Teaching activity - Observing the moon

Curriculum Links

Level 3 and 4

Nature of Science: Understanding about science

Students will:

• Appreciate that science is a way of explaining the world and that scientific knowledge changes over time.
• Identify ways in which scientists work together and provide evidence to support their ideas.

Level 3 and 4

Planet Earth and Beyond: Astronomical systems

Students will:

• Investigate the components of the solar system, developing an appreciation of the distances between them.

Mātauranga Māori

The maramataka is the Māori lunar calendar that continues to be used to guide planting, harvesting, fishing, hunting, and seafaring. Seasonally based, the maramataka uses tohu (signs, such as the blossoming of a particular flower or the appearance of a particular star), and these tohu change and move constantly to reflect what is happening in the environment at any given time of the year. For example, in the month of August, the blooming of the kōwhai trees signals the time for kūmara to be planted. This month also signifies whitebait season.

For more information, see:

• The Māori phases of the moon (Museums Wellington)
• Listening to the Land (Level 3 Connected, 2018) and additional resources curated by the Science Learning Hub - Pokapū Akoranga Pūtaiao
• Beyond Matariki Series (Whakaata Māori): Professor Rangi Matamua explores the depth of mātauranga that pertains to Māori astronomy
• Moon Tide Fishing series (Whakaata Māori): Nore Martin uses mātauranga and the maramataka to know where and when to fish.
• Land of Voyagers (Land of Voyagers): Noenoe Barclay-Kerr presents a series about waka navigation.
• The Art of the Tautai: Polynesian Wayfinding (YouTube): Mātauranga o Te Moana-nui-a-Kiwa about celestial navigation and Polynesian seafaring across the Pacific Ocean.

The Story of Rona (Ready to Read, Level 2) is a retelling by Fran and Leon Hunia, with audio and literacy strategies in the accompanying Teacher support material. For examples of waiata, see Rona (YouTube) and Rona Poi (Pukete School) (YouTube).

Learning Intentions / Success Criteria

Students will:

• be able to use telescopes and binoculars effectively and will understand their inception, value, and uses
• make observations of the moon with and without visual aids (Gather and interpret data)
• develop their knowledge of the moon and its phases
• develop their understanding of the maramataka and how Māori have used the maramataka to inform their understanding of the world
• be able to explain how the development of telescopes and binoculars changed our understanding of the moon (Use evidence).

Learning Activity

What you need

• Binoculars and telescopes—a variety if possible
• Access to information about telescopes (from early examples to modern space telescopes) and/or stories of famous astronomers and how telescopes aided their discoveries:
  • Hall, R. (2004). How to gaze at the southern stars, The Ginger Series 02. Wellington: Awa Press, 27–28. (ISBN 095 82 50 995)
  • Planet Earth and Beyond: The night sky (Science Learning Hub - Pokapū Akoranga Pūtaiao).

Starter questions for students

• Why would a scientist use a telescope rather than binoculars?
• Why is night the best time to look at the Moon?
• Will you be able to see the whole surface of the Moon if you view it during the day?
• How might your view of the Moon be affected if you are in a large town or city, or out in the country?
• What do you know about the Moon?
• What different ways do scientists find out about the Moon?
• What different ways do we (teachers and students) have for finding out about the Moon, for example, photos from telescopes or moon landings?
• Ask the students to draw the Moon and describe what they think the surface looks like and why they think it looks like that.

For teachers: Guiding student exploration

Notes on viewing the Moon

Telescopes are used by scientists to view the features of the Moon. Binoculars can be easier to use and are often easier to access for student viewing.

Ideally, Moon observations should be done with a clear view of the night sky, for example, on a school camp.

The Moon is most easily observed just before and just after the first quarter (check a Moon table, almanack, or calendar for this information). At this time, the Moon is easily visible in the evening. At or near a full Moon, the Moon is very bright, and the angle of sunlight on the Moon means there are no shadows or only slight shadows to help define the areas.

While it is possible to view the Moon during the daytime, the features are more difficult to pick out.

Prior to this activity

Give students access to binoculars and telescopes, ensuring they know how to use them.

How to Gaze at the Southern Stars (02 The Ginger Series by Richard Hall, Awa Press, 2004) gives excellent instructions on how to use binoculars to view stars and other heavenly bodies.

Ask students to view distant objects with and without the aid of binoculars and telescopes.

Warning: Do not view the sun.

Have students share their experiences of the differences that the binoculars make (for example, the restriction of peripheral vision, locating what you want to look at).

Exploration for students

Invite students to:

1. View the Moon with and without the aid of binoculars and telescopes.
2. Record their experiences and what they could view using text and drawings, including drawings of objects viewed with and without binoculars.
3. Research the development and application of telescopes for exploring space.
4. Draw up a timeline of telescope development, indicating the times when major discoveries were made.
5. Try to find photographs taken through new and old telescopes and add those to the timeline to illustrate how picture clarity has improved.

Reflection questions

• What do you think scientists might know about the Moon in 100 years that they don’t know today? How would they get that knowledge? What might limit them? (Consider how observations are linked to science ideas and the different methods scientists might use to look for patterns.)
• What did you look for when you used the telescope?
• Did using a telescope or binoculars change your ideas about the Moon? If so, in what ways?
• What things could you observe about the Moon with a telescope or binoculars that you couldn’t see without the telescope or binoculars?
• What would you like to find out about the Moon now? How might you do this?

Resources to go further

Teaching activity: Using models to understand crater formation 

Science Learning Hub - Pokapū Akoranga Pūtaiao

• The moon and its misconceptions
• Why does the moon (seem to) change shape?
• Image of the Moon Earth and Sun
• Image of Moon phases from the Southern Hemisphere
• Society of Māori astronomy research and traditions video

Physics for Kids: Telescopes: Telescopes and their invention
Binocular facts for kids: Binoculars and their invention
Phases of the Moon: Astronomy and Space for Kids
NASA - Observe the moon: Students could also research and label the different phases of the moon according to Te Maramataka.