Lesson 3: Solar and Lunar Eclipses

-What causes a solar eclipse, and how is it different from a lunar eclipse?

-Why don’t eclipses happen every month during the new and full Moon?

-How does the alignment of the Sun, Earth, and Moon determine whether an eclipse occurs?

-What are the different types of solar and lunar eclipses?

-How can models and orbital data be used to predict eclipses?

-Why are eclipses only visible from certain locations on Earth?

Solar eclipse

Lunar eclipse

Umbra

Penumbra

Total eclipse

Partial eclipse

Annular eclipse

Alignment (syzygy)

Orbit

Node

Shadow

Path of totality

HS-ESS1-2 – Analyze data to describe the effects of the Moon’s orbit on observed phenomena such as eclipses.

HS-PS2-4 – Use models and gravitational interactions to explain orbital motion and alignment in the Sun-Earth-Moon system.

NGSS Crosscutting Concepts

-Patterns

-Cause and Effect

-Systems and System Models

-Scale, Proportion, and Quantity

Students will interpret diagrams showing orbital alignment to determine when solar and lunar eclipses occur.

Students will analyze eclipse paths and observational data to understand why eclipses are location-dependent.

Students will construct evidence-based explanations describing the role of alignment and shadow in eclipse formation.

Students will explore how solar and lunar eclipses occur when the Sun, Earth, and Moon align in specific ways. Through modeling activities, simulations, and analysis of real eclipse data, students will examine how shadows are cast and why eclipses are rare and location-specific events.

Activities may include:
-Modeling solar and lunar eclipses using lamps, globes, and spheres
-Analyzing diagrams of umbra and penumbra shadows
-Using simulations to predict eclipse occurrences
-Examining real-world eclipse path data and maps
-Comparing solar vs. lunar eclipse conditions

Purpose: Develop understanding of alignment-based phenomena in the Earth-Moon system and reinforce predictive modeling using spatial relationships and gravitational interactions.

DOK Level: 3 – Strategic Thinking / Reasoning (modeling spatial relationships, analyzing data, and making predictions)

Students connect eclipses to historical interpretations, cultural significance, and modern scientific observation.

Students explore how eclipses have been used to test scientific theories and improve understanding of celestial mechanics.

Connections to NASA eclipse missions and citizen science opportunities during eclipse events.

Students may think solar eclipses happen during every new Moon and lunar eclipses during every full Moon.

Students may believe eclipses last for long periods of time everywhere on Earth.

Students may think the Moon disappears entirely during a solar eclipse.

Students may confuse which object is casting the shadow in each type of eclipse.

Students may assume eclipses are visible from all locations on Earth at the same time.

-Step-by-step physical modeling of eclipse alignment

-Visual diagrams distinguishing umbra and penumbra

-Graphic organizers comparing solar and lunar eclipses

-Interactive simulations for predicting eclipse conditions

-Chunked instruction with guided practice for alignment scenarios

-Partner discussions to reinforce reasoning and explanations

-Formative checks during eclipse modeling activities

-Quizzes on eclipse vocabulary and concepts

-Diagram labeling assessments (identifying types of eclipses and shadows)

-Constructed-response explanations of how eclipses occur

-Exit tickets predicting whether an eclipse will occur based on a given alignment

-Analysis of real eclipse maps and path data

-Lamps, globes, and spheres for eclipse modeling

-Diagrams of solar and lunar eclipses

-Interactive simulations of orbital alignment

-Eclipse path maps and NASA data resources

-Worksheets on umbra/penumbra and alignment scenarios

-Visual media of past solar and lunar eclipse events