TEKS Addressed: 8.2A, 8.2C, 8.2D, 8.2E, 8.3A, 8.3B, 8.3C, 8.3D, 8.4A, 8.7A, 8.7B, 8.7C

Introduction

This unit bundles Student Expectations that address the interactions of the Sun, Earth, and Moon system.

Prior to this Unit

• Grade 3

  • 3.8C – Construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions.

• Grade 4

  • 4.8C – Collect and analyze data to identify sequences and predict patterns of change in shadows, seasons, and the observable appearance of the Moon over time.

• Grade 5

  • 5.8C – Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky.

• Grade 6

  • 6.11A – Describe the physical properties, locations, and movements of the Sun, planets, moons, meteors, asteroids, and comets.

  • 6.11B – Understand that gravity is the force that governs the motion of our solar system.

During this Unit

This unit bundles Student Expectations that address the interactions of the Sun, Earth, and Moon system. Students use scientific practices and a variety of tools to investigate, model, and illustrate how the rotation of the Earth causes day and night and the Earth’s tilt and revolution causes changes in seasons. They demonstrate and predict the sequence of events in the lunar cycle in relationship to the positions of the Earth and Moon relative to the Sun, in addition to relating the positions of the Moon and Sun to their effect on ocean tides. Students develop the understanding that some cycles, such as day and night and phases of the Moon, are evident only by viewing them from Earth. Manipulating models enables students to correct misconceptions about these cycles. Additionally, students communicate and discuss their observations and record and organize data in their notebooks. Furthermore, students analyze and interpret information to construct reasonable explanations based on evidence from their investigations and communicate valid conclusions (supported by collected data). Students continue to demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards and consider environmentally appropriate and ethical practices with resources during investigations.

After this Unit

In a subsequent unit, students will describe components of the universe and identify how different wavelengths of the electromagnetic spectrum are used to gain information about components in the universe. They will also research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.

Additional Notes

STAAR Note

The Grade 8 Science STAAR will directly assess Student Expectations in the following Reporting Categories:

• Reporting Category 3: Earth and Space

  • 8.7A – Readiness Standard

  • 8.7B – Readiness Standard

  • 8.7C – Supporting Standard

Research

The cause of the seasons is a subtle combination of global and orbital geometry and of the effects of radiation at different angles. Students can learn part of the story at this grade level, but a complete picture cannot be expected until later.

“By the end of 8th grade, students should know that:

• The moon's orbit around the Earth once in about 28 days changes what part of the moon is lighted by the Sun and how much of that part can be seen from the earth- the phases of the Moon. 4B/M6*…

• Some scientific knowledge is very old and yet is still applicable today. 1A/M3”

American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online/index.php?chapter=4#B3.