Nancy Sills

sills-n@harris.k12.ga.us

Elementary Georgia Performance Standards

3rd grade-S3P1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat.

d. Use thermometers to measure the changes in temperatures of water samples (hot, warm, cold) over time.

Measure using thermometers the changes in temperature over time of water samples (hot, warm, and cold)

 

4th grade – S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.

a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.

b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.

 Demonstrate how water changes states, such as: solid to liquid

liquid to gas

gas to liquid

liquid to solid

Identify the temperature at which water becomes a solid and at which water becomes a gas.

 

5th grade – S5P2. Students will explain the difference between a physical change and a chemical change.

b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change.

c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.

Explain that temperature differences can cause a physical change/change of state in water, such as:

water vapor/steam

liquid

ice

S6E3. Students will recognize the significant role of water in earth processes.

a. Explain that a large portion of the Earth’s surface is water, consisting of oceans, rivers, lakes, underground water, and ice.

S6E1. Students will explore current scientific views of the universe and how those views evolved.

c. Compare and contrast the planets in terms of Size relative to the earth Surface and atmospheric features Relative distance from the sun Ability to support life f. Describe the characteristics of comets, asteroids,

and meteors.

http://aim.hamptonu.edu/outreach/AK-2007/handouts/fun_files/AppleTeachers.mov

http://aim.hamptonu.edu/hea/

What do you know?

– Time History of Events and Macroscale Interactions during Substorms

Video of THEMIS http://ds9.ssl.berkeley.edu/themis/flash.html

Electromagnetic Field

You should have: 1 large piece of paper 1 cow magnet 2-3 compasses Writing implementProcedure1.Place the compass on the middle of the

paper and trace around it. Draw a dot somewhere near the magnet and place the center of the compass over the dot.

Procedure1. Place the compass on the middle of the paper

and trace around it. Draw a dot somewhere near the magnet and place the center of the compass over the dot.

2. Draw a dot at eh location of the arrow head of the compass needle

3. Move the compass from the paper and draw lines connecting the dots with arrows indicating the direction that the compass points.

4. Remove the compass from the paper and draw lines connecting the dots with arrows indicating the direction that the compass points.

5. Continue steps b-d until the line meets the magnet or edge of the paper

6. Pick another spot near the magnet and repeat the processes.

http://www.walter-fendt.de/ph14e/mfbar.htm

http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.solarwind/

http://solarsystem.nasa.gov/ssep/ http://solarsystem.nasa.gov/educ/index.

cfm

The four Cluster spacecraft are providing a detailed three-dimensional map of the magnetosphere, with surprising results

http://sci.esa.int/science-e/www/area/index.cfm?fareaid=8

How much do you get?

1. On you paper number 1-5- skipping 2 lines between each.

2. Observe each bag and write down your observations.

3. On the back of your paper – answer these questions:

4. Which bag has the lightest color beads?5. Which bag has the darkest color beads?6. Why do you think there is a difference?7. Looking at the bag with the sun glasses

covering them and the regular glasses. What is the difference?

A Mission to Explore One of the Last Frontiers in Earth’ Atmosphere

The TIMED (Thermosphere Ionosphere Mesosphere Energetics and Dynamics) mission is studying the influences of the Sun and humans on the least explored and understood region of Earth's atmosphere - the Mesosphere and Lower Thermosphere/Ionosphere (MLTI).

http://www.timed.jhuapl.edu/WWW/index.php

Impact craters Cake Batter Lava Moon Phases Climate Cycles Let’s make a cloud. It’s Alive

1. Look at the photographs of the Moon, how do you think the craters were formed?

2. What do you think are factors that affect the appearance and size of craters and ejecta?

3. What does this “lunar” surface look like before testing?

4. Measure the mass of the first impactor and record it on your Data Chart.

5. Drop impactor #1 from a height of 30 cm.6. Measure the diameter and depth of the

resulting crater. Count the rays, measure, and determine the average length of all the rays.

7. Record the information on the Data Chart and repeat the procedure varying the drop height as instructed on the Data Chart

What does the data reveal about the relationship between crater size and velocity of impactor?

What does the data reveal about the relationship between ejecta (ray) length and velocity of impactor?

If the impactor were dropped from 6 meters, would the crater be larger or smaller? How much larger or smaller? (Note: the velocity of the impactor would be 1,084 cm/s)

Materials: Cake batter Large mixing bowl, preferably with handle

and pouring spout Wire whisk Large spatula Baking sheet or wooden drawing board with a

10-cm grid on it Protractor Stopwatch Tape measure or ruler

Procedure: - see handout

Materials: 4 oreos 1 plastic spoon 1 paper plate Oreo handout

Make the Oreos look like the handout and place them on the paper plate and label them.

Materials Multicolored mini-marshmellows Dark colored granular material – like M&M’s,

chocolate chips, or coca Core straw made out of a 2liter bottle 1- liter bottle (Hand sanitizer or wash hands if you are going to eat any of the items

after the lab. ) Procedure Discuss how the marshmallows are put in my a

handful or two- this is the amount of snowfall for a season. Heavy in winter, less in summer. The M&M’s are a volcanic eruption (ash).

Press down on the layers and then add more “snow” and “ash.” Press down until it is fairly packed

Take the core sample by pressing down with the core straw and examine the core. Share yours with another group and determine the layers and what happened during the “time period.”

Materials: Two 2-liter bottles with connected lids 125ml of water Wooden stick matches Flashlights or projector Procedure: See handout

http://aim.hamptonu.edu/outreach/AK-2007/handouts/fun_files/aliensong.mpg

What does it mean to be “alive?”

Materials: Three samples labeled A, B, & C Procedure: Observe the three samples. You may smell,

touch, the samples but not taste them. Record what you observe on the handout.

Get a cup of warm water and pour the water so that each sample is covered with water.

Record your observations on your handout. Wait 5-10 minutes and observe the samples.

Exploring clouds at the edge of space

http://aim.hamptonu.edu/index.html

Georgia NASA STEM DayGeorgia NASA STEM Day

Jan 22, 2011Jan 22, 2011

Nancy SillsNancy Sills

New Horizons is on its way to Pluto, which it should reach it in 2015.

http://www.nasa.gov/mission_pages/newhorizons/main/index.html

http://www.nasa.gov/mission_pages/newhorizons/main/index.html

Climate Cycles Lab – MaterialsMulticolored mini-marshmallows (also can try Rice Krispies)Dark colored granular material – like M&M’s, chocolate chips, or

coca, chocolate Rice KrispiesCore straw made out of a 2liter bottle1- liter bottle(Hand sanitizer or wash hands if you are going to eat any of the items after the lab. ) Procedure1. Discuss how the marshmallows (Rice Krispies) are put in my a

handful or two- this is the amount of snowfall for a season. Heavy in winter, less in summer. The M&M’s ( Chocolate Rice Krispies) are a volcanic eruption (ash).

2. * Press down on the layers and then add more “snow” and “ash.” Press down until it is fairly packed

3. Take the core sample by pressing down with the core straw and examine the core. Share yours with another group and determine the layers and what happened during the “time period.”

* only if you use marshmallows

http://www.messenger-education.org/teachers/MEMS_CompPlanetology.php#mystery

Materials-Large ice block for each group-large pan per group-Different types of light: laser, flashlight, -colored filters for flashlight ( use colored plastic wrap

or color transparency sheets with markers)Procedure:Have student observe what happens to light as it is

shined on the block of ice. Allow it to melt or place it in enough water to allow it

to float and have students make observations.

Materials-clear or white ice trays filled with different

solutions of ice ( dirt, soap, glitter, different color food coloring)

-Different types of light: laser, flashlight -colored filters for flashlight ( use colored plastic

wrap or color transparency sheets with markers)

Procedure:Have student observe what happens to light as it

is shined on the different cubes of ice. Students can write a paragraph or essay of their

observations.

http://www.exploratorium.edu/IFI/activities/iceballoons/iceballoons_fulltext.html

http://www.pbs.org/wgbh/nova/earth/secrets-beneath-ice.html

Dwarf Planets activities:

http://dawn.jpl.nasa.gov/DawnClassrooms/index.asp

http://video.pbs.org/ http://video.pbs.org/video/1425502261/

Observe the pictures and then answer the questions on the handout.

http://www.nasa.gov/pdf/301000main_Dwarf_Planets_Guide.pdf

http://www.nasa.gov/pdf/301001main_Dwarf_Planets_Activity.pdf

http://ibex.swri.edu/educators/index.shtml

build your own mission:http://www.nasa.gov/externalflash/edu_game/

Astro-matic 3000 http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Astro-Matic_3000.html

Let’s fly away http://www.nasa.gov/audience/forkids/kidsclub/flash/clubhouse/Lets_Fly_Away.html

Make your own - http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Lets_Fly_Away.html

Put it together puzzle - http://www.nasa.gov/audience/foreducators/

topnav/materials/listbytype/Put_It_Together.html

Be sure to contact me if you have any questions.

sills-n@harris.k12.ga.us

http://sillsscienceworkshop.wikispaces.com/