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 Star Shades...37 Sizing Up Stars...39 Our Star, the Sun...47 How Far Is the Sun?...49 Star Near, Star Far...55 Sun Prints...61 Overcoming Gravity...67 Little Launchers...69 Gravity-Defying Olympics...77 Formative Assessment Questions... 135 Assessment... 137 Meter Tape...141 Family Letter... 143 Materials List... 145 The AIMS Program... 147 Model of Learning...151 Chinese Proverb... 149 Earth Structures Solar Water Collector...89 Solar Mitts...97 Hot Pockets... 103 A Test of Temperatures... 111 Graphing Highs and Lows... 123 Core Curriculum/Florida 3 2010 AIMS Education Foundation
Florida Third Grade Next Generation Sunshine State Standards Alignment Scientific Inquiry BIG IDEA 1: The Practice of Science A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of the scientific method. C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. Hot Pockets A Test of Temperatures SC.3.N.1.6 Infer based on observation. Sun Prints Solar Water Collector A Test of Temperatures Graphing Highs and Lows BIG IDEA 3: The Role of Theories, Laws, Hypotheses, and Models The terms that describe examples of scientific knowledge, for example; theory, law, hypothesis, and model have very specific meanings and functions within science. SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work. Star Samples Star Near, Star Far SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations. Star Samples How Far Is the Sun? Star Near, Star Far SC.3.N.1.2 SC.3.N.1.3 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. Star Samples Solar Water Collector Solar Mitts Little Launchers Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted. Hot Pockets A Test of Temperatures Core Curriculum/Florida 5 2010 AIMS Education Foundation
Earth Science BIG IDEA 5: Earth in Space and Time Humans continue to explore Earth s place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind s need to explore continues to lead to the development of knowledge and understanding of our Solar System. SC.3.E.5.1 Explain that stars can be different; some are smaller, some are larger, and some appear brighter than others; all except the Sun are so far away that they look like points of light. The Scoop on Stars Star Shades Sizing Up Stars How Far Is the Sun? Star Near, Star Far BIG IDEA 6: Earth Structures Humans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth s water and natural resources. SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat may be lost. Solar Water Collector Solar Mitts Hot Pockets A Test of Temperatures Graphing Highs and Lows SC.3.E.5.2 SC.3.E.5.3 SC.3.E.5.4 SC.3.E.5.5 Identify the Sun as a star that emits energy; some of it in the form of light. Our Star, the Sun Sun Prints Solar Water Collector Recognize that the Sun appears large and bright because it is the closest star to Earth. The Scoop on Stars Our Star, the Sun How Far Is the Sun? Star Near, Star Far Explore the Law of Gravity by demonstrating that gravity is a force that can be overcome. Overcoming Gravity Little Launchers Gravity-Defying Olympics Investigate that the number of stars that can be seen through telescopes is dramatically greater than those seen by the unaided eye. Telescopes Magnify the Sky Star Samples Core Curriculum/Florida 6 2010 AIMS Education Foundation
Activity Earth in Space and Time The Scoop on Stars Telescopes Magnify the Sky Star Samples Star Shades Sizing Up Stars Our Star, the Sun How Far Is the Sun? Star Near, Star Far Sun Prints Overcoming Gravity Little Launchers Gravity-Defying Olympics Earth Structures Solar Water Collector Solar Mitts Hot Pockets A Test of Temperatures Graphing Highs and Lows NGSSS E.5.1, E.5.3 E.5.5 E.5.5 N.1.2, N.3.2, N.3.3, E.5.5 E.5.1 E.5.1 E.5.2, E.5.3 N.3.3, E.5.1, E.5.3 N.3.2, N.3.3, E.5.1, E.5.3 N.1.6, E.5.2 E.5.4 N.1.2, E.5.4 E.5.4 N.1.2, N.1.6, E.5.2, E.6.1 N.1.2, E.6.1 N.1.1, N.1.3, E.6.1 N.1.1, N.1.3, N.1.6, E.6.1 N.1.6, E.6.1 Core Curriculum/Florida 7 2010 AIMS Education Foundation
Topic Size of and distance to the sun Key Question How far is it to the sun? Learning Goals Students will: build scale models of the sun and Earth, and place the sun and Earth the approximate scaled distance apart. Guiding Documents Project 2061 Benchmarks Mathematical ideas can be represented concretely, graphically, and symbolically. The earth is one of several planets that orbit the sun, and the moon orbits around the earth. Scale drawings show shapes and compare locations of things very different in size. Use numerical data in describing and comparing objects and events. NRC Standard The earth is the third planet from the sun in a system that includes the moon, the sun, eight other planets and their moons, and smaller objects, such as asteroids and comets. The sun, an average star, is the central and largest body in the solar system. NCTM Standards 2000* Use geometric models to solve problems in other areas of mathematics, such as number and measurement Understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute Math Measurement diameter length Proportionality Science Earth science solar system sun Materials Butcher or chart paper (see Management 2) Regular paper clips, nine per group Meter tapes, one per group Hole punch Tape measure (see Management 5) Scissors Student page Background Information Students often have questions about the sun s size and the heat it generates. They have learned that the sun is very large, that it is a source of energy on Earth, and that it is very hot. They often fail to realize that because of the great distance between the Earth and the sun that the Earth receives only a very small portion (about one two-billionth of the total energy released by the sun) and that this great distance also makes the sun appear to be much smaller than it actually is. In this activity, it is hoped that students will better be able to conceptualize the relative sizes of and distance between the sun and Earth. The Earth is about 12,756 kilometers in diameter. The sun s diameter is about 1.39 million kilometers approximately 109 times the size of Earth s. The average distance from the Earth to the sun is approximately 150 million kilometers. Dividing the average distance from Earth to the sun by the diameter of the sun gives a value of approximately 108, which tells us that there are about 108 sun diameters between the Earth and the sun. In this activity, the diamter of the Earth has been set as 0.5 cm. Using the same scale, that makes the diameter of the sun 55 cm (0.5 x 109 = 54.5). This means the distance between the Earth and the sun is about 59 meters (55 cm x 108 = 5940 cm = 59.4 meters). Management 1. Students should work in groups of three to four. 2. Each group needs a piece of butcher paper or chart paper large enough for them to draw a circle 55 cm in diameter. This circle will represent the sun, so use yellow paper if it is available. 3. Be sure students know how to use paper clip loops and pencils for drawing large circles. One student can hold the pencil in the center, while the another draws the circle with the other pencil. 4. In order to space out the scaled distance between the sun and Earth, you will need to find an area that is at least 60 meters in length. Core Curriculum/Florida 49 2010 AIMS Education Foundation
5. Wind-up tape measures 30 meters in length, are available from AIMS (item number 1992). Retractable metal tape measures can also be used as long as they have metric markings, but they tend to be much shorter in total length. The tape measure will be used to measure the 59 meters between the scaled models of the Earth and the sun. Procedure 1. Ask students what they know about the size of the sun. Ask them what they know about the temperature of the sun. Have students identify why the sun is important to us on Earth. 2. Explain to the students that the sun is much bigger than our Earth. It is about 109 times bigger. Ask students why it seems so small if it really is so much larger. [It is a long distance away.] 3. Tell the students that they are going to make scale models of the Earth and the sun to compare sizes. They will then try to predict how far apart they would be according to the same scale. 4. Divide students into their groups and distribute the student page and the materials. Have students work together to draw the model of the sun and cut it out, along with the model of the Earth. 5. Once the models are cut, ask the students why we don t burn up if the sun is so hot and so big compared to Earth. [The sun is far away from Earth about 93 million miles away.] 6. In their groups, have students decide how far apart they think the sun and the Earth would be using the same scale used to determine the sizes of the models. Have them place the models that far apart and measure and record the distance between them. 7. Tell students that you will now see how far apart the sun and the Earth really are. Take the students to the designated area and work together to measure the 59 meters that represents the scaled distance between the sun and Earth. (This is a good opportunity to reinforce the process of measuring a distance with a repeated unit smaller than the distance.) Explain that the sun would fit about 108 times in the distance between the Earth and the sun, so the distance you are measuring is 108 sun diameters. 8. Once the distance is measured, have half of the groups stand at one end and the other half stand at the opposite end. Instruct students to hold up their sun and Earth models so that they can see how small they appear from such a distance. 9. Return to the classroom and have students complete the student page and discuss what they have learned. Connecting Learning 1. What did you learn about the sizes of the sun and the Earth? 2. How far away did you think the model Earth would be from the sun? How did your guess compare to the actual distance? 3. How big did the model sun look when it was 59 meters away? How does this compare to the way the sun appears in the sky during the day? 4. What does this activity tell you about the sizes and distances from Earth of stars other than the sun? [Other stars look much smaller and less bright than the sun, so they must be much further away from Earth.] 5. Were you able to see the model of Earth when it was 59 meters away? Do you think you would be able to see the Earth from the sun? Why or why not? 6. Why don t we burn up from the heat of the sun? [The sun is very far away.] 7. What role does the sun play in life on Earth? [light, heat, energy for the growth of green plants, major role in the food chain, helps drive the water cycle, etc.] 8. What are you wondering now? Extension To help students better understand the sun s energy, light a candle in a darkened room. Ask students what they observe about the light from the candle. [It goes in all directions.] Apply this to the sun and how its light spreads in all directions; its light energy doesn t all go directly to the Earth. Have students hold their hands near the flame of the candle to see that there is both heat and light energy coming from it, which is similar to the sun. They should also observe that the closer they get to the candle, the more heat they feel. Curriculum Correlation Branley, Franklin M. The Sun Our Nearest Star. HarperCollins. New York. 2002. * Reprinted with permission from Principles and Standards for School Mathematics, 2000 by the National Council of Teachers of Mathematics. All rights reserved. Core Curriculum/Florida 50 2010 AIMS Education Foundation
Key Question How far is it to the sun? Learning Goals Students will: build scale models of the sun and Earth, and place the sun and Earth the approximate scaled distance apart. Core Curriculum/Florida 51 2010 AIMS Education Foundation
You will need: 9 regular paper clips meter tape 2 pencils large paper scissors hole punch Do this: 1. Punch out the circle that represents the Earth. It is 0.5 cm in diameter. 2. The sun is 109 times larger than the Earth. That means your sun model needs to be 55 cm in diameter. Use two pencils and nine paper clips to draw the circle. 3. Cut out the circle. This represents the sun. 4. Using the same scale as the models, guess how far the sun is from the Earth. Place the two models that far apart. 5. Measure the distance between the Earth and the sun. Record it below. My guess: 6. As a class, you will measure the actual distance between the model Earth and the sun. Record it below. Actual measurement: Questions 1. How does your guess compare to the actual measurement? Earth 2. If the sun is so much larger than Earth, why does it look so small? Core Curriculum/Florida 52 2010 AIMS Education Foundation
Connecting Learning CONNECTING CONNECTING LEARNING LEARNING 1. What did you learn about the sizes of the sun and the Earth? 2. How far away did you think the model Earth would be from the sun? How did your guess compare to the actual distance? 3. How big did the model sun look when it was 59 meters away? How does this compare to the way the sun appears in the sky during the day? 4. What does this activity tell you about the sizes and distances from Earth of stars other than the sun? Core Curriculum/Florida 53 2010 AIMS Education Foundation
Connecting Learning CONNECTING CONNECTING LEARNING LEARNING 5. Were you able to see the model of Earth when it was 59 meters away? Do you think you would be able to see the Earth from the sun? Why or why not? 6. Why don t we burn up from the heat of the sun? 7. What role does the sun play in life on Earth? 8. What are you wondering now? Core Curriculum/Florida 54 2010 AIMS Education Foundation