Objective: 

Students will develop a physical model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses, and seasons, using manipulatives to represent data in multiple ways.

Materials Needed: 

• Styrofoam balls (to represent Earth and the moon)

• A lamp (to represent the sun)

• Skewers

• Markers

• Large paper

• Rulers

• Protractors

Steps:

• Introduction: 

  • Begin by reviewing the Earth-sun-moon system, highlighting the concepts of lunar phases, eclipses, and seasons. 

  • Ask students, "How do the positions of the Earth, moon, and sun affect what we observe in the sky?" 

  • Explain that today, they will develop a physical model to represent these relationships and describe the cyclic patterns.

• Group Activity: 

  • In small groups, students will create a model of the Earth-sun-moon system. The lamp will represent the sun, the large Styrofoam ball the Earth, and the smaller ball the moon. 

  • Using skewers, students will position the moon around the Earth and simulate different lunar phases by observing how the light from the lamp (sun) illuminates different portions of the moon. 

  • Students will also simulate solar and lunar eclipses by positioning the moon and Earth in a straight line with the lamp. 

  • Finally, they will tilt the Earth’s axis and rotate it around the lamp to model the seasons.

• Discussion: 

  • After completing the activity, students will present their models and explain how the positions of the Earth, moon, and sun produce the patterns of lunar phases, eclipses, and seasons. 

  • Lead a discussion on how this physical model helps represent abstract concepts and connect it to how computers represent complex data (e.g., solar system data) in multiple ways, such as through simulations, graphs, or visual models.

Equity and Access: 

Provide pre-built models for students who need extra support, and pair students with varying strengths in spatial reasoning to encourage collaboration.

Real-World Application: 

Relate this activity to how astronomers use models and simulations to predict eclipses, moon phases, and seasonal changes, connecting it to how computers handle large sets of astronomical data.

CS Practice(s):

• Developing and Using Abstractions: The physical model helps students abstract and understand the complex relationships between celestial bodies, much like how computational models simplify complex systems.

Standard(s):

• CA NGSS MS-ESS1-1

• CA CS 6-8.DA.8

Objective: 

Students will use robots to simulate the role of gravity in the motions of celestial bodies, developing and testing computational models to understand how gravity controls the motion within the solar system and galaxies.

Materials Needed: 

• Robots (such as Sphero or LEGO Mindstorms)

• Tablets or computers with programming software

• Rulers

• Markers

• Large circular track (tape or chalk),

Steps:

• Introduction: 

  • Students review the concept of gravity and its role in controlling the motion of celestial bodies in the solar system and galaxies. 

  • Ask, "How does gravity keep planets in orbit around the sun?" 

  • Explain that today, students will use robots to model the effects of gravity on orbital motion.

• Coding Activity: 

  • Students will work in pairs to program robots to simulate the orbital motion of planets around a central object (the sun). 

  • Using coding software, students will adjust variables such as speed and direction to mimic how gravity controls planetary motion. 

  • They will program their robots to follow elliptical orbits around a central point marked on the ground (representing the sun). 

  • As students run their programs, they will observe how changing the speed or direction of the robot (representing gravitational pull) affects its orbit.

• Testing and Refining: 

  • After the initial tests, students will refine their programs by adjusting variables to achieve stable orbits. 

  • They will observe how different speeds lead to different types of orbits (circular vs. elliptical). 

  • Students will analyze their results, discussing how the robot’s behavior mimics the role of gravity in the solar system.

• Discussion: 

  • Once all groups have successfully completed their simulations, students will share how their robot’s motion was affected by changing variables. 

  • Lead a discussion on how computational models (like the robot simulation) can help scientists understand and predict the behavior of real-world systems, such as planetary orbits.

Equity and Access: 

Provide pre-built programs for students who need additional help and pair students with varying levels of coding experience to encourage peer learning.

Real-World Application: 

Connect the activity to how space agencies use computer simulations to model the motion of celestial bodies, predicting satellite orbits or planning space missions.

CS Practice(s):

• Testing and Refining Computational Artifacts: Students program and test their robots to model gravity’s effect on orbital motion, refining their code to achieve realistic simulations.

• Recognizing and Defining Computational Problems: Students identify problems in their robot’s orbit simulations and adjust variables to refine their models, learning to solve complex computational problems.

Standard(s):

• CA NGSS MS-ESS1-2

• CA CS 6-8.DA.9