Round and Round Post-Visit Materials Grade 2 Howard B. Owens Science Center

Transcription

1 Round and Round Post-Visit Materials Grade 2 Howard B. Owens Science Center

2 Round and Round Reference: Materials: Scott-Foresman Volume 2 Teacher s Edition Unit D Space and Technology o Chapter 12 Directed Inquiry and Lesson 2 What causes day and night? o Chapter 12 Lesson 5 Why does the Moon seem to change? o Chapter 12 Lesson 4 What can you see in the night sky? Activity 1: Moon Phases Computers with internet access, Student worksheet Activity 2: Earthwatch Globe, bit of clay, toothpick with paper flag Activity 3: Objects in the Sky Student worksheet ACTIVITY 1: Moon Phases Procedure: 1. Have a bookmark to the following website: 2. Provide students the worksheet and perhaps demo using a computer connected to a projector. ANSWERS: 2. No. How much of the moon we see depends on the angle at which we view the moon. 3. Waxing Crescent First Quarter Full Moon Last Quarter Waning Crescent 3. Varies depending on date of observation!

3 Activity 1: Moon Phases Name 1. Follow the link to the page yond/phases/ 2. Click the button to make the animation full screen. Click here for full screen

4 3. Read this page, then click Next. Read the information to answer these questions: Does the moon always look the same to us? Circle: YES NO If you circled No, What makes the moon change?

5 3. Click Next. The screen will now give you lots of information. Watch how the View from Earth and the Moon phase changes as the animation runs. View from Earth You can pause the motion here. Moon Phase Using this information, label the moon phases below. Use the words from the Word Bank. WORD BANK First quarter Last quarter Waxing crescent Waning crescent Full Moon

6 4. AT HOME CHALLENGE What does the moon look like tonight before bed time? Sketch the Moon in the space below. If there is no moon visible by bedtime, write No Moon. Time I observed:

7 Activity 2: Earthwatch Materials: Globe, bit of clay, toothpick with paper flag Procedure: Since wherever we live is on top of the world to us, place the globe so that our state is at the top. Place a bit of clay on the spot where we live and stick a half toothpick in the clay. Place the globe in a sunny place near a southern window, if possible. For perpetual observation, set it outdoors. Possible Activities: 1. Does the Sun affect the temperature of the Earth? After having the globe sit in the sun for 15 minutes, have the children feel the globe on both the sunny and shaded parts. See if a thermometer registers the difference. 2. Find the darkness line (terminator). Name some places that have darkness when we have light. 3. Can you find a place on the globe where the Sun will never set today? 4. Can you find a place that will stay dark for 24 hours? Other observations may be made from day to day, such as the change in the line of darkness from time to time.

8 Activity 3: Objects in the Sky ANSWERS 1. What do you see in the sky during daylight hours? Circle it or them. 2. What do you see in the sky at night? Circle it or them. 3. Why can t you see the Sun at night? We can t see the Sun at night because our side of the Earth is facing away from the Sun. 4. Why can t you see the stars in the daytime? We can t see the stars in the daytime because the sky is too bright from the light of the Sun. 5. Let s make something that shows us what makes it hard to see the stars. a.you will need 1. small white pieces of paper (about as big as your fingernail) 2. a sheet of black paper 3. a sheet of white paper 4. paste b.you will do the following things 1. Paste some white paper stars on a black night sky (black paper) 2. Paste some white paper stars on a white sky (white paper) 3. Look at the stars from far away (across the room) 6. Check which stars are easier to see. Those in the white sky Those in the black sky 7. Why were these stars easier to see?

9 The stars in the black sky were easier to see because they were lighter in color than the background. 8. Check when it is easier to see stars in the real sky. Daytime? Night?

10 Activity 3: Objects in the Sky Name 1. What do you see in the sky during daylight hours? Circle it or them. 2. What do you see in the sky at night? Circle it or them. 3. Why can t you see the Sun at night? 4. Why can t you see the stars in the daytime? 5. Let s make something that shows us what makes it hard to see the stars. a. You will need 1. small white pieces of paper (about as big as your fingernail) 2. a sheet of black paper 3. a sheet of white paper 4. paste b. You will do the following things 1. Paste some white paper stars on a black night sky (black paper) 2. Paste some white paper stars on a white sky (white paper) 3. Look at the stars from far away (across the room) 6. Check which stars are easier to see. Those in the white sky Those in the black sky 7. Why were these stars easier to see? 8. Check when it is easier to see stars in the real sky. Daytime? Night?

11 Round and Round Visiting Teacher Program Evaluation Form School Name: Program Instructor: Date of your visit: Grade level of the visiting students: 2 Visiting class size: Rate the outcomes and your experiences using a scale from low of 1 to a high of 5 Outcomes Rating 1-5 Students will recognize that the day/night pattern is caused by the rotation of the Earth. Students will be able to describe one way people know that the Earth is round. Students will be able to describe that the moon phases change in a regular pattern. Students will be able to identify at least one constellation in the night sky. Experiences Rating 1-5 Each student and the visiting teacher were exposed to the innovative use of planetarium technology. The lesson presented modeled the 5e s format for delivery of science lessons. The majority of my students were involved throughout the lesson. I previewed and used the pre-visit materials online before our visit to the Science Yes/No Center. (Please circle one.) The delivery of this program met the instructional needs of my students. I would recommend this program to other teachers. (Please circle one.) Yes/No 1. What instructional strategies observed during Round and Round will be integrated into your classroom instruction? 2. What new science/math content presented to the students will benefit you, as a science/math teacher? Additional comments: