eclipse Gizmo.
Question: What controls whether a solar eclipse will occur?
1. Observe: Click Play and then Pause (
) when the Moon is directly between the Earth and Sun. (If you
go too far, you can click the Back button to step back.)
A. What do you notice about the Moon’s shadow? The Moon’s shadow forms a cone. The tip of the
cone is striking Earth’s surface.
B. Under Views, select Earth. What do you see? The Moon’s shadow is striking Earth’s surface.
Any person standing in the Moon’s shadow will experience a solar eclipse. During a total solar
eclipse, the entire disk of the Sun is blocked by the Moon.
2. Observe: Set the speed to a lower setting and click the Back button until just before the Moon’s shadow
crosses Earth’s surface. Click Play and observe.
A. What do you notice? The Moon’s shadow passes across Earth’s surface from west to east.
B. The path the Moon’s umbra traces across Earth’s surface is called the path of totality. What would
you see if you were standing in the path of totality?
If you were standing in the path of totality, you would see the Moon cross in front of the Sun,
blocking it out to create a solar eclipse.
3. Record: Click Reset. Set the speed to a higher setting and click Play. Use the Gizmo to determine the
dates of the first six solar eclipses of the year. Record these dates below.
January 9, February 9, March 9, April 8, May 7, June 6
[Note: Due to the geometry of the Gizmo simulation, each eclipse lasts for several days. Actual eclipses
only last a few hours. Dates listed above and throughout this key are for the start of the eclipse.]
Do you think solar eclipses really happen this often? Explain. Answers will vary. [Solar eclipses do not
occur every month. Usually there are 2–4 solar eclipses in a year.]
(Activity A continued on next page)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
17
Activity A (continued from previous page)
4. Explore: Click Reset. A solar eclipse does not occur every month because the Moon’s orbit is tilted 5.14°
relative to Earth’s orbit.
To model this, set the Moon angle to 5.1°. Play the simulation until January 9. Click Pause, reduce the
speed, and click Play. What do you notice about the path of totality now?
The path of totality passes across Earth’s surface farther south than it did before.
5. Explore: Advance the simulation to February 8, and again play the simulation at a low speed. Does the
umbra cross Earth’s surface this time? No, it passes below the South Pole.
In this situation, a total solar eclipse will not be visible from any location on Earth’s surface.
6. Record: Use the Gizmo to find the dates of the next three solar eclipses. Be sure to check carefully
whether the Moon’s umbra crosses Earth’s surface. Record these dates below.
June 6, July 5, November 30
Do you think this frequency of solar eclipses is more realistic? Explain.
Answers will vary. [This timing is more realistic. There are usually 2–4 solar eclipses in a year.]
7. On your own: Experiment with different Moon angle values. How does the angle of the Moon’s orbit affect
the number of solar eclipses that occur in a year?
With the greater angle, there are still solar eclipses on January 9, June, 6, July 5, and November 30.
However, these eclipses are shorter in duration and the Moon’s umbra does not pass over as much of
Earth.
With a lower angle, solar eclipses occur every month.
8. On your own: Return the Moon angle to 5.1°, and increase the Moon distance to 1.50. How does
increasing the Earth-Moon distance affect the occurrence of total solar eclipses?
When the Moon distance is increased by a factor of 1.5, the Moon’s umbra no longer reaches Earth’s
surface. Total solar eclipses will not occur in this scenario. [Annular solar eclipses will occur. In an annular
eclipse, the Moon blocks part but not the entire solar disk.]
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
18
Get the Gizmo ready:
Activity B:
Lunar eclipse
Click Reset. Under Shadows, select Earth.
Set the Moon distance to 1.00 and the Moon
angle to 0.0°.
Introduction: A lunar eclipse occurs when the Moon goes into Earth’s shadow. If the Moon goes into Earth’s
penumbra, it is called a penumbral lunar eclipse. If the Moon goes into Earth’s umbra, it is a total lunar eclipse.
A partial lunar eclipse occurs when only part of the Moon goes into Earth’s umbra. (Note: Earth’s penumbra is
not shown in the Gizmo.)
Question: What controls whether a lunar eclipse will occur?
1. Observe: Click Play, and then click Pause when the Moon is in Earth’s shadow. Select the Moon view.
What do you see?
The Moon is darkened by Earth’s shadow.
2. Observe: Set the speed to a lower setting and click the Back button until just before Earth’s shadow
crosses the Moon. Click Play and describe what you see.
Earth’s shadow moves across the Moon from left to right (west to east).The edge of Earth’s shadow is
slightly curved.
3. Infer: Select the Earth view. Who on Earth would be able to see the lunar eclipse? Explain your answer.
Anyone on the night time side of Earth during the eclipse will be able to see the eclipse. These observers
will be facing away from the Sun and will be able to see the Moon.
4. Record: Click Reset and select the Moon view. Set the speed to a higher setting and click Play. Use the
Gizmo to determine the dates of the first six lunar eclipses, and record below.
January 24, February 23, March 24, April 23, May 22, June 21
Do you think lunar eclipses really happen this often? Explain. Answers will vary.
(Activity B continued on next page)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
19
Activity B (continued from previous page)
5. Explore: Click Reset. Set the Moon angle to 5.1°. Play the simulation until January 24. Click Pause, set
the speed to a low value, and click Play.
A. Is there a lunar eclipse this time? No
B. Why not? (Hint: Look at the side view on the bottom of the SIMULATION pane.)
Earth’s shadow passes below the Moon.
6. Record: Use the Gizmo to find the dates of the first three lunar eclipses. Be sure the Moon is actually
darkened by Earth’s shadow for each eclipse.
June 21, July 20, November 16
Do you think this frequency of lunar eclipses is more realistic? Explain.
Answers will vary. [This timing is more realistic. There are usually 2–4 lunar eclipses in a year.]
7. Think and discuss: A person living in North America will be able to see 15 lunar eclipses in the 2010–2020
decade. In the same time period, only two solar eclipses can be observed in North America.
Why will more lunar eclipses than solar eclipses be visible from North America in this decade? If possible,
discuss your answer with your classmates and teacher.
A total solar eclipse is only visible to observers on the path of totality, which only covers a small part of
Earth’s surface. A lunar eclipse is visible by anyone on the night half of Earth, which represents a much
larger number of people than those who are on or near the path of totality.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
20
Name___________________________________________________________Per._______Date_________
Solar Eclipse Newspaper Front Page
Imagine that a solar eclipse just happened here in Columbus, (there will be a total solar
eclipse in Kentucky in 2017.) This happens very rarely so it would be worthy of front-page
coverage. You are the editor and chief of the Columbus Dispatch. Your job is to create a
mock newspaper front page about the solar eclipse that just occurred.
Include the following in your article:
1.) A description of what was visible during the eclipse.
2.) The location(s) from which the eclipse was visible, including a map.
3.) An illustration of the eclipse.
4.) A brief explanation of what an eclipse is (assume your audience has heard of them but
doesn’t know exactly what they are).
5.) An advertisement for something related to the Sun or an eclipse.
6.) You may use the template provided, or create your own.
7.) Use the rubric at the end of this lesson to guide your efforts.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
21
Name________________________________________________________Per.________Date_________
The Sun
map
illustration
advertisement
Solar System: The Sun-4.2
© 2012: This lesson plan is the property of the Mensa Education & Research Foundation,
www.mensafoundation.org. It is provided as a complimentary service to the public. Reproduction and
distribution without modification are allowed. Images, links and linked content referenced herein are the
property of the originating entities.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
22
Name_____________________________________________________Per._________Date__________
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
23
Name________________________________________________Per.___________Date_____________
20 pts.
http://eclipse.gsfc.nasa.gov/eclipse.html
Directions: Explore the website regarding solar and lunar eclipses. Take some time to look
around the website for data and facts that interest you. You goal today is to come up with
10 interesting facts from this website. (Each fact is worth 2 points.)
An example of an interesting fact could be: There is going to be a solar eclipse near
Columbus in 2017! How amazing to be able to see the eclipse so close to home.
Interesting Facts:
1. _____________________________________________________________________ Space to Draw
Diagrams or
________________________________________________________________________
Examples
________________________________________________________________________
2. _____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. _____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. _____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. _____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. _____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7. _____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
8. _____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
9. _____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
10. _____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
24
Name________________________________________________Per.___________Date_____________
WHAT DO YOU NOW KNOW ABOUT ECLIPSES???
1.) Name and identify the two types of eclipses.
2.) Draw and label the position of the Sun, Earth and moon for a solar eclipse and a lunar
eclipse. You should also include the umbra and penumbra in each drawing.
Solar
Lunar
3.) When a solar eclipse occurs, why can only a limited amount of people see the actual
eclipse?
4.) How does revolution and rotation influence eclipses?
5.) What is the difference between the umbra and penumbra?
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
25
Name: _______TEACHER ANSWER KEY_________ Per.___________Date_____________
WHAT DO YOU NOW KNOW ABOUT ECLIPSES???
1.) Name and identify the two types of eclipses.
The two types of solar eclipses are solar and lunar.
2.) Draw and label the position of the Sun, Earth and moon for a solar eclipse and a lunar
eclipse. You should also include the umbra and penumbra in each drawing.
Solar
Lunar
3.) When a solar eclipse occurs, why can only a limited amount of people see the actual
eclipse?
First, you must be on the side of the Earth that is being illuminated by the sun.
Secondly, because of the scale of the Earth, moon and sun, the shadowed are will be very
small. This small shadowed area is called the path of totality.
4.) How does revolution and rotation influence eclipses?
As the moon comes between the Earth and the sun, a shadow is cast onto Earth (solar
eclipse). The moon is rotating around the Earth as the Earth and the sun are revolving around
the sun. For a solar eclipse, the Earth revolves around the sun. While the moon is rotating
around the Earth the Earth is places between the moon and the sun, this causing a solar
eclipse.
5.) What is the difference between the umbra and penumbra?
Penumbra – Partial Shadow (some light is blocked)
Umbra – Full Shadow (all light is blocked)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
26