Interactive Celestial Calendar Design
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we design an interactive celestial calendar that accurately models and explains the cyclic patterns of lunar phases, solar and lunar eclipses, and their relation to the Earth-Sun-Moon system?Essential Questions
Supporting questions that break down major concepts.- How do the positions and movements of the Earth, Sun, and Moon affect lunar phases?
- Why do solar and lunar eclipses occur?
- How can we model the cyclic patterns of the lunar phases and eclipses effectively in a calendar format?
- What scientific explanations can we provide for the changing appearance of the Moon in the night sky?
- How do seasons relate to the Earth-sun-moon system?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Create an interactive calendar illustrating lunar phases and eclipses using a model of the Earth-sun-moon system.
- Explain the cyclic patterns of lunar phases, solar and lunar eclipses, and seasons through a physical model and presentation.
- Develop research skills by investigating how the Earth-sun-moon system affects observable celestial phenomena.
- Enhance communication skills through presenting and defending the celestial model and findings to peers.
- Understand the scientific principles and forces that affect the Earth-sun-moon system, including gravity.
NGSS
Common Core
Entry Events
Events that will be used to introduce the project to studentsCelestial Mythology Storytelling
Engage students with captivating stories from different cultures about the moon and eclipses, encouraging them to explore how these phenomena have influenced human culture and history. This entry event not only hooks students with engaging tales but also opens discussions on the scientific explanations behind these myths.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Celestial Mythology Exploration
Students will dive into captivating stories from different cultures about the moon and eclipses. This activity serves as an engaging introduction to understanding the historical perspectives and cultural significance of lunar phases and eclipses.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA presentation or storyboard depicting a celestial myth, highlighting its cultural context and celestial phenomena.Alignment
How this activity aligns with the learning objectives & standardsSupports developing research skills (CCSS.ELA-LITERACY.W.6.7) and communication skills (CCSS.ELA-LITERACY.SL.6.4).Lunar Phase Modeling
In this activity, students will create a physical model to demonstrate the cyclic nature of lunar phases, helping them visualize and understand the Earth-Moon-Sun relationship.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA 3D model depicting each lunar phase with labels and explanations.Alignment
How this activity aligns with the learning objectives & standardsAligns with MS-ESS1-1 by modeling Earth-sun-moon interactions and lunar phases.Eclipse Simulation Workshop
Students will simulate solar and lunar eclipses, exploring the geometric alignments necessary to create these phenomena. This hands-on activity deepens understanding of eclipses.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityDetailed simulation setup with recorded observations and a logbook explaining solar and lunar eclipse differences.Alignment
How this activity aligns with the learning objectives & standardsSupports MS-ESS1-1 by describing cyclic patterns of eclipses through model use.Interactive Celestial Calendar Creation
In this culmination activity, students design an interactive calendar that incorporates models and simulations from previous activities to illustrate lunar phases and eclipses.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityAn interactive celestial calendar that visually and textually explains lunar phases and eclipses.Alignment
How this activity aligns with the learning objectives & standardsMeets MS-ESS1-1 by creating a comprehensive model. Enhances presentation skills with CCSS.ELA-LITERACY.SL.6.4.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioInteractive Celestial Calendar Assessment
Scientific Understanding and Modeling
Assesses the student's ability to use models to describe the Earth's celestial interactions, including lunar phases, solar and lunar eclipses.Model Accuracy and Completeness
Evaluates the precision and depth of the student's model representing the cyclic patterns of lunar phases and eclipses.
Exemplary
4 PointsThe model accurately and comprehensively depicts all phases of the moon and both types of eclipses, demonstrating a deep understanding of celestial patterns.
Proficient
3 PointsThe model accurately depicts most phases of the moon and eclipses, showing a solid understanding of celestial patterns.
Developing
2 PointsThe model depicts some phases and eclipses but lacks accuracy or completeness in representing celestial patterns.
Beginning
1 PointsThe model lacks proper depiction of phases and eclipses, indicating minimal understanding of celestial patterns.
Explanatory Narration Quality
Measures the clarity and depth of explanations accompanying the celestial model and calendar.
Exemplary
4 PointsExplanations are clear, detailed, and accurately describe the celestial phenomena, showing advanced comprehension.
Proficient
3 PointsExplanations are clear and mostly detailed, accurately describing the celestial phenomena.
Developing
2 PointsExplanations are basic and lack depth, providing some information about the celestial phenomena.
Beginning
1 PointsExplanations are unclear and incomplete, offering little understanding of celestial phenomena.
Research Skills and Cultural Context
Evaluates the ability to research cultural myths related to celestial phenomena and incorporate them meaningfully into the project.Cultural Story Integration
Assesses how effectively the student integrates cultural stories and myths into the understanding of celestial events.
Exemplary
4 PointsCultural stories are seamlessly integrated, providing rich context and enhancing the understanding of celestial events.
Proficient
3 PointsCultural stories are well integrated, providing context to the celestial events discussed.
Developing
2 PointsSome cultural stories are included, but integration with celestial events is weak or unclear.
Beginning
1 PointsCultural stories are minimally or poorly integrated, offering little context to celestial events.
Research Depth and Resource Use
Looks at the depth of research conducted and the variety of resources utilized.
Exemplary
4 PointsExtensive research using a wide variety of high-quality sources. All information is accurate and well-supported.
Proficient
3 PointsThorough research using a good variety of reliable sources. Most information is accurate.
Developing
2 PointsBasic research with limited resources used. Some information lacks accuracy.
Beginning
1 PointsMinimal research conducted with poor or insufficient resources used. Information is largely inaccurate.
Presentation and Communication Skills
Assesses the student's ability to present their celestial calendar and explain their findings effectively.Clarity and Organization
Evaluates the organization of the presentation and how clearly ideas are communicated.
Exemplary
4 PointsPresentation is well-organized, ideas are clearly communicated, and engage the audience effectively.
Proficient
3 PointsPresentation is mostly organized, with clear communication of most ideas.
Developing
2 PointsPresentation lacks organization, and some ideas are communicated unclearly.
Beginning
1 PointsPresentation is disorganized, with unclear communication of ideas.
Use of Visual Aids
Assesses the use and effectiveness of visual aids in supporting the presentation and communication.
Exemplary
4 PointsVisual aids are used creatively and effectively to enhance understanding and engagement.
Proficient
3 PointsVisual aids effectively support the presentation, contributing to understanding.
Developing
2 PointsVisual aids are used, but they only somewhat support the presentation.
Beginning
1 PointsVisual aids are poorly used or absent, detracting from the presentation.