OUT OF THIS WORLD!

Learning Targets

“I Can…”

• Illustrate the phases of the moon for one month
• Describe how the phases of the moon change over the duration of one month

Essential Questions

• How do phases of the moon depend on relative positions of the sun, moon and earth?
• How can drawing be used to better understand the phases of the moon?

Content Vocabulary

• Phase
• Cycle
• Orbit
• Waxing
• Waning
• Gravity
• Tides
• Full moon
• Quarter moon
• Crescent
• Illuminate
• Fractions
• Data collection

Arts Vocabulary

• Line: An element of art which refers to the continuous mark made on some surface by a moving point. It may be two dimensional, like a pencil mark on a paper or it may be three dimensional (wire) or implied (the edge of a shape or form) often it is a outline, contour or silhouette.
• Shape: An enclosed space defined by other elements of art. (Shapes may take on the appearance 2 or 3 objects).
• Form: An element of art that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms).
• Sphere: A round solid figure, or its surface, with every point on its surface equidistant from its center.
• Value: This describes the lightness or darkness of a color. Value is needed to express volume.
• Drawing: A picture or diagram made with a pencil, pen, or crayon rather than paint, especially one drawn in monochrome.
• Illustration: A picture illustrating a book, newspaper, etc.
• Bookbinding: The process of physically assembling a book from an ordered stack of paper sheets that are folded together into sections or sometimes left as a stack of individual sheets. The stack is then bound together along one edge by either sewing with thread through the folds or by a layer of flexible adhesive.

Technology Integration

• https://www.youtube.com/watch?v=AQ5vty8f9Xc

Materials

• Calendar for data collection; Art pencils H, 2b, 4b, 6b; 1 rubberband per student; hole punch; five pieces of copy paper per student; 1 sheet of cardstock per student; 1 pencil or bamboo skewer per student

Activating Strategy (5-10 min)

Share PBS moon phase video with class https://www.youtube.com/watch?v=AQ5vty8f9Xc. Introduce Sketching pencils. Allow students to experiment with the 4 different pencils. Discuss how the pencils are different. Create a value scale sketch demonstrating the value range of the 4 pencils.

• Each student will be given a calendar to record moon phase observations for one month.
• Each student will create a field journal.
• They will use this journal and their recordings on their calendar to create illustrations depicting the phases of the moon, adding a written description.

Main Activity

PROCESS: In this project each student will be given a calendar to record moon phase observations for one month. Each student will create a field journal. They will use this journal and their recordings on their calendar to create illustrations depicting the phases of the moon, adding a written description.

Part 1:

• Distribute the moon phase calendar and discuss the process of data collection over the course of a month.

Part 2:

• Create a field journal by introducing this simple book binding technique. (Books may be pre assembled due to time constraints if necessary.)
• Materials Needed: 8 ½ x 11 copy paper (4 sheets), 8 ½ x 11 cardstock (1 piece), rubber band, Pencil or bamboo skewer
• Tools: scissors, hole punch
• Fold copy paper and cardstock in half horizontally.
• Stack your folded paper, sandwiching the text paper in between the cardstock creating a book.
• Punch two holes along the spine of the book – approximately 1/2 inch from the spine edge and 1 inch from the top and bottom (this can vary but making the holes too close to the edges puts them at risk to rip out)
• Thread the rubber band through the holes and capture the pencil or skewer – this will hold the cover and pages together.
• Now you have created a field journal!

Part 3:

• Facilitate a whole group discussion sharing the completed data on the calendars. Highlight the eight phases of the moon and explain the process of illustrating the field journal using the 4 sketching pencils. Explain the difference between the quick sketches collected on the calendars and the illustrations. Explain the difference between a circle (shape) and a sphere (form).

Part 4:

• Allow students to complete their field journals illustrating the 8 phases of the moon using their knowledge of form and value along with data collected from the direct observations recorded on their calendars.

Reflection Questions

• How did you use your knowledge of form and value along with data collected from the direct observations to complete the illustrations in your field journal?
• How do the phases of the moon correlate with the relative position and motion of the earth in the solar system?

Differentiation

Accelerated:

• These students could research how the moon would look in the different hemispheres (northern vs. southern) and could sketch the moon as it would look in the southern hemisphere.

These students could also compose a musical selection using found sounds that represent the phases of the moon. The sound’s pitch should reflect the size of the moon – such as a full moon would be represented by a deep low sound (like a tuba or bass drum) and a new moon should be represented by a high pitched sound (like a piccolo). Remedial/EL Students:

• Assist students with vocabulary and sketching by conferencing often throughout the project.

Appendix (See Downloads)

• Documenting Phases of the Moon Rubric

Credits

U.S. Department of Education Arts in Education--Model Development and Dissemination Grants Program Cherokee County (GA) School District and ArtsNow, Inc. Ideas contributed and edited by: Pam Lehman, Lisa McEachern, Cheryl McFarland, Shannon Green, Jessica Espinoza

Learning Targets

“I Can…”

• Design and construct a stabile model of the Sun, Moon and Earth
• Explain the day and night cycle of the earth using the stabile model
• Write a detailed description of the day to night cycle

Essential Questions

• How can a stabile model the relationship between Earth and its moon?
• What is the cyclical process that results in day and night?

Content Vocabulary

• Planet
• Solar system
• Crater
• Axis
• Rotation
• Orbit
• Revolution
• Satellite
• Tide
• Phase
• Telescope
• Astronaut
• Cycle
• Proportion
• Scale
• Rates of change
• Orientation
• Scale Model
• Informational text
• Topic sentence
• Main idea
• Key details
• Support
• Site example
• Summary
• Cause/effect

Arts Vocabulary

• Stabile: a freestanding abstract sculpture or structure, typically of wire or sheet metal, in the style of a mobile but rigid and stationary
• Sculpture in the round: a three-dimensional art piece that is freestanding and is meant to be viewed from all sides
• Balance: refers to the ways in which the elements of visual art (lines, shapes, colors, textures, etc.) of a piece are arranged
• Aluminum armature wire: heavy, dark aluminium wire which is stiff, but can be bent and twisted into shape without much difficulty
• Primary colors: any of a group of colors from which all other colors can be obtained by mixing. Primary colors consist of red, yellow, and blue
• Color mixing: mixing together a number of colors to create new colors or shades
• Shade/tint: the darkness or coolness of a color

Technology Integration

• www.eyes.nasa.gov
• www.howstuffworks.com
• www.visuallearningsys.com

Materials

• 12 gauge armature wire, 3 sizes of Styrofoam balls, foam brushes, Tempera paint (primary colors and black and white), matchbox car

Activating Strategy (5-10 min)

Introduce the work of Alexander Calder using this site: http://the189.com/sculpture/mobiles-stabiles-and-sculptur

Teacher can show an example of a completed Stabile using this site: https://www.brainpop.com/science/space/moon/

Main Activity

PROCESS: In this project each student will be given a calendar to record moon phase observations for one month. Each student will create a field journal. They will use this journal and their recordings on their calendar to create illustrations depicting the phases of the moon, adding a written description.

Part 1:

• Facilitate a whole group discussion of how day and night happen.
• Discuss the relationship between the Earth, Moon and Sun including relative proportion, size and distance.
• Discuss scale models and use a matchbox car as an example because it is 1/64 the size of the real car it represents (real world example). Explain that this is why the 3 Styrofoam balls need to be different sizes. Ask which ball would represent each element.
• Discuss the process of creating a model out of armature wire and styrofoam balls.
• Discuss the role of color in the sculpture and review color mixing.

Part 2:

• Students will build the three dimensional stabile of the Earth, Moon and Sun using wire, paint and Styrofoam balls.
• Determine which ball will represent each element.
• Paint each ball to represent the Sun, Moon and Earth making thoughtful color choices and allow to fully dry.
• Build the structure using the armature wire adding the Styrofoam balls to represent the relationship between the elements.

Part 3:

• Students will complete informational writing piece answering the following question: Should the Sun cease to exist, what is your predicted outcome for the Earth and the Moon?

Reflection Questions

• How did this project help you understand the relationship between Earth and the Moon?
• What was most challenging about creating your stabile?
• If you could do this project again, what would you do differently?
• Does your writing demonstrate understanding of the day/night cycle? (Conduct a peer review of each other’s writing before asking this question.)

Differentiation

Accelerated:

• These students could create a virtual stabile for the Earth, Sun, Moon and the eight phases of the moon. Students can use Prezi to create the virtual model. With each segment students must write an explanation of each process. Students will then present their Prezi’s in class. A three-point rubric will be used to assess the presentation.
• These students could write a script that could be used by a tour guide of an exhibit that demonstrates the day and night cycle caused by the revolution of the Earth around the sun. The script should include statements referencing the stabile that was created for class addressing the standards.
• These students could write a song that describes the movement of the Moon, Sun, and Earth. The pitch of the music could change relative to the size of the object (for example – the Sun is the largest, so it would be represented by the lowest pitch since bigger instruments make lower sounds).
• These students could research how the days would be different on different planets in the solar system (longer/shorter) and write an informational essay to compare and contrast the day/night cycle of Earth vs. another planet.

Remedial/EL Students:

• These students will create a stabile using the provided materials. However, with teacher assistance, students will work in a group to complete a Circle Map discussing Rotation.

Additional Resources

• Prezi (accelerated accommodation)
• Alexander Calder Presentation: https://the189.com/sculpture/mobiles-stabiles-and-sculptures-by-alexander-calder/

Appendix (See Downloads)

• Making a Stabile of the Moon, Sun and Earth Rubric

Credits

U.S. Department of Education Arts in Education--Model Development and Dissemination Grants Program Cherokee County (GA) School District and ArtsNow, Inc. Ideas contributed and edited by: Pam Lehman, Lisa McEachern, Cheryl McFarland, Shannon Green, Jessica Espinoza

Learning Targets

“I Can…”

• Create a script that models how the tilt and rotation of Earth affect our seasonal changes
• Become a character in a play about seasons
• Create dialogue that personifies the Earth, Sun, and four seasons
• Describe how the rotation and tilt of the earth affect seasons

Essential Questions

• How can we use theatre to depict the Earth’s tilt and rotation and how they impact seasonal changes?
• What is the relative effect of the Earth’s gravitational pull and the Sun’s virtual position in regards to our seasonal changes?

Content Vocabulary

• Cycle
• motion orbit
• Rotate
• Revolve
• Position
• Traits
• Temperature
• Order
• Rates of change
• Angle (axis angle)
• Properties (of a season)
• Orientation
• Informational text
• Topic sentence
• Main idea
• Key details
• Summary
• Cause/effect

Arts Vocabulary

• Locomotor: movement that travels through space; examples of locomotor movements: walk, skip, jog, leap, slide, run, hop, gallop, glide
• Nonlocomotor: stationary movement that does not travel through space; examples of non-locomotor movements: float, melt, push, reach, kick, pull, bend, sink, turn, wiggle, rise, swing, burst, twist, flick, dab, slash, punch
• Soundscaping: sound effects
• Tempo: the speed of the beat
• Dynamics: refers to loud and soft sounds; volume
• Pianissimo: very quiet
• Piano: quiet
• Mezzo piano: medium quiet
• Mezzo forte: medium loud
• Forte: loud
• Fortissimo: very loud
• Crescendo: gradually get louder
• Decrescendo: gradually get quieter
• Largo: very slow and broad
• Adagio: slowly
• Andante: walking speed
• Moderato: medium speed
• Adagio: fast
• Presto: very fast
• Vivace: very, very fast
• Ritardando: gradually slow down

Technology Integration

• Consider encouraging students to select a playlist for underscoring their dramatization. Direct them to consider how the music may change for each season. The process of selecting a playlist can be done using various music apps.

Activating Strategy (5-10 min)

• Facilitate a class discussion about how the seasons change. Fold a piece of paper in fours and create a storyboard that shows how where we live on Earth is impacted in each season based on our proximity to the Sun.

Main Activity

Part 1: Warm-up Our Bodies and Voices

• Review the elements of drama, (body language, facial expression, locomotor and non-locomotor movement) and how to use sound for effect (called “soundscaping”). Groups will be given time to experiment these expressions. The teacher can give groups topic ideas for their practice:
• Example 1: Happiness at a home run hit during a ballgame. How is this expressed by each character in the event: the batter, the people in the stands, the coach?
• Example 2: Your dog ate your favorite pair of sneakers. Now you have no shoes to go outside and play. How would you show me with your body that you are angry or frustrated?
• Students work in groups experimenting with how to use drama to explain the cause/effect relationship of the earth rotating around Sun. Guide a discussion with the class so that the students understand that the Sun would use non-locomotor movement, the Earth would use locomotor motion to rotate and revolve around the sun. Students need to consider how they might represent the Earth’s tilt on its axis. Other features they might include characters representing the weather, or characters choosing particular clothing to express the weather during these seasons.

Part 2: Creating a Script

• Place students in small groups of 3-5 students.
• Students work together to create a script for their Season Play. The play should consist of various characters: Sun, Earth, a person/place on Earth, and seasonal changes (snow, wind, etc.)
• Using the rubric as guidance, students will theatrically represent the seasons conceptually in this dramatization by using the literary device personification.

Part 3: Performing the Season Play

• After each presentation, the class will discuss how the presentation represented how seasons change. They may also include peer feedback, such as adding more specific movement, facial expressions, sounds, etc., to help the presentation be more effective.

Reflection Questions

• What might you say about your character’s experience through the four seasons? (Include where you are in position to the sun, and how you feel.)
• What adjectives might you use when you are personifying the Earth during a particular season?
• What colors/types of music would help with the personification?

Differentiation

Accelerated:

• These students could write a compare/contrast paragraph about how the seasons would be different and the same in the southern hemisphere.

Remedial/EL Students:

• Consider doing the playwriting with a guided small group to help with connecting the science concept to the storytelling of the dramatization.

Additional Resources

• www.howstufworks.com
• www.visuallearningsys.com

Appendix (See Downloads)

• Seasons Rubric

Credits

U.S. Department of Education Arts in Education--Model Development and Dissemination Grants Program Cherokee County (GA) School District and ArtsNow, Inc. Ideas contributed and edited by: Pam Lehman, Lisa McEachern, Cheryl McFarland, Susie Spear Purcell, Jessica Espinoza