5.
Try to observe the moon at the same spot at the same time. You may find you have to change location or time during this long period of observation.
:
Record questions that come to your mind. You will be given opportunities in class to discuss your findings and your questions. Distinguish between those questions that can be answered through direct observations and those that cannot.
Classroom Moon Phase Simulation After the students have collected data for 1-4 weeks, this classroom activity can be given to them that illustrates moon phase changes.
Learning Competencies The learners should be able to: •
understand moon phase using the earth as a point of reference;
•
observe the positions of the earth, moon, and sun during each phase;
•
compare learning moon phases by direct observations and by using a model.
and
Grade Level: •
Upper grades
Materials: •
Meter stick or yardstick
•
Styrofoam ball (25-30 cm/10-12 inches in circumference)
•
Popsicle stick
•
Masking tape
•
Light bulb (150-250 watts) and bulb socket without a shade
Instructions: 1.
Push one end of the Popsicle stick into the Styrofoam ball. The Styrofoamball represents the moon.
2.
Tape the other end of the Popsicle stick to one end of the meter stickso that the Popsicle stick is perpendicular to the meter stick.
3.
After turning off the overhead lights and making the room as dark as possible, the instructor will turn on the light bulb and hold it above his or her head. The light bulb represents the sun.
UNIT III: INSTRUCTIONAL STRATEGIES FOR SCIENCE
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