Prek-2 A1

Science Curriculum Preview Committee Clarification of Learning Results

Revised 8/22/04

3-4

G4. Explore the relationship between the earth and its moon.

Curriculum Organizing Questions

What is the shape of the earth?

What is the shape of the moon?

Does the moon's shape appear to change over time?

Does the moon's position in the sky change over time?

Is there a pattern?

Elaboration
The earth is one of several planets that orbit the sun, and the moon orbits around the earth.Benchmarks 4A.

Specific Ideas

Of all the diverse planets and moons in our solar system only the earth appears to be capable of supporting life as we know it. SFAA p. 42.

Gravitational tugs of the moon and sun produce the high tides twice a day on earth. SFAA p. 42.

The position of the earth and its position with regard to the sun and the moon have noticeable effects. (Day/night cycle & seasons.) SFAA p. 43.

The combination of the earth's motion and the moon's own orbit around the earth, once in about 28 days, results in the phases of the moon. SFAA p. 43.

Developmental & Instructional Implications
Explanations of the day-night cycle, the phases of the moon, and the seasons are very challenging for students. To understand these phenomena, students should first master the idea of a spherical earth, itself a challenging task. Similarly, students must understand the concept of "light reflection" and how the moon gets its light from the sun before they can understand the phases of the moon. Finally, students may not be able to understand explanations of any of these phenomena before they reasonably understand the relative size, motion, and distance of the sun, moon, and the earth (Benchmarks, pg. 335-336).

For good illustrations of misconceptions, see Driver, pg. 169-173.

Emphasis in grades K-4 should be on developing observation and description skills and the explanations based on observations. Younger children should be encouraged to talk about and draw what they see and think. Older students can keep journals, use instruments and record their observations and measurements. NSES p. 134.

Examples

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Curriculum Organizing Questions	What is the shape of the earth? What is the shape of the moon? Does the moon's shape appear to change over time? Does the moon's position in the sky change over time? Is there a pattern?
Elaboration	The earth is one of several planets that orbit the sun, and the moon orbits around the earth.Benchmarks 4A.
Specific Ideas	Of all the diverse planets and moons in our solar system only the earth appears to be capable of supporting life as we know it. SFAA p. 42. Gravitational tugs of the moon and sun produce the high tides twice a day on earth. SFAA p. 42. The position of the earth and its position with regard to the sun and the moon have noticeable effects. (Day/night cycle & seasons.) SFAA p. 43. The combination of the earth's motion and the moon's own orbit around the earth, once in about 28 days, results in the phases of the moon. SFAA p. 43.
Developmental & Instructional Implications	Explanations of the day-night cycle, the phases of the moon, and the seasons are very challenging for students. To understand these phenomena, students should first master the idea of a spherical earth, itself a challenging task. Similarly, students must understand the concept of "light reflection" and how the moon gets its light from the sun before they can understand the phases of the moon. Finally, students may not be able to understand explanations of any of these phenomena before they reasonably understand the relative size, motion, and distance of the sun, moon, and the earth (Benchmarks, pg. 335-336). For good illustrations of misconceptions, see Driver, pg. 169-173. Emphasis in grades K-4 should be on developing observation and description skills and the explanations based on observations. Younger children should be encouraged to talk about and draw what they see and think. Older students can keep journals, use instruments and record their observations and measurements. NSES p. 134.
Examples