Exploring the Moon and Stars: A Science Unit for Students, Assignments of History of Education

Download Exploring the Moon and Stars: A Science Unit for Students and more Assignments History of Education in PDF only on Docsity! Mary Kate Lyons March 5, 2008 EDU 298 Science Activities- Sun, Moon Stars Competency Goal #3 The Moon Changes Competency Goal 3: The learner will make observations and use appropriate technology to build an understanding of the earth/moon/sun system 3.05 Observe and record the change in the apparent shape of the moon from day to day over several months and describe the pattern of changes Purpose: Explore and put in order the phases of the Moon. Define Moon phases and understand that the Moon phases cycle each month. Understand that the Moon’s orbit around Earth allows us to see the moon phases. Essential Question: How does the appearance of the moon change over the course of one month? Vocabulary: phases, wane, wax Materials: calendar, moon worksheet, scissors, gluestick, large ball, flashlight, transparency/worksheet (depending on technology in classroom) Process skills: observing, predicting, interpreting data, making models, classifying Engage 1) Students create a conses-a-gram about the moon. The teacher will have a piece of paper posted that has the word moon on it. Each student will write whatever comes to mind about the moon on a Post-it note and stick it onto the paper. After the students are finished, the teacher will then organize the answers into categories with the help of the students. 2) Ask students if they have ever observed the moon. (Teacher Talk- Explain that there are four phases to the moon.) 3) Ask students if they know what the term “phases” means. Ask students if they can describe or name any of the phases of the moon. (Teacher Talk- Explain the term “phases” then name the phases of the moon but do not describe the phases.) Explore 1) Explore activities have been marked on the lesson plan. 2) Teachers may choose either option depending on how much time they have to cover this lesson and unit. If time is limited, it would be easier to do the explore activity in which a model is made in class. Ideally, the observing explore activity could be done at home and the model would be done in class. 3) Observing Explore Activity- Over the course of a month, students will observe the moon every evening and draw the moon. Safety Issues: Alert parents to the observing activity before you assign it. Inform your students that they must follow their family’s rules about going outside at night. They are not allowed to go outside by themselves at night if their family rule does not allow this. Explain 1) Why does the moon change shape? 2) Using the transparencies and textbook ask the following questions: a. How are the photographs alike? b. How are the photographs different? c. What does the new Moon look like? d. Does the Moon really change shape? What actually changes? e. Which side of the moon is lit up during the first phases of the Moon’s cycle? f. What does the full Moon look like? g. Which of the Moon is lit up after a full Moon? 3) What happens as the Moon seems to get smaller? a. Where is the moon? b. Why does the Moon seem to change in each illustration? c. Where is the Moon when it is new? Elaborate 1) We recognize that the moon changes shape over a certain period of time. How might these changes affect people without calendars? Why? 2) Imagine you are taking a camping trip. How might looking at the phases of the moon help you? Evaluate - Identify the phases of the moon and why they occur Making Connections - Have students write a poem about the moon and how it changes - Have students illustrate their poem with appropriate phases Literature Connection/Web Links Phases of the Moon, Olson, Gillia M., Capstone Press, 2008- Compares the different shapes of the moon into things that children will easily understand. The Moon Seems to Change, Branley, Franklyn M & Emberley, Barbara and Ed, HarperTrophy, 1987- This book explains the phases of the moon. http://www.enchantedlearning.com/subjects/astronomy/ Enchanted Learning site all about the phases of the moon Stars Competency Goal #3: The learner will make observations and use appropriate technology to build an understanding of the earth/moon/sun system 3.02 Observe that objects in the sky have patterns of movement including: Sun, Moon, Stars Purpose: Explore and observe what stars look like in the night sky, define stars and understand that they are far away and too numerous to count, define and discuss constellations Essential Question: What are stars and constellations? How they help us? Vocabulary: stars, constellations Materials: cereal box, black paper, tape, flashlight, scissors, overhead project, any transparency Process Skills: observing, making a model, inferring Engage: 1) Ask students to complete a Think-Pair-Share with their neighbor about stars and constellations. Have students write down anything they know about stars and constellations, have them pair up with a neighbor and share it with them. 2) Ask students if any of them would like to share what they wrote about stars and constellations. Teacher should remind students to not try and make the model until she/he has given the go ahead. If they try and put the model together while the teacher is doing so they might miss some important information. 3) Teacher pushes the pencil through the foam ball, creating an axis. Teacher then presses the paper clip into the side of the foam ball. Inform students that the paper clip is the part of the ball that they will want to pay particular attention to. 4) Shine the flashlight on the paper clip (this is day), then slowly rotate the ball. As the ball rotates, have the students tell you when sunrise, noon, sunset, and night are taking place. 5) Ask the students questions such as what would the Earth be like without the Sun? Would anything be able to live on Earth without the Sun? Have students come up with their own questions and discuss with their partners. Safety Issues- Remind students to never shine the flashlight directly into their partner’s eyes. In addition, remind students that they should never look directly at the sun as it can damage their eyes. Explain: For this section follow the Read to Learn part of the lesson plan on the 3rd page and 4th page. 1) How does Earth rotate? a. What is the model of? b. What is happening to the globe, or model of Earth? c. Where is the North Pole? The South Pole? d. What is a pole? 2) What is the Sun like? a. What does it feel like when sunlight hits your skin? b. What is it like when the Sun does not shine? 3) What causes day and night? a. Where is it day in the picture? b. Where is it night in the picture? c. Is it day or night in the United States now? Elaborate: 1) We know that the Earth rotates on its axis once for a day and night to be complete. With this information, how long does this rotation take? Why? 2) If the Sun is always shining on the Earth, when the Sun is shining on one part of the Earth, what is happening on the other side of the Earth? Does this help explain why we have time zones? Teacher Talk- Explain to students the concept of time zones and ask if they have ever travelled across one. Evaluate: Have students write about day and night in their Science Journals. Instruct them to draw a picture in their journals explaining why we have day and night. Have them choose whether they prefer day or night and explain why. Literature Connection/Web Links What Makes Day and Night. Branley, Franklyn M. HarperTrophy, 1986- Simply explains the rotation of the Earth around the sun. Night and Day. Tullet, Herve. Milet Publishing, 1999.- This is a beautiful book with comparisons, the main one being night and day. http://www.enchantedlearning.com/subjects/astronomy/activities/radiobuttonquiz/Sunpz. shtml Interactive Enchanted Learning quiz about the sun Making the Connection Challenge your students to create their own model of the Earth and Sun. What other objects can they use to represent the Earth and Sun. Changing Shadows Competency Goal 3: The learner will make observations and use appropriate technology to build an understanding of the earth/moon/sun system 3.03 Using shadows, follow and record the apparent movement of the sun in the sky during the day Purpose: To investigate how the sun moves across the sky in one day and the shadows that it creates. Essential Question: How do the shadows change during the day? Vocabulary: Ensure that your students understand the concept of the shadow Materials: sharpened pencil, spring clothespin or small piece of clay, piece of paper, pencil, flat surface in the sunlight during the course of the day Process Skills: measuring, observing, making a model Engage: - Have you ever heard the phrase “high-noon”, in a movie, TV show, or book? Do you know that this phrase means? Teacher Talk- Explain to your students the concept of high noon and that it is because at noon the sun is directly above us, creating no shadow. - Explain to students that today you will be observing shadows to see if they change as the sun travels across the sky Explore: Procedure: 1) Find a flat surface that is in the sunlight the entire day. This flat surface can be just inside a window on the south side of a room, or somewhere outside. 2) Place the blunt end of a sharpened pencil between the 2 prongs of a spring clothesline or into a small piece of clay so that the pencil is supported in a vertical position. If a clothespin is used, tape it so that it does not tip over. 3) Place a sheet of paper on the flat surface to the north of the upright pencil so that that shadows can be marked on the paper. Tape the paper to the surface so that it doesn’t move around. 4) In the morning, place a dot at the tip of the shadow. After an hour mark the shadow again. Continue to do this after an hour. By following this procedure you can indicate time. 5) For an even more in-depth look at the - After the students have marked the first shadow, ask them to make predictions about the shadows. Will the shadows move at regular intervals? Which way do they think the shadows will move? Do they think the size of the shadow will remain constant or will it change size? Safety Issues- Remind students to be careful with the sharpened pencil and do not try to poke or touch others with it. Also remind students that they should never look directly at the sun as it can damage their eyes. We are measuring shadows and the travel of the sun across the sky in this way because we can never look directly at the sun. Explain: 1) How did the Sun move across the sky? a. Where the Sun rise? b. Where did the Sun set? 2) How consistent were the shadows? a. Were the sizes of the shadows consistent? b. Was the movement of the shadows consistent? 3) If this experiment were done during a different season, would we get the exact same results? 4) If the experiment was done a week after the original experiment, do you think our results would be exactly the same? Elaborate: 1) Have you ever noticed that there is more sunlight during the summer and less sunlight during the winter? Why do you think this is true? Teacher Talk- Explain to students how the length of sunlight during the day changes due to the seasons due to the tilt of the Earth. 2) Do you think that the change in the tilt of the Earth would effect the size of the shadow? 3) How might we be able to use shadows to tell time? Evaluate: Have students write in their Science Journals about the ancient Romans who used sundials to tell time. Have the students imagine how sundials worked? Would they be effectively throughout the year or would the times change throughout the year? Imagine what kind of problems this could cause for ancient Romans. Literature Connection/Web Links What Makes a Shadow. Bulla, Robert & Otani, June. Harpercollins, 1994. This book is mainly full of illustrations about shadows. Shadows. Otto, Carolyn. Scholastic, 2001. A non-fiction book that explains how shadows are created and how they change. http://nineplanets.org/sol.html More information about the sun since it creates shadows. Making Connections Show the beginning of Peter Pan where Peter loses his shadow. Have the students imagine what life would be like if no one had a shadow. How would this happen? Allow them to be as creative as possible. Sunrise and Sunset Competency Goal 3: The learner will make observations and use appropriate technology to build an understanding of the earth/moon/sun system 3.02 Observe that objects in the sky have patterns of movement including: Sun Purpose: For students to determine where the sun rises and sets. Essential Question: Where does the Sun rise and where does the Sun set? Vocabulary: sunrise, sunset Materials: pencil, paper Process skills: observing, creating Engage: Ask students to describe what a sunrise and sunset looks like. Teacher Talk- Determine whether or not your students know the geographic names for where the sun rises and sets. If they do not know, you then must explain North, South, East, West. - Review the Essential Questions with your students and have the students write a quick sentence answering the questions in their science notebooks. Making Connections Ask students if they have ever heard stories about “the man in the moon”. If they have not, explain to students a quick version of it and ask why they think this story has persisted based on their observations. Literature Connections/Web Links http://stardate.org/nightsky/moon/- This is a website that has the phases of the moon for all months from 1951-2015. Earth and the Moon Miller, Ron. 21st Century Books, 2003- A quick and easy explanation of the Earth and the Moon. How to Hold a Stargazing Session Competency Goal #3: The learner will make observations and use appropriate technology to build an understanding of the earth/moon/sun system 3.06 Observe that patterns of stars in the sky stay the same, although they appear to move across the sky nightly Essential Question: What are constellations? How does tracking them tell us more about the night sky? Purpose: To understand constellations, observe the patterns of stars and see how they move across the sky. Vocabulary: constellation, Big Dipper, Little Dipper, Cassiopeia, Cepheus Materials: binoculars, monoculars, star charts, star maps, flashlights covered with 2-3 layers of red cellophane Hypothesis: If we observe the stars and know when constellations appear, we are better able to predict which season we are in. Process skills: Observing, inferring, recording data Procedure Engage: 1) Show students pictures of clouds in the sky. Ask them if they can see objects in the sky. Teacher Talk- Purposely choose pictures of clouds that could be interpreted as objects 2) Ask students if they have ever looked up and seen stars in the sky at night. 3) Tell students that stars can create pictures in the sky just like they can create pictures during the day with clouds. Explore: 1) Explore activities are labeled on the lesson plan. 2) In addition to actually looking at the stars, have students draw the different constellations that they see and in relation to one another in their science notebook. Teacher Talk- Make sure to help your students label the different constellations and make sure that your students know the differences between the constellations. This last part may be difficult so make sure to help them. If you think your students can handle looking for two things at once, consider holding the moon observation and star observation sessions at the same time to cut down on the amount of time that you have to keep your students after class. Safety: Alert parents to the fact that you will be going outside after dark most likely during the winter. Inform students that they should wear appropriate clothing for the weather Explain: 1) Teacher will now ask students questions about constellations, what they viewed, and their recorded observations. Questions may include: a. Have you ever viewed any of these patterns before? b. If you have viewed any of these throughout a month, do you think that the constellations would appear in the same place? c. From what we have learned, why do you think the constellations appear to move across the night sky? d. Why are some constellations only able to be seen during certain seasons? Elaborate: 1) Introduce some of the stories behind the constellations. Then ask students why they think ancient people created these stories. 2) Evaluate: - Review the essential questions with the students by giving them a short quiz about what they have learned in this lesson. Making Connections - Ask students to create their own stories or myths about a constellation just like the people of long ago did. Literature Connections/Web Links Glow-in-the-Dark Constellations. Thompson, C.E. Grosset and Dunlap, 1999- A great book that introduces the concept of constellations, 10 constellations and the stories behind them. http://www.astro.wisc.edu/Washburn/ The website for the Washburn observatory in Wisconsin Eclipses Competency Goal #3 The learner will make observations and use appropriate technology to build an understanding of the earth/moon/sun system 3.02 Observe that objects in the sky have patterns of movement including: Sun, Moon, Stars Essential Question: What is an eclipse? What is a safe way to view a solar eclipse? What is a lunar eclipse? Purpose: To identify what an eclipse is, when it occurs, and safe ways to view solar eclipses. Vocabulary: solar eclipse, lunar eclipse, umbra, penumbra Materials: flashlight or lamp, ball (about 5 cm/2 in), marble, table; card, white paper, straight pin, aluminum foil, tape, scissors Hypothesis: If the moon blocks the sun then a solar eclipse is occurring. Process skills: observing, communicating, researching, controlling variables, researching Teacher Talk: Note the first part of this lesson is a model of what a solar eclipse would look like and the second part of the lesson can only be done when a solar eclipse is happening in their area. Safety: As always it is important to remind students of safety so teachers should remind their students to never look directly at the sun, especially during a solar eclipse. Procedure: Engage: 1) Pose a scenario to your students: what would you think if in the middle of the day the moon blocked out the sun’s rays. 2) Ask students to think about this and how they would react to the situation. 3) Introduce to students the concept of an eclipse and the essential questions for the lesson. Explore: The explore parts of the lesson have been highlighted and marked. Note- The first explore for the lesson explains the connect of an eclipse, only proceed to the second part of the lesson if a solar eclipse is expected in your area in the future. Otherwise it is fine to provide students with the instructions for making the viewer for future reference. Explain: 1) Ask students to recount what just happened in the experiment with the objects. 2) Tell students that they have witnessed a solar eclipse and what causes a solar eclipse. 3) Ask students questions such as: a. Why do you think you should never look directly at a solar eclipse? b. What do you think causes a lunar eclipse? Elaborate: Elaborate portion of the lesson plan has been highlighted and noted on the lesson plan. Evaluate: Ask students to fill out a self-assessment. The self-assessment would ask them questions such as - I participated in the lesson - I understood the objectives/essential questions of the lesson - I worked well with others - I can now answer the essential questions Making Connections Ask students to write a story about ancient people and what they would have thought of a solar eclipse. Literature Connections/Web Links Eclipse!: The What, Where, When, Why, and How Guide to Watching Solar and Lunar Eclipses. Harrington, Philip S., Wiley, 1997- A long but extensive guide covering pretty much everything you would want to know about an eclipse. http://eclipse.gsfc.nasa.gov/eclipse.html The official NASA website about eclipses, including all past, present and future eclipses Light Can Be Reflected Competency Goal #3 The learner will make observations and use appropriate technology to build an understanding of the earth/moon/sun system - 3.01 Observe that light travels in a straight line until it strikes an object and is reflected and or/absorbed 3.06 Observe that patterns of stars in the sky stay the same, although they appear to move across the sky nightly Books: Earth and the Moon Miller, Ron. 21st Century Books, 2003 Glow-in-the-Dark Constellations. Thompson, C.E. Grosset and Dunlap, 1999 Eclipse!: The What, Where, When, Why, and How Guide to Watching Solar and Lunar Eclipses. Harrington, Philip S., Wiley, 1997 Manipulating Light: Reflection, Refraction, and Absorption. Stille, Darlene R., Compass Point Books, 2006 Phases of the Moon, Olson, Gillia M., Capstone Press, 2008 The Moon Seems to Change, Branley, Franklyn M & Emberley, Barbara and Ed, HarperTrophy, 1987 Comets, Stars, the Moon, and Mars: Space Poems and Paintings. Florian, Douglas. Harcourt Children’s Books, 2007 How to Catch a Star. Jeffers, Oliver. Philomel, 2004 What Makes Day and Night. Branley, Franklyn M. HarperTrophy, 1986 Night and Day. Tullet, Herve. Milet Publishing, 1999 What Makes a Shadow. Bulla, Robert & Otani, June. Harpercollins, 1994 Shadows. Otto, Carolyn. Scholastic, 2001. Sun Up, Sun Down. Gibbons, Gail. Voyager Books, 1987. The Sun: Our Nearest Star. Branley, Franklyn M. HarperTrophy, 2002 Websites: http://stardate.org/nightsky/moon/- http://www.astro.wisc.edu/Washburn/ http://eclipse.gsfc.nasa.gov/eclipse.html http://id.mind.net/~zona/mstm/physics/light/rayOptics/reflection/reflection1.html http://www.enchantedlearning.com/subjects/astronomy/ http://www.enchantedlearning.com/subjects/astronomy/activities/findit/qstars.shtml http://www.enchantedlearning.com/subjects/astronomy/activities/radiobuttonquiz/Sunpz. shtml http://nineplanets.org/sol.html http://www.kidsastronomy.com/our_sun.htm Vocabulary: axis, Big Dipper, Cassiopeia, Cepheus, chalkboard erasers, constellation, Crescent, First Quarter, flashlight, Full, Last Quarter, Little Dipper, lunar eclipse, Maria, mirror, New Moon, penumbra, phases, poles, rotate, shadow, solar eclipse, stars, sunrise, sunset, table, umbra, wane, wax To Do: Research the nearest planetarium in your area and try to arrange a visit. - Complete all appropriate paperwork regarding field trip. Submit one month in advance. Check to be certain all medical forms are up to date. Check first aid kit. Create letter for parents informing them that you will be beginning a unit on Sun/Moon/Stars and that students may need to stay late to observe the night sky as a class. In addition, inform parents that some of their homework for the next quarter will include observing the night sky on their own. Begin to gather the materials for the lesson. You will need many flashlights (one for each student) so you may want to begin collecting flashlights as soon as possible. Begin obtaining binoculars, ideally one for each student in your class Begin gathering cereal boxes, ask students to bring in empty cereal boxes Create sun/moon/stars vocabulary cards for word wall Select books relating to sun/moon/stars (from attached list or otherwise) and bring them into the classroom to get students interested in the topic RUN OFF or SEND TO PRINT SHOP 30 Copies of Star Charts or Star Maps 30 copies of moon chart 30 copies of quiz on stargazing 30 copies of self-assessment for Eclipse lesson 30 copies of moon worksheet from The Moon Changes lesson 30 copies of parental letter about the unit 30 copies of permission slip