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Instructional Planning Grid

Jin Choi
February 28, 2015
Subject: Science

Grade Level: High School

1. TEKS: 112.33. Astronomy. (c)(7)(C)


Objective: Illustrate and label a solar eclipse and a lunar eclipse, then contrast 3 key
differences between a solar eclipse and a lunar eclipse.
2. Big Understanding: The student will know and understand planetary science for the Sun,
and the Earth-Moon System, in relation to the motions of the Moon in the sky.
Knowing the motions of the Moon and in this system will help students to understand the
Moon phases, and eclipses, upon which numerous cultures and various religions place
great significance.
3. Assessment Evidence:
Sketch and label the Sun-Earth-Moon alignment for a solar eclipse and a lunar eclipse.
Explain why some solar eclipses are total while others are annular.
Name the 2 phases of the Moon that are present during a solar eclipse, and a lunar
eclipse.
4. Opening Hook: Start off by asking students why eclipses and the Moon are significant in
societies around the world. Show picture of the Blood Moon tetrad, a rare event for lunar
eclipses, with the 3rd lunar eclipse coming up in 4/4/2015, and discuss how people are
prophesying upcoming doomsday events. Show picture of a solar eclipse, and discuss how
one is coming on 3/20/2015, that is slated to play havoc on Europes green solar power
grid as 95% of the Suns rays will be blocked, potentially plunging some countries into
darkness, and how things could be potentially worse in the future as more and more solar
energy is used.
5. Input: Students will be shown graphical representations of a solar/annular/lunar eclipse,
and teacher will explain the alignment what penumbra and umbra mean. Then an
explanation about what causes an annular solar eclipse will be given. Students will be
given a table with the contrasting differences.
Modeling: Teacher will model how to illustrate and label the solar and lunar eclipses, how
to set up a table to contrast the 2 eclipses, and how to write the numbers and answers for
the 2 assessment questions.
Guided Practice/monitoring: Teacher goes around the room to make sure students are
able to follow the page set up for what was modeled to them.
Check for Understanding: Let students know that they can use color in their sketches
and be as creative as they like, and that the table with three comparisons must be filled
out. Once everyone has completed the task in 15 minutes, everyone will then turn to the
page with the 2 questions and take a timed quiz.
6. Materials/Resources: Need an overhead projector and computer to do a PowerPoint
presentation, and show pictures and/or video of the Blood Moon tetrad, solar/annular/lunar
eclipses, and display lecture material. Students will need a sheets of paper and writing
materials to do the sketches, create a table, and answer quiz questions.

7. Grouping Patterns: Students will sit in their assigned class seats and be able to ask
classmates sitting next to them for help with the sketches, table, and page set up for the
quiz.

8. Ending, Summary/Reflection: In closure, ask the students to recap what they have

learned in todays lesson. What are the key differences between a solar and lunar eclipse?
What is a penumbra, and umbra? What are some of the reasons the Moon important to
people throughout the world?

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