7th Grade Science Unit:
Totally Tides
Unit Snapshot
Topic: Cycles and Patterns of Earth and the Moon
Duration:
Grade Level: 7
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)
Days 1 & 2
Day 3
Days 4-5
On-going
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.
Exploration: The objective of this activity is to give students the opportunity to
create and use a model to explore tides.
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.
Elaboration: The objective of this activity is to allow students the opportunity to
research and predict different ocean tides using real world data simulations.
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.
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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.
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MATERIALS:
VOCABULARY:
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
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.
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.
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?)
What is the teacher doing?
What are the students doing?
(Day 1)
(Day 1)
1. Students observe the pictures.
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/michaelmartens-dramatic-picturesof.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.
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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.
3
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.
Objective: The objective of this activity is to give students the opportunity to
create and use a model to explore tides.
EXPLORE
(1 ½ Days)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
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.
Objective: The objective of this activity is to allow students the opportunity to
research and predict different ocean tides using real world data
simulations.
EXPLAIN
(1 Day)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
Spring and Neap Tides (Day 3)
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.
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.
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.
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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.
ELABORATE
(2 Days)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
What is the teacher doing?
What are the students doing?
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/montereybay.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.
Graphing Tides (Day 4)
24 Hour Simulation: (whole class)
Project the following website:
http://aspire.cosmicray.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.
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)
If possible, use the computer
lab, laptops, or ipads.
Direct students to the following
website:
http://aspire.cosmicray.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.
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.
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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.
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?)
EXTENSION/
INTERVENTION
(1 day or as needed)
COMMON
MISCONCEPTIONS
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.
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
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.
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.
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://wwwistp.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.
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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.
DIFFERENTIATION
(This refers to changes to
the lesson plan for
lower/higher groups and
other student populations)
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
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 Oceanshttp://oceanlink.island.net/oinfo/tides/tides.html
Michael Marten’s Dramatic Pictures of Low and High Tideshttp://www.amusingplanet.com/2012/10/michael-martens-dramaticpictures-of.html
Tides at the Bay of Fundyhttp://www.amusingplanet.com/2012/03/tides-at-bay-of-fundy.html
ADDITIONAL
RESOURCES
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
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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.
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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
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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?
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.
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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.
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.
Moon’s path
around the Earth
Sunlight
Cut along this line
A
Earth
B
D
C
Ocean
Moon
Lunar Orbiter
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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?
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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.
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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.cosmicray.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.
Columbus City Schools
Curriculum Leadership and Development
Science Office June 2013
17
GRAPHING TIDES
_________
th
1. Record the tidal data for March 30 .
-Round each number to the nearest tenth (.1)
2. Label the Graph
TIME
WATER
3. Plot the tidal data on the graph below.
LEVEL
12 am
1.6 m
1 am
1.5 m
2 am
1.4 m
3 am
1.3 m
4 am
1.2 m
5 am
1.1 m
6 am
7 am
8 am
9 am
10 am
11 am
12 pm
1 pm
Name: __________________
Date : ______________________
1.0 m
0.9 m
0.8 m
0.7 m
0.6 m
0.5 m
2 pm
0.4 m
3 pm
0.3 m
4 pm
0.2 m
5 pm
0.1 m
6 pm
0
7 pm
8 pm
9 pm
10 pm
11 pm
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
18
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.
Columbus City Schools
19
Curriculum Leadership and Development
Science Department June 2013
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.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
20
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
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Moon Phase
Date
Water Level
Moon Phase
21
Name:____________________________________________________________________________________Period:_______________Date__________
GRAPHING 29 DAYS TIDE DATA
1.6 m
1.5 m
1.4 m
1.3 m
1.2 m
1.1 m
1.0 m
0.9 m
0.8 m
0.7 m
0.6 m
0.5 m
0.4 m
0.3 m
0.2 m
0.1 m
0
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
22