7th Grade Science Unit: Totally Tides Topic: Cycles and ... Tides.pdf · 7th Grade Science Unit: Totally Tides Unit Snapshot Topic: Cycles and Patterns of Earth and ... LESSON PLANS

Columbus City Schools

Curriculum Leadership and Development

Science Office June 2013

1

7th Grade Science Unit:

Totally Tides Unit Snapshot

Topic: Cycles and Patterns of Earth and the Moon

Grade Level: 7 Duration: 5 Days

Summary The purpose of this lesson is to examine the gravitational force between the

Earth and the moon that causes oceanic tides. Students will be identifying

not only the causes for the rising and lowering of ocean levels, but why they

are cyclical and can be predicted.

Student Learning Outcomes “I can”…statements

____ construct a model of the sun, earth and moon to illustrate high and low tides.

____ use a model to analyze when and what causes high and low tides.

____ create a data chart and graph to predict high and low tide occurrences.

Activity Highlights and Suggested Timeframe

Day 1 (15 minutes)

Engagement: The objective of this activity is to give students the opportunity to

think about, discuss and brainstorm the causes of high and low tides.

Days 1 & 2 Exploration: The objective of this activity is to give students the opportunity to

create and use a model to explore tides.

Day 3 Explanation: This is a set of four virtual labs that teach the basic concepts of

gravitational force, and how it relates to tides on the Earth.

Days 4-5 Elaboration: The objective of this activity is to allow students the opportunity to

research and predict different ocean tides using real world data simulations.

On-going

Evaluation: The objective of the assessments is to focus on and assess student

knowledge and growth to gain evidence of student learning or progress

throughout the lesson, and to become aware of students misconceptions related

to the relative patterns of motions and positions of the Earth, moon and sun that

cause tides. A teacher-created short cycle assessment will be administered at the

end of the all EES.4 space science units to assess all clear learning targets.




2

LESSON PLANS

NEW LEARNING STANDARDS: 7.ESS.4 The relative patterns of motions and positions of the Earth, moon and sun cause

solar and lunar eclipses, tides and phases of the moon. Gravitational forces between the Earth and the moon causes daily oceanic tides. When the

gravitational forces from the sun and moon align (at new and full moons) spring tides occur. When

the gravitational forces of the sun and moon are perpendicular (at first and last quarter moon), neap

tides occur.

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate

laboratory safety techniques to construct their knowledge and understanding in all science content areas:

Asking questions (for science) and defining problems (for engineering) that guide scientific

investigations

Developing descriptions, models, explanations and predictions.

Planning and carrying out investigations

Constructing explanations (for science) and designing solutions (for engineering)that conclude

scientific investigations

Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and

interpret data

Engaging in argument from evidence

Obtaining, evaluating, and communicating scientific procedures and explanations

*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12

Science Education Scientific and Engineering Practices

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.

CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks.

CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words

and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and

topics.

CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with

a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

STUDENT KNOWLEDGE: Prior Concepts PreK-2: The moon, sun and stars can be observed at different times of the day or night. The observable

shape of the moon changes throughout the month. The sun’s position in the sky changes in a single day and

from day to day. The sun is the principal source of energy.

Grades 3-5: Earth’s atmosphere, introduction to gravitational forces, orbits of planets and moons within the

solar system, predictable cycles and patterns of motion between the Earth and sun, and the fact that

Earth’s axis is tilted and explored.

Grade 6: Objects and substances in motion have kinetic energy. Objects and substances can store energy

as a result of its position (gravitational potential energy).

Future Application of Concepts Grade 8: Gravitational forces, frame of reference, forces have magnitude and direction, and gravitational

potential energy are explored.

High School: Patterns of motion within the solar system are expanded to the universe. The Big Bang theory

and origin of the universe are explored. Forces and motion are investigated at depth.

http://www.corestandards.org/ELA-Literacy/RST/6-8/1/




http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf




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MATERIALS: Engage

Computer Access

SMARTboard or Chart Paper

Explore

Timely Tides Activity

Brass Fasteners

Coloring Materials

Explain

Computer Access

SMARTboard

Activity Handouts

Elaborate

Computer Access

SMARTboard

Activity Handouts

VOCABULARY: Primary

Gravitational forces

Neap

Position

Spring

Tide

SAFETY Students should be following all classroom guidelines and procedures.

Students should be following CCS Safety Guidelines.

ADVANCED

PREPARATION

Teacher should preview all materials; movies, gizmos, animations, etc.

ENGAGE (15 minutes)

(What will draw students into the

learning? How will you determine

what your students already know

about the topic? What can be

done at this point to identify and

address misconceptions? Where

can connections be made to the

real world?)

Objective: The objective of this activity is to give students the opportunity to

think about, discuss and brainstorm the causes of high and low

tides.

What is the teacher doing?

(Day 1)

Project the following website

for students to see picture of

what land looks like during a

high and low tide:

http://www.amusingplanet.c

om/2012/10/michael-

martens-dramatic-pictures-

of.html

Ask the students to make

observations about the

different pictures and to

come up with an

explanation about what

caused the tidal changes in

the pictures.

Call on students to share

their explanations about

what caused the tidal

changes in the pictures. At

this point, the teacher does

not tell the students whether

their ideas are right are

wrong. Students will figure

out whether their ideas were

right or wrong as they

progress through the lesson.

What are the students doing?

(Day 1)

1. Students observe the pictures.

2. Students make observations

about the pictures and come up

with an explanation about what

caused the tide changes in the

pictures.

3. Students share their

explanations.

http://www.amusingplanet.com/2012/10/michael-martens-dramatic-pictures-of.html







4

Create a class chart of ideas

about what caused the tidal

changes in the picture. The

class will revisit this chart at a

later time.

EXPLORE (1 ½ Days)

(How will the concept be

developed? How is this relevant

to students’ lives? What can be


address misconceptions?)

Objective: The objective of this activity is to give students the opportunity to

create and use a model to explore tides.


Timely Tides (Days 1 & 2)

Demonstrate how to create the

tide model.

Monitor student as they

assemble models.

Show students how to use the

model by doing the first couple

of questions with the students.

Assign students into groups to

complete the Timely Tides

Worksheet using their model.

Teacher goes over the Timely

Tides worksheet with students

and discusses how gravity has an

effect on tides.


Timely Tides (Days 1 & 2)

1. Students assemble tides paper

models.

2. Students use their models to help

teacher answer the first couple

of questions on the worksheet.

3. Students work in groups to

complete the Timely Tides

Worksheet using their model.

4. Students share their answers with

the class from the Timely Tides

worksheet.

EXPLAIN

(1 Day) (What products could the

students develop and share?

How will students share what they

have learned? What can be


address misconceptions?)

Objective: The objective of this activity is to allow students the opportunity to

research and predict different ocean tides using real world data

simulations. What is the teacher doing?

Spring and Neap Tides (Day 3)

Teacher provides resources

(e.g. books, internet access)

for students to use for

research.

NOTE: This activity can be

done as whole group, small

group, or individual.

Suggested Websites:

http://home.hiwaay.net/~krc

ool/Astro/moon/moontides/

http://oceanservice.noaa.g

ov/education/kits/tides/tides

01_intro.html

Teacher helps facilitate

research and planning.

Teacher helps to address

misconceptions.


Spring and Neap Tides (Day 3)

1. Students will conduct research

to illustrate the positions of the

Earth, moon and sun during

spring and neap tides.

2. Students will illustrate the

positions of the Earth, moon and

sun on the provided graphic

organizer.

http://home.hiwaay.net/~krcool/Astro/moon/moontides/

http://home.hiwaay.net/~krcool/Astro/moon/moontides/

http://oceanservice.noaa.gov/education/kits/tides/tides01_intro.html






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ELABORATE (2 Days)

(How will the new knowledge be

reinforced, transferred to new

and unique situations, or

integrated with related

concepts?)

Objective: The objective in this activity is to have students use tide data to

explain how the position of the Earth, moon and sun causes tides.


Graphing Tides (Day 4)

Teacher will review concepts

reviewed from previous lessons.

Show a picture of Monterrey

Bay in California.

http://mbari2010interns.files.wor

dpress.com/2010/06/monterey-

bay.jpg

Explain that there are many

changes in the tides at this

location.

Explain to the students that they

will be using real data to

calculate the reasons for the

tides.

24 Hour Simulation: (whole class)

Project the following website:

http://aspire.cosmic-

ray.org/labs/tides/tides_main.ht

ml

Teacher shows tidal data from

Monterey Bay, California for a

24-hour period of time – using

the March 30th date.

As a class, facilitate the

gathering of the date using the

simulation.

-Round all numbers to the

nearest tenth.

29-Day Simulation: (Day 5)

If possible, use the computer

lab, laptops, or ipads.

Direct students to the following

website:

http://aspire.cosmic-

ray.org/labs/tides/tides_main.ht

ml

Teacher facilitates and manages

the classroom/computer lab for

collecting data.

Students use the 29-day

simulation and pick a date to

start.

Facilitate and assist students

throughout activity.


Graphing Tides (Day 4)

24 Hour Simulation: (whole class)

1. Students use the data to

complete the data chart and

graph.

2. Students answer questions

related to tides based utilizing

their graph.

29-Day Simulation: (Day 5)

1. In small group or individual,

students use

laptops/computers/ipads to

view tidal data over a 29-day

period.

2. Students pick a day to begin the

cycle.

3. Students record the data in te

data chart and then graph their

data on the graph paper.

http://mbari2010interns.files.wordpress.com/2010/06/monterey-bay.jpg



http://aspire.cosmic-ray.org/labs/tides/tides_main.html









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EVALUATE (on-going)

(What opportunities will students

have to express their thinking?

When will students reflect on

what they have learned? How

will you measure learning as it

occurs? What evidence of

student learning will you be

looking for and/or collecting?)

Objective: The objective of the assessments is to focus on and assess student

knowledge and growth to gain evidence of student learning or

progress throughout the lesson, and to become aware of students

misconceptions related to the relative patterns of motions and

positions of the Earth, moon and sun that cause tides.

Formative

How will you measure learning as it occurs?

1. Posing questions to elicit student

responses and on-going teacher

observations throughout each

lesson can be used to

formatively assess student

knowledge related to tides.

Summative

What evidence of learning will demonstrate to you

that a student has met the learning objectives?

1. Timely Tides – The questions related

to the tides model can be used to

assess students ability to answer

questions based on a model.

2. Graphing Monterrey Bay- This can

be used to assess student’s abilities

to apply real life tidal data and

explanations of what causes tides to

a real life situation.

3. A teacher-created short cycle

assessment will be administered at

the conclusion of all EES.4 Space

Science units to assess all learning

targets.

EXTENSION/

INTERVENTION (1 day or as needed)

EXTENSION

1. Students can use the website;

http://tidesandcurrents.noaa.go

v/station_retrieve.shtml?type=Tid

e+Data to collect data for

various places around the world.

2. Students create a fishing or

surfing brochure marking the

tidal times data in Hawaii. Use

the following website:

http://www.hawaiitides.com

INTERVENTION

1. Have students who are having

misunderstandings use the

explorelearning.com Gizmo.

2. Students can perform a close read

of Chapter 13 Sec. 2, pp. 442-447

and complete the Section Review

and or Guided Reading.

3. Have students observe one of the

selected UnitedStreaming videos

and take notes and or make a

manipulative.

COMMON

MISCONCEPTIONS

High tides and low tides occur infrequently (on the order of days, weeks,

and months rather than daily)

Only the moon causes tides.

NASA lists common misconceptions for all ages about the sun and the

Earth at http://www-

istp.gsfc.nasa.gov/istp/outreach/sunearthmiscons.html

NASA provides a list of overarching Earth Science questions that address

many of the common misconceptions at this grade level. There are

resources and information that help address questions that center on

Earth Systems Science at http://science.nasa.gov/big-questions./

Consider using www.unitedstreaming.com video clips, models, on-line

simulation and diagrams to help address student misconceptions.

http://tidesandcurrents.noaa.gov/station_retrieve.shtml?type=Tide+Data



http://www.hawaiitides.com/

http://www-istp.gsfc.nasa.gov/istp/outreach/sunearthmiscons.html

http://www-istp.gsfc.nasa.gov/istp/outreach/sunearthmiscons.html

http://science.nasa.gov/big-questions./

http://www.unitedstreaming.com/




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DIFFERENTIATION (This refers to changes to

the lesson plan for

lower/higher groups and

other student populations)

Lower-Level: Read directions aloud to lower level readers. Pair lower-level

students with students that may already understand the material or

are a higher level reader.

Higher-Level: Students may work on some of the extension activities. Pair with

lower-level students to help improve mastery.

Strategies for meeting the needs of all learners including gifted students, English

Language Learners (ELL) and students with disabilities can be found at the

following sites:

ELL Learners:

http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload

.aspx?DocumentID=105521

Gifted Learners:

http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload

.aspx?DocumentID=105522

Students with Disabilities:

http://www.education.ohio.gov/GD/DocumentManagement/DocumentDown

load.aspx?DocumentID=105523

ADDITIONAL

RESOURCES

Textbook Resources:

Tides, Prentice Hall Earth Science, Chapter 13 Sec. 2, pp. 442-447

Phases, Eclipses & Tides, Prentice Hall Earth Science, Chapter 19 Sec. 3,

pp. 676-677.

Websites:

Ocean Link-All About the Oceans-

http://oceanlink.island.net/oinfo/tides/tides.html

Michael Marten’s Dramatic Pictures of Low and High Tides-

http://www.amusingplanet.com/2012/10/michael-martens-dramatic-

pictures-of.html

Tides at the Bay of Fundy-

http://www.amusingplanet.com/2012/03/tides-at-bay-of-fundy.html

Discovery Ed:

The Sun, the moon and Tides (3:16)

The Moon and Tides (4:00)

Oceans Alive: Tides (5:00)

Literature:

Kehreg, Peg, Escaping the Giant Wave, 2003

Plisson, Phillip and Robert Burleigh, The Sea: Exploring Life on an Ocean

Planet, 2003

MacQuitty, Miranda, Oceans, 2008

Explorelearning.com-Gizmos:

Ocean Tides

Tides

Videos:

Spring and Neap Tides, Mr. Parr-Youtube- (3:19)

https://www.youtube.com/watch?v=KFYf_it461s

Ocean Odyssey-Tides and Waves-YouTube- (3:13)

https://www.youtube.com/watch?v=Rn_ycVcyxlY

http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=105521




http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=105523

http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=105523

http://oceanlink.island.net/oinfo/tides/tides.html



http://www.amusingplanet.com/2012/03/tides-at-bay-of-fundy.html

https://www.youtube.com/watch?v=KFYf_it461s

https://www.youtube.com/watch?v=Rn_ycVcyxlY




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Name:________________________________________________Per._____________________Date__________

Timely Tides ASSEMBLE THE TIDE MODEL

1) Cut along the broken line of the pattern page.

2) Cut out the Earth and lunar orbiter (ocean/moon)

pattern.

3) Color the ocean blue.

4) Use a pencil to poke a hole at the center of the

Earth, lunar orbiter and moon path.

5) Align the hole of each piece (moon path on the

bottom, then the orbiter and the Earth on top).

6) Insert a fastener through the holes to connect the parts.

7) When complete, the lunar orbiter should be able to revolve around the Earth and the Earth

should be able to rotate the ocean remains in place.

8) Fold the orbiter up at the point where the arrow and ocean water connect. From the Earth,

the moon should be higher in the sky.

Use your model to answer the following questions in your science journal.

Making the Connections – Part I

1. Place the model on your desk with the sun’s rays coming from the left. Turn the Earth until

position D is at 12:00 noon.

a) What part of the Earth is having midnight?

b) What part of the Earth is experiencing sunrise?

c) What part of the Earth is experiencing sunset?

2. Keep the model at position D. Turn the orbiter so the moon is at its full moon phase. How do

you know this is the full moon phase? Explain.

3. Move the moon one time around the Earth. Be careful of the direction you move the moon.

a) How many days should this take?

b) Would this movement around the Earth be a rotation or revolution?

4. Turn the Earth one time on its axis (the fastener) returning position D to 12:00 noon.

a) How many hours does this movement take?

b) Is the Earth turning on its axis rotation or revolution?




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Making the Connections – Part II

1. Using the original alignment (Position D at 12:00 noon AND a full moon).

a) Where do the ocean bulges seem to be the highest?

b) Where do the ocean bulges seem to be the lowest?

2. Rotate Position B on the Earth 90º counterclockwise. Keep the moon at the full phase.

a) How many hours did this movement take?

b) About what time is it at Position B?

c) Is the tide (ocean bulge) high or low?

3. Continue to rotate Position B another 90º.

a) How long did this movement take?

b) What time is it at Position B?

c) Now, is the tide high or low?

4. Rotate Position B another six hours. At approximately sunset (6:00 p.m.), is Position B

experiencing a high or low tide?

5. Rotate Position B to midnight. You should be back to where Position B started in Step 1 above.

a) How many hours later is this from the last position (sunset)?

b) Is the tide high or low?

c) After one complete rotation of the Earth (24 hours), how many high and low

tides occurred at Position B? ________ high tides ________ low tides

6. What seems to be the connection between the time between high and low tides and the time

it takes the Earth takes to complete one rotation? Explain.




10

Making the Connections – Part III

1. Your tide model should be at the original alignment (Position D at noon and a full moon).

a) What two locations are experiencing high tide?

b) What moon phase is visible?

2. Turn the lunar orbiter ONLY so that the moon is between the sun and position D on the Earth.

a) What two locations are experiencing high tide?

b) What moon phase is present?

3. Look back to steps 1 & 2 again. Observe the location of the moon. Was the moon in line with

positions B & D (high tide) OR was the moon in line with Positions A & C (low tide)?

4. Return to the original alignment (Position D at noon and a full moon). Line up the lunar orbiter

(moon) with Position A on the Earth. OBSERVE that the moon is above Position A.

a) What moon phase is visible?

b) Now, line up the lunar orbiter with Position C on Earth. What moon phase is visible?

c) Are both Position A & C experiencing a high or low tide?

d) Are Positions A & C in line with the moon?

5. DO NOT change the positions.

a) Is the moon above (in line with) Positions B & D?

b) Are Positions B & D experiencing a high or low tide?

c) Given the information from steps 1 through 5, what might you infer about the

connection between high tides and position of the moon?

6. What force do you think causes high and low tides?




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Name:__Teacher Answer Key_____________________________Per.________Date:_________________

Timely Tides ASSEMBLE THE TIDE MODEL

1) Cut along the broken line of the pattern page.

2) Cut out the Earth and lunar orbiter (ocean/moon)

pattern.

3) Color the ocean blue.

4) Use a pencil to poke a hole at the center of the Earth,

lunar orbiter and moon path.

5) Align the hole of each piece (moon path on the bottom,

then the orbiter and the Earth on top).

6) Insert a fastener through the holes to connect the parts.

7) When complete, the lunar orbiter should be able to revolve around the Earth and the Earth

should be able to rotate the ocean remains in place.

8) Fold the orbiter up at the point where the arrow and ocean water connect. From the Earth,

the moon should be higher in the sky.

Use your model to answer the following questions in your science journal.

Making the Connections – Part I

1. Place the model on your desk with the sun’s rays coming from the left. Turn the Earth until

position D is at 12:00 noon.

d) What part of the Earth is having midnight?

Position B

e) What part of the Earth is experiencing sunrise?

Position A

f) What part of the Earth is experiencing sunset?

Position C

2. Keep the model at position D. Turn the orbiter so the moon is at its full moon phase. How do

you know this is the full moon phase? Explain.

This is the full moon phase because half of the moon is lit up by the Sun.

3. Move the moon one time around the Earth. Be careful of the direction you move the moon.

c) How many days should this take?

It takes the moon about 29 days to revolve around the Earth.

d) Would this movement around the Earth be a rotation or revolution?

Revolution

4. Turn the Earth one time on its axis (the fastener) returning position D to 12:00 noon.

a. How many hours does this movement take?

It take 24 hours for the Earth to spin once on its axis.

b. Is the Earth turning on its axis rotation or revolution?

Rotation




12

Making the Connections – Part II

1. Using the original alignment (Position D at 12:00 noon AND a full moon).

a) Where do the ocean bulges seem to be the highest?

Positions B and D

b) Where do the ocean bulges seem to be the lowest?

Positions A and C

2. Rotate Position B on the Earth 90º counterclockwise. Keep the moon at the full phase.

a. How many hours did this movement take?

6 hours

b. About what time is it at Position B?

6 AM

c. Is the tide (ocean bulge) high or low?

Low tide

3. Continue to rotate Position B another 90º.

a. How long did this movement take?

6 hours

b. What time is it at Position B?

12:00 PM

c. Now, is the tide high or low?

High tide

4. Rotate Position B another six hours. At approximately sunset (6:00 p.m.), is Position B

experiencing a high or low tide?

Low tide

5. Rotate Position B to midnight. You should be back to where Position B started in Step 1 above.

a. How many hours later is this from the last position (sunset)?

6 hours

b. Is the tide high or low?

High tide

c. After one complete rotation of the Earth (24 hours), how many high and low

tides occurred at Position B? ____2____ high tides ____2____ low tides

6. What seems to be the connection between the time between high and low tides and the time

it takes the Earth takes to complete one rotation? Explain.

Every six hours there is a high or low tide occurring on the Earth. The Earth takes 24 hours to

rotate which means that each day two high and two low tide occur.




13

Making the Connections – Part III

1. Your tide model should be at the original alignment (Position D at noon and a full moon).

a. What two locations are experiencing high tide?

Positions D and B

b. What moon phase is visible?

Full moon

2. Turn the lunar orbiter ONLY so that the moon is between the sun and position D on the Earth.

a. What two locations are experiencing high tide?

Positions D and B

b. What moon phase is present?

New moon

3. Look back to steps 1 & 2 again. Observe the location of the moon. Was the moon in line with

positions B & D (high tide) OR was the moon in line with Positions A & C (low tide)?

B and D (high tide)

4. Return to the original alignment (Position D at noon and a full moon). Line up the lunar orbiter

(moon) with Position A on the Earth. OBSERVE that the moon is above Position A.

a. What moon phase is visible?

Last quarter

b. Now, line up the lunar orbiter with Position C on Earth. What moon phase is visible?

First quarter

c. Are both Position A & C experiencing a high or low tide?

High tide

d. Are Positions A & C in line with the moon?

Yes

5. DO NOT change the positions.

a. Is the moon above (in line with) Positions B & D?

No

b. Are Positions B & D experiencing a high or low tide?

Low tide

c. Given the information from steps 1 through 5, what might you infer about the

connection between high tides and position of the moon?

High tides occur when the Earth is lined up with the moon. The moon has an effect on

the tides.

6. What force do you think causes high and low tides?

The force that causes high and low tides is gravity.




14

.

Cut along this line

Sunlight

Moon’s path

around the Earth

Moon

Ocean

Lunar Orbiter

D

Earth

A

B

C




15

Name________________________________________________Per.________________Date________

Spring and Neap Tides

Directions: Illustrate the relative position of the Earth, sun, and moon during neap tides and

spring tides.

Neap Tide Moon Phases:

What is a neap tide?

Spring Tide Moon Phases:

What is a spring tide?




16

Name_____Teacher’s Key___________________________Per.________________Date________

Spring and Neap Tides

Directions: Illustrate the relative position of the Earth, sun, and moon during neap tides and

spring tides.

Neap Tide Moon Phases:

Neap tides occur during first and third quarter moon.

What is a neap tide During the moon's quarter phases the sun and moon work at right angles, causing the

bulges to cancel each other. The result is a smaller difference between high and low

tides and is known as a neap tide. Neap tides are especially weak tides. They occur

when the gravitational forces of the Moon and the Sun are perpendicular to one

another (with respect to the Earth). Neap tides occur during quarter moons.

Spring Tide Moon Phases:

Spring tides occur during new and full moons.

What is a spring tide? When the moon is full or new, the gravitational pull of the moon and sun are combined.

At these times, the high tides are very high and the low tides are very low. This is known

as a spring high tide. Spring tides are especially strong tides (they do not have anything

to do with the season Spring). They occur when the Earth, the Sun, and the Moon are in

a line. The gravitational forces of the Moon and the Sun both contribute to the tides.

Spring tides occur during the full moon and the new moon.




17

Graphing Tides - TIDAL PATTERNS FROM MONTEREY BAY – 24 HOUR & 29 DAY

TEACHER BACKGROUND INFORMATION

24 Hour Objective: Students will be able to analyze and describe the tidal patterns (change in

elevation of water) of Monterey Bay over a 24-hour period of time.

Time Allotted: 25 minutes

Directions:

1.) Show the Monterey Bay flash movie from the ASPIRE web site. http://aspire.cosmic-

ray.org/labs/tides/tides_main.html

2.) You should see a graphic of the beach with some trees. On the right hand side of the screen, you

will see a calendar, a clock bar with time of day, and phases of the moon.

3.) Students will need to collect data for an entire day. Select March 30th from the calendar.

4.) Adjust the clock bar all the way to the left (12 am). Record data every hour for 24 hours for the

day you have selected. You will need to adjust the hour using the mouse, and then click on the

“Record Data” icon for each hour during the day.

5.) Once students have recorded the data for each hour, click on the “View Data” icon. This will list

all of the data students have selected. Students will plot this data on the graph to assist in

completing the results and conclusions section below. You can also print this data if you choose.

If you will be collecting data later for an entire month, wait to print the data then.

29 Day Objective: Students will be able to analyze and describe the tidal patterns (change in

elevation of water) of Monterey Bay over a 29-day period of time and explain how

these tidal patterns are affected by moon phases.

Time Allotted: 25 minutes

Directions:

1) Open up show the Monterey Bay flash movie from the ASPIRE web site. You should see a graphic

of the beach with some trees. On the right hand side of the screen, you will see a calendar, a

clock bar with time of day, and phases of the moon.

2) You will need to collect data for 29 days. Select a month and a day to begin collecting data

from the calendar.

3) Select a time of day to collect data. It can be any time, but the time should remain the same for

all 29 days of data collection. Remember, time of day stays the same; only the day changes.

4) Record the data for all 29 days using the “Record Data” icon. When you have finished, click on

the “View Data” icon. This will list all of the data you have selected. Plot this data on the graph

below to assist you in completing the results and conclusions section below. You can print this

data now if you choose. DO NOT CLOSE THIS WINDOW NOW.

5) Plot the data on the graph below.

6) Go back through the days of data collection and underneath the horizontal “Days” portion of

the graph draw what the moon looks like on each day.

7) Now label the following phases of the moon right beside your sketches of the moon: New Moon,

1st Quarter, Full Moon, 3rd quarter.

8) Use your data to identify patterns and answer the questions in the results and conclusions section.




Curriculum Leadership and Development Science Department June 2013

18

GRAPHING TIDES Name: __________________ 1. Record the tidal data for March 30th. Date : ______________________

-Round each number to the nearest tenth (.1)

2. Label the Graph

3. Plot the tidal data on the graph below.

TIME WATER

LEVEL

12 am

1 am

2 am

3 am

4 am

5 am

6 am

7 am

8 am

9 am

10 am

11 am

12 pm

1 pm

2 pm

3 pm

4 pm

5 pm

6 pm

7 pm

8 pm

9 pm

10 pm

11 pm

0

0.1 m

0.2 m

0.3 m

0.4 m

0.5 m

0.6 m

0.7 m

0.8 m

0.9 m

1.0 m

1.1 m

1.2 m

1.3 m

1.4 m

1.5 m

1.6 m

_________



19

Name_____________________________________Date_________________________Period_______

Graphing Tides - 24 Hour GRAPH: Results and Conclusions:

1.) Use the graph to answer the following:

a. How many high tides are there?

b. At what time(s) do the high tides occur?

c. How many low tides are there?

d. At what time(s) do the low tides occur?

e. How many hours are there between high tide(s) and low tides(s)?

2.) Explain the relationship between the number of tides per day and a 24-hour day.

3.) What must be responsible for the pattern of tides that you see?

a. The moon orbits the Earth once each day.

b. The Earth spins on its own axis once each day.

4) Hypothesize what would happen if the earth stopped spinning on its own axis. Which

of the following would occur? (More than one answer is possible.)

a. The pattern of tides would remain the same.

b. There would be no tides.

c. The temperature of the ocean would change.

d. Circulation of ocean waters would decrease.



20

Name:______________________________________________________Period:_______________Date__________

TIDAL PATTERNS FOR MONTERREY BAY-29 DAYS

Objective: Be able to analyze and describe the tidal patterns (change in elevation of

water) of Monterey Bay over a 29-day period of time and explain how these

tidal patterns are affected by moon phases.

Directions:

1) View the Monterey Bay flash movie from the ASPIRE web site. You should see a

graphic of the beach with some trees. On the right hand side of the screen, you will

see a calendar, a clock bar with time of day, and phases of the moon.

2) You will need to collect data for 29 days. Select a month and a day to begin

collecting data from the calendar.

3) Select a time of day to collect data. It can be any time, but the time should remain

the same for all 29 days of data collection. Remember, time of day stays the same;

only the day changes.

4) Record the data for all 29 days using the “Record Data” icon. When you have

finished, click on the “View Data” icon. This will list all of the data you have selected.

Plot this data on the graph below to assist you in completing the results and

conclusions section below. You can print this data now if you choose. DO NOT CLOSE

THIS WINDOW NOW.

5) Plot the data on the graph below.

6) Go back through the days of data collection and underneath the horizontal “Days”

portion of the graph draw what the moon looks like on each day.

7) Now label the following phases of the moon right beside your sketches of the moon:

New Moon, 1st Quarter, Full Moon, 3rd quarter.

8) Use your data to identify patterns and answer the questions in the results and

conclusions section.



21

Name:______________________________________________________Period:____________Date_________

TIDAL PATTERNS DATA FOR MONTERREY BAY-29 DAYS Directions: Using the Tide Level Observer gather actual tidal data from Monterey Bay, California for a 29-day

period of time. Analyze the data to determine the relationships between the tides and phases of the moon.

Date Water Level Moon Phase Date Water Level Moon Phase



22

Name:____________________________________________________________________________________Period:_______________Date__________

GRAPHING 29 DAYS TIDE DATA

0

0.1 m

0.2 m

0.3 m

0.4 m

0.5 m

0.6 m

0.7 m

0.8 m

0.9 m

1.0 m

1.1 m

1.2 m

1.3 m

1.4 m

1.5 m

1.6 m

Documents

7th Grade Science Unit: Totally Tides Topic: Cycles and ... Tides.pdf · 7th Grade Science Unit: Totally Tides Unit Snapshot Topic: Cycles and Patterns of Earth and ... LESSON PLANS