Transcript The Earth and Her Neighbors

The Earth and Her
Neighbors in the
Solar System
By:
Maria Mercado, Yves Antenor,
Shiuli Arshad, Lisa Cruz, April
Barabash, Melanie Ma, and
Angela Nannetti
Summer 2013
Lesson #
Responsible
Party
Title of Lesson
Blooms Taxonomy
Gardner’s MI(s)
Lesson 1a
Maria
Mercado
The solar
system
Knowledge, Comprehension,
Application, Analysis,
Synthesis, and Evaluation
Visual-Spatial,
Linguistic,
Kinesthetic,
Lesson 1b
Yves Antenor
The Final Frontier
Scavenger Hunt
Interpersonal,
Visual
Knowledge, &
Comprehension
Additive
KWL Chart,
Computer to watch a video
Scavenger hunt,
Filamentailty,
Web 2.0 Tool
Lesson 2
Lisa
Space Relations
Remembering,
Understanding, Applying,
Analyzing, Evaluating &
Creating
Visual and Spatial,
Interpersonal, & Intrapersonal
Globe
KWL Chart,
Internet access/ Computer to watch
videos,
Styrofoam balls,
Chart paper, Graphing sheet
Lesson 3
April
The Seasons &
Climates of the North
& South Hemispheres
Understand &
Analyze
Spatial Intelligence, Linguistic
Intelligence
Thermometer ,
Bar graph,
Smartboard,
Internet resources,
Web 2.0 tool
Lesson 4
Melanie
How the Moon was
created
Knowledge,
Comprehension,
Application and Analysis
Visual-Spatial, Interpersonal,
and Logical-Mathematical
KWL chart,
Internet access, Children’s
Literature,
National Geographic,
Smart Board
Lesson 5
Angela
Moon phases
Comprehension, Synthesis
Spatial,
Bodily-Kinesthetic, Naturalistic
Children's Literature,
Manipulative: Oreos
Lesson 6
Shiuli Arshad
Earths Water Cycle
Analysis, Application
Visual-Spatial, Interpersonal,
Graphic Organizer,
SmartBoard
Children’s Literature
Introduction
Think about your environment, everything around you is
affected by one main thing: The Sun
The Sun is the center of our solar system and affects
everything around us.
To understand how we live, we must first understand our
environment and this is why we choose Earth and
Space as our unit topic
Behavioral Objectives:
To understand and apply
knowledge of planet earth in the
solar system based on readings,
a video and class discussion.
To create a chart categorizing
planets in the solar system,
including dwarf planets.
To synthesize their
comprehension of the solar
system by creating an art
project or short film using
technology
Motivational/Constructivist
Question(s):
The teacher will introduce the lesson
by asking a motivational question.
Have you ever wondered why we
don’t fall off our very round planet?
Did you know that the sun’s gravity
is what holds the solar system
together? Teacher will show an
online book titled The Solar System
by Ari Hopman,
http://www.youtube.com/watch?v=Q
TKLi_k0GNQ. This book will serve as
an introductory field trip to space,
and the solar system.
The solar system
NAEP Process Skills:
Scientific Inquiry:
S4.2 Conduct scientific
investigations using
appropriate tools and
techniques.
S4.3 Identify patterns in
data and/ or relate
patterns in data to
theoretical models.
• Open-Ended Questions:
•
•
•
•
Closed ended questions:
Why is gravity important to earth?
What is the solar system composed
1. What of?
is the difference between a star and a planet?
Which planets can be seen without a telescope?
Answer: Stars are much bigger than planets. Stars shine all
What is gravity?
by themselves. Planets do not shine. We can see planets because
a star shines on it. We only see the part of the planet that faces the star.
2. Name inner planets; explain why they are called Inner planets?
Answer: Mercury, Venus, Mars, and Earth, surfaces are made of
rocks.
3. Name outer planets; explain why are they called outer
planets?
Answer: Jupiter, Saturn, Neptune, Uranus, gaseous surfaces are
found beyond the asteroid belt.
Open ended questions:
What is gravity?
Why is gravity important to earth?
What is the solar system
composed of?
Which planets can be seen
without a telescope?
Procedures
Students will be encouraged to use
technologies previously used in class.
They may create a movie at
(http://animoto.com). Create a power
point presentation, or an art project
depicting the solar system.
Students answer 1 of the following
questions;
The earth orbits the sun in 365 days,
how long does it take each planet to
orbit the sun? Construct a chart or
graph to analyze and interpret data.
Create a short film using
www.animoto.com to illustrate a new
planet. What would you name it,
describe its structural components
and identify its place in the solar
system, and why. Compare and
contrast your planet to other planets.
Be creative!
Create a science/art project explaining
the solar system. Distinguish the
following objects: star, planets, dwarf
planets, moons, comets, asteroids,
and meteors.
After completion of the activities,
students will present their final
product. Lessons should be interactive
Behavioral
Objective(s)
Target
“3”
Satisfactory
“2”
Unsatisfactory
“1”
Students information are
accurate and
organized.
Students are
able to name 8
planets in the
solar system,
including dwarf
planets.
Student’s
content is
accurate with
minimal error.
Students are not
able to properly
conduct research
on their own.
Information is
inaccurate.
Students are
able to
recognize that it
takes Mercury ,
88 earth days
Venus, 225 days
Earth, 365 days
Mars, 685 days
Jupiter,12 earth
years
Saturn, 29 years
Uranus, 84
years
Neptune ,165
years.
Behavioral
Students are
Objective#3:
able to recall 5
Students are able moon, earth,
to name
and sun facts.
important facts
pertaining to
earth, the sun,
Students are
able to recall
some
information
with teacher’s
assistance.
Students are not
able to categorize
any of the planets
in the solar
system.
Students are
able to mane
3 or more,
earth, sun,
and moon
facts.
Students are not
able to name
solar planet
facts.
Behavioral
Objective #1:
Students are able
to successfully
incorporate
technology to
produce a
complete
explanation of
the solar system.
Behavioral
Objective#2:
Students are able
to categorize
how long it takes
each planet to
orbit the sun.
Student
Rating
Utilize the following links to beam you into space to complete the scavenger hunt:
www.nineplanets.org/overview.html ; www.planetsofthesolarsystem.net; www.kidzone.ws/planets/; http://solarsystem.nasa.gov/planets/ ;
http://kids.nineplanets.org/earth.html
To learn more about your planet Earth and its neighbors in the solar system,
check out your 4th grade Filamentality page to continue your exploration:
http://www.kn.att.com/wired/fil/pages/listearth72.html
References:
(n.d.). Retrieved from
www.Kidblog.org/home/
Harvey, S. (n.d.). Retrieved from
http://solarsystem.nasa.gov/planets/
(n.d.). Retrieved from
http://kids.nineplanets.org/earth.htm
(n.d.). Retrieved from
www.nineplanets.org/overview.html
(n.d.). Retrieved from
www.planetsofthesolarsystem.net
(n.d.). Retrieved from
www.kidzone.ws/planets/
Neil Degrass Tyson, an astrophysicist and director of the Hayden
Planetarium, is the host of this weekly podcast.Hear him discuss the
Earth and our solar system.
http://www.startalkradio.net/shows-archive/
•With the help of our fourth grade Filamentality web
page, learning about the solar system and planet Earth
will not be confined in the classroom. Information
through interactive websites, blogs, podcasts and videos
are easily accessible by students at home. Their journey
of learning about this unit can travel with them, wherever
they go, using any net-enabled device.
•http://www.kn.att.com/wired/fil/pages/listearth72.html
• The Water Cycle
• Lesson Summary
Motivation
Q: “When it rains there are puddles on the
ground. A few days later we don’t see
the puddle. Where do you think rain
came from? What happens to the
puddle? Where did the water go?”
A: List answers on Smartboard.
Procedure
1. Video of the Earths Water Cycle.
Visuals and a song are used to help
students memorize the Water Cycle &
essential vocabulary terms.
2. Read aloud: Inside the Water
Cycle: Earth and Space by William
B. Rice.
The book reinforces new and old
vocabulary words.
Procedure
3. Students will work in groups of
three and do research on concepts
using the vocabulary words that
make up the water cycle.
4. Students will create a graphic
organizer (poster board) of the
water cycle with their group and
present to each other.
Follow Up
5. Students will do individual writing
assignments to demonstrate what
they learned about the water cycle.
Behavioral Objectives
1.Students will be able to explain why the sun is important in
the Earths Water Cycle
2.Students will do research on the Water Cycle
3.Student will create a graphic organizer as a poster board on
their topic of the Water Cycle
Closed-Ended Questions
1. Question: What are the three key terms that make up the Water
Cycle?
i. Answer: The three key terms that make up the Water Cycle is
evaporation, precipitation, and condensation.
2. Question: What does evaporation do?
i. Answer: It’s the process that changes liquid water into water
vapor.
NAEP Science Content Standard
•E4.3: The surface of Earth changes. Some changes are due to
slow processes such as erosion and weathering, and some
changes are due to rapid processes such as landslides,
volcanic eruptions, and earthquakes.
Materials:
Open ended Questions
Inside the Water Cycle: Earth and Space by William B. Rice
Video:
http://www.neok12.com/php/watch.php?v=zX6b4b4179035671726
44259&t=Water-Cycle
1. Question: How does the Sun effect our water cycle?
2. Question: Why do you think the water cycle is important ?
Smart board, Computers, Internet, Poster boards, Color pencils,
Assessment
1. Target rating: “3”
2. Students are able to create a poster board on their topic of the Water
Cycle including all the required elements. Write two paragraphs
including topic explanations, what they learned from other group’s
presentation and explain the importance of the sun in the Water Cycle
with no grammatical errors.
Student Performance based Product (Target
rating) for Behavioral Objective #1
Behavioral
Objectives
Behavioral
Objective #1
Required Elements
Of Poster Board
Behavioral
Objective #2
Research
Student Performance based Product (Target rating) for
Behavioral Objective #3
We have been doing research on the Water Cycle and
learned how it works. The main three things that make up the
Water Cycle are evaporation, condensation and precipitation. The
sun is a big source of energy on Earth and plays and important
role in the Water Cycle. When the sun heats up the water in
rivers, lakes or oceans and turns it into water vapor or steam
which then goes into the air. When the water vapor in the air gets
cold it changes back into liquid and form a cloud. Precipitation is
when the cloud gets heavy because of all the liquid so then the
water falls back to the earth in the form of rain, snow, hail or
sleet.
I really liked watching the other groups present their poster
board. I got to see the different way they made their Water Cycle
project. I learned different things from each group and how they
worked together. We all learned that the sun is a very important
planet and we need it in order to survive. Without the sun we
would have light or heat energy. Without any heat we wouldn’t
have a water cycle because the liquids wouldn’t turn into vapor.
We need liquid to fall back to earth so it can spread water to
different places so it wouldn’t be dry.
Behavioral
Objective# 3
Written paragraph
on the
Water Cycle
Target
3
Satisfactory
2
Poster includes
all required
elements enriched
with student
research fact
All but 1 of the
required elements
are included on
the poster.
Student did a
proficient research
that demonstrates
their new
knowledge.
Student did
adequate research
Which
Demonstrates
partial knowledge.
The two
paragraphs include
thorough research
of each topic, with
Complete
explanations of
the suns’ role in
the Water Cycle.
There is a concise
evaluations of
other groups
Presentations.
Two or less
Grammatical
and/or sentence
structure errors.
The two paragraphs
Included
Inadequate
research of each
topic, with less
Than complete
explanation of the
suns role in the
Water Cycle. Brief
and superficial
evaluation of other
group presentation.
Two or more
grammatical and/or
sentence structure
errors.
Unsatisfactory
1
Several required
elements were
missing.
Student did minimal
research which
demonstrates their
lack of
Understanding
of topic.
Unclear paragraphs
with no adequate
facts that
Demonstrate
understanding of the
topic. Missing or off
topic evaluations of
other groups
presentations. Three
or more grammatical
and/or sentence
structure errors.
Student
Rating
Concept 3:
The Seasons & Climates of the
Northern & Southern Hemispheres
• Motivation/Constructivist
LIST OF TEMPERATURES: October 14- 18, 2013, NY, NY
Activity:
For five days students
record the daily
temperature on a
thermometer outside the
classroom window. The
daily temperature is
recorded on poster board
in a bar graph.
After the week is over
students will find the
median, mode and mean of
the temperatures.
Mean
Mode
Median
Min
Max
Range
Concept 3:
The Seasons & Climates of the
Northern & Southern Hemispheres
Procedures
•
Teacher Talk: (Sample)
Oral Q &A:
I). Closed-Ended Questions
Q: What season are we in?
A: Fall
II). Open ended Questions
Q: What are some signs of fall?
Acceptable Answer: Cool weather, falling leavings, windy days
Today we will learn why our seasons change.
Time Duration: 2 periods
2. Aim: – Why do the North and South Hemispheres have opposite seasons and climates?
3. Do Now
Distribute handouts with words on top. Students fill in the correct word with the sentence as teacher takes attendance.
Every word should be a review from prior terms. Beware- One word is not used!!
1. Climate
2. Revolves
3. Equator
4. Season
5. Globe
6. Temperature
1. Every day in class we use a thermometer to find the ______________ outside our window.
2. The __________________is an imaginary line around the center of the earth.
3. In the winter ___________ the air is usually cold.
4. A ________ is a round image of our earth.
5. The earth ____________around the sun.
Teacher Talk: Review answers with students.
4. Turn on Smart board. Go to website that shows picture of earth circling the sun and how the different tilt of the
hemispheres creates climate/seasons
("Earth's tilt 1:" 2012)
Concept 3:
The Seasons & Climates of the
Northern & Southern Hemispheres
5. Read Round Robin- Hand Out to discuss video:
Why Does the Earth have different Seasons? (sample notes)
1. The earth is separated into four quarters called
hemispheres.
The top quarter is called the Northern hemisphere.
2. When earth revolves around the sun the earth the southern
hemisphere and the northern hemisphere take turns tilting
away and toward the sun.
3. The north and south have opposite seasons and
climate because of this tilt.
6. Activity: Have volunteers use the globe to demonstrate the
earth’s tilt.
Part 2: Group work in the computer lab
Country & Weather
GROUP WORK SHEET (SAMPLE QUESTIONS)
Names____________________
___________________
_______________
______
Choose a leader, a recorder, a time keeper. Materials - blank paper and
some crayons to draw a map. This group work should take 12 – 15
minutes.
1. Directions- Circle one city in the southern hemisphere.
Sao Paulo, Brazil
Rio De Janeiro, Brazil
Sydney, Australia
2. What season is it in the southern hemisphere right now?
____________________
3. Make a prediction. Will it be warmer or colder than New York City?
Why?______________________________________________________
_
4. Go to: weather.com on the Google bar
5. In the search box write your southern city.
____________________________
6. The leader will read out loud the temperature predicted for the next four
days.
_________________ sentences to tell what you learned from
weather.com about the climate and seasons of both cities.
• Homework/Follow up Activity:
• For the next week each student will go online to weather.com
and look up the weather for their city. They will go onto their blog
and post the temperature. They will briefly compare their
opinions about the weather in their city and New York. Students
will be given ten minutes during lunch to do this work if they do
not have a computer at home.
• Blogger.com is a free blog provided by Google which allows
anyone to create, update and maintain an open forum of
thoughts, discussion, photos and podcasts. It is the writers’
choice to host their own blog or create one with multiple
contributors.
• http://www.blogger.com/home
Behavioral Objective
Target 3
Satisfactory 2
Unsatisfactory 1
Behavioral Objective #1
Understand how the tilt of the
earth towards or away from
the sun causes
climate/seasons by
answering questions 1-7.
The written
answers are all
correct.
There are no
mistakes in
grammar or
sentence
structure.
Two to three
answers are
wrong. Two to
three mistakes in
grammar
Four or more
answers are
incorrect.
Incorrect grammar
and incomplete
sentences.
Behavioral Objective #2
Student will work with a
group to analyze the
differences in season and
climates between the north
and the south hemisphere
found in question 8 through
drawing and writing.
The students
cooperate without
too much
assistance from
teacher.
The map has
precise lines to
show the different
hemispheres.
Students stay
organized and
their
disagreements
are settled
without
excessive
teacher
intervention. The
map is not
drawn clearly.
Teacher intervention
is needed to
organize the sheet.
Constant monitoring
is necessary for any
work to proceed.
The map is
incorrectly drawn.
After a read-aloud of The Moon Book by Gail Gibbons,
students will be asked to create a model of the 9 moon phases
they learned about using Oreo cookies.
•Rationale: This lesson is designed to make a challenging
concept
accessible to all students, by
providing
them with a hands-on experience. We hope that our
students will be more engaged and
retain more of what
they learn
this way.
“The Moon Book” by Gail Gibbons
28 Zip-Lock Bags, each containing 9 Oreos
28 Popsicle Sticks
28 Paper Plates
Elmer’s Glue
CRITERIA for Behavioral
Objectives
To construct one
complete moon phase
cycle using Oreo cookies
“3”
Target
All 9 moon phases
were present and
correctly
represented, placed
in the correct
sequence, and
correctly labeled
“2”
Satisfactory
“1”
Unsatisfactory
7 or more moon
phases were present
and correctly
represented, with no
more than 1
sequencing or labeling
error
Less than 7 moon
phases were present
and correctly
represented, and
there were more
than 1 sequencing or
labeling error
Spreadsheet and Congruent
Mathematical Representation
Each student will be asked to translate the data in a SPREADSHEET
to a BAR GRAPH using Microsoft Excel.
Question
Answer in
days
Number of days moon takes to
disappear (or wane)
7
Number of days moon is dark
4
Number of days it takes to fill
up (wax) to ½ moon
7
Number of days it takes moon
to go from ½ to full
8
Number of days moon is full
4
CRITERIA for
Behavioral
Objectives
“3”
Target
“2”
Satisfactory
“1”
Unsatisfactory
To translate
data from a
spreadsheet to
a bar graph
using
Microsoft
Excel
All 5 pieces of
data from the
spreadsheet
were
accurately
represented in
the bar graph,
graph is titled,
and axes are
labeled
3 or more
pieces of data
from the
spreadsheet
were
accurately
represented in
the bar graph,
the graph is
titled, and
axes are
labeled
Less than 3
pieces of data
from the
spreadsheet
were
accurately
represented in
the bar graph,
the graph is
titled, but the
axes are not
labeled
Concept 1:
The Solar System
•
NAEP Process Skills:
Scientific Inquiry:
S4.2 Conduct scientific investigations using appropriate tools and techniques.
S4.3 Identify patterns in data and/ or relate patterns in data to
theoretical models.
•
Technology:
T4.3 Apply science principles or data to anticipate effects of technological design.
•
NAEP Science Content Standard
Objects in the Universe: Patterns in the sky
E4.1: Objects in the sky have patterns of movement. The Sun, for example, appears to move across the sky in the same way
every day, but its path changes slowly over the seasons. The Moon appears to move across the sky on a daily basis much like
the Sun.
E4.2: The observable shape of the Moon changes from day to day in a cycle that lasts about a month.
•
NCTM Math Skills
Process Standards: Knowledge of Mathematical Connections.
4.1 Recognize and use connections among mathematical ideas.
4.2 Recognize and apply mathematics in contexts outside of mathematics.
Content Standards: Knowledge of numbers and operations.
9.2 Use properties involving numbers and operations, mental computation, and computation estimation.
10.5 Use technological tools to explore algebraic ideas and representations of information and in solving problems.
•
ISTE NETs Standards for Literate Students
Standards: 3D- Process data and report results.
5B- Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.
Concept 1b: The Final
Frontier Scavenger Hunt
•
ISTE NETs Standards for Students:
Creativity and Innovation:
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology.
Students:
C. use models and simulations to explore complex systems and issues
Communication and Collaboration:
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
A. interacts, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
D. Contribute to project teams to produce original works or solve problems.
Technology Operations and Concepts:
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
A. understands and uses technology systems.
B. selects and uses applications effectively and productively.
D. transfer current knowledge to learning of new technologies.
NAEP Science Standards:
Earth & Space Sciences:
E4.1 Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in
the same way every day, but its path changes slowly over the seasons. The moon appears to move across the
sky on a daily basis much like the sun,
E4. 7 The sun warms the land, air, and over the seasons.
Concept 2:
Space Relations
•
NAEP Process Skills
Scientific Inquiry:
S4.1- Design and critique aspects of scientific investigations
S4.2- Conduct scientific investigations using appropriate tools and techniques
S4.3- Identify patterns in data and or relate patterns in data to theoretical models
S4.4- Use empirical evidence to validate or criticize conclusions about explanations and predictions
E4.1- Objects in the sky have patterns of movement
E4.2- the observable shapes of the moon changes are from day to day in a cycle that lasts about a month.
E4.8- Weather changes from day to day and over the seasons
E4.9- Scientists use tools for observing, recording, and predicting weather changes from day to day and over the seasons.
•
NAEP Science Content Standard:
Earth in space & time
Sun and Moon: Patterns of movement based on time of day or season
Observable shape of moon changes day to day and last approximately one month
NCTM Math Skills
Process Standards:
3.3 Organize mathematical thinking through communication.
•
Content Standards:
9.2 Use properties involving number and operations, mental computation, and computational estimation.
10.5 Use technological tools to explore algebraic ideas and representations of information and in solving problems.
14.1 Design investigations, collect data, and use a variety of ways to display data and interpret data representations that may
include vicariate data, conditional probability and geometric probability.
15.1 Recognize the common representations and uses of measurement and choose tools and units for measuring.
15.2 Apply appropriate techniques, tools, and formulas to determine measurements and their application in a variety of
contexts.
•
ISTE NETs Standards for Literate Students:
3D- Process data and report results
5B- Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity
Concept 3:
The Seasons & Climates of the
Northern & Southern Hemispheres
•
NAEP
Process Skills
S4.1 Design and critique aspects of scientific investigations (e.g., involvement of control groups, adequacy of
sample);
S4.2 Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that
measures the desired quantity—length, volume, mass, weight, time interval, temperature—with the appropriate
level of precision);
S4.3 Identify patterns in data and/or relate patterns in data to theoretical models;
NAEP Science Content Standard
E4.1: Objects in the sky have patterns of movement. The sun, for example, appears to move across the sky in
the same way every day, but its path changes slowly over the seasons. The moon appears to move across the
sky on a daily basis much like the sun.
NCTM Math Skills
Understand measurable attributes of objects and the units, systems, and processes of measurement:
Grades 3–5 Expectations:
- Understand that measurements are approximations and how differences in units affect
precision.
- Select and apply appropriate standard units and tools to measure length, area, volume, weight, time,
temperature, and the size of angle ("Measurement standard," )
ISTE NETs Standards for Literate Students:
List Standard (s)
6. Technology Operations and Concepts
A. Students demonstrate a sound understanding of technology concepts, systems, and
operations.
B, students: a... Students understand and use technology systems.
C. selects and uses applications effectively and productively.
D. transfer current knowledge to learning of new technologies. ("Nets for students 2007,")
Concept 4:
How the moon was created
•
NAEP Science Content Standard:
E4.1: Objects in the sky have patterns of movement. The Sun, for example, appears to move across the sky in the same way every day, but its path
changes slowly over the seasons. The Moon appears to move across the sky on a daily basis much like the Sun.
E4.2: The observable shape of the Moon changes from day to day in a cycle that lasts about a month.
•
NCTM Math Skills:
Process Standards
Knowledge of Mathematical Connections
4.1 Recognize and use connections among mathematical ideas.
4.2 Recognize and apply mathematics in contexts outside of mathematics.
•
Content Standards
Knowledge of Numbers and Operations
9.2 Use properties involving number and operations, mental computation, and computation estimation.
•
ISTE Nets Standards for Literature Students:
Creativity and Innovation:
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. Apply existing knowledge to generate ideas, products, or processes
b. Create original works as a means of personal or group expression
•
Communication and Collaboration:
Students use digital media and environments to communicate and work collaboratively, including at a distance to support individual learning and
contribute to learning of others. Students:
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media formats.
•
Research and Information Fluency:
Students apply digital tools to gather, evaluate and use information. Students:
b. Locate, organize, analyze, evaluate, synthesis, and ethically use information from a variety of sources and media
c. Evaluate and selection information sources and digital tools based on the appropriateness to specific tasks.
Concept 5:
Moon Phases
•
NAEP Process Skills
Scientific Inquiry: S4.3 Identify patterns in data and/or relate patterns in data to
theoretical models
Technology: T4.1 Propose or critique solutions to problems, given criteria and scientific
constraints
•
NAEP Science Content Standards
E4.1: Objects in the sky have patterns of movement. The sun, for example, appears to
move across the sky in the same way every day, but its path changes slowly over the
seasons. The moon appears to move across the sky on a daily basis much like the sun.
E4.2: The observable shape of the Moon changes from day to day in a cycle that lasts
about a month.
•
NCTM Math Skills
Process Standards: Connections, Representations
Content Standards: Data Analysis & Probability
ISTE NETs Standards for Literate Students
Standard 3c: Students locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
Standard 4b: Students plan and manage activities to develop a solution or complete a
project.
Concept 6:
Earths Water Cycle
•
NAEP Process Skills
Scientific Inquiry
S4.4 Use empirical evidence to validate or criticize conclusions about explanations and predictions
(e.g., check to see that the premises of the argument are explicit, notice when the conclusions do not follow logically
from the evidence given).
•
Technology
T4.1 Propose or critique solutions to problems, given criteria and scientific constraints;
•
NAEP Science Content Standard
E4.3: The surface of Earth changes. Some changes are due to slow processes such as erosion and weathering, and
some changes are due to rapid processes such as landslides, volcanic eruptions, and earthquakes.
•
NCTM Math Skills
No math skills in this lesson
•
ISTE NETs Standards for Literate Students:
List Standard (s)
3. Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and
produce other creative works.
Multi-Media Elements
•
Lesson 1: Space Relations
•
The video is a visual tool and introduces key terms to explain the reasons for day and night.
•
This video defines and explains key ideas about both the earth’s rotation on its own axis and
how its’ revolution and tilt around the sun cause the seasons to change.
YouTube. (2013). Day and Night and Earth's Rotation. Retrieved from http://www.youtube.com/watch?v=pLl8sDZRSYg
YouTube. (2012). What Causes Earth's Seasons. Retrieved from http://www.youtube.com/watch?v=DUIqvplwziq
•
In this video children learn why we seem to see different phases of the moon. This video
describes lunar eclipses.
YouTube. (2013). The Moon for Kids 1-3. Retrieved from http://www.youtube.com/watch?v=gHlMReTpJXw
•
Lesson 1.b: The Final Frontier Scavenger Hunt
•
Kidblog – After the scavenger hunt each team updates their blog on this website. Pictures
from the decorated bulletin boards will inspire the students to write a paragraph about what
they learned after visiting the various sites. ("Kidblog," ).
[Web log message]. Retrieved from http://kidblog.org/why-kidblo/
•
The Planetary Society - This is a companion site containing blogs from scientists to reinforce
knowledge about the planets. ("The Planetary Society ,"
)
[Web log message]. Retrieved from http://www.planetary.org/blogs
Multi-Media Elements
•
Lesson 3: The Seasons & Climates of the Northern and Southern Hemispheres
•
This blog has been created by students in the classroom. They will log on daily to record
the temperature of the weather outside the classroom. This purpose of this activity is to
combine scientific research with computer technology.
[Web log message]. Retrieved from http://www.blogger.com/home?pli=1
•
This site lists ten cities in southern hemisphere. They will understand many countries are
located in the southern hemisphere.
Annabelle . (2012). The 10 greatest southern hemisphere cities. Untwisted Vortex, Retrieved from http://www.untwistedvortex.com/10-greatest-southern-hemispherecities/.
•
Based on Gardner’s intelligences, this video will enhance the learning ability of students
through listening and visual images.
Earth's tilt 1: The reason for the seasons [Web]. (2012). Retrieved from http://www.youtube.com/watch?v=Pgq0LThW7QA
•
Weather.com is a common useful sight that will enable students to become familiar and
competent on the internet. National and local weather forecast.
The Weather channel, Retrieved from http://www.weather.com/
Multi- Media Elements
• Lesson 4: How the moon was created
• This video provides a guide for students through the
process of organizing and presenting their research.
Editing and sequencing skills are reinforced. http://animoto.com/.
• The site is a virtual field trip to the moon.
http://quest.nasa.gov/vft/
• Lesson 5: N/A
References:
Animoto. (2013). Retrieved from
http://animoto.com
Ames Research Center. (2006). Retrieved from
http://quest.nasa.gov/vft/
Multi-Media Elements
• Lesson 6: Earth’s Water Cycle
• This 2.0 website has videos teachers have already
evaluated and posted. One video provides a simple
and easy to understand visual presentation. The site
lists keys words with definitions that are easy to
comprehend.
The Water Cycle. (2011). Neok12. Retrieved from
http://www.neok12.com/php/watch.php?v=zX6b4b417903567172644259&t=Water-Cycle
•
Vocabulary:Water Cycle. (2011). Neok12. Retrieved from http://www.neok12.com/vocabulary/Water-Cycle-01.htm
References
•
Animoto. (2013). Retreived from http://animoto.com
•
Annabelle . (2012). The 10 greatest southern hemisphere cities. Untwisted Vortex, Retrieved from
http://www.untwistedvortex.com/10-greatest-southern-hemisphere-cities/
•
Docstoc.2013.Types of Precipitation Retrieved from http://www.docstoc.com/docs/107213363/Types-of-Precipitation
•
Earth's tilt 1: The reason for the seasons [Web]. (2012). Retrieved from
http://www.youtube.com/watch?v=Pgq0LThW7QA
•
Gibbons, G. (1997). The Moon Book. New York: Holiday House.
•
Glogster.2007. Condensation Retrieved from http://www.glogster.com/jaaammm/condensation/g6mdr2i1bfq35laf4s7rhaa0?old_view=True
•
Gold ridge.n.a. Water Cycle Collection Retrieved from http://www.goldridge08.com/waterkid.htm
•
Google.n.a. picture of evaporation Retrieved from
http://ed101.bu.edu/StudentDoc/Archives/ED101sp08/jgostrov/Evaporation.html
•
NSTA. (2012). NSTA standards. Retrieved from
•
http://www.nsta.org/about/standardsupdate/standards.aspx
References
•
Rice. W.B. (2007). Inside the Water Cycle: Earth and Space. Science Readers Series. Teacher Created Material.
•
The Water Cycle. (2011). Neok12. Retrieved from
http://www.neok12.com/php/watch.php?v=zX6b4b417903567172644259&t=Water-Cycle
•
The Weather channel, Retrieved from http://www.weather.com/
•
Vocabulary: Water Cycle. (2011). Neok12. Retrieved from http://www.neok12.com/vocabulary/Water-Cycle-01.htm
•
[Web log message]. Retrieved from http://www.blogger.com/home?pli=1
•
[Web log message]. Retrieved from http://kidblog.org/why-kidblog/
•
[Web log message]. Retrieved from http://www.planetary.org/blogs/
•
Youtube. (2013). The Solar System (Kids' book) 1/3. Retrieved from
•
http://www.youtube.com/watch?v=QTKLi_k0GNQ