National Aeronautics and Space Administration

4A_Comparing Earth and Moon Environments An Educators Guide with Lesson Activities In Science and Mathematics

Comparing Earth and Moon Environments

www.nasa.gov

Education Product Educators & Students Grades 9-12

EG-2006-XXXXXXX

Lunar Education Module Living and Working Safely on the Moon Grades 9-12: Comparing Earth and Moon Environments An Educator Guide with Lesson Activities in Science and Mathematics

I. Investigation Overview Summary and Objectives . Student Involvement . Inquiry-Based Questions Hands-On-Activity Description ... Grade Level(s) .. Estimated Time Needed . Pre-Requisites .. Teacher Checklist . Resources .. II. Hands-On Inquiry- Based Activity Lesson Plan(s) Background For Teachers and Students Introduction .. Goals/Objectives .. Content ... Instructional Objectives .. National Standards/Benchmarks . NASA Relevance .. Preparing for the Activity/Introduction Pre-requisites ... Student Materials ....... Estimated Time Needed . Vocabulary ... The Activity: 5 Es Lesson: Teachers Edition Student Activity Handout . III. Teacher Resources Teacher checklist, answer keys, any assessment/rubrics, and any additional activities and resources 3 3 3 4 15 15 15 16 16 16 16 16 16 18 2 2 2 2 2 2 3 3 3

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The student activity handout section includes any maps, graphs, articles, charts, journals and data students need to complete the various lesson(s) in the module. The Student Observation Network Lunar Module Living and Working Safely on the Moon is a public domain resource for educators and shall not be used for commercial purposes.

I. Investigation Overview Please Note: All of the teacher guides are labeled grades 5-8 or 9-12. The student resources, including selected science articles and investigations, are separated by appropriate grade level 5-8 and 9-12 for each topic. This provides more grade appropriate readings, mapping, graphing and processing skill development within the module. Student resources are included at the end of each teacher guide. Essential Question: How do the Earth and Moon compare? Supporting Questions: What differences between the two environments would be important for humans living and working on the Moon for extended periods of time? Why are these differences so important? Summary and Objectives Comparing the Earth and Moon may appear easy at first glance. However, once scientific data is studied, comparing the two neighbors is not so easy. This simple investigation uses charts, tables, graphs and images to compare/contrast the Earth and Moon in preparation for the final decision about where to build a human habitat n the Moon. Students will use data provided to identify characteristics and properties of the Earth and Moon, compare information, discuss differences, and compare/contrast findings in an effort to identify the key components that set the Earth and Moon characteristics and properties apart. Student Involvement Inquiry-Based Questions How do the Earth and Moon compare? is the first question of many in the journal entry pages included with the student activity handout that will focus students on the differences and similarities between the Earth and Moon environments. Understandings about these two environments will prepare students for the more in-depth understandings necessary for deciding where to locate a human habitat on the Moon in the following, and final activity, Choosing a Lunar Habitat Site. Hands-On-Activity Description Students will use data provided to identify characteristics and properties of the Earth and Moon, compare information, discuss differences, and compare/contrast findings in an effort to identify the key components that set the Earth and Moon characteristics and properties apart. The investigation is inquirybased and addresses National Science Education Standards in Earth and Space sciences. Grade Level(s) Grades 5-8 and 9-12 Estimated Time Needed Estimated time for this activity 45-60 minutes

 Pre-Requisites 1. Knowledge about the Earth environment: This module has a basic Earth science PDF accessible from the homepage (http://www.newpaltz.edu/secondaryed/), and an Earth Environment lesson accessible from the homepage. 2. Ability to read charts, graphs, and tables. 3. Knowledge about the Sun and radiation: Content on the Sun is available in the Earth and Solar Energy lesson in this module, also accessible from the homepage. Also included in the module is a lesson on the Moon and solar energy that will be helpful for understandings. Teacher Checklist The teacher checklist is designed to provide the teacher with a method for keeping track of the lesson activity steps. It is located at the in the Teacher Resource section at the end of this document. Resources There is an enormous amount of information about the Moon, both in book form and on the Internet. However, some sources are inaccurate or perpetuate misconceptions. Therefore, a list of website resources is provided for you in the Teacher Resource section at the end of this document. Additionally, a scientifically reviewed master lunar content document accompanies this module and is located at http://www.newpaltz.edu/secondaryed/. As new discoveries are made regarding lunar science, the NASA news and the Science Magazine at NASA will announce the latest updates on lunar science to keep you upto-date and current. It is found at http://www.nasa.gov/news/index.html . II. Hands-On Inquiry- Based Activity Lesson Plan(s) Background For Teachers Introduction Comparing the Earth and Moon may appear easy at first glance. However, once scientific data is studied, comparing the two neighbors is not so easy. This simple investigation uses charts, tables, graphs, and images to compare/contrast the Earth and Moon in preparation for the final decision about where to build a human habitat on the Moon. Goals/Objectives The primary goal for this activity is to focus students on the key differences and similarities between the Earth and Moon to prepare students for the following, and final activity, Choosing a Lunar Habitat Site. Objectives 1. To provide an opportunity to research the differences and similarities between the Earth and Moon 2. To focus students on the characteristics and properties of the Earth and Moon to prepare students for the culminating activity, Choosing A Site For the Lunar Habitat

 Content for Teachers and Students The Earth Basic Properties and Characteristics Here are some basic facts about the Earth: Property Distance from the Sun Equatorial diameter Surface area Mass Volume Density Surface gravity Crust Composition Earth 149,668,992 Km (93,000,000 miles) 12,756 km 510 million square km 5.98 x 10E24 kg 1,097,509,500,000,000,000,000 cubic meters (a whole lot!) 5.52 grams per cubic cm 9.8 m/sec/sec Silicate rocks. Continents dominated by granites. Ocean crust dominated by basalt. Silicate rocks dominated by minerals containing iron and magnesium. Iron, nickel metal 78 % nitrogen, 21 % oxygen 23.93 hours 365.25 days Air temperature ranges from -88C (winter in polar regions) to 58C (summer in tropical regions). 25 percent land (seven continents) with varied terrain of mountains, plains, and river valleys. Ocean floor characterized by mountains, plains, and trenches. 1 atmosphere at sea level

Mantle Core Atmospheres primary gases Length of day Length of year Temperature

Surface features

Standard pressure

The Earth's Magnetic Field The Earth's magnetic field varies across the surface of the globe. Different geographic locations have different magnetic fields associated with them. An animal with the ability to sense magnetic fields might be able to use magnetic information to determine something about where it is relative to a home area. To
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use such a "magnetic map, an animal would need the ability to distinguish among slightly different magnetic fields. It would also need to learn, as it moves from place to place, something about how the magnetic field varies over the geographic area where it lives and migrates. To understand how a sea turtle or other migratory animal might use magnetic information in a crude kind of map, let's look at the diagram of the Earth's field below

Figure 1: Diagram of the dipole magnetism of Earth. Credit: NASA.

At first glance, the field resembles that of an enormous bar magnet. The field lines emerge from the southern half of the Earth, wrap around the planet, and re-enter in the northern half of the Earth. Earth Motion in Space The Earth rotates once a day about its axis between the north and south poles, and revolves about the Sun in its orbit once a year.

Figure 2: Illustration of the Earth in space as it travels around the Sun. Indications for seasonal variation in the illuminated portion of the Earth is visible. This illustration is not to scale. Credit: WIKI public domain.

The seasons are caused by the simple fact that the Earth's axis of rotation is not perpendicular to the plane of its orbit. In fact, the Earth's axis is tilted some 23.5 degrees away from the perpendicular, as shown in the figure (which is NOT to scale). This 23.5 degrees tilt remains fixed in space the whole time that the Earth is revolving around the Sun. Hence, as shown in the diagram above, when the Earth is halfway around its orbit around the Sun, the axis appears to be tilted away from the Sun and we experience winter in the northern hemisphere. Six months later, the Earth is on the other side of the Sun, with the axis still pointing in the same direction, and we experience summer in the northern hemisphere.

As we know, during the northern summer, the North Pole is tilted towards the Sun. During the winter, it is tilted away. This tilt causes the Sun to appear higher in the sky during the summer than during the winter. The higher the Sun appears in the sky, the more hours of daylight we experience, and there is more intense, direct sunlight and hotter conditions on the surface of the Earth.

Figure 3: This diagram is not to scale in size or distance relationships: Credit: http://en.wikipedia.org/wiki/Season

There are, of course, times in between summer and winter as the Earth is orbiting the Sun when the Suns rays do not point toward or away from the direction of the tilt. At these times, neither hemisphere is experiencing any greater amount of sunlight than the other is, and we experience spring or fall for the hemispheres. These are called equinoxes for equal day, equal night. If you ask students what a particular season means to them, they will probably mention the weather usually associated with that season. Summer is hot. Winter is cold. They will also mention that spring is after the winter and fall is after the summertime. (For those of us living close enough to the poles, winter means snow, too!) A common misconception is that the Earth is closer to the Sun during the summer in the northern hemisphere, causing warmer temperatures in the summer. This is inconsistent with the fact that when the northern hemisphere has summer, the southern hemisphere has winter. In addition, when it is summer for the northern hemisphere, the Earth is actually slightly farther away from the Sun than it is during the winter. Earth Environment Earth is the third planet from the Sun at a distance of about 150 million kilometers (93.2 million miles). It takes 365.256 days for the Earth to revolve (orbit) around the Sun, and 23.9345 hours for the Earth to rotate (spin) about its axis. The diameter of Earth is 12,756 kilometers (7,973 miles, and the Earth circumference is about 38,640 kilometers (24,000 miles). Earth is the only planet in our solar system that is known to support life. The Earth system is studied by scientists as spheres, or specific parts, that make up the entire planet. These spheres are called the atmosphere, hydrosphere, lithosphere, biosphere, and cryosphere. The atmosphere is made up of the gases that surround the Earth. The atmosphere of Earth is composed of 78 percent nitrogen, and 21 percent oxygen, with the remaining 1 percent being other gases (carbon dioxide, Helium, water vapor, Hydrogen, sulfur dioxide, etc.) The atmosphere is divided vertically into four layers based on temperature: the troposphere, stratosphere, mesosphere, and thermosphere. Throughout the Cycles unit, we'll focus primarily on the layer in which we live - the troposphere. See Figure 1 below.
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Figure 4: Illustration of the lower atmosphere, the troposphere: interactions with the oceans, the land, and the water cycle occur. All weather occurs in the troposphere. Courtesy of the Comet Project.

Troposphere The troposphere has the following characteristics. It extends from the earth's surface to an altitude of about 12 km (7 miles). All of the earth's weather occurs in the troposphere. The air pressure in the troposphere ranges from 1000 to 200 mb (29.92 in. to 5.92 in.). The temperature generally decreases with increasing height up to the tropopause (top of the troposphere); this is near 200 millibars or 36,000 ft. The temperature averages 15C (59F) near the surface and -57C (-71F) at the tropopause. The layer ends at the point where temperature no longer varies with height. This area, known as the tropopause, marks the transition to the layer above the troposphere, called the stratosphere. Winds increase with altitude (height) all the way up to the jet stream. The moisture concentration decreases with altitude (height) up to the tropopause. The air is much drier above the tropopause, in the stratosphere. The sun's heat energy, that warms the surface of the Earth, is transported upward mainly by convection and is mixed by updrafts and downdrafts. The troposphere is 78% nitrogen and 21% oxygen. Higher up in the atmosphere the density of oxygen is much lower. The lower density of molecules higher up would not give us enough oxygen to breathe and survive. The atmosphere interacts directly with the oceans and land in what we call the water cycle. The water cycle is part of the hydrosphere, the science that studies the water systems on planet Earth. The hydrosphere includes all liquid, solid and gas phases of water. That means that water; ice, snow, hail, water vapor, and any other form of water are included in the hydrosphere. Scientists have a special name for the science of studying all of the known water ice. It is called the cryosphere. The cryosphere includes all of the land ice and the sea ice we see in the oceans. The Hydrosphere Oceans cover nearly three-quarters of the Earth's surface and play an important role in exchanging and transporting heat and moisture in the atmosphere. 1. Most of the water vapor in the atmosphere comes from the oceans.
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2. Most of the precipitation falling over land finds its way back to oceans. 3. About two-thirds of the precipitation over the oceans returns to the atmosphere by way of the water cycle (please see figure 2 below). You may have figured out by now that the oceans and atmosphere interact a lot. Oceans not only act as an abundant source of moisture for the atmosphere, it also acts as a heat source and sink (storage) for energy.

Figure 5: The water cycle. There is no beginning and there is no end. To view a video clip of the water cycle click here http://gwec.gsfc.nasa.gov/movies/EnergyUncomp640.mpg

The exchange of heat and moisture has huge effects on atmospheric processes near and over the oceans. Ocean currents play a significant role in transferring this heat toward the north and south poles (pole ward). Major currents, such as the northeastward flow of the Gulf Stream, transport large amounts of heat pole ward and contribute to the development of many types of weather phenomena. They can also warm the climate of nearby locations. The opposite occurs when cold southward flowing currents, such as the California current, cool the climate of nearby locations. Practically all of the energy that reaches the Earth comes from the Sun. Solar energy is first intercepted by the atmosphere as a small part of solar energy is directly absorbed, especially by certain gases such as ozone and water vapor. Some energy is also reflected back to space by clouds and the Earth's surface. Some energy is absorbed or reflected by aerosols in the atmosphere. Aerosols are tiny particles like sea salts, dust, smoke, and ash that are required in order for clouds to form. Water vapor will not condense to form clouds unless the tiny particles we call aerosols are present in the air. The Lithosphere Many of the aerosols come from sea salts in the oceans. However, much of the aerosol matter comes from dust blown from arid areas around the globe. The Sahara desert in northern Africa is the most famous of these arid areas. As the rocks in the lithosphere of the Earth are weathered (broken down) into smaller and smaller pieces (regolith), they can become small enough for the wind to lift the particles up into the atmosphere and carry them away. These aerosols often act as condensation nuclei (seeds upon which water vapor condenses) forming small water droplets and clouds. However, most of the weathered rock particles, called regolith, stay on the ground as sediments. Sediments are carried by wind, water, and ice to other parts of the land, and sometimes to the sea. When mixed with organic debris, like dead plants and animals, the regolith becomes soil. Soil is regolith enriched with nutrients from the organic debris. It is necessary for growing plants. The Moon has regolith, but no soil, because the Moon has no life that we are aware of at this time.
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The Biosphere Plants and all other members of the biosphere (all living things) of Earth need soils for the production of food. Plants are primary producers (meaning that they produce the food that herbivores eat, and carnivores eat herbivores, and so on) and capture sunlight energy in the process of making food known as photosynthesis. Without enriched soils composed of regolith and decayed organic matter, plants could not survive. Without plants, other living things would not have a food source. Without a food source, there is no life. The Moon Some Fast Facts The Moon orbits the Earth at a distance of 238,855 miles, or 384,400 km. It has a diameter of 3,476 km, approximately one-fourth the size of Earth. The most likely explanation for the formation of the Moon is the giant impact hypothesis. This hypothesis suggests that during the early stage of the Earths formation it was struck by a huge body in space, the size of Mars. Some of the impacting body and most of the early Earth became the planet Earth. A huge glob of our planet and the rest of the impacting body became the Moon. The Moon's average density is not much greater than that of its surface rocks, probably because the Moon cooled more rapidly than the larger Earth and solidified sooner, so there was insufficient time for significant differentiation to occur. The Moon's surface consists of both rock and dust material. The main surface features on the Moon are the dark maria and the lighter-colored highlands. Highland rocks, which are less dense than rocks from the maria, are believed to represent the Moon's crust. Maria rocks are believed to have originated in the mantle of the Moon. Lunar dust, called regolith, is mostly lunar rock pulverized by meteorite impacts, mixed with a small amount of material from impacting meteorites. The surface of the Moon is covered with craters of all sizes, caused by impacting meteoroids. The lunar highlands are older than the maria and are much more heavily cratered. Meteoritic impacts are the main source of erosion on the surface of the Moon. The rate at which craters are formed decreases rapidly with increasing crater size. Evidence for past volcanic activity on the Moon is found in the form of solidified lava channels called rilles. The large lunar equatorial bulge probably indicates that the Moon once rotated more rapidly and orbited closer to Earth. The crust on the far side of the Moon is substantially thicker than the crust on the near side. The Moons surface gravity is one-sixth that of Earths. The Moon does not have a true planetary magnetic field. It has weak, scattered magnetic properties in localized areas, and there is some magnetism in iron-rich rocks at the lunar surface. The Moon is extensively scarred by meteorite impacts and shows evidence for past volcanism and tectonic processes. Until recently, there was no substantial evidence for water. However, the Lunar Prospector and Clementine missions provided data that appears to have revealed water ice at both lunar poles. The water ice appears to have been located in craters where the shadow cast by the crater walls keeps the area from being exposed to sunlight. Therefore, these shadow zones never get warm enough for the water ice to melt and disappear. There is no significant atmosphere on the Moon, so the lunar environment is not capable of supporting life, as we know it. Lunar gravity is too weak to retain any atmospheric gases, and the lack of any substantial magnetic field allows the solar wind to sweep across the lunar
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surface. This solar wind would also sweep away any significant atmosphere. The lack of any atmosphere creates drastic temperature changes. On the side of the Moon receiving light from the sun, temperatures can reach 279 F. Meanwhile, the side of the Moon not facing the sun can reach temperatures as low as 268F. The Moon rotates at the same rate at it revolves around the Earth. This is called a synchronous orbit and is the reason why the same side of the Moon always faces Earth. We call this the near side. The near side is clearly visible from Earth with the naked eye. The gravitational forces between Earth and the Moon are responsible for the Moon's synchronous orbit in which the same side of the Moon always faces our planet.

The Moon in Space Although it is one of the largest moons in the Solar System, the Moon is smaller than all the planets, except Pluto. Still, it is so large that if it orbited the Sun instead of Earth, we would call it a small planet and not a moon. However, the Moon does orbit Earth, just as the space shuttle and thousands of other satellites orbit the Earth. However, at 239,000 miles, almost a quarter of a million miles, the Moon is much farther away than most of the satellites we launch.

Figure 6: The Moon, Earth and orbital distance in this diagram are not to scale and are exaggerated.

The Moon's size and distance contribute to a wonderful coincidence for those of us who live here on Earth. The Moon is about 400 times smaller than the Sun, but it also happens to be about 400 times closer. The result is that from Earth, they appear to be the same size. When the Moons orbit around Earth takes it directly between Earth and the Sun, the Moon blocks our view of the Sun in what we call a solar eclipse. This is the same as when you use your thumb to block your view of something that is both much larger and much farther away. To demonstrate, think of Earth as about the size of a basketball. Then the Moon would be 30 feet away and about the size of an apple. The Sun would be a ball as big as a 10-story building more than 2 miles away. And if you were with the basketball, the nearby apple and the distant building would look to be about the same size. You could block either of the objects with the tip of your thumb if you held your arm out and lined your thumb up with one of the objects. The Moon takes 27.3 days to orbit the Earth, which is also the time it takes for it to rotate once on its axis. Therefore, the Moons day is equal to its year. The fact that the Moon rotates at the same rate that it revolves is why we see only the near side of the Moon whenever we look at it. The side of the Moon we cannot see from Earth is called the far side, or the dark side. Despite the name dark side, both sides of the Moon receive light from the sun for equal amounts of time.

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Figure 7: Astronauts in the command module took this image of the far side during an Apollo 10 orbit. The heavily cratered surface is very noticeable. Photo Credit NASA.

As the Moon revolves around the Earth it appears to change shape. During each lunar orbit (a lunar month), we see the Moon's appearance change from not visibly illuminated through partially illuminated to fully illuminate, then back through partially illuminated to not illuminated again. Although this cycle is a continuous process, there are eight distinct, traditionally recognized stages, called phases. The phases designate both the degree to which the Moon is illuminated and the geometric appearance of the illuminated part. The phases of the Moon are caused by the relative positions of the Moon and sun in the sky as viewed from Earth.

Figure 8: The Moon Phases: This diagram is not to scale and sizes are very exaggerated. The illustration shows the phases of the Moon. Pretend you are on the Earth looking out at the Moon. Draw what you think you would see from Earth. Check your answers at the lunar phases section in this document. There is an illustration there to help you find out the answers. Credit NASA.

III: Basic Properties and Characteristics of the Moon The Moon is one-fourth the size of Earth with one-sixth the gravitational pull. It has only a trace atmosphere therefore it experiences no weather phenomenon. Without an atmosphere, harmful radiation from the Sun is not absorbed, scattered, or reflected by atoms and molecules. Everything on the lunar surface is exposed to radiation unless protected by some type of shielding material. The bulk density of the Moon is 3.4 g/cc, which is comparable to that of volcanic basaltic lavas on the Earth (however, the bulk density of the Earth is 5.5 g/cc, because of the dense iron/nickel core). The Moon is covered with a gently rolling layer of powdery soil with scattered rocks that is called the regolith. It is not really soil because it has no organic matter. It is composed of rock debris that was blasted out of the lunar craters by the meteor impacts. The rocks that were there before the impacts occurred, were pulverized on impact, and spewed out of the crater. Each well-preserved lunar crater is surrounded by a sheet of this regolith, or ejected material. It is called the ejecta blanket .
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Figure 9: This image shows craters and crater chains on the Moon. Apollo 12 astronauts took the shot during an orbit around the Moon. NASA Image ID number: AS12-H-51-7485 Other Image ID number: NSSDC Data Set ID (Photo): 69-099A-01C NSSDC Data Set ID (CD): N/A Other ID: N/A.

The Moon has a weak, scattered magnetic field property that accounts, in part, for the lack of a significant lunar atmosphere. The magnetic field, (called a magnetosphere) around a planet like the Earth, forces the charged particles from solar winds and coronal mass ejections around and away from the planet surface, protecting life forms and electrically operated equipment. This magnetic field is believed to protect a planetary atmosphere as well because it is within the magnetosphere.

Figure 10: This map illustrates the lunar magnetic field and the strength of the field. Notice how scattered and weak it appears. Areas shown in red are stronger than those in blue. This map was based on Apollo 15 subsatellite magnetometer data when the Moon was either in the north or south lobes of the Earths magnetic tail. Credit NASA.

If you compare the Earths magnetic field with the Moons you can see how much more stable and complete the Earths magnetic field really is. Here is an illustration of the fields of magnetic force for Earth, and an illustration of that force as it is impacted by solar activity.

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Figure 11: This illustration shows the bar-magnet quality of the Earths magnetic field. It is not to scale in size or distance. Diagram of the dipole magnetism of Earth courtesy of http://www.unc.edu/depts/oceanweb/turtles/geomag.html

Looking out into space, the magnetic field stretches outward from Earth way out into the solar system. The flattened area on the bow shock side is the side facing the Sun. The extension of the magnetosphere as it sweeps into space is the side not facing the Sun. We are not sure how far away the Earths magnetosphere extends into space, but it is at least many millions of miles. Anything inside of the Earths magnetosphere is protected from some solar activity, but the further away the object is from Earth, the less protection it will have. The Moon is, on average, 243,000 miles from Earth and too far away from the protective magnetosphere.

Figure 12: The image shown above is not to scale in size or distance and illustrates the protective quality of the Earths magnetosphere. The curved area to the front, called the bow shock, is the side facing the sun. Courtesy of the NASA SECEF.

For some fast facts, here is a quick chart of the characteristics and properties of the Moon: Can you answer the questions?

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Basic Characteristics and Properties of the Moon Equatorial diameter Mass Surface Area Bulk density Gravity measurements Magnetic field strength Escape velocity 3,476 km 7.35 X 10 to the 22nd power 37.8 million square km 3.4 grams per cubic centimeter (g/cc) 1.62 meters per second squared Ranges from 3 X 10 to the -9 power to about 3.3 X 10 to the -7 power 2.37 km per second How long would it take to drive around the Moons equator at 60 km per hour? What is the difference between weight and mass? The Moons surface area is similar to what continent on Earth? How does this compare to the Earths bulk density of 5.5 g/cc? Earth gravity is 9.78 meters per second squared. How does this compare to the Moons gravity? Look at the lunar magnetic field map. How can we tell that the Moon has only a weak, scattered magnetic field? The escape velocity of the Earth is 11.18 km per second. How much easier is it to leave the surface of the Moon? How many miles is this? How long does it take the Earth to rotate one full spin on its axis? How long does it take the Earth to orbit the Sun? How long is a lunar year? Is this degree of tilt going to make a difference to the lunar environment traveling from the north to the south on a given day? Why? How close is this to a perfect circle?

Mean distance from Earth Period of rotation (one full 360 spin on its axis) Period of Revolution (orbit around Earth) Average length of a lunar day Tilt of the lunar axis Eccentricity of orbit (how much out of a perfect round shape or circle) Orbital inclination Atmospheric pressure

384,000 km 27.32 Earth days

27.32 Earth days 29.53 Earth days 1.5424 0.0549

5.1454 10 to the -14 power atm

What does this mean? The Earths atmospheric pressure at sea level is 1 atm. How does this compare to Moons pressure? Convert degrees Celsius to Fahrenheit Convert degrees Celsius to Fahrenheit

Average temperature on sunny side of the Moon Average temperature on darkened side of the Moon Magnetic field strength

107 C -153 C

Ranges from 3 X 10 to the -9 power to about 3.3 X 10 to the -7 power

Look at the lunar magnetic field map. How can we tell that the Moon has only a weak, scattered magnetic field?

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 Instructional Objectives Students will Compare/contrast various characteristics and properties of the Earth and Moon Identify those characteristics and properties of the Moon that may be relevant to sustaining life on the Moon National Standards/Benchmarks Science Content Standards: 5-8 and extended 9-12 Science as Inquiry CONTENT STANDARD A: As a result of activities in grades 5-8, and extended 9-12, all students should develop * Abilities necessary to do scientific inquiry

DEVELOP DESCRIPTIONS, EXPLANATIONS, PREDICTIONS, AND MODELS USING EVIDENCE. Students should base their explanation on what they observed, and as they develop cognitive skills, they should be able to differentiate explanation from description--providing causes for effects and establishing relationships based on evidence and logical argument. This standard requires a subject matter knowledge base so the students can effectively conduct investigations, because developing explanations establishes connections between the content of science and the contexts within which students develop new knowledge. Earth and Space Science CONTENT STANDARD D: As a result of their activities in grades 5-8, and extended 9-12, all students should develop an understanding of * * * Structure of the earth system Earth's history Earth in the solar system

Standards for the English Language Arts 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. NASA Relevance NASAs vision to return humans to the Moon by 2020 has sparked interest around the world. Educators within NASA are working to incorporate the cutting edge science with the enthusiasm for space travel to develop educational tools for teachers to use in the classroom that address national standards in the education of science and mathematics. Our current knowledge about the Moon is vast, but it is also limited. We have much to learn about the Moon if we expect to send humans there to live and work for extended periods of time. Scientists are working diligently to find answers to questions about lunar resources, solar energy relative to the Moon,
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and communications issues between the Earth and Moon. The complete Lunar Module addresses each of these concepts while providing an exciting, innovative way to bring research science to the classroom. There are missions to the Moon in the planning stages that will help answer many of the questions we have about the Moon and give us a better understanding of its physical and chemical characteristics. The NASA Lunar Reconnaissance Orbiter, for one, was launched in 2008. It is designed to map the surface of the Moon and characterize future landing features. Preparing for the Activity/Introduction How do the Earth and Moon compare?, is the first question of many in the journal entry pages included with the student activity handout that will focus students on the differences and similarities between the Earth and Moon environments. Understandings about these two environments will prepare students for the more in-depth understandings necessary for deciding where to locate a human habitat on the Moon in the following activity, Choosing a Lunar Habitat Site. Students will use the data provided to identify characteristics and properties of the Earth and Moon, compare information, discuss differences, and compare/contrast findings in an effort to identify the key components that set the Earth and Moon characteristics and properties apart. The investigation is based on National Science Education Standards in Earth and Space sciences. Pre-requisites 1. Knowledge about the Earth environment: This module has a complete basic Earth science PDF that is accessible from the homepage, and an Earth Environment lesson accessible from the homepage 2. Ability to read charts, graphs, and tables 3. Knowledge about the Sun and radiation: Content on the Sun is available in the Earth and Solar Energy lesson in this module, accessible from the homepage. Also included in the module is a lesson on the Moon and solar energy that will be helpful for understandings. Student Materials 1. Each group will need a copy of the content found in the teachers background section in this document and a copy of both the Moon and Earth images in the student activity handout section. 2. Each student will need: A copy of the student activity handout included in this document A pen/pencil Estimated Time Needed Estimated time 45-60 minutes Vocabulary It is suggested that teachers review the data charts and readings in the background content to locate any vocabulary that may need introduction. It is assumed students have covered the background content previous to this activity. The content is present for refresher/reinforcement/reference. The Activity: 5 Es Lesson: Teachers Edition Introduction Inquiry-Based Questions How do the Earth and Moon compare?, is the first question of many in the journal entry pages included with the student activity handout that will focus students on the differences and similarities
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between the Earth and Moon environments. Understandings about these two environments will prepare students for the more in-depth understandings necessary for deciding where to locate a human habitat on the Moon in the following activity, Choosing a Lunar Habitat Site. Hands-On-Activity Description Students will use the data provided to identify characteristics and properties of the Earth and Moon, compare information, discuss differences, and compare/contrast findings in an effort to identify the key components that set the Earth and Moon characteristics and properties apart. The investigation is based on National Science Education Standards in Earth and Space sciences. Engage: Form groups of 4-5 students per group and give each group an image of the Moon and an image of the Earth. They are located in the student activity handout section. Ask them to describe the similarities and differences they observe in these images. Ask them to report out for the group when they are finished. Some noticeable differences include: the Moon does not appear to have water, does not appear to have an atmosphere, has rocks, has dark and light colored areas, and the Earth has an atmosphere, clouds, noticeable oceans, ice, land masses, and vegetation. Ask students what makes the two so different? How can two bodies in space, so close together, and the same distance (essentially) from the Sun be so different in appearance? They may not be able to answer these questions correctly now, but write the answers they give on the board. Later, once the activity is completed, return to these answers and make adjustments and clarify correct answers. Explore: Provide each group with a copy of the content included with the teacher background in this document. Provide each student with a copy of the student activity handout also in this document. Ask them to read, discuss, identify, and record any information about the Earth and Moon that would be considered a difference or similarity. The journal entry pages located with the student activity handout have guiding questions and space for recording differences and similarities. In addition, the lunar resources mapping lesson found in this module is very helpful in understanding the differences and similarities. This document is accessible from the homepage. Explain: Ask the groups to present findings on similarities and differences to the rest of the class. As each group presents, have the other groups make notations on items they may have missed, and clarify any misconceptions. It is suggested that the teacher interject when necessary to clarify or correct misconceptions through questioning, discussion, and verification with the class. In addition, ask students to prioritize the observations they have made. What characteristics about the Earth, for example, are more important for sustaining life? Extend: This is a good time for a descriptive essay! Ask students to write a descriptive essay and, using their journal pages and class notes, describe the Earth/ Moon comparison fully. They should include things like the magnetic field, atmosphere, water resources, etc. for a fairly comprehensive description. Evaluate: -Formative: Evaluation of group dynamics, accomplishments, and presentations are good formative evaluations. Walking around the room checking for understandings and interactions can be evaluated as well. -Summative: A quick quiz or a test can be used to evaluate understandings about the basic concepts for both Earth and the Moon. However, should you choose to have the class do the essays, the descriptive essays can be evaluated for understandings and communication of information.

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 Student Activity Handouts Comparing the Earth and Moon Student Materials Each student will need: 1. a copy of this student activity handout with journal entry pages 2. pen/pencil Each group will need: 1. an image of the Moon and an image of the Earth for the engage activity 2. a copy of the content for Earth and Moon Procedure 1. Observe the images of the Earth and Moon carefully. Discuss with the group those observations that support similarities and differences between the Earth and Moon as viewed in the images. Record observations in the journal entry pages. Share observations with the class. 2. As a group, read the content information on the Earth and Moon, and record similarities and differences as they are identified. Record observations in the journal entry pages. Discuss the importance of the differences and similarities as a group. Identify what the groups thinks are the important differences and similarities, and why. For example, the group may think that it is important that the Moon has no atmosphere and the Earth does; so why is this important? What difference does it make that the Moon has no atmosphere? 3. Present the group findings to the class. 4. Discuss the comparative observations and prioritize them in order of importance for sustaining life. For example, if the Earths atmosphere filters out harmful radiation, traps heat energy in the Earth system, is where weather occurs, and is a major part of the water cycle, how important is the atmosphere? 5. On lined paper, develop an outline to write a descriptive essay on the Moon/Earth comparison. Once the outline is complete, write an essay carefully describing the comparison in detail.

Journal Entry Pages: Use the back of these pages as needed Earth and Moon image comparison: Guiding questions: What can be seen of the Earth and Moon in the images? 1. How do they appear to be different? 2. How do they appear to be similar? 3. Do the images indicate what type of environment exists on the Earth or Moon? How? 4. Is it possible to tell if the Earth or Moon can sustain life just by looking at the images? How?
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Earth

Moon

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Content Development: Indicate similarities and difference the group has identified: Guiding Question: Is what the content says different from what was observed in the images? If so, how? ___________________________________________________________________________________ ___________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ __________________________________________________________________________________ Presentation notes: __________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ __________________________________________________________________________________
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The Moon

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The Earth

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III. Teacher Resources Teacher Checklist The checklist is designed as a guide for teachers to keep track of where the students are in an activity or investigation with multiple steps, days, or projects in the Lunar Module. Each of the lessons has a teacher checklist for your use and includes teacher steps as well. Instruct on the content Make a copy of both the Moon and Earth images for each group Make a copy of the content background for each group Make a copy of the student activity handout for each student Form groups of 4-5 students Conduct engage activity group work presentations discussion and clarification Conduct explore activity group work presentations discussion and clarification Assign descriptive essays Answer keys The journal entry pages should be checked for valid correlation with the content in the teacher background section. Since this is the content the students will also use for researching similarities and differences, answers to the guiding questions will be the ones for concern. It is suggested that the teacher conduct the activity independently to identify what the students should find out, and compare this to the student lists. Important differences are included in the following concepts: Atmosphere Visible water resources Clouds Land vs oceans Rocks Texture: light and dark, bright and dull, highs and lows. Vegetation
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Additional resources Clickable Maps of the Moon: http://webgis.wr.usgs.gov/website/moon_html/viewer.htm http://www.lunarrepublic.com/atlas/index.shtml http://www.fourmilab.ch/cgi-bin/uncgi/Earth/action?opt= p&img=MoonTopo.evif Earth Maps: http://earthobservatory.nasa.gov/Laboratory/ICE/ice_intro.html Ice tool http://www.fourmilab.ch/cgi-bin/uncgi/Earth/action?opt=-p&img=NOAAtopo.evif Topography http://www.fourmilab.ch/cgi-bin/uncgi/Earth/action?opt=-p&img=vapour.bmp Water Vapor http://www.fourmilab.ch/cgi-bin/uncgi/Earth/action?opt=-p&img=wx-cmap.bmp Temperature

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