Instructional Design Plan: Relative Positions of Earth, Sun and Moon 1

April Parmer
Intro to Distance Education
Dr. Jason Huett
Project 2: Instructional Design Plan

Lesson Name: Relative Positions of the Sun, Earth and Moon: Moon Phases, Eclipses and
Seasons.

Grade Level: 6th Grade Earth Science

Purpose of Instruction
The purpose of this instruction is to teach students about the changing, relative positions of the
Sun, Earth and Moon. These positions create moon phases, eclipses and seasons.

Instructional Design Model

The development of this unit of study utilized the Backward Design Instructional Design Model.
Backward Design consists of setting learning objectives and goals, and designing instruction and
assessments centered around these goals. Design began with analysis of the performance criteria
relative to the Georgia Standards of Excellence for 6th Grade Science, specifically elements of
Standard S6E1. The language of the standard specifically states that students should be able to
“develop and use a model” of moon phases, “construct an explanation” of the causes of eclipses,
and “analyze and interpret data” relative to Earth’s seasons. Performance tasks were developed
using these action words, and modules were divided by topic. Additionally, instructional
materials were added to foster learning.

Georgia Standards of Excellence

S6E1: Obtain, evaluate, and communicate information about current scientific views of the
universe and how those views evolved.
a. Develop and use a model to demonstrate the phases of the moon by showing the
relative positions of the sun, earth and moon.
b. Construct an explanation of the cause of solar and lunar eclipses.
c. Analyze and interpret data to relate the tilt of the Earth to the distribution of sunlight
throughout the year and its effects on seasons.

Module Design Structure and Suggested Activities

This unit of study is divided into three modules: Moon Phases, Eclipses and Seasons. Each
module is designed to take approximately five hours to complete over the course of one week,
and contains the following:
o Module Introduction: The instructor will provide basic information to introduce each
topic.
o Presentation: A PowerPoint presentation will be provided to summarize important
concepts and provide graphics.
o Video: A relative video will be provided to aid in instruction of the concepts for each
module.
o Resource Link: Students will read and discover information about the targeted topic.
Instructional Design Plan: Relative Positions of Earth, Sun and Moon 2

o Simulation/Interactive: Students will discover more about each topic through a

simulation.
o Formative Assessment: Students will complete a traditional, multiple-choice quiz. Quiz
attempts will be opened to three per student so that students may progress toward mastery
of concepts and terms.
o Discussion: Students will participate in a discussion forum by responding to a relative
writing prompt. Students will also respond to at least two peers’ posts.
o Assignment/Performance Task: Students will complete a performance task relative to the
standard element for that module.

Module 1: Moon Phases

o This module will cover the following Georgia Performance Standard of Excellence:
Standard S1E6 a. Develop and use a model to demonstrate the phases of the moon by
showing the relative positions of the sun, earth and moon.
o Introduction of the Instructor and course: The instructor will introduce his/herself and the
course and syllabus by text or video.
o Module Introduction: The instructor will give a brief introduction to the module’s topic:
Moon Phases.
o Introductory Post in Discussion Forum: Students will be given the opportunity to post
about themselves and comment on their peers’ introductions.
o Topic Presentation: Students will view a PowerPoint presentation introducing the main
concepts of the module, including the following: moon’s reflection of the sun’s light,
moon’s phases and the lunar month. A graphic organizer will be provided to assist in
note-taking.
o Video: Students will watch the YouTube video “Moon Phases: Crash Course Astronomy
#4” (9:45) https://www.youtube.com/watch?v=AQ5vty8f9Xc.
o External Site: Students will explore the following site to learn more about the moon and
its phases: https://spaceplace.nasa.gov/dr-marc-moon-phases/en/.
o Simulation: Students will explore the following simulation to experience the moon’s
phases: https://sepuplhs.org/middle/third-
edition/simulations/moon_phase_simulation.html.
o Formative Quiz 1 (Graded): Students will take a formative quiz covering the topics of the
standard element. Students will have three attempts at the quiz to foster mastery.
o Discussion 1 (Graded): Students will post a response to the following discussion topic:
“Did you know that we can only see one side of the moon from Earth? Why do you think
that is true? What do you think the other side of the moon looks like? Use external
sources to help develop your ideas.” Students will be required to response to at least two
of their peers’ initial posts.
o Assignment 1: Students will meet the standard by creating an infographic of the moon’s
phases. This is an individual project and will require students to create their own images
(i.e. one may not just copy/paste a moon phases diagram from another source).

Module 2: Solar and Lunar Eclipses

o This module will cover the following Georgia Performance Standard of Excellence:
Standard S1E6 b. Construct an explanation of the cause of solar and lunar eclipses.
Instructional Design Plan: Relative Positions of Earth, Sun and Moon 3

o Module Introduction: The instructor will give a brief introduction to the module’s topic:
Solar and Lunar Eclipses.
o Topic Presentation: Students will view a PowerPoint presentation introducing the main
concepts of the module, including the following: the positions of the sun, earth and moon
during solar and lunar eclipses, and features of solar and lunar eclipses. A graphic
organizer will be provided to assist in note-taking.
o Video: Students will watch the YouTube video “Eclipses: Crash Course Astronomy #5”
(10:31) https://www.youtube.com/watch?v=PRgua7xceDA.
o External Site: Students will explore the following site to learn more about solar and lunar
eclipses: https://spaceplace.nasa.gov/eclipses/en.
o Simulation: Students will explore the following simulation to experience the features of
solar and lunar eclipses:
https://highered.mheducation.com/olcweb/cgi/pluginpop.cgi?it=swf::640::480::/sites/dl/fr
ee/007299181x/220730/eclipse_interactive.swf::Eclipse%20Interactive.
o Formative Quiz 2 (Graded): Students will take a formative quiz covering the topics of the
standard element. Students will have three attempts at the quiz to foster mastery.
o Discussion 2 (Graded): Students will post a response to the following discussion topic:
“Have you ever experienced an eclipse? If so, tell us about your experience. When was
it? Where were you? Did you enjoy it? If not, why? If you have never experienced an
eclipse, research the next solar or lunar eclipse that will be visible in your area and write
about it.” Students will be required to response to at least two of their peers’ initial posts.
o Assignment 2: Students will meet the standard by working in groups of two to three
students to create a Prezi explaining the causes of solar and lunar eclipses. Students will
be required to submit feedback on group collaboration.

Module 3: Seasons
o This module will cover the following Georgia Performance Standard of Excellence:
Standard S1E6 c. Analyze and interpret data to relate the tilt of the Earth to the
distribution of sunlight throughout the year and its effects on seasons.
o Module Introduction: The instructor will give a brief introduction to the module’s topic:
Seasons.
o Topic Presentation: Students will view a PowerPoint presentation introducing the main
concepts of the module, including the following: the positions of the sun and earth
throughout the year, Earth’s distribution of direct sunlight, and the effects of Earth’s tilt
on its seasons. A graphic organizer will be provided to assist in note-taking.
o Video: Students will watch the YouTube video “Seasons and the Sun: Crash Course Kids
11.1” (3:56) https://www.youtube.com/watch?v=b25g4nZTHvM.
o External Site: Students will explore the following site to learn more about the causes of
Earth’s seasons: https://www.dusksters.com/science/seasons.php.
o Simulation: Students will explore the following simulation to experience the positions of
the sun and earth relative to Earth’s seasons:
https://sepuplhs.org/middle/iaes/students/simulations/sepup_seasons5.html.
o Formative Quiz 3 (Graded): Students will take a formative quiz covering the topics of the
standard element. Students will have three attempts at the quiz to foster mastery.
o Discussion 3 (Graded): Students will post a response to the following discussion topic:
“In America, we associate Summer with warm weather; however, in Australia it is
Instructional Design Plan: Relative Positions of Earth, Sun and Moon 4

associated with cooler weather. Would you rather live in the Northern Hemisphere and
experience warm Summers and cold Winters? Or in the Southern Hemisphere with warm
Winters and cold Summers? Why? (Hint: Relate these seasons to your typical seasonal
holidays and events.)” Students will be required to response to at least two of their peers’
initial posts.
o Assignment 3: Students will meet the standard by using evidence to construct scientific
explanations for Earth’s seasons. Students will be presented data of sunrise and sunset
times for a particular location and asked to determine the season. Each student will
complete a CER (Claim – Evidence – Reasoning) to support his/her answer.
o Formative Feedback: Students will provide feedback about the course and instructor.

Interactivity and Collaboration

Students will interact, engage and collaborate with their peers throughout the unit of study. Each
module provides a discussion forum for students to share ideas and opinions on particular topics.
Each student will be required to make a meaningful, appropriate comment on at least two peers’
initial posts per module. Additionally, Module 1 provides students the opportunity to introduce
themselves to their instructor and peers through a discussion post. Interactivity and collaboration
will continue in Module 2 (Eclipses), which includes a group project requiring students to
collaborate in groups of two to three. The final module will include an opportunity for students
to provide feedback on the course including likes, dislikes, struggles, etc. The instructor will
provide timely feedback on discussions and assignments, and keep an open dialogue with
students.

Technology Use
Technology is used throughout the unit in various ways. Students will utilize instructor-created
PowerPoints and external websites to gather information about the topics. Video and simulation
links will be provided to help students visualize the concepts. Students will utilize the Canvas
LMS to complete discussion posts and formative assessments. Students will use online
infographic programs, Prezi, and a word processor to complete the assignments.

o Technology Requirements:
o Computer or similar device
o High-Speed Internet
o Word Processor (such as Microsoft Word)
o Access to Canvas LMS
o Videos via YouTube:
o “Moon Phases: Crash Course Astronomy #4” (9:45)
https://www.youtube.com/watch?v=AQ5vty8f9Xc
o “Eclipses: Crash Course Astronomy #5” (10:31)
https://www.youtube.com/watch?v=PRgua7xceDA
o “Seasons and the Sun: Crash Course Kids 11.1” (3:56)
https://www.youtube.com/watch?v=b25g4nZTHvM
o External Sites:
o Moon Phases Information: https://spaceplace.nasa.gov/dr-marc-moon-phases/en/
o Moon Phases Simulation: https://sepuplhs.org/middle/third-
edition/simulations/moon_phase_simulation.html
Instructional Design Plan: Relative Positions of Earth, Sun and Moon 5

o Canva (www.canva.com), Piktochart (www.piktochart.com), or similar

infographic creation site
o Eclipses Information: https://spaceplace.nasa.gov/eclipses/en
o Eclipses Simulation:
https://highered.mheducation.com/olcweb/cgi/pluginpop.cgi?it=swf::640::480::/si
tes/dl/free/007299181x/220730/eclipse_interactive.swf::Eclipse%20Interactive
o Prezi: www.prezi.com
o Seasons Information: https://www.dusksters.com/science/seasons.php
o Seasons Simulation:
https://sepuplhs.org/middle/iaes/students/simulations/sepup_seasons5.html
o Other Materials:
o Instructor Introduction
o Course Syllabus
o Moon Phases PowerPoint
o Moon Phases Note-Taking Assistance Document
o Moon Phases Discussion Topic
o Moon Phases Formative Assessment
o Moon Phases Infographic Instructions and Rubric
o Eclipses PowerPoint
o Eclipses Note-Taking Assistance Document
o Eclipses Discussion Topic
o Eclipses Formative Assessment
o Eclipses Groups
o Eclipses Prezi Instructions and Rubric
o Eclipses Group Feedback Form
o Seasons PowerPoint
o Seasons Note-Taking Assistance Document
o Seasons Discussion Topic
o Seasons Formative Assessment
o Seasons CER Instructions and Rubric
o Formative Feedback Form

Evaluation
Students will be assessed throughout each module according to the language of the standard.
Each module will contain a formative assessment in the form of a quiz. This quiz will allow for
multiple attempts in order to foster mastery. Each module will also consist of a required
discussion post relative to the topic. Additionally, each module will contain a summative
assessment that specifically relates to the language of the standard. Below is an explanation of
each summative performance task.

Module 1: The standard states that students will be able to “develop and use a model to
demonstrate the phases of the moon”; therefore, each student will create an infographic modeling
the moon’s phases.
Instructional Design Plan: Relative Positions of Earth, Sun and Moon 6

Module 2: The standard states that students will be able to “construct an explanation of the
causes of solar and lunar eclipses”; therefore, students will work in groups to construct
explanations via a Prezi presentation.

Module 3: The standard states that students will be able to analyze and interpret data to relate the
tilt of the Earth to the distribution of sunlight…and its effects on seasons”; therefore, each
student will analyze data, make a claim, and use scientific evidence to back up his/her claim
through a CER.

Learner Support
For each module, students will be provided note-taking assistance in the form of a graphic
organizer, as well as access to a Q&A forum for the topic. Additionally, the instructor will be
available via email and discussion forums to answer questions.