Unit: Climate and Weather General Task Effects of Earth s Tilt on Climate
|
|
- Patricia Newton
- 5 years ago
- Views:
Transcription
1 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Subject Area: Earth Science Grade: 6 Unit: Climate and Weather General Task Effects of Earth s Tilt on Climate Standards (Content and Characteristics): S6E2. Students will understand the effects of the relative positions of the earth, moon, and sun. c. Relate the tilt of the earth to the distribution of sunlight throughout the year and its effect on climate. S6CS3. Students will use computation and estimation skills necessary for analyzing data and following scientific explanations. a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers and decimals. b. Use metric input units (such as seconds, meters, or grams per milliliter) of scientific calculations to determine the proper unit for expressing the answer. d. Draw conclusions based on analyzed data. S6CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts are related to other parts in systems such as weather systems, solar systems, and ocean systems including how the output from one part of a system (in the form of material, energy, or information) can become the input to other parts. (For example: El Nino s effect on weather) S6CS6. Students will communicate scientific ideas and activities clearly. c. Organize scientific information using appropriate tables, charts, and graphs, and identify relationships they reveal. S6CS9. Students will investigate the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientific investigations are conducted for different reasons. They usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations. b. Scientists often collaborate to design research. To prevent bias, scientists conduct independent studies of the same questions. c. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator s credibility with other scientists and society. d. Scientists use technology and mathematics to enhance the process of scientific inquiry. July 24, 2007 Page 1 of 5
2 Enduring Understanding: Because the Earth turns daily on an axis that is tilted relative to the plane of the Earth s yearly orbit around the sun, sunlight falls more intensely on different parts of the Earth during the year. The difference in heating of the Earth s surface produces the planet s seasons and weather patterns. Essential Question(s): How does the tilt of the earth affect the seasons and Earth s climate? Pre-Assessment: Video: A Private Universe provides the basic ideas of the reasons for the seasons. The video may be downloaded for viewing at the Annenberg/CPB website or go to for related materials and to order the video. Outcome/ Performance Expectations Write a concept statement How would you formulate an expert idea? Identify the learning goals for this inquiry-based task. Students will understand the constant tilt of Earth s North Pole toward the North Star affects the orientation of Earth s hemispheres toward or away from the Sun as the Earth orbits about the Sun. Students will understand the relationship between angle of Sun rays and intensity of heat. How climate is influenced by angle of Sun rays. Students will explain the Earth s seasons are produced by the constant tilt of the Earth on its axis during Earth orbit; distance from the sun does not result in season. List examples of how students may incorporate their ideas into experiments. Concept: Relate the tilt of the earth to the distribution of sunlight throughout the year and its effect on climate. Earth has two motions, rotation on axis and orbit about the sun. Teacher asks students to demonstrate the Earth s rotation and orbit. When students have completed the task, teacher should demonstrate Earth s rotation vs. orbit using a globe and representative Sun. Teacher show students the Earth s tilt toward Polaris; explain to students that the Earth s tilt towards Polaris does not change. July 24, 2007 Page 2 of 5
3 Write a concept statement / question What kind of situation would cause this concept to become apparent in students understanding? Identify necessary data and observations What data would demonstrate the mastery of the concept by ALL students in the classroom? Write procedures that will cause students to organize data Test a procedure using known concepts. Write questions or statements to assist students develop and explain their ideas (i.e. aid in conceptualizing their knowledge-making exploration). Students observe light rays on an object. Students interpret the increase/decrease in the total area of light on the object as a result of changing the angle of incidence of the light source. Teachers are provided with Student Inquiry Activity 1. Light Angles. In Activity 1 students explore changes Students observe light rays on an object. Students observe: a) the increase/decrease in the total area of light on the object as a result of changing the angle of incidence of the light source, b) effect of angle of light rays on intensity of heat. Safety: Teachers caution students of heated light sources, hazards of electricity. Identify relevant observations and data collected by students to aid in conceptualizing their knowledge-making exploration. In addition, lists misconceptions that arise and may prohibit students internalizing their own understandings, and what steps should a teacher take to overcome these misconceptions? Concept: Teacher assigns a North Star reference point for orientation of the tilt of the Earth s axis. Students now tilt the globe 23.5 degrees to the North Star. In this position they orbit globe around a model Sun (light/ heat source). Teacher guides students to pay attention to Sun rays and Earth latitude as the Earth orbits the Sun. A good starting point is the equator, north and south poles. Mastery of concept is achieved when students interpret climate belts are in part produced by the angle and duration of Sun rays on the Earth. When a global hemisphere is tilted toward the sun, summer occurs, tilted away from the sun, winter occurs and intermediate produces fall and spring. List sample procedural statements that students may use to organize their data. Teacher should demonstrate the angle of sun ray s as the Earth orbits the sun using a globe and flashlight. Activity: Students compare light rays on the globe resulting from shining a flashlight on the globe at right angles to the rays of light that result from shining the flashlight at lower angles. Teacher should encourage students to observe which global latitudes receive more or less light rays. Teacher should make the connection between climate belts and angle of sun rays. July 24, 2007 Page 3 of 5
4 Write questions or activities to use or apply the concept (represent, model, visualize, or design new experiments). Homework/Extension ELL Students Relate the tilt of the Earth to the distribution of sunlight during the year and its effect on climate. Group project: Teacher selects geographic points from the pole to the equator representing the major climate belts. Each group gathers temperature and length of day data for each geographic station over a 12 month period. The data may come from internet sources; alternatively, the teacher may need to provide datasets. At the end of this project students should understand that the tilt of the earth on its axis determines the angle and intensity of sun rays which will affect the seasons and Earth s climate. Question: 1. What articles of clothing may be found in the home of persons living at a) the poles, b) temperate, and c) equatorial climate belts? 2. Why does the Earth have different seasons? 3. Is there anywhere on Earth where the length of day remains the same throughout the year? Explain. Extension Mars has an axis tilt similar to Earth. Mars has an elliptical orbit; it takes Mars 24 months to orbit the sun, twice as long as the Earth. Would you expect the seasons on Mars to be shorter or longer than seasons on Earth? Explain. To reinforce students understanding of climate, teachers may use The Online School for Weather which discusses the world's major climate categories based upon a general temperature profile related to latitude-- Climatic changes over the last 10,000 years, temperature changes over the last 100 years, causes of global warming, and the effects of global warming may be explored at: h/m1/s4/index.htm adjust teacher talk to increase comprehensibility: face students, pause frequently, paraphrase often give students more direct information to help them understand how to attack the task increase % of student talk about topic (more content related) relate content to real life provide student with outline of procedure steps July 24, 2007 Page 4 of 5
5 Students with Disabilities Gifted Students offer an alternative mode of response ( oral) provide peer partner give students a checklist of the questions/steps in the task to check off steps as they complete them provide paragraph frames break work into manageable parts use flexible seating arrangements to allow for creativity as some students generate original ideas and higher order thinking skills invite students to explore different points of view and determine where students interest lie on this particular topic and capitalize on this inquisitiveness brainstorm with students about what types of projects they would like to explore to extend their learning beyond the classroom July 24, 2007 Page 5 of 5
Unit: Inside the Earth Inquiry Task Topography of the Oceans
OneStopShopForEducators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved
More informationGeorgia Performance Standards Framework for Earth and Moon dancing with our Star 6 TH GRADE
One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved
More informationUnit: Weather and Climate General Task Air pressure and Storms
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More informationPrentice Hall Science Explorer - Georgia Earth Science 2009
Prentice Hall 2009 Grade 6 C O R R E L A T E D T O Georgia Performance s for Science Grade 6 FORMAT FOR CORRELATION TO THE GEORGIA PERFORMANCE STANDARDS Subject Area: Science State-Funded Course: Science/Grade
More informationSC.8.E.5.9. Summer and Winter Gizmo
8 th Grade Science Quarter 1 Recovery Packet SC.8.E.5.9 DAYS/YEARS/SEASONS Go to www.explorelearning.com and search for the Summer and Winter Gizmo. Answer the following questions: Gizmo Warm-up Summer
More informationCHAPTER 2 Strand 1: Structure and Motion within the Solar System
CHAPTER 2 Strand 1: Structure and Motion within the Solar System Chapter Outline 2.1 EARTH, MOON, AND SUN SYSTEM (6.1.1) 2.2 GRAVITY AND INERTIA (6.1.2) 2.3 SCALE OF SOLAR SYSTEM (6.1.3) 2.4 REFERENCES
More information8.7A Seasons and Day/Night. October 21st-28th
8.7A Seasons and Day/Night October 21st-28th Day One- Friday October 21th,2016 TEK 8.7A Model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun
More informationScience Review Notes for Parents and Students
Science Review Notes for Parents and Students Grade 3 4th Nine Weeks 2017-2018 Page 1 Science Review Notes for Parents and Students Grade 3 Science: Fourth Nine Weeks 2017-2018 April, 2015 This resource
More informationUnit Organizer: Energy in Our Life (Approximate Time: Seven weeks )
One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved
More informationSolar System Test - Grade 5
Solar System Test - Grade 5 Multiple Choice Directions: Identify the choice that best completes the statement or answers the question. Write this answer on your answer document. 1. The tilt of Earth s
More informationThe following data for the Sun and the four inner planets of the Solar System have been observed. Diameter (kilometers)
The following data for the Sun and the four inner planets of the Solar System have been observed. Mean Distance from the Sun (million kilometers) Diameter (kilometers) Sun 1,400,000 Mercury 58 4,900 Venus
More informationUnit: Food and Cooking Sternberg Task It s Elementary
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More informationRotation and Revolution
On Earth, each day begins at sunrise and ends at sunset. You see the Sun come up or rise in the morning and go down or set at night. When we use these phrases, what do you think they imply about the way
More informationNAEP released item, grade 8. The following question refers to shadows created by sunlight.
The following question refers to shadows created by sunlight. 1. If you measured your shadow at noon during the summer and at noon during the winter, would the Explain your answer. Question 1 Scoring Guide
More informationRecommended Grade Level: 8 Earth/Environmental Science Weather vs. Climate
Lab Activity Title: Climate Factors Past and Present Recommended Grade Level: 8 Discipline: Earth/Environmental Science Topic: Weather vs. Climate Time Requirements: 90 minutes Submitted by: Karen McCabe
More informationEarth & Space Science
Earth & Space Science Grade 6 Written by Tracy Bellaire The activities in this book have two intentions: to teach concepts related to earth and space science and to provide students the opportunity to
More informationL ESSON P LAN:DETERMINING THE E FFECT OF D ISTANCE (PART 1) AND I NCLINATION (PART 2)
L ESSON P LAN:DETERMINING THE E FFECT OF D ISTANCE (PART 1) AND I NCLINATION (PART 2) In the activity at the heart of this lesson, the students will measure the effect of distance and inclination on the
More informationThird Grade Math and Science DBQ Weather and Climate/Representing and Interpreting Charts and Data - Teacher s Guide
Third Grade Math and Science DBQ Weather and Climate/Representing and Interpreting Charts and Data - Teacher s Guide A document based question (DBQ) is an authentic assessment where students interact with
More informationUnit 7L The solar system and beyond. About the unit. Expectations. Science Year 7. Where the unit fits in
Science Year 7 Unit 7L The solar system and beyond About the unit In this unit pupils: consolidate their ideas about the Sun and Moon, and use models of these to explain phenomena such as eclipses and
More informationReasons for the Seasons WebQuest Worksheet
Name per Reasons for the Seasons WebQuest Worksheet Misconceptions About the Reasons for the Seasons What are misconceptions? A misconception is an incorrect idea about something. Your task is to find
More informationReasons for the Seasons
Regents Earth Science Name: Unit 6: Astronomy Date: Section: LAB # Reasons for the Seasons Introduction: The units of time that mankind has devised are all imaginary. We base them on seasonal changes and
More informationOur Solar System Unit of Work
Lesson 1: Introducing our Solar System Introduction In this lesson, students will be introduced to our Solar System. They will explore what it contains and use common items to create a scaled version of
More informationThis clementine orange is an oblate spheroid. Earth is more rounded than this clementine, but it is still an oblate spheroid.
On Earth, each day begins at sunrise and ends at sunset. You see the Sun come up or rise in the morning and go down or set at night. When we use these phrases, what do you think they imply about the way
More informationDefine umbra and penumbra. Then label the umbra and the penumbra on the diagram below. Umbra: Penumbra: Light source
Lesson 3 Eclipses and Tides LA.8.2.2.3, SC.8.E.5.9, SC.8.N.1.1 Skim or scan the heading, boldfaced words, and pictures in the lesson. Identify or predict three facts you will learn from the lesson. Discuss
More informationRotation - Earth spinning on its axis
What is a Cycle? The Tilted Earth TEK 8.7A the student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to model and illustrate how the tilted Earth
More informationYour web browser (Safari 7) is out of date. For more security, comfort and the best experience on this site: Update your browser Ignore
Your web browser (Safari 7) is out of date. For more security, comfort and the best experience on this site: Update your browser Ignore Activitydevelop Family Version THE REASO N FO R THE SEASO NS How
More informationWhat Is It Like Outside?
What Is It Like Outside? Focus: Students will describe daily changes in temperature and weather. Specific Curriculum Outcomes Students will be expected to: 1.0 pose questions that lead to exploration and
More informationYour web browser (Safari 7) is out of date. For more security, comfort and the best experience on this site: Update your browser Ignore
Your web browser (Safari 7) is out of date. For more security, comfort and the best experience on this site: Update your browser Ignore Activitydevelop Educator Version THE REASO N FO R THE SEASO NS How
More informationSeasons and Ecliptic Simulator
Overview: In this lesson, students access an online simulator to aid in understanding the relationship between seasons and Earth s tilt and the day/night cycle caused by Earth s rotation. Objectives: The
More informationClassroom Activities/Lesson Plan. Students will read supported and shared informational materials, including social
Grade Band: Middle School Unit 18 Unit Target: Earth and Space Science Unit Topic: This Is the Solar System Lesson 5 Instructional Targets Reading Standards for Informational Text Range and Level of Text
More informationPBL :WEATHER Grade Level: 2 nd Grade Local Partners: Local Meteorologist. How does weather impact those living and visiting Virginia Beach?
PBL :WEATHER Grade Level: 2 nd Grade Local Partners: Local Meteorologist Theme: Problem: Student Roles: Scenario: Resources: Culminating Project/Assessment: Safety: Weather How does weather impact those
More informationLESSON PLAN - Optimum Orientation of Solar Panels Using Soltrex Data
LESSON PLAN - Optimum Orientation of Solar Panels Using Soltrex Data Title of Lesson: Optimum Orientation of Solar Panels Using Soltrex Data Description of class: High School physics, astronomy, or environmental
More informationScience 8 th Grade Scope and Sequence
Sample Science 8 th Grade Science 8 th Grade Scope and Sequence August - October = ESS1: Earth s Place in the Universe Essential Questions: What is Earth s place in the Universe? What makes up our solar
More informationSunlight and Temperatures
Lesson Plan for Grades: 6 th 8 th Length of Lesson: 2 hours Authored by: UT Environmental Science Institute Date created: 08/01/2016 Subject area/course: Science, Earth Materials: Angle of the Sun and
More information2275 Speedway, Mail Code C9000 Austin, TX (512) Planet Fun
Lesson Plan for Grades: Middle School Length of Lesson: 70 min Authored by: UT Environmental Science Institute Date created: 12/03/2016 Subject area/course: Mathematics, Astronomy, and Space Materials:
More informationGeography Class 6 Chapters 3 and
CHAPTER 3 MOTIONS OF THE EARTH The Earth is always travelling in Space. That makes each person on Earth, a Space Traveller. No one feels the movement of the Earth because humans are too tiny when compared
More informationEARTH S REVOLUTION -and- EARTH S ROTATION
EARTH S REVOLUTION -and- EARTH S ROTATION Earth s Revolution Have you ever noticed that your classroom globe is tilted? This is no accident. Globes are made to be replicas, or models, of the Earth. Earth
More informationMotion of the Earth Compiled by: Nancy Volk
Compiled by: Nancy Volk Student Reading When you go outside at night and look up, you can see millions of stars. There are so many that it is hard to count them all. Our galaxy, which is called the Milky
More informationEARTH MOON SUN REVIEW
1. A student read in a newspaper that the maximum length of the daylight period for the year in Pittsburgh, Pennsylvania, had just been reached. What was the date of this newspaper? 4. In the diagram below,
More informationThank You! You Might Also Like. Thanks. Connect
Assess It! Thank You! Thanks Thank you for downloading my product. I personally use all of the products that I create in my own classroom and can testify to the effectiveness them. I truly appreciate the
More informationThe Reason for Seasons
activity 19 The Reason for Seasons BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade 4 Quarter 2 Activity 19 SC.E.1.2.1 The student knows that the tilt of the Earth on its own axis as it rotates and
More informationPrentice Hall Science Explorer: Inside Earth 2005 Correlated to: New Jersey Core Curriculum Content Standards for Science (End of Grade 8)
New Jersey Core Curriculum Content Standards for Science (End of Grade 8) STANDARD 5.1 (SCIENTIFIC PROCESSES) - all students will develop problem-solving, decision-making and inquiry skills, reflected
More informationInquiry Based Instruction Unit. Virginia Kromhout
Inquiry Based Instruction Unit Virginia Kromhout Unit Title: _Exploring the moon Grade level: _2 grade nd Subject Area: _Science Topic: The Universe Key Words: Moon, lunar surface Designed By: Virginia
More informationSeasons and Phases Grade 8 Pre-Visit Materials Howard B. Owens Science Center
Seasons and Phases Grade 8 Pre-Visit Materials Howard B. Owens Science Center Prince George s County Public Schools Upper Marlboro, Md. 20772 Seasons and Phases (8 th grade) Program Description: Students
More information7 th Grade Science DO NOW. OBJECTIVES: By the end of today s lesson, you will be able to
7 th Grade Science Unit: Earth, Sun, and Moon Lesson: ESM 4_Rotation and Revolution Name: Date: Monday, October 24, 2016 Homeroom: DO NOW SWBAT define and identify lines of latitude and longitude. SWBAT
More informationSun Inclinometer. Curriculum Levels 3-4 Maths. Activity Description
Sun Inclinometer Curriculum Levels 3-4 Maths Activity Description Students will transform a protractor into an accurate and reliable instrument that measures the angle of the sun and by taking multiple
More informationGrade 6 Standard 2 Unit Test Astronomy
Grade 6 Standard 2 Unit Test Astronomy Multiple Choice 1. Why does the air temperature rise in the summer? A. We are closer to the sun. B. The air becomes thicker and more dense. C. The sun s rays are
More information3. Recognize that when a science investigation is replicated, very similar results are expected.
STANDARD 5.1 SCIENTIFIC PROCESSES ALL STUDENTS WILL DEVELOP PROBLEM-SOLVING, DECISION-MAKING AND INQUIRY SKILLS, REFLECTED BY FORMULATING USABLE QUESTIONS AND HYPOTHESES, PLANNING EXPERIMENTS, CONDUCTING
More informationthe songg for Science.
STRONOMY RADE ASSESSMENT PACKET A comprehensive course that teaches the big ideas behind Newton s ground breaking work. Discover how to identify meteorites s, learn about magnetic storms, listen to the
More informationAstronomy Review. Use the following four pictures to answer questions 1-4.
Astronomy Review Use the following four pictures to answer questions 1-4. 1. Put an X through the pictures that are NOT possible. 2. Circle the picture that could be a lunar eclipse. 3. Triangle the picture
More informationEarth, Earth s Moon, Mars Balloons Grades: Middle School Grade Prep Time: ~10 Minutes Lesson Time: 60 Mins
Earth, Earth s Moon, Mars Balloons Grades: Middle School Grade Prep Time: ~10 Minutes Lesson Time: 60 Mins WHAT STUDENTS DO: Construct a Planetary Model Curiosity about our place in space and whether we
More informationSUBJECT AREA(S): science, math, solar power, visible light, ultraviolet (UV), infrared (IR), energy, Watt, atmospheric conditions
Our Place in Space Cosmic Rays AUTHOR: Jamie Repasky GRADE LEVEL(S): 3-5 SUBJECT AREA(S): science, math, solar power, visible light, ultraviolet (UV), infrared (IR), energy, Watt, atmospheric conditions
More informationActivity 3: Modeling the Sun/Earth System
Activity 3: Modeling the Sun/Earth System Time: 2 class periods (1 class period = 45 min) Materials: Solar system model Sun poster (optional) Rolling measuring wheel or 100-meter measuring tape Modeling
More informationThe 5E Model of Teaching Grade 8
The 5E Model of Teaching Grade 8 Students Role and Actions in the 5E Model 5E s Consistent with Model Inconsistent with Model Engage Explore Explain Elaborate Evaluate Asks question such as why did this
More informationName Date. What s the weather like today? Watch the beginning of the video Basics of geography- climate.
FACTORS THAT INFLUENCE CLIMATE worksheet 1 STARTER Look at the weather symbols and answer: What s the weather like today? WHAT S CLIMATE? Watch the beginning of the video Basics of geography- climate.
More informationSubject: Science Course Title: Earth & Grade Level(s): 8th
Teacher: Mike Valenti School: Mt. Tabor Middle School Subject: Science Course Title: Earth & Grade Level(s): 8th Space Is high school credit an option for this course? Yes X No Prerequisites: None Course
More informationTilted Earth Lab Why Do We Have Seasons?
Name Class Tilted Earth Lab Why Do We Have Seasons? Purpose: In this investigation, you are going to figure out how the axis (or tilt) of the Earth, combined with the revolution (orbit) of Earth around
More informationReason for the Seasons
Names Absent Reason for the Seasons Part One Read This First! Today your group will model the Earth s orbit around the Sun! Look at the position of the stickers on the table. Each dot is labeled with a
More informationHudson River Estuary Climate Change Lesson Project. Grades 5-8 Teacher s Packet. Lesson 3. Climate Change in My City
Grades 5-8 Teacher s Packet Lesson 3 Climate Change in My City Teacher s Packet 2 Climate Change in My City NYS Intermediate Level Science Standard 1: Analysis, Inquiry and Design/Scientific Inquiry S1.3
More informationCelestial Sphere & Solar Motion Lab (Norton s Star Atlas pages 1-4)
Name: Date: Celestial Sphere & Solar Motion Lab (Norton s Star Atlas pages 1-4) Italicized topics below will be covered only at the instructor s discretion. 1.0 Purpose: To understand a) the celestial
More informationEarth Systems Curriculum
Earth Systems Curriculum Course Description This course provides the opportunity to develop knowledge and understanding about the relationships between the structure, processes, and resources on Earth
More informationThe Stars & Our Solar System. Stage 1: Desired Results CCGPS/GPS. Science (GPS), Grade 4, Earth Science
Unit Title Subject and Grade Level The Stars & Our Solar System Science 4 ( Curriculum Map ) Stage 1: Desired Results CCGPS/GPS Science (GPS), Grade 4, Earth Science S4E1. Students will compare and contrast
More informationEarth Motions Packet 14
Earth Motions Packet 14 Your Name Group Members Score Minutes Standard 4 Key Idea 1 Performance Indicator 1.1 Explain complex phenomena, such as tides, variations in day length, solar insolation, apparent
More informationBenchmark A: Describe how the positions and motions of the objects in the universe cause predictable and cyclic events.
Earth and Space Sciences Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding
More informationCareful, Cyclones Can Blow You Away!
Title: Careful, Cyclones Can Blow You Away! (Meteorology) Grade(s): 6-8 Introduction: Most people associate twisters with tornadoes, but in fact tropical twisters come from hurricanes. Hurricanes are what
More informationTEACHER Worksheet: Phases of the Moon and Tides
TEACHER Worksheet: Phases of the Moon and Tides Subject: Physics & Astronomy Grades levels: 6-8 Description: Data pattern recognition exercise where students compare the two daily datasets (for one month)
More informationPlanets and Moons. unit overview
The Grade 4 5 kit components: Materials and equipment Each kit contains a set of high-quality materials and equipment for a class of 32 students. Consumable items are provided for two classes. Refill packages
More informationMiddle School 7th Grade Science Curriculum
Middle School 7th Grade Science Curriculum Course Description: Students will engage in units related to three core areas in science: matter and energy, Earth s processes, and living things. Throughout
More informationScience Unit 3: Earth in the Universe
Understandings Questions Knowledge The Earth is part of a vast universe. Cycles occur on Earth. What is a universe? What is in the earth s solar system? What is a cycle? What are some physical (non-living)
More informationHunting for Planets. Overview. Directions. Content Created by. Activitydevelop. How can you use star brightness to find planets?
This website would like to remind you: Your browser (Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. Activitydevelop Hunting for Planets How
More informationNAME: EXPLORATION GUIDE. CTScienceCenter.org. 250 Columbus Blvd. Hartford, CT 06103
NAME: EXPLORATION GUIDE CTScienceCenter.org 250 Columbus Blvd. Hartford, CT 06103 WEATHER: WILD & WACKY Objectives Students will investigate some extreme weather patterns, such as hurricanes and tornadoes.
More information4 th Grade: Sun, Moon, and Earth Unit Assessment Study Guide
Name: Teacher: Test Date: 4 th Grade: Sun, Moon, and Earth Unit Assessment Study Guide Vocabulary: Solar System: A group of objects that revolve around a single star. Sun: The central (and only) star in
More information*These items are to be integrated throughout the content. However, you will find new resources for student practice with these concepts here.
6 th Grade Science Scope and Sequence 1 st Quarter 2017-2018 Sequence of Concepts Rationale for Sequence Prior Knowledge Scientific Method and Engineering Design *These items are to be integrated throughout
More informationUNIT 4 EQUATIONS AND INEQUALITIES Established Goals: Standards
UNIT 4 EQUATIONS AND INEQUALITIES Established Goals: Standards 6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make
More information5.3 Astronomy Outline
5.3 Astronomy Outline Enduring Understanding: The position of the Earth in the Solar System affects the conditions of life on our planet. Essential Question: How does the position of the Earth in the Solar
More informationInstructional Resources Cover 100% of Oregon Core Content Standards, Grade Levels K-6
Instructional Resources Cover 100% of Oregon Core Content Standards, Grade Levels K-6 Thousands of resources are searchable by Oregon State Content Standards. Teachers can quickly identify and access the
More informationEffective January 2008 All indicators in Standard / 11
Scientific Inquiry 8-1 The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and
More informationFor further information, and additional background on the American Meteorological Society s Education Program, please contact:
Project ATMOSPHERE This guide is one of a series produced by Project ATMOSPHERE, an initiative of the American Meteorological Society. Project ATMOSPHERE has created and trained a network of resource agents
More informationC1: From Weather to Climate Looking at Air Temperature Data
C1: From Weather to Climate Looking at Air Temperature Data Purpose Students will work with short- and longterm air temperature data in order to better understand the differences between weather and climate.
More informationGRADE 8: Earth and space 1. UNIT 8E.1 8 hours. The Solar System. Resources. About this unit. Previous learning. Expectations
GRADE 8: Earth and space 1 The Solar System UNIT 8E.1 8 hours About this unit This is the only unit on Earth and Space in Grade 8. This unit builds on work done in Grade 6 and leads into work on the wider
More informationGreenwich Public Schools Science Curriculum Objectives. Grade 5
Greenwich Public Schools Science Curriculum Objectives Grade 5 THE NATURE OF SCIENTIFIC INQUIRY, LITERACY AND NUMERACY Scientific Inquiry: Scientific Literacy: Connecticut State Standards for Grades 3,
More information4. What verb is used to describe Earth s
Name: Date: 1 Read the text and then answer the questions. No matter where on Earth you live, you have day and night. That happens because of a movement of Earth called rotation. Earth rotates, or turns,
More informationMIDTERM PRACTICE EXAM ANSWERS
MIDTERM PRACTICE EXAM ANSWERS 1. (2) Location B shows that the altitude of the noon Sun increases between Dec 21. and June 21. Location B also shows that the Dec. 21 noon Sun is at an altitude of approximately
More informationLAB 19. Lab 19. Differences in Regional Climate: Why Do Two Cities Located at the Same Latitude and Near a Body of Water Have Such Different Climates?
Lab Handout Lab 19. Differences in Regional Climate: Why Do Two Cities Located at the Same Latitude and Near a Body of Water Have Such Different Climates? Introduction Weather describes the current atmospheric
More informationThank you for your purchase!
TM Thank you for your purchase! Please be sure to save a copy of this document to your local computer. This activity is copyrighted by the AIMS Education Foundation. All rights reserved. No part of this
More informationHudson River Estuary Climate Change Lesson Project. Grades 5-8 Teacher s Packet. Lesson 2. Observing Changes at Mohonk Preserve
Grades 5-8 Teacher s Packet Lesson 2 Observing Changes at Mohonk Preserve 2 Observing Changes at Mohonk Preserve NYS Intermediate Level Science Standard 1: Analysis, Inquiry and Design/Scientific Inquiry
More informationGeorgia Performance Standards Framework for Science GRADE 7
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More informationGrades K 2 Education Guide
Written by Kim Small Illustrated by Audio Visual Imagineering Table of Contents Standards Checklist*..3 Lessons Checklist....4 Program Pre- and Post- Survey 5 Lesson 1 The Little Star That Could Vocabulary..9
More information126CSR44R. Ninth Grade Physical Science Content Standards and Objectives
Ninth Grade Physical Science Content Standards and Objectives The Ninth Grade Physical Science objectives continue the development of foundational knowledge in chemistry, physics, earth science and astronomy.
More informationEarth s Motion. Lesson Outline LESSON 1. A. Earth and the Sun 1. The diameter is more than 100 times greater than
Lesson Outline Earth s Motion LESSON 1 A. Earth and the Sun 1. The diameter is more than 100 times greater than Earth s diameter. a. In the Sun, atoms combine during, producing huge amounts of energy.
More informationLIVE INTERACTIVE YOUR DESKTOP. NSDL/NSTA Web Seminar Beyond Penguins and Polar Bears: Energy and the Polar Environment
LIVE INTERACTIVE LEARNING @ YOUR DESKTOP NSDL/NSTA Web Seminar Beyond Penguins and Polar Bears: Energy and the Polar Environment Thursday, November 13, 2008 Today s NSDL Experts Jessica Fries-Gaither,
More informationYour web browser (Safari 7) is out of date. For more security, comfort and the best experience on this site: Update your browser Ignore
Your web browser (Safari 7) is out of date. For more security, comfort and the best experience on this site: Update your browser Ignore Activityapply DESIGN A SPACE PRO BE What characteristics must a space
More informationWeather to Climate Investigation: Snow
Name: Date: Weather to Climate Investigation: Snow Guiding Questions: What are the historical and current weather patterns or events for a location in the United States? What are the long-term weather
More informationUnit One Organizer: Forces (Approximate Time 7 weeks)
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More informationPart I: What Time Is It? A Model of Day and Night
Part I: What Time Is It? A Model of Day and Night Find a place in a circle around the lamp where no one is between you and the lamp. Once you face the lamp, answer questions 1-3 below. 1. If the sticker
More informationYou have learned that Earth s 24-hour day night cycle is caused
76 A Year Viewed from Space C O M P U T E R S I M U L AT I O N You have learned that Earth s 24-hour day night cycle is caused by Earth s rotation around its axis. The year is another cycle caused by Earth
More informationStandards Alignment... 5 Safe Science... 9 Scienti c Inquiry Assembling Rubber Band Books...15
Standards Alignment... 5 Safe Science... 9 Scienti c Inquiry... 11 Assembling Rubber Band Books...15 Earth in Space and Time The Scoop on Stars...17 Telescopes...19 Magnify the Sky...21 Star Samples...27
More informationScience and Engineering Practices DRAFT. Interpreting Data. and Applications of system and beyond. Students consider the
Solar System and Beyond Overview NGSS Performance Expectation MS-ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon,
More informationMIDDLE SCHOOL CYCLING OF EARTH S MATERIALS
3D Science Performance Assessment Tasks MIDDLE SCHOOL CYCLING OF EARTH S MATERIALS MS: ES: Earth s Materials and Energy Performance Task Task Title Cycling of Earth's Materials Standards Bundle Information
More informationUnit 1: Weather and Climate
Unit 1: Weather and Climate Content Area: Science Course(s): Generic Course Time Period: Marking Period 1 Length: approximately 15 days Status: Published Unit Summary (Content) What factors interact and
More information