Earth, Moon, And Sun Coherence Flowchart

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Earth, Moon, and Sun Coherence FlowchartThe storyline of the unitIn each Amplify Science unit, students figure outa phenomenon by asking questions, gatheringevidence, and coming up with an explanation of howthe phenomenon works. The Coherence Flowchartvisually represents the storyline of the unit, showingthe coherent flow of questions, evidence, and ideas thatsupport students as they build complex explanationsof the unit’s anchor phenomenon. The CoherenceFlowchart on the following pages (one chapter perpage) can be used to see the connections betweenthe questions that drive students’ experiences, theevidence they gather, the ideas they figure out, and thenew questions that those ideas generate. The diagramto the right explains the structure of a chapter in theCoherence Flowchart.Typical structure of one chapter in a Coherence FlowchartUnit TitleThe problem students work to solveChapter QuestionFirst investigation question in the chapterSecond investigation question in the chapterEvidence sources andreflection opportunitiesEvidence sources andreflection opportunitiesNote: The Coherence Flowchart is a tool for teachers and is notmeant to be distributed to students.Key conceptsKey conceptsTextApplying back to the problemThe explanation that students can make to answer the chapter question.Instruction is framed by questions about the unit’s anchor phenomenon and the related problem students are solving. ChapterQuestions then guide students in figuring out the phenomenon, piece by piece. Within each chapter, Investigation Questions focusstudents on a manageable piece of content that will help them figure out the Chapter Question. Each question motivates activities,and each activity provides specific evidence related to the Investigation Question. Students synthesize the understanding constructedover multiple activities, and this understanding is formalized through key concepts. Often a key concept leads students to an additionalInvestigation Question students need to pursue to answer the Chapter Question. At the end of the chapter, students’ new understandingis applied back to the unit’s anchor phenomenon and leads students to a new Chapter Question or a final explanation. 2018 The Regents of the University of California. All rights reserved.

Earth, Moon, and Sun: An Astrophotographer’s ChallengeThe problem studentswork to solveChapter 1 QuestionInvestigation QuestionEvidence sources andreflection opportunitiesHow can an astrophotographer plan for the best times to take photos of specific features on the Moon?Why is there a border between light and dark on the Moon?Where does the Moon get its light? (1.2)Why is part of the Moon dark? (1.3, 1.4) Use the Sim to investigate where the moon gets itslight (1.2) Key concepts The Moon does not make its own light; the sunilluminates the Moon. (1.2) Application of keyconcepts to the problemExplanation thatstudents can make toanswer the Chapter 1Question Use a moon sphere model to observe light and dark onthe Moon (1.3)Gather evidence in the Sim to explain why part of themoon is dark. (1.4)Use the Modeling Tool to show light and dark on theMoon. (1.4)When a model is “to scale,” object sizes and distancesare larger or smaller than in the real world but the samerelative to one another. Some models need to be “notto scale” to be useful. (1.3)The sun illuminates the half of the Moon that is facingit, and the other half is dark. (1.4)Light from the sun travels in straight lines. (1.4)Discuss if the astrophotographer can take pictures of the three moon features on any night or on some nights. (1.4)There is a border between light and dark on the Moon because the Moon always has a light part and a dark part. This is because thesun illuminates the half of the moon that is facing the sun but not the half that is facing away from the sun. The half that is facingaway from the sun is dark because outer space is dark and the Moon does not make its own light. 2018 The Regents of the University of California

Earth, Moon, and Sun: An Astrophotographer’s ChallengeThe problem studentswork to solveChapter 2 QuestionInvestigation QuestionEvidence sources andreflection opportunitiesHow can an astrophotographer plan for the best times to take photos of specific features on the Moon?Why does the border between light and dark on the Moon change location?If half of the Moon is always illuminated, why does itsappearance from Earth change (2.1, 2.2, 2.3) Key conceptsFrom Earth we can only see the half of the Moon that isfacing us. (2.3)Because the Moon moves to different positions aroundEarth, we see different amounts of the illuminated half ofthe Moon. This is why we see different phases of theMoon. (2.3) Application of keyconcepts to the problemExplanation thatstudents can make toanswer the Chapter 2QuestionRead “Phases of the Moon” (2.1)Use the Moon sphere model to gather evidence about whythe Moon’s appearance from Earth changes (2.2)Revisit “Phases of the Moon” (2.2)Predict and observe the Moon at different positions using theSim (2.3)Use the Modeling Tool to show how the Moon is illuminated atdifferent times. How can we predict how the Moon will change appearancefrom day to day? (2.4) Observe how the Moon’s phases change with its orbitusing the Moon sphere model (2.4)Write and share about patterns in the changes to theappearance of the Moon.Use the Modeling Tool to show the order of the phasesand positions of the moon. (2.4)Use a model to show the pattern in the phases of theMoon. (2.5)There is a pattern to the position of the Moon becausethe Moon orbits around Earth. (2.4)It takes about one month for the Moon to orbit Earth, soit takes about one month to see the full pattern of moonphases. This pattern repeats with every orbit of theMoon. (2.4)Discuss if the astrophotographer can take pictures of the three moon features on any night or only on some nights. (2.5)From Earth we can only see the half of the Moon that is facing us. Because the Moon moves to different positions around Earth, wesee different amounts of the illuminated half of the Moon. This is why we see different phases of the Moon. 2018 The Regents of the University of California

Earth, Moon, and Sun: An Astrophotographer’s ChallengeThe problem studentswork to solveChapter 3 QuestionInvestigation QuestionEvidence sources andreflection opportunitiesKey conceptsHow can an astrophotographer plan for the best times to take photos of specific features on the Moon?What are the conditions that cause a lunar eclipse?What makes the Moon completely dark during a lunareclipse? (3.1) Application of keyconcepts to the problemExplanation thatstudents can make toanswer the Chapter 3QuestionWhy isn’t there a lunar eclipse every time Earth is in betweenthe sun and the Moon? (3.2, 3.3)Create a lunar eclipse with the Moon Sphere Model(3.1)Explore lunar eclipses in the Sim to figure out how theEarth, the Moon, and the sun must be arranged tocause a lunar eclipse. (3.1) During a lunar eclipse, the Moon is completely darkbecause Earth blocks sunlight from hitting the Moon.(3.1)Lunar eclipses can only happen when Earth is inbetween the sun and the Moon. (3.1) Read “An Ancient Machine for Predicting Eclipses”(3.2)Use the Sim to gather evidence about when lunar eclipsesoccur. (3.3)Revisit “An Ancient Machine for Predicting Eclipses”(3.3)Model the positions of the Earth, the Moon, and the Sunduring a lunar eclipse and a full moon with the ModelingTool (3.3)Write and share about what causes a lunar eclipse (3.4)Lunar eclipses do not happen every time Earth is in betweenthe sun and the Moon. (3.3)The Moon is only completely dark when the sun, Earth, andthe Moon are in a straight line, with Earth in the middle. (3.3)Use the Reasoning Tool to evaluate claims and then write a scientific argument for the astrophotographer about when a lunareclipse can be photographed (3.4)During a lunar eclipse, the Moon is completely dark because Earth blocks sunlight from hitting the Moon. Lunar eclipses can onlyhappen when Earth is directly in between the sun and the Moon. Lunar eclipses do not happen every time Earth is in between thesun and the Moon. The Moon is only completely dark when the sun, Earth, and the Moon are in a straight line, with Earth in themiddle. 2018 The Regents of the University of California

Earth, Moon, and Sun: An Astrophotographer’s ChallengeProblem students workto solve and the Chapter4 QuestionEvidence sources andreflection opportunitiesWhat are the conditions that cause a lunar eclipse? Analyze and sort evidence based on claims (4.1)Participate in the Science Seminar (4.2)Use the Reasoning Tool to connect the evidence to theclaims (4.3)Write an argument to support a claim (4.3)One possible explanation students can make:Explanation that studentscan make to answer theChapter 4 QuestionThere probably will be a lunar eclipse of the moon of Kepler-47c during a year. There will be a lunar eclipse if Kepler-47c blocksthe light from Stars A and B from hitting the moon. This will happen if Kepler-47c is in between its moon and both stars, and allfour objects are in a straight line. The evidence that supports my claim is that there are two positions where Kepler-47c could bein between the moon and both stars and where all four objects are in a straight line. This is important because it means that alunar eclipse is possible. Another piece of evidence is that the orbit of the moon around Kepler-47c might not be tilted becausemost moons’ orbits have almost no tilt. If the orbit of the moon has no tilt, then anytime Kepler-47c is in between the moon andStars A and B (in one of the two positions stated above), then all four objects will be in a straight line and there will be a lunareclipse. So, this would make a lunar eclipse more likely to happen. If there were a tilt, then Kepler-47c might be slightly above orbelow a direct line to Stars A and B and there would be no lunar eclipse. Another piece of evidence is that the moon of Kepler 47c might orbit Kepler-47c many times per year, like Deimos. If a moon orbits more times per year, it has more chances for lunareclipses, so this would make a lunar eclipse even more likely. Although many things about Kepler-47c and its moon are notknown, the evidence supports the claim that during a year there will probably be a lunar eclipse. 2018 The Regents of the University of California

Earth, Moon, and Sun: An Astrophotographer’s Challenge During a lunar eclipse, the Moon is completely dark because Earth blocks sunlight from hitting the Moon. (3.1) Lunar eclipses can only happen when Earth is in between the sun and the Moon. (3.1) Key concepts Create a lunar

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