Science · Year 7 · Earth, Moon, and Sun · Term 2

Phases of the Moon

Students will explain the changing appearance of the Moon as it orbits Earth.

• ACARA Content Descriptions
• AC9S7U03

About This Topic

Lunar Exploration tracks the history of our journey to the Moon and looks forward to future missions. Students learn about the Apollo missions, the scientific discoveries made through lunar samples, and the current international efforts to return to the Moon through programs like Artemis. This topic bridges the gap between historical science and cutting-edge technology.

In the Australian context, students explore Australia's significant role in space exploration, such as the tracking stations at Parkes and Honeysuckle Creek that were vital for the Apollo 11 broadcast. This topic also considers the ethical and practical challenges of space travel, including sustainability and international cooperation. This unit thrives on debate and collaborative problem-solving as students imagine the requirements for a permanent human presence on the Moon.

Key Questions

1. Explain why the Moon appears to change shape over the course of a month.
2. Construct a model demonstrating the different phases of the Moon.
3. Predict the next phase of the Moon given its current appearance.

Learning Objectives

• Explain the cause of the Moon's apparent shape changes throughout its monthly cycle.
• Construct a physical or digital model that accurately represents the relative positions of the Earth, Moon, and Sun during key lunar phases.
• Predict the appearance of the Moon for a future date, given its current phase and the direction of its orbit.
• Compare and contrast the appearance of the New Moon, First Quarter, Full Moon, and Last Quarter phases.
• Identify the specific position of the Moon in its orbit relative to the Earth and Sun for each of the eight major lunar phases.

Before You Start

Earth's Rotation and Revolution

Why: Students need to understand that the Earth rotates on its axis and revolves around the Sun to grasp the Moon's orbit around the Earth and the concept of day and night.

Light and Shadow

Why: Understanding how objects cast shadows and how light sources illuminate surfaces is fundamental to explaining why we see different parts of the Moon lit by the Sun.

Key Vocabulary

Lunar Phase	The different ways the Moon appears from Earth over about a month, caused by the changing angles at which we see its illuminated surface as it orbits Earth.
Orbit	The curved path of a celestial object, like the Moon, around a star, planet, or moon, typically due to gravity.
Illumination	The state of being lit up; in the context of the Moon, it refers to the portion of its surface that is lit by the Sun.
Crescent	A phase of the Moon where only a small sliver, less than half, of its illuminated surface is visible from Earth.
Gibbous	A phase of the Moon where more than half, but not all, of its illuminated surface is visible from Earth.

Watch Out for These Misconceptions

Common Misconception

The Moon landings were faked.

What to Teach Instead

While common in pop culture, this is a great opportunity to teach about scientific evidence. Show students photos of the landing sites taken by recent lunar orbiters and discuss the hundreds of kilograms of moon rocks brought back that have been verified by scientists worldwide.

Common Misconception

The Moon is made of cheese or is a hollow sphere.

What to Teach Instead

These are older myths, but they highlight the need for data. Use data from seismic sensors left by Apollo astronauts to show that the Moon has a crust, mantle, and core, just like Earth, but with different compositions.

Active Learning Ideas

Formal Debate: Is the Moon Worth It?

Divide the class into two teams. One team argues that we should spend billions on lunar exploration for scientific and inspirational reasons; the other argues the money should be spent on Earth's environmental issues. Students must use evidence to support their points.

45 min·Whole Class

Inquiry Circle: Designing a Moon Base

Groups are given a list of lunar challenges (no air, extreme temperatures, radiation, low gravity). They must design a simple base that addresses these needs using available resources (like lunar soil or 'regolith') and present their blueprint.

60 min·Small Groups

Gallery Walk: Australia in Space

Students create 'museum plaques' about different aspects of Australia's space history (e.g., The Dish at Parkes, the Australian Space Agency, or Indigenous astronomical knowledge). They display these and use a worksheet to find key facts from their peers' work.

30 min·Whole Class

Real-World Connections

• Tidal prediction services, used by coastal communities, shipping industries, and recreational boaters, rely on understanding the gravitational pull of the Moon, which is strongest during the Full Moon and New Moon phases.
• Astronomers and astrophotographers plan their observation schedules based on lunar phases, often avoiding periods around the Full Moon to capture fainter celestial objects like nebulae and galaxies.
• Ancient mariners and early civilizations used the predictable cycle of lunar phases to develop calendars, track time, and guide agricultural practices.

Assessment Ideas

Quick Check

Present students with images of the Moon in different phases. Ask them to label each phase (e.g., Full Moon, First Quarter, Waning Crescent) and write one sentence explaining why it appears that way.

Discussion Prompt

Pose the question: 'If you were an astronaut on the Moon, how would the Earth appear to change shape in your sky as the Moon goes through its phases?' Facilitate a class discussion, encouraging students to relate the Earth's appearance to the Moon's phases as seen from Earth.

Exit Ticket

Provide students with a diagram showing the Earth, Moon, and Sun in a specific alignment. Ask them to draw what the Moon would look like from Earth in that position and to name the phase. Then, ask them to predict what the Moon will look like one week later.

Frequently Asked Questions

What was Australia's role in the first Moon landing?

Australia played a crucial role! The CSIRO's Parkes radio telescope (The Dish) and the Honeysuckle Creek tracking station near Canberra received the television signals of Neil Armstrong's first steps and relayed them to the world. Without Australian technology and staff, the world wouldn't have seen those iconic images in real-time.

Why are we going back to the Moon now?

The new goal is not just to visit, but to stay. Missions like Artemis aim to build a permanent base to test technologies for future trips to Mars. We are also interested in resources like water ice at the lunar poles, which could be used for fuel and life support.

How can active learning help students understand lunar exploration?

Space exploration is about solving impossible problems. Active learning, like the 'Moon Base Design Challenge', puts students in the shoes of NASA engineers. It forces them to apply their knowledge of forces, states of matter, and biological needs to a new environment, making the science feel relevant and urgent.

What are the biggest dangers for humans on the Moon?

The lack of an atmosphere is the biggest issue, there's no air to breathe and no protection from the Sun's radiation or small meteorites. Temperatures also swing wildly from 127°C in the sun to -173°C in the shade. Finally, the fine lunar dust is very abrasive and can damage lungs and equipment.