Choose one task, model or clip within the current lesson stage. These resources support the existing two separate 40-minute lessons; they do not add another lesson or extra time.
Week 7 · Tuesday: Test and improve a Moon model
Name: ____________________ Date: ______________
We Do · think together
Choose the right explanation
Match each observation with the relevant idea, then improve one sentence.
A model helps explain an idea. It does not measure real planetary motion or prove an observation. Label any given numbers as reference values.
- A: A crescent becomes a half-Moon view.
- B: Earth’s shadow crosses the Moon in a lunar eclipse.
- C: The Moon keeps nearly the same face towards Earth.
Discuss, point, draw, write or dictate a first explanation. Choose one example first; extend only if there is time.
Reveal a worked explanation after an attempt
A: changing view of the sunlit half during the orbit. B: Earth blocks sunlight in the eclipse alignment. C: the Moon rotates once for each orbit. Ordinary phases are not the Earth’s shadow.
Give a smaller support cue
Say what you first thought, point to the model evidence, then change one part of the same explanation.
Writing stays in this open page only. It is not saved or sent. Copy any record you want to keep before leaving.
Apply it
Use the current workshop
Check three model views, record one correction and explain a limitation. Use the two period values to distinguish an orbit from a phase cycle if ready.
Teacher model · compare with the pupil’s evidence
Model answer: I corrected the half-Moon drawing so the circle stayed round and only half the visible face was lit. The torch-and-ball model helps show the changing view, but its distances and sizes are not to scale. About 27.3 days describes an orbit; about 29.5 days describes the repeating phase cycle.