MOON DANCE - PBworks

MOON DANCEfrom

A Spin Around the Solar System Series

Video Produced by...Maslowski Wildlife Productions

Teacher’s guide by...Lauren LaComb

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Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . .1

Links to Curriculum Standards . . . . . . . .1

Summary of the Program . . . . . . . . . . . .1

Vocabulary . . . . . . . . . . . . . . . . . . . . . . .4

Student Objectives . . . . . . . . . . . . . . . . .4

Instructional Notes . . . . . . . . . . . . . . . . .4

Student Preparation . . . . . . . . . . . . . . . .5

Introducing the Program . . . . . . . . . . . . .5

Follow-Up Activities . . . . . . . . . . . . . . . .6

Extended Learning Activities . . . . . . . . .7

Internet Sites . . . . . . . . . . . . . . . . . . . . .8

Reference Material . . . . . . . . . . . . . . . . .8

Answer Key . . . . . . . . . . . . . . . . . . . . . .9

Script of Narration . . . . . . . . . . . . . . . .12

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MOON DANCEfrom A Spin Around the Solar System Series

Grades 5-8Viewing Time: 15 minutes with a three-minute,

ten-question, Video Quiz

INTRODUCTION

This in-depth series covers a wide range of essential mat-ters about the solar system. Such topics as planet forma-tion, gravity, nuclear fusion, and the Big Bang theory arepresented concisely with the help of specially designedgraphics and animations. Each of the eight shows can bepresented as a free-standing lesson on its own, but theshows also work together to reinforce important conceptsand to add breadth and depth to a student’s cumulativeknowledge.

LINKS TO CURRICULUM STANDARDS

This lesson correlates to the following standards, outlinedby the National Science Education Standards, for stu-dents in grades 5-8. Use individual state standard out-lines to specify correlations to your state's guidelines.

Earth & Space Science (Content Standard D)• Gravity is the force that keeps objects in the solar sys-tem in motion.• Gravity explains the phenomena of the tides.• Relative positions of the earth and moon.• Most objects in the solar system are in a regular andpredictable motion. Those motions explain such phe-nomena as the day, the year, phases of the moon, andeclipses.

SUMMARY OF PROGRAM

This program discusses theories of how the moon wasformed, the physical make-up of the moon, the affect themoon has on Earth, tides, eclipses, and rotation and rev-olution.

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On July 20, 1969, Neil Armstrong stepped from the Apollo11 Lunar Lander onto the moon's surface. Due to humanexploration and extensive study of the moon, humansknow the moon better than any other space object in thesolar system. The moon formed about 4.5 billion yearsago, along with Earth. There are three theories of howthe moon started forming. First, some astronomersbelieve the moon was created from a chunk of moltenEarth that was pulled away. Other scientists believe themoon developed separately from the same space parti-cles from which the Earth was created. A third theory sug-gests the moon was formed when Earth was struck by anobject the size of a small planet, and that chunk formedthe moon.

The moon started out molten and gradually cooled tomake its hard crust. While the surface was cooling, mete-orites bombarded the moon's surface, creating its craterappearance. As the crust developed, heat was trappedbelow the surface, which forced up volcanoes. These vol-canoes spread lava across large areas of the moon, cov-ering some craters and forming smooth dark areas.These dark areas are referred to as Maria, which meansmany seas. People use to think these dark spots wereoceans, now they are known lava fields. The moon's vol-canoes ended three million years ago, leaving the moon'ssurface unchanged. Earth's surface is continually chang-ing due to plates constantly moving and the movement ofwater on Earth's surface.

Moons are common in the solar system; which housesover 60. Earth's moon is mid-sized among those in thesolar system. In proportion to Earth, our moon is large. Itis a quarter of the diameter compared to Earth. Themoon's gravitational pull on Earth creates ocean tides.Tides are the regular rise and fall of the ocean's level. Inthe open ocean, the high tide raises the water about threefeet /one meter. Tide levels vary on coastlines, due to dif-ferent coastline shapes. The gravitational pull causes adistinct bulge to the ocean. The high-tide bulge alwaysstays with the moon, as the moon revolves around the

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Earth. There is a second ocean bulge on the backside ofEarth that is less affected by the moon's gravity becauseit is farther from the moon. This second bulge creates asecond high tide for the day. Therefore, every day oceancoasts have two high tides and two low tides.

The time at which high tides occur change slightly everyday. As Earth spins around quickly below, friction betweenEarth and water push the water ahead of the moon just alittle. Over long periods of time, this friction and the tim-ing difference between Earth's rotation and moon's sloworbit affects the synchronization of Earth and the moon.Astronomers calculate the moon's gravitational pull isslowing down the length of Earth's day. In a billion years,a day on Earth will have stretched from 24 hours to 30.

Earth's gravity has pulled the moon into a synchronizedorbit. As a result, we always see the same side of themoon. The moon goes through a series of phases as itorbits Earth every 29 days. The moon is lit by the sun andwe see the reflected light. As the moon slowly revolvesaround the Earth, we see the moon face from a differentangle. The line separating the light from the dark sectionsis called the terminator. The moon starts as the newmoon, which we do not see. It gradually waxes, growinglarger in size. About two week later, the moon is full. Asthe moon wanes, it becomes smaller. When the moonpasses in front of the sun, the moon casts a shadow.When the shadow lands on Earth, it is referred to as aneclipse. When the moon partly blocks the sun, it is a par-tial eclipse and when the moon fully blocks the sun itreferred to as a full eclipse.

The moon is slowly moving away from the Earth. In 10million years, the moon's gravitation will no longer affecttides. Eventually, the Earth's rotation and the moon's orbitwill synchronize. Then both the moon and Earth will belocked face to face until they cease to exist.

Note: Underlined words are identified vocabulary words to

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enhance student understanding.VOCABULARY

moon Earth tides eclipses rotationrevolution molten crust meteorites cratervolcanoes Maria diameter ocean's orbitphases waxes wanes eclipse

new moon synchronize terminatorgravitational partial eclipse full eclipse

STUDENT OBJECTIVES

After viewing the program and participating in the follow-up activities, students should be able to:

• Define key terminology and utilize context.• Identify how the moon's gravitational pull affects Earth'ssurface.• Explain the revolution of the moon around Earth and therotation on its axis.• Identify the phases of the moon. • Explain what an eclipse is.• Explain the effect gravity has on objects on Earth andthe moon's gravitational pull on Earth.

INSTRUCTIONAL NOTES

Before presenting this lesson to your students, we sug-gest that you preview the program, review the guide, andthe accompanying blackline master activities in order tofamiliarize yourself with their content.

As you review the materials presented in this guide, youmay find it necessary to make some changes, additionsor deletions to meet the specific needs of your class. Weencourage you to do so; for only by tailoring this programto your class will they obtain the maximum instructionalbenefits afforded by the materials.

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STUDENT PREPARATION

You may want the students to view the vocabulary wordsaddressed in the lesson prior to showing the program.This may be accomplished by implementing a WordSplash. A Word Splash is an active learning activity thatintroduces the students to vocabulary words to which theywill be exposed in the program. By doing this activity, stu-dents are given the chance to show what words theyknow well, and become aware of the words they need tolearn. This is a good pre- and post-activity. It excites thestudents and gets them thinking.

Materials: Write all of the vocabulary words on an over-head (see Blackline Master 1, Word Splash) or individ-ually on pieces of paper.

Procedure: Have students create sentences using asmany words as possible. This may be done individually, inpartners, or in small groups. Have the students sharetheir sentences and post them. By exposing the studentsto vocabulary prior to viewing the program, students willbe prepared to listen for these words in the program.Additionally, they will want to find the correct meaning.

Note:Word Splash may be done at the conclusion of the entirelesson to assess learning accomplished by students.

INTRODUCING THE PROGRAM

An optional activity to activate prior knowledge is provid-ed on Blackline Master 2, Anticipation Guide. This willhelp you determine the level of student comprehensionprior to participating in this lesson. Ask students to sharewhat they know about the moon, what it is made of, andhow does the moon move. For example, the moonrotates once on its axis every 29.5 days. Tell them thatthey will complete the Anticipation Guide about the moon

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prior to viewing the program. Explain that they are notexpected to get all answers correct, but they are expect-ed to try their best. Go over the Anticipation Guide afterviewing the program to discuss correct answers. Ananswer key begins on page 9 of this Teacher's Guide.

Present the program. The program length is 18 minuteslong.

FOLLOW-UP ACTIVITIES

The following Blackline Activity Master sheets areincluded with this guide. They correlate with the learningobjectives and Standards outlined on page one of thisguide. You may replicate and distribute them as needed.

Following the program, students may have additionalquestions. The facilitator may want to hold off questionsuntil follow-up activities are completed. Students maywrite these answers down and the class may review themprior to the post-test. By doing so, the students may findthe answers on their own.

This program concludes with a ten-question Video Quiz,which may be used to gauge student comprehensionimmediately after the presentation of the program.Blackline Master 3, Video Quiz provides students with aprinted copy of the Video Quiz.

As a class, you may wish to discuss questions thatappear on Blackline Master 4, Discussion Questions.These questions should be copied onto an overhead ordistributed to students, in order to meet the needs of yourvisual learners.

To utilize terminology in context, first review words fromWord Splash (Blackline Master 1, Word Splash) as aclass. Then have students fill out Blackline Master 5,Cloze Activity. This activity covers the positions of themoon and Earth.

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To help students identify the phases of the moon useBlackline Master 6, Phases of the Moon. Students canstart by drawing rough drafts and peer conferencing withone another for accuracy. Make sure students are utilizingsuggested vocabulary words appropriately. Post illustra-tions in the classroom.

To practice the concept how the moon's gravitational pullaffects Earth, have students complete Blackline Master7, How Are Tides Created? This cooperative learningactivity provides students the opportunity to discuss howtides are created by the moon's gravitational pull. This isa great opportunity for student observations. Have stu-dents share their explanations. Possibly include the bestone in your next newsletter home.

In order for students to explain what an eclipse is, useBlackline Master 8, Eclipses Graphic Organizer.

To conclude your study A Spin in the Solar System: TheMoon Dance, use Blackline Master 9, Post-Test. Thisshould be given to your students after viewing the pro-gram and completing additional activities to assess theirknowledge of the topic.

EXTENDED LEARNING ACTIVITIES

SCIENCE EXTENSIONS: Students really enjoy the con-cept of traveling to space. Give students the opportunityto research food that is taken on missions. Have studentsinvestigate how the food is made, why it is made the wayit is, and how it has changed over the years. Contact yourlocal planetarium for more information.ART CONNECTION: Provide students with pictures of themoon. Have students create a 3-D model of the moon.To further challenge students, have students create 3-Dmodels of the orbit of the moon around Earth, eclipses, orphases of the moon.MATH CONNECTION: First discuss what a Blue Moon is.Then have students figure out if there would be any

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months that have a blue moon for the school year. Tohelp students know the current phase of the moon todate, use local newspapers.C R E ATIVE WRITING CONNECTION: Have studentsbring in poems about the moon and then have them writetheir own. If students are having a difficult time, give themrecipes for poetry, such as bio-poems, diamantes, haikus,or limericks.SOCIAL STUDIES CONNECTION: Research Apollo 11Lunar Lander mission in 1969. Compare it to missionsthat are currently going on.TECHNOLOGY CONNECTION: Have students go toh t t p : / / w w w. m o o n l i n k . c o m and read up on currentevents about the moon. Another activity is to play FactFinder. Give the students 30 minutes on the Internet todiscover as many facts about the moon as they can.

INTERNET SITES

http://quest.arc.nasa.gov (Nasa's K-12 internet initia-t i v e )h t t p : / / w w w. n s t a . o r g / (National Science Te a c h e r ' sAssociation)http://www.nasa.gov (NASA)http://www.sln.org/ (Science Learning Network)http://ajkids.com (Resource for students to use whensearching the internet) http://K12.njin.net/educationlinks.html (Collaborativeprojects throughout the United States)h t t p : / / w w w. s m v. o r g / h a s t i n g s / g a l a x y. h t m ( S c i e n c eLearning Network)http://www.moonlink.com (Nasa's site on the moon)

REFERENCE MATERIALS

The Origin of the Universe. Andres L. Ruiz. SterlingPublishing Co., INC., NY. 1996. 0-8069-9744-3.

Exploring the Reaches of the Solar System. Ray Span-genburg & Diane Moser. Fact on File, NY, Oxford,Sydney. 1990. 0-8160-1850-2.

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Merlin's Tour of the Universe. Neil de Grasse Tyson.Doubleday, NY. 1989. 0-385-48835-1.

The Moon. Carmen Bredson. Franklin Watts: A Division ofGrolier, NY, London, Hong Kong, Sydney, and Danburg,Connecticut. 1998. 0531-20308-5.

ANSWER KEY

Blackline Master 1, Word SplashAnswers to the Word Splash will vary. When you use itbefore viewing the program, do not expect correct con-nections at the beginning of the lesson. After viewing theprogram and completion of Blackline Masters, expect cor-rect connections.

Blackline Master 2, Anticipation Guide

1. T2. F, both formed 4.5 billion years ago3.T4. F; The moon's volcanoes were active three billion yearsago. 5. F; The Maria is the dark area of the moon where lavafilled in craters. 6. T7. T8. F; There are two high tides and two low tides a day.9. T10. F; The moon reflects the light of the sun. 11. T12. F; We always see the same side of the moon.13. T14. T15. F; There are over 60 moons in the solar system.

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Blackline Master 3, Video Quiz1. days, hours 6. gravity2. true 7. slowing down3. thicker 8. new4. lava 9. tides5. true 10. rotation

Blackline Master 4, Discussion Questions 1. Answers will vary. The main concepts that should bediscussed are the moon's gravitational affect on Earthand Earth's gravitational pull on the moon to stay in orbit.2. First, some astronomers believe the moon was createdfrom a chunk of molten Earth that was pulled away. Otherscientists believe the moon developed separately fromthe same space particles from which the Earth was creat-ed. A third theory suggests the moon was formed whenEarth was struck by an object the size of a small planet,and that chunk formed the moon3. Meteorites hitting the surface of the moon created itsface. The dark areas of the moon, Maria, are lava fieldsthat were created over three billion years ago.4. Answers will vary. It is important to discuss how Earth'ssurface is constantly changing and the moon's surfacehas hardly changed over the past three billion years. 5. The crust is cracked into 20 plates. These plates movealong the mantle. Different types of movements causevolcanoes, mountains, and earthquakes. The effect ofwater moving, erosion, also changes the surface.6. The moon's gravitational pull affects the ocean's tides. 7. Answers will vary. Scientific observations and priorknowledge about gravity should be discussed.8. A tide is the rise and fall of the ocean's level. In theopen ocean, the water level raises about three feet /onemeter. Levels along coastlines vary.9. The moon rotates on its axis very slowly compared toEarth. It takes about 29 days to rotate on its axis, where-as the Earth takes only 24 hours. 10. As the Earth spins around quickly, friction between theearth and water push ahead of the moon just a little.

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11. Earth has pulled the moon into a synchronized orbitaround Earth, as well as rotation on its axis.12. The moon goes through a series of phases as it orbitsEarth every 29 days. As the moon slowly revolves aroundthe Earth, we see the moon face from a different angle.The moon starts as the new moon, which we do not see.It gradually waxes, growing larger in size. About twoweeks later, the moon is full. As the moon wanes, itbecomes smaller.13. When the moon casts a shadow on Earth.14. Answers will vary.15. The moon is moving slowly away from Earth. The far-ther away it moves, the less gravitational pull it will have.This will not happen for a very long time.

Blackline Master 5, Cloze Activity

1. tides 7. 242. ocean's 8. water3. gravity 9. moon4. Earth 10. rotation5. month 11. 306. orbit

Blackline Master 6, Phases of the MoonIllustrations will vary. An optional modification for thisactivity is to allow students to act out the phases of themoon with manipulatives or peers. This is a great oppor-tunity for student observations. Make sure students donot mix up waxing and waning.

Blackline Master 7, How Are Tides Created?Explanations will vary. Clearly explain your expectationsfor this activity, such as spelling, neatness, cooperativelearning roles, etc. When grading, make sure studentsused the vocabulary within the context correctly.

Blackline Master 8, Eclipses Graphic OrganizerStudent definitions will vary. Encourage the use of the dic-tionary. The students should include in their explanationsthat an eclipse is the moon's shadow on Earth. When the

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moon partly blocks the sun, it is a partial eclipse. Whenthe moon completely blocks the sun, it is a full eclipse.Blackline Master 9, Post-Test1. B 6. B2. C 7. D3. A 8. A4. B 9. C5. A 10. C

The Moon Dance Script Narration

A bright moon, which seems so big and magical in thenight sky, can affect our thoughts and emotions. Themoon can also affect the behavior of animals. Many ofthem, such as certain fish and deer, often become moreactive when the moon is full.

But perhaps the strongest affect of the moon is on theEarth itself. The moon and Earth have been dancingtogether for billions of years. The Earth, nearly four timesthe moon's diameter, clearly leads the dance; but themoon in turn has important influences on Earth. Let's lookcloser at the moon and its partner Earth as they sweepthrough time and space together.

There is no other place in space we know as well as themoon. It's close enough we can study a number of fea-tures with unaided eyes, and lots of details with a modesttelescope.

And more than that, the moon is the only place in spacewhere humans have set foot. In a history-book journey, onJuly 20th, 1969, Neil Armstrong stepped from the Apollo11 Lunar Lander onto the moon's surface. This trip, plusthe five that followed over the next three years, broughtback samples of moon rocks and some out-of this-worldexperiences.

The moon and Earth appear to have both formed at thesame time, about 4.5 billion years ago, from more or less

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the same type of materials. We are not exactly sure howthe moon got started. Some astronomers believe themoon was created when a big glob pulled away fromEarth. Other scientists think the moon developed sepa-rately from the same cluster of space particles thatformed Earth. Still others suggest that the moon was cre-ated when Earth was struck by an object the size of asmall planet. This object knocked out chunks of Earthand kept going. The chunks, however, eventuallyregrouped in Earth orbit to form the moon.

At first, the moon and Earth were so hot they were molten,or melted. Gradually their surfaces cooled to make crusts.While the crusts formed, meteorites bombarded themoon, and probably the Earth as well. Billions of yearsago, space was much more cluttered with chunks of rockand metal that collided with things in their path. The hard-ened crust of the moon preserves some of those count-less early impact craters.

Soon after the moon's crust developed, heat trappedbelow forced up volcanoes. These volcanoes spread lavaacross larges areas of the moon, covering up some of theimpact craters and forming the smooth dark areas wetoday call Maria. Maria is plural for mare, which meanssea; people once thought these might be oceans. Today,we know they are lava fields. Since the volcanoes endedtheir activity three billion years ago, the moon's surfacehas hardly changed.

Earth's surface, on the other hand, has never stoppedchanging. The Earth has not cooled as much because it'sbigger, and the crust remains thin and weak. In fact, thecrust is cracked into about 20 pieces called plates, andthese plates creep over the molten rock below. By creat-ing mountains, volcanoes, and other surface features,plate movements slowly, but constantly change the lookof our planet. Erosion also changes the Earth's surface.The moon lacks erosion-causing surface water and wind.

Although the moon and Earth had a similar start, they

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have taken quite different paths, mainly because of theirdifference in size. Moons are not unusual in the solar system. In fact, over60 moons orbit other planets. Saturn and Uranus bothhave over 20 each. Many of the moons around the solarsystem are only a few hundred miles, or kilometers,across, but a couple are larger than Mercury. Earth'smoon is mid-sized among those of the solar system.However, in proportion to Earth, our moon is quite big.Only Pluto's moon is proportionally larger.

One of the moon's most noticeable affects on Earth isocean tides. Tides are the regular rise and fall of theocean's level. In the open ocean, the high tide raises thewater level about three feet or one meter over the lowtide. Along coasts, tides levels vary because of coastlineshape. In particular, shallow bays concentrate water intoa small area and increase tide height. The world's high-est tides, reaching nearly 45 feet, or 15 meters, occur inthe Bay of Fundi, on Canada's east coast.

The moon creates tides through the pull of its gravity.This pull is not enough to affect the Earth’s crust much,but it's enough to cause a distinct bulge to the ocean. Toappreciate the strength of gravity, feel how heavy a singlebucketful of water is, then consider that the moon lifts partof an entire ocean.

The high-tide ocean bulge always stays with the moon asthe moon travels around Earth about once a month.Meanwhile, Earth rapidly rotates once a day below. Fromhigh above the North Pole, we can compare the progressof the high tide to the rotating Earth. As we'll learn later,this difference in speed has important consequences.

We also can see a second ocean bulge on the backsideof the Earth. This is water less affected by the moon'sgravity, because it is farther away from the moon.

When this backside bulge passes by, it creates a secondhigh tide for the day. So every day ocean coasts have two

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high tides and two low tides.

The time at which high tides occur change slightly everyday. Remember, as the Earth spins, the moon moves inits orbit around Earth. So by the time this point on Earthcircles around again 24 hours later, the moon has movedahead to over here. High tide at this point will have to waituntil Earth catches up with the moon, roughly 50 minuteslater.

Long ago, scientists noticed high tide bulges don't travelexactly in line with the moon. They travel slightly ahead ofit. Why? As the Earth spins around quickly below theocean bulge, friction between the earth and water pushthe water ahead of the moon just a little.

Over long periods, this friction and the timing differencebetween the Earth's rapid rotation and the moon's sloworbit affects both dance partners. Astronomers calculatethat every century, because of the moon's pull, Earth'srotation takes about 1/ 500th of a second longer. A billionyears ago, a day on Earth was only 19 hours instead of24. In another billion years, a day will have stretched to 30hours.

Earth's gravity has affected the moon even more stronglyand pulled the moon into a synchronized orbit. That is,the moon rotates on its axis at the same rate as it orbitsthe Earth. As a result, we always see the same side ofthe moon. Astronomers think that maybe this side of themoon is slightly heavier than the far side, and as a result,is pulled harder by gravity.

Though we always see the same side of the moon, themoon doesn't always look the same. Over a period ofabout 29 days, the moon goes through a series of phas-es. As shown here, the moon is lit by the sun, and we seethe reflected light. As the moon circles the Earth, we seethat lighted moon face from a different angle.

When the moon is here, we see a big bright full moon. Asthe moon moves over here, the fullness gradually

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decreases. The line separating the light from dark sec-tions is called the terminator.After about 14 days of travel, the moon has circledhalfway around its orbit path, so it now lies between theEarth and sun. We no longer see the moon at night. Wecall this moon phase the new moon. After the new moon,the moon swings past the sun and its face graduallywaxes, or increases in size, until its big, bright and fullabout two weeks later.

When the moon passes in front of the sun, the mooncasts a shadow. Usually the shadow misses Earth, butonce in a while things line up so the shadow lands on us.We call this event an eclipse. The moon may only partlyblock the sun, which we call a partial eclipse. When themoon completely blocks the sun, we enjoy a rare fulleclipse.

By chance, we live in a time when the moon and sunappear the same size in the sky. However, the moon isslowly moving away from Earth, about one and half inch-es or three centimeters per year. In ten million years, themoon will have moved so far away, it no longer will affecttides. Eventually, the Earth's rotation and moon's orbit willsynchronize, because the slow drag of the tides and themoon's gravity will gradually bring Earth's spin to a halt.Then, both moon and Earth will dance locked face to faceuntil they cease to exist.

VIDEO QUIZ Let's take a few minutes to review some of the things youlearned in this video. In the following quiz fill in the blankswith the correct words when you hear this tone.

Good luck. And let's begin.

1) The moon orbits the earth once every 29 __; while theearth rotates on its axis once every 24 _____.

2) True or False: The earth and moon seem to haveformed from the same type of materials. _____

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3) Is the moon's crust thicker or thinner than Earth's?_____

4) Maria on the moon are not seas as once thought, butfields of _____ from volcanoes that are no longer active.

5) True or False: Our solar system has over 60 moons._____

6) The moon causes tides through the pull of its _____.

7) Because of the pull of the moon's gravity and the fric-tion of tides, is Earth's rotation speeding up or slowingdown? ______

8) We can't see the moon at night when it is between thesun and Earth. We call this phase the ____ moon.

9) In 10 million years, the moon will have moved so faraway, it will no longer affect ____.

10) In the distant future, the earth's _____and themoon's orbit will synchronize, and the pair will face eachother until they cease to exist. (rotation)

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Word Splash

moon EarthEarth tides

eclipseseclipses rotationrotation revolution

crust meteorites crater

volcanoesdiameterdiameter moltenmolten

Maria

gravitational ocean orbit

phases

terminator new moonnew moon

wanes gravity

waxes

full eclipse synchronize

partial eclipse

© 2001 Maslowski Wildlife Productions Published and Distributed by United LearningAll rights to print materials cleared for classroom duplication and distribution.

Name __________________A Spin in the Solar System: MOON DANCE

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Anticipation Guide

Directions: Answer the following questions by circling the correct response. Do your best!

1. In 1969, the first American to set foot on the moon True False

2. The moon formed after Earth. True False

3. The moon's surface is covered with craters that were formed by meteorites hitting it. True False

4. The moon has active volcanoes. True False

5. Maria is the area on the moon that looks like a woman. True False

6. The moon's surface has hardly changed over the past three billion years. True False

7. The moon's noticeable affect on Earth is ocean tides. True False

8. There is one high tide and one low tide a day. True False

9. According to scientists, the moon is actually slowing Earth's rotation on its axis. True False

10. The moon produces its own light. True False

11. The line separating the light from dark sections of the moon is called the "terminator". True False

12. We see every angle of the moon. True False

13. An "eclipse" happens when the moon casts a shadow on Earth. True False

14. The moon is slowly moving away from Earth. True False

15. There are about 30 moons in our solar system. True False

After viewing the program, review your answers. See how many questions you answered correctly.Review the ones you answered incorrectly.

2Name __________________

A Spin in the Solar System: MOON DANCE


Video Quiz

Directions: Now that you have viewed the program, let's challenge your memory by answering somequiz questions. Fill in the blanks with the correct words. Good luck!

1. The moon orbits the earth once every 29 ________________ ; while the earth rotates on its axisonce every 24 _____________ .

2. True or False? The earth and moon seem to have formed from the same type of materials. _____

3. Is the moon's crust thinner or thicker than Earth's? __________________

4. Maria on the moon are not seas as once thought, but fields of ________________ from volcanoesthat are no longer active.

5. True or False? Our solar system has over 60 moons. ______

6. The moon causes tides through the pull of its _______________ .

7. Because the pull of the moon's gravity and the friction of tides, is the earth's rotation speeding upor slowing down? ____________________________

8. We can't see the moon at night when it is between the sun and Earth. We call this phase the __________________ moon.

9. In 10 million years, the moon will have moved so far away it will no longer affect _____________ .

10. In the distant future, the Earth's _______________________ and the moon's orbit will synchro-nize, and the pair will face each other until they cease to exist.



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Discussion Questions

Directions: Answer the following questions as directed by your teacher.

1. What did the program mean by the moon and Earth have been dancing together for years?

2. What are some theories discussed in the program on how the moon was formed?

3. What has created the unique crust of the moon?

4. How is Earth's crust different from the moon's crust?

5. What are some causes for the changing of Earth's surface?

6. Why does the moon affect Earth's ocean tides?

7. How do you think scientists figured out that the moon had this effect on Earth?

8. Explain an ocean tide.

9. How is the moon's rotation different from Earth's?

10. What is the effect of this difference in rotation speed?

11. How has Earth's gravity affected the moon?

12. Explain the phases of the moon.

13. What is a lunar eclipse?

14. Has anyone ever witnessed an eclipse? Please explain your experience.

15. Why will the moon no longer affect tides one day?

4Name __________________



Cloze Activity: Positions Of The Moon And Earth

Directions: Choose the correct word from the word box to complete the paragraph below.

One of the moon's most noticeable affects on Earth are ocean (1.) ________. Tides are the regular

rise and fall of the (2.) ______________ level. The moon creates tides through the pull of its (3.)

____________________ . This pull is not enough to affect Earth's crust, but it is enough to cause a

distinct bulge in the ocean. The high-tide ocean bulge always stays with the moon as the moon trav-

els around (4.)___________________ , about once a (5.) ________.

We also see a second bulge on the backside of Earth, which creates a second high-tide for the day.

The time at which high-tides occur changes slightly each day. As Earth spins, the moon moves in its

(6.) ____________________ around Earth. By the time Earth rotates around its axis (7.) _________

hours later, the moon has moved ahead. As Earth spins around quickly, friction between the earth and

(8.) _________________ push the water ahead of the (9.) _________________ a bit. Over long peri-

ods, this friction and timing difference between the earth's rapid (10.)__________________ and the

moon's slow orbit affects both the moon and Earth. Astronomers calculate that every century, because

of the moon's pull, Earth's rotation takes about 1/500th of a second longer. A billion years ago, a day

on Earth was only 19 hours instead of 24 hours. In another billion years, a day will last (11.) ________

hours. Will you be around to see this effect?



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gravity rotation ocean’s thirty

Earth orbit moon tides

month twenty-four water

Phases of the Moon

Directions: Draw the four phases of the moon. Use additional materials if needed. Here are somevocabulary words that may help you.

waxing, waning, new moon, full moon, terminator

LABEL your illustration.

6Name __________________



How Are Tides Created?

The moon has a special effect on Earth and our ocean's tides. With your partner, come up with thebest explanation of how tides are created. Here are some vocabulary words that should be includedin your explanation.

moon Earth gravity tide ocean rotation orbit

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Eclipse Graphic Organizer

Directions: Fill in the graphic organizer below. Use your scientific mind to fill in each area.

8Name __________________



Definition

Full eclipse

Use the word in a sentence.

Partial eclipse



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Post-Test

Directions: Answer the following questions by circling the correct answer. Remember to double-check your work for accuracy after you have completed the test. Do your best!

1. Which answer is a scientific theory of how the moon formed?A. It was created after the Earth was created.B. The moon was created from part of the Earth that was knocked off by another planet.C. The moon was once a planet that was pulled in by Earth's gravity.D. It was formed two billion years ago.

2. What created the moon's surface?A. asteroidsB. Other planets hitting it.C. meteoritesD. Earth colliding with it a long time ago.

3. The moon's surface has hardly changed over the past 3 billion years? A. TrueB. False

4. What is the moon's most noticeable affect on Earth?A. EclipsesB. TidesC. Phases of the moonD. None of the above

5. Earth spins more quickly on its axis than the moon does on its axis?A. TrueB. False

6. Earth's gravity has affected the moon in which way? A. Created the surface of the moon.B. Pulled the moon into a synchronized orbit.C. Creates eclipses.D. Created the Maria.

7. Which one is not a phase of the moon?A. New moonB. WaxingC. WaningD. Old moon

8. The moon is slowly moving away from Earth?A. TrueB. False

9. How does an eclipse occur?A. From the gravitational pull of Earth.B. When a volcano erupts on the moon.C. When the moon passes in front of the sun and casts a shadow on Earth.

10. What force causes tides?A. The Earth's gravitational pull.B. The sun's gravitational pull.C. The moon's gravitational pull.

Documents

MOON DANCE - PBworks