Download Science Quarter 3 Lessons

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
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Distance traveled
Mythology •
Force
Change in directions
Change in speed
Decrease
Equator
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5.ESS.2
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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
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Angle of rays
Avalanche
Axis
Drought
Elliptical
5.ESS.3
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Astronomy
Atmosphere
Constellations
Earth •
Revolution
Hurricane
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Moon
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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.
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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.
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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:
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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;
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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:
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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
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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
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SAFETY
ADVANCED
PREPARATION
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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.
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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.)
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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
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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.
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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:
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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.
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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.
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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)
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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
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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 gravitynot 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 abovepredict 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 youlight, 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