Grade 8
Science
Unit: 09
Lesson: 03
Suggested Duration: 3 days
Tides and the Moon
Lesson Synopsis:
Students will relate the position of the Moon and Sun to their effect on the ocean tides.
TEKS:
8.7
8.7C
Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The
student is expected to:
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
8.4A
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:
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 Indicator(s):
•
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
Key Understandings and Guiding Questions:
•
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
•
low tide
Materials:
Refer to Notes for Teacher section for materials.
Attachments:
•
•
•
•
•
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)
Advance Preparation:
©2013, TESCCC
05/13/13
page 1 of 5
Third Grade / Science
Unit: 08 Lesson: 01
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.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Bay of Fundy
NOTE: 1 Day = 50 minutes
Suggested Day 1
Instructional Note:
This is an opportunity to review satellite
images from a previous unit.
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.
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
1. Say:
• 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
© 2008, TESCCC
Revised 09/29/08
Suggested Day 1 (continued)
Materials:
• meter stick (1 per teacher)
Attachments:
• Teacher Resource: Tide Data
Template (1 for projection)
page 2 of 5
Third Grade / Science
Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
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/sea-level/tide-model-help.html
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
The intent of this lesson is to identify the
effect the position of the Moon has on
the tides.
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.)
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:
• How often do tides occur in this location? (Generally, there are
four tides per day along the coast. This could vary according to
location.)
• What pattern exists in the tides? (High tide is followed by low tide.)
• 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.)
12. Facilitate a discussion by asking students to share answers.
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.
Science Notebooks:
Students create tide data tables in their
notebooks and record tide data from the
simulation.
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 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
© 2008, TESCCC
Revised 09/29/08
Materials:
• Lunar Cycle Diagram (from
previous lesson, affixed in science
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Third Grade / Science
Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
Spring tide.
•
When the Sun, Moon, and Earth are perpendicular at a
Ninety degree
angle, we have a Neap 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.
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.
7. Ask:
• 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.
•
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)
Instructional Notes:
Tides are an extremely abstract
concept. Check for understanding often,
and address misconceptions
immediately.
Check for Understanding:
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
• Moon phases
• High tide
• Low tide
• Spring tide
• Neap tide
2. Divide the class into groups of four to construct models. (Note: Students
may benefit from viewing the Teacher Resource: PowerPoint: Tides if they
Materials:
• paper (construction, 9”x12”, various
colors including white, blue, green,
and black, per group)
• markers (various per group)
© 2008, TESCCC
Revised 09/29/08
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Third Grade / Science
Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
have difficulty creating their models; see Advance Preparation.)
3. Check for understanding while monitoring the groups and facilitate by
asking guiding questions. Correct any misconceptions immediately.
•
•
glue or tape (per group)
brads (metal, small, 1 per group)
4. Allow student groups to share their models with the class.
Instructional Note:
Consider providing more structure and
specificity for students who may need it.
EVALUATE – Performance Indicator
Suggested Day 3
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
1. Refer to the Teacher Resource: Performance Indicator Instructions
KEY for information on administering the performance assessment.
Materials:
• “How it Works” books (optional, 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.
© 2008, TESCCC
Revised 09/29/08
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