'Xplodable': The Moon

# Age Range The primary target age range for this experience is ages 9 to 11; however, the model is easily adaptable for the 11 to 14 age group (see *Framework Adaptations*). # Curriculum Summary* ## Science: Earth and Space – Ages 9 to 11 Students should be taught to: - Recognize the sun, Earth, and moon as spherical bodies within the solar system. - Use models to explore the structure of planets and moons, including layers beneath their surfaces. - Compare the roles and relationships of the sun, Earth, and moon as part of a wider solar system. # Learning Objectives - Recognize that the moon is a spherical body and orbits Earth. - Identify and name the main internal layers of the moon. - Rebuild an explodable model of the moon to show how its layers fit together. # Key Vocabulary - **Crust:** The moon’s thin, outer layer. It is solid and has bumps, valleys, and cracks. - **Mantle:** The thick layer under the crust, made mostly of rock. - **Partial melt:** A layer under the mantle where some rock is soft and melted. - **Outer core:** The layer around the inner core, thought to be mostly liquid metal. - **Inner core:** The very center of the moon, thought to be solid metal. # Equipment - **VR headsets:** Enough for the planned groups (minimum four recommended; ideally one per student). Ensure the Moon Xplodable is loaded and ready for use. - **Moon diagram:** A suitable diagram of the moon for display on the interactive white board. - **Whiteboards or books (optional):** For note-taking, drawing, labeling, or reflection activities. - **Worksheet (optional):** Printout of the moon for the labeling exercise (see *Extended Learning*). **Note: If a full class set of headsets is unavailable, use the Optional Activities in the During the Experience section to create a class rotation, with students taking turns in the VR experience.** **Our Curriculum Summary offers a simplified and progressive best-fit framework derived from a thorough analysis of multiple curricula worldwide, including those from the US, UK, and the rest of the world. By identifying key common strands, we create curriculum statements that align and map smoothly across all territories, ensuring relevance and consistency in diverse educational contexts. Further territory-specific curriculum libraries can be found on the ClassVR portal.* # Teaching Framework{.objective .objective} ## Prior Learning The Teaching Framework assumes students have no embedded prior knowledge of the key vocabulary introduced in the Xplodable. Before beginning, check students understand that: - The sun, Earth, and moon are part of the solar system. - The moon moves around Earth and can be seen in the sky at different times. - Earth is a planet, and the moon is not a planet but a satellite. - Both Earth and the moon are roughly spherical in shape. ## Before the Experience Begin the lesson by allowing students to spend five minutes exploring the unlabeled moon Xplodable by selecting “Explore” on the menu. Students should observe the different parts of the interactive model and think carefully about what these structures might be. Encourage them to consider if they recognize any parts or remember their names. Students can work individually or in small groups and take notes on a whiteboard, allowing them to share their ideas. ## During the Experience Find a suitable diagram of the moon and using the *Key Vocabulary* describe each individual part using simple, age-appropriate definitions (or use ClassView on the ClassVR portal to show the Xplodable and its labels on the class board). Explain how the different parts of the moon fit together to make up its whole structure. This opportunity enables students to ask questions and clarify their understanding before proceeding. Optionally, show students a video about the moon or direct them to a reliable website for further research. Students can make notes on a whiteboard or in their books to support their learning. ## Key Questions What shape is the moon, and how do we know? {.task} **Example answer:** The moon is roughly spherical, which can be seen when it appears round in the night sky and has been confirmed by images from space. {.info} How does the moon move in space compared to Earth? {.task} **Example answer:** The moon orbits around Earth, while Earth orbits around the sun. {.info} Can you name the main layers of the moon and describe what they are made of? {.task} **Example answer:** Answers may include: the crust is a thin, rocky surface, the mantle is a thick layer of solid rock, the partial melt is rock that is partly melted, the outer core is liquid metal, and the inner core is solid metal. {.info} Next, return students to their devices or headsets and ask them to select "Labels On". This allows them to check and reinforce their memory of the names and locations of each part of the moon as they explore further. Ask students to select "Explode" and the parts will separate and become individual components. Challenge students to drag and drop the exploded parts back into their original positions to rebuild the Xplodable. Discuss any misconceptions, encouraging students to consider how the different layers build up the moon’s overall structure. Following this, students can take the *Beginner* quiz within the Xplodable, testing their knowledge of the moon by attempting to label the model correctly again. For an additional challenge, students can take the *Challenge* quiz, where they match each piece of key vocabulary to its correct definition. The quizzes provide opportunities for both formative assessment during learning or summative assessment to evaluate understanding after the lesson. ## Optional Activities These activities can rotate around the classroom to revisit key vocabulary and concepts, helping students strengthen recall through repetition, discussion, and creative application. Students connect terms and definitions in different contexts, which supports long-term memory and deeper understanding. ## Research - Show a video about the moon or direct students to a reliable website for further research. Students can make notes on a whiteboard or in their books to support their learning. ## Quick-fire: - *Explain It Back*: Students choose a part of the model and describe its function to a partner without saying its name. The partner must identify the correct term. - *Vocabulary Bingo*: Students write down a selection of key terms in their books or on whiteboards. The teacher reads out the definitions in random order, and students cross off the matching word if they have it. The first to complete their list calls “Bingo,” before reviewing the answers together. ## Creative: - *Sketch and Label*: Students draw a quick outline of the model in their books or on mini whiteboards. From memory, they label as many parts as possible, then check against the Xplodable and correct any errors. ## Active learning: - *Vocabulary Exchange*: Each student writes one key term with its definition in their book, on paper, or on a whiteboard. Students then move around the classroom, adding one different term and definition to another student’s page at a time until all terms are collected. ## After the Experience Ask students to consider how interacting with the moon in the Xplodable helped them in their learning. Prompt discussion on how being able to see and manipulate the 3D model made it easier to understand the location, shape, and role of each part of the moon compared to just reading about it or looking at 2D images. ## Key Question How did exploring the moon in the Xplodable help you remember the parts of the moon better? {.task} **Example answer:** Answers may include: Exploring the moon in VR helps because the layers can be pulled apart and rebuilt, which shows how they fit together; the 3D view allows the model to be turned and explored from different angles, making the parts clearer than in 2D pictures; the labels place the names right next to each layer, helping connect the words to the different sections. {.info} ## Structured Reflection: - Ask students to write a short reflection in their books to connect vocabulary knowledge with the Learning Objectives. Sentence starters could include: - *The model helped me understand…* - *One connection I made between the parts was…* - *Seeing the model in 3D showed me that…* - *I now think the most important part is… because…* # Adaptive Teaching See our further recommendations for adapting ClassVR content and introducing the VR headsets successfully for students who may require additional support at [ClassVR Support](https://support.classvr.com/adaptive-teaching-guidelines/). ## Some students may benefit from: - Support with vocabulary such as *crust, mantle, partial melt, outer core,* and *inner core* by linking these to familiar comparisons (e.g., an egg for layers) and revisiting them with visuals. - Clarifying that the moon is spherical by comparing it to everyday 3D objects, as many students may think of it only as a “circle” in the sky. - Using sentence starters, diagrams, or labelled models to support recall of the moon’s layers for students who may struggle with memory or sequencing. # Extended Learning{.objective .objective} - Ask students to write a reflection on their experience, describing what they found simple or difficult and what they learned about the moon. - Provide a printout of the moon for students to stick into their books and label with definitions, further consolidating their understanding. - Explore other ClassVR models or resources that focus on Earth and Space, such as [Exploring the Solar System](track#1094267). This allows learners to compare and contrast structures and functions across a variety of models. # Framework Adaptations **Ages 11–14:** For older or more advanced students, the model can be used as a revision or assessment tool. Pupils can be challenged to explain the differences between the moon’s layers in more detail and consider how scientists use evidence, such as data from lunar missions and meteorite samples, to understand the moon’s interior. Scaffolding can be reduced for this age group, encouraging students to guide their own exploration and make links with prior knowledge of the Earth’s structure. Teachers might incorporate more open-ended tasks and higher-order questions, such as comparing the internal layers of Earth and the moon or analyzing why the moon’s structure is important for understanding its history and relationship with Earth.