Preliminary Results from the Eclipse Soundscapes Project
Preliminary Results from the Eclipse Soundscapes Project
by Kelsey Perrett and MaryKay Severino
Do birds sing during a solar eclipse? One year after the Great American Eclipse of 2024, we’re learning how avian species responded to this inspiring celestial event.
As one facet of the Eclipse Soundscapes Project, 1310 people began the process to be ES Data Collectors and almost 500 Data Collectors used AudioMoth recording devices to capture soundscapes before, during, and after the April 8, 2024 solar eclipse. The aim was to establish a baseline for “normal” soundscape activity on non-eclipse days and determine whether those soundscapes were altered by the total solar eclipse, in which the Moon passes in front of the Sun, temporarily blocking its rays. 45,960 total hours of audio were captured (if a human were to listen to the recordings for 8 hours a day, it would take 16 years to complete!) Over the past year, the Eclipse Soundscapes team has worked tirelessly to organize this gigantic collection of audio data. Now, with the help of wildlife biologist Dr. Brent Pease and the machine learning technology of BirdNET, Eclipse Soundscapes has uncovered some exciting patterns in the data that indicate how bird species reacted to the eclipse.
The map shows the locations where audio data for the 2024 Eclipse Soundscapes project was recorded and shared with the ES team. The map also illustrates the eclipse path. If the map does not load, or to open it in a separate tab, click here.
Historical accounts of bird vocalizations
Eclipse Soundscapes was based on an early participatory science initiative from the 1930s. For the August 31, 1932 total solar eclipse, the Boston Society of Natural History invited the general public to submit written observations of any animal behaviors they noticed during the eclipse. Many of these anecdotal reports suggested that animals — including birds — changed their vocal activity as the sky darkened. “It was noticeable that as the eclipse progressed, there was a decrease in the chorus, with a silence during totality,” wrote one participant. Other participants noted an increase in bird activity — the society received “several reports of hooting from wilder sections in New Hampshire.”
Establishing a baseline for bird vocalization
Interestingly, the preliminary findings from Dr. Pease and the team mirror the anecdotal reports presented by the Boston Society of Natural History. The Eclipse Soundscapes Project ran its 2024 audio data through BirdNET, a machine-learning tool that identifies bird species from sound recordings. Because Eclipse Soundscapes Data Collectors recorded for two days prior to the eclipse and for two days after the eclipse as baseline data, the researchers were able to estimate the probability of vocalization during a 4-minute window at the specific time of day when totality occurred. (Totality occurs when 100% of the Sun is blocked by the Moon). They then used that data to investigate the question of whether bird vocalization patterns change during a solar eclipse.
Do bird vocalization patterns change during an eclipse?
The initial data showed varied results. Some bird vocalizations increased during totality, while others decreased. However, when the researchers broke the vocalization down by species and by family, patterns began to emerge. Birds like the Tufted Titmouse showed a marked decline in vocalization during totality (a 5% decrease in the probability of vocalizing compared to the same 4-minute time period on non-eclipse days).
On the other hand, Barred Owls increased vocalization during totality (a 4% increase in vocalization probability).
Although researchers have audio data from the eclipse day, they used probability of vocalizing to compare that behavior to a typical day at the same time and location. This approach helps account for natural daily rhythms (some species are more or less active at certain times) and provides a clearer picture of how eclipse conditions altered usual behavior. A negative change means the species was less likely to vocalize during the eclipse than expected, while a positive change indicates an increase beyond typical levels.
The trends remain when looking at bird families. Ichteridae and Paridae (including titmice) consistently showed decreased vocalizations, while Corvidae and Strigidae (including owls) consistently showed increased vocalizations. This variation may be explained by species’ sensitivity to light. Nocturnal species and those that typically vocalize at dusk, such as robins, appeared to respond to the eclipse with increased vocal activity, suggesting a response to the sudden dimming of light or heightened sensitivity to light cues.
This bar graph shows how the probability of vocalization on solar eclipse day by bird species. It uses audio data collected during the week of the April 8, 2024 total solar eclipse. The graph lists bird species on the left side and shows whether each became more or less vocal during the eclipse. Yellow bars pointing to the left show birds that were quieter than usual, while black bars pointing to the right show birds that were more vocal. Birds that increased their vocalizations include the Barred Owl, American Robin, Blue Jay, White-throated Sparrow, Fish Crow, and American Crow. Birds that became quieter include the Tufted Titmouse, Red-bellied Woodpecker, Brown-headed Cowbird, Common Grackle, and Red-shouldered Hawk. The biggest decrease in vocal activity came from the Tufted Titmouse, while the Barred Owl showed the largest increase.
Timing of the behavioral response
With these special and familial patterns in mind, the researchers could then explore the timing of the behavioral response: At which point before or during totality did vocalization changes start? And how long do those changes last? The team charted the average number of bird vocalizations per minute across time, for both a “random day” before/after the eclipse, and on the day of the eclipse. The graphs showed that decreased vocalization began trending downward about 22 minutes prior to totality, and returned to normal approximately 49 minutes after totality.
For all other periods on the day of the eclipse, vocalizations per minute roughly matched the trajectory of the random days. Recordings taken outside the path of totality also roughly matched the trajectory of the random days, and are not included in the graph below. This indicates that the changes in vocalizations per minute were unique to the path of totality on the day of the eclipse.
While these findings are currently more about gaining baseline knowledge, they raise interesting questions about how birds respond to sudden changes in light. Could similar patterns emerge during other abrupt natural events, like thunderstorms or wildfires? Understanding these responses might eventually help researchers distinguish between different types of environmental disruptions, offering new ways to monitor ecosystem health through sound.
What’s next?
“It’s still early stages,” Dr. Pease said about these preliminary results. “We’re starting to see some really interesting and fun things. But there are lots more questions and more analysis to do.” Dr. Brent Pease, a Soundscapes Subject Matter Expert, is leading research efforts to analyze eclipse-related audio data collected by ES volunteers. His work focuses on understanding how wildlife responds to eclipses through changes in natural soundscapes.
A few questions Dr. Pease would like to explore include:
- Proximity to totality: How close to totality do birds need to be to produce these changes? Location data tied to the audio recordings will help Eclipse Soundscapes answer this question.
- The “dawn chorus reprise:” Dr. Pease notes a slight bump in the graph after totality in which birds vocalization increased. A closer look at which birds are making these vocalizations will help researchers determine if it does in fact mimic dawn-like activity.
- Non-bird responses: Do other species (like insects) change their vocalizations during the eclipse?
- 2023 Annular Eclipse vs. 2024 Total Solar Eclipse – Soundscapes Audio Data: Does the bird response along the path of annularity during the 2023 annular eclipse (with approximately 90% coverage) match the response just outside the path of totality during the 2024 total solar eclipse, where coverage was also around 90%?
While researchers are only beginning to scratch the surface of these questions, the collected audio data for the project will be uploaded to the Eclipse Soundscapes Community on Zenodo, a free, open-access repository before the project ends. Present and future researchers will be able to access this audio data to learn more about how eclipses impact soundscapes on Earth and other questions. The Eclipse Soundscapes team looks forward to learning more about the data collected by our fantastic Eclipse Soundscapes volunteers!
To learn more about the preliminary results, watch or listen to Dr. Pease’s presentation “Eclipse Soundscapes: Partnering with the Public to Illuminate the Effect of Eclipses on Wildlife” or join us for a webinar. To learn what webinars are coming up, visit the ES Learning Community page.
References
Wheeler, William Morton . et al. “Observations on the Behavior of Animals during the Total Solar Eclipse of August 31, 1932.” (1935).
2023: Site ES ID #002
Annular Eclipse Data Site: ES ID#002
This Data Analysis site experienced a significant soundscape change on the day of the October 14, 2023, annular eclipse compared to non-eclipse days. To help identify the cause of this change, please listen to each of the three audio recordings below, each 2-3 minutes long. Make sure to listen to the full audio clip. After listening to each recording, complete a short survey about what you heard. Finally, once you’ve listened to all three clips, a final survey will capture your observations on the differences between the eclipse day and the two non-eclipse days. In total, there are three audio clips and four surveys. Completing all the steps to analyze each audio clip and do the final comparison survey should take about 10-15 minutes, and it helps to do all steps in one sitting.
At the end, if you are 18 years or older, you will have the option to include your name if you would like to receive credit as a NASA volunteer scientist if any of the submitted results support scientific research. This is optional; you may remain anonymous. Thank you for your valuable contributions!
ES ID# 002 Audio Analysis #1 of 3
ES ID# 002 Audio Analysis #1
Listen to the entire audio clip and then complete the survey below.
A Google form should load below. If it does not, or if you prefer to complete the survey in another window, click Open the Audio Analysis #1 Survey in another tab.
Site Information
Eclipse Soundscapes Identification Number (ES ID #): 002
Audio Clip Time Frame: 16:36:05 – 16:38:05 UTC
Type of Eclipse: Annular Eclipse
Eclipse Maximum (When the most possible amount of the Sun is blocked): 16:37:25 UTC
Eclipse Coverage (Maximum Percentage of the Sun blocked): 90%
Latitude: 35.689
Longitude: -105.88677
A Google form should load below. If it does not, or if you prefer to complete the survey in another window, click Open the Audio Analysis #2 Survey in another tab.
Site Information
Eclipse Soundscapes Identification Number (ES ID #): 002
Audio Clip Time Frame: 16:36:05 – 16:38:05 UTC
Type of Eclipse: Annular Eclipse
Eclipse Maximum (When the most possible amount of the Sun is blocked): 16:37:25 UTC
Eclipse Coverage (Maximum Percentage of the Sun blocked): 90%
Latitude: 35.689
Longitude: -105.88677
ES ID# 002 Audio Analysis #3 of 3
A Google form should load below. If it does not, or if you prefer to complete the survey in another window, click Open the Audio Analysis #3 Survey in another tab
Site Information
Eclipse Soundscapes Identification Number (ES ID #): 002
Audio Clip Time Frame: 16:36:05 – 16:38:05 UTC
Type of Eclipse: Annular Eclipse
Eclipse Maximum (When the most possible amount of the Sun is blocked): 16:37:25 UTC
Eclipse Coverage (Maximum Percentage of the Sun blocked): 90%
Latitude: 35.689
Longitude: -105.88677
A Google form should load below. If it does not, or if you prefer to complete the survey in another window, click Open the final Survey in another tab.
Volunteer Science: ES Observer Role
Volunteer Science:ES Observer Role
The lesson plans in the Observer Curriculum have been designed to help prepare students by equipping them with the scientific observation skills and vocabulary they will need to be Eclipse Soundscapes Observers. Now they are ready to participate as ES Observers. Below are two handouts to send home with your students to guide them in this activity:
Click here to download Eclipse Soundscapes Project info & Participation Roles Info Flyer (PDF) This flier will provide parents/guardians with more information about the Eclipse Soundscapes Project. Credit: L.Fuller and ES Team for Eclipse Soundscapes with NASA support under award No. 80NSSC21M0008
To help take effective notes, we recommend using the Eclipse Soundscapes Field Notes handout on Eclipse day.
Click here to download your own Field Notes paper (PDF) [English]
Click here to download your own Field Notes paper (PDF) [Spanish]
Click here to open the Field Notes paper as a Google Doc Copy [English]
Post Eclipse Day - Data Literacy Classroom Activity
We hope you will encourage your students to submit their observations online to the Eclipse Soundscapes Project as it it is very valuable to the science of the eclipse soundscapes project! And, anyone who submits their observations will receive a downloadable ES Observer certificate!
One way to support your students in submitting their observations to the Eclipse Soundscapes project while also helping them improve practical web-form related data literacy skills is to add a post-eclipse ES Observer activity!
You could have your students bring their eclipse observation notes to school after the eclipse. Together you and your students could discuss their observations! Then your students could utilize their notes to fill out the online observation submission web form! All ES Observers should submit their observations on the ES Observer page.
To preview what the online survey will look like, Click here to download ES Observer Role Survey Preview PDF.
ES Observers Under 13
ES Observers under 13 years old will not be asked for their name or email address. The latitude and longitude entry is optional for people under 13 and only allowed if completed with the guidance of an adult.
ACTIVITY FEEDBACK
We want to hear from you! If you used either of these activity ideas or any of these resources, please submit your feedback via a short survey!
Lesson Plan: Multi-sensory Observing
Lesson Plan:Multi-sensory Observing
Created in collaboration with Tracey Kline, Lynn Public Schools, Lynn, MA
Grades 6-8, CCSS.ELA-LITERACY.W.8.10
STANDARD
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: CCSS.ELA-LITERACY.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LEARNING/ CONTENT/ LANGUAGE OBJECTIVE:
Students will be able to record observational science field notes in writing using multi-sensory observation skills.
LANGUAGE DEMAND:
Essential / Academic Vocabulary: observe/observation, multi-sensory, field journal + sensory vocabulary list
LESSON STRUCTURE
Lesson Beginning / Frame the Learning
(Clear entry routine, Do-Now, Activator, etc.; Frame the lesson by sharing and explaining lesson objective, agenda, and goals)
Differentiation
What supports and scaffolds am I providing based on the WIDA can-do descriptors?
Do Now: Guess the Sound video. Have students write the numbers 1-20 in their notebook. As they watch the video, “Guess the Sound,” they should write down a, b, c, or d before it tells them the answer.
- Link to Video: https://www.youtube.com/watch?v=wVyQ_8-k8Co
- Video in lesson slides provided in Lesson Resources below
Review the objectives with the students.
Do Now Word Bank & Sentence Starters
- Provide word bank and sentence starters for students who need it.
Resource: WIDA can-do descriptors
Lesson Middle
(I do- teacher directed; We do- practice with the teacher; You do- partner/small group application with teacher support)
* Revisit language objective and agenda; formative assessment- check for understanding (intervention and extension opportunities available)
Differentiation
What supports and scaffolds am I providing based on the WIDA can-do descriptors?
I do: Watch video, “Field Journals.” Have students think about: What is a field journal? What are the four things to include in a field journal? Stop to explain as needed.
- Link to video: https://youtu.be/93aMXg3GbdA
- Video in lesson slides provided in Lesson Resources below.
We do: After the video, discuss students’ thoughts on: What is a field journal? What are the four things to include in a field journal?
We do: Pass out the Sensory Vocabulary List. Allow students a few minutes to read over the list. Then have students underline all of the words they recognize. Then have students circle 5-10 more words they would like to practice using in their observations.
- Sensory vocabulary list provided in Lesson Resources below.
I do: Pass out two copies of the observer journal to each student. Review the directions for the Observation journal activity.
Student Directions:
- We will go outside as a class and stand/sit in one area near each other.
- Complete the 1 Observer journal together.
- Practice sharing observations for each of the categories using the Sensory Vocabulary List.
- Write notes
- Make 1-2 drawings in two categories of your choice.
- Then you will complete the 2nd Observer journal by yourself.
- Observer Journal Handout provide in Lesson Resources below.
We do: As a class, fill out the top information on one of the observer journals. Then head outside to complete.
- Resource Link: Google Maps to find latitude and longitude: https://eclipsesoundscapes.org/location-reporting-format/
We do: Go outside as a class and stand/sit in one area near each other. Practice an observation using the observer journal all together. Have students share their observations regarding each of the categories. Encourage students to use the Sensory Vocabulary List. After several notes have been taken per category, have students make two drawings in two categories.
Reduce Vocabulary List Load:
Highlight specific words on the Sensory Vocabulary handout for students who may need extra support. By highlighting a smaller set of words, it allows students to focus their attention.
- Consider focusing on words that might already be in their vocabulary and cognates of their native language.
Resource: WIDA can-do descriptors
Lesson End
(You do- independent application; Summarize learning; Clear exit routine)
* Formative assessment-exit ticket, check for understanding, etc.
You do: While still outside, have students individually complete a second observer journal. Students can use the Sensory Vocabulary List.
FORMATIVE ASSESSMENT
How am I measuring success? (Connection to your Content/ Language objective)
The teacher can measure student success by collecting field journal graphic organizers.
LESSON RESOURCES
- LINK TO Multi-sensory Observing LESSON PLAN (Google Doc): When you open this link you will be prompted to make a copy of the Google document. This will allow you to download, print, and/or edit the above lesson plan to best meet your needs.
- LINK TO Multi-sensory Observing SLIDES (Google Slides): When you open this link you will be prompted to make a copy of the Google slides. This will allow you to edit either of these slide options to best meet the needs of your classroom.
- LINK TO Sensory Vocabulary HANDOUT (Google Doc): When you open this link you will be prompted to make a copy of the Google document. This will allow you to download, print, and/edit the Google document to best meet the needs of your classroom.
- LINK TO Observer Field Journal HANDOUT (Google Doc): When you open this link you will be prompted to make a copy of the Google document. This will allow you to download, print, and/edit the Google document to best meet the needs of your classroom.
LESSON FEEDBACK
We want to hear from you! If you used this lesson plan or any of these resources, please submit lesson plan feedback via a short survey!
Lesson Plan: Nature during a Solar Eclipse
Lesson Plan:Nature During a Solar Eclipse
Created in collaboration with Tracey Kline, Lynn Public Schools, Lynn, MA
Grades 6-8, NGSS: MS-ESS1-1 Earth’s Place in the Universe
NGSS STANDARD
MS-ESS1-1: Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. (Clarification Statement: Examples of models can be physical, graphical, or conceptual.)
LEARNING/ CONTENT/ LANGUAGE OBJECTIVE:
Predict
Students will be able to predict the sounds and sights in their location during the solar eclipse.
LANGUAGE DEMAND:
Essential / Academic Vocabulary: diurnal, nocturnal, camouflage
LESSON STRUCTURE
Lesson Beginning / Frame the Learning
(Clear entry routine, Do-Now, Activator, etc.; Frame the lesson by sharing and explaining lesson objective, agenda, and goals)
Differentiation
What supports and scaffolds am I providing based on the WIDA can-do descriptors?
Do Now: “Multi-Sensory Eclipse Observations” Watch the two linked videos and answer the following questions.
- How would you observe animals or your environment during a solar eclipse using all of your senses?
- What would you listen for?
- What would you look for?
- What would you try to feel/touch?
- Recording the information you gather during your observations is important. How or where would you record your information during scientific investigation?
- Click Multi-sensory Eclipse Observations Do Now for videos.
- Lesson Slides provided in Lesson Resources below.
Review the objectives with the students.
Do Now:
- Provide word bank and sentence starters for students who need it.
I would listen for …
I would look for…
I would try to feel/touch…
Reference: WIDA can-do descriptors
Lesson Middle
(I do- teacher directed; We do- practice with the teacher; You do- partner/small group application with teacher support)
Differentiation
What supports and scaffolds am I providing based on the WIDA can-do descriptors?
* Revisit language objective and agenda; formative assessment- check for understanding (intervention and extension opportunities available)
I Do: Review the Do Now in detail going over what happens during an eclipse with the animals and why. Discuss the answers to the questions, what the students learned, and what animals and insects were in the video. (slide 2)
We Do: Thinking about the Do Now videos, brainstorm together how the behavior of the animals changed before, during, after the eclipse on the board. (slide 3)
We Do: Using the Graphic Organizer Handout, Brainstorm with the students the “insects” they know live in the area in which they will be experiencing the eclipse and add which of those they might be able to hear or see. (slide 4)
- Graphic Organizer provided in Lesson Resources below.
You Do (Pairs/Groups): Have students spend 5 minutes with a partner brainstorming and filling out the rest of the graphic organizer. After 5 minutes, have students meet with another pair to talk about their ideas and add more to their brainstorm worksheet. (slide 5)
I Do: Teacher explains the “research and predict” project directions. Handout with directions in Lesson Resources below. (slide 6)
- Research & Predict Handout provided in Lesson Resources below.
We Do: Research the 1st animal and answer animal and prediction questions together as a class with the teacher eliciting what to write from the students and modeling how to write answers. Students should also fill-in on their papers. Use iNaturalist map search directions on handout to model how to search. (slide 7)
Your Do (pairs): With partners, have students complete the research & predict handout by researching and writing about 3 more animals iNaturalist . (slide 8)
Pairing strategy
- Partner earlier proficient ELs with later proficient ELs or native English speakers.
Graphic Organizer Modification
- have students draw a picture of each animal and plant and label/list what they see.
Research Handout Modification
- Provide Sentence Starters
- The ___ has ___ ___ , ___ ___, and ___ ___.
- It sounds like a ______ .
Yes, it surprised me. OR No, it didn’t surprise me. - I think it would be easy to see a ___ because _______________ OR I don’t think it would be easy to see a ___ because _____________________ . I think it would be easy to hear a ___ because __________ OR I don’t think it would be easy to hear a ___ because __________ .
- During the eclipse I think a ___ might __________ .
Reference: WIDA can-do descriptors
Lesson End
(You do- independent application; Summarize learning; Clear exit routine)
Differentiation
What supports and scaffolds am I providing based on the WIDA can-do descriptors?
* Formative assessment-exit ticket, check for understanding, etc.
You Do (Exit Ticket): Have students write a prediction of which animals they think will change their behavior during the eclipse and why.
Exit Ticket Modification
- Provide Sentence Starter
I think a ___ will _______ because _______ .
Reference: WIDA can-do descriptors
FORMATIVE ASSESSMENT
How am I measuring success? (Connection to your Content/ Language objective)
- Teacher can measure student success by checking students’ research handouts for accurate information.
- Teacher can measure student success by looking over students’ predictions and checking for predictions that are possible.
LESSON RESOURCES
- Nature During a Solar Eclipse LESSON PLAN (Google Doc): When you open this link you will be prompted to make a copy of the Google document. This will allow you to download, print, and/or edit the above lesson plan to best meet your needs.
- Nature During a Solar Eclipse SLIDES (Google Slides): When you open this link you will be prompted to make a copy of the Google slides. This will allow you to use and edit the lesson slides to best meet the needs of your classroom.
- Nature During a Solar Eclipse Brainstorm Notes Graphic Organizer HANDOUT (Google Doc): When you open this link you will be prompted to make a copy of the Google document. This will allow you to download, print, and/edit the Google document to best meet the needs of your classroom.
- Nature During a Solar Eclipse Research & Predict Activity HANDOUT (Google Doc): When you open this link you will be prompted to make a copy of the Google document. This will allow you to download, print, and/edit the Google document to best meet the needs of your classroom.
LESSON FEEDBACK
We want to hear from you! If you used this lesson plan or any of these resources, please submit lesson plan feedback via a short survey!
Lesson Plan: TEMPLATE
Lesson Plan:What is a solar eclipse?
Created in collaboration with Tracey Kline, Lynn Public Schools, Lynn, MA
Grades 6-8, NGSS: MS-ESS1-1 Earth’s Place in the Universe
NGSS STANDARD
LEARNING/ CONTENT/ LANGUAGE OBJECTIVE:
LANGUAGE DEMAND:
Essential / Academic Vocabulary:
LESSON STRUCTURE
Lesson Beginning / Frame the Learning
(Clear entry routine, Do-Now, Activator, etc.; Frame the lesson by sharing and explaining lesson objective, agenda, and goals)
Differentiation
What supports and scaffolds am I providing based on the WIDA can-do descriptors?
Do Now:
Review the objectives with the students.
Do Now Word Bank & Sentence Starters
- Provide word bank and sentence starters for students who need it.
Resource: WIDA can-do descriptors
Lesson Middle
(I do- teacher directed; We do- practice with the teacher; You do- partner/small group application with teacher support)
* Revisit language objective and agenda; formative assessment- check for understanding (intervention and extension opportunities available)
Differentiation
What supports and scaffolds am I providing based on the WIDA can-do descriptors?
I do:
We do:
You do (Pairs):
Pairing strategy: Partner earlier proficient ELs with later proficient ELs or native English speakers.
Resource: WIDA can-do descriptors
Lesson End
(You do- independent application; Summarize learning; Clear exit routine)
* Formative assessment-exit ticket, check for understanding, etc.
Differentiation
What supports and scaffolds am I providing based on the WIDA can-do descriptors?
You do:
FORMATIVE ASSESSMENT
How am I measuring success? (Connection to your Content/ Language objective)
LESSON RESOURCES
- LINK TO LESSON PLAN (Google Doc): When you open this link you will be prompted to make a copy of the Google document. This will allow you to download, print, and/or edit the above lesson plan to best meet your needs.
- LINK TO SLIDES (Google Slides): When you open this link you will be prompted to make a copy of the Google slides. This will allow you to edit either of these slide options to best meet the needs of your classroom.
- LINK TO HANDOUT (Google Doc): When you open this link you will be prompted to make a copy of the Google document. This will allow you to download, print, and/edit the Google document to best meet the needs of your classroom.
Lesson Plan: What is a Solar Eclipse
Lesson Plan:What is a solar eclipse?
Created in collaboration with Tracey Kline, Lynn Public Schools, Lynn, MA
Grades 6-8, NGSS: MS-ESS1-1 Earth’s Place in the Universe
NGSS STANDARD
MS-ESS1-1: Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. (Clarification Statement: Examples of models can be physical, graphical, or conceptual.)
LEARNING/ CONTENT/ LANGUAGE OBJECTIVE:
Students will be able to describe what a solar eclipse is in writing using a diagram.
LANGUAGE DEMAND:
Essential / Academic Vocabulary: solar eclipse, cosmic chance, orbit, shadow
LESSON STRUCTURE
Beginning / Frame the Learning
Middle
End
(clear entry routine, Do-Now, Activator, etc.; frame the lesson by sharing and explaining lesson objective, agenda, and goals)
(I do- teacher directed; we do- practice with the teacher; you do- partner/small group application with teacher support)
(you do- independent application; summarize learning; clear exit routine)
Do Now: Notice and Wonder:
Look at the diagram and write down 3-5 sentences and/or questions.
- Teacher will provide a diagram of a solar eclipse without it being labeled a solar eclipse.
- Have students share some of their thoughts on the diagram with the whole class and write them down on chart paper.
- Diagram provided in Lesson Resources below.
Review the objective with students.
* Revisit language objective and agenda; formative assessment- check for understanding (intervention and extension opportunities available)
I do:
- Teacher shows a 1 minute video clip to students that describes what a solar eclipse is and why they occur. Teacher should stop and explain when needed throughout the video.
- Read text with the whole class. Teacher should stop and explain when needed.
- Video clip and text provided in Lesson Resources below.
You do (pairs):
- In pairs, students will complete two-column notes using the reading. They work together, but must each write the notes so they each have a copy.
- Two Column Notes provided in Lesson Resources below.
- Teacher should collect the reading from the students before the “You do” activity. The students should keep their notes.
* Formative assessment-exit ticket, check for understanding, etc.
You do:
- Individually, students will use their notes to create two diagrams and write about each diagram. One diagram will show the alignment of the Sun, Moon, and Earth during a solar eclipse. The second diagram will show the Moon’s orbit around Earth misaligned so that a solar eclipse does not occur. Students will write 2-3 sentences explaining each diagram. Student Directions: 1. Draw a diagram of a solar eclipse. Label the Sun, Earth, and Moon. Write 2-3 sentences explaining why solar eclipses happen. 2. Draw a diagram of the Moon’s orbit around the Earth. Write 2-3 sentences explaining why there is not a solar eclipse every month.
DIFFERENTIATION
What supports and scaffolds am I providing based on the WIDA can-do descriptors?
DO NOW Word Bank/Sentence Starters:
- Provide word bank and sentence starters for students who need it.
I notice …
I wonder…
Two Column Notes Modifications:
- Provide cloze/fill-in-the-blank notes for students who need support finding information.
- Adapt the provided Cloze Two Column notes HANDOUT by adding numbers next to each topic and then write these numbers on the student’s text next to the paragraphs in which they can find the topic and its details.
- Two Column Cloze Notes provided in Lesson Resources below.
Diagram & Writing Modifications:
- Provide diagrams without labels.
- Provide sentence starters.
Diagram 1 shows ______.
Solar eclipses happen because ________ .
FORMATIVE ASSESSMENT
How am I measuring success? (Connection to your Content/ Language objective)
Teacher can measure student success based on the diagrams and writing.
LESSON RESOURCES
- What is a solar eclipse? LESSON PLAN (Google Doc): When you open this link you will be prompted to make a copy of the Google document. This will allow you to download, print, and/or edit the above lesson plan to best meet your needs.
- What is a solar eclipse? LESSON SLIDES (Google Slides): When you open this link you will be prompted to make a copy of the Google slides. This will allow you to edit either of these slide options to best meet the needs of your classroom.
- Video Clip, START – 00:57, from Solar Eclipse 101 | National Geographic – Video clip is also embedded in Lesson slides. Entire video is not recommended for this lesson.
- Do Now “What is a solar eclipse” HANDOUT (Google Doc): When you open this link you will be prompted to make a copy of the Google document. This will allow you to download, print, and/edit the Google document to best meet the needs of your classroom.
- Text/Reading “What is a solar eclipse” HANDOUT (Google Doc): When you open this link you will be prompted to make a copy of the Google document. This will allow you to download, print, and/edit the Google document to best meet the needs of your classroom.
- Two Column Notes for “What is a solar eclipse” HANDOUT (Google Doc): When you open this link you will be prompted to make a copy of the Google document. This will allow you to download, print, and/edit the Google document to best meet the needs of your classroom.
- Two Column CLOZE Notes for “What is a solar eclipse” HANDOUT (Google Doc): When you open this link you will be prompted to make a copy of the Google document. This will allow you to download, print, and/edit the Google document to best meet the needs of your classroom.
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