How Are Moon Phases and Tides Related?: A Graphical Model
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Total Duration:
61 to 90 Minutes
Materials and Resources:
Calculator
Pencil
Ruler
Graph paper
Notebook paper
Colored pencils
Technology Resources Needed:
Student digital device-laptop/tablet (if available)
The teacher and students should understand that while currents, tides, and waves are related, there are key differences between these natural oceanic occurrences. Currents are large bodies of water that move in a specific direction within the ocean. Currents are mainly caused by differences in the density of ocean water. Tides are the regular rise and fall of ocean water, caused by the effect of gravity from the sun and moon. Waves are movements of the ocean surface, usually caused by the wind.
In addition, students should be able to recognize and identify moon phases, as well as the positions of the Earth, moon, and sun during each phase. Students should also have experience in creating a line graph based on a data table.
Quick Write: After viewing this video, give students two minutes to write an answer to this question: What do you think caused the water levels to change so much in this location over one day?
The teacher should ask several students to share their explanations.
During Strategy/Explore & Explain: 60 minutes
Students will need the "Tidal Pattern Data Table" handout.
Students will go to this website http://tidesandcurrents.noaa.gov/tide_predictions.html. Students can choose the state and specific location they would like to gather data from, or the teacher can specify a particular location. On the website, on the right side of the page, under “Published Tide Tables Formats”, students will click “Annual PDF”. Then students will scroll down to the second page of the PDF and use that information to complete their data table.
Students will complete the data table as instructed on the "Tidal Pattern Data Table" handout. The teacher may model the completion of the data table for students.
After completing the data table, students will analyze their data by making a line graph to represent the tidal patterns over the year. The students will need graph paper for this portion of the lesson. The students will develop a title for their graph, then label the y-axis "Tidal Range" and the x-axis "Date". Students will choose one color to plot the points of the quarter moon phases, and another color to plot the points of the new and full moon phases. Students should include a key on their graph to show what each color represents.
Note: Depending on the students' abilities and experience in creating line graphs, the teacher may want to specify the graph intervals. Alternatively, the teacher could provide a graph pre-labeled with appropriate intervals.
After Strategy/Explain & Extend: 20 minutes
After completing their graph, students will answer the questions on the "Tidal Pattern Reflection Questions" handout. This handout will require students to analyze their graph and explain how the tidal patterns relate to the moon phases.
Assessment Strategies
The teacher will informally assess students as they complete the data table and line graph to ensure students are recording and graphing information correctly.
The teacher will formally assess students during the After Strategy as students complete the "Tidal Pattern Reflection Questions" handout. The teacher can count this assessment as a course grade or use this reflection handout to facilitate a class discussion on the implications of the graph.
Acceleration:
Students who meet the Primary Learning Objective can use their completed "Tidal Pattern Data Table" to create a virtual graph using the following website: "Create A Graph". Students can compare their virtual graph to their paper graph by answering the following question: What are the advantages and limitations of each graphical representation?
Intervention:
Students who struggle with the graphing portion of this lesson may be partnered with a student who excels in math in order to receive support as they create the graph. The teacher should also provide support as these students work to complete the graphic portion of this lesson. The teacher could provide a completed data table for struggling students. In addition, rather than requiring the student to create the entire graph, the teacher could provide a graph with the axes and intervals already labeled.
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.