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Transcript
Name(s): Brea Norman Age/Grade Level: 3/4 Subject Area(s): Science Unit: Our Amazing Solar System Topic: Asteroids, Meteoroids, and Comets Time Allotted: 1 hour Purpose/rationale for the lesson: Why are you teaching this lesson? Student will learn about asteroids, meteoroids, and comets so that they understand that there are other types of objects orbiting the Sun. Students will investigate these other satellites of the Sun in our Solar System. What curriculum framing question or essential question is addressed in this lesson? What are the other satellites of the Sun in our Solar System, besides planets? What district, state or national curriculum standard(s) will you target in this lesson? Prior Knowledge/Background Information: What concepts and/or skills do students need to have in order to be successful in this lesson? Students should know that the planets rotate around our Sun. Other kinds of satellites orbit the sun also, but they are much smaller bits of matter. They should know how and why planets rotate around our Sun. Students should know the order of the planets, starting with the sun as well as the shape of their orbits. Learning Objectives for the lesson: What do you expect learners to know and/or accomplish as a result of participating in this lesson? How are you incorporating higher order thinking? Students will investigate asteroids, meteroroids, and comets and know that they are objects that orbit the sun. Students will understand the difference between asteroids, meteroids, and comets. Students will know what the asteroid belt is and where it is located. 6/28/2017 Portland State University Graduate School of Education 1 Students will know that gravity is the force that pulls a meteroid towards a planet. Key Concept(s): What concepts (related to content and/or process) will students encounter as a result of this lesson? Aestroids are tiny planets, and most are concentrated in an area between the orbits of Mars and Jupiter, called the aestroid belt. Meteroids are small bits of debris from comets and gragments of rock and metal, which orbit the sun. If the meteroid’s orbit brings it too close to a planet, the planet’s gravity captures the meteroid and pulles it toward the planet’s surface. As the friction increases, the meteroid heats up and begins to burn and glow. Now it is called a meteor, or a shooting star. Any part of the metor that does not burn up completely in the atmosphere and eventually hits the planet’s surface is called a meteorite. The indentation it makes as it crashes into the planet’s surface is called a crater. Comets are huge, dirty snowballs of ice-covered dust and rock particles. The sun’s radiation begins to vaporize its icy covering, sending gases and find particles straming away from the comet’s head in a shining tail. It is the sunlight reflecting of particles in the comet’s tail that makes to comet visible to us on Earth. Key Question(s): What questions/prompts will you build into your lesson plan to foster student engagement and higher order thinking? What objects are satellites of the Sun? Do you think that the Sun has any other satellites? What is the name of the force that might attract a meteoroid toward a planet? What would happen if a meteoroid’s orbit brought it close to a planet? What would happen if the asteroid of meteoroid were pulled all the way to the surface of the planet? Who has ever seen a shooting star? 6/28/2017 Portland State University Graduate School of Education 2 What do you think causes the meteor to burn? Do you think an object moving through the atmosphere encounters friction? What will happen to the meteoroid as it continues to push its way through the atmosphere toward a planet’s surface? What do you think a comet is? What do you think makes a comet visible to us on Earth? Is there a difference between what makes a comet visible and what maes a meteor visible? Materials/Resources Needed: Day one: Asteroids and Meteoroids 1. 5 pound bag of flower (for each group) 2. 9 ¼ x 11 ¾ “ aluminum pan (for each group) 3. Brown tempra paint (for each group) 4. Meter stick (for each group) 5. Ruler (for each group) 6. Newspaper (for each group) 7. Balance scale (for each group) 8. Tweezers (for each group) 9. Toothpicks (for each group) 6/28/2017 Portland State University Graduate School of Education 3 10. Pencil (for each group) 11. Paper strips (for each group) 12. 1 grape (for each group) 13. 1 marble (for each group) 14. 1 ping-pong ball (for each group) 15. 1 golf ball (for each group) 16. 1 tennis ball (for each group) Day two: Comets 1. White construction paper comet pattern sheet (for each student) 2. Iridescent curling ribbon (for each student) 3. Tape 4. Two-inch Styrofoam ball (for each student) Procedures: Overview of the lesson and time estimate for each component. Include expanded descriptions of what the teacher and students are doing. Third and Fourth graders, today we are going to learn about asteroids, meteoroids, and comets. Our nine planets are satellites of our Sun, but the Sun has other satellites also. They are other types of objects that orbit the Sun. Today you will investigate these objects. 1. In a power point presentation, explain that: (10 minutes) a. An asteroid is a very small, rocky planet that orbits the Sun. 6/28/2017 Portland State University Graduate School of Education 4 b. Meteoroids are like miniature asteroids, chunks of rock and metal that orbit the Sun. c. Asteroids and Meteoroids are located in the Asteroid Belt, in the area between Mars and Jupiter. 2. Have a volunteer come to the front of the classroom and point out where the Asteroid Belt is located and label is “Asteroid Belt”. Then, have a second volunteer take a black marker and draw about 20 scattered dots of different sizes on the Solar System model to represent asteroids orbiting in the asteroid belt (5 minutes). 3. Using a power point presentation, explain to students and have a group discussion about the difference between a meteoroid, meteor, meteorite, and a crater. On the power point presentation have a picture of each with a brief explanation, and explain how they are all related to one another (10 minutes): a. Meteoroid: one of the countless bits of rock and metal, smaller than an asteroid, which orbits the Sun or a planet. b. Meteor: a meteoroid falling through a planet’s atmosphere and burning brightly because of friction. c. Meteorite: the part o a meteor that crashes into the surface of a satellite. d. Crater: the bowl-shaped depression in the surface of a satellite caused by the impact of a meteorite. e. Gravity: the force that might attract a meteoroid toward a planet. Meteoroid -> meteor -> meteorite -> crater (because of gravity!). 4. Have students get into groups of five. Pass out the materials to each group. Explain directions to students, and pass out work sheet that goes along with the lesson (30 minutes): a. Put the pan on the newspaper. Fill the pan with flour, three inches deep. b. Weigh each meteorite object and record it’s mass. 6/28/2017 Portland State University Graduate School of Education 5 c. Select an object and hold it above the pan at 20 centimeters high. Drop the object into the flour. Carefully remove the object and look at the “crater” that it has formed. d. Measure the crater’s width and depth, and then record your measurements. e. Repeat there steps with each of the objects. f. Repeat dropping each object at 60 cm, 1 m, and 2 m and record data. 5. Debrief lesson and as a group, discuss what we saw and what we noticed. Make a classroom chart, which compares the crater size of each object at each height (as time permits). Third and Fourth graders, today we are going to learn about asteroids, meteoroids, and comets. Our nine planets are satellites of our Sun, but the Sun has other satellites also. They are other types of objects that orbit the Sun. Today you will investigate these objects. 1. In a power point presentation, explain that: (10 minutes) a. A comet is a ball of cosmic snow, ice, and dust that comes from the icy cold edges of the solar system and orbits the Sun. b. As a comet’s orbit brings it closer to the Sun, the Sun’s heat turns some of its snow into gas, which forms the comet’s tail. c. As the comet moves away from the Sun, its tail gradually disappears. d. We can see comets because it does not encounter enough friction in space to cause it to heat up and burn. When the ice turns to vapor (from the Sun melting it), particles of dust trapped in the ice break free. Radiation streaming out from the Sun pushes this material away from the comet in a long tail that always points away from the Sun. These particles reflect sunlight, and it is this reflected sunlight that makes the comet visible to us on Earth. 2. Have students work on “A Comet’s Orbit” worksheet. They will make 8-10 dots along the elliptical orbit to represent the comet at different points of its 6/28/2017 Portland State University Graduate School of Education 6 orbit. They will label the perihelion and the aphelion of the comet’s orbit. They will draw the comet’s tail (remembering that it always points away from the sun) (10 minutes). 3. Students will construct a comet using white construction paper, a Styrofoam ball, and iridescent curling ribbon. a. Students will cute out a white construction paper copy of the comet pattern. b. Students will tape several pieces of iridescent ribbon at the pointed end of the pattern. c. Keeping the taped ribbon ends on the inside, the student overlaps the straight edges of the pattern to form a cone and pokes a two-inch Styrofoam ball into the open end. d. Adjust the size of the cone until it fits snugly around the ball. e. Tape the overlapped edges of the pattern. f. Glue the ball inside the cone. Extensions/Differentiations: How will you adapt this lesson for students with cultural, linguistic, and cognitive differences? This lesson is differentiated because it has a verbal linguistic and visual aspect to the presentation. Students are able to converse, see examples, and learn through doing. Students are also put into groups, so they are able to work as a team to learn together and from one another. Attention to Literacy: How is literacy addressed in this lesson? Literacy is addressed in this lesson when students are able to hear, read, and see the power point. Also, students are able to have discussions about the material that is being presented and explored. Assessment: Students will be assessed in the first part of the lesson by looking at the progress that they made and the data that they collected on their meteorite worksheet. 6/28/2017 Portland State University Graduate School of Education 7 The data will not be the same for all groups, but the students should gather that the bigger objects made bigger craters, and the higher you drop the object, the bigger the crater is. Students will be assessed in the second part of the lesson by looking at their comet worksheet. Students should label the perihelion and the aphelion correctly (especially since this has been previously covered), and they should have the comet tail always facing away from the sun. 6/28/2017 Portland State University Graduate School of Education 8