* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Science Quarter 3 Lessons
History of Solar System formation and evolution hypotheses wikipedia , lookup
International Ultraviolet Explorer wikipedia , lookup
Formation and evolution of the Solar System wikipedia , lookup
Observational astronomy wikipedia , lookup
Tropical year wikipedia , lookup
Stellar kinematics wikipedia , lookup
Rare Earth hypothesis wikipedia , lookup
Extraterrestrial life wikipedia , lookup
Aquarius (constellation) wikipedia , lookup
Comparative planetary science wikipedia , lookup
Corvus (constellation) wikipedia , lookup
Constellation wikipedia , lookup
Extraterrestrial skies wikipedia , lookup
Geocentric model wikipedia , lookup
Astronomical unit wikipedia , lookup
Hebrew astronomy wikipedia , lookup
Dialogue Concerning the Two Chief World Systems wikipedia , lookup
Name_________________________________________________________________________ 5th Grade - Grading Period 3 Overview Ohio's New Learning Standards The amount of change in movement of an object is based on the mass of the object and the amount of force exerted. Organisms perform a variety of roles in an ecosystem. Most of the cycles and patterns of motion between the Earth and sun are predictable. The sun is one of many stars that exist in the universe. Clear Learning Targets "I can" 1. _____Explain the gravitational force between an object and the Earth. 2. _____Use the formula (speed=distance ÷ time) in real world situations to calculate speed. 3. _____Conduct experiments to explain how the mass of an object affects the amount of force needed to move the object. 4. _____Conduct an experiment and explain how an object will remain at rest if it is not moving, and no force acts upon it. 5. _____Identify that when a force is applied in the same direction of the object's motion, the speed will increase. 6. _____Identify that when a force is applied in the opposite direction of an object's motion, the speed will decrease. 7. _____Construct a model of the Earth, Sun and Moon in relation to how they revolve and rotate. 8. _____Experiment with rays of sunlight and the Earth's tilt to understand seasons. 9. _____Explain to someone else why we have seasons and what causes day and night. 10. _____Explore different weather patterns and natural weather hazards around the world. 11. _____Experiment with round objects to test distances and size of stars. 12. _____Compare and contrast the stars to our closest star, the sun. 13. _____Research current and new discoveries about the stars and sun. 14. _____Explore star patterns called constellations. 15. _____Show the difference in size between the sun and Earth. Name_________________________________________________________________________ 5th Grade - Grading Period 3 Overview Essential Vocabulary/Concepts 5.PS.1 • • • • Distance traveled Mythology • Force Change in directions Change in speed Decrease Equator • • • • • • • • • • • • • 5.ESS.2 • • • • • Amount of force applied Friction Gravitational force Gravity Increase Magnetism Mass Mass of object Motion of an object Movement Period of time Speed Successive unit of time Weight • • • • • • • • • • • • • • • • • • • Angle of rays Avalanche Axis Drought Elliptical 5.ESS.3 • • • • • • Astronomy Atmosphere Constellations Earth • Revolution Hurricane • • • • Moon • Flood Globe Hemispheres Moon phases Natural disasters Orbit Revolve, revolution Rotate, rotation Seasons Sun Sunlight Tilt Tornado Tropical Cyclone Typhoon Wildfire Rotation Solar system Stars Sun Universe 5th Grade Science Unit: May the Force Be With You Unit Snapshot Topic: Light, Sound, and Motion Duration: Grade Level: 5 13 days Summary The students will explore through experiments, an engineering project and class activities to explain how movement can be measured by speed, how the Earth pulls down on all objects with a gravitational force and changes in speed or direction require a force. CLEAR LEARNING TARGETS "I can"statements ____ explain the gravitational force between an object and the Earth. ____ use the formula (speed= distance ÷ time) in real world situations to calculate speed ____ conduct experiments to explain how the mass of an object affects the amount of force needed to move the object. ____ conduct an experiment and explain how an object will remain at rest if it is not moving, and no force acts upon it. ____ identify that when a force is applied in the same direction of the object's motion, the speed will increase. ____ identify that when a force is applied in the opposite direction of an object's motion, the speed will decrease. Activity Highlights and Suggested Timeframe Days 1-2 Days 3-4 Engagement Options: 1. Optional Read aloud Newton and Me by Lynne Mayer 2. Watch www.discoveryeducation.com video and complete vocabulary worksheet 3. Coin Flip Activity Exploration: Students complete 2 experiments: The Effect of Friction on Moving Objects and How does the mass of an object affect its motion? Explanation: SMARTBoard Lesson; Complete an on-line Aspire lesson to learn how to calculate speed. Use the computer to watch a short video titled Force, Gravity and Weight: Days 5-8 http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel_pre_2011/space/gravityforceandweightact.shtml ; To understand the vocabulary terms, play I Have Game cards with the whole class or small groups. Days 9-11 Elaboration: Marble Madness Design Challenge activity. Students will work in groups of 2 or 3 to create an index card ramp that allows a marble to travel at the slowest speed possible. Day 12 and ongoing Evaluation: Formative: Engage vocabulary worksheet, experiment lab worksheets. Summative: I Have Cards Test and a teacher-created short cycle assessment will be administered at the end of the unit to assess all clear learning targets. Day 13 Extension/Intervention: Based on the results of the short-cycle assessment, facilitate extension and/or intervention activities. 1 LESSON PLANS NEW LEARNING STANDARDS: 5.PS.1 The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. • • • Movement can be measured by speed. The speed of an object is calculated by determining the distance (d) traveled in a period of time (t). Earth pulls down on all objects with a gravitational force. Weight is a measure of the gravitational force between an object and the Earth. Any change in speed or direction of an object requires a force and is affected by the mass* of the object and the amount of force applied. Note 1: Gravity and magnetism are introduced (through observation) in PS grade 2. *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term "weight" in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be assessed on the differences between mass and weight until Grade 6. CONTENT ELABORATION (as stated in Ohio's New Learning Standards) The motion of an object can change by speeding up, slowing down or changing direction. Forces cause changes in motion. If a force is applied in the same direction of an object's motion, the speed will increase. If a force is applied in the opposite direction of an object's motion, the speed will decrease. Generally, the greater the force acting on an object, the greater the change in motion. Generally, the more mass* an object has, the less influence a given force will have on its motion. If no forces act on an object, the object does not change its motion and moves at constant speed in a given direction. If an object is not moving and no force acts on it, the object will remain at rest. Movement is measured by speed (how fast or slow the movement is). Speed is measured by time and distance traveled (how long it took the object to go a specific distance). Speed is calculated by dividing distance by time. Speed must be investigated through testing and experimentation. Real-world settings are recommended for the investigations when possible. Virtual investigations and simulations also can be used to demonstrate speed. An object that moves with constant speed travels the same distance in each successive unit of time. In the same amount of time, a faster object moves a greater distance than a slower object. When an object is speeding up, the distance it travels increases with each successive unit of time. When an object is slowing down, the distance it travels decreases with each successive unit of time. Speed must be explored and tested through investigations (3-D or virtual) inside and outside of the classroom. Video technology can be used to stop movement and measure changes at different steps in the investigations. Note 1: This content can be taught in conjunction with the following ESS content: Everything on or anywhere near Earth is pulled toward Earth's center by gravitational force. Weight is a measure of this force. The planets are kept in orbit due to their gravitational attraction for the sun. Note 2: While concepts are related to Newton's second law, remain conceptual at this grade. Knowing the name of the law is not required. Memorizing and reciting words to describe Newton's second law is not appropriate. Note 3: Although mathematics is applied to the concept of speed at this grade level, its use should support deeper understanding of the concept of speed and not be taught as the primary definition of speed. 2 SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: • • • • Identify questions that can be answered through scientific investigations Design and conduct a scientific investigation Use appropriate mathematics, tools and techniques to gather data and information Analyze and interpret data; • • • Think critically and logically to connect evidence and explanations Recognize and analyze alternative explanations and predictions Communicate scientific procedures and explanations. COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: • See 5th grade ELA Standards for; Reading Standards for Informational Text, Writing Standards and Speaking and Listening Standards *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf MATERIALS: VOCABULARY: Engage • Optional: Newton and Me by Lynn Mayer book • Computer for video • Vocabulary Worksheet • Computer access and/or student dictionaries, coins, cups, index cards Primary Change in directions Change in speed Decrease Distance traveled Force Gravitational force Gravity Increase Movement Period of time Speed Successive unit of time Weight Explore • Inclined plane (wood or white board) • Wax paper • Sandpaper • Spring scale • Book • String • Toy cars • Pennies • Tape • Meter sticks • Lab worksheets Explain • Computer to complete the Speed Machine Activity from Aspire • Force and Motion reading material in the curriculum guide (a copy for each student) • Computer to watch video • I Have Game cards (1 copy for each group) Secondary Acceleration Amount of force applied Friction Magnetism Mass Mass of object Motion of an object 3 Elaborate • 4x6 index cards • Tape/masking tape • Marble • Poster paper for each group • Open wall space • Tape measures • Stop watches • Lab worksheet Evaluate • Vocabulary worksheet from Explore • I Have Cards for each student • Scissors • Glue • Worksheet • Summative Assessment • SAFETY ADVANCED PREPARATION • • • • • • • Use all science equipment and materials appropriately according to teacher directions. Be respectful of other student's experiments/projects. Watch the video segments from www.discoveryeducation.com to be used with Engage. The Language of Science: Physical Science 3-5: Force and Motion Gather student dictionaries to use with vocabulary activity. Gather materials for all experiments. Watch Force, Gravity and Weight video Copy reading material to be used with Explain, copy I Have Game cards, Optional: Check-Out Newton and Me by Lynne Mayer from the library Objective: To engage students with a book, video or activity while exploring the concepts of gravity, force and motion. ENGAGE (2 days) (What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections are made to the real world? What is the teacher doing? What are the students doing? (Days 1-2) • Optional: Read Newton and Me by Lynne Mayer. • Show www.discoveryeducation.com video segments from The Language of Science: Physical Science 3-5: Force and Motion (about 10 minutes) (Days 1-2) 1. Optional: Listening to the book being read aloud. 2. Complete the first 2 pages of the vocabulary worksheet while watching the video segments. Students will fill in appropriate definitions while watching the vi d e o. 3. Use computers or student dictionaries to complete the rest of the science vocabulary and create a sentence for each word using the scientific definition. Students need to keep vocabulary for another activity later in the unit. • Pass out the vocabulary worksheet. Students will need to have access to student dictionaries or computers to find the definitions for the remaining science vocabulary. (Students will use the definitions later for an I Have game.) 4 • Facilitate the Coin Flip Activity; use an index card, cup and coin to demonstrate force and gravity. 4. Students are conducting the Coin Flip Activity along with the lab worksheet. Objective: Students use experiments to explore how the weight of an object and forces such as friction effect how an object travels. EXPLORE (2 days) (How will the concept be developed? How is this relevant to students' lives? What can be done at this point to identify and address misconceptions?) What is the teacher doing? (Day 3) • Gathering materials for experiment. The Effect of Friction on Moving Objects: inclined plane (wood or white board), wax paper, sandpaper, spring scale, book, string, lab worksheet • Facilitate the activity. See teacher page. What are the students doing? (Day 3) 1. Students complete the experiment and complete the lab worksheet. Attach a book and spring scale using string. Pull the book up the ramp (inclined plane) to measure the amount of force it takes to get to the top of the ramp. Explore the force it takes to pull a book up a ramp by using wax paper and sandpaper. (Day 4) • Gather materials for experiment. How does the mass of an object affect its motion? Textbooks and white board to be used as the ramp. • Facilitate the activity. See teacher page. (Day 4) 2. Students complete the experiment and complete the lab worksheet. Students will create a ramp using textbooks and a white board. Roll a toy car down the ramp and use meter sticks to measure the distance the car travels. Add pennies to increase the weight of the car and then measure the distance of the car. Objective: Students will gain knowledge and explain the concepts of speed, force, friction, mass and gravity. EXPLAIN (4 days) (What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?) What is the teacher doing? (Day 5) • Use Force SMARTBoard Activity. http://express.smarttech.co m/?url=http://exchangedow nloads.smarttech.com/publi c/content/4d/4ddf63684705-4b6b-b070d0dad413e1a3/MaytheForc esofPushandPullBewithYouUS .notebook# The 11 slides explain force, gravity and mass. (This can be used without a SMARTBoard.) (Day 6) • Since force and motion are What are the students doing? (Day 5) 1. Students are actively participating with the slides. (Day 6) 2. Students are taking turns reading the 5 not in the 5th grade textbook, use the provided Reading Material: Force & Motion. material and asking any clarifying questions as they read the material. (Some material taken from: http://www.physics4kids.com/files/m otion_velocity.html) Speed Machines(Day 7) • Introduction Activity: Create a table on the chalkboard with 4 columns labeled: students, distance, time, average speed. • Ask 5 students, one at a time, to separately walk in a straight line at whatever pace they like from one end of the classroom to the other. Have another student time (in seconds) how long it takes and report it to the class and record it in the table. Have another student (and a second to check his/her results) measure the distance walked. • As a class, calculate the average speed at which each student moved. • Discuss with students what they think average speed means. Most will be familiar with miles per hour as it applies to their family car. If they can remember the unit miles per hour, they can remember the formula for speed: average speed = distance/time • Compare the results and discuss what factors account for the variation in the results. If you were to make predictions on a race, would they want to collect any data before making their predictions? Speed Machines(Day 7) 3. Students complete the Introduction Activity. Work as a class to learn to calculate speed using the formula: Average Speed=Distance/Time 6 Speed Lesson on the computer: • Project the following simulation on the board by using the following link 4. Students will complete the Aspire lesson for Force and Motion, Activity 1: SPEED using the lab worksheet. http://aspire.cosmic-ray.org/ • -Click on Student Lab Students will complete Force and Motion, Activity 1: SPEED. Directions for Teaching the Lab: • Have students use their lab worksheet and read directions. • Click through the data for each snowmobile. Allow students the time to record the information, calculate speeds, and make their predictions of the winning order of snowmobiles. • Start the race! Have students record the order of the finish. • Allow students time for analysis questions and conclusion HOMEWORK: • Assign the Speed and Distance Worksheet for practice. (Day 8) • Watch short video http://www.bbc.co.uk/schools/gcsebite size/science/edexcel_pre_2011/space/gravityforc eandweightact.shtml • Have students play the I Have Game. There are 12 vocabulary cards to put in correct order. • The I Have Game can also be used as a summative test for vocabulary mastery. 5. Students will complete the Speed and Distance Worksheet for homework. (Day 8) 6. Students watch video called Force, gravity and weight. 7. Students play the I Have Game for practice. 7 Objective: Students will build an index card ramp that allows a marble to travel at the slowest speed possible. Students will be able to explain and determine the average speed of their marble as well as the average speed of other group's marbles. ELABORATE (3 days) (How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?) What is the teacher doing? (Day 9-11) • Gather materials for the Marble Madness Design Challenge: marbles, tape, index cards, open wall space, poster paper, tape measures, stop watches, calculators, and lab worksheet. • Students should work in pairs or groups of 3 to design their ramps. • Each group needs their own wall space and poster paper. • Facilitate the Challenge: Student must design and create a pathway that allows a marble to travel at the slowest speed possible using provided materials. -see pictures of student examples. What are the students doing? (Day 9-11) 1. Complete the Marble Madness Design Challenge with a group. Challenge: Create a pathway that allows a marble to travel at the slowest speed possible. 2. Students should think about all of the factors that can affect speed (forces - friction and gravity, index card angle, etc.) 3. Complete the lab worksheet and present the results by measure the distance of the pathway, measuring how long it takes for the marble to move the length of the track, and calculating the average speed. 4. Compare group results in order to determine which group had the slowest marble. Objective: Students can show their knowledge through formative assessments throughout the lesson and show their cumulative knowledge with summative assessments. EVALUATE (on-going) (What opportunities will students have to express their thinking? When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?) EXTENSION/ INTERVENTION (1 day or as needed) Formative How will you measure learning as it occurs? Summative What evidence of learning will demonstrate to you that a student has met the learning objectives? 1. Engage: Students use the video and dictionary to complete the vocabulary worksheet. 1. I Have Game Cards will assess vocabulary mastery. 2. The lab worksheets for the experiments can assess student knowledge progression as it relates to forces and speed. EXTENSION 1. Computer games can be found at www.sciencekids.co.nz . The games can be used for intervention and extensions. The following link lets students use small and large weights or small and large 2. Marble Madness Design Challenge will assess the students' ability to apply knowledge of forces and speed. 3. A teacher-created short cycle assessment will assess all clear learning targets. INTERVENTION 1. Computer games can be found at www.sciencekids.co.nz . The games can be used for intervention and extensions. The following link lets students use small and large weights or small and large parachutes to explore force and weight: 8 parachutes to explore force and weight: www.sciencekids.co.nz/gamesactivi ties/forcesinaction.html 3. ParkWorld Plot is a computer game that has children read all about force, gravity, air resistance and magnetism. http://www.engineeringinteract.org/ resources/parkworldplot.htm This game will take at least 30 minutes to read all the information and conduct the engineering activities. 3. FORCE Experiment for whole class demonstration outdoors: need a golf club, tees, golf ball, ping pong ball, meter sticks or trundle wheel and lab sheet included in the curriculum guide What is needed to make a ball sitting on top of a tee start moving down the fairway (playground)? Students take turns swinging the club softly then harder using ping pong balls and golf balls. They should be able to answer the questions: What is force? What did you discover about the golf ball as a force in motion? Which ball produced the greater distance and why? Did the balls move farther when a greater or lesser force was applied? What does weight have to do with force? www.sciencekids.co.nz/gamesactivities/for cesinaction.html 2. Trumbauer, Lisa. Forces and Motion. Newbridge Educational Publishing: New York. 1989. Some schools may have this "big book" and/or smaller books to use as an intervention. The book used to be a 3rd grade resource. 3. GUEST SPEAKER Ask a Columbus City police officer to speak to the class about using radar guns to track speeding drivers. Students could do research on how a radar gun works and use the math formula for speed = distance divided by time to answer real life word problems. 4. Easy game on the computer for friction http://www.bbc.co.uk/schools/scienceclips /ages/8_9/science_8_9.shtml 4. How Much Energy? Experiment Students will construct and investigate a ramp-marble-speed bump system to test the amount of force (energy) required for the marble to roll over the bump. Students will record and compare the data collected; draw conclusions and provide explanations for ideas. 9 COMMON MISCONCEPTIONS Common Misconceptions: Common misconceptions about forces and motion at this grade level include: • Time can be measured without establishing the beginning of the interval. • The only natural motion is for an object to be at rest. • If an object is at rest, no forces are acting on the object. • Only animate objects can exert a force. Thus, if an object is at rest on a table, no forces are acting on it. • Force is a property of an object. • An object has force and when it runs out of force, it stops moving. • The motion of an object is always in the direction of the net force applied to the object. • Large objects exert a greater force than small objects. • A force is needed to keep an object moving with a constant speed. Misconceptions in physical science at this grade level include: • Any quantity can be measured as accurately as you want. • The only way to measure time is with a clock or a watch. • Time has an absolute beginning. • Gravity only acts on things when they are falling. • Students think gravity is always pulling us "down." In reality, gravity is pulling objects toward the center of the Earth, not down. • Only animate things (people, animals) exert forces; passive ones (tables, floors) do not exert forces. • A force applied by a hand (or other object), still acts on an object after the object leaves the hand. Lower-level: • Consider differentiating grouping to meet the needs of individual students: Use the I Have Card Game as a whole class or small group. Lay the cards in order together for all students to see the correct order. The computer games can be done as a whole class, small group or individually. • Consider providing trade books or other appropriate reading-level materials for students. DIFFERENTIATION Higher-Level: • The following website is a link to practice online tests. http://www.linkstolearning.com/links/Ohio/ohio_schools.htm • During the Explore experiment, The Effect of Friction on Moving Object: Have students research other items that would cause less or more friction. • Also, students could explore real world situations where more or less friction is desired. Examples: pool table, golf, racecars and bike riding. Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE. 10 Websites: • www.sciencekids.co.nz • http://www.engineeringinteract.org/resources/parkworldplot.htm • http://www.bbc.co.uk/schools/scienceclips/ages/8_9/science_8_9.shtml • PowerPoint for Vocabulary www.slideshare.net/dfarnquist31/force-andmotion-in-elementary-science Discovery Ed: Unitedstreaming.com • Physical Science: Force and Gravity (20:20 minutes) • Roller Coasters: Momentum and energy in action (4:02 minutes) • Segments from The Language of Science: Physical Science 3-5: Force & Motion -Forces (1:10 minutes) -Changing Things (1:46 minutes) -Moving Faster (1:20 minutes) Moving Slower (2:29 minutes) -Gravity (1:19 minutes) ADDITIONAL RESOURCES Literature: • Lynne Mayer. Newton and Me. Sylvan Dell Publishers: South Carolina. 2010. • Twist, Clint. Force & Motion. Bearport Publishers: New York. 2006. • Dicker, Katie. Forces and Motion. Windmill Books: New York. 2011. • Graham, John. Forces and Motion. Kingfisher: New York. 2001. • Hirsch, Rebecca. Motion and Forces. Cherry Lake Publishers: Michigan. 2011. • VanCleave, Janice Pratt. Janice VanCleave's Gravity. John Wiley & Sons. Inc.: New York. 1993. • What is Friction? by Lisa Trumbauer (may be in your building from previous 3rd grade years) 11 Name___________________________ Write the definitions to the science words related to the force and motion unit. Write a sentence for each vocabulary word. Make sure to use the science word correctly. Gravity- Force- Friction- Sentence: Sentence: Sentence: Mass- Speed- Sentence: Sentence: 12 Name_____ANSWER KEY____________ Write the definitions to the science words related to the force and motion unit. Write a sentence for each vocabulary word. Make sure to use the science word correctly. Gravity- Force- Friction- Definition: The natural force that attracts any two objects with mass toward each other Context: Earth's gravity pulls on anything that is not held up by some other force. Definition: A push or a pull exerted on an object Context: The ball was hit with enough force to send it into the bleachers. Sentence: Sentence: Answers will vary Sentence: Answers will vary Answers will vary Mass- Speed- Definition: The amount of matter in an object or substance. Context: Mass is anything that has matter and takes up space.5th graders are more familiar with the term weight. Definition: The rate of motion Context: The speed of the ball is determined by measuring how far it travels in a certain amount of time. Definition: A force that resists motion between two bodies in contact Context: Rougher surfaces create more friction than smooth ones when an object comes in contact with them. Sentence: Answers will vary Sentence: Answers will vary 13 Teacher Reference Page Coin Flip Video Demonstration can be found on: http://www.youtube.com/watch?v=LqnXU5GUnuc Lazy Coin • Things You Will Need ◦ Short drinking glass ◦ Index card ◦ Nickel • Do This ◦ Place an index card over the mouth of an empty drinking glass. ◦ Place a nickel on top of the index card so that it is centered over the mouth of the glass. ◦ Quickly and forcefully thump the index card straight forward with your finger. Be sure not to lift up on the edge of the index card when you thump it. ◦ If the nickel did not end up inside the glass, repeat the experiment. You may have to repeat the experiment several times before you get the knack of how much force is needed. • What Should Have Happened Your finger applies force to the card to cause it to move forward. If this force is very fast and straight forward, very little force is translated to the nickel. The nickel then falls straight down because gravity is the only force acting on it. If the force is not fast enough or kicks the index card at an angle, some force is translated to the nickel, causing the nickel to flip in the direction of the card. This experiment demonstrates the principle of inertia, which states that an object in motion stays in motion and an object at rest stays at rest until another force acts upon that object. 14 Name_________________________________________ Date_______________ Period______ Coin Flip Directions: 1. Center an index card on top of the cup. Place the coin in the middle of the index card. Using just one or two fingers, flick the index card from the side. What happened to the coin? Why? _________________________________________________________________________ _________________________________________________________________________ 2. Now place the coin in a flat, level surface and observe the coin for 2 minutes. What happened to the coin? Why? _________________________________________________________________________ _________________________________________________________________________ 3. Now really think about what happened Why did the index card move in step 1? _________________________________________________________________________ _________________________________________________________________________ Why did the coin move in step 1? __________________________________________________________________________ __________________________________________________________________________ 15 Name_____Answer Key_____________________ Date_______________ Period_________________ Coin Flip Directions: 1. Center an index card on top of the cup. Place the coin in the middle of the index card. Using just one or two fingers, flick the index card from the side. (the cup should be empty) What happened to the coin? Why? The coin fell in the cup, because gravity was acting upon the coin and pulled the coin into the glass 2. Now place the coin in a flat, level surface and observe the coin for 2 minutes. What happened to the coin? Why? Nothing happened to the coin, because no force was acting upon the coin 3. Now really think about what happened. Why did the index card move in step 1? The index card moved because you acted upon it by flicking the card. Why did the coin move in step 1? The coin moved because of gravitynot because you flicked the card. You did not touch the coin when you flicked the card. 16 Force and Motion Investigations - Teacher Page The Effect of Friction on Moving Objects Attach a book and spring scale using string. Pull the book up the ramp (inclined plane) to measure the amount of force it takes to get to the top of the ramp. Explore the force it takes to pull a book up a ramp by using wax paper and sandpaper. http://www.education.com/science-fair/article/uphill/ How does the mass of an object affect its motion? Students will create a ramp using textbooks and a white board. Roll a toy car down the ramp and use meter sticks to measure the distance the car travels. Add pennies to increase the weight of the car and then measure the distance of the car. Tape pennies to the car to increase weight. http://tobebusyathome.blogspot.com/2011/11/week-in-review-dead-tadpole-sinus.html 17 Name_____________________________ Date______________ Investigation: The Effect of Friction on Moving Objects. Step 1: Attach a long piece of sandpaper to the inclined plane. Attach the spring scale to the loop of string on the book. Drag the book up the inclined plane. Observe how much force it takes by reading the spring scale once you have the book moving at a slow, constant motion. Force with sandpaper: ________________________________ Step 2: Attach a piece of wax paper to the inclined plane. Measure how much force it takes to drag the book up the plane. Force with wax paper: ________________________________ Step 3: Measure how much force it takes to drag the book up the plane without any paper. Force with no paper: ________________________________ What Does it Mean? 1. Which material required the least amount of force to pull the book up the inclined plane? _________________________________________________________________ 2. Explain why the different materials required different amounts of force. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 3. Are there any other substances you could put on the board that might require less force? ____________________________________________________________________________________ ____________________________________________________________________________________ 4. What do you think would happen if you increased the weight of the book you were pulling? Would this take more force to pull or less force? _________________________________________________________________ _________________________________________________________________ 18 Name_____Answer Key__________ Investigation: The Effect Date______________ of Friction on Moving Objects. Step 1: Attach a long piece of sandpaper to the inclined plane. Attach the spring scale to the loop of string on the book. Drag the book up the inclined plane. Observe how much force it takes by reading the spring scale once you have the book moving at a slow, constant motion. Force with sandpaper: ____Answers may vary________ Step 2: Attach a piece of wax paper to the inclined plane. Measure how much force it takes to drag the book up the plane. Force with wax paper: ______Answers may vary______ Step 3: Measure how much force it takes to drag the book up the plane without any paper. Force with no paper: _____Answers may vary______ What Does it Mean? 1. Which material required the least amount of force to pull the book up the inclined plane?_Depends on what the ramp is made out of, The wax paper would require less force because it is the smoothest. 2. Explain why the different materials required different amounts of force. Friction-sandpaper requires more force. The sandpaper is acting as an opposing force to the book. The wax paper and the inclined plane have less friction because there is less opposing force. 3. Are there any other substances you could put on the board that might require less force? Answers may vary; Examples: glossy magazine page, sheet of paper 4. What do you think would happen if you increased the weight of the book you were pulling? Would this take more force to pull or less force? The amount of force would increase on the spring scale. More force is needed to move book. 19 Name______________________________ Date_______________________ Investigation: How does the mass of an object affect its motion? Mass is how much ____________________ is in an object. You can measure mass with a ________________________________. Prediction: A heavy car will travel _____________________ than a lighter car. Procedure: 1) Make a ramp with your textbooks and white board. 2) Release the car from the top of the ramp with no added weight. 3) Use the meter sticks to measure the distance the car traveled and record it in the table below. 4) Repeat steps 2 and 3 with a car with more weight. (eg. Pennies taped to top of car) 5) Repeat steps 2 and 3 again with the most amount of weight added. Results: Ca r Weight Distance 1 Distance 2 Distance 3 Distance Average No Weight M o re Weight Most Weight The __________________ car traveled the farthest. The ________________ car traveled the shortest distance. Conclusions: What did you learn about how mass affects an objects motion? 20 Name____Answer Key_____________ Date_______________________ Investigation: How does the mass of an object affect its motion? Mass is how much _matter_________ is in an object. You can measure mass with a __spring scale/digital scale/triple beam balance___. Prediction: A heavy car will travel ____(ie. faster or slower)____ than a lighter car. Procedure: 1) Make a ramp with your textbooks and white board. 2) Drop the car from the top of the ramp with no added weight. 3) Use the meter sticks to measure the distance the car traveled and record it in the table below. 4) Repeat steps 2 and 3 with a car with more weight. (eg. Pennies taped to top of car) 5) Repeat steps 2 and 3 again with the most amount of weight added. Results: Ca r Weight Distance 1 No Weight Answers may vary depending on size of book and ramp Distance 2 Distance 3 Distance Average M o re Weight Most Weight The ___most weighted_____ car traveled the farthest. The ___no weight____ car traveled the shortest distance. 21 Name_______________________________ Date__________________________________ Mechanics and Motion Motion is one of the key topics in physics. Everything in the universe moves. It might only be a small amount of movement and very very slow, but movement does happen. Don't forget that even if you appear to be standing still, the Earth is moving around the Sun, and the Sun is moving around our galaxy. The movement never stops. Motion is one part of what physicists call mechanics. Over the years, scientists have discovered several rules or laws that explain motion and the causes of changes in motion. There are also special laws when you reach the speed of light or when physicists look at very small things like atoms. Speed it Up, Slow it Down The physics of motion is all about forces. Forces need to act upon an object to get it moving, or to change its motion. Changes in motion won't just happen on their own. So how is all of this motion measured? Physicists use some basic terms when they look at motion. How fast an object moves, its speed can be influenced by forces. (Note: Even though the terms 'speed' and 'velocity' are often used at the same time, they actually have different meanings.) A Formula for Speed of an Object Movement is measured by speed (how fast or slow the movement is). Speed is measured by time and distance traveled (how long it took an object to go a specific distance). Speed is calculated by dividing distance by time. Suppose a gold car drove 50 miles in 2 hours. The gold car would be travelling at a speed of 25 mph (miles per hour). Speed = distance ÷ time Speed = 50÷2 Speed = 25mph SPEED = DISTANCE ÷ TIME 22 Forces of Nature Forces are a big part of physics. Physicists devote a lot of time to the study of forces that are found everywhere in the universe. The forces could be big, such as the pull of a star on a planet. The forces could also be very small, such as the pull of a nucleus on an electron. Forces are acting everywhere in the universe at all times. Examples of Force If you were a ball sitting on a field and someone kicked you, a force would have acted on you. As a result, you would go bouncing down the field. There are often many forces at work. Physicists might not study them all at the same time, but even if you were standing in one place, you would have many forces acting on you. Those forces would include gravity, the force of air particles hitting your body from all directions (as well as from wind), and the force being exerted by the ground (called the normal force). Let's look at the forces acting on that soccer ball before you kicked it. As it sat there, the force of gravity was keeping it on the ground, while the ground pushed upward, supporting the ball. On a molecular level, the surface of the ball was holding itself together as the gas inside of the ball tried to escape. There may have also been small forces trying to push it as the wind blew. Those forces were too small to get it rolling, but they were there. And you never know what was under the ball. Maybe an insect was stuck under the ball trying to push it up. That's another force to consider. 23 Friction Basics Friction is a force that holds back the movement of a sliding object. That's it. Friction is just that simple. You will find friction everywhere that objects come into contact with each other. The force acts in the opposite direction to the way an object wants to slide. If a car needs to stop at a stop sign, it slows because of the friction between the brakes and the wheels. If you run down the sidewalk and stop quickly, you can stop because of the friction between your shoes and the cement. What happens if you run down the sidewalk and you try to stop on a puddle? Friction is still there, but the liquid makes the surfaces smoother and the friction a lot less. Less friction means it is harder to stop. The low friction thing happens to cars when it rains. That's why there are often so many accidents. Even though the friction of the brakes is still there, the brakes may be wet, and the wheels are not in as much contact with the ground. Cars hydroplane when they go too fast on puddles of water. (Material taken from http://www.physics4kids.com/files/motion_intro.html) 24 Name______________________________ Date______________________ SNOWMOBILE CHALLENGE Google: ASPIRE Lessons Click on Force and Motion; Activity One; Student Lab Snowmobile data: Write down the distances and times for each snowmobile. Calculate each snowmobiles average speed. Formula: SPEED = Distance ÷ Time Snowmobile Distance Time Speed MANGLER OTTER POP SLIDER SNOWFLAKE WHITE FANG Outcomes: Based on your data abovepredict the outcome of the race. Write your prediction in the table below. Then, race the snowmobiles. Write the actual outcome in the table below. Place Finishes Predicted Outcome Actual Outcome 1st Place 2nd Place 3rd Place 4th Place 5th Place This i mag e c annot currentl y be dis played. 25 Speed Name: ____ Speed: A measure of motion, = distance divided by time. Formula: SPEED = Distance ÷ Time It took Lightning McGreen 2.5 hours to travel It took Ms. Rally 4 hours to travel 165 miles 600 miles. How fast was he going in miles per due North. What was the speed of her car in hour? miles per hour? What is the speed if distance is 340 km and the time was 3 hours? Was the boy speeding? How far did Doc Budson travel if he was going 60 miles an hour for 4 straight hours? What is the speed if a runner runs a distance of 400 meters 35 seconds. Sponge Bob decided to have a jellyfish race. Below are the results of the race. Calculate their speed and determine who was the fastest and the slowest jellyfish. Lola Distance (m) 100 m Arnie 100 m 36 Slimy 100 m Slowest _____________ Fastest _____________ 47 Jellyfish Time (s) Speed (m/s)? 50 26 Speed Name:__ANSWER KEY___ Speed: A measure of motion, = distance divided by time. D/T Formula: SPEED = Distance ÷ Time It took Lightning McGreen 2.5 hours to travel 600 miles. How fast was he going in miles per hour? It took Ms. Rally 4 hours to travel 165 miles due North. What was the speed of her car in miles per hour? 240 mph 41.25 mph What is the speed if distance is 340 km and the time was 3 hours? Was the boy speeding? How far did Doc Budson travel if he was going 60 miles an hour for 4 straight hours? 113.3 km/h 15 mph What is the speed if a runner runs a distance of 400 meters 35 seconds? Sponge Bob decided to have a jellyfish race. Below are the results of the race. Calculate their speed and determine who was the fastest and the slowest jellyfish. 11.4 m/s Lola Distance (m) 100 m Arnie 100 m Jellyfish Slimy 100 m Slowest ___Lola_________ Fastest ___Arnie__________ 50 Speed (m/s)? 2 m/s 36 2.8 m/s 47 2.1 m/s Time (s) 27 TEACHER PAGE EXPLAIN: Short Video http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel_pre_2011/space/gravityforceandweightact.shtml Force and Motion "I Have.....Who Has....?" Game Force and Motion, "I Have....Who Has...?" Game is to help students review important physical science concepts. The game is ready to cut and laminate and use in your classroom. The teacher can use this game two different ways during the Physical Science Unit: 1. Use the I Have Game during the EXPLAIN part of the unit as a whole class or small groups putting the cards in order and 2. At the end of the unit use the cards as a SUMMATIVE TEST, each student has their own set of cards and glues them down in order. The clues with the numbers on them are the answers and are for the teacher's use only. DIRECTIONS (Explain part of unit) 1. Pass clue cards out to students. Smaller classes can receive more than one card. (It is important that all of the cards are distributed so that the game is not interrupted by a missing clue card.) 2. The student with the first card starts the game. He or she will read their card aloud to the class. 3. Students have to listen carefully to see if they have the card that will give the correct answer to the question that was just given. 4. Repeat these steps until all cards are read. 5. After playing the game a few times, begin timing the students and challenge them to beat their time from previous games. DIRECTIONS (Summative Test, end of unit) 1. Give each student a copy of the cards, scissors and glue. 2. Each student puts the cards in order according to the definitions and glues them in place for a grade at the end of the unit. 28 1. I have the first card. You divide the 2. That would be speed. Movement is measured by speed distance you travel by the time it takes to. get there. What am I? I have the amount of space you traveled over a period of time. What am I? 3. I am distance. A faster object moves a greater distance than a slower object. I have: the movement of something in a certain direction. What am I? 5. That would be gravity. Gravity can make things slow down, speed up or stop. Earth's gravity attracts and pulls objects toward the Earth regardless of size. I have: what do you call the amount of matter an object has? 7. That would be weight. Weight is the measure of the force of gravity on an object. I have: what would happen to your weight on the moon? 9. I have force. The greater the force acting on an object the greater the change in motion. I have: the force that resists movement of one surface when moving over another. What am I? 4. I am motion. The motion of an object can change by speeding up, slowing down or changing direction. I have: all objects, large or small, are pulled on by the same noncontact force. What is the name of that force? 6. That would be mass. Mass is a measure of the amount of matter in an object. I have: It is sometimes confused with this term. What is the term? 8. You would weigh less on the moon. The moon has much less mass than Earth, so the force of gravity is less on the moon. I have: the push or pull placed on any object. What am I? 10. (last card) That would be friction. Friction is a force. Rough surfaces create more friction than smooth ones when an object comes in contact with them. 29 Name _________________________________ You would weigh less on the moon. The moon has much less mass than Earth, so the force of gravity is less on the moon. I have: the push or pull placed on an object. What am I? I am distance. A faster object moves a greater distance than a slower object. I have the movement of something in a certain direction. What am I?I That would be weight. Weight is the measure of the force of gravity on an object. That would be speed. Movement is measured by speed. I have: what would happen to your weight on the moon? I have the amount of space you traveled over a period of time. What am I? That would be friction. Friction is a force. Rough surfaces create more friction than smooth ones when an object comes in contact with them That would be gravity. Gravity can make things slow down, speed up or stop, Earth’s gravity attracts and pulls objects toward the Earth regardless of size. I have what you call the amount of matter an object has? I am motion. The motion of an object can change by speeding up, slowing down or changing direction. I have: all objects, large or small, are pulled on by the same noncontact force. What is the name of that force? That would be mass. Mass is a measure of the amount of matter in an object. I have: it is sometimes confused with this term. What is the term? I have force. The greater the force action on an object the greater the change in motion. I have: the force that resists movement of one surface when moving over another. What am I? I have: the first card You divide the distance you travel by the time it takes to get there. What am I? MARBLE MADNESS Design Challenge - Teacher Page Suggested Time Frame: 3- 30 minute class periods Materials: 4x6 index cards Tape/masking tape Marbles Poster Paper Other optional supplies such as cotton balls, sandpaper, tissue, paper towel Open wall space Tape Measures Stop Watches Challenge: Students will design and build an index card ramp that allows a marble to travel at the slowest speed possible. • Students will determine the average speed of their marble as well as the average speeds of other group's marbles. Teacher Background A FORCE is a push or pull exerted on an object. (Examples: Gravity, Friction, Surface Force, Air Resistance). GRAVITY is the unbalanced force acting on the marble that causes the marble to move down the ramp. SURFACE FORCE is the upward force of a surface (index card), that counteracts the force of gravity. FRICTION is an opposing unbalanced force between two surfaces that are touching which causes an object to slow down. AVAERAGE SPEED is the amount of distance traveled in a certain amount of time. Average Speed=distance/time Teacher Notes This activity is designed to be student centered. As students examine the motion and speed of their marbles, it is recommended that they work in pairs or groups of three. 33 Student Work Examples 34 35 Engage (Warm-up) 1. On the SMARTBoard or board, create a picture of a ramp with a marble rolling down the slope. Have students label the forces acting on the marble on the SMARTBoard and/or on a sheet of paper. 2. Discuss the amount of force and direction of each force. Describe how each force might affect the motion of the marble. Surface Force Friction & Air Resistance Gravity Explore and Explain (Instructional Strategies) 1. Students will work in pairs or groups of three. Each group should have their own wall space and poster paper. 2. Students will use 4X6 index cards to build a ramp that allows a marble to roll down at the slowest speed possible. One way to accomplish this is to fold the index card in half (long ways) and tape one side to the poster paper. Continue to add on index cards to create a pathway for the marble. (Allow 2 class periods for intro and building of the ramps). 3. At the end of day 2, give students about 15 minutes to measure and record data. Students need to measure the total distance of the ramp from start to finish using a tape measure (cm). Then, students should run 3 timed trials. Students should record the time(s) it took for the marble to travel from start to finish 3 times using a stopwatch. Optional: they should calculate the mean and record their results in the data table on the worksheet. 4. At the beginning of the 3rd class period, students should share their data with the class, and all students will record class results on their worksheet. 5. Discuss/remind students how to calculate average speed. SPEED= DISTANCE divided by TIME Students will then calculate the average speed for each group in order to determine which group had the slowest marble. 6. Students will answer the post-lab questions on the worksheet. 36 Extension/ Elaboration 1. As an extension, discuss how the angle of the index cards (ramp) affects the motion of the marble as it relates to speed and acceleration. 2. As an extension, discuss how the size and mass of the marble affects the motion of the marble as it relates to speed and momentum. 3. As an elaboration, allow students to change one variable as it relates to the construction of the ramp or the marble itself. Have students compare and contrast the motion and speed of the marble as it rolls down the track. 4. As an interdisciplinary connection to math, have students graph the results of the class data in order to compare the various group results. Reteach Ideas 1. Students should revisit the concept that unbalanced forces cause a change in speed and direction. Discuss the unbalanced forces acting on a car rolling down a hill. For example, gravity pulls down on the car causing it to move, the road/surface force pushes up on the car which opposes the force of gravity, and friction and air resistance oppose the motion of the car causes the car to slow down. Brakes can also be applied (friction) to slow the car. 2. Students can complete practice problems involving calculating the average speed of objects as it relates to the rate of distance traveled in a certain amount of time. Evaluation (Lesson Assessment) 1. Discuss student data and post-lab question responses. 2. Revisit the force diagram of the marble rolling down the hill from the first day of the lesson. Have students label the force diagram with the appropriate forces. Surface Force Friction & Air Resistance Gravity Additional Resources Technology: Discovery education: Example 1: Speed as a Rate [01:33] Physical Science: Forces and Gravity [20:20] Website: http://www.physics4kids.com http://www.physicsclassroom.com/class/1dkin/u1l1d.cfm 37 Name___________________________Date________________________Period_________ MARBLE MADNESS Design Challenge Goals: Build an index card ramp that allows a marble to travel at the slowest speed possible. Be able to determine the average speed of your marble. Be able to describe how forces affect the speed and motion of your marble. Directions: Using 4x6 index cards,tape, and other materials provided by your teacher, create a ramp that allows a marble to travel at the slowest speed possible down the ramp. You will continue to build until time is up. Your marble must move continuously and not stop until the end. When time is up, measure your total distance (cm), and total time (s). Run three time trials and calculate the mean. Record your data below. Trials Distance (cm) Time (s) 1 2 3 Mean: Calculation: Average Speed = ______________________________ GROUP Distance (cm) Time (seconds) Average Speed 1 2 3 4 5 38 GROUP Distance (cm) Time (seconds) Average Speed 6 7 8 9 10 Post-Lab Questions: 1. Which group had the slowest average speed? __________________________________ 2. Which group had the fastest average speed? __________________________________ 3. Identify any forces acting on the marble and describe how the forces affected the motion of your marble. 4. Explain how you used various forces to keep your marble going the slowest speed possible. 5. If you could change and revise your ramp design, what would you do differently and why? 39 Name___________________________Date________________________Period_________ MARBLE MADNESS - Answer Key Goals: Build an index card ramp that allows a marble to travel at the slowest speed possible. Be able to determine the average speed of your marble. Be able to describe how forces affect the speed and motion of your marble. Directions: Using 4x6 index cards and tape, create a ramp on your poster paper that allows a marble to travel at the slowest speed possible down the ramp. You will continue to build until time is up. You marble must move continuously and not stop until the end. When time is up, measure your total distance (cm), and total time (s). Run three time trials and calculate the mean. Record your data below. Trial 1 2 3 Distance (cm) Time (s) Answers Will Vary Mean: Calculation: Average Speed = _T OT AL__DISTA NCE TOTAL TIME GROUP Distance (cm) Time (seconds) Speed 1 2 3 Answers Will Vary 4 5 40 GROUP Distance (cm) Time (seconds) Speed 6 7 8 9 10 Post-Lab Questions: 1. Which group had the slowest average speed? Answers Will Vary 2. Which group had the fastest average speed? Answers Will Vary 3. Identify any forces acting on the marble and describe how the forces affected the motion of your marble. Gravity, Air Resistance, Surface Force, Friction 4. Explain how you used various forces to keep your marble going the slowest speed possible. Answers Will Vary 5. If you could change and revise your ramp design, what would you do differently and why? Answers Will Vary 41 Name______________________________ Date_____________ "FORE!!!!" a Force Experiment What is needed to make a ball sitting on a tee start moving down the fairway (playground)? Materials: golf club, tees, golf balls, ping pong balls, meter sticks or trundle wheel Directions: The experiment is to be conducted outdoors with whole class or small groups. Each student can take turns hitting the golf ball and ping pong ball. If you have more golf clubs, the experiment will go faster than everyone trying to share 1 club. 1. Discuss force and make a prediction. 2. Place the tee in the ground and place the ping pong ball on top of the tee. You will do this 2 times. The first time swing gently to hit the ping pong ball and record the distance. The second time swing a little harder and record the distance. 3. Place the tee in the ground and place the golf ball on top of the tee. You will do this 2 times. The first time swing gently to hit the golf ball and record the distance. The second time swing a little harder and record the distance. 4. All experiments need at least3 trials. Since this is a whole class experiment you complete 1 trial with the ping pong ball and golf ball. Then choose 2 friends to write their trails on your worksheet. 5. Answer questions 1. What is force? __________________________________________________________ __________________________________________________________________________ 2. Prediction: Will the ping pong ball or golf ball go farther? Why? __________________________________________________________________________ __________________________________________________________________________ 42 3. PING PONG BALL Distances Trial 1 Meters when hit gently= GOLF BALL distances Trial 1 Meters when hit gently= Meters when hit harder = Trial 2 Meters when hit gently= Meters when hit harder = Trial 2 Meters when hit gently= Meters when hit harder = Trial 3 Meters when hit gently= Meters when hit harder = Trial 3 Meters when hit gently= Meters when hit harder = Meters when hit harder = 4. Did the balls move farther when a greater or lesser force was applied? (a gentle or harder swing) _____________________________________________________________________________ ______________________________________________________________________________ 5. Which ball produced the greater distance and why? ______________________________________________________________________________ ______________________________________________________________________________ 6. What does weight (mass) have to do with force? ______________________________________________________________________________ ______________________________________________________________________________ 43 Name_____________________________________Date_____________________________ Assessment Task: How Much Energy? Description Construct and investigate a ramp-marble-speed bump system to test the amount of energy required for the marble to roll over the bump. Record and compare the data collected: draw conclusions and provide explanations for your ideas. Materials for each pair or group of students 1 marble 28cm x 44cm posterboard pieces (use as the ramp/inclined plane) cm ruler books tape lab sheets Procedure Step 1: Each student in the group needs to write their hypothesis on the lab sheet. Which position of the ramp will provide the amount of energy required for the marble to roll over the speed bump? Step 2: Test the ramp at various heights and record the results. Students construct the ramp-and-speed bump system with the materials listed. Place the 28 cm x 44 cm posterboard ramp at a height of 10 cm for the first test. Tape the bottom of the ramp to the floor. Make the speed bump by taping the remaining piece of posterboard 40 cm from the bottom of the ramp and bending it to a height of 10 cm. The ends of the posterboard should be flat. (see drawing below) Place a heavy book behind the speed bump for support. As your group adjusts the height of the ramp, remember that the bottom of the ramp must remain 40cm from the speed bump. Step 3: Each student writes a conclusion and explains their ideas about certain aspects of the ramp and speed bump system. 44 Name__________________________________ Date_______________________________ Lab Sheet How Much Energy? Hypothesis How high should the ramp be to provide enough energy for the marble to roll over the speed bump? _____________________________________________________________________________________ Experiment Release the marble on various ramp heights. Record the results and your conclusions on the chart. Conclusion 1. Which ramp gave the marble enough speed to travel over the speed bump? Explain. ______________________________________________________________________________ ______________________________________________________________________________ 2. How does the height of the ramp affect the amount of energy needed for the marble to roll over the speed bump? ______________________________________________________________________________ ______________________________________________________________________________ 3. How did the distance that the marble rolled from the bottom of the ramp to the speed bump affect the amount of energy needed for the marble to roll over the speed bump? ______________________________________________________________________________ 4. How would your results differ if you repeated the activity on a different surface? Example: What if you used a towel, sandpaper, wax paper on the ramp's surface? _____________________________________________________________________________________ _____________________________________________________________________________________ 45 General Rubric for Experiment Score Point 4 ❏ demonstrates in depth understanding of concepts and processes ❏ includes all elements of scientific design ❏ includes clear and logical ideas; answers all questions ❏ organizes and completes all data Score Point 3 ❏ demonstrates good understanding of concepts and processes ❏ includes most elements of scientific design ❏ includes adequate ideas with minor misconceptions; answers most questions ❏ organizes and completes most data Score Point 2 ❏ demonstrates limited understanding of concepts and processes ❏ includes some elements of scientific design ❏ includes incomplete ideas with many misconceptions; answers some questions ❏ data is unorganized and incomplete Score Point 1 ❏ demonstrates no understanding of concepts and processes ❏ lacks elements of scientific design ❏ includes major misconceptions, or illogical ideas; answers to questions are few or incomplete ❏ data is unorganized and unclear Score Point 0 ❏ no attempt to respond ❏ includes inappropriate and/or unrelated responses 46 5th Grade Science Unit: Stars, Stars All Around Unit Snapshot Topic: Cycles and Patterns in the Solar System This topic focuses on the characteristics, cycles and patterns in the solar system and within the universe. Duration: Grade Level: 5 11 days Summary To allow students the opportunity to discover stars and the sun, and why some stars appear closer or brighter than others. Students will explore the constellations in the night sky during different times of the year. Clear Learning Targets "I can"statements ____ experiment with round objects to test distances and size of stars. ____ compare and contrast the stars to our closest star, the sun. ____ research current and new discoveries about the stars and sun. ____ explore star patterns called constellations. ____ show the difference in size between the sun and Earth. Activity Highlights Day 1-2 Engagement: Teacher could decide to administer the Pre-assessment on the front of the student journal. Begin with a KWL chart, read or sing "The Sun" to learn a few facts about the stars, watch a discovery ed video; TLC Elementary School: Exploring Stars (all segments 25 min. or just segment 1=5 min., segment 3 = 10min.) and compete video quiz. Have class chart created for www.dailygalaxy.com activity. Exploration: Students will do an experiment, Sizing Up the Stars, to discover the difference in distances and sizes of stars. Day 3 Day 4-6 Day 7-9: Day 10 and on going Explanation: Students will read the 5th grade Harcourt Science textbook and student journal about stars and constellations, answering teacher guided questions as they read. Elaboration: Create a night sky's constellations after researching a certain time of year. Options: 1. Teacher may attend a Professional Development to use Starlab or Discovery Dome with class or 2. Have students complete Exploring the Constellation Webquest activity using the internet. Evaluation: A teacher-created short cycle assessment will be administered at the end of the unit to assess all clear learning targets. KWL chart, pre-assessment, video quiz, classroom observations, projects and experiments and posttest. Extension/Intervention: Based on the results of the short-cycle assessment, facilitate extension and/or intervention activities. Day 11 LESSON PLANS NEW LEARNING STANDARDS: 5.ESS.2 The sun is one of many stars that exist in the universe. • The sun appears to be the largest star in the sky because it is the closest star to Earth. Some stars are larger than the sun and some stars are smaller than the sun. SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: • Asking questions (for science) and defining problems (for engineering) that guide scientific investigations • Developing descriptions, models, explanations and predictions. • Planning and carrying out investigations • Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data • Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: • See 5th grade ELA Standards for; Reading Standards for Informational Text, Writing Standards and Speaking and Listening Standards *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf STUDENT KNOWLEDGE: Prior Concepts Related to Sun PreK-2: The sun can be observed at different times of the day or night. The sun's position in the sky changes in a single day and from day to day. The sun is the principal source of energy. Grades 3-4: All objects are made of matter. Heat and light are forms of energy. Gravitational forces are introduced. Future Application of Concepts Grades 6-8: Earth's unique atmosphere, light waves, electromagnetic waves, interactions between the Earth, moon and sun (including the phases of the moon and tides), and gravitational forces are explored in more depth. High School: Galaxies, stars and the universe are studied in the Physical Sciences. MATERIALS: VOCABULARY: Engage • Copy "The Sun" song/poem (find karaoke version of "Goodness Gracious Great Balls of Fire" by Jerry Lee Lewis is optional) • Chart paper for KWL chart, copies for students • Computer for video and website • Pre-assessment in the Student Journal • Video quiz Primary Astronomy Constellations Earth Mythology Stars Sun Explore • Each group needs: a long, flat table, 2 same size spheres, 1 smaller sphere, measuring tape or meter stick, lab worksheet Secondary Atmosphere Revolution Rotation Solar system Universe Explain • 5th grade Science textbook and teacher manual, (optional computers for listening) • Student journals, found in the curriculum guide • Computers for websites Elaborate • Starlab or Discovery Dome, related materials • Computers for research • Computers for Webquest activity/worksheets • Children's literature • For each group: an umbrella, a round piece of cardboard, chart paper or white paper • Sharp utensils to poke holes in umbrella Stellarscopes from science department, optional • SAFETY • • • ADVANCED PREPARATION • • • • When completing the umbrella constellation activity teacher needs be aware when students are poking holes through the umbrella with a sharp object. They may just use an ink pen or sharp pencil. There are safety rules and procedures in the Starlab or Discovery Dome planetarium. Call Science office to set up a time to learn how to use the STARLAB or DISCOVERY DOME. Must attend a Professional Development workshop through the science department, see Science website for opportunities. Gather old umbrellas (chart paper, white paper or round cardboard pieces) and sharp utensils used to create holes to represent stars Gather the suggested literature. Have computers ready for students to use for the internet activities and videos. Copy Student Journals and lab worksheets. Objective: The following activities will give students opportunities to begin thinking about stars and the sun and sharing their knowledge with other students. What is the teacher doing? What are the students doing? Pre-Assessment (Day 1) • Teacher may administer the Pre-Assessment on the front of the Student Journal Pre-Assessment (Day 1) 1. Students will take the Pre-Assessment on the front of the Student Journal. • • Create KWL poster for the sun. If possible, find the karaoke version of the song "Goodness Gracious Great Balls of Fire" by Jerry Lee Lewis. Enlarge or have copies of "The Sun" for each student, located in the curriculum guide. The song can also be read as a poem. 2. Take a few minutes to fill in what they know about the sun and what they want to learn about the sun on their KWL chart. 3. Sing or read "The Sun." Analyze the lyrics of the song/poem to fill in the "L" part of our chart. (song taken from Sheryl Mosca, Boutwell, Wilmington, MA) ENGAGE (2 days) (What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections are made to the real world?) Exploring Stars (Day 2) • Discovery Education video, TLC Elementary School: Exploring Stars (all segments 25 min. or just segment 1=5 min., segment 3 = 10min.) Teachers may administer the quiz after the video (see attached quiz worksheet). • Teacher should have a class chart created so students can record new information from www.dailygalaxy.com . This activity should be done throughout the Earth and Space Unit. Students may go to the website each morning or during science class in small groups, table groups, individuals or teacher may lead the reading whole class. Exploring Stars (Day 2) 4. Students are watching video and taking notes to add to the KWL chart. Students may complete the quiz after watching the video. Can be used as formative assessment. 5. Students should take turns on www.dailygalaxy.com recording information on the class chart. new Objective: The following activities will allow students to explore how the distance and size of stars appear on the Earth. EXPLORE (1 day) (How will the concept be developed? How is this relevant to students' lives? What can be done at this point to identify and address misconceptions?) What is the teacher doing? What are the students doing? Sizing Up The Stars (Day 3) • Prepare for the activity Sizing Up The Stars. (adapted from Meghan Webb, Huntington, WV) Students will use spheres on a flat table to discover the difference in size and distance of stars. Teacher will have students stop after each round object has been moved to bend down, observe changes and fill in their experiment worksheet. Sizing Up The Stars (Day 3) 1. Activity Sizing Up The Stars There is a lab worksheet to go with the activity. Students will measure distances to know where to place the spheres. Bend down at eye level of the table, observe the size and distance of the round objects and fill in their experiment worksheet as they explore each question. Objective: Students will have the opportunity to have discussions about the nonfiction Earth and Space material. The class will be able to fill in more of the KWL chart as they learn new information. EXPLAIN (3 days) (What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?) What is the teacher doing? What are the students doing? Guided Reading (Day 4) • Guide the reading and discussion from the Harcourt 5th grade Science textbook, Chapter 1, Lesson 3. Point out captions and pictures. Use Main Idea & Detail questions on each page to have classroom discussions. Guided Reading (Day 4) 1. Reading Chapter 1, Lesson 3 (alone, with a partner, table group or whole class) Stars and Constellations (Day 5 & 6) • Make students a copy of the Student Journal. The students may have questions about the material so it may be beneficial to read as a whole class. Stars and Constellations (Day 5 & 6) 2. Students read the student material about stars and constellations. • Good source for links to learn about the sun. http://www.scilinks.org/Harcou rt_Hsp/HspStudentRetrieve.asp x?Code=HSP506 Objective: Students will recognize there are many stars of different sizes in the universe. Stars appear in patterns called constellations that can be used for navigation. Students will create their own constellations. What is the teacher doing? What are the students doing? STARLab or Constellation Webquest (Day 7) STARLab or Constellation Webquest (Day 7) Otion1. Conducting StarLab Planetarium (about 1 hour) and reading mythology stories from different cultures for the constellations. The StarLab Manual has many helpful teacher resources. Call Science office to set up a time to learn how to use the STARLAB or DISCOVERY DOME. Must attend a Professional Development workshop through the science department, see CCS Science website for opportunities. ELABORATE (3 days) (1- 60 min class for Starlab) (How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?) Option 2. Students can complete Exploring the Constellation Webquest online and do the Constellations and Seasons worksheets. http://mrscienceut.net/StarryNig ht1.html ) • Find old umbrellas, any color chart paper, round cardboard pieces or white paper for each group. Break into groups of 4 or 5 and assign a month to each group. Provide resources for students. (books and websites) A list of Children's Literature for Earth & Space Science is provided. Helpful websites: • http://starchild.gsfc.nasa.gov/d ocs/StarChild/StarChild.html • http://www.kidsastronomy.com /stars.htm • http://www.scilinks.org/Harcourt _Hsp/HspStudentRetrieve.aspx? Code=HSP506 Option 1. While using Starlab or Discovery Dome, find constellations and listen to mythology stories of how some cultures used the stars for navigation, to understand the calendar and entertain each other. Compare by using a Venn diagram or T chart for the same constellation from Greek and Native American Mythology (or other myths the students have interest in learning) Option 2. Students will use the pages in the curriculum guide and the internet to complete Exploring the Constellation Webquest and Constellations and the Seasons worksheets. 2. Research stars in the night sky for a certain month of the year in order to recreate the night sky (constellations) on an umbrella or other teacher chosen students material. Students should be able to explain to the class through a presentation or a written report the following questions: how many stars are in the constellation, which stars are the closest to Earth, explain why some stars are brighter than others, and any interesting facts they discovered. 2. A set of 12 Stellarscopes are available to check out through the Science Office. Stellarscopes display all the main stars and constellations in the Northern and Southern hemispheres. Align the date and time and find stars without a telescope. Objective: Students can show their knowledge through formative assessments throughout the lesson and show their cumulative knowledge with summative assessments. Formative How will you measure learning as it occurs? 1.KWL chart 2. Video quiz for TLC Elementary School: Exploring the Stars. EVALUATE (1 day) and on going 3. The pre-assessment on the front of the Student Journal before they read Harcourt 5th grade Science Text, Chapter 1 or the journal. 4. As students read the Harcourt 5th grade Science Textbook, Chapter 1, lesson 3, use the teacher's guiding questions in the text. They can be used for exit tickets to make sure students are comprehending the material. 5. Ongoing teacher observation. Summative What evidence of learning will demonstrate to you that a student has met the learning objectives? 1. The L of the KWL chart 2. Constellation activity with a written or oral presentation. 3. Pages RS 86 & 87 from Reading Support and Homework 4. Administer the post-test at the end of the student journal. 5. Exploring the Constellation Webquest activity has culminating questions. 6. Teacher-created short cycle assessment will assess all learning targets. EXTENSION 1. Star Brightness Detector experiment lets students determine the brightness of stars by looking at the night sky through colored cellophane. EXTENSION/ INTERVENTION (1 day or as needed) 2. Math- Graph constellations on a Quadrant I Coordinate Grid. Worksheets and directions included in curriculum guide. http://mrscienceut.net/StarryNight1.ht ml (need to read the website to complete the Constellation Name Activity) http://mrscienceut.net/ConstellationA ssignment.pdf 3. Social Studies and English Language Arts - Read book(s) dealing with the Underground Railroad. Examples: Follow the Drinking Gourd by Jeanette Winter On a map of the United States, trace the route the slaves traveled to freedom following the North Star. 4. Writing - Create your Name Constellation. Students will connect the "stars" then write a story about their special constellation. Directions and worksheet are included in curriculum guide. There is a summative assessment included. INTERVENTION 1. Textbook – read from the textbook. 2. Video - www.discovery education.com On Discovery Education, The Magic School Bus Sees Stars (24 min.) 3. Social Studies and English Language Arts - Read book(s) dealing with the Underground Railroad. Examples: Follow the Drinking Gourd by Jeanette Winter On a map of the United States, trace the route the slaves traveled to freedom following the North Star. Write about why the stars were so important. 4. Below is a Reader's Theater links. Both adapted from Follow The Drinking Gourd by Jeanette Winter. http://www.mrswatersworld.com/qualit yindicators/qi4/artifacts/Artifact%204E.pdf (created by Adria M. Waters) Lower-level: -Use "The Sun" to underline facts about stars and add to KWL chart. -The Constellation Activity can be done as a whole class on chart paper or one umbrella, focusing on the stars in the sky for 1 or 2 months of the year. -Compare the Stars and the Sun using a Venn diagram. -Students can use the online textbook from the CCS website to read the text aloud. -On the www.dailygalaxy.com Engage activity students can work as a table group or whole class to read and record new information. DIFFERENTIATION Higher-Level: -Students can write their own KWL chart and it can be collected at end of unit. -Create a PowerPoint or poster to explain a certain month's night sky instead of creating an umbrella constellation. -Students create their own Sun song or poem based on the knowledge they have gained through textbook, websites and literature. -Complete a 3 way Venn diagram comparing planets, sun and stars. -Complete the Name Constellation Activity -On the www.dailygalaxy.com Engage activity students can work alone and/or further research the discovery. Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE. • Students believe the sun is moving behind the clouds. (The clouds are moving.) • Day is replaced by night, the Sun sets behind the hills. (The Earth is rotating on its' axis is what causes day and night.) • The sun and moon revolve around the stationary Earth every 24 hours. COMMON MISCONCEPTIONS (The Earth revolves around the Sun and the moon revolves around the Earth.) • The Earth rotates in an up/down direction and the Sun and moon are fixed on opposite sides. (The Earth rotates on its' axis and revolves around the Sun. The Sun also rotates in space very slowly.) • The Earth gets heat from the Sun. (The Sun is actually too far from the Earth to heat it directly. Instead, the light from the Sun is reflected or absorbed by objects on Earth. Absorbed light usually increases the energy in an object, causing the object to heat up.) • All stars in a constellation are near one another. (Each constellation is a collection of stars that are different distances from Earth. They appear to be near each other because we are viewing them from very far away.) • The North Star is the brightest star in the sky. (The North Star, Polaris, is in the top 50 brightest stars. The brightest star, besides the Sun, is Sirius.) • Stars leave the sky during the daytime. (In reality we cannot see the stars during the day because of the Sun's bright light.) • All stars are the same size. • All stars are the same distance from the Earth. (Stars can be light years away.) • The Sun rises exactly in the East and sets exactly in the West every day. (The Earth is rotating and revolving, making it look like the Sun is rising and setting.) • Stars and constellations appear in the same place in the sky every night. (The position of stars depends on the rotation and revolution of the Earth.) • The brightness of a star depends ONLY on its distance from the Earth. (The size, distance and age determines brightness. The North Star, Polaris, is in the top 50 brightest stars. The brightest star, besides the sun, is Sirius.) • The Sun is not a star. (The Sun is a star. The closest star in our galaxy.) • The Sun will never burn out, it will last forever. (The Sun is a star and eventually it will run out of hydrogen in its core. This will take about 5 billion years.) NASA lists common misconceptions for all ages about the sun and the Earth at http://www-istp.gsfc.nasa.gov/istp/outreach/sunearthmiscons.html For examples of misconceptions that elementary students may have about the sola system and space (astronomy), and resources to address misconceptions through investigation, visit http://amasci.com/miscon/opphys.html Strategies to address misconceptions: 1. Misconceptions can be addressed during the guided reading of the chapter and throughout the videos. ADDITIONAL RESOURCES Websites: • http://planetquest.jpl.nasa.gov/ • http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html • http://spaceplace.nasa.gov/solar-system-explorer/en/# Solar System Explorer game • http://www.nasa.gov/mission_pages/sdo/news/first-light.html Thirty second video of a solar flare. • http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html space games • http://dawn.jpl.nasa.gov/multimedia/puzzle/cw/cwf_live.swf Space online crossword puzzle • http://www.messengereducation.org/Interactives/ANIMATIONS/Planet_Size_Comparison/plan et_size_comparison_full.htm Planet comparison chart • http://sohowww.nascom.nasa.gov/classroom/illustrations/SunSize.jpg Nice picture to display on Elmo or Smart Board for size comparison. • http://mrscienceut.net/StarryNight1.html (need to read the website to complete the Constellation Name Activity) • www.dailygalaxy.com is a website that lists daily space discoveries and activities • http://www.mrswatersworld.com/qualityindicators/qi4/artifacts/Artifact %204-E.pdf Reader's Theater adapted from Follow The Drinking Gourd by Jeanette Winter. Discovery Education videos: • The Magic School Bus Sees Stars, 24 minutes • Powering the Future: The Energy Planet, 43:30 minutes • A Closer Look at Space: The Sun and Stars, 2:24 minutes for segment (Solar Energy, 20:59 minutes, entire video) • TLC Elementary School: Exploring the Stars (All Segments) 25 minutes Literature: • See attached Children's Literature List K What I know about Stars about Stars W What I want to know KWL Chart about the Sun L What I learned about Stars Teacher Comments Completeness Category RubRic Students completed all 3 sections with at least 4 statements in each column. 2 Points Student filled in each column, but did not do 4 statements. Missing 1-2 statements. 1 Point Started the chart, but did not complete. Many missing pieces of information. 0 Points The Sun (song or poem) (tune of Goodness Gracious Great Balls of Fire by Jerry Lee Lewis) (song from Sheryl Mosca, Boutwell, Wilmington, MA) You give us light and you make things grow. At dawn and sunset, well, you hang real low. You are a star, Closest by far, Goodness Gracious Great Balls of Fire! You may have sunspots and solar flares. We know at you to never stare. We all use sunscreen. Sunburn makes us scream. Goodness Gracious Great Balls of Fire! Sun, kiss me, baby! (Cross your arms and shake yourself as you bend at the knees. It makes your voice quiver.) Feels good! Sun, warm me, baby! You warm me like the sun should, You're bright! At night! Come on 'an shine youlight, light, light, light! You give us life and you make things grow. At dawn and sunset, well, you hang real low. You are a star, Closest by far, Goodness Gracious Great Balls of Fire! Name_______________________________________ Date________________________ Quiz for TLC Elementary School: Exploring Stars www.discoveryed.com 1. How are stars different? 2. How does the Sun compare to other stars? 3. How many stars may be in the universe? 4. What do you think a star is made of? 5. How did the invention of the telescope provide information about our galaxy? Activity: SIZING UP THE STARS (Adapted from Meghan Webb, Huntington, WV) Name ________________________________________________________________________________ Directions: Follow each step and answer the questions. Each group needs: 2 same size round objects, 1 smaller round object, a table, meter stick or measuring tape 1. Take both round objects your teacher gives you and place them on a table 30cm apart and 1 meter from the table's edge. 2. Placing your eyes at the tabletop level to the two objects, look at the two balls and describe the size of each object. Do they appear the same size? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 3. Leave the ball on the left in the same place. While you keep your eyes at tabletop level, have your partner move the ball on the right closer to you. Have your partner move the ball on the right until it no longer looks the same size as the ball on the left. Measure the distance of the right ball from the table's edge. ______________ Then, measure the distance of the left ball from the table's edge. _________ Draw a picture of the two round objects on the table and write down the distance for each. Circle the ball that looks larger. 4. Leave the ball on the left in the same place. While you keep your eyes at tabletop level, have your partner move the ball on the right farther away from you. Have your partner move the ball on the right until it no longer looks the same as the ball on the left. Measure the distance of the right ball from the table's edge. _________ Then, measure the distance of the left ball from the table's edge. _________ Draw a picture of the two round objects on the table and write down the distance for each. Circle the ball that looks smaller. 5. The teacher will now trade one of the round objects for a smaller round object. Use what you have learned from steps 3 & 4 to make a prediction. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 6. How could you make the smaller ball look the same size as the larger ball? Make a prediction by drawing a picture in the box below that shows where you would place the larger ball and the smaller ball to make the smaller ball look the same size. 7. Place both round objects so that the smaller ball appears the same size as the larger ball. Measure the distance of each ball from the table's edge. Draw a picture of it in the box. Was your prediction correct? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ SAMPLE ANSWER KEY Purpose: This activity is designed to get students to observe that two objects of equal size can appear to be of different sizes when placed at a greater or lesser distance from the observer. This is intended to assist students in visualizing that the sun is actually quite a small star compared to other stars, but because our planet is so much closer to the sun than to any other star, the sun appears much larger. Materials List for Sizing Up the Stars Per small group, partner, or small team • Long, flat surface (table, counter top, sidewalk) • Two identically sized round objects (tennis ball, rubber racquetball, golf ball, ping pong ball, marble, bubblegum ball, etc. (These round objects are listed according to size.) • 1 round object of a slightly smaller size than the other two round objects (For example, if a group has two tennis balls, then the smaller round object should be a rubber racquetball or golf ball.) • Measuring tape or meter stick (The students will need to be able to mark and measure distances.) Sample Answers to Experiment Questions: • Using one small round object and one larger round object, the students will be asked to place the round objects in such a way as to make them appear the same size. Note: Based upon their previous observations, the students should be able to ascertain that to make the smaller round object appear equal in size to the larger object, it must be placed closer to the observer than the larger round object. • Using one small round object and one larger round object, the students will be asked to place the round objects in such a way as to make the smaller round object appear larger than the larger sized round object. Note: Based upon their previous observations, the students should be able to ascertain that to make the small round object appear larger it must be placed even closer to the observer than where it was placed previously OR the larger round object will need to be moved farther back than where it had been previously placed. • EXTRA As a whole class explore covering a greater distance, have the class or teams perform the same exploration using a tennis ball or softball and a basketball. Be prepared for a much greater distance and have them measure it. sTuDEnT jouRnaL: sTaRs anD consTELLaTions namE ________________ Pre-assessment: 1. What is a star? 2. What is the sun? 3. Why doesn't the sun look like the other stars? 4. What kind of energy does the sun give off? 5. What is a constellation? 6. How did constellations get their names? 7. Why are certain constellations in the sky during certain months of the year? Stars (Adapted from Meghan Webb, Huntington, WV) What is a STAR? A star is a big ball of gas that gives off heat and light. The sun is a great ball of gas held together by equal forces. Stars are formed from gravity and dust in outer space. Inside the star are burning gases like hydrogen and helium. When these gases are burned they push outward. The force of gravity pushes inward. When the forces are equal, the object is stable. Stars evolve, or change, over time. It may take millions of years or it may take billions of years for a star to complete its life cycle. There are many types of stars. Can you think of a star? Here's a Hint THE SUN The sun is star! The Sun is only a medium sized star. There are many stars bigger and smaller than our Sun in the universe, but the Sun is the closest star to Earth. The Sun is by far the largest object in our solar system. It contains more than 99.8% of the total mass of the Solar System. The sun provides life for the Planet Earth. How would life on Earth be different without the sun? Would there even be life? How old is the Sun? Scientists suspect that the sun is almost 4.6 billion years old. Scientists also believe that the sun has enough fuel in it to live on for about 5 billion more years. The Sun is our own special star yet, as stars go, it is a very average star. There are stars far brighter, fainter, hotter and cooler than the Sun. The life cycles of stars, like the sun take place over millions and billions of years so you guys don't need to worry about the sun starting to die anytime soon. The Universe is a place that is vast beyond imagining because there is so much left to be discovered! Reaching for the Stars The Ethnic Connection The following information is "culture specific." Included are not only the contributions to the astronomical sciences but the innovations, the religious, the psychological, the historical and the mythological influences. (Newbridge Early Science Program) Before electricity, the eyes and minds of ancient people could easily wander to the night sky. Stars were familiar sights. Many people, especially explorers, sailors and travelers saw them as signposts in the sky. Travel was long and hard, but when anyone went anywhere, the stars were something they could count on. People knew the sky according to the groups of stars we now know as constellations. They knew the brightest stars by name and by their place within these constellations. Ancient people told time by the sky. The sun and certain stars showed them the correct time of day or night. The stars measured the year and its seasons. Planting, harvesting, festivals and rituals were planned around the motions of the moon, planets and stars. Different cultures have given each star different names. Some stars have been grouped into different constellations, each with a different name. For example the Aztecs called the constellations we know as Capricorn, Cipactili (whale). In India it was known as Makaram (antelope). In Assyria it was called Munaxa (goat-fish). The Greeks thought it was the "gate of the gods." Although they had no telescopes or other scientific instruments, the ancient astronomers of Egypt and Mesopotamia made many useful discoveries and predictions more than 5000 years ago. It was they who first noted that few stars in the sky move very differently from the others. Early identification of particular stars helped travelers to guide themselves safely by the starry heavens and was especially useful to those who spend long periods out at sea, such as those greatest of ancient sailors, the Phonecians. Later the Greeks began to explore the organs of the Universe discovering that the stars were the farthest away, so they put them on the outside of their "working' model of the universe in "fixed" positions, showing that they did not move. This was wrong but understandable when you consider that the stars always seem to occupy the same places in the sky, year after year. Centuries later African slaves in America used much of their knowledge in the astronomical sciences, learned in their homeland, to follow the "map of the stars" to freedom. The Arabs kept Greek astrological science alive by the translation of many books into their own language and keeping great libraries of scientific books. Still farther east, Chinese astronomers were more independent in their thinking. They bothered less about the histories of the Universe and concentrated more on making practical inventions for solving astrological problems. Around 1090 AD, the Chinese constructed a building with a clock and an astronomical observatory. The clockwork was operated by water power, in the way of a water wheel. The clockwork in turn moved an auxiliary sphere on the roof of the tower. This sphere showed the changing position of the Sun and the planets. A more important Chinese invention was the magnetic compass by which sailors could navigate without having to rely entirely on the stars. Still more important for the future of astronomy was the Chinese invention of glass lenses, which were to be used in the later invention of the telescope. Before the telescope, the angles and positions of the stars in the sky had to be fixed using such instruments as the astrolabe (an instrument used to measure the height, or angle, of the sun in the sky) and the gnomon (giant sundial). These instruments were greatly improved by the Hindu astronomers of India. At night the Hindu astronomers used the gnomon to fix exactly the angel of certain stars so that they could make more accurate star maps. Much later in the 16th century, a Polish astronomer named Nicholaus Copernicus introduced the idea of a sun-centered universe. Galileo Galilei, the first modern scientist, founded modern physics, which later allowed Isaac Newton to discover the laws of motion and gravity, and using the telescope, proved that the Polish astronomer Copernicus had been right about the sun-centered solar system. Constellations (Lesson adapted from Spaceplace. nasa.gov/starfinder/) What ARE Constellations Anyway? A constellation is group of stars like a dot-to-dot puzzle. If you join the dots— stars, that is—and use a lot of imagination, the picture would look like an object, animal, or person. For example, Orion is a group of stars that the Greeks thought looked like a giant hunter with a sword attached to his belt. Other than making a pattern in Earth's sky, these stars may not be related at all. For example, Alnitak, the star at the left side of Orion's belt, is 817 light years away. (A light year is the distance light travels in one Earth year, almost 6 trillion miles!) Alnilam, the star in the middle of the belt, is 1340 light years away. And Mintaka at the right side of the belt is 916 light years away. Yet they all appear from Earth to have the same brightness because they are so far away from us. Even the closest star is almost unimaginably far away. Because they are so far away, the shapes and positions of the constellations in Earth's sky change very, very slowly. During one human lifetime, they change hardly at all. So, since humans first noticed the night sky they have navigated by the stars. Sailors have steered their ships by the stars. Even the Apollo astronauts going to the Moon had to know how to navigate by the stars in case their navigation instruments failed. Finding the Constellations We see different views of the Universe from where we live as Earth makes its yearly trip around the solar system. That is why we have a different Star Finder for each month, as different constellations come into view. Also, as Earth rotates on its axis toward the east throughout the hours of the night, the whole sky seems to shift toward the west. The Star Finder charts are for latitude of 34° N, which is about as far north of the equator as Los Angeles, California. (Charts are from The Griffith Observer magazine.) The farther north you are, the more the constellations will be shifted south from the Star Finder charts. The Star Finder charts show the sky at about 10 PM for the first of the month, 9 PM for the middle of the month, and 8 PM for the last of the month. These are local standard times. For months with Daylight Savings Time, star chart times are an hour later. The star charts are maps of the sky overhead. So, to get the directions lined up, hold the map over your head and look up at it, and turn it so the northern horizon side is facing north. If you live where big city lights drown out the beauty of the stars, you may see only a few of the brightest stars and planets. How sad! But see if you can find at least one or two constellations on a clear, Moonless night. You can find a Star Finder Maps to print off for each month at this website: http://spaceplace.nasa.gov/starfinder/ Use the directions to fold the map and follow the directions to play the Star Finder Game. 1. Stick your thumbs and first two fingers into the four pockets on the bottom of the Star Finder. 2. Ask another person to choose one of the top four squares. Then, depending on the number on the square she chose, open and close the Star Finder that many times (open up and down, close, open side to side, close, etc.). For example, if she chose number 6, open and close the Star Finder 6 times. 3. Then, ask the person to look inside the Star Finder and pick one of the four visible constellations. This time, open and close the Star Finder once for each letter to spell out his choice. For example, if he chose "Lyra," you would open and close the Star Finder 4 times, once for each letter: L - Y - R - A. 4. Ask the player again to pick one of the four constellations visible. Open the panel to see the name of a constellation (highlighted in red) she will try to find in the sky for this month. For some of the months, not every part of the Star Finder may show a highlighted constellation for you to find. In this case, just try to find the constellation that is nearest to the part of the sky you picked. Or, just find any constellation! This is an example of the March sky, but you can download any month. What's your sign? (to be used with Starlab or Discovery Dome) There are some curious symbols around the outside of the Star Finder. These symbols stand for some of the constellations in the zodiac. People refer to this as their astrological birth sign, their horoscope. What is the zodiac and what is special about these constellations? Imagine a straight line drawn from Earth through the Sun and out into space way beyond our solar system where the stars are. Then, picture Earth following its orbit around the Sun. This imaginary line would rotate, pointing to different stars throughout one complete trip around the Sun—or, one year. All the stars that lie close to the imaginary flat disk swept out by this imaginary line are said to be in the zodiac. The constellations in the zodiac are simply the constellations that this imaginary straight line points to in its year-long journey. In ancient times, astronomers did not fully understand how Earth, the Sun, and the stars moved. Nor did they have any idea the Universe is so vast. But they were keen observers (watchers) of the sky and tried very hard to make sense of it. People had already imagined that the constellations might be important symbols, telling stories of their gods and other myths. It was not a big step to suppose that the changing positions of the constellations at different times of the year might be important to people and events on Earth. The Babylonians lived over 3,000 years ago. They divided the zodiac into 12 equal parts--like cutting a pizza into 12 equal slices. They picked 12 constellations in the zodiac, one for each of the 12 "slices." So, as Earth orbits the Sun, the Sun would appear to pass through each of the 12 parts of the zodiac. Since the Babylonians already had a 12-month calendar (based on the phases of the Moon), each month got a slice of the zodiac all to itself. But even according to the Babylonians' own ancient stories, there were 13 constellations in the zodiac. (Other cultures and traditions have recognized as many as 24 constellations in the zodiac.) So the Babylonians picked one, Ophiuchus, to leave out. Even then, some of the chosen 12 didn't fit neatly into their assigned slice of the pie and slopped over into the next one. (That's why the zodiac signs don't go from the beginning of each month to the end of the each month, the signs overlap months.) When the Babylonians first invented the 12 signs of zodiac, a birthday between about July 23 and August 22 meant being born under the constellation Leo. Now, 3,000 years later, the sky has shifted because Earth's axis (North Pole) doesn't point in quite the same direction. Now an August 4 birthday would mean someone was born "under the sign" of Cancer (one constellation "earlier"), not Leo. The constellations are different sizes and shapes, so the Sun spends different lengths of time lined up with each one. The line from Earth through the Sun points to Virgo for 45 days, but it points to Scorpius (Scorpio) for only 7 days. To make a tidy match with their 12-month calendar, the Babylonians ignored the fact that the Sun actually moves through 13 constellations, not 12. Then they assigned each of those 12 constellations equal amounts of time. Besides the 12 familiar constellations of the zodiac, the Sun is also aligned with Ophiuchus for about 18 days each year. ASTROLOGY IS NOT ASTRONOMY!!! Astrology is NOT science!!! Astronomy is the scientific study of everything in outer space. Astronomers and other scientists know that stars many light years away have no effect on the ordinary activities of humans on Earth. No one has shown that astrology can be used to predict the future or describe what people are like based only on their birth date. Still, like reading fantasy stories, many people enjoy reading their "astrological forecast" or "horoscope" in the newspaper every day. A light year is the distance light travels in one Earth year. ThisPARTNERS is almost 6,000,000,000,000 (6 trillion) miles! One light year is 25 million times farther than the moon, or over 60,000 times farther than the Sun. Remember, nothing in the Universe travels faster than light! PARTNERS (story adapted from Native American legends) Did you ever want to do something fast, just to get finished? Think about that as you read this story about Badger and his friend Coyote. Long ago when all was new, everyone helped to make the world. Some dug rivers and canyons. Some pushed up dirt to make mountains and hills. Others made rocks and bright stones and sand, or planted trees and rolled out grass. Birds dropped seeds for plants and flowers. Badger was putting the stars in the sky. The bag of stars was big and lumpy. The ladder was long. But Badger was very strong. He was also neat and very careful. He put out the stars in the night order. Everyone was helping make the world, everyone but Coyote. Coyote was singing to the new moon. Badger went by, pulling the bag and the long ladder. Coyote said, "Is there something to eat in that bag?" "No!" said Badger. "I do not eat now. There will be a dance when the world is finished. I will eat them." "I will go to the dance with you," said Coyote. Badger said, "Only those who help make the world will go to the dance." Coyote did not like to dig or push dirt. But he wanted to go to the dance. "You need a partner," he said to Badger. "You need a partner to move the ladder and hold it for you." "I can do that myself," said Badger. "Yes." said Coyote, "but if I do it, you can just think about the stars and how to put them." "All right," said Badger. "You will be my partner." He took some stars and went up the ladder. He put out the stars, one by one. Then he came down. "Very pretty," said Coyote. "But make it bigger." He moved the ladder. Up went Badger. Up went the stars, one by one. "That is bigger," said Coyote. "But use more stars." Badger went up the ladder again. He was up there a long time. He used a lot of stars and put them out, one by one. "Can't you do it faster?" said Coyote. "No," said Badger. "The sky must be neat. The stars must go up in the right order." Again and again, Coyote moved the ladder. Again and again, Badger went up and put the stars out, one by one. The digging was finished. The mountains and hills had trees and flowers. But Badger still was putting up stars. Coyote could smell the food cooking. "Hurry," said Coyote. "We will miss the dance." But Badger put the stars out, one by one. The bag of stars was still almost full. Coyote took the bag. He told Badger, "A partner should make things easy for you. I will show you a better way." And he threw the stars all over the sky. "The sky is a mess!" said Badger. "But we are finished," said Coyote. "Now we can go to the dance." And they did. Coyote told everyone, "Badger and I are partners. We put up the stars. Badger put up the pretty ones, but I put up the most." Then he ate and sang and danced and ate. But Badger dug a hole in the ground so he could not see the messy sky. (by Betty Baker) (Adapted from Follow The Drinking Gourd by Jeanette Winter) Long ago, before the Civil War, there was an old sailor called Peg Leg Joe who did what he could to help free the slaves. Joe had a plan. He would use hammer, nail, and saw to work for the master, the man who owned slaves on the plantation. At night when work was done, he'd teach the slaves a song that secretly told the way to freedom. Just follow the drinking gourd it said. When the song was learned and sung all day, Peg Leg Joe would slip away to work for another master and teach the song again. One day a slave called Molly saw her man James sold to another master. James would be taken away, their family torn apart. They had just one more night together. A quail called in the trees that night. Molly and James remembered Joe's song. They sang it softly. When the sun comes back, and the first quail calls, Follow the drinking gourd. For the old man is a-waiting for to carry you to freedom If you follow the drinking gourd. They looked to the sky and saw the stars. Taking their son Isaiah, old Hattie, and their grandson George, Molly and James sent out for freedom that very night, following the stars of the drinking gourd. They ran all night through the fields, till they crossed the stream to the woods. When daylight came, they hid in the trees watching and listening for the hounds set loose to find them. But the dogs lost the runaways' scent at the stream, and Molly, James, Isaiah, old Hattie, and George were not found. At night they walked again, singing Joe's song and looking for the signs that marked the trail. The river bank makes a very good road, The dead trees will show you the way. Left foot, peg foot, traveling on, Follow the drinking gourd. Walking by night, sleeping by day, for weeks they traveled on. Sometimes berries to pick and corn to snatch, sometimes fish to catch, sometimes empty bellies to sleep on. Sometimes no stars to guide the way. They never knew what lay ahead. There was danger from men who would send them back, and danger from hungry beasts. But sometimes a kind deed was done. One day a boy from a nearby farm found them. In a bag used to feed the hogs, he brought bacon and corn bread to share. Singing low they traveled on. The river ends between the two hills, Follow the drinking gourd. There's another river on the other side, Follow the drinking gourd. On and on they followed the trail to the river's end. From the top of the hill they saw a new path, another river beneath the stars to lead them to freedom land. The drinking gourd led them on. The song was almost done. When the great big river meets the little river, Follow the drinking gourd. For the old man is a-waiting for to carry you to freedom If you follow the drinking gourd. Then they climbed the last hill. Down below was Peg Leg Joe waiting to take them across the wide Ohio River. Their spirits rose when they saw the old man. They ran to the shore. Under a starry sky Joe rowed his boat and told them about the hiding places where they could be safe. A path of houses stretched like a train on a secret track leading north to Canada. He called it the underground railroad. It carried riders to freedom. The first safe house stood on a hill. The lamp was lit, which meant it was safe to come. Ragged and weary, they waited while Joe signaled low, with a hoot like an owl. Then the door opened wide to welcome the freedom travelers. They were rushed through the house to the barn for the farmer knew there were slave catchers near. A trapdoor in the floor took them under the barn to hide till it was safe to move on. Then Peg Leg Joe went back to the river to meet others who followed the drinking gourd. With danger still near, too close for ease, the farmer sent the travelers on. He drew a map that showed the way north on the midnight road to the next safe house, just over two hills. This time James gave the signal, a hoot like an owl, that opened the door to a Quaker farm. The travelers were led to a secret room behind shelves. They resetd here for many days and healed their wounds. Soft beds, full meals, new clothes, hot baths, washed away some fear and pain. When they were strong, they traveled again from house to house on the underground trail, still following the drinking gourd north. Sometimes they traveled by foot, sometimes by cart. The wagon they rode near their journey's end carried fruit to market and the runaways to freedom. At last they came to Lake Erie. Molly, James, old Hattie, Isaiah, and young George climbed aboard the steamship that would carry them across to Canada to freedom. "Five sore souls are safe!" old Hattie cried. The sun shone bright when they stopped on land. They had followed the drinking gourd. Name ____________________________________________ Date______________ Circle Pre or Post Test 1. What is a star? 2. What is the sun? 3. Why doesn't the sun look like the other stars? 4. What kind of energy does the sun give off? 5. What is a constellation? 6. How did constellations get their names? 7. Why are certain constellations in the sky during certain months of the year? Name ___ANSWER KEY__________ Date__________ Circle Pre or Post Test 1. What is a star? A star is a ball of hot, glowing gases. 2. What is the sun? A star, which is a ball of hot, glowing gases. 3. Why doesn't the sun look like the other stars? Because it is the closest star to Earth so it looks much larger. 4. What kind of energy does the sun give off? The sun gives off energy we can see (white light) and energy we cannot see (heat). 5. What is a constellation? Any certain groups of stars that were imagined by those who named them to form images of objects, mythological figures, or creatures in the sky. They are useful in helping sky gazers and navigators locate certain stars. A constellation's stars are often designated by its name and letters of the Greek alphabet in order of brightness. 6. How did constellations get their names? Legends and stories from different cultures 7. Why are certain constellations in the sky during certain months of the year? The Earth revolves (moves) around the sun, so we see different stars at different times of the year. 5.ESS.2 STARS - TEACHER PAGE FOR TEACHER: Find old umbrellas, any color butcher paper, round cardboard pieces or white paper for each group. Break students into groups of 4-5 and assign a month to each group. Provide resources for students. (books and websites) A list of Children's Literature for Earth & Space Science is in the curriculum guide. http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html http://www.kidsastronomy.com/stars.htm http://www.scilinks.org/Harcourt_Hsp/HspStudentRetrieve.aspx?Code=HSP506 FOR STUDENTS: Research stars in the night sky for a certain month of the year in order to recreate the night sky (constellations) on a material chosen by the teacher. Students should be able to explain to the class through a presentation or a written report the following questions: how many stars are in the constellation, which stars are the closest to Earth, explain why some stars are brighter than others, and any interesting facts they discovered. (Optional) Exploring the Constellations WebQuest from: http://mrscienceut.net/StarryNight1.html The Sky at Night Go outside some clear evening. Bring along a blanket. Spread out the blanket and lie down. Look at all the stars you can see. Quite a beautiful sight, isn't it! Stars spread out across the sky. But, did you know that there are patterns to be seen? We call these patterns "constellations." You are going to learn about constellations. And, when you have finished this WebQuest, you will know all about constellations. And, you will never look at the stars in quite the same way! What is a Constellation? When we talk about constellations, do you know what they are? Your first assignment is to find a definition of constellations. This website will give you that definition. What are constellations? ( http://www.astro.wisc.edu/~dolan/constellations/extra/constellations.html ) Where Did Constellations Come From? Knowing about constellations is great! How did they get there? Visit this site for a history of constellations. Where did constellations come from? Navigating With the Stars Did you know that there was a time when ancient sailors had to know the stars to help them get to their destination? When you're in the middle of the ocean with no land in sight, you had to have something help you get where you're going to. The sailors used the stars to help them travel. Your assignment is to learn; identify constellations, stars, planets and learn how to navigate at night. When you're done, continue with the WebQuest. Click on the icon below to learn about navigation. Once constellations were created, there was a problem. How did they get there? Myths were developed that explained how the constellations go into the sky. You have been assigned a constellation. Complete the Constellation Assignment. (http://mrscienceut.net/ConstellationAssignment.pdf ) Use this website to get the basic information about your constellation: The Constellations Print a copy of the myth that explains your constellation. Andromeda Aquila Aquarius Aries Cancer Canis Major Cassiopeia Cassiopeia - The Elk Skin Corvus Delphinus Delphinus - The Slingshot Stars Draco Gemini Hercules (Heracles) Hydra Leo Lepus Lyra Orion1 Orion2 - The Hand Orion - The Wolf and Crane Pegasus Perseus Pisces Sagittarius Scorpius Ursa Major1 Ursa Major2 Ursa Major3 Ursa Major4 Ursa Major5 Ursa Minor - The Rattlesnake Now that you understand how the constellations got into the sky, and the myths that explain how they got there, you have the second part of your assignment. Your assignment is to create your own constellation. Your constellation has to represent something that is familiar to people today. To do this assignment, you will need use your copy of the Personal Constellation worksheet. After you create your constellation, write your myth that explains how your constellation got into the sky. Constellations and the Seasons If you go outside different times of the year, you will see different constellations. Why? Complete this worksheet and you'll have the answer! Here's the website that will help you complete the Constellations and the Seasons section of your worksheet: Different Constellations, Different Times If you could see the constellations when the Sun was in the sky, what would it look like? Here's a movie that shows the Sun's path through the constellations during the year. You are now ready to complete the Constellation "Think" Questions portion of the worksheet. Look at these websites to see what constellations are visible during which season: Spring Constellations Summer Constellations Autumn Constellations Winter Constellation Name _______________________________________________________________ Score ________ Constellation Assignment Before beginning this assignment, you have to have read What Are Constellations, Where Did Constellations Come From and Navigation website from the Webquest. Have your teacher initial below: o What Are Constellations ________ o Where Did Constellations Come From ________ o Navigation website ________ Your assignment is to research a constellation. o Draw a picture of your constellation. o Give us some basic information about your constellation. For example - which season is it seen, what deep sky objects are found in your constellation, etc. o Read a myth that explains your constellation. Write the myth in your own words. o Be prepared present your constellation and myth to the class. My Constellation My Constellation This is what my constellation looks like. My constellation is seen during this season Deep sky objects in my constellation This myth explains how my constellation got into the sky: Our constellations represent things that were important to the people who named them. Your assignment is to design your own constellation. Write your name on the Personal Constellations worksheet. Get some sticky stars and make a constellation using the position of the "stars" on your Personal Constellation worksheet. Write a name for your created constellation. Create a myth that explains why the constellation is in the sky. Write it below your constellation. Remember, your myth has to apply to today. You can't use Zeus or any other Greek gods. It must be a story people would recognize today! Be prepared to present your constellation to the class. Constellations and the Seasons 1. Why do you look for the constellation Orion in the winter? 2. Why are stars dim? 3. How far does the Earth move in its orbit around the Sun each day? 4. Why can't you see the stars in the first picture a few months later? 5. Half a year later, why do you see a different sky? 6. True/False The rotation of the Earth effects what stars you see during the evening. Constellation "Think" Questions (from Constellations for Every Kid by Janice VanCleave) 1. Look at the picture on the left. In what constellation would you see? 2. Look at the picture on the right. In what constellation would you see the Sun? 3. Look carefully at the picture. 4. Look carefully at the picture. a. In what constellation would you see the sun if it were in Position D? b. In what constellation would you see the sun if it were in Position A? c. In what constellation would you see the sun if it were in Position B? d. In what constellation would you see the sun if it were in Position C? a. What constellation would you see at night if the Earth were in position D? b. What constellation would you see at night if the Earth were in position A? c. What constellation would you see at night if the Earth were in position B? d. What constellation would you see at night if the Earth were in position C? In the picture above, when Earth is at position A, it is Winter. When Earth is at position B, it is Spring. When Earth is at position C, it is Summer. When Earth is at position D, it is Autumn. List four constellations that can be seen during that season. Autumn Winter Spring Summer Constellations and the Seasons - TEACHER Answer Key Constellations and the Seasons 1.Why do you look for the constellation Orion in the winter? That is when the Earth has revolved around the sun to see the stars that make up the constellation Orion. 2. Why are stars dim? They are very far away from the Earth. Stars are different sizes and distances from the Earth. 3. How far does the Earth move in its orbit around the Sun each day? About 1°. The Earth completes the trip around the sun in one year ... 360 degrees in 365.24 days ... that's awfully close to an average of 1 degree per day. 4. Why can't you see the stars in the first picture a few months later? Because the Earth has continued to revolve. 5. Half a year later, why do you see a different sky? The Earth is halfway around the Sun and there are different stars in the sky. 6. True/False The rotation of the Earth effects what stars you see during the evening. False, the revolution (moving around the Sun) affects the stars we see. Rotation and the tilt of the Earth effects the seasons and day and night. Constellation "Think" Questions (from Constellations for Every Kid by Janice VanCleave) 1. Look at the picture on the left. In what constellation would you see the Sun? Pisces 2. Look at the picture on the right. In what constellation would you see the Sun? Aires and Taurus Constellations and the Seasons - TEACHER Answer Key 3. Look carefully at the picture. a. In what constellation would you see the sun if it were in Position D? Leo b. In what constellation would you see the sun if it were in Position A? Taurus c. In what constellation would you see the sun if it were in Position B? Pisces d. In what constellation would you see the sun if it were in Position C? Scorpius 4. Look carefully at the picture. a. What constellation would you see at night if the Earth were in position D? Pisces b. What constellation would you see at night if the Earth were in position A? Scorpius c. What constellation would you see at night if the Earth were in position B? Leo d. What constellation would you see at night if the Earth were in position C? Taurus Constellations and the Seasons - TEACHER Answer Key When Earth is at position C, it is Summer. When Earth is at position D, it is Autumn. List four constellations that can be seen during that season. Winter (examples) a.Taurus b.Orion c.Gemini d.Cancer, Ursa Major, Ursa Minor, Aires, Andromeda Spring (examples) a.Draco b.Cassiopeia c.Cancer d.Leo, Virgo Summer (examples) a.Cassiopeia b.Ursa Major, UrsaMinor c.Draco d.Cancer, Leo, Hercules, Libra Autumn (examples) a.Ursa Major, Ursa Minor b.Andromeda c.Draco d.Cassiopeia,Taurus, Aires Name ___________________________________________________________________________________ Star Brightness Detector (By: the Editors of Publications International, Ltd., ©2007 Publications International, Ltd.) Some stars appear to be brighter than others, but how bright are they? This simple Star Brightness Detector will give you a way to measure and categorize the brightness of stars. Overlapping cellophane strips are the key to this science project to explore the incredible universe. Use cellophane strips to detect star brightness. What You'll Need: • Clear night sky • Scissors • Cardboard • Ruler • Colored cellophane • Tape Step 1: Cut four 1-3/4 inch rectangles next to each other on a piece of cardboard. Step 2: Tape one sheet of cellophane over all four rectangles. Step 3: Tape an overlapping sheet of cellophane over the last three rectangles. Step 4: Tape more cellophane over the last two rectangles, and finally a last overlapping sheet of cellophane on the last rectangle only. Step 5: View the night sky with your brightness detector. Notice you can see more stars when you look through fewer cellophane sheets. Only the light from the brightest stars is able to penetrate all four sheets. Step 6: Try to find a star that you can see with one sheet but not with two sheets. Call this a one star. Step 7: Find a star you can see with two sheets but not three. Call this a two star. Step 8: Find a star you can see with three sheets but not four, and call this a three star. Step 9: Call any star you can see through all four sheets is a four star. Step 10: Write down the number of each type of star that you see. Which type can you find most often? A star's brightness on Earth depends upon the amount of light the star is putting out and how far it is from Earth. Creating Constellations on Graph Paper Subject: Math & Science (Can be differentiated by changing the coordinates to encompass all 4 Quadrants.) Creating Constellations on Graph Paper Subject: Math & Science (Can be differentiated by changing the coordinates to encompass all 4 Quadrants.) Procedure: Review the names of some of the constellations the students have studied. Explain how to find points on a graph indicated by X and Y coordinates. Tell the students they will now have a chance to see whether they can recognize the shapes of certain constellations. Instruct the students to label graph paper with an X axis, Y axis and number the lines to 20. #1 Cassiopeia X Y ` #2 Pegasus X Y #3 Leo X Y 1 5 10 18 3 9 6 4 10 15 7 11 7 6 9 13 6 9 7 9 4 11 13 5 13 9 8 6 14 6 13 4 12 10 13 8 16 13 14 10 17 14 15 10 18 16 16 10 17 18 18 8 Children's Literature for Earth & Space Science Adamson, Thomas K. Earth. Capstone Press, 2008 Adamson, Thomas K. Jupiter. Capstone Press, 2008 Bruchac, Joseph. The Story of the Milky Way. Colorado: Fulcrum Publishing, 1996 Chang, Cindy. The Seventh Sister. New York: Troll Associates, Inc., 1994. Cole, Joanna. Magic School Bus: Lost in the Solar System. New York 1995. Scholastic Inc., Caduto, Michael J. & Bruchac, Joseph. Keepers of the Night. Fulcrum Publishing, 1994. Dragonwagon, C. Half a Moon and One Whole Star. New York: Macmillan, 1986. Esbensen, Barbara. The Star Maiden. Boston: Little Brown and Company, 1988. Forest, Christopher. The Kids Guide to Constellations. Capstone Press, 2012. Gerson, M. Why the Sky is Far Away: A Nigerian Folktale . Little & Brown, 1992. Goble, Paul. Her Seven Brothers. New York: Bradbury Press, 1988. Goble, Paul. Star Boy. New York: Bradbury Press, 1983. Hoyt, Lenny. How Many Stars in the Sky? New York: Morrow, 1991. Kim, F.S. Constellations. Children's Press, 2010. Kudlinski, Kathleen V. Boy Were We Wrong About the Solar System. Dutton Children's Books, 2008. Lemieux, Margo. Full Worm Moon. Morrow, William & Company, 1994. Levy, David H. David Levy's Guide to Night Sky. Cambridge University Press, 2001. Love, Ann & Drake, Jane. The Kids Book of the Night Sky. Kids Can Press, 2004. Mayo, Gretchen Will. Star Tales. Walker, 1987. Mollel, Tolowa M & Mortin, Paul. The Orphan Boy. Clarion Books. Monjo, FN. The Drinking Gourd. Harper & Row, 1970. Oughton, Jerrie. How the Stars Fell Into the Sky. Houghton Mifflin, 1992. Ray, Mary Lyn. Stars. Beach Lane Books, 2011. Rustad, Martha E.H. Constellations. Capstone Press, 2012. Sasaki, Chris. Constellations. Sterling Pub. Co., 2006. Simon, Seymour. Destination Jupiter. Morrow Junior Books, 1998. Simon, Seymour. Destination Mars. Harper Collins, 2000. Simon, Seymour. Destination Space. Harper Collins, 2002. Simon, Seymour. Earth. New York: Mulberry Books, 1994. Simon, Seymour. Earth, Our Planet in Space. Four Winds Press: Collier Macmillan, 1984. Simon, Seymour. Mercury. Morrow Junior Books, 1992. Simon, Seymour. The Moon. Simon & Schuster Books for Young Readers, 2003. Simon, Seymour. Our Solar System. Collins, 2007. Simon, Seymour. Stars. Collins, 2006. Simon, Seymour. The Sun. Morrow, 1986. Simon, Seymour. The Universe. Morrow Junior Books, 1998. Vautier, Ghislaine. The Shining Stars: Greek Legends of the Zodiac. Cambridge University Press: Cambridge, 1988. Vogt, Gregory. Stars. Lerner Publication Co., 2010. Wallace, Nancy Elizabeth. Stars! Stars! Stars! Marshall Cavendish Children, 2009. Winter, Jeanette. Follow the Drinking Gourd. A. Knopf, Inc.: New York, 1998. Columbus Metropolitan Library has a video of this book produced by Lancit Media Productions, Ltd., LeVar, Barton & Winter, Jeanette Zappa, Marcia. Constellations. ABDO Pub. Co., 2011. Zuehlke, Jeffrey. Earth. Lerner Publications Co., 2010. Columbus Metropolitan Library has a video produced by Lancit Media Productions, Ltd., LeVar, Barton & Winter, Jeanette 5th Grade Science Unit: Around and Around We Go! Unit Snapshot Topic: Cycles and Patterns in the Solar System This topic focuses on the characteristics, cycles and patterns in the solar system and within the universe. Duration: Grade Level: 5 15 days Summary Students discover the reasons for the seasons and why we have night and day. Students will have the opportunity to participate with hands-on activities and watch educational videos to explore the Earth, Sun and moon. Seasonal weather patterns and natural weather hazards will be explored throughout the globe. CLEAR LEARNING TARGETS "I can"statements ___construct a model of the Earth, Sun and Moon in relation to how they revolve and rotate. ___experiment with rays of sunlight and the Earth's tilt to understand seasons. ___explain why we have seasons and what causes day and night. ___explore different weather patterns and natural weather hazards around the world. Activity Highlights and Suggested Timeframe Days 1-2 Day 3-4 Day 5-10 Day 11-13 Day 14 and on-going Day 15 Engagement: Begin the lesson with a teacher led experiment to model day and night. Show Unitedstreaming video, TLC Elementary School: Liftoff Into Space, Segment 7 Day and Night, 7min.; Complete exit ticket and sing or read the Planet Placement Dance from Unitedstreaming. Exploration: Students complete a Pre/Post-test about seasons and read/sing The Tilt of the Earth. Complete the 2 experiments: Moving Through Space and Angle of Sun's Rays. Explanation: Science Textbook; watch the YouTube videos; Choose 2 natural disasters and complete an informational brochure using a rubric. Elaboration: Students create an Earth & Space Jeopardy Game using the 5th grade science text, computers, children's literature and other resources. Evaluation: A teacher-created short cycle assessment will be administered at the end of the unit to assess all clear learning targets. Extension/Intervention: Based on the results of the short-cycle assessment, facilitate extension and/or intervention activities. LESSON PLANS NEW LEARNING STANDARDS: 5.ESS.3 Most of the cycles and patterns of motion between the Earth and sun are predictable. • Earth's revolution around the sun takes approximately 365 days. Earth completes one rotation on its axis in a 24-hour period, producing day and night. This rotation makes the sun, stars and moon appear to change position in the sky. Earth's axis is tilted at an angle of 23.5°. This tilt, along with Earth's revolution around the sun, affects the amount of direct sunlight that the Earth receives in a single day and throughout the year. The average daily temperature is related to the amount of direct sunlight received. Changes in average temperature throughout the year are identified as seasons. Note 1: The amount of direct sunlight that Earth receives is related to the altitude of the sun, which affects the angle of the sun's rays, and the amount of time the sun is above the horizon each day. Note 2: Different regions around the world have seasonal changes that are not based solely on average temperature (e.g., rainy season, dry season, monsoon season). SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: • • • • • • Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: • See 5th grade ELA Standards for; Reading Standards for Informational Text, Writing Standards and Speaking and Listening Standards *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf STUDENT KNOWLEDGE: Prior Concepts Related to Earth, Sun and Moon K-2: The sun and moon can be observed at different times of the day or night. The sun's position in the sky changes in a single day and from day to day. The observable shape of the moon changes throughout the month. The sun is the principal source of energy. Grades 3-4: All objects are made of matter. Heat and light are forms of energy. Gravitational forces are introduced. Future Application of Concepts Grades 6-8: Earth's unique atmosphere, light waves, electromagnetic waves, interactions between the Earth, moon and sun (including the phases of the moon and tides), climate studies, and gravitational forces are explored in more depth. High School: Galaxies, stars and the universe are studied in the Physical Sciences. MATERIALS: VOCABULARY: Engage • a way to turn the lights down in the room, globe, flashlight, sticker • computer for video • exit ticket • Planet Placement Dance lyrics Primary Angle of rays Axis Moon Natural disasters Orbit Revolve, revolution Rotate, rotation Seasons Sun Tilt Explore • 3 different size spheres to represent Sun, Moon, Earth • flashlight, globe, ruler • lab worksheets for the 2 experiments Explain • computers • 5th grade science textbooks, teacher manual • teacher created science journal or a notebook for students to take notes • Chapter 1, Lesson 1 notes • books from Children's Literature list • Natural Disasters Informational Brochure supplies: informational sheets, 8½" x 11" or 8½" x 14" white paper, rubric, markers, crayons, computers, books, map (optional) Elaborate • computers • books from Children's Literature list • Harcourt Brace 5th grade science text • paper and pencil • (optional) supplies for jeopardy board: index cards, poster board, glue, library pockets, white paper SAFETY • • • • ADVANCED PREPARATION • • • • Secondary Avalanche Drought Elliptical Equator Flood Globe Hemispheres Hurricane Moon phases Sunlight Tornado Tropical Cyclone Typhoon Wildfire Students need to be careful with the rolling chair (representing the sun.) Use scissors and glue correctly while making the Jeopardy Game. Do not shine flashlights directly into a person's eyes. View www.discoveryeduction.com videos, PowerPoint Presentations and teacher documents included in this unit. Gather all experiment supplies. Gather all supplies (books and materials) for the Natural Disaster Brochure. Gather all supplies (books, computers and materials) for Earth & Space Jeopardy Game. Check to make sure your classroom computers, projector, Elmo, Smartboard, etc. work. Objective: Students will begin thinking and discussing why we have day and night every twenty-four hours. The objective is to see what knowledge students already have about rotation, revolution, and orbit and where to begin our explore part of the unit. What is the teacher doing? ENGAGE (2 days) (What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections are made to the real world?) Modeling Day and Night (Day 1) • Teacher will be leading a class demonstration to engage students in learning about day and night. Teacher Resource page includes directions. -Have the room dark. -Place a globe in the center of the room. -Shine a flashlight and discuss what parts of the world are getting light? (the part facing the sun, OH) What does that mean to the people on that side of the Earth? (they are getting sunlight and having day) What does that mean for the people on the other side of the globe where there is no light shining? (they are dark and having night) -Continue to rotate the Earth so the other side of the globe is receiving "sunlight." Repeat the questions from above. Liftoff Into Space (Day 2) • Show discover ed Video TLC Elementary School: Liftoff Into Space, Segment 7 Day and Night, 7min. • • What are the students doing? Modeling Day and Night (Day 1) 1. Students will answer teacher's discussion questions and ask clarifying questions about day and night. Liftoff Into Space (Day 2) 2. Watch video Hand out paper for exit ticket, formative assessment. There are 2 questions: 1 fact they learned today and 1 question they want to have answered during the unit. 3. Complete an exit ticket containing 1 fact they learned today and 1 question that they want to have answered during the unit. Song (or poem) on Unitedstreaming Music Makes It Memorable: Planet Placement Dance. Lyrics are included in the curriculum guide. The song may be read as a poem. 4. Sing (or read as a poem) the lyrics to Planet Placement Dance. Objective: Student's will collaborate to demonstrate rotation and revolution. Students will be able to describe the relationship between the sun's rays on the Earth and Earth's tilt in order to explain the reasons for the seasons. What is the teacher doing? What are the students doing? Moving Through Space Experiment (Day 3) • Pass out Pre/Post-test for Why do we have seasons? • Have students read or sing The Tilt of the Earth to understand why we have seasons. (Teacher can have students complete the Posttest at any time during the unit.) Moving Through Space Experiment (Day 3) 1. Students complete pre-test. Read or sing The Tilt of the Earth to understand and generate discussion about why we have seasons. • Gather materials for experiments. • • EXPLORE (2 days) (How will the concept be developed? How is this relevant to students' lives? What can be done at this point to identify and address misconceptions?) 2. Experiment #1 Demonstrate how the Earth and Moon revolve and rotate around the Sun 5th grade text,. Gather 3 round objects of different sizes to represent the Sun, Earth and moon. Have computer access available to see the example of the Earth and moon revolving around the sun on http://www.fearofphysics.com /SunMoon/sunmoon1.html Angle of Sun's Rays Experiment (Day 4) • Distribute The Angle of Sun's Rays experiment worksheet. • Gather flashlight, paper, pencil, globe and ruler. • For informative teacher resource pages and another experiment called ORBIT and SPIN, check out the website: http://www.agiweb.org/educ ation/NASA/tr/invest/activities/ orbit_and_spin3-5.pdf Angle of Sun's Rays Experiment (Day 4) 3. Experiment #2: Demonstrate how the 23.5˚ tilt effect the angle of sun's rays that hit the Earth with a flashlight. Complete the lab worksheet. Objective: Students will discuss, read non-fiction material, see pictures and watch videos to explain about space: rotation, revolution, seasons, tilt and orbit. Students will complete a natural disaster project about 2 disasters from around the world. EXPLAIN (6 days) (What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?) What is the teacher doing? What are the students doing? Read Aloud (Day 5) • Choose readers to read aloud from the 5th grade science text, Reading aloud gives the teacher the opportunity to have students ask questions, leads to teachable moments and good discussions. Use the Main Idea and Detail questions in the lesson and include the pictures and captions to help students understand the unit. • If the questions are something that needs more research, create a class chart and the questions could be researched during the ELABORATION part of the unit. Read Aloud (Day 5) 1. Reading Students should be asking questions if they do not understand parts of the lesson. Students should be reading aloud and be able to paraphrase what they have just read. 2. Students can be taking notes in a science journal or a packet of stapled paper for the Earth Space Unit. Include vocabulary and facts they learned as they read. YouTube Videos (Day 6) • Watch Youtube video called Rotating Earth day & night PlanetObserver, 1 min. to show Earth rotating and sunlight shining on certain parts of the globe. YouTube Videos (Day 6) 2. Watch Videos and explain what parts of the world are having day or night. Take notes in their science journal or Earth Space packet. • • • Watch Youtube video called What Causes Earth's Season? 2:18 minutes. Watch Youtube video called Earth's Tilt 1 5:39 minutes. Optional: For more student information there are 2 PowerPoint presentations. They can be found at: http://www.columbus.k12.oh.u s/applications/Departments.nsf /(ccs_pages)/ScienceCurriculum%20Files?opendocu m en t Outer Space and the Earth and ESS3 PowerPoint 3. Option: If using the Powerpoints, continue to take notes. Read Aloud: Moon (Day 7) • Choose readers to read aloud 5th grade does not need to know all of the moon phases, but reading the lesson will help to comprehend the moon's revolution and rotation. • If students questions are something that needs more research, create a class chart and the questions could be researched during the ELABORATION part of the unit. Read Aloud: Moon (Day 7) 3. Students should be reading and taking notes about new facts they learned about the moon and asking clarifying questions. Natural Disasters (Day 8-10) • Students will choose 2 natural disasters to create a Natural Disaster Informational Brochure. The brochure supplies: informational sheets on the 6 different seasonal weather patterns and natural disasters, 8½" x 11" or 8½" x 14" white paper, rubric, markers, crayons, pencils, computers or books for additional resources. Natural Disasters (Day 8-10) 4. Students should decide on 2 Natural Disasters to use for their brochure. Students should read and comprehend the rubric before beginning the project. They need to read the informational sheets on their natural disasters and/or read additional books or internet sites. Suggestions: • Teacher has a large map for students to mark where the disasters occur in the world. • For time reasons, the teacher may want to assign the 2 disasters. • To grade the students, teacher may want to have students read their brochure privately while others are working on the jeopardy game located in the Elaborate section of the curriculum guide. Objective: Students use information obtained during the unit to create an Earth & Space jeopardy game. ELABORATE (3 days) (How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?) What is the teacher doing? What are the students doing? Student Created Earth and Space Jeopardy(Day 11-13) • Have students create an Earth & Space Jeopardy Game. • Collect library books from the Children's Literature list for Earth & Space Science. Student Created Earth and Space Jeopardy(Day 11-13) 1. Students are creating an Earth & Space Jeopardy game. • • • Students should use the 5th grade science text and materials they read during the Explain part of the unit. Have computers and any other resources available for students to do research. Copy checklist and rubric worksheet for each student. 2. Students will gather information from previous activities (textbook readings, brochure, computers) to create a total of 16 questions and answers for jeopardy. 3. Students will need to fill out the checklist and rubric as they complete the project. Suggestions: Decide if students will work in pairs, groups of 4 or alone on the project. Teacher may want to change the Jeopardy format so students write questions and the answers are revealed instead of the original format where answers are shown and questions revealed. Remind students they need to supply the 16 questions and the answers. Objective: Students can show their knowledge through formative assessments throughout the lesson and show their cumulative knowledge with summative assessments. Formative How will you measure learning as it occurs? EVALUATE (1 day and on-going) 1. Consider developing a teachercreated formative assessment. (What opportunities will students have to express their thinking? When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?) 2. Explain: 5th grade science text, Summative What evidence of learning will demonstrate to you that a student has met the learning objectives? 1. Teacher-created short cycle assessment will assess all clear learning targets. 2. Earth Test at the end of the unit. 3. Earth's Motion Formative Assessment after reading 3. Summative Test at the end of the unit. INTERVENTION EXTENSION EXTENSION/ INTERVENTION (1 day or as needed) 1. Students could keep a moon journal for 2 weeks. The emphasis is not on the moon phases, but on observational differences. 2. Represent the sun, moon and Earth and their orbits graphically and to scale. Use actual data and measurements for the representation. 1. Using the 5th grade science text, students can go back and outline main ideas and supporting details to enhance reading comprehension as work with content. 3. Create a video with a group to demonstrate and explain to viewers: rotation, revolution, seasons, the tilt of our axis, or a student can share their idea with the teacher for approval. 4. AIMS Education Foundation Me and My Shadow activity from 1986. Math: measuring and creating bar graph. 5. Orbit and Spin Experiment http://www.agiweb.org/education/N ASA/tr/invest/activities/orbit_and_s pin3-5.pdf COMMON MISCONCEPTIONS 2. Powerpoints - Use the Outer Space and the Earth Powerpoint and the ESS3 Powerpoint found at: http://www.columbus.k12.oh.us/appli cations/Departments.nsf/(ccs_pages)/ ScienceCurriculum%20Files?opendocument 3. Computer Game http://www.bbc.co.uk/schools/scienc eclips/ages/9_10/earth_sun_moon.sht ml Students can explore rotation and revolution in a fun and educational game. 6. The resource, Picture Perfect Science Lessons Using Children's Books to Guide Inquiry, 3-6, NSTA Press, uses the book Somewhere In the World Right Now by Stacey Schuett (p. 251-263) to show rotation, day and night. • The Earth is flat. (The Earth is a sphere.) • The Earth is not moving, but objects like the Sun move around it. (Earth is moving in space. It moves on its axis and around the Sun.) • The sky is a horizontal surface above and parallel to the flat Earth. (The sky completely surrounds the spherical Earth.) • Space is only above the Earth. (Space completely surrounds the Earth and spreads out in all directions from Earth.) • Falling objects always fall in an absolute down direction no matter where one is on Earth. (Objects fall toward the center of the Earth, which looks like 'up' if looking at a picture of a globe and a person in the southern hemisphere.) • We experience seasons because of the Earth's changing distance from the Sun. (Seasons are due to the tilt and rotation of the Earth.) • The Earth goes around the Sun once a day. (The Earth rotates on its axis once a day, every 24 hours.) • • • Beyond Penguins and Polar Bears is an online magazine for K-5 teachers. Misconceptions about why there are seasons are common at this age (e.g., the Earth is closer to the sun in the summer and that is why it is so hot). For a list of common misconceptions and ways to address them, visit http://beyondpenguins.nsdl.org/issue/column.php?date=May2008&departmen tid=professional&columnid=professional!science&test. NASA lists common misconceptions for all ages about the sun and the Earth at http://www-istp.gsfc.nasa.gov/istp/outreach/sunearthmiscons.html. For examples of misconceptions that elementary students may have about the solar system and space (astronomy), and resources to address misconceptions through investigation, visit http://amasci.com/miscon/opphys.html. Strategies to address misconceptions: 1. The videos from discovery ed will help to show the difference between revolve and rotate in relation to the sun, planets and moon. 2. Experiments to show the Earth's tilt and angle of rays to explain seasons. Lower-level: - The Planet Placement Dance song/poem can be used to underline facts and create a chart of important information. - Create a crossword puzzle using the new vocabulary and definitions from the 5th grade text, Chapter 1. - In the Explore Section, teachers can do the experiments as a whole class or small groups. - Play a pre-made jeopardy instead of creating an Earth & Space jeopardy game. - Students can create a game for the vocabulary in the Earth and Space Unit. DIFFERENTIATION Higher-Level: - Students can create their own song/poem to explain rotation and revolution. - Create an experiment to explain why we have seasons. - Design a model or experiment that would explain why we have day and night, seasons or natural weather disasters. - Have students work alone to create a jeopardy game. Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE. • • • ADDITIONAL RESOURCES • • • • • • • Websites: http://www.sciencebuddies.org/science-fairprojects/project_ideas/Weather_p006.shtml#summary Experiment ideas to explore How Season's Change in Each Hemisphere. http://www.wunderground.com/ history and almanac http://www.weatherwizkids.com/weather-climate.htm Material written in kid friendly language to discuss the difference between weather and climate. http://www.weatherwizkids.com/weather-links.htm Track severe weather around the globe. https://www.youtube.com/watch?v=rcquRMaVSKU What Causes Earth's Season's video http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html Interactive website for students to explore the solar system. www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml Sun, Earth and Moon computer game for kids. http://classroom.jc-schools.net/sci-units/earth.htm Additional teacher activities http://www.fearofphysics.com/SunMoon/sunmoon1.html A short video of the motions of the Earth, Sun and Moon. Discovery Ed: • Song-Music Makes It Memorable: "Planet Placement Dance" • Information About Our Globe, segment 3:07min. • Rotation and Revolution, segment 4:47min. from TLC Elementary School: Rules of Motion and Forces • The Reasons for the Seasons, only segments 5-13, 22:38min. • Exploring Astronomy 11:34min. • The Right-Hand Rule, Revolution and Ions 2:40min. • About the Moon 1:08min. • Space Exploration: What is an orbit? 1:30min. • This is our World, segment Day and Night, 1:08min. • A Closer Look at the Moon: Space Science 20min. • TLC Elementary School: Liftoff Into Space, Segment 7 Day and Night, 7min. Literature: Children's literature lists are included in curriculum guide TEACHER RESOURCES for EXPERIMENTS Rotation and Revolution This lesson plan explores the rotation and revolution of Earth. It includes hands-on demonstrations that show young students how the Earth moves on its axis and around the sun. Let's take a closer look. Doing the experiment one time as a whole class will help when the students understand what they are to be doing when they do the experiment in small groups later in the unit. Rationale and Objectives The goal of this Earth lesson plan is to help children internalize and remember rotation and revolution of the Earth around the sun. This multiple intelligence classroom activity helps visual/spatial learners, as well as kinesthetic learners. At the end of this rotation and revolution of the Earth lesson, the kids in your class will be able to: Define and describe rotation Define and describe revolution Explain why the sun is in different places in the sky at different times of day Understand that the Earth is tilted on an imaginary line called an axis at 23.5˚. #1 Rotation of the Earth Rotation refers to the rotation of the Earth on its axis. The simplest way to demonstrate this concept is to bring a preferably large globe into the classroom. Explain to the students that the Earth does spin around and then spin the globe. Explain that the Earth spins around once every day, 24 hours. Make sure the globe is tilted 23.5˚ and explain the Earth has an imaginary line called an axis going from North to South Pole through the globe. Place a lamp in the middle of the demonstration area and turn it on. Mention that the lamp acts as the Sun and of course, the Sun is always "on" and always shining. If students express confusion at this, tell them this demonstration will show them how the Sun is still shining, even at night. Show students their approximate location on a map, and tape a cotton ball, very small figurine or sticker onto the area on the globe used for demonstration. Ask a volunteer to help. The volunteer will hold the globe while the teacher holds a clock. Use a clock with hands that are easy to move, such as a time-teaching clock. Ask the volunteer to please hold the globe so that the sticker (or whatever you choose to use) is in the direct light of the lamp, or "Sun". Announce that it is noon and show noon on the clock. Notice together how the sticker is getting the most light of anywhere on the globe. Explain to the class that it will take 12 hours for the sticker to travel just halfway around. As you move the clock to 1:00, the volunteer should move the globe a little. Do this together hour by hour so the class can see what is happening. By the time you are at 6:00, your volunteer student should have moved the sticker 45 degrees. Stop at this point so students can observe the angle of the light on the sticker. Discuss how this angle is similar to the angle of light near dusk. Notice the long shadow of the sticker or figurine which is like the long shadows people see as evening approaches. Continue for the next six hours to midnight and stop again. Notice how there is no light on the sticker/figurine, and asks the kids what they think anyone located here on the globe would be doing at this time. (Answer: Sleeping, of course.) Continue another six hours and ask them to take notice of how the Sun is rising on the spot on the globe with the sticker/figurine. Hour by hour, back to noon. Point out again that this demonstration showed the rotation of the Earth on its axis over the course of one day, which is 24 hours. #2 Revolution of the Earth Around the Sun Discuss how all the while the Earth is spinning round and round, it is also moving around the Sun. Use a smaller globe, if necessary, and walk around the lamp while spinning the globe. Students need to remember as they revolve around the sun, they are also rotating to cause our day and night. (This part can be tricky to spin the globe and walk around the sun, lamp.) REMEMBER to walk around the sun "lamp" in an elliptical pattern, not a circle. This will help show the seasons are not because the Earth is closer or farther from the sun. Let children take turns holding the smaller globe and walking around the lamp. They will also enjoy using their bodies as the Earth and walking around the lamp and spinning at the same time. Doing these things themselves will cement the lesson in their minds. (Activity adapted from: http://www.brighthubeducation.com/lesson-plans-grades-1-2/107382-revolution-androtation-of-earth-lesson-and-activity/ written by: Beth Taylor • edited by: Sarah Malburg) Name _______________________ Date___________ Around and Around We Go Unit Exit Ticket 1. Write 1 fact you learned today that you did not already know. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2. Write 1 question you have about the Earth revolving and/or rotating that you would like to answer during this unit of study. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Name________________________________________ Grade Level: K-5 MUSIC MAKES IT MEMORABLE Planet Placement Dance Lyrics Song Publisher: Music with Mar Planet Placement Dance - walk and turn (4x) There are eight planets and each will take its place As we orbit the sun in outer space In the center is the Sun Shining its rays on everyone - Shine (AH!) (2x) Mercury, Venus, Earth, Mars, Jupiter, Saturn Uranus, Neptune, now you know; That's the planet pattern (Chorus) Follow a circle around the sun That's called a revolution As you walk, you should turn, too Rotation. That's what planets do Revolutions for Earth take one year Rotations take one day Each planet moves in its own orbit In what we call the Milky Way. (Chorus) Mercury, Venus, Earth, Mars, Jupiter, Saturn Uranus, Neptune, Pluto; now you know; That's the planet pattern (Chorus) It's out there! Published by Discovery Education. All rights reserved. Name_______________________________________ Circle one: Pre-Test or Post-Test Date_________________________ WHY DO WE HAVE SEASONS? Circle true or false 1. True or False We have summer when we are closer to the sun in our orbit. 2. True or False We have winter when we are closer to the sun in our orbit. 3. True or False We have seasons only because we revolve around the sun. 4. True or False Our tilt causes day and night, not seasons. Name_______________________________________ Circle one: Pre-Test or Post-Test Date_________________________ WHY DO WE HAVE SEASONS? Circle true or false 1. True or False We have summer when we are closer to the sun in our orbit. 2. True or False We have winter when we are closer to the sun in our orbit. 3. True or False We have seasons only because we revolve around the sun. 4. True or False Our tilt causes day and night, not seasons. Name______Answer Key _____________________ Circle one: Pre-Test or Post-Test Date__________________ WHY DO WE HAVE SEASONS? Circle true or false 1. True or False We have summer when we are closer to the sun in our orbit. False, we are farther away from sun, but get more direct sunlight because of our tilt. 2. True or False We have winter when we are closer to the sun in our orbit. True, we are closer to the sun, but tilted away so we get less direct sunlight. 3. True or False We have seasons only because we revolve around the sun. False, we revolve and tilt causing seasons. 4. True or False Our tilt causes day and night, not seasons. False, our tilt is one of the reasons for seasons. Our day and night is caused because we rotate on our axis. The Tilt of the Earth (read as a poem or sing to the tune of Mary Had a Little Lamb) (modified from The Franklin Institute, A Journey In Time) Earth's tilt makes the seasons change, Seasons change, seasons change, Earth's tilt makes the seasons change, They change all through the year. When we face the sun it's summertime, Summertime, summertime, When we face the sun it's summertime, The days are hot and bright. Tilt away from the sun it's wintertime, Wintertime, wintertime, Tilt away from the sun it's wintertime, The days are cold and gray. Spring and fall are in-between, In-between, in-between, Spring and fall are in-between, The days are cool and warm. Name________________________________________ Date___________________ Angle of Sun's Rays Objective: To explore how the Earth's tilt affects the amount of sun's rays the Earth receives during different times of the year. The tilt and orbit of the Earth are the reason we experience seasons on different parts of the Earth. Students should realize if the Earth wasn't tilted only the places around the equator would receive warm weather. Materials: flashlight, paper, ruler, pencil, globe Procedure: 1. Lay the piece of paper flat on the table. 2. Hold the flashlight straight over the paper. Experiment with the flashlight by raising it 2cm-10cm above the paper. Do you notice any changes in the amount of light shining on the paper? 3. One person holds the flashlight straight above the paper and another person traces a circle around the ray of light. Answer the questions on the lab paper. 4. Now tilt the flashlight at an angle (this should represent the 23.5˚ tilt of theEarth) Do you notice any changes in the amount of light shining on the paper? 5. One person holds the flashlight at the tilt above the paper and another person traces the around the ray of light. Answer the questions on the lab paper. 6. Use a globe to show where on the Earth the sun's rays hit when the flashlight is straight or tilted. Repeat steps 1-5 using a globe instead of paper. Hold flashlight straight above the paper, between 2cm-10cm. 1. What parts of the paper are receiving the sun's rays? Hold the flashlight at a tilt above the paper, representing 23.5˚ tilt. 1. What do you notice about the sun's rays on the paper? 2. What is the shape of the light shining on the paper? 2. What is the shape of the light shining on the paper? 3. Using a globe, shine the flashlight straight at the equator. What parts of the Earth would be receiving sunlight, having warm weather? 3. Using a globe tilted at 23.5˚, shine flashlight at an angle. What parts of the Earth would be receiving sunlight? Would more or less of the Earth get to experience warm weather? Earth's day and night The Moon revolving around the Earth. The Sun's rays on the Earth and moon. Name ________________________________________________________________________________ LESSON 1 1. The sun is a star that is at the center of our solar system. 2. The sun appears to rise in the EAST and set in the WEST. But the sun is not rising and setting, the EARTH is ROTATING. 3. ROTATE or ROTATION means to spin on the axis. This causes day and night. 4. AXIS is an imaginary line that passes through the North and South Poles. 5. It takes 24 hours (1day) for the Earth to rotate around (spin) 1 time. 6. REVOLVE or REVOLUTION means to travel in a path around the sun. The Earth revolves around the sun as it rotates on its axis. It takes the Earth 365 ¼ days to revolve 1 time around the sun. 7. ORBIT is the path the Earth takes around the sun. The Earth makes an elliptical (almost circular) shape orbit. 8. Seasons are caused because the Earth is tilted on its axis. We are tilted 23.5* degrees. During part of the year the Earth is tilted toward the sun and it is summer. The other part of the year Earth is tilted away from the sun and it is winter. 9. People think we are having winter when we are closer to the sun on our orbit.NOT TRUE. Actually we are farther away from the sun in the summer, we are just facing the sun so it is hot. We are closer to the sun in the winter, but we are not facing the hot sun. 10. EQUATOR is an imaginary line halfway around the EARTH between the North and South poles. Quiz Name: Date: 1. How much of the Earth's surface is covered in liquid and frozen water? 2. When it is winter in the northern hemisphere the earth is closest to, or furthest from the sun? Circle one word: closest, or furthest. 3. How long does the Earth take to complete 1 orbit? 4. The shape of the Earth's orbit is . 5. How long does it take the Earth to make one rotation about its 23.5 degree tilted axis? 6. Circle True, or False. Summer, and Winter are caused by how direct the solar rays are hitting the Earth (in other words, which hemisphere is tilted more toward the sun), and not on how close the Earth is to the sun. 7. Inertia keeps the earth in orbit around the Sun, counter-balancing the pulling force of the Sun. Write the name of this pulling force. 8. How many days are in 1 year? Chapter 1, Lesson 1 Quiz: Teacher Answer Key Name: Date: 1. How much of the Earth's surface is covered in liquid and frozen water? 3/4th or 75% 2. When it is winter in the northern hemisphere the earth is closest to, or furthest from the sun? Circle one word: closest, or furthest. further 3. How long does the Earth take to complete 1 orbit? 365 ¼ days, 1 year because orbit is the revolution 4. The shape of the Earth's orbit is elliptical, slightly circular . 5. How long does it take the Earth to make one rotation about its 23.5 degree tilted axis? 24 hours, 1 day 6. Circle True, or False. Summer, and Winter are caused by how direct the solar rays are hitting the Earth (in other words, which hemisphere is tilted more toward the sun), and not on how close the Earth is to the sun. True 7. Inertia keeps the earth in orbit around the Sun, counter-balancing the pulling force of the Sun. Write the name of this pulling force. ___________ gravity 8. How many days are in 1 year? 365 ¼, the ¼ is why we have a leap year every 4 years to add another day to the calendar Natural Disasters Brochure Directions and Rubric Choose 2 natural disasters Need 1 piece of white paper, may use 8 ½" x 11" or 8 ½" x 14" Turn paper to landscape and fold along short line of symmetry The front of brochure is for title, name, decoration of the natural disasters, etc. The back of brochure is extra room for you to use for your information. Inside is to be used for the 2 disasters, 1 on each page. Each natural disaster needs to include: WHAT is the disaster, WHERE in the world does it occur, HOW is it formed, WHEN does it occur, what is the IMPACT on people or land. Extra information, interesting facts, maps, etc. can be included for a higher grade. Content 4 3 2 1 Organization/Layout Student knowledge/Grammar -No spelling or grammar errors. -Students are able to fully -Brochure met all 5 criteria -Brochure contained more than 2 pieces of extra information. (maps, interesting facts, added a 3rd natural disaster, etc.) -Student used more legitimate sources than the reference pages provided. -Front, back, and inside of brochure is full of relevant natural disaster information. -Neat, clean -Informational is extremely organized, labeled and/or easy to read and understand. -Met all 5 criteria: WHAT are the disasters, WHERE do they occur, HOW are they formed, WHEN do they occur, what is the IMPACT on people or land. - All information is accurate -All information is from reference materials, internet or library books -Front cover contains: student's name, title for the 2 natural disasters and relevant decorations. -Each natural disaster's information is on its own page. -Neat, clean -Information is presented in an organized (maybe labeled) manner that is easy for reader to follow. -1 part of the front cover is missing or incomplete. Each natural disaster's information is on its own page. -Somewhat neat, clean -Information is not completely organized. Parts of the brochure are hard for the reader to follow. -Only 1 spelling or grammar error. -Student is able to read and explain what is written in the brochure, included maps and diagrams. -Missing information on the front cover. -The natural disaster's information is on its own page. -Messy -Information is hard to follow, may not make sense. -Multiple spelling or grammar errors. - Student cannot read or explain the material. Student copied material directly from resources or used no resources. -Met 4 out of 5 criteria: WHAT are the disasters, WHERE do they occur, HOW are they formed, WHEN do they occur, what is the IMPACT on people or land. - Most of the Information is accurate -All information did not come from reference materials, internet or library books -Missing many parts: WHAT are the disasters, WHERE do they occur, HOW are they formed, WHEN do they occur, what is the IMPACT on people or land. - Most information is not accurate - Information was not obtained from reference materials, internet or library books explain and read all parts of their brochure. -More than 1 spelling or grammar error. -Student cannot read or explain what the material, maps or diagrams mean in relation to the natural disasters. Natural Disaster: Tropical Cyclones Hurricanes, tropical cyclones and typhoons are different terms for the same phenomenon in different regions of the world. This natural disaster is accompanied by torrential rain and sustained wind speeds of more than 119 kilometers per hour. In western North Atlantic, central and eastern North Pacific, Caribbean Sea and Gulf of Mexico, this weather phenomenon is called a "hurricane." In the western North Pacific, it is called a "typhoon." In the Bay of Bengal and Arabian Sea, it is called a "very severe cyclonic storm." In the western South Pacific and south-east Indian Ocean, it is called a "severe tropical cyclone." In the south-west Indian Ocean, it is called a "tropical cyclone." Tropical Cyclones are huge storms! They can be up to 600 miles across and have strong winds spiraling inward and upward at speeds of 75 to 200 mph. Each hurricane usually lasts for over a week, moving 10-20 miles per hour over the open ocean. Hurricanes gather heat and energy through contact with warm ocean waters. Evaporation from the seawater increases their power. Tropical Cyclones rotate in a counter-clockwise direction around an "eye" in the Northern Hemisphere and clockwise direction in the Southern Hemisphere. The center of the storm or "eye" is the calmest part. It has only light winds and fair weather. When they come onto land, the heavy rain, strong winds and large waves can damage buildings, trees and cars. Tropical Cyclones occur over really warm ocean water of 80°F or warmer. The atmosphere (the air) must cool off very quickly the higher you go. Also, the wind must be blowing in the same direction and at the same speed to force air upward from the ocean surface. Winds flow outward above the storm allowing the air below to rise. They typically form above or below the equator, never at the equator because the force needed to spin the cyclone is too weak. As a tropical cyclone's winds spiral around and around the storm, they push water into a mound at the storm's center. This mound of water becomes dangerous when the storm reaches land because it causes flooding along the coast. The water piles up, unable to escape anywhere but on land as the storm carries it landward. Some areas may experience major flooding. The Atlantic coast experiences tropical cyclones from June 1 to November 30, but mostly occur during the fall months. The Eastern Pacific's season is from May 15 to November 30. (Below is a graphic that shows you when tropical cyclones are most active across parts of the world.) Material and pictures adapted from World Meteorological Organization, Weather Wiz Kids, The Weather Channel Kids, naturaldisasters.ednet.ns.ca/Projects/Avalanche/bja.htm Natural Disaster: Tornadoes When severe thunderstorms cause lightning and thunder, they often bring heavy rain or hail, strong winds and occasionally snow. In some parts of the world the heavy thunderstorms may trigger tornadoes. A tornado is a violent rotating column of air extending from a thunderstorm to the ground. The most violent tornadoes are capable of tremendous destruction with wind speeds of up to 300 mph. They can destroy large buildings, uproot trees and hurl vehicles hundreds of yards. They can also drive straw into trees. Damaged paths can be in excess of one mile wide to 50 miles long. In an average year, 1000 tornadoes are reported nationwide. Tornadoes are particularly common in the Great Plains of North America but they can and do occur anywhere, especially in temperate latitudes. (A typical temperate climate is one of the four climate zones in the world, beside the Polar Regions and the subtropics.) They can cause severe damage. Most tornadoes form from thunderstorms. You need warm, moist air from the Gulf of Mexico and cool, dry air from Canada. When these two air masses meet, they create instability in the atmosphere. A change in wind direction and an increase in wind speed with increasing height create an invisible, horizontal spinning effect in the lower atmosphere. Rising air within the updraft tilts the rotating air from horizontal to vertical. An area of rotation, 2-6 miles wide, now extends through much of the storm. Most strong and violent tornadoes form within this area of strong rotation. Several conditions are required for tornadoes and the thunderstorm clouds to develop. Low level moisture is necessary to contribute to the development of a thunderstorm, and a "trigger" (perhaps a cold front) is needed to lift the moist air aloft. Once the air begins to rise and becomes saturated, it will continue rising to great heights to where the temperature decreases rapidly with height. Atmospheric instability can also occur when dry air overlays moist air nears the Earth's surface. Finally, tornadoes usually form in areas where winds at all levels of the atmosphere are not only strong, but also turn with height in a clockwise or veering direction. Tornadoes can appear as a traditional funnel shape, or in a slender rope-like form. Some have a churning, smoky look to them, and other contains "multiple vortices," which are invisible, with only swirling dust or debris at ground levels as the only indication of the tornado's presence. When the funnel cloud reaches the ground it is called a tornado. It is not fully understood about how exactly tornadoes form, grow and die. Tornado researchers are still trying to solve the tornado puzzle, but for every piece that seems to fit they often uncover new pieces that need to be studied. Researchers do know that tornadoes can happen at any time of the year and at any time of the day. In the southern states, peak tornado season is from March through May. Peak times for tornadoes in the northern states are during the summer. A few southern states have a second peak time for tornado outbreaks in the fall. Tornadoes are most likely to occur between 3 p.m. and 9 p.m. The geography of the central part of the United States, known as the Great Plains, is suited to bring all of the ingredients together to form tornadoes. More than 500 tornadoes typically occur In this area every year and is why it is commonly known as "Tornado Alley." Texas, Oklahoma, Kansas, Nebraska, South Dakota, North Dakota, Iowa, Missouri, Arkansas and Louisiana all make up Tornado Alley. Material and pictures adapted from World Meteorological Organization, Weather Wiz Kids, The Weather Channel Kids, naturaldisasters.ednet.ns.ca/Projects/Avalanche/bja.htm Natural Disaster: Wildfires A wildfire is also known as a wildland fire, forest fire, vegetation fire, grass fire, peat fire, bushfire (in Australia), or hill fire. Wildfires are an uncontrolled fire often occurring in wildland areas, but can occur anywhere. Wildfires are a natural disaster because they can be triggered during and after periods of drought, heat waves, lightning or climate changes such as El Nino. They can also consume houses, kill livestock, wild animals, destroy forests, grasslands and crops. Wildfires often begin unnoticed, but they spread quickly igniting brush, trees and homes. Wildfires can occur anywhere, but are common in the forest areas of the United States and Canada. They are also susceptible in many places around the world, including much of the vegetated areas of Australia as well as in the Western Cape of South Africa. The climates are sufficiently moist to allow the growth of trees, but feature extended dry, hot periods. Fires are particularly prevalent in the summer and fall, and during droughts when fallen branches, leaves, and other material can dry out and become highly flammable. Wildfires are also common in grasslands and scrublands. The Santa Ana winds are hot, dry winds that aggravate the fire danger in forests and bush lands. These winds characteristically appear in Southern California and Northern Baja California weather during autumn and early winter. In Southern California, under the influence of Santa Ana winds, wildfires can move at tremendous speeds, up to 40 miles in a single day, consuming up to 1,000 acres per hour. Dense clouds of burning embers push ahead of the flames crossing firebreaks without a problem. Know the Lingo SURFACE FIRES - The most common type of wildfires, surface fires move slowly and burn along the forest floor, killing and damaging vegetation. GROUND FIRES - These are usually started by lightning, ground fires burn on or below the forest floor through the root system. CROWN FIRES - These fires spread by wind moving quickly along the tops of trees. SANTA ANA WINDS - "Santa Ana" is the name given to the gusty northeast or east wind that occurs in Southern California during the fall and winter months. Santa Ana winds are often hot and very dry, greatly aggravating the fire danger in forests and bush lands. CONFLAGRATION - A large and destructive fire, typically aggravated by strong winds that carry firebrands over natural or artificial barriers. More wildfire facts can be found at http://pubs.usgs.gov/fs/2006/3015/2006-3015.pdf USGS Science for a changing world. Material and pictures adapted from World Meteorological Organization, Weather Wiz Kids, The Weather Channel Kids, naturaldisasters.ednet.ns.ca/Projects/Avalanche/bja.htm Natural Disaster: Droughts Droughts are periods of abnormally dry weather, lack of precipitation, shortage of water. The cause of droughts is easy to understood, but hard to prevent. Unlike other forms of severe weather or natural disasters, droughts often develop slowly. Sometimes a drought takes decades to develop fully and predicting droughts is difficult. The frequency of droughts in the United States is literally every year. In other words, somewhere in the US in any given year, a drought is occurring. Droughts are completely natural, but their devastation can be far-reaching and severe. Drought can be devastating: water supplies dry up, crops fail to grow, animals die and malnutrition and ill health become widespread. Drought is often associated with the arid, dry, regions of Africa. In recent years, droughts have also struck India and parts of China, the Middle East, Australia, parts of North America, and Europe. Depending on the location of the drought the area can experience crop failure, famine, high food prices, and deaths. http://www.npr.org/blogs/thetwo-way/2012/07/18/156981232/drought-disasters-declared-in-more-counties-1-297-affected-so-far Other parts of the world experience long periods without rains as well. Even during monsoon season, areas that depend on the seasonal rains will often experience drought if the monsoon rains fail. Once crops fail, famine can become a major problem. In some African countries, rain rituals are often used to try to stop the dry seasons and bring on the rain. One of the scariest parts of a drought is when they happen. Changes in the atmosphere due to climate change, ocean temperatures, changes in the jet stream and changes in the local landscape are all causes of droughts. Historically, droughts affect more people than a heat wave. Drought areas tend to be warmer than normal for several reasons. One is that the lack of rain-producing clouds allows more sunshine than normal. The other is that the dry ground and parched vegetation result in little evaporation, allowing most of the sun's energy to be used in warming the air. In turn, the increased temperatures result in lower relative humidity, making it less likely to rain. There are three general types of droughts: meteorological drought, hydrological drought and agricultural drought. • Meteorological drought - This type of drought is all about the weather and occurs when there is a prolonged period of below average precipitation, which creates a natural shortage of available water. • Hydrological drought - This type of drought occurs when water reserves in aquifers, lakes and reservoirs fall below an established statistical average. Again, hydrological drought can happen even during times of average or above average precipitation, if human demand for water is high and increased usage has lowered the water reserves. • Agricultural drought - This type of drought occurs when there isn't enough moisture to support average crop production on farms or average grass production on range land. Although agricultural drought often occurs during dry, hot periods of low precipitation, it can also occur during periods of average precipitation when soil conditions or agricultural techniques require extra water. http://www.standeyo.com/NEWS/08_Food_Water/080305.wheat.drought.html Material and pictures adapted from World Meteorological Organization, Weather Wiz Kids, The Weather Channel Kids, naturaldisasters.ednet.ns.ca/Projects/Avalanche/bja.htm Natural Disaster: Floods A flood is a high flow or overflow of water from a river or similar body of water. A flood results from days of heavy rain and/or melting snows, when rivers rise and go over their banks. Flooding is caused in a variety of ways. Winter or spring rains, coupled with melting snows, can fill river basins too quickly. Torrential rains from decaying hurricanes or other tropical systems can also produce river flooding. Also, repeated heavy rain from thunderstorms over a period of weeks. A flash flood is sudden flooding that occurs when floodwaters rise rapidly with no warning within several hours of an intense rain. They often occur after intense rainfall from slow-moving thunderstorms. In narrow canyons and valleys, floodwaters flow faster than on flatter ground and can be quite destructive. Flash floods are the #1 weather-related killer in the U.S. Nearly 80% of flash flood deaths are auto related. So it is important to know beforehand if your area is a flood risk. www.pennlive.com/midstate/index.ssf/2011/09/flash_flood_warning_in_effect.html flash-flood www.examiner.com/article/oklahoma-city-flash-flooding-state-of-emergency-declared-what-is-a- Floods can occur anywhere after heavy rain events. All floodplains are vulnerable and heavy storms can cause flash flooding in any part of the world. Flash floods can also occur after a period of when heavy rain falls onto very dry, hard ground that the water cannot penetrate. Floods come in all sorts of forms, from small flash floods to sheets of water covering huge areas of land. They can be triggered by severe thunderstorms, tornadoes, tropical and extra-tropical cyclones, monsoons, ice jams or melting snow. In coastal areas, storm surge caused by tropical cyclones, tsunamis, or rivers swollen by exceptionally high tides can cause flooding. Dams can break and cause catastrophic flooding. Floods threaten human life and property worldwide. Some 1.5 billion people were affected by floods in the last decade of the 20th century. newswatch.nationalgeographic.com/2010/03/17/major_flooding_forecast_for_united_states/ Some floods are caused by monsoons. A monsoon is a seasonal wind, found especially in Asia that reverses direction between summer and winter and often brings heavy rains. In the summer, a high pressure area lies over the Indian Ocean while a high lies over the Tibetan plateau so air flows down the Himalaya and south to the ocean. The migration of trade winds and westerly's also contributes to the monsoons. Smaller monsoons take place in areas around the equator; Africa, northern Australia, and, to a lesser extent, in the southwestern United States. The usually arid Southwestern United States primarily encounters thunderstorm activity when tropical air flows into the area around high pressure systems. This type of weather pattern generally causes the Southwestern monsoon season that regularly occurs during months of July and August in Arizona, New Mexico, southern Colorado, Utah, southern Nevada and occasionally in the California desert. http://lr.china-embassy.org/eng/gyzg/jgiejgi/gjrejoajg/t372540.htm Know the Lingo FLOOD WATCH - means that an overflow of water from a river is possible for your area. FLASH FLOOD WATCH - means that flash flooding is possible in or close to the watch area. Flash Flood Watches can be put in to effect for as long as 12 hours, while heavy rains move into and across the area. A flash flood watch is expected to occur within 6 hours after heavy rains have ended. FLOOD WARNING - means flooding conditions are actually occurring in the warning area. A flood warning can be issued as a result of torrential rains, a dam failure of ice jam. Occasionally, floating debris or ice can accumulate at a natural or man-made obstruction and it can restrict the flow of water. Water held back by the ice jam or debris dam can cause flooding upstream. FLASH FLOOD WARNING - means that flash flooding is actually occurring in the warning area. A warning can also be issued as a result of torrential rains, a dam failure or snow thaw. COASTAL FLOODING - occurs when strong onshore winds push water from an ocean, bay or inlet onto land. This can take the form of surges associated with tropical storms and hurricanes, or can be associated with non-tropical storms such as nor'easters. URBAN FLOODING - may occur as land is converted from fields or woodland to more paved areas, losing its ability to absorb rainfall. Urbanization increases runoff two to six times over what would occur on natural terrain. Streets can become swift moving rivers, while basements can fill with water. Material and pictures adapted from World Meteorological Organization, Weather Wiz Kids, The Weather Channel Kids, naturaldisasters.ednet.ns.ca/Projects/Avalanche/bja.htm Natural Disasters: Avalanches An avalanche, also called snowslide, is any amount of snow sliding down a mountainside. It can be compared to a landslide, only with snow instead of Earth. An avalanche is a mass of snow and ice falling suddenly down a mountain slope, often taking Earth, rocks and rubble with it. Avalanches can be highly destructive, moving at speeds in excess of 150 km/h. As an avalanche gets near the bottom of the slope, it gains speed and power. The moving snow also pushes air ahead of it as an avalanche and the strong winds are enough to cause serious structural damage to buildings, woodlands and mountain resorts. Thousands of avalanches occur every year, killing an average of 500 people worldwide. An avalanche happens when the snow packed down on the surface cannot support itself with all the weight. When a person steps on the snow, their weight can loosen the snow and an avalanche occurs. Major temperature changes, rapid wind speed and man-made influences are the main causes of why avalanches occur. Most avalanches occur within 24 hours after a storm drops 12 or more inches (30 centimeters) of fresh snow. Other areas that are extremely vulnerable to avalanches are where layers of wind-driven snow have accumulated. Avalanches happen on mountains with extreme amounts of slow fall and build-up. Wherever snow is lying on ground on an extreme and sufficient angle there is potential for a sleeping avalanche. The increasing numbers of people participating in winter activities along with the growth of interest in skiing has resulted in a much greater hazard for avalanches. There are many sites around the world that have the potential or have already experienced avalanches. Europe, France, Swiss mountains, Western Canada, Utah, Alaska, and Colorado are just a few places that have high probability of avalanches. All of these locations go through a thaw and freeze during the year at the bases of the mountains. This is very stressful on the snow built up above and packs it tighter together. Three main factors effect whether or not avalanches are probable to occur. These three factors are the weather, the snow pack and the terrain. The weather is the most important when deciding whether avalanches are likely to happen. The height of the snow pack is dependent on the weather also. Temperature, wind speed and direction are the factors to watch. With a quick change in any of the weather factors an avalanche could be expected. For example, if the temperature were to have a rapid increase then a wet slab avalanche is likely to occur. Many avalanches that occur are cornice (an over-hanging mass of snow above a cliff, pictured above) triggered. These happen during snowstorms, strong winds (where snow drifts form quickly), and usually occur one to two days after or shortly after a quick thaw or temperature rise. Finally, the terrain factor of avalanches depends on the slope angle, ground surface and slope profile. Any slope that is between 25 to 45 degrees is susceptible to snow movement. The smooth or roughness of the ground and rocks located under the snow will determine how easily the snow will move. The larger the rocks the slower and less chance the snow have to move. Material and pictures adapted from World Meteorological Organization, Weather Wiz Kids, The Weather Channel Kids, naturaldisasters.ednet.ns.ca/Projects/Avalanche/bja.htm Literature List for Natural Disaster Brochure Tropical Cyclones Gibbons, Gail. Hurricanes. New York: Holiday House, c2009. Hirschmann, Kris. Hurricane. Edina, MN: ABDO Pub., 2008. McAuliffe, Bill. Hurricanes. Mankato, MN: Creative Education, 2010. Morris, Neil. Hurricanes, Typhoons, & Other Tropical Cyclones. Chicago: World Book, c2008. Prothero, Donald R. Catastrophes!: Earthquakes, Tsunamis, Tornadoes, and other EarthShattering Disasters. Baltimore: John Hopkins University Press, 2011. Simon, Seymour. Hurricanes. New York, NH: Collins, c2007. Tornadoes Berger, Melvin. Do Tornadoes Really Twist? Questions and Answers About Tornadoes and Hurricanes. New York: Scholastic Reference, c2000. Bloom, Judith. Tornado!: The Story Behind These Twisting, Turning, Spinning, and Spiraling Storms. Washington, D.C.: National Geographic, 2011. Bodden, Valerie. Tornadoes. Mankato, MN: Creative Education, c2012. Gibbons, Gail. Tornadoes!. New York: Holiday House, c2009. McAllife, Bill. Tornadoes. Mankato, MN: Creative Education, c2011. Rebman, Renee C. How do Tornadoes Form? New York: Marshall Covendish Benchmark, c2011. Wildfires Cotton, Ralph W. Wildfire. Thorndike, Me: Center Point Pub, 2012 Demorest, Chris L. Hotshots! New York: Margaret K. McElderry Books, c2003. Morrison, Taylor. Wildfire. Boston, Mass: Houghton Mifflin Co. c2006. Trammel, Howard K. Wildfires. New York: Children's Press, c2009. Droughts Franchino, Vicky. Droughts. Ann Arbor, Mich.: Cherry Lake, 2012 Lassieur, Allison. The Dust Bowl: An Interactive History Adventure. Mankato, Minn: Capstone Press, c2009. Marrin, Albers. Years of Dust: The Story of the Dust Bowl. New York, NY: Dutton Children's Books, c2009. Park, Louise. Droughts. North Mankato, MN: Smart: Smart Apple Media, 2008. Vander Hook, Sue. The Dust Bowl. Edina, Minn: ABDO Pub. Co., 2009 Woods, Michael. Droughts. Minneapolis: Lerner Publications Co, c2007. Floods Armbruster, Ann. Floods. New York: Franklin Watts, 1996. Hinds, Conrade C. Columbus and the Great Flood of 1913: The Disaster that Reshaped the Ohio Valley. Charleston, SC: History Press, 2013. Thompson, Luke. Floods. New York: Children's Press, c2000. Trumbauer, Lisa. Floods. New York: F. Watts, c2005. Winget, Mary. Floods. Minneapolis, MN: Lerner Publications Co., c2009. Avalanche Bullard, Lisa. Avalanches. Minneapolis, MN: Lerner Publications, c2009. Dallas, Sandra. Whiter Than Snow. New York: St. Martin's Press, 2010. Hopping, Lorraine Jean. Wild Earth: Avalanche! New York: Scholastic, 2000. Kramer, Stephen P. Avalanche. Minneapolis: Carolrhoda Books, c1992. Schur, Marie C. Avalanches. Mankato, Minn: Capstone Press, c2010. Spilsbury, Louise. Crushing Avalanches. Chicago: Heinemann Library, c2003. Name______________________________________________ Date_____________________ DIRECTIONS: 1. Earth & Space Jeopardy will have 4 categories with 4 questions each. Category title examples include: vocabulary, Earth, moon, Sun, natural disasters. Have any other category ideas approved by teacher. 2. Students will create a total of 16 questions and answers. Questions need to be a variety multiple choice and extended response. 3. In this jeopardy you will present the questions (not the answers) for $100, $200, $300 and $400. If students come up with the correct answer they get the point value. You will need to create an answer key. 4. Decide how to create the jeopardy game. Students may create a poster board, a PowerPoint using the computer, or use notebook paper. Poster board- 1 sheet of poster board, index cards to write down the questions (answers need to be on a separate sheet of paper) PowerPoint-computer Notebook Paper- Draw a jeopardy board on the paper (answers need to be on a separate sheet of paper) Example of Jeopardy Board: Category Name here Category Name here Category Name here Category Name here $100 Write question here $100 Write question here $100 Write question here $100 Write question here $200 Write question here $200 Write question here $200 Write question here $200 Write question here $300 Write question here $300 Write question here $300 Write question here $300 Write question here $400 Write question here $400 Write question here $400 Write question here $400 Write question here Name________________________________________ Date_____________________________ CHECKLIST: I have 4 categories. Use the examples or have the categories approved by the teacher. Examples: vocabulary, sun, moon, Earth, natural disasters My 4 categories: __________________________________________________________________________ __________________________________________________________________________ For _____________ category, I have 4 questions. One for each value, $100, $200, $300, and $400. For _____________ category, I have 4 questions. One for each value, $100, $200, $300, and $400. For _____________ category, I have 4 questions. One for each value, $100, $200, $300, and $400. For _____________ category, I have 4 questions. One for each value, $100, $200, $300, and $400. I have checked my questions and answer key to make sure they are correct. Choose 1 way to present your game, circle your choice: as a PowerPoint, on notebook paper, on poster paper with index cards and library pockets, or _________________________________ (get your idea approved by teacher) Circle one: I worked alone I worked with a partner (partner's name) _________________________ I worked with a group (list group members) ______________________________ ______________________________________________________________________________ ______________________________________________________ Name___________________________________ Date_____________________ Circle a grade for each category on the rubric that you believe you deserve. Self-Reflection: RUBRIC Content: Questions and Answers Spelling and Grammar Presentation 4 points Created more than 16 questions and answers. Wrote an answer sheet to contain more than 1 correct answer, when appropriate. All content is correct. 4 points All grammar and spelling is correct for questions and answers. 3 points Created 16 questions and an answer key. Used a variety of multiple choice and extended response questions. All content is appropriate and correct. 3 points Less than 3 spelling or grammar mistakes in the game. 2 points Created 16 questions, but no answer key. Missing no more than 4 questions and answers or a few questions/ answers are not correct. 1 point Missing many questions/answers. Many questions or answers are not correct for Earth & Space Unit. 2 points 4-8 spelling or grammar mistakes in the game. 1 point Many spelling and/or grammar mistakes in the game. 4 points Student is not only able to read the questions and answers, but is able to answer questions from teacher or other students. 3 points Student is able to read the questions & is knowledgeable of the answers to each question.(I can tell you understands the unit.) 2 points Student struggles to read some of the questions and answers. They don't understand what they wrote or if the answer is correct. 1 point Student does not show understanding of the unit. They are unable to read and/or discuss their questions. Student's Name: Content: Questions and Answers Spelling and Grammar Presentation Notes: RUBRIC 4 points Created more than 16 questions & answers. Wrote an answer sheet to contain more than 1 correct answer, when appropriate. All content is correct. 4 points All grammar & spelling is correct for questions and answers. 3 points Created 16 questions & answer key. Used a variety of multiple choice and extended response questions. All content is appropriate and correct. 3 points Less than 3 spelling or grammar mistakes in the game. 2 points Created 16 questions, but no answer key. Missing no more than 4 questions & answers or a few questions/answers are not correct. 2 points 4-8 spelling or grammar mistakes in the game. 1 point Missing many questions/answers. Many questions or answers are not correct for Earth & Space Unit. 4 points Student is not only able to read the questions & answers, but is able to answer questions from teacher or other students. 3 points Student is able to read the questions & is knowledgeable of the answers to each question. (I can tell the student understands the unit.) 2 points Student struggles to read some of the questions & answers. They don't understand what they wrote or if the answer is correct. 1 point Student does not show understanding of the unit. They are unable to read and/or discuss their questions. 1 point Many spelling and/or grammar mistakes in the game. Category $100 $200 $300 $400 Category $100 $200 $300 $400 Earth & Space Jeopardy $400 $300 $200 $100 Category by $400 $300 $200 $100 Category Literature List for Earth and Space Clark, Stuart. Earth. Chicago, Ill.: Heinemann Library, c2008. Cooper, Jason. Day and Night. Vero Beach, Fla.: Rourke Pub., c2007. DeGezelle, Terri. Summer. Mankato, MN: Bridgestone Books, c2003. DeGezelle, Terri. Winter. Mankato, MN: Bridgestone Books, c2003. Karas, G. Brian. On Earth. New York: GP. Putnam's Sons, c2005. Latta, Sara L. What Happens in Summer? Berkeley Heights, NJ: Enslow Elementary, c2006. Morgan, Sally. Seasons. Mankato, Minn.: Smart Apple Media, c2012. Sherman, Myrl. Planet Earth (electronic resource). Greensboro, N.C.: Mark Twain Media, c2012 Thomas, Isabel. The Day the earth Stood Still. Chicago, Ill.: Raintree, c2006. Waxman, Laura Hamilton. The Moon. Minneapolis, MN: Lerner Publications Co., c2010. Earth's Motion Formative Assessment Name: _______________________________ Date: __________________ 1. Label the motions below as rotation or revolution: Earth Earth Sun 2. Circle True or False. The same side of the moon faces the Earth all the time? 3. Circle True or False. The Earth's orbit is a circular pattern? 4. How long does the Earth take to complete 1 rotation? 5. How long does the Earth take to complete 1 revolution? Earth's Motion Formative Assessment - Answer Key 1. Label the motions below as rotation or revolution: Earth Earth Sun REVOLVE ROTATE 2. Circle True or False. The same side of the moon faces the Earth all the time? True. The moon rotates as it orbits Earth, but the same side of the moon always faces Earth. That's because the lunar cycle takes about 1 month, 29 ½ days, which is the same amount of time the moon takes to complete one rotation. (textbook page 42) 3. Circle True or False. The Earth's orbit is a circular pattern? False, the orbit is elliptical (textbook page 34) 4. How long does the Earth take to complete 1 rotation? 24 hours, 1 day 5. How long does the Earth take to complete 1 revolution? 365 ¼ days, 1 year Name ______________________________________ Date________________ The Earth Directions: Read each question and circle the correct answer choice. 1. The Earth is the __________ planet from the sun. a. 3rd b. 1st c. 10th d. 4th 2. The Earth is the __________ largest planet in the Solar System. a. 2nd b. 3rd c. 12th d. 5th 3. How many moons does Earth have? a. 1 b. 2 c. 3 d. 4 4. How many hours does it take Earth to rotate around its axis (hours in one day)? a. 12 hours b. 24 hours c. 36 hours d. 48 hours 5. How many days does it take Earth to orbit the sun (days in one year)? a. 300 days b. 365 days c. 36 days d. 265 days 6. What gives us the seasons of the year? a. the tilt of Earth's axis b. the moon c. the stars d. Aliens from other planets 7. What is the name of the imaginary line that divides Earth into two halves? a. the North Pole b. the South Pole c. the Equator d. the Sun Pole 8. What is atmosphere? a. a thin layer of gases that surround Earth b. a group of moons that surround Earth c. special lights that surround Earth d. the sunlight that surrounds Earth 9. Which of the following is NOT found in Earth's atmosphere? a. nitrogen b. oxygen c. carbon dioxide d. kryptonite 10. Which planet, other than Earth, is known to support life? a. Mars b. Jupiter c. Venus d. None of the above 11. Which continent do you live on? a. South America b. Europe c. Africa d. North America 12. Oceans cover about _______ of the Earth's surface. a. 75%, ¾ b. 10%, 1/10 c. 100%, all d. 90%, 9/10 13. Which of the following people was the first person to walk on the moon? a. President George Bush b. Neil Armstrong c. Martin Luther King Jr. d. Christopher Columbus 14. What year did the first people walk on the moon? a. 2006 b. 2000 c. 1969 d. 1909 15. How long does it take the moon to revolve around Earth? a. 1 month b. 1 day c. 1 year d. 1 hour 16. How many seasons are in a year? a. 7 b. 4 c. 1 d. 12 17. When does winter usually begin? a. December b. June c. March d. September 18. When does spring usually begin? a. December b. June c. March d. September 19. When does summer usually begin? a. December b. June c. March d. September 20. When does autumn usually begin? a. December b. June c. March d. September Answer Key 1. A 2. D 3. A 4. B 5. B 6. A 7. C 8. A 9. D 10.D 11.D 12.A 13.B 14.C 15.A 16.B 17.A 18.C 19.B 20.D THE EARTH