I. Grade Level/Unit Number: Grade 6/Unit 2 II: Unit Title: Solar Sensations III. Unit Length: 4 Weeks IV. Major Goals and Outcomes What are the major bodies in the solar system? How are rotation and revolution different? How do earth’s movements and relative position within the solar system cause cycles such as day/night, eclipses and seasons? How is energy transferred through convection? How is energy transferred through radiation? How is thermal energy transferred between objects at different temperatures? How is energy transformed not created or destroyed? How is energy conserved? How is energy transferred between objects? How can you examine/measure energy transfer? In a closed system, how does energy react according to the Law of Conservation of Energy? V. Objectives Included: Number Competency or Objective RBT Tag 1.01 Identify and create questions and hypotheses that can be answered through scientific investigations. A1 1.02 Develop appropriate experimental procedures for: Given questions. Student-generated questions. B3 1.03 Apply safety procedures in the laboratory and in field studies: Recognize potential hazards. Manipulate materials and equipment. Conduct appropriate procedures. A3 1.04 Analyze variables in scientific B4 1
Transcript
I. Grade Level/Unit Number: Grade 6/Unit 2
II: Unit Title: Solar Sensations
III. Unit Length: 4 Weeks
IV. Major Goals and Outcomes What are the major bodies in the solar system? How are rotation and revolution different? How do earth’s movements and relative position within the solar system cause
cycles such as day/night, eclipses and seasons? How is energy transferred through convection? How is energy transferred through radiation? How is thermal energy transferred between objects at different temperatures? How is energy transformed not created or destroyed? How is energy conserved? How is energy transferred between objects? How can you examine/measure energy transfer? In a closed system, how does energy react according to the Law of Conservation
of Energy?
V. Objectives Included:Number Competency or Objective RBT Tag1.01 Identify and create questions and hypotheses that can be
answered through scientific investigations.A1
1.02 Develop appropriate experimental procedures for: Given questions. Student-generated questions.
B3
1.03 Apply safety procedures in the laboratory and in field studies: Recognize potential hazards. Manipulate materials and equipment. Conduct appropriate procedures.
A3
1.04 Analyze variables in scientific investigations: Identify dependent and independent. Use of a control. Manipulate. Describe relationships between. Define operationally.
B4
1.05 Analyze evidence to: Explain observations. Make inferences and predictions. Develop the relationship between evidence and
explanation.
C3 (c4)
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1.06 Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations:
Measurement. Analysis of data. Graphing. Prediction models.
A2
1.07 Prepare models and/or computer simulations to: Test hypotheses. Evaluate how data fit.
B2
1.08 Use oral and written language to: Communicate findings. Defend conclusions of scientific investigations.
A1
1.09 Use technologies and information systems to: Research. Gather and analyze data. Visualize data. Disseminate findings to others
A1
1.10 Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing, and/or viewing:
Scientific text. Articles. Events in the popular press.
B4
2.01 Explore evidence that "technology" has many definitions: Artifact or hardware. Methodology or technique. System of production. Social-technical system.
B3
2.02 Use information systems to: Identify scientific needs, human needs, or problems
that are subject to technological solution. Locate resources to obtain and test ideas.
B3
2.03 Evaluate technological designs for: Application of scientific principles. Risks and benefits. Constraints of design. Consistent testing protocols.
B4
2.04 Apply tenets of technological design to make informed consumer decisions about:
Products. Processes. Systems.
B3
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5.01 Analyze the components and cycles of the solar system including:
Sun. Planets and moons. Asteroids and meteors. Comets. Phases. Seasons. Day/year. Eclipses.
B4
5.03 Relate the influence of the sun and the moon's orbit to the gravitational effects produced on Earth.
Solar storms. Tides.
B2
6.01 Determine how convection and radiation transfer energy. B4 (C3)
6.02 Analyze heat flow through materials or across space from warm objects to cooler objects until both objects are at equilibrium.
B4
6.05 Analyze the physical interactions of light and matter: Absorption. Scattering. Color perception. Form and function of the human eye.
B4
6.04 Evaluate data for qualitative and quantitative relationships associated with energy transfer and/or transformation.
B6 (B5)
6.06 Analyze response to heat to determine the suitability of materials for use in technological design:
Conduction. Expansion. Contraction.
B4
6.07 Analyze the Law of Conservation of Energy: Conclude that energy cannot be created or destroyed,
but only changed from one form into another. Conclude that the amount of energy stays the same,
although within the process some energy is always converted to heat.
Some systems transform energy with less loss of heat than others.
B4 (B5)
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VI. NC English Language Proficiency (ELP) Standard 4 (2008)- for Limited English Proficient students (LEP) English language learners communicate information, ideas, and concepts necessary for academic success in the content area of science.
VII. Materials Needed: Radiometers Thermometers (metal backs) Paper clips Shielding materials such as clear
transparencies, construction paper, waxed paper, etc.
Plexiglas Rock Drawing paper Art supplies (markers, colored
pencils) Aluminum foil pans (assorted
sizes)
Beakers Graduated cylinders Light sources such as flashlights,
projectors, shop lights incandescent bulbs
Balls (Styrofoam, tennis, ping pong)
Computer and graphing software and internet access
Globe Toothpicks and tape Chart of planetary data
VII. Big IdeaThe sun is the major source of heat and light energy for the solar system. Life on
earth is possible because earth is at an optimal distance for the sun’s energy to provide just the right amount of heat energy to support life as we know it and to allow existence of water in all three states: solid, liquid, and gas.
Distance from the sun, rotation, revolution, and tilt of the axis affect the amount of solar energy reaching any given point on the surface of the planet. The earth’s north-south axis is tilted at an angle, as compared with the plane of its revolution around the sun. The rotation of the earth causes all parts of the earth to experience periods of daylight and darkness. The revolution of the earth around the sun on its tilted axis along with its daily rotation causes varying lengths of daylight on the earth’s surface as well as changes in the directness and intensity of sunlight. This results in a yearly cycle of seasons for much of the earth’s surface.
Energy from the sun travels through space by the process of radiation. Heat flows through materials or across space from warm objects to cooler objects, until both objects are at equilibrium. Heat travels through solids, primarily by conduction.
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Suggestions for modified instruction and scaffolding for Limited English Proficient (LEP) students and/or students who need additional support are embedded in the unit plan and/or are added at the end of the corresponding section of the lessons. These suggestions are presented in italics in a text box. The amount of scaffolding needed will depend on the level of English proficiency of each LEP student. Therefore, novice level students will need more support than intermediate or advanced students with the language needed to understand and demonstrate the acquisition of concepts.
Light is a form of energy emitted by the sun and other stars as well as light-producing objects on Earth. Light can be absorbed or reflected by objects depending upon the properties of the object and the type and angle of light when it hits the object. Some materials scatter light and others allow light rays to pass through, but refract the light by changing its speed. We see the moon as a result of reflected sunlight. No light rays are absorbed, therefore molecule motion increases and the temperature of an object increases.
There are many forms of energy such as thermal, mechanical, light, sound, electrical, solar, chemical, and electromagnetic. Energy cannot be created or destroyed, but only changed from one form into another. This means that the total amount of energy in a system stays the same. Energy conversion is never perfect and usually heat is released in the process.
Humans have learned to use these forms of energy in many ways to meet our basic needs and enrich our lives. Humans have developed many tools and instruments that detect the many forms of energy. These instruments help us understand the properties of materials which determine their suitability for technological design.
IX. Notes to Teacher: Unit 2 combines topics from several curriculum goals and integrates life, earth,
and physical science as students explore the effects of solar energy and gravity and planetary motions on earth and its living things. The Law of Conservation of Energy is illustrated by tracing the flow of solar energy through living (food chains) and non-living (radiometer energy chain) systems. The effects of planetary tilts and motions on day/night, year, and seasons are explored on the earth and other planets.
Several lessons in this unit may extend over a period of months. For example, the lesson on seasonal change might be introduced at the fall equinox and returned to at the winter solstice and again at the spring equinox. Also, a phase of the moon observation works best if the observation period begins at the new moon and continues for two cycles. Begin the observations a few weeks before instruction on the lesson begins. Check sky maps to see what planets may be visible during the observation period. Emphasize that though these planets may look like stars, they are actually visible due to reflected sunlight.
• Identifying cause and effect relationships - language skills /reading
• Learning new software programs - computer knowledge
• Explaining a concept to others - communication skills
1.01,1.02, 1.05,1.06,1.07, 1.08, 2.02, 5.01, 5.03
Lunar Phases • Working as a team - teamwork• Identifying cause and effect relationships
- language skills /reading
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Rotation and Revolution on a Planetary ScaleObjectives1.05, 1.07, 1.08, 2.02, 5.01
Teacher NotesThis lesson begins with a set of kinesthetic activities to build the notion that bodies in space are moving in different ways to produce cycles of day and night, seasons, phases of the moons, and eclipses.
MaterialsChart of planetary data (will need period of rotation and revolution and axis of rotation)
Engage Describe a carnival ride on which you rotate and revolve. Show motions on the ride with a diagram. Compare and contrast with the motions of a planet in the solar system.
The teacher will use the following questions for class discussion: What is a day? What is a month? What is a year? What determines these time periods? Is a day and a year the same on Mars as it is on Earth? How old in earth years would you be on Mars, on Mercury, and on Jupiter? How long is a day on the moon or on Venus or Neptune? Is a planet’s day always shorter than its year? How can we find answers to these questions on a chart of planetary data?
Have students decide what must be done to model each of these. Ask for student volunteers to try to demonstrate these movements.
1. Rotation of a planet. Have 8 different students model the relative rotational rates of the 8 planets. Have planet name tags for students. Have them line up in order of shortest day (rotation) to longest day. Let them show “rotation” and attempt to model relative rates with the first student turning fastest and the last one in line turning slowest.
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Language (ELP) Objectives for Limited English Proficient (LEP) students:-Listen and follow directions for modeling the motions of planets.-Discuss the motions of planets in groups.-Write descriptive sentences or analogies about the astronomical effects of the motions of planets.-Read diagrams and information about the motions of planets.
2. Rotation of the earth’s moonShow rotation rate of the moon by adding another student to the line. Have this student find his/her place in line. Planets rotate one more time with the earth’s moon in the line.
3. Show rotation of a planet with its axis tilted to the plane of revolution. Have 8 students wearing planet name tags model this for the 8 planets (one at a time – this can get crazy for ones like Uranus!)
4. Show revolution of a planet. Let one student model the sun and have 9 different students model the relative rotations rates of the 8 planets in order out from the sun.Who walks fastest and completes one orbit the fastest? Which planet is the slowpoke in the solar system when it comes to completing one revolution around the sun? 5. Show the rotation of a planet as it revolves around the sun. Use earth as an example.
6. Show rotation of the earth’s moon on its axis as it revolves around the earth. Use this to show why we always see the same side of the moon. The face of the student representing the moon will always be toward the student representing the earth because as the moon moves one quarter the way round the earth it has rotated one fourth of the way around its axis.
7. Show revolution of a moon around a planet as the planet rotates on its axis and revolves around the sun. This really gets tricky. Make it even trickier by having the moon rotate on its axis as it revolves around the planet. Caution students to be careful with this one.
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For LEP students:-Introduce the carnival ride by showing a picture of the ride and the movements it makes.-Pre-teach/review key vocabulary before the Engage activities to provide students with the language and background knowledge to participate in these subsequent activities. Use visuals, a globe and torch or small ball to demonstrate the following words:
to rotate/rotation fast/faster than/the fastest axisslow/slower than/the slowest orbit to revolve/revolution
-When introducing “relative rotation rate,” help students understand this concept by modeling the movement of the planets and have students complete the following sentence frames:
o (Planet) rotates ____times faster than _____. (Planet) rotates ___times slower than____. (Planet) is the fastest and (planet) is the slowest.
ExploreComplete an illustrated double Venn on rotation and revolution on poster paper or white board to share with the class. Include diagrams and information on these motions as they relate to planets in the solar system and the earth’s moon.
Make a list of the planets in order of period of rotation.
Make another list of planets in order of period of revolution.
Have the student groups consider these questions from charts or diagrams:1. Are the lists the same? 2. What general statements can be made in comparing the two lists? 3. What motion creates day and night? 4. Which motions defines the terms “day,” “month,” and “year.” 5. How are these motions related to seasons? 6. Which motion is related to lunar phases? 7. How do the rotation and revolution of the moon result in seeing one side of the
moon from earth? 8. Is there any relationship between the period of rotation and revolution? 9. Do all planets rotate in the same direction? 10. Do all planets revolve in the same direction? 11. Include weird or surprising information about rotation and revolution that you
discover. For example, is there a planet whose “year” is longer than its “day”?
12.What interesting and surprising facts can you find about rotation and revolution of moons of other planets?
ExplainShare Venn diagrams with class. Discuss list of planets in order of rotation and revolution. Discuss as a class the answers to the twelve questions within the Engage activity.
Elaborate Create a four part Frayer model on rotation and another on revolution. Include these blocks:
What it is (include a diagram)
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For LEP students:-Allow students to discuss the two list and their similarities/differences with a partner before completing the Venn diagram. This will assist them with using appropriate vocabulary and language to express their ideas.Check that students know what “seasons” and “lunar phases” are by asking them to give examples.
What it is not Astronomical effects related to this motion with diagrams (day/night, seasons,
length of daylight hours, year, tides, lunar phases, eclipses, etc.) Examples (include examples from astronomy and daily life such as a skater
spinning on ice, a top, a race car circling a race track, electrons circling the nucleus of the atom)
Complete these analogies. Write some of your own.Rotation is to revolution as _____________ is to _____________.Revolution is to a race car as rotation is to a ___________.Rotation is to day as ____________ is to _____________.Spinning is to ____________ as _____________ is to revolution.Day is to ____________ as year is to ____________.
Ex of the Frayer modelWhat is it? What is it not?
Astronomical effects related to this motion with diagrams
Examples
EvaluateThe teacher will evaluate the students’ Venn diagrams and/or Frayer Models.
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For LEP students:-Since LEP students find analogies extremely confusing and difficult to comprehend, consider asking students (particularly students with novice to low intermediate English proficiency skills) to simply write descriptive sentences about the astronomical effects of the motions.-More advanced LEP students can attempt the analogies but the teacher needs to model what the analogy says (using visuals or diagrams) and provide guided practice of analogy writing before students write their own analogies.
TERM
For LEP Students:-Additionally or optionally, evaluate the student-generated sentences about the effects of the motions.
Materials Strong incandescent light bulb and shop lamp Sphere (tennis ball, plastic ball, foam ball, ping pong ball, etc.) For some students, it may be helpful to paint one half of each sphere black to help them clearly visualize that the moon has no light of its own and the side away from the sun will be dark.
Teacher’s NotesAn understanding of phases of the moon is not developed in a single lesson or over a short period of time. Even superficial understanding will require observations over time of the moon in the night sky including its position relative to the horizon, rising and setting times, and the pattern of changing shapes. Keeping a record of the phases of the moon might be a part of the daily science journal entry and would indicate the cyclic nature of changing phases and the time periods related to this cycle. Observations of the moon should come before this lesson. A moon log (see example of a data sheet) should be started at least a month before this lesson is taught in the classroom. This first moon log should be completed before this lesson is introduced so the drawings can be used in the engage portion of this lesson. Initial observations recorded in the log may be only the shape and time of day that the moon was observed.
Another month of lunar observations focuses not only on the phase of the moon, but where the moon is in the sky at sunset. Is it near the west and the setting sun? Is it near the east and the rising sun? How many degrees above the horizon? Are there other bright stars nearby? Students can observe not only changing phases but the different position of the moon in the sky during the course of the month. Have students design their own charts for recording this data. A sample chart is included. Use this website http://stardate.org/nightsky/moon/ to pull up information for any calendar month and any location for sky information such as sun rising and setting times, visible planets, meteor showers, etc. Such calendars show students that lunar changes and other night sky phenomena are predictable. Encourage students to look at the surface features of the moon with binoculars if they have access to them to identify surface features. Solicit parental involvement in lunar
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Language (ELP) Objectives for Limited English Proficient (LEP) students:-Observe and record observations made during lunar phases-Discuss lunar phase observations with a partner-Read and respond to questions about lunar phases-Follow directions for observing and recording data collected during lunar observations
observations to encourage families to enjoy backyard astronomy. Perhaps have a night sky observation party before and/or after a PTA meeting or ball game. Familiarity with the changing patterns in the night sky is something that students can enjoy for the rest of their lives if knowledge of and appreciation for these patterns is developed at a young age!
Telescopes are not only unnecessary; they are not desirable for this kind of night sky observation.
EngageFind a series of pictures on the internet to show the moon’s surface, various phases and different kinds of eclipses such as those on the websites below. Have students describe and discuss these pictures as a way of assessing prior knowledge and creating interest and questions about the earth’s moon.
Full moon www.mreclipse.com/.../TLE1982Jul/TLE1982Jul.html
New moon http://www.astrologyweekly.com/moon-phases/phases-of-the-moon.php
First quarter http://www.waid-observatory.com/moon-1st-qtr-2006-04-06-1092.html
Use a four-part foldable for students to complete a KWHL on what they THINK they know about the earth’s moon, what they wonder about the earth’s moon, how they might find answers to their questions, and finally a column to be completed at the end of the lesson on what they have learned about the earth’s moon.
Have groups study moon logs (see attachment) with at least one month of drawings. Discuss the pattern of change in the moon’s shape over the observation period. It would be helpful to have a large class chart that has been completed with moon observations to refer to at this time. After the pattern and the calendar time for one cycle of change to occur has been identified, have students think about what causes the observed changing shape and position of the moon in the sky. Each student writes a possible explanation for the changing shape of the moon that was observed over time. Partners share ideas and then a group of four students compare and contrast possible explanations. The group of four students discuss and draw diagrams showing the
predicted alignment (geometric relationship) of the earth, moon, and sun when we observe each of the moon phases.
Explore
Suggest that students test their ideas with a “moon sphere” and bright lamp. Provide students a sphere to represent the moon. Remind them that the moon, like this sphere, has no light of its own. The moon is only visible to us because of reflected sunlight. Have available sources of bright light to represent light from the sun that can illuminate one side of the “moon spheres.” Student’s heads will represent the earth’s position in the model. Have student groups test out their initial explanations and drawings. As they work, students should revise initial drawings and explanations or develop others as they position the sphere, the light, and themselves in order to create each of the observed phases (new, full, quarter, gibbous, crescent).
Each student should have a turn holding the sphere and seeing the position of the sphere relative to the sun and themselves when each phase is seen. This works best when the light is approximately at eye level, the sphere is held at arm’s length, and the student slowly rotates keeping the sphere in front of his/her face and out of body shadows.
Students should record the position of the earth, moon, and sun when they observe each of the phases. A white board or large poster can be used for this as well as for writing a revised explanation for the cause of lunar phases.
Explain
Each group will explain their findings referring to drawings, illustrations, and explanations on a white board or large posters. Each group should explain what they
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For LEP students:-Allow students to discuss their observations in pairs before recording what they see.-Allow students to represent their observations by drawing pictures in a flow chart and using the sentence frames from the Engage section of this lesson part. They should be encouraged to use the vocabulary discussed in the Engage section.
For LEP students:-Ensure students are familiar with the terms related to describing the moon and its position in the sky. Related vocabulary includes:
moon phase reflect full moon new moon first quarter sunlightcrescent last/third quarter to face away from to face towardalike different from
-Provide students with the following sentence frames to describe the moon observations. Students should also use drawings to support their observations:
Between______ and _______, the moon was/looked __________________ but between/on __________________, the moon was/looked _________________. This change occurred because_______________________.
tried, what happened, and how their initial ideas about different phases were changed as they worked with the light and the sphere.
Questions to develop understanding: How are the positions of the earth, moon, and sun alike when we see a new or
full moon? How are they different? How are the positions of the earth, moon, and sun alike when we see a first or
last quarter moon? How are they different? Can you stand and show with your arms the position of the sun, moon, and earth
at new and full moon? Why can eclipses occur only at full and new moons? Why might high tides be higher and low tides lower along the NC coast at full and
new moons than at other times? What kind of eclipse occurs at the new moon? Why is this true? What kind of eclipse occurs at the full moon? Why is this true? Can you stand and with your arms show the position of the sun, moon, and earth
at first and third quarter? Why could an eclipse never occur at these phases? Why are high tides generally not as high and low tides not as low at quarter
moons as they are at other times?
To avoid misconceptions, be sure students construct concepts such as these: We see the moon only by reflected sunlight. Light from the sun is the form of light rays or radiation. Light rays travel in straight lines, parallel to one another so only one half of the
moon can be lit by the sun at any one time. Clouds and shadows have nothing to do with different lunar phases. If the moon, earth, and sun are in a line (180 degree angle) we see either a new
or full moon and there is a possibility for an eclipse to occur. If moon is between earth and sun, the lighted side is away from the earth, none
of it is visible from earth and we have a new moon. Solar eclipses can only occur at this phase.
If the moon is on the side of the earth away from the sun, all of the lighted side is visible as a full moon. A solar eclipse can only occur at this phase.
If the moon and the sun are at a 90 degree angle from one another, we will see only half of the lighted side. This will be either a first or last quarter moon.
Elaborate
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For LEP students:Demonstrate the meaning of the discussion questions and misconceptions to avoid by using visuals and demonstrations. Vocabulary words that need reinforcement include:
eclipse high tide low tide shadow light rays parallel
Have students use the same materials as in the Explore section of this lesson to explore similarities and differences in waxing and waning phases, to understand rise and set times for different phases, why different phases will be seen in different parts of the sky at sunset, why the same side of the moon always faces the earth, and why the moon is sometimes seen in the sky during daylight hours.
Use questions such as these to guide student exploration: How long does it take for the moon to go through one cycle of change from new
moon to new moon? How are waxing and waning phases alike? How are waxing and waning phases different? Could waxing and waning phases be described as “mirror” images of one
another? Explain. How are waxing and waning moons like the ebb and flow of tides? What phases can be seen in the sky in the evening before midnight? What phases can be seen in the sky after midnight and during early daylight
hours? What phase rises and sets with the sun? What phase rises and as the sun sets and sets as the sun rises? What phase rises at noon and sets at midnight? What phase rises at midnight and sets at noon? Why are planets often seen close to the moon in the night sky?
Block the light from the lamp. Ask them what phase of the moon they see. Start with new moon and tell them to turn counterclockwise one quarter turn and ask them about the phase each time the students move to a new position.
Amount lit depends on the position of the moon in its orbit around the earth. This would also help them learn that the sun is stationary and the earth and the moon show revolution and rotation.
See http://www.eclipse99.nasa.gov/pages/SunActiv.html for a great five E-lesson on eclipses. A double Venn diagram is an excellent way to compare/contrast the two kinds of eclipses.
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For LEP students:Provide a demonstration or visual of the following words to provide students with the vocabulary necessary to understand and complete the activity in this part of the lesson: waxing moon waning moon ebb (tide) flow (tide)sunrise sunset counterclockwise clockwisestationary “mirror” image spring tide neap tide
Have students research spring and neap tides. Draw a diagram that shows the position of the earth, sun, and moon for each kind of tide. Make sure to also label the phase of the moon that would be associated with each tide. Do a two-part foldable to describe the differences in these tides. Be sure to address the impact on the NC coastline in relationship to this topic. Why is the potential for damage greater if a hurricane comes ashore at certain times of the lunar cycle?
EvaluateHave students complete the moon watch questions included at the end of this lesson.
Have students return to their KWL/foldable and complete the last section.
Foldables on tides and the Venn Diagram on eclipses can be evaluated.
1. At what point can you see all of the side of the moon facing you?
2. At what point is none of the lighted portion of the moon seen?
3. What do we call the phase of the moon as seen at: Point 1? ___________________________________ Point 2? __________________________________
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Point 3? __________________________________Point 4? ___________________________________
Between Point 1 and 2? ________________________
Between Point 2 and 3? ________________________
Between Point 3 and 4? ________________________
Between Point 1 and 4? ________________________
4. Does the moon really change shape? Explain your answer.
5. Why are we only able to see a portion of the moon at certain times of the month?
6. Using your Moon Watch activity sheet as a guide, write the dates when the phases below have or will take place.Moon phase: Date: Lunar or solar
eclipse possible?Spring or neap tide occurring?
New moonFirst quarterFull moonLast quarter
7. If we are having a full moon in NC, what phase of the moon will be seen in Australia? How does this differ from seasons?
8. If a new moon is expected one week from today, what phase is the moon in today? Will that moon be visible when you go to bed or when you go to school in the morning?
9. Do you agree with this statement: On some days of any calendar month there is no moon in our sky. Explain your answer.
10. Have you ever observed the moon directly overhead in the sky? Why?
11. Does the moon rise at the same time each night? What motions of the earth and moon account for this?
12. How did this activity change your ideas about what causes the apparent change in size and shape of the moon in the sky?
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Lunar Phase Questions
1. At what point (1,2,3 or 4) can you see the complete side of the moon that is facing you?
2. At what point can you not see a side of the moon?
3. What do we call the phase of the moon at: Point 1? ___________________________________
Point 2? __________________________________
Point 3? __________________________________
Point 4? ___________________________________
Between Point 1 and 2? ________________________
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Modified for LEP students
Between Point 2 and 3? ________________________
Between Point 3 and 4? ________________________
Between Point 1 and 4? ________________________
4. Does the moon really change shape? Explain your answer.
5. Why can you only see a portion of the moon at certain times of the month?
6. Use your Moon Watch Activity Sheet as a guide and write the dates when the phases below have or will take place.
Moon phase: Date: Lunar or solar eclipse possible?
Spring or neap tide occurring?
New moonFirst quarterFull moonLast quarter
7. If we are having a full moon in NC, what phase of the moon can people see in Australia? How does this change during each season (winter, spring etc)?
8. If a new moon will one week from today, what phase is the moon in today? Will you see that moon be visible when you go to bed or when you go to school in the morning?
9. Do you agree or disagree with the following sentence? Why? “On some days of a calendar month there is no moon in our sky.”
10. Is it possible to see the moon directly above your head in the sky? Why?
11. Does the moon rise at the same time each night? What motions of the earth and moon explain this motion of the moon?
12. Now that you understand the motion of the moon from this lesson, explain why the moon gets bigger or smaller and changes shape.
(Needs to be completed at least 6 weeks or longer)
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INITIAL MOON LOGDate:Time:
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ExtensionsUse the interactive segment “Lunar Phases” at www.teachersdomain.org to reinforce concepts in this lesson.
Explore phases of Venus as seen through a telescope. Why can phases of Venus be observed that closely resemble moon phases while no such phenomena can be observed with Mars?
Obtain tidal data chart for points along the NC coast. Graph times of high and low tides. How many high and low times in a 24 hour period? How far apart are consecutive high tides?
Build a strong language arts connection to the moon observations by having students not only draw what they observe but to add descriptive language and even poetry to their daily entries. See Science Scope, March 2006, for some fun student-written prose and poetry that accompanied such observations.
Have students read multicultural and/or mythological tales about the moon and the night sky. Thirteen Moons on Turtle’s Back: A Native American Year of Moons (Bruchac and London, 1997) is one such example.
Have students research what a “blue moon” might be and the origin of the saying “once in a blue moon” to mean something happening very rarely seen.
Resources/ websitesThe following sites can be used to find additional information to use with these activities.
Phases of the moon1. http://www.uen.org/lessonplan/upload/10988-2-14754-flip_book.pdf provides information on making a flip book of phases of moon.
2. http://spaceplace.nasa.gov/en/kids/phonedrmarc/: This website provides detailed information about phases of the moon.
3. http://www.nmm.ac.uk/server/show/ shows phases of the moon, solar and lunar eclipses.
4. http://www.ncsu.edu/scivis/lessons/earthinspace This website provides an exploration of Earth's movement in the Solar System
Eclipses
5. http://science.nasa.gov/headlines/y2003/04nov_lunareclipse21 Fun, scientifically accurate story of an eclipse being viewed from our moon by a young boy. This is a great launch for other lunar eclipse activity.
6. http://sunearth.gsfc.nasa.gov/eclipse/lunar.html is a website where you can see the phase of the moon by selecting a day of the year.
7. http://spaceplace.nasa.gov/en/kids/live/shows/ep006/index.shtml provides audio and visual clips about space objects and games for kids to play related to solar system.
8. http://solarsystem.nasa.gov/educ/docs/Exploring.The.Moon.pdf: A website with a whole unit on the moon in a pdf format.
Materials Radiometers Shop lamps Light bulbs (various wattages from 25 to 100) Thermometers Paper clips Shielding materials such as clear transparencies, construction paper, waxed
paper, etc
Teacher’s NotesThis lesson emphasizes the importance of the sun as a source of energy on planet earth. Only geothermal, chemosynthesis, and nuclear energy cannot be traced back to the sun. This lesson tries to connect food chains with energy chains in non-living things as a way of building understanding of the Law of Conservation of Energy. For this reason, you will want to teach Goal 7 and review food chains before beginning this lesson.
You may want to address the difference between heat and temperature with this example:
Ask students which has more heat energy - an iceberg or a cup of McDonald’s coffee? Students will be surprised to learn that there is more heat energy in the iceberg than in the cup of coffee, even though the cup of coffee has a much higher temperature. This is an example that total heat energy depends on motion of molecules and the mass of material.
A radiometer for each group of 4 students would be ideal, but the activity can be done with a single radiometer. Caution students to handle radiometers as carefully as they would any science equipment.
Engage The teacher guides students through a game of “Teacher Says.” The students will participate in several kinesthetic movements (stand up, sit down, stomp your feet, touch
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Language (ELP) Objectives for Limited English Proficient (LEP) students:-Read and discuss data in a chart showing interactions of energy with a radiometer.-Write a lab report for an experiment conducted in class.-Present examples of energy transformations to the class and explain the source and receiver of that energy.-Follow instructions from the teacher to conduct a lab to test for energy transfer.
your toes), then they will be instructed to clap their hands ten times. The teacher will instruct the students to return to their seats.
How do your hands feel?
The students will be asked to rub their hands together ten times. Once again the teacher will ask:
How do your hands feel? How is energy related to our game and to how your hands feel now? When you clapped your hand, what was receiving energy? How do you
know? What is the energy source for all the movements in our game? What happens to the energy when it leaves the receiver (in this case your
hands)?
The students will then be given a paper clip. They will be instructed to bend the paper clip so that the closed end makes a v shape. After the students bend the paper clip they will be instructed to touch the curve of the v to the lips. They will be asked to complete a data table for observations (see sample below.) Students are asked to bend the paper clip back and forth five, ten, and twenty times touching it to the lips after each trial for observations.
Number of bends: Observation:OneFiveTenTwenty
The following questions can be used for group discussion of each of the above activities.
What is the energy source? What is the energy receiver? What happens to the energy when it leaves the receiver?
These are simple examples of energy transfer. In every energy transfer there must be an energy source and an energy receiver. When energy is passed from an energy source to a receiver and on to another receiver it often changes form.
What is energy? How is energy different from matter?
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For LEP students:Ensure students understand the following vocabulary words by showing the word in writing when mentioned during teacher demonstrations and/or providing additional examples using pictures and real-life connections:
Have students do a compare/contrast chart of how energy and matter are alike and how they are different. A Venn diagram works well for this.
How is energy classified? How many of the seven forms of energy can you name?
Have student pairs make lists to see how many can get all seven. After a few minutes, introduce the mnemonic AC HELMS as a strategy for remembering all seven forms of energy (atomic, chemical, heat, electrical, light, mechanical, and sound).
Have students make a concept map of the forms of energy. Illustrate to show examples of each form. (See handout that follows - bubble map.)
The students will look around the classroom and/or school campus for examples of forms of energy and energy transformations. In your team create a list as many examples as you can. Students will also be asked to make a chart of things that are evidence that energy is present and changing from one form to another in your classroom. For each example of energy, think about the source of the energy and the receiver of that energy.
Examples:Ceiling light is the source. Eyes are receiver.Electrical outlet is the source. Overhead projector light is the receiver.
Each team will present their list to the class. How do the lists show us that energy is always present and changing form? Inventory things in the classroom or at home that change electricity to heat, light, sound, or mechanical energy.
Students will observe a radiometer in sunlight and then make a hypothesis as to what makes the radiometer spin.
What is the energy source? What is the energy receiver? Give reasons to support your hypothesis based on observations of the parts
and motion of the radiometer.
These questions can be discussed in pairs, then groups, and then as a class.
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For LEP students:-Allow students with lower proficiency in English to draw pictures to represent the energy sources and transformations in the chart and to label the pictures with the source and receiver. Provide an example of this to model what students need to do.-Help students identify each energy source/transformation their have listed into the categories of heat, light, sound and mechanical energy. Provide an example of each as needed to demonstrate the difference between each type of energy and the term used to name that type of energy.
ExploreFind several ways to make the radiometer move faster and slower.The teacher will give several hints such as:
Try varying things like type of light, brightness of light, distance from light source, angle of light source, surface the radiometer is sitting on, shielding materials between the radiometer and the light source, etc).
Try to reverse the direction the blades spin.
The students will make a list of all the variables that might affect the motion of the radiometer. Each team will design an experiment to determine the effect of one of those variables on the motion of the radiometer. Students will be reminded to keep all the other variables constant. The students will need to decide as a team on a way to make quantitative measurements to collect and report data. For example, they could time how long the radiometer spins after the light is turned off or they could count revolutions when low levels of light are used.
See “Designing an Experiment” in the Strategies section of the support documents (The following link is one that will take you to this resource if you are not familiar with them.) http://www.ncpublicschools.org/curriculum/science/middlegrades
ExplainAfter working with the radiometer, they will be asked to draw and label parts of the radiometer and the interactions of light/heat energy/mechanical energy in the radiometer.
Questions for reflection and/or discussion: What might make the blades move? What is the source of energy that is changed to mechanical energy as the
blades spin? What speeds up or slows down the movement of the blades? Why is a radiometer sometimes called a “solar spinner”? How is a radiometer like a wind mill and how is it different? How do they both illustrate the Law of Conservation of Energy? What is the ultimate source of energy for both a wind mill and a radiometer? What energy changes take place in a radiometer?
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For LEP students:Demonstrate the different variables (i.e., type of light, brightness of light etc.) that can be used during the experiment and name them as they are shown. Allow students to copy down the names of these variables as they are demonstrated and explain them in their own words or draw a picture. This will assist students with understanding what the different variables are and what words to use when recording their data from the experiment.
What happens when solar radiation encounters the glass bulb of the radiometer?
Why sunshine is is the pane of glass in a window cooler and the wood or metal frame around the glass much warmer?
Does the glass bulb of the radiometer get warm? Why or why not?
Choose students to role play: Waves of radiation passing through glass with little change. Waves of radiation hitting the white side of the vane Waves of radiation hitting the black side of the vane
Have students explain how radiation goes through the glass without heating it and how most will reflect or “bounce off” the white side of the radiometer and not heat it. Radiation waves will be absorbed by black sides producing an increase in molecular motion and increase in temperature of the face of the blade. (Solar radiation, light energy, is changed to heat energy.)
How is this like solar radiation hitting the white center line versus black asphalt on a road?
Which will be warmer to the touch? Why? What is the energy source? What is the energy receiver? Explain how heat moves by radiation and convection in the radiometer.
EvaluateStudents will be asked to write a lab report on the radiometer experiment and share it with their peers. This peer review can be used to suggest things to change before the report is submitted for a grade.
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For LEP students:-Demonstrate the following vocabulary terms using visuals and/or demonstrations:to speed up to slow down windmill to reflect/bounce off to absorbradiation convection
For LEP students:Provide students with a template for their lab report that shows the different sections the report should include. -Allow students with lower proficiency in English to draw the lab and label the picture with key vocabulary/terms discussed during the lesson.
Select an electrically powered device in your home. Draw an energy chain that illustrates the flow of energy from the sun to the energy output of that device. Explain how the energy chain illustrates the Law of Conservation of Energy.
Select a food chain from a familiar environment. Draw an energy chain that illustrates the flow of energy from the sun to the highest level consumer. Explain how the energy chain illustrates the Law of Conservation of Energy. Compare and contrast the food chain with the energy chain for the electrically-powered device.
ExtensionsDraw an energy chain to illustrate how light energy strikes the radiometer and moves through a series of changes, from atomic to light to heat to mechanical. Use a square for each energy source. Draw an arrow from the energy source to the next square in the chain which represents the energy receiver. Such a chain might have four squares:
The sun is an atomic furnace where fusion reactions of hydrogen to helium release energy in the form of light that travels through space to the earth.
Light energy travels through space, the earth’s atmosphere, and the clear bulb of the radiometer.
The black side of the radiometer blades absorb the light energy from the sun and changes it to heat.
The spinning radiometer blades are evidence of the heat energy being changed to mechanical energy.
What happens when light is no longer striking the radiometer? What happens to the heat that was built up inside the radiometer?
How does the energy chain for the radiometer illustrate the Law of Conservation of Energy? How is this energy chain like a food chain? Make a Venn diagram to compare and contrast the radiometer energy chain and a food chain.
Draw another energy chain that shows the energy changes that occur when the radiometer is powered by light from an incandescent bulb in the classroom. This chain will have many more links. How many do you think will be needed to show all the sources and receivers of energy in this series of energy transfers from source to receiver and on to another form in another receiver? Light energy from the sun is still the ultimate source of energy but it must be traced through the chemical energy in ancient plants and coal to an electrical-generating plant through power lines to the electrical outlet in the room to the filament in the incandescent bulb of the radiometer
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For LEP students:Evaluate students on their performance of acquiring the concept of energy sources and energy transformation observed during class activities, discussions and presentations. Additionally, students should be assessed on their degree of completion of class assignments and demonstration of acquisition of key vocabulary during class activities and class work.
and finally to mechanical energy of the spinning blades. In fact, this energy chain will show all but one of the seven forms of energy. Which one is it? How would this energy chain be different if the electricity in your school comes from a nuclear power plant or a hydroelectric plant?
Draw an energy chain that illustrates how your CD player or some other electrical device in your home could be powered by solar energy that reached the earth before the dinosaurs roamed the earth! Explain how this energy chain is an example of the Law of Conservation of Energy.
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For LEP students:Students can select one of the extension activities and use pictures and a graphic organizer to demonstrate the energy change. - Students should also write a simple paragraph to describe the process occurring in the pictures. To link the information in the chain, remind students to use the following connecting words:
first second third then after that finally-Alternatively, allow students to build a small model to show the energy chain.
Concept map: Energy Types
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Energy
Energy from the SunObjectives1.01,1.02, 1.03,1.04,1.05, 1.06, 1.08, 1.09, 1.10, 2.01, 2.02, 2.03, 2.04, 5.01, 6.01, 6.02, 6.04, 6..05
Teacher’s NotesThis lesson will require the students to go outside to perform their observation. This lesson should be completed when the weather is fair, and the sun is shining. If desired, the activities can be done inside with the use of a lamp and bright bulb. To prepare students, review the differences between temperature and heat energy.
Materials • Internet access• Plexiglas• Rock or wood• Mirror• Shop light with bright bulb• Thermometers• Drawing paper• Art supplies• Markers• Colored pencils• Aluminum foil pie pans (assorted sizes)• Materials for covering pans (plastic wrap, trash bag)• Food coloring• Beakers• Graduated cylinders• Temperature probes
EngagePart OneThe teacher and students will view the interactive video “The Sun: Man’s Friend and Foe” at the following website: http://library.thinkquest.org/15215. This video focuses on the history and culture related to the sun. Interactive movies and activities show the sun as “friend or foe” of people.
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Language (ELP) Objectives for Limited English Proficient (LEP) students:-Read and follow directions for building a solar water heater.-Write a lab report for a student-designed experiment and report finding to the class.-Discuss the relationship of the sun and man (friend or foe?) in pairs.-Listen to the teacher explaining the process of energy transfer and respond to questions asked to check comprehension.
The teachers will use the Think Pair Share strategy to have students consider the following questions:
How is the sun our friend? How is the sun our foe? (Teacher might need to address what the word foe
means.) Why is this information important?
Part TwoShine a bright light on a mirror, a rock or piece of wood, and a piece of Plexiglas. Have student volunteers touch each material and rank them in order of warmest to coolest.
Students can gather observations and data on this task by making the following chart: (Draw on the board)Object: Temperature ranking
(hottest, warm, coolest)Observations
MirrorRockPlexiglas
Discuss and have students role play what happens when waves of light or sunlight hit each surface.
Teacher’s NotesThe mirror reflects waves. Plexiglas lets waves of radiation pass through. Only the rock absorbs the light energy in the wave and converts it. Light energy is changed to heat energy as the speed of molecules increases. Ask students how this is related to the temperature of a pane of glass versus the wood that holds it in place or the white center line versus the black top of a road?
Use the following questions to extend student thinking: Why do you think each of these tested materials heated the way that they did? What are other items in the environment that would react in the same way when
exposed to solar energy? How does the sun have an effect on the temperature inside your car?
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For LEP students:Demonstrate the explanation above using a diagram with key terms/ vocabulary labeled.
Explore
Have students predict the range of temperature measurements of objects outside the classroom on a bright sunny day. Record information in a chart such as this:
Location Prediction Actual temperatureTemperature in classroom.Temperature with sun. Temperature in shade.Temperature of objects: 12.3. 4.5.
Take thermometers outside and have each group measure six temperatures. Be sure to get the temperature of the air when the sun is not shining on the thermometer. Record and graph five other temperatures. Return to the classroom and have each group write the lowest and highest temperature they measured and note the location.
The teacher will ask probing questions: Why did you pick the location that you tested? What do you think the___________ would be? (bus, car, inside the restroom,
6cm underground) Why did the same amount of radiation produce these different temperatures?
Students will answer each of these questions as a cooperative group before returning to the whole class discussion.
ExplainThe students will share highest and lowest temperatures that were recorded to the class. Calculate the range of temperatures by subtracting the very highest from the very lowest from the temperature readings. Compare the measured range of temperatures to student predictions of temperature range.
Draw a map of the school yard and label the temperature measurements reported by each group. Study the temperature range and the locations of these temperature measurements. Probing questions:
What are some of the factors that produced this range of temperatures? How can the same amount of solar radiation result in such a wide range of
temperatures in the school yard? Why do some areas show more temperature change than others? What is the impact of this wide range of temperatures on the plants and animals
living in the school yard?
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How does this illustrate the uneven heating of the earth by the sun?
ElaborateUse aluminum foil pans to build solar water heaters. Put 100ml of water in a 9-inch pie pan and heat in bright sunlight for 30 minutes to establish a control. Brainstorm how variables such as the amount of water, size of pan, color of pan, covered or uncovered, etc. might affect the efficiency of the water heater. Divide students into groups. Each group tests a different variable that was generated. Be sure students select one of the variables as an experimental variable and keep all others as controls. Each group will write a lab report for the variable they tested and report their findings to the class. Use the strategies section of the support documents for help in defining variables and writing up this experiment either as individuals or groups. Temperature probes could be used instead of thermometers if equipment is available.
Groups can share data and compile a summary chart showing effect of tested variables:
Variable Observations Temperature OtherWater amountSize of panCovered panUncovered panPosition of panDifferent liquid
EvaluateEach group will construct a solar water heater to enter in a competition using information gleaned from reports of class investigations. Each student will write a design report describing why each feature of the solar water heater was selected. Solar water heaters are tested by heating 100ml of water in bright sunlight for 30 minutes. Take initial and final temperature readings.
Arrange heaters from the least to the most efficient. Each student will write a paragraph describing differences in water heaters that resulted in differences in efficiency.
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For LEP students:-Provide the directions for building the solar water heater in writing for groups of students.-Provide students with a template for writing their lab reports to ensure they include all the necessary sections in their reports.-Allow LEP students to work with native English-speaking peers or more English proficient peers to design the experiment and report their findings to the class.-Allow LEP students to participate more actively in the designing of the experiment and recording of data rather than orally reporting to the class.
For LEP students:-Students should be alternatively evaluated on their progress in understanding and acquiring/using the language related to this lesson in their work and on their performance and participation during class activities. -Students should be evaluated on their experiment design, lab report and reporting of data.
Extensions Use small boxes to test characteristics of solar-heated homes Design and build a solar cooker that will allow the sun to cook hotdogs or melt
chocolate or cheese for s’mores or nachos. Students can create a Frayer vocabulary poster. The squares in the poster will
contain the following information:o Word in the center (Radiation)o What is the definition of the word?o Make a drawing of what radiation means to you. o Examples of radiation. (sun, light, fire, burner, hands)
Create a safety braceleto Obtain UV beads and have the students design a bracelet that will allow
them to see the UV range at any given time as well as during certain experiences.
Using the UV Safety Cardo Obtain UV detection card (www.sdhw.info). Students can test multiple
materials to see how they provide safety in the UV Rays. Ice experiment:
o The students will further explore how heat transfer flows from their hands and or mouth and causes an ice cube to melt.
Conduction – The natural heat of your hands being transferred to the ice.
Radiation - the heat that is coming off the hands in all directions. Convection - heat movement through air that’s blown on the cube.
Seasons on Earth and MarsObjectives1.01,1.02, 1.03,1.04,1.05, 1.06,1.07, 1.08, 1.09, 1.10, 2.01, 2.02, 2.03, 5.01
Teacher’s NotesSeasons are familiar to all students but the “reasons for seasons” is a concept requiring multiple experiences over time to dispel common misconceptions. Unfortunately the diagram and discussion in most textbooks does little to build understanding of the seasons. One of the misconceptions students often hold even when taught otherwise is that the sun is closer to the earth in summer than in winter. Graphing and discussing seasonal temperatures in northern and southern hemisphere cities will help dispel this misconception. Observing and graphing actual temperatures (from the internet or newspaper) of selected cities in the northern and southern hemisphere over a period of days in fall, winter, and spring will also help. This misconception must be addressed with real data and discussion before progress can be made with conceptual understanding of why seasons occur. A possible website for further information is www.globe.gov providing student collected temperatures that can be used in this activity.
Materials Light sources such as flashlights, projectors, bare incandescent bulbs Balls (Styrofoam, tennis, ping pong, whatever is available) Computer and graphing software Globe Toothpicks and tape Thermometers (metal backs)
EngageShow pictures of Mars http://www.seds.org/hst/mars95-3.html (or use textbook or National Geographic pictures) taken at different times. Look for evidence in change in size of polar caps. Ask students what might cause those variations? Would it be possible that there is such a thing as Martian seasons? If so, why do these seasons occur and how are they related to the seasons we experience on earth?
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Language (ELP) Objectives for Limited English Proficient (LEP) students:-Follow the directions for conducting an experiment to collect quantitative data.-In pairs, discuss the locations and reasons for climate differences of cities around the world.-Read new content terminology and demonstrate connections in the lessons to the new vocabulary.-Use lesson concepts and vocabulary to list reasons for seasonal temperature variations.
Have students line up in order of their birthdays. Bring the ends of the line together to make a circle and have students sit down on floor. Place something to represent the sun in the center of circle. Tell students the circle of students represents the orbit of the earth around the sun (SEE DIAGRAM 1). Even though diagrams in textbooks often show this orbit as very oval or elliptical, emphasize to students that it is more circular than those diagrams indicate. Differences in seasons are NOT related to the distance from the sun as many people believe. In fact, the earth is a slight bit closer to the sun when the Northern Hemisphere has winter than when we have summer. If it’s not distance, what does make the difference in seasons? To answer this question, have students pass a small globe around the circle. Emphasize that passing the globe illustrates one revolution of the earth around the sun, the passage of one year, and one cycle of seasons.
DIAGRAM 1
Have students examine the globe and note the tilt of axis. Ask if students thought about the orientation of the tilt while passing globe. Hang a star or suggest a spot on the ceiling to represent Polaris, the North Star. Remind students that the north pole axis of the earth must stay in a position that points toward a region in the sky close to Polaris (that way, it can be used to find north in the night sky). Have students pass the globe again, keeping the tilt in that direction. Students can spin the globe as it is passed to illustrate the rotation of the earth on its axis as it revolves around the sun.
DIAGRAM 2
Have students pass the globe once again, noting whether the tilt is toward the sun, away from the sun, or neither of these in their birthday month. Relate this to the season in which their birthday falls. Discuss how the position of the earth in its orbit around the sun is related to temperatures in NC for each season.
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Have students graph sample temperatures for selected cities in northern and southern hemisphere in January and July using either paper or a computer. The students will devise a key that will demonstrate the differences of the temperatures found in each hemisphere. (Example - different colors)
Use a map or globe to locate these cities. Record the latitude and hemisphere of each.NOTE TO TEACHER- HAVE THESE TEMPERATURES. You can find them in the local newspaper or on http://www.CNN.com.
Latitude Hemisphere
January April July October
Caracas, VenezuelaFairbanks, AlaskaMiami, FloridaMinneapolis, MinnesotaRio de Janeiro, BrazilNew Delhi, IndiaSydney, Australia
Have students predict what the line would be for temperatures in Raleigh, NC, Asheville, NC, and/or Wilmington, NC, and give reasons for those predictions. Use the internet to get average temperatures, and check your prediction.
Ask students to identify patterns on temperature graphs and suggest reasons for those patterns.
What differences do you observe in the pattern for temperatures in the northern and southern hemispheres?
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For LEP students:-Introduce/check for understanding of the following vocabulary words before beginning this section. Without this vocabulary, students’ understanding of the activity in the Engage section will be minimal. Use visuals and demonstrations to explain the words:
Hemisphere northern hemisphere southern hemisphereNorth star/Polaris tilt axis latitude ice cap
-As students participate in the circle activity, emphasize the key vocabulary words as they occur during the group discussion and passing of the globe. Point to the words written on a flashcard or posted on the wall as they are uttered. This will promote recognition and comprehension of the word by providing a written copy of the word as students heard the word pronounced.-As students are shown the written word, ask them to read and repeat the word aloud.
ExploreUse a flashlight and a ball to model the position of a planet as it orbits the sun. Use a permanent marker to draw an equator line on the ball. Use push pins to indicate the North and South Poles to represent an axis of rotation. First, position the ball with no tilt to the axis of rotation. Is there any difference in the amount of light from the flashlight reaching the northern and southern hemispheres? Experiment with different tilts of the axis from 0 to 90 degrees.
Questions for reflection/discussion: What do you notice about the North Pole when the axis is tilted toward the sun? What do you notice about the North Pole when the axis is tilted away from the
sun? How would this affect the amount of solar radiation reaching NC at different times of the year?
How does the tilt of the axis affect the light reaching the northern and southern hemispheres?
Have students develop a group explanation for changes observed in both polar ice caps on Mars and seasonal temperature patterns on earth. Use diagrams from experiences with the light and ball and notes to describe your thinking on a chart or white board to share with the class. Challenge students to include ideas on these:
What are two reasons why temperatures are warmer in summer and cooler in winter? (hours of daylight and directness of rays)
Explain why if the northern hemisphere is having summer, countries in the southern hemisphere will experience winter temperatures.
Give reasons why seasonal temperature variations are greater at middle latitude places such as NC than at the equator
What are seasons like at the North Pole and South Pole? How could this effect the planets’ “global warming?” Explain.
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For LEP students:-Locate some sample cities used on a map/globe and allow students to practice identifying the latitude and hemisphere and suggest possible temperatures during different months of the year.-Have students work in pairs to discuss and list possible reasons for the suggested temperatures in those cities. Provide example reasons to model possible responses. For example, the city is high in the mountains, the city is close to the equator etc.
For LEP students (and whole group):Post large sheets of paper around the room with one of the discussion questions written on each. Allow students 2-3 minutes at each poster to note down their responses to the questions and then to move on to the next poster. This activity allows LEP students (and others who need additional help with generating ideas) to see terminology and vocabulary they could use to express their own ideas and formulate responses to the questions. Allow students to draw pictures to demonstrate their ideas. Share students’ responses with the whole group and ask students for/provide additional explanations as needed.
ExplainEach group shares diagrams and drawings. Use these questions for reflection/discussion:
How would the amount of light reaching an area affect its temperature? How does the tilt affect the relative lengths of hours of daylight and darkness? Is there a time when the North or South Pole is in continuous daylight or
continuous darkness? When does this occur? What kind of surface material is found in polar areas? Will it absorb or reflect
most of the solar radiation reaching the surface there? How is this different from surfaces closer to the equator?
Why might temperatures in NC change dramatically with the seasons? Why might temperatures at the poles or the equator not change as dramatically?
The teacher will guide students in understanding that solar radiation strikes a given location on Earth or Mars more directly at some positions in their orbits around the sun and less directly at others depending on whether the axis is tilted toward or away from the sun. The more direct the waves of radiation the stronger they are and the more heat is produced when they are absorbed by earth materials. The more indirect or slanted/angled rays are spread over a larger area and therefore have less heat potential per unit area. Length of day (hours of heating) also varies according to whether the axis is tilted toward or away from the sun. The hemisphere tilted toward the sun experiences more hours of daylight and more direct rays. This is true on both Mars and Earth. Predict what happens to the south polar ice cap on Mars as the north polar ice cap shrinks. Why do you think this might happen?
Use a globe and a bright light to model position of earth and tilt of axis relative to the sun on the times shown in the chart below. Tape half a toothpick on the Tropic of Cancer, the equator, and the Tropic of Capricorn. When the earth is in a position in its orbit where the sun is directly overhead one of these, the toothpick will not cast a shadow.
How can that be modeled with the globe and the light? What will be the relationship of the tilt of the earth’s axis to the sun when no
shadow is cast by each of the toothpicks? This marks the beginning of which season?
Complete this chart on seasons in the northern hemisphere or record this information on a four-part foldable in which each season is one part of the foldable and the information from the chart is recorded and illustrated inside.
Date Direction ofTilt
Hours of DaylightAnd Darkness
Location Where Sun is Directly Overhead
Spring EquinoxSummer SolsticeFall Equinox
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Winter Solstice
Include a diagram of the earth/sun system illustrating as much information from the chart as possible.
How would a chart like this be different for the southern hemisphere? How would it be the same? Why do you think this is?
This chart shows the two most important factors related to seasons. The factor that produces seasonal uneven heating of the earth is the tilt of the axis. The factor that determines the length of seasons is the time it takes the planet to make one complete orbit or revolution around the sun. Have students study this chart or this information on a chart of planetary data and consider what seasons might be like on other planets. See the following chart:Planet Mercury Venus Earth Mars Jupiter Saturn Uranus NeptuneTilt of Axis 0 o 178 o 23.5 oo 24 o 3 o 27 o 98 o 29 o
Period ofRevolution
88 days
225 days
365 days(1 year)
687days
12 yrs 29 yrs 84 yrs 165 yrs
Which planet would you expect to have seasons most like those on Earth? Why?
How are seasons on Mars like those on earth? How long would each season last on Mars?
What would be very interesting about “seasons” on Uranus? Use a ball to show the tilt of the axis of Uranus. Move the ball in an orbit around a light representing the sun. What do you observe about radiation from the light hitting the poles of Uranus? How is what happens to Uranus like and unlike what happens when the earth moves in its orbit around the sun?
Activities to this point have yielded qualitative data or descriptions of how radiation reaches different parts of the earth at different times of the year. Design an experiment to collect quantitative data to test the heating effect of direct and slanted rays. Ideas for doing this include taping thermometers to different parts of a globe, positioning thermometers at 0 degrees, 45 degrees, and 90 degrees to a light source. Project a small grid onto a globe and measure the surface area on the globe covered by each grid on different parts of the globe. These would be a quantitative measure of the strength or concentration of solar radiation received at different parts of the globe. Use materials from the strategies document to help students identify and control variables.
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For LEP students:Model one of the planets and how its tilt and time to make one revolution around the sun affect the seasons and seasonal temperatures. Allow students to copy the demonstration for the remaining planets in the chart to assist with understanding the concept and responding to the discussion questions listed.
http://www.ncpublicschools.org/curriculum/science/middlegrades/. (This website houses several support documents usable by the teacher.)
ElaborateRead the book Arctic Lights, Arctic Nights by Debbie S. Miller (ISBN 0-8027-8857-2). The author describes the activities of animals near Fairbanks, Alaska as they experience some of the world’s greatest temperature extremes and light variations throughout the year. On the Summer Solstice, Fairbanks will have 22 hours of daylight and 2 hours of darkness. Just the reverse occurs there on the Winter Solstice.
See Science Scope magazine for an article on this book.
Either have students complete a data sheet on date, sunrise and sunset times, temperature range and amount of daylight as the book is read or provide the data sheet included with this lesson. Have students graph the hours of daylight and darkness on the graph provided with this lesson.
Arctic Lights, Arctic NightsData for Fairbanks AlaskaDate Sunrise Sunset Length of
DaylightLength of Darkness
AverageHigh Temp
Average Low Temp
June 21 1:58am 11:47pm
21hr 49min 2hr 11min 72oF 52oF
July 21 3:14am 10:38pm
19hr 23 min 4hr 37min 72 oF 53oF
Aug 21 4:58am 8:48pm 15hr 50min 9hr 10min 62 oF 46oFSept 21 6:32am 6:54pm 12hr22min 12hr 22min 51 oF 35oFOct 21 8:04am 5:06pm 9hr 2min 14hr 58min 28 oF 12oFNov 21 9:45am 3:26pm 5hr 41min 18hr 19min 14 oF -4oFDec 21 10:58a
m2:41pm 3hr 43min 21hr 7min 6oF -12oF
Jan 21 10.09am
3:57pm 5hr 48min 18hr 12min 1oF -15oF
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For LEP students:-Before the graphing activity, ensure students understand the following terms by showing visuals to represent the words and offer possible times for these events to happen during the day: equinox sunrise sunset daylight
darkness winter/summer solstice -Since not all students may be accustomed to times in a 24-hour clock, use an analog & digital clock to demonstrate the 24-hour clock. Have students practice converting times from a 12-hour clock to a 24-hour clock. For example, 5:15pm = 17hr 15min
Use the internet to find data for your home town and for Miami, FL. How do you think the data for these locations will be different from Fairbanks, Alaska?
Graph data for hours of daylight and darkness. Use graph provided with this lesson or create one either on paper or computer.
What is the relationship between latitude and the amount of change in the length of daylight and length of darkness?
What is the relationship between the length of daylight and average temperatures at each of these locations? Why do you think this is true?
What is the relationship between directness of rays and average temperature at each of these locations?
How does distance from the equator affect the seasons? Where would you expect the least difference between winter and summer
temperatures? Why do we have seasonal changes in NC?
EvaluateGroup presentations
Explain with diagrams what causes “seasons” on earth and other planets.
Explain the role of direct and indirect rays, changing lengths of daylight and darkness, and surface materials in determining temperatures on earth.
Make a double Venn diagram showing seasons on earth and Mars.
Why are seasons reversed in the northern and southern hemispheres? Explain in words and add a labeled diagram.
Where is the only place that the sun is directly overhead on the equinoxes? On the winter and summer solstice? Is the sun directly overhead in NC at any time of the year? How do you know that?
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For LEP students:-Evaluate students using the methods mentioned above but focus primarily on the class participation and process of the activity rather than the final product.-Evaluate students on their ideas, discussed in groups, of seasonal climate changes in cities around the world.-Evaluate students on their responses listed during the poster round-robin. Measure students’ ability to formulate coherent reasons for seasonal temperature changes rather than their ability to use precise grammar and spelling in their written answers.
ExtensionsExplore how shadows change through the seasons. Is there ever a time that you would not cast a shadow? Why or why not? At what season will your shadow be longest? At what season will your shadow be shortest? At what time of day is your shadow longest? At what time is your shadow shortest? Collect data at various times of day throughout the school year. Make a chart and graph data. What patterns do you observe in the data collected over time?
Make models showing tilts of the axis of each of the eight planetsPlanet Mercury Venus Earth Mars Jupiter Saturn Uranus NeptunePlanetary Tilt 0 o 178 o 23.5 oo 24 o 3 o 27 o 98 o 29 o
Push a straw through a Styrofoam ball to represent axis of rotation. Use a protractor to measure tilt of the axis. Use toothpicks in the bottom of the ball to support it. Label each planet with its name and tilt. Describe the “seasons” that one might expect on each of the planets. How long would each last in earth time? Which planets would you predict to have greatest “seasonal variations” in heating? Which planets have other factors that are more important in determining surface temperatures than the tilt of the axis?
Play parts of Vivaldi’s The Four Seasons. Have students guess which season it represents and/or have students discuss environmental events suggested by the music and dramatize things that animal, plants, and people do in that season. Relate back to variations in solar heating and length of daylight heating at the different points on the earth by having students visualize the orientation of the tilt of the earth’s axis at each season.
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Graph of Hours of Daylight and Darkness Location _______________ Latitude________ Hemisphere _______________
AverageTemp
Sunrise
Sunset
Date Dec 21
Jan 21
Feb 21
Mar 21
Apr 21
May 21
Jun 21
Jul 21
Aug21
Sep21
Oct21
Nov21
Season 1 am2 am3 am4 am5 am6 am7 am8 am9 am10 am11 am
5.03 Relate the influence of the sun and the moon's orbit to the gravitational effects produced on earth.
Solar storms. Tides.
B2
1. Which of these has most influence on height of tides?A. Moon’s rotationB. Moon’s gravityC. Solar eclipsesD. Solar flares
2. Radio reception is interrupted. This may be due to A. solar stormsB. full moonC. neap tideD. meteor shower
6.01 Determine how convection and radiation transfer energy
B2
1. Which of the following best describes what happens when the sunlight hits a clear item such as Plexiglas.
A. The heat is blocked by the molecules that make up the Plexiglas.B. The heat is absorbed by the molecules that make up the Plexiglas.C. The heat is repelled by the molecules that make up the Plexiglas. D. All of the above are occurring in this example.
2. Which is the best example of radiation? A. heat circulating through waterB. heat moving through spaceC. heat circulating through airD. heat moving through a metal
6.02 Analyze heat flow through materials or across space from warm objects to cooler objects until both objects are at equilibrium.
B4
1. What is true about gases?A. the particles that compose a gas are tightly packed together. B. a gas has an exact volume.C. a gas had an exact shape.D. gas fills up the space that is available.
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2. You’re given a mystery liquid in a beaker. You place food coloring in the beaker and the color mixes into the liquid’s particles. What process is most responsible for the mixing of the two substances?
A. Radiation of particles.B. Transfer of thermal energy between the particles.C. Transfer of mechanical energy between the particles.D. Transfer of chemical energy between the particles.
6.04 Evaluate data for qualitative and quantitative relationships associated with energy transfer and/or transformation.
B6 (B5)
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C. Atomic energy to heat energy.D. Light energy to sound energy.
2. What is the source of energy that is changed to mechanical energy as the blades of a radiometer spin?
A. Mechanical energy to thermal energy.B. Nuclear energy to electrical energy.C. Atomic energy to heat energy.D. Light energy to mechanical energy.
3. Which types of energy conversion occurs in a remote controlled car? A. rotational mechanical energy to electrical energy.B. electrical energy to mechanical energyC. chemical energy to stored energyD. electrical energy to stored chemical energy.
6.07 Analyze the Law of Conservation of Energy: Conclude that energy cannot be created or
destroyed, but only changed from one form into another.
Conclude that the amount of energy stays the same, although within the process some energy is always converted to heat.
Some systems transform energy with less loss of heat than others.
B4 (B5)
1. You witness a fire that is burning in the woods. As you approach the fire you feel more heat the closer you get. Which is the best reason for the temperature change?
A. Mechanical energy to chemical energy.B. Chemical energy to mechanical energy.C. Stored chemical energy changing to thermal energy.D. Stored mechanical energy changing to chemical energy.
2. When you hold an ice cube your hand feels cold. This example best shows that_______.
A. your hand is conduction heat better than the ice cube.B. ice is a bad conductor of heat.C. heat is transferring from your hand to the ice cube.D. the ice cube cools your hand.
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MODIFIED FOR LEPs Unit Two Assessment Questions:
5.03 Relate the influence of the sun and the moon's orbit to the gravitational effects produced on Earth.
Solar storms. Tides.
B2
1. Which of these activities most influences how high the tides in the sea?A. Moon’s rotationB. Moon’s gravityC. Solar eclipsesD. Solar flares
2. Radio reception is interrupted. Why can this happen?A. solar stormsB. full moonC. neap tideD. meteor shower
6.01 Determine how convection and radiation transfer energy
B2
3. What happens when the sunlight hits a clear object, for example, Plexiglas? A. The heat is blocked by the molecules that make up the Plexiglas.B. The heat is absorbed by the molecules that make up the Plexiglas.C. The heat is repelled by the molecules that make up the Plexiglas. D. All of the above are occurring in this example.
4. Which is the best example of radiation? A. heat moving through waterB. heat moving through spaceC. heat moving through airD. heat moving through a metal
6.02 Analyze heat flow through materials or across space from warm objects to cooler objects until both objects are at equilibrium.
B4
5. What is true about gases?A. the particles in a gas are packed together. B. a gas has an exact volume.C. a gas had an exact shape.D. gas fills up the space in an area that is available.
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6. You have a mystery liquid (substance 1) in a beaker. You put food coloring (substance 2) in the beaker and the color mixes into the liquid’s particles. What is the name of the process mixes the two substances?
A. Radiation of particles.B. Transfer of thermal energy between the particles.C. Transfer of mechanical energy between the particles.D. Transfer of chemical energy between the particles.
6.04 Evaluate data for qualitative and quantitative relationships associated with energy transfer and/or transformation.
B6 (B5)
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B. Nuclear energy to electrical energy.C. Atomic energy to heat energy.D. Light energy to sound energy.
8. When a radiometer spins, what types of energy change? A. Mechanical energy to thermal energy.B. Nuclear energy to electrical energy.C. Atomic energy to heat energy.D. Light energy to mechanical energy.
9. Which types of energy change in remote controlled car? A. rotational mechanical energy to electrical energy.B. electrical energy to mechanical energyC. chemical energy to stored energyD. electrical energy to stored chemical energy.
6.07 Analyze the Law of Conservation of Energy: Conclude that energy cannot be created or
destroyed, but only changed from one form into another.
Conclude that the amount of energy stays the same, although within the process some energy is always converted to heat.
Some systems transform energy with less loss of heat than others.
B4 (B5)
10. When you walk toward a fire, why do you feel the heat more as you move closer? A. Because mechanical energy is changing to chemical energy.B. Because chemical energy is changing to mechanical energy.C. Because stored chemical energy is changing to thermal energy.D. Because stored mechanical energy is changing to chemical energy.
11. When you hold an ice cube your hand feels cold. Why?A. your hand conducts heat better than the ice cube.B. ice is a bad conductor of heat.C. heat is transferring from your hand to the ice cube.D. the ice cube cools your hand.
