Teaching and Learning About Earth and Space

Planets - sizes and distances

2010-04-17T09:34:00.002-07:00

Curricular Concept: Students will construct models to demonstrate the relative size and distances from the sun for each of the 8 planets in the solar system.

Grade Level: 5th

Materials: Rolls of paper towels, construction paper, scissors

Lesson
(currently can only be viewed in Safarai)

relative and absolute dating

2010-04-17T09:23:00.003-07:00

Curricular Content: Distinguish between relative and absolute geologic dating techniques in determining the age of fossils and artifacts.

Grade level: 9^th grade physical science

Tools:

Web resources:

Earth timeline video

Basic definitions

More definitions

ow dating works video

Radiometric dating video

Radiocarbon dating video

Strategy: After watching the Earth timeline video students launch into the question, “How do we know how old the stuff we find as fossils really is?” Relative dating techniques and absolute dating techniques are discussed. Videos complement the investigation. Students are given fossils and asked to determine the approximate age of the fossils using tools such as charts and tables.

Life of a star

2010-04-17T09:21:00.003-07:00

Curriculum Concept: Describe the characteristics of stars: luminosity, temperature, color, and absolute brightness of stars. Identify the different sizes of stars and the life cycle pattern

Grade level: 9^th grade physical science; astronomy unit

Tools needed:

Computers for students

Worksheets

Access to internet

Web Resources:

· Life cycle of a star

· Hertzsprung Russell diagram worksheet

Interactive HR diagram

Hertzsprung-Russell diagram

Strategy: A quick look at the Hertzsprung-Russell diagram shows students that there are stars have different sizes, colors, temperatures, and brightnesses. The Interactive HR diagram leads the students an through the various scales used on the diagram and offers an opportunity to relate the scales to one another. The Hertzsprung Russell diagram worksheet allows the students to apply their learning and draw conclusions based on this learning. Finally, the Life cycle of a star explores the typical life stages of stars of different sizes.

Prior knowledge: Students have studied galaxies and galaxy types. The next level is the study of the

stars within the galaxies.

Classifying galaxies

2010-04-17T09:18:00.003-07:00

Curriculum Concept: Describe the characteristic types of galaxies and identify galaxy types using the Hubble Tuning Fork.

Grade level: 9^th grade physical science; space science unit

Tools needed:

Computers for students

Worksheets

Access to internet

Web Resources:

Hubble tuning fork

Hubble tuning fork diagram with galaxy pictures

Hubble pictures of objects in the sky: galaxies, nebulae, clusters

deep space pictures

Strategy:

1. Introduce definition of galaxy

2. Discuss classification as a method used by scientists to organize data

3. Use sky server site to begin the discussion of galaxy types and their characteristics.

4. Students use the worksheet as a guide to investigate galaxy types and to learn to identify each type by its characteristics.

5. Assessment – students are shown pictures of galaxies and asked to identify the galaxy type.

Prior knowledge: Students have studied the big bang and the universe time line to know that

various types of objects are in the sky. The sequence will move from broad concepts to the more particular concepts.

2010-04-16T18:33:00.002-07:00

Curricular Concept: This is a study of the manned space program for the United States noting the significant events of the Mercury, Gemini, Apollo and Shuttle missions. Also included is an overview of the international space station. The unit opens with an introduction to the cold war and the space race so the students will have an historical perspective of the era.

Grade level: 9^th grade physical science

Tools needed:

Web Resources:

Sputnik movie (10 Min)

Cold war and space race Part 1

Kennedy moon speech (Rice University)

Kennedy moon speech (Congress)

Strategy: The cold war introduction sets the scene to answer the question of why the United States took the challenge to go to the moon. With a background of the building up of sides in the cold war and the “anything you can do we can do better” attitude, the students watch the first video which shows the Russian side of the launch of the Sputnik.

Major events in manned space flight include the flight of Alan Shepard into space and the earth orbiting flight of John Glenn. Information on the Gemini flights and the practice rendezvous with another object in space as well as the first space walks (EVA) are also included. Apollo mission highlights include the first picture of the earth taken from Apollo 8 as well as lunar pictures from Christmas eve, the moon landing of Apollo 11, and the dune buggies used on subsequent Apollo flights.

Weather - Changes

2010-04-16T18:24:00.001-07:00

Curricular concept: Weather – Describe observable changes in weather; predict results of an investigation based on life, physical and Earth and space sciences; communicate observations with pictographs, pictures, models and/or words; identify the following aspects of weather: wind and precipitation
Grade level: Kindergarten
Tools needed: Weather Graph document, access to Facebook, digital camera, various books on weather such as:
• The Kids' Book of Weather Forecasting Williamson Kids Can! Series
• Oh Say Can You Say What’s the Weather Today by Tish Rabe
• Clouds by Anne Rockwell
• Groundhog Weather School by Joan Holub
• On the Same Day in March: A Tour of the World's Weather by Marilyn Singer

Web resources:
• AccuWeather Kidz
• AccuWeather’s Facebook Page

Strategy: Students will keep track of the weather each day for 2 to 3 weeks on a Word Graph. On days with noticeable weather (rain, strong winds, storms) the students will take pictures with a digital camera and share their weather observations on AccuWeather’s Facebook page. They will note the type of weather, giving important details. This observation will be written whole group and typed by the teacher until students are able to complete independently. Variation for classrooms that can’t/don’t use Facebook: Students will upload digital photos and observations to class website.

Weather - Wind

2010-04-16T18:15:00.001-07:00

Curricular concept: Weather – Identify the following aspects of weather: wind; predict results of an investigation based on life, physical and Earth and space sciences; observe common objects using multiple senses
Grade level: Kindergarten
Tools needed: prediction chart, various heavy/light items from around the room (such as paper clips, crayons, scrap paper, scissors), one straw for each child, various wind books such as:
• The Wind Blew by Pat Hutchins
• Feel the Wind by Arthur Dorros
• Like a Windy Day by Frank Asch
• Wind by Marion Dane Bauer

Web resources:
• Make a Pinwheel
• Beaufort Scale

Strategy: Students will gather various items from around the room to see how the wind affects it. The student will draw and label each item and then make a prediction on how the “wind”, blown from the straw, will affect it. Students will then blow through the straw at the item and record what happened. Students will then make a pinwheel. They will use the straw again to make it move in the “wind”. Student will then go outside with the pinwheels to see how fast they move and observe the wind in general. They will then go inside and view the Beaufort Scale to determine the wind speed.

2010-04-16T18:12:00.001-07:00

Curricular Concept: This is a study of the manned space program for the United States noting the significant events of the Mercury, Gemini, Apollo and Shuttle missions. Also included is an overview of the international space station. The unit opens with an introduction to the cold war and the space race so the students will have an historical perspective of the era.

Grade level: 9th grade physical science

Tools needed:

Web Resources:
Sputnik movie (10 Min)

Cold war and space race Part 1

Kennedy moon speech (Rice University)

Kennedy moon speech (Congress)

Strategy: The cold war introduction sets the scene to answer the question of why the United States took the challenge to go to the moon. With a background of the building up of sides in the cold war and the “anything you can do we can do better” attitude, the students watch the first video which shows the Russian side of the launch of the Sputnik.

Major events in manned space flight include the flight of Alan Shepard into space and the earth orbiting flight of John Glenn. Information on the Gemini flights and the practice rendezvous with another object in space as well as the first space walks (EVA) are also included. Apollo mission highlights include the first picture of the earth taken from Apollo 8 as well as lunar pictures from Christmas eve, the moon landing of Apollo 11, and the dune buggies used on subsequent Apollo flights.

Pasted from

Weather - Storms

2010-04-16T18:05:00.003-07:00

Curricular concept: Weather – Identify the following aspects of weather: storms; communicate observations with pictographs, pictures, models and/or words
Grade level: Kindergarten
Tools needed: Weather Journal (paper or digital media such as KidsWorks Deluxe) various books on storms such as:
• Weather (DK Eyewitness Books) by Brian Cosgrove
• Flash, Crash, Rumble, and Roll by Franklyn M. Branley
• Wild Weather Soup by Caroline Formby
• The Magic School Bus Kicks Up A Storm: A Book About Weather by Nancy White
• The Storm Book by Charlotte Zolotow and Margaret Bloy Graham
• Twisters and Other Terrible Storms (Magic Tree House) by Will Osborne, Mary Pope Osborne, and Sal Murdocca
• Can It Rain Cats and Dogs? Questions and Answers About Weather (Scholastic Question and Answer Series) by Melvin Berger, Gilda Berger, and Robert Sullivan
Web resources:
• FEMA for Kids
• Weather WizKids
• Scholastic Weather Maker
• National Geographic Tornado Movie
• Weather Dude

Strategy: Students will make a weather journal about different kinds of storms. On each page they will draw a picture of the storm discussed that day and label the important concepts of the storm. Storms discuss include:
• Thunderstorm
• Monsoon (where applicable)
• Tornado
• Blizzard
Students will also write 2 sentences about the storm.

Weather -- Affects on our Lives

2010-04-16T18:00:00.002-07:00

Curricular concept: Weather – Give examples of how the weather affects people’s daily activities; identify the following aspects of weather: temperature; organize objects, organisms and events according to various characteristics; give examples of how diverse people use science in daily life
Grade level: Kindergarten
Tools needed: SMART Notebook lesson “Seasonal Weather Sort”, SMART Board or wireless mouse and keyboard, Dress Me worksheet, various books on weather such as:
• Oh Say Can You Say What’s the Weather Today by Tish Rabe
• What Will the Weather Be? (Let's-Read-and-Find-Out Science 2) by Linda Dewitt

Web resources:
• Gerald’s Weather Wheel

Strategy: After reading books listed above, Students will discuss how weather affects their lives in the areas of activities and clothing. Students will complete “Seasonal Weather Sort” activity with SMART Notebook, wireless mouse and keyboard. Students will sort articles of clothing in this activity. When completed, students will play Gerald’s Weather Wheel, dressing Gerald according to the weather. When completed, student will draw clothes on the Dress Me worksheet.

Planets

2010-04-16T17:44:00.013-07:00

Curricular Concept: Planets -We will describe the distinguishing characteristics of the known planets in the solar system.

Grade Level: 5th

Materials: Internet access, Comic Life (optional), paper and pencil.

Lesson
(currently can only be viewed while in Safari)

Lesson in pdf

Phases of the Moon

2010-04-15T21:36:00.004-07:00

Concept: Describe the change in position and motion of the moon in the sky over time. Explain why the moon appears to look differently in the sky as it goes through its phases.

Grade Level: 5th

Materials: a round balloon (half colored with a permanent marker), a prepared page for each student with 8 circles on it, a large yellow circle mounted on a wall, various photos of the moon in different phases.

Website: Newtown's Apple

Image source: AuroraHunter

Teacher prep: Hang a yellow circle on the wall. Mark eight positions on the floor and label them #1-8. Each position should represent a phase of the moon (new, new crescent, first quarter, waxing gibbous, full, waning gibbous, third quarter, old crescent). Cover the names of the phases so the students can only see the numbers of the positions.

Student background information: Explain that the moon is rotating while revolving around the Earth. The moon looks as if it is shining because the sun light is reflecting off it.
The moon looks different because of our different points of view.

Activity #1: Students sit on the floor in the center of the room with the their template of 8 circles and a pencil. Place a large yellow circle on the wall. Hold the balloon so the uncolored side is facing the the wall with the "sun." Stand in position #1 have students draw what they see. Repeat for the other positions. (Students will have to rotate)

Discuss how the same side of the moon always faces the sun because of the rate of rotation is in sync with the Earth.

Activity #2: Watch and discuss the video

Activity #3: Go back to position #1 on the floor. Reveal which phase of the moon they are seeing. Have students label their drawings with the name of the phase.
Repeat for all positions.

Activity #4: Show photos of the moon (randomly) have students name the phase.

Assessment: Have students write a paragraph to explain why the moon looks different throughout the month.

Are There Really Aliens?

2010-04-10T16:40:00.013-07:00

Curricular Content:

Explain the relationship among common objects in the solar system, galaxy, and the universe.

Identify how diverse people and/or cultures, past and present, have made important contributions to science.

Use scientific inquiry to determine validity and credibility of the question: "Are There Really Aliens?"

Grade Level: 7th

Tools Needed:

Web Resources:

SETI Project

Drake Equation

Is Anybody Out There?

Some witnesses

Some more witnesses

Images on Mars

Strategy:

Anytime the topic of space comes up, the students always want to know if there are really aliens. This is a great opportunity to teach some critical thinking skills and assist students to explore, evaluate, and come to their own decision about the answer to this question.

The first thing I remind students of is the radio telescope and the SETI project. The SETI project is the Search For Extraterrestrial Life. It seeks to answer the question, "Are We Alone" in our universe. The search began in 1956, when an astronomer by the name of Frank Drake used a new technology known as the radio telescope and thought he had made contact with an alien species. It was a false alarm, but it lead to Drake coming up with his famous equation. Check out this equation and discuss the answer that comes up using the current readings. A thousand possibilities is our own galaxy only. The fact that there are billions of $$ being spent on searching for extraterrestrials tells us what? Many scientist believe that it is worth looking for signals.

There is an interesting article in the Times Online called "Is There Anybody Out There?" This is a good article for students to read and critique.

Next, we discuss what evidence we have to prove that aliens are out there or have actually come to visit us? We take a look at some of the witnesses and their stories. Next, we focus on some well known news reporters and their interviews. Discuss with students what makes some witnesses more believable than others.

Finish off the activity by having students make a T-chart to analyze the information they collected. (Credible vs. Hoaxes) Lastly, have students do a secret vote on whether they belief now or not and graph the results.

Posted by Stargazer

Star Light Star Bright

2010-04-10T14:04:00.003-07:00

Curricular concept: Explain the relationship among objects in the solar system, galaxy, and the universe. Understand how astronomers use various strategies to classify stars. Explain the Hertzsprung-Russell diagram

Grade level:7th

Tools needed:star patterns, scissors, markers/crayons, large poster paper, glue

Web resources:

Star Light Star Bright lesson

Hertzsprung-Russell diagram

Strategy:

One of the most difficult concepts for students to understand is the Hertzsprung-Russell diagram. I have found that by using the lesson, "Star Light, Star Bright," the understanding about what the H-R diagram is and how to use it greatly increases.

First, run off the star patterns found on the lesson website. There are about 25 stars which need to be given to each group of 4 students. I then have students quickly color the stars as indicated on the pattern and cut them out. We talk about the information given on each star: name, color, size, surface temperature and luminosity (brightness compared to sun).

Next, I ask each group to try and place the stars into categories. After about 10 minutes, I get feedback from each group on the possibilities of classifying stars. (All of the teaching strategies are laid out carefully in the lesson.)

Now I challenge the students to arrange their stars on a large piece of poster paper by using two of the characteristics that we discussed. They must decide on which two characteristics and glue the stars accordingly on their chart. After stars are glued down, one person from each group stays with their star chart. The others move on to view the other groups' charts. After doing this gallery walk, we discuss similarities and differences that they found.

Lastly, we go to the internet to see how Hertzsprung and Russell went through the same process and from their study of stars, the H-R diagram emerged.

The first interactive diagram shows a star going through a life cycle on the H-R diagram. Point out to the students that the surface temperature of the star is on the bottom of the chart and the luminosity is on the y axis.

The second H-R diagram (the family portrait) has a simplified H-R diagram and about 14 questions for the students to answer. The students seemed to understand and answer the questions fairly quickly. The activity certainly allowed the students to construct their own view of the classification of stars.

Posted by Stargazer

Galaxy Sorting

2010-04-10T11:28:00.012-07:00

Curricular concept: Explain the relationship among common objects in the solar system, galaxy, and the universe.

Grade level: 7th

Tools needed: pictures of galaxies from website,

Web resources:

http://www.pbs.org/seeinginthedark/pdfs/galaxy_sorting_activity.pdf

Google Earth

Strategy: Students have trouble even beginning to imagine the objects that are in space and I found that my students really started to grasp at least the size and variety of objects in the universe with this activity. There are 20 galaxies in photos from Hubble that you can download from the website above. Make sure you have a set of 20 for each group of 4-5 students. The instructions are very specific on the website, however, I had to modify them somewhat because of no access to the computer lab.

The students spend some time looking at the photos and discussing in their group what similarities and differences they notice. We make a web on the board of some of these characteristics. Then I ask each group to come up with a system they would like to use to classify these galaxies and place them accordingly. The teacher moves from group to group asking each to discuss what their reasoning was on their classification system.

Then the teacher selects two or three groups to present their system to the class. Give students an opportunity to ask questions, discuss ways to improve the system. Now discuss ways that astronomers used to figure out a system to classify galaxies. Remember, there is no "right" way to classify galaxies.

Discuss Edwin Hubble and the scheme he came up with to classify galaxies: spirals, barred spirals, ellipticals, and irregulars. Did any group come up with something similar? Students now use Hubble's system to classify the 20 photos.

The next day I brought up google earth on the board and we went to the "sky." Be sure to check Backyard Astronomy and turn on Constellations, Messier Catalog, New General Catalog, and Yale Bright Star Catalog. Then use the list of 20 galaxies, given on the website for Galaxy Sorting, and type in each. Have students try to classify the type of galaxy and provide them with some of the interesting information given on list or at the actual google earth site.

Posted by Stargazer

Describing Distances In Universe: Light Year

2010-04-09T22:41:00.021-07:00

Curricular concept: Explain the relationship among common objects in the solar system, galaxy, and the universe.
Grade level: 7th
Tools needed:

computers with Internet access

Science journal

A pencil

Web resources:

Measuring unimaginable distances
Comic strip

Scientific notation

You Tube- Light Year

Strategy:
Ask students how they would explain their address to someone who lived in another country. They might say their street address, city, state, and country. Now ask them to think about how they would describe the Earth's location to someone in another galaxy. Explain that the Earth is just one planet that revolves around the sun in the Solar System. The sun is just one of billions of stars within the Milky Way Galaxy. The Milky Way is one of 30 galaxies in a "cluster" of galaxies called the Local Group. And the local group is just one cluster within a "super cluster" called the Virgo Super cluster. The Virgo Cluster is a tiny part of the entire Universe. Have students use this information to write their "space address":
Earth, Solar System, Milky Way, Local Group, Super cluster, Universe

How Big is the Universe? Once students learn how Earth fits into the large picture of the Universe, explain that the sizes and distances within the Universe are often difficult to imagine. For example, even if we could travel at the speed of light - the fastest speed possible - it would take over 4 years to reach the nearest star, the Solar System's nearest neighbor. A good place to begin is It's AWESOME.

Have students explore Light Years and discuss the reasons astronomers use this unit of measurement. What do astronomers know about objects they view billions of light years away? Encourage students to create their own Telescope as Time Machine on the classroom bulletin board. Have them research other interesting objects in space, find out how far away each object is, and what was happening in history at the time light left that object.

Source: school.discoveryeducation.com

Let them read this comic strip carefully and try to associate the distances with the different elements (planets, nebula and galaxies) onscreen. If they choose incorrectly, the association will not occur.

Show you tube video on light year.

Scientists use scientific notation to describe the vast distances and sizes in the universe.

Questions:

How do astronomers describe the scale of the universe?

What is scientific notation?

How is scientific notation useful to astronomers?

Express 2,200,000 light years in scientific notation?

How India Moved: Plate tectonics and Indian plate

2010-04-08T20:28:00.039-07:00

Curricular concept: Explain the following processes involved in the formation of the Earth structures: erosion, deposition, plate tectonics, volcanism
Grade level: 7th

Tools needed:
1)Copies of the handout: Plate Tectonics
2)Copies of the handout: Tour of India
3)Map of India
4)Drawing paper
5)Colored pencils or pens

Web Resources:
1)Himalaya Mountains - image
2)short animation - types of mountains
3) image showing Earth’s plates.
4)online tutorial to gain a greater understanding of plate
tectonics
5)Plate Tectonics Handout Students sequence the images from oldest to recent.
6)map of the Indian Plate’s movement
7)interactive exploring the formation of Himalayas over time
8)USGS Web page showing different types of boundaries.

Strategy: The strategy to teach this concept is used from this online lesson.

Questions for discussions:

How do moving plates change Earth's crust?
List, explain and diagram three types of plate boundaries.
What is Pangaea?
Why does subduction occur?
What are mid ocean ridges?
What is Sea -Floor spreading?
How did plate movement impact the physical geography of India?

Reason for seasons

2010-04-04T22:57:00.043-07:00

Curricular Concept: Explain the seasons in Northern and Southern Hemispheres in terms of the tilt of the Earth's axis relative to the Earth's revolution around the Sun.

Grade level: 7th

Tools needed:
1) Computer with Internet access. 2) Writing and drawing materials. 3) Maps of northern and southern hemisphere.

Web resources:

Strategy:
To know the strategy and the whole lesson plan click on this website.

More Web Resources:

To clarify their misconceptions one or more of the following resources can be used.
Reason for seasons A discovey streaming teaching the reason for seasons.
Summer solstice Discovery Education on summer solstice.
Vernal Equinox Discovery Education explaining what is Vernal Equinox.
Animation #1 on reason for seasons.
Animation #2 on reason for seasons.
Help Max A very good animation video to teach seasons.
Seasons this webpage shows the location of Earth during summer and winter season.
Brain pop - Seasons

Questions for discussions:

What are the two major motions of Earth as it travels through space?
Explain which motion causes day and night?
Why do people use Earth's motions to determine units of time?
Describe the weather and sunlight in the Northern and Southern Hemispheres in March and September?
What causes the seasons?
How would the seasons be different if Earth were not tilted on its axis? Explain.

Marble Memorials: How is Marble Quarried?

2010-04-04T16:42:00.024-07:00

Curricular Concept: Classify rocks and minerals. Describe ways we use Earth materials.
Grade levels: 3 and 7
Tools needed:
Earth Materials for Buildings and Memorials Journal Flip Book (Paper), marble pieces finished and natural, limestone, magnifying glass, show photos of marble sculptures from different time periods, furniture, monuments, memorials, Tomb of the Unknown Soldiers, Arlington National Cemetery, sample pieces of counter tops

The Lincoln Memorial construction took place between 1914 and 1922. Work crews had completed most of the memorial architectural elements by April 1917 when the United States entered into the First World War, but work slowed as a result. From the chamber of the memorial, one can appreciate the different stones used in its construction. The terrace walls and lower steps comprise granite blocks from Massachusetts - the upper steps, outside façade, and columns contain marble blocks from Colorado - the interior walls and columns are Indiana limestone - the floor is pink Tennessee marble - the ceiling tiles are Alabama marble – and the Lincoln statue comprises 28 pieces of Georgia marble. These building materials may seem random, but Henry Bacon specifically chose each one to tell a very specific story. A country torn apart by war can come together, not only to build something beautiful, but also explain the reunification of the states.

Web Resources: Colorado Yule Marble Mine, Marble, Colorado

Strategy:

Students should view monuments and buildings containing marble.
Describe texture and feel of marble. Look at marble with magnifier.
Describe metamorphic process from limestone to marble
In groups of 2 : Make a flip book of 9 pages that answers: Why is marble important to us? Cover and 7 pages that give a marble factoid on each page.

Questions:

What makes marble an essential rock for buildings, statues, memorials, and monuments?
Why does someone decide to work in a quarry? Would you want to work in a quarry?
Why does an artist sculpt with marble? Who are famous sculptors?
What is the economic impact of marble?
If you went to Colorado on vacation would you want to visit the Yule Marble Quarry?
Will you need sunglasses if it is bright sunny day? (Yes, the marble glistens like giant rocks of fresh snow or sugar.)
Where do marbles come from? Where did the saying come from: Have you lost your marbles?
Why do they call Earth the Great Blue Marble?

Submitted by Virginia

Types of Telescopes

2010-03-28T13:10:00.014-07:00

Curricular Concept: To aid students in understanding that there are other types of telescopes besides reflecting and refracting which use visual light. These include x-ray, radio, ultraviolet, infrared, and gamma ray telescopes. Each of these telescopes gives us additional information about stars, etc.
Describe how a major milestone in science or technology has revolutionized the thinking of the time (e.g. global positions system, telescopes, et.)

Grade level: 7th

Tools needed: pencil, drawing paper

Web Resources:

Who invented the first telescope?

Reflecting and Refracting Telescopes

Brainpop on Electromagnetic Spectrum

A Very Large Array

Images of radio telescopes

Chandra x-ray telescope

Spitzer infrared telescope

Hubble space telescope

Model of Hubble

Adaptive Curriculum - "Making a Telescope: See the Moon"

Strategy:

There are many kinds of telescopes that scientists use to discover the secrets of the universe.

Start off with a history of the telescope by visiting the "Who invented the first telescope?" The best known of these early astronomers was Galileo Galilee. Both of these telescopes relied on visible light to see the first images of the moon, Mars, etc. To learn more about these telescopes go to "Refracting and Reflecting Telescopes."

"Making A Telescope: See the Moon" is an Adaptive Curriculum activity that could be completed next.

Most students have a rudimentary understanding of these telescopes, but they have probably never heard of a radio telescope, an x-ray telescope, or an infrared telescope. But before introducing the unique images of these, the students must know about the electromagnetic spectrum. The electromagnetic (EM) spectrum is just a name that scientists give a bunch of types of radiation when they want to talk about them as a group.

Brainpop has a very good video on "Electromagnetic Spectrum." Visit the website, http://science.hq.nasa.gov/kids/imagers/ems/index.html, and have students take a few notes and diagram the electromagnetic spectrum.

Now that students have some idea about the various energy waves, it is much easier to introduce the various other types of telescopes. It is especially important to show how each telescope shows something different about the same object.

A Very Large Array in New Mexico is a radio telescope. Visit The Very Large Array website to take a google earth tour. Images from radio telescopes are different from visible telescopes.

Since its launch on July 23, 1999, the Chandra X-ray Observatory has been NASA's flagship mission for X-ray astronomy. Chandra's mission is to observe X-rays from high-energy regions of the Universe.

Spitzer is an infrared telescope that was launched from Cape Canaveral on August 25, 2003. This telescope detects infrared energy or heat, radiated by objects in space. To view images from this infrared telescope click here.

Probably the most famous telescope is the Hubble. It has been in orbit since 1990, and has given us a tremendous amount of information about the universe. The Hubble images are the most famous pictures in space. If someone would like to make a model of the Hubble telescope, although it is rated "difficult," it would be a great project for some students to try.

Posted by Stargazer

PHASES OF THE MOON

2010-03-21T00:48:00.011-07:00

Curricular Concept: Explain the phases of the Moon in terms of the relative positions of the Earth , Sun and Moon.

Grade level: 7th

Tools needed: Moon Journal (flip book is preferable)

Web Resources:

Strategy:

Have students keep a record of the moon for two weeks.
Have them make drawings of what they see, label the phase and record the time of day and the position of the moon when they observed it.
Emphasize that students should observe the moon from the same place and time each night and use the same landmark for the observation.
Students could use newspaper or a calender to determine the current phase of the moon and the time when the moon rises and sets during that phase.

Introduce the concept of phases of moon using the above resources.

Have students to open their moon journals and compare and analyze their observations with the new knowledge they received in the class and let them share their findings with their partners. Then tell them to share with the whole class. After the discussion ask students the following questions-

What causes the moon's phases?
How would the moon appear from earth if the moon did not rotate?
Did their observations change over time? How?
Compare full moon with New Moon.
Draw and label the phases of moon.

Toilet Tissue Geologic Timeline Rocks!

2010-03-10T15:50:00.003-07:00

Curricular concept: Dating techniques and the stratigraphic column have provided us with a history of the Earth. A geological timeline is an abstraction of the stratigraphic column (a mapping of all the world’s known rock units, a theoretical continuous stack). (simplistic) http://www.annalsofgeophysics.net/Stratigraphic_Column.html

Geological Timeline and Rocks as “Old Timers”

To give graphic demonstration of the enormous extent of geologic time with rocks and relate to tangible visual for students.

Grade level: 3-7

Tools needed: toilet paper roll, Geologic Timescale Events modifiable Excel table as students may need to adjust sheets, test pens on paper before distributing, different types of stones

Toilet paper supply:

(Must know sheet number on roll) If two-ply, it may be easier to write on. (Later research environmental impact of toilet paper manufacturing as sustainability issue.)

Be sure the dimensions are same as activity toilet roll or figure out adjustments.

Example: Windsoft 2 ply toilet tissue is white, 4.5 x 3.5 sheets; 500 sheets per roll

http://encyclopedia.toiletpaperworld.com/

http://it.helped.us/save/bestprices/toilet-paper.php

Web resources:

Good visual.

Making Earth History Timeline with Toilet Paper Roll

http://www.worsleyschool.net/science/files/toiletpaper/history.html

Best explanation for Geological Lesson with Toilet Roll and has spreadsheet

http://serc.carleton.edu/quantskills/activities/TPGeoTime.html

Helpful

Elizabeth Roettger’s Homepage

http://www.nthelp.com/eer/HOAtimetp.html

Strategy: Demonstration uses toilet paper roll sheets to mark the ages in our geological timeline for understanding of rock cycle in relation to our existence.

1. Students in groups could help in preparation by marking the sheets using Toilet paper excel.

2. Teacher prepares toilet sheets ahead of time with help of parents or students.

3. Students place stones on the timeline.

What did you learn about the geologic timescale?
Where could you place rocks on toilet paper timeline?
How did your ideas about rocks’ connection to the earth change?
How did your ideas about geologic time change?
Why did your ideas about geologic time change?
How can you apply what you have learned to other areas in science?

Contributing to the Blog

2010-03-06T08:23:00.004-07:00

In order to begin a NEW POST, you must SIGN IN (top right). Once you've signed in, other buttons become available to you. Choose the NEW POST button and you can begin. Be sure to copy the following so all our posts include the same information:

Curricular concept:

Grade level:

Tools needed:

Web resources:

Strategy:

Welcome

2010-02-20T12:16:00.000-07:00

Please use this blog to share your ideas on teaching Earth and Space concepts to your students. Please post at least one strategy each week of class, for a total of four or more posts.

Please use the following format:

Curricular concept:

Grade level:

Tools needed:

Web resources:

Strategy:

Example:

Curricular concept: Identifying major constellations visible in the Northern Hemisphere

Grade level: 7th

Tools needed: Observation Logs

Web resources:

Strategy: Ask students to record their observations of the night sky at the same time each night for one week. Provide them with an observation log the includes the following:

Their location
Time of observation
Description of what they saw.

Then introduce students to the concept of constellations and provide visual and written descriptions of the following constellations: Orion, Ursa Major, Cygnus, Scorpius, and Cassiopeia.

Repeat observations and observations logs for a second week. Discuss with students:

What they have learned about constellations?
What other constellations why were able to identify?
How did their observations changed over time?
To what do they attribute these changes?
How can they apply what they learned about these observations to other areas in science?