The Moon is really just one size The light grows larger every dayThe moon intrigues us with its lightOverview of the Moon ProjectOrganization of the Moon ProjectPart of ProjectSpecific Requirements Described on Pages…Observations and GraphsMP–11 through MP–19Teaching of the LessonMP–21 through MP–23Teacher’s GuideMP–25 through MP–31EvaluationsMP–33 through MP–35General Formatting Requirements for the Moon Project• Submit your moon project in a thin 3-ring binder.Description of Topic #2: Angle of Tilt of the MoonDescription of Topic #3: Length of the Moon “Day”Instructions for All Topics (See also instructions for your specific topic)Specific Instructions for Topic #2: Angle of Tilt of the MoonObservations to Make:Specific Instructions for Topic #3: Length of the Moon “Day”General Expectations for the Design of the LessonStudent HandoutTogether with your team mates, prepare professional-quality handouts for the students. Make enough copies for every student in the class. This student handout should have the same format as the lab activities in your course packet. Include ALL of the following sections (in this order):Teaching the LessonExample Teacher’s GuideBackground InformationTime ManagementEvaluations by ClassmatesEvaluation by Lab InstructorYour EvaluationTeam Member EvaluationsExample of a Teacher’s Evaluation of Her Own LessonDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateAdditional ObservationsDateThe Moon Project: Introduction© 2008 Ann Bykerk-Kauffman, Dept. of Geological and Environmental Sciences, California State University, Chico*The Moon by Mary Barrett1The Moon is really just one size The light grows larger every dayIt always stays the same, Exactly as it ought'er,But here on Earth before our eyes, But logic tells us we must sayWe see it wax and wane. What looks like half is quarter.The new moon we don't see at all, And then there's gibbous on its wayBut then there is a sliver, To full, the brightest face,The crescent moon is what we call Then swiftly it begins to waneThis slice that makes us quiver. 'Til gone without a trace.These changes happen every night;Each month we see each phaseThe moon intrigues us with its lightIt truly does amaze.Dear God, It is great the way you always get the stars in the right place. Why can't you do that with the moon? Jeff (a young child) Point Value: The Moon Project is worth 150 points. Purpose: This assignment is designed to give you the opportunity to…• become intimately familiar with the various changes that the moon goes through each month and season.• conduct a genuine scientific research project: to make systematic accurate observations and touse those observations to derive scientific conclusions WITHOUT “looking it up” somewhere.• design and teach a lesson that guides others to discover scientific concepts for themselves.• write a detailed teacher’s guide to show others how to teach about a particular science topic.1 Mary Barrett is a school teacher in Berkeley, CA. This poem appeared in the Fall/Winter 1999 GEMS Network News. If you plan to teach elementary or junior high school, you absolutely need to know about GEMS (Great Explorations in Math and Science). They publish wonderful K–8 teacher’s guides in math and science. Check them out at http://www.lhs.berkeley.edu/gems/gems.html.* Supported by NSF Grant #9455371. Permission is granted to reproduce this document for classroom use, provided the author is informed (write her at [email protected]). Copies may not be sold for profit. MP–1MP–2 The Moon Project: IntroductionOverview of the Moon ProjectYou will be assigned to one of four topics (see pages MP–3 through MP–8 for detailed descriptions of the topics). Twenty times over three months, you will observe the moon and stars asappropriate for your topic. Then, as part of a team that consists of all of the students in your lab section assigned to your topic, you will use your observations and the scientific method to come to a scientific conclusion about the motions of the moon and Earth. You and your team will then design and teach a 45-minute lesson on your topic to the rest of the lab class. Note that this is a group project, in part, but every member of the team must be actively involved and responsible. Every team member must fully understand the concepts. Every team member must play a vital role in the scientific discovery process and in the planning and teaching ofthe lesson. Most important, you will be individually responsible for all of your moon observations and for the graphs for your topic.Organization of the Moon ProjectPart of Project Specific Requirements Described on Pages…Observations and Graphs MP–11 through MP–19Teaching of the Lesson MP–21 through MP–23Teacher’s Guide MP–25 through MP–31Evaluations MP–33 through MP–35General Formatting Requirements for the Moon Project• Submit your moon project in a thin 3-ring binder.• Place the Grading Sheet (page MP–9 of this course packet) at the very beginning of your binder.• Place all parts of the moon project (except for the team member evaluations2) in the binder in the exact order listed on the Grading Sheet.• Use tabs to subdivide and label each of the three main parts of your moon project. • Use bold headings to mark the beginning of each subdivision within the three main parts of your moon project.• Put a page number on each page.• All text must be typed. Hand-drawn diagrams and graphs are, however, perfectly acceptable, as are hand-written data entries and completed evaluation forms.2 Please hand in the team member evaluations separately in sealed envelopes. These are for the instructor’s eyes only.The Moon Project: Introduction MP–3Description of Topic #1: Moon Rise and SetQuestions to Answer: 1. We all know that the sun rises in the east and sets in the west. But what does the moon do? Does it rise in the east and set in the west (like the sun does)? Or, since we know that the moonrevolves around