Download Training Guide

Science Summer Camp 2010 Week 1
I.
DAY 1: What does a scientist do? What do scientists use tools for? What is
the major source of energy for Earth? What evidence would we find on Earth
that the Sun gives us energy and that we depend on this energy? What are the
characteristics of the sun? How does gravity relate to mass?
a. HOUR 1: Engage: SS draw scientist w/tools and write 3 sentences about
what a scientist does >> SS share at tables and then collaboratively on
whiteboards list and share out what a scientist does >> CHART and
emphasize especially “what if . . . ?” >> make SS feel like scientists
b. Safety transparencies and Class Rules Poster: Listen and follow directions
first time . . . Respect = Treat others the way you want to be treated.
c. (Binder 5) Tools For Measuring Foldable: Capacity/Volume, Length,
Temperature & Time, Mass/Weight (T sets up foldable w/ title and
subtitles and brief definitions . . . SS use whiteboards to collaboratively
decide which tools in which columns and when would use each tool and
then draw on their own foldables; T circulates and then may call on SS to
justify placement of certain tools)
d. Tools for Observation help us see by bending or refracting light with
lenses (T sets up T-chart . . . see small, see far) >> SS use whiteboards to
think of tools and then help each other draw them into columns
e. Tools for Protection Web >> SS use books, transparency, and own ideas
to make collaborative list and then draw and write what each tool is for
f. HOUR 2: Engage: Scientists ask questions about where they live … (On
butcher paper for wall and as student poster) What is the major source of
energy for Earth? How do we depend on or need the sun? >> Engage
short discussion of questions on board to gauge students’ previous
knowledge … add to butcher paper KWL shared writing style
g. Experiment w/ sun’s energy using tools . . . UV Beads and Sun Print Paper
(see SS NBs and p8 Binder) >> SS complete NBs and then collaboratively
whiteboards more examples of solar energy transforming into chemical
energy and showing color change (sunburn, dry grass, ripe fruit . . .) >>
add to NBs as T adds to Butcher Paper Solar to Chemical (add
photosynthesis later) . . . Thermal to Mechanical (add wind later) . . .
Thermal to Mechanical (add water cycle later) . . .
h. HOUR 3: (Get experiment set up and leave with rocks from class and then
come in for HOUR 4 so as to make measuring intervals every 10 instead
of every 2) What variables can we change to affect how much the sun’s
energy heats things up? How do temperature differences cause wind?
i. T models “What if . . .?” and SS share out ways to make one thermometer
get hotter than the other >> list variables on board and emphasize that
other variables must be controlled . . . What will happen to the temperature
if . . .? … Hypothesis for each independent variable (grass/concrete,
shade/sun, black/white . . .) … Redo NBs to allow for 2 experiments …
Charts and graphs for experiment … Radiometer: SS use what have
learned to draw radiometer and explain why black and white and then
II.
III.
IV.
hypothesize that temperature differences cause air movement. . . . video
hot air balloon drawn on paper too … add to sun energy butcher paper
from Hour 2 such that solar to mechanical energy is wind
j. HOUR 4: What are the characteristics of the sun? … see binder 13 OR
butcher paper and Student posters (Sun as star, composition, size
compared to other stars, distance compared to other stars >> apparent
bigger size, size compared to Earth, gravity, place in center)
DAY 2: How does the sun’s mass relate to the mass of other objects in the
solar system? How does gravity relate to mass? What force keeps the planets
in orbit around the sun and the moon in orbit around the Earth? How do the
planets’ positions relate to the sun? How are inner and outer planets
different?
a. Hour 1: Binder 24-8: Beach ball vs marble; green dots on sun >> NB 16
b. Hour 2: Planet Order: Many Very Excited Monkeys Just Stayed Up Nights
Playing. . . NB 17 w/ Binder 31 and distance to scale in hall with tiles …
Pocket Solar System with adding machine tape >> NB 18 … Label inner
and outer planets and hypothesize about differences … Make comparison
T-chart for inner and outer planets and watch video and C110-C111 and
Solar System Big Book
c. Hour 3&4: ENGAGE Binder 37 … SF B37 and C99 …NB 19 and
discussion of . . . >> NB 20
DAY 3: What forces of push and pull affect the movement of a rocket?
a. Hour 1: ENGAGE/ Vocabulary Preview >> Forces Web (Gravity,
Friction, Air Resistance) w/ video and demos (rubbing hands, dropping
paper and crumpled paper) . . . friction and air resistance also added to
vocabulary book … Alka Seltzer Rockets and Balloon Rockets >> Class
answers NB 22 together . . . SS draw and explain starting and stopping of
movement including all forces . . . add chemical energy to vocabulary
book
b. Hour 2 through 4: see binder
DAY 4: How does the Earth compare to the Moon? How does Earth’s
movement in relation to the sun cause changes on Earth? How does the Earth
experience daily and yearly cycles?
a. Hour 1 and 2: Binder 48 but w/ Moon vs Earth model showing affect of
atmosphere on craters and also of water and wind on craters … SS make
T-chart comparing craters on Earth and Moon and explaining differences
b. Video and CAUSE and EFFECT foldable “Closer Look at Moon”
i. Size >> gravity >> who orbits who >> weight/ jump
ii. Gravity >> Atmosphere >> no shield >> AND no blanket >> great
temperature variations on moon
iii. Atmosphere >> air resistance/ friction >> protect from craters by
burning them up >> more craters on moon
iv. Atmosphere >> wind and water >> erosion >> more craters on
moon
V.
c. Hour 3: review construction paper/ plastic wrap models of Earth and
Moon … Binder 61 moon/earth size comparison … Venn Diagram of
Earth and Moon
d. Hour 4: Vocabulary preview with drawings … axis, hemisphere, pole,
equator, tilted axis … Model Earth’s shadow experiment inside w/globe
and flashlight and have SS draw and explain on rotation/revolution T-chart
and compare w/ experiment as done outside …
DAY 5: How does Earth’s movement in relation to the sun cause changes on
Earth? How does the Earth experience daily and yearly cycles? How does
Earth’s tilt cause the seasons? Why does the moon look like it changes shape?
How long does it take for the moon to orbit the earth? If the moon looks like
____, what is the next shape it will take?
a. Hour 1: SS act out and model rotation and DAY and NIGHT vs revolution
and year … T-Chart rotation vs revolution …
b. Hour 2: Binder 69 … SS create poster after seeing video and acting out
model and reading C100-101 >> NB 36
c. Hour 3 and 4: Why does the moon look like it changes shape? How long
does it take for the moon to orbit the earth? If the moon looks like ____,
what is the next shape it will take?
i. SS create moon phases poster w/ guiding Qs included while
watching video
ii. Act out moon phases; put guiding Qs on page and add to moon
poster
iii. EXPLAIN C102-3 and add to moon poster
iv. Put lunar phases in order around a circle and emphasize a month
b/w full and full but 14 days b/w new and full . . . What phase is
next if . . . ? (T Draws on board and SS tell where sun is and draw
next phase on whiteboards) … NB 43