At the end of the activity the student will be able to:
o Explain the relationship between ocean tides and the lunar cycle/moon phases.
o Explain the relationship between ocean tides and the position of the moon, earth and sun.
o Construct a model of tidal change throughout a particular day given the position of the moon, earth and sun.
o Differentiate between neap tides and spring tides.
o Recognize the moon phase based on the position of the moon, earth and sun.
In this activity, students are given 4 sort boards (each representing a different day of the lunar cycle) and a set of cards. The student must sort the cards into the correct boxes on the 4 boards. To do this, they must understand how the position of the moon, earth and sun cause the variations in ocean tides throughout the day and month. This activity was designed as a processing or critical thinking activity after students have been given some information on the cause of tides. In other words, you would most likely need to do some pre-teaching/lecturing before a student could complete this activity (depending on what grade level or level of students you are using it with). For GT or very advanced students, you may want to give them this sorting activity without much pre-teach. This activity can easily be differentiated for the various levels of students by providing more or less information/instructions. A set of “student instructions” is included as a suggested method of completing the activity but obviously you can use the materials as you see fit for your group of students.
o Print a set of 4 boards on legal-sized paper for each group of 3 students
o Laminate the sets of boards
o Print a set of cards (in color if possible) for each group
o Optional: Laminate sets of cards
o Cut card sets and put in zip baggies
o Print one “student instructions” handout per group
o Print/copy one “January 29th” handout per student on regular size paper
4.8C -The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. !e student is expected to collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time.
8.7C - The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. !e student is expected to demonstrate and predict the sequence of events in the lunar cycle and relate the position of the Moon and Sun to their effect on ocean tides.
Intermediate - 1.1e Most objects in the solar system have a regular and predictable motion. These motions explain such phenomena as a day, a year, phases of the Moon, eclipses, tides, meteor showers, and comets.
Earth Science - 1.1a Most objects in the solar system are in regular and predictable motion. These motions explain such phenomena as the day, the year, seasons, phases of the moon, eclipses, and tides.
Earth Science - 1.1i Approximately 70 percent of Earth’s surface is covered by a relatively thin layer of water, which responds to the gravitational attraction of the moon and the Sun with a daily cycle of high and low tides.
You may also like my Tides Interactive Diagram Activity.
© Marianne Dobrovolny - www.science-lessons.org
Ocean Tides Critical Thinking Sort Activity
by Marianne Dobrovolny
is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License