Ready-Ed
PHOTOCOPY MASTERS
Publications
Practical Science
Earth and Beyond
for 8-10 year olds ! Practical hands-on science activities ! Contains comprehensive teachers’ notes and lesson ideas
By Kevin Rigg
Ebook Code REAU4029
This is a Ready-Ed Publications' book preview.
Written by Kevin Rigg. Illustrated by Terry Allen. Design & Typesetting by Shay Howard. Published by Ready-Ed Publications (2007) Š Ready-Ed Publications - 2007. P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au
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COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.
ISBN 1 86397 675 2
Contents
Contents
Earth and Beyond
This is a Ready-Ed Publications' book preview. Teachers’ Notes Presentation Ideas Curriculum Links
.......... page 4 .......... page 5 .......... page 6
Lesson 1: Our Sun Teachers’ Notes Activity
.......... page 8 .......... page 9
Lesson 2: The Moon Teachers’ Notes Activity
........ page 10 ........ page 11
Lesson 3: Eclipses Teachers’ Notes Activity
........ page 12 ........ page 13
Lesson 4: Weather Instruments Teachers’ Notes Activity Activity Arrow Template
........ page 14 ........ page 15 ........ page 16 ........ page 17
Lesson 5: Collecting Weather Data Teachers’ Notes Activity Activity (Weather Log)
........ page 18 ........ page 19 ........ page 20
Lesson 6: Looking into Weather Teachers’ Notes Activity
........ page 21 ........ page 22
Lesson 7: The Sun’s Path (1) Teachers’ Notes Activity
........ page 23 ........ page 24
Lesson 8: The Sun’s Path (2) Teachers’ Notes Activity
........ page 25 ........ page 26
Answers
........ page 27
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Teachers’ Notes This book contains a package of photocopiable worksheets designed to be used to cover the Science learning area of “Earth and Beyond” with 8-10 year old students.
Earth and Beyond
Lesson Sheets Layout
This is a Ready-Ed Publications' book preview. At this level the students’ focus is on the wider world and how physical processes impact upon their local environment. Skills developed in this book include the drawing of diagrams and collecting and presenting data.
Specific activities include examining how the sun, moon and the earth interact, collecting and analysing weather phenomena, constructing weather recording devices, and understanding the sun’s path.
Each lesson has the potential to: • extend into more than one lesson by having separate parts to the lesson sheet. Some sections of a lesson may need planning on other paper before final copies are transferred to the lesson sheet. Some lessons may be too long for one lesson and could be completed at another time. • expand into other curriculum areas using a similar theme. There are ideas for crosscurricular integration with other learning areas. Sometimes a whole day’s work could be planned around one lesson sheet.
STUDENT LESSON SHEET Lesson title Student learning activities
Science Materials and Equipment The equipment needed has been kept to a minimum to facilitate ease of planning. It is readily available in schools or is easily acquired. All lesson sheets are outcome linked to the various curriculum documents (see page 6). Answers are provided where necessary (see page 27). Other books in the Practical Science series:
• • • •
4
TEACHERS’ NOTES INCLUDE: (FOR EACH LESSON) Outcome links; Required materials; Lesson plan ideas including extension ideas and teaching tips;
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Energy and Change Life and Living Natural and Processed Materials Working Scientifically
Cross-curricular/integration ideas.
Presentation Ideas
Earth and Beyond
This is a Ready-Ed Publications' book preview. • Create a display using items used in the lesson and worksheets. Children could make labels for the items.
• Make a frieze of drawings, magazine cut-outs and worksheets used in the lesson. Students can label the pictures. • Take digital photos of the activity and download/print them for a language activity. Children can create labels to put under the photos. • Children could produce labels or text for the photos which can be used to create a class book or display in the library. • Display record pages alongside the data collection pages in a class display. • Collect photos from the children of activities, pets, homes, etc. • Cut the worksheets up into parts and display, together with the children’s drawings. • Use art pieces as a backdrop to a display of the children’s worksheets.
• Children could prepare and present talks to another class using the worksheets as a guide.
Internet Use All websites listed in the Practical Science books are linked from the Ready-Ed website listed below. This saves the teacher and/or student from typing in the addresses each time. External websites referred to in this book will be updated through the Ready-Ed site below should they disappear or modify their address after publication.
Go to www.readyed.net www.readyed.com.au/urls/science
Bookmark this site for ease of use:
5
Curriculum Links
Earth and Beyond
This is a Ready-Ed Publications' book preview. The activities in Practical Science: Earth and Beyond can be linked to the following Science strands and learning outcomes for each state/territory.
State/Territory
Subject Area
NT, ACT and Tas. (National Curriculum)
Science
New South Wales
Strands
Outcomes
Earth and Beyond · Earth, Sky and People · The Changing Earth · Our Place in Space
2.1 2.2 2.3
Science and Technology
· Built Environments · Earth and its Surroundings
BE S2.1 ES S2.6
Victoria (VELS)
Science
· Science, Knowledge
CSF 2.1
Queensland
Science
· Earth and Beyond
2.1, 2.2, 2.3
South Australia
Science
· Earth and Space
2.1, 2.2
Western Australia
Science
· Earth and Beyond
EB 2
and Understanding · Science at Work Earth and Space Sciences: Our Place in Space The Changing Earth
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Earth and Beyond
This is aLesson Ready-Ed Publications' plans and activities for: book preview. •Our Sun •The Moon •Eclipses •Weather Instruments •Collecting Weather Data •Looking Into Weather •The Sun’s Path (1) •The Sun’s Path (2)
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Lesson 1
Lesson 1
Teachers' Notes
Earth and Beyond
Our Sun
This is a Ready-Ed Publications' book preview. Learning Outcome:
• Illustrates patterns of change observable on Earth caused by the relationship between the sun, Earth and the moon.
Materials: • research materials (e.g. library books, Internet) • model or poster of the sun (optional) • large art paper • magazines for cut-outs and drawing resources
Lesson Ideas: • Discuss the sun and how it affects our life. • Children research the answers to the questions on the worksheet using the library and/or Internet resources. Some online starting points could be: seds.lpl.arizona.edu/nineplanets/nineplanets/sol.html www.nineplanets.org/sol.html www.uwgb.edu/dutchs/planets/sun.htm • Children can prepare a project on the sun using information from the worksheet and any other information they wish to use. Internet print-outs, magazine cut-outs and drawn pictures with labels can be used to illustrate their work.
Integration Ideas: English (Writing): Make a list of “sun” words for word study activities. English (Speaking and Listening): Students present talks on the sun using the projects and notes as a guide. Health: Have a “Sun Safe” lesson. The Arts: Craft – Make models of the sun using papier-mâché.
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A
Lesson 1
Our Sun
Earth and Beyond
Use your research skills to answer these:
This is a Ready-Ed Publications' book preview. About how far from Earth is our sun?
_________ km
What is the diameter of our sun?
_________ km
About what is the surface temperature of our sun?
_________ ºC
Approximately what is the inner core temperature of our sun?
_________ ºC
About how much hydrogen does the sun burn every second?
_________ tonnes
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B
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C
Draw a labelled diagram of the sun showing its main features.
Find the meaning of these “sun” words:
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D
Friendly Sun: List two ways the sun helps life on Earth. • ____________________________________________________________ • ____________________________________________________________
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Dangerous Sun: List two ways the sun can hurt life on Earth. • ____________________________________________________________ • ____________________________________________________________ 9
Teachers' Notes
Lesson 2
Earth and Beyond
The Moon
This is a Ready-Ed Publications' book preview. Learning Outcome:
• Illustrates patterns of change observable on Earth caused by the relationship between the sun, Earth and the moon.
Materials:
• poster/model of the moon • Internet access for research • library books about the moon
Lesson Ideas: • Discuss moon stories and show the model/poster of the moon. • Read through the worksheet and discuss how students might find the information. Children can take notes on other paper, editing the information and then committing it to the worksheet when they are happy with their answers. • If possible view these moon websites: www.moonpeople.com/html/kids/kids.html www.kidsastronomy.com/earth/moons.htm starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/moon.html kids.nineplanets.org/moon.htm www.enchantedlearning.com/subjects/astronomy/moon/Phases.shtml • Children can present extra information (e.g. moon landings) if they have time. • Each group could make/draw a different moon phase and hang them in order across the room.
Integration Ideas: English (Writing): Children write stories about visiting the moon using the information they have learned. Another option is to write “diary entries” of their trip. English (Language): Create a word list of moon words with associated word study activities. English (Speaking and Listening): Children prepare and present talks using the worksheet as a guide. The Arts: Make a model of the moon using papier-mâché.
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10
The Moon
Lesson 2
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Earth and Beyond
Moon Facts
This is a Ready-Ed Publications' book preview. The moon rotates every 27 days, and revolves every 27 days.
What does this mean to us on Earth when we look at the moon?
____________________________________________________________
The moon's average night temperature is –150 ºC and its average day temperature is 107 ºC. What does this tell us about the moon’s atmosphere? ____________________________________________________________
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B
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C
The moon affects the tides of the earth’s oceans. Draw a labelled diagram below and explain how this happens.
The Phases of the Moon
From Earth we can only see a partial moon sometimes. Explain why. _______________________________________________________________ Colour in the circles below to show the phases the moon goes through over its cycle.
new moon
waxing crescent
first quarter
waxing gibbous
full moon
waning gibbous
last quarter
waning crescent
How long is the moon’s cycle? ____________________________________ Write three interesting facts about our moon.
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• ______________________________________________________________ • ______________________________________________________________ • ______________________________________________________________ 11
Lesson 3
Teachers' Notes
Earth and Beyond
Eclipses
This is a Ready-Ed Publications' book preview. Learning Outcome:
• Illustrates patterns of change observable on Earth caused by the relationship between the sun, Earth and the moon.
Materials: For demonstration: • large ball to represent the earth (e.g. basketball) • small ball to represent the moon (e.g. ping pong ball) • torch or projector to show the sun’s light • Internet access
Lesson Ideas: • Children will need to view a demonstration of how eclipses occur. This could be done using one or more of the Internet sites listed below as well as using balls (to represent the earth and the moon) and a light source, e.g. torch (to represent the sun).
Check out these websites: starchild.gsfc.nasa.gov/docs/StarChild/questions/question6.html www.windows.ucar.edu/tour/link=/moon/eclipse.html&edu=elem www.space.com/scienceastronomy/solarsystem/eclipses-ez.html Solar Eclipse: micro.magnet.fsu.edu/primer/java/scienceopticsu/solar/ Lunar eclipse: micro.magnet.fsu.edu/primer/java/scienceopticsu/lunar/ • Children conduct some research of their own (using library resources or Internet) and complete drawings and explanations on their worksheet. • Discuss the dangers of watching a solar eclipse. Children can brainstorm their own ideas on how to watch an eclipse safely. View the website below. wikipedia.org/wiki/Solar_eclipse
Integration Ideas: English (Word Study): Make a list of solar eclipse words for a spelling activity sheet. Health: Demonstrate how to care for our eyes and relate to viewing solar eclipses. Society and Environment / HSIE / SOSE: Children research the advantages for science of watching and learning about solar eclipses. The Arts: Craft – In groups, students make models of the earth, moon and sun using balloons and papier-mâché. Ask the students to work out a way of showing an eclipse by hanging/suspending the balls and using a torch.
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English (Spelling): Make a list of ‘environment’ words for word study activities.
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Lesson 3
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A
Eclipses
Earth and Beyond
An eclipse of the moon (lunar eclipse) occurs when: _________________________________________________________
This is a Ready-Ed Publications' book preview. _________________________________________________________
Draw and label a diagram to help explain what happens during a lunar eclipse.
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B
The eclipse of the sun (solar eclipse) occurs when: _________________________________________________________ _________________________________________________________
Draw and label a diagram to help explain what happens during a solar eclipse.
Describe two ways to safely watch a solar eclipse.
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• _____________________________________________
• ______________________________________________________________
13
Teachers' Notes
Lesson 4
Earth and Beyond
Instruments This isWeather a Ready-Ed Publications' book preview. Learning Outcome:
• Records ways we monitor and use information about changes to the earth.
Materials: Each group will need: • thermometer
• arrow template sheet on page 17
To make the rain gauge: • large plastic soft drink bottle (no lid) • small ruler (or half of a plastic ruler) • small stones or marbles
To make the wind vane: • large plastic soft drink bottle • plastic pen lid (e.g. biro lid) • 4 sharpened toothpicks • 2 pieces of light card – students use arrow template to cut out two arrows • knitting needle • cork that fits the bottle top • sand
Lesson Ideas: • Each group follows the instructions on the worksheets (Weather Instruments 1-3) to make the instruments. • Discuss the reasons for the positioning of the instruments to collect data. • Students use the instruments to complete the Collecting Weather Data worksheet on page 19. • Instruments should be tested over several days to ensure that they are working correctly. Record the weather over a month.
Integration Ideas: English (Writing): Students write a recount on the process of making the weather instruments. Society and Environment / HSIE / SOSE: Examine weather studies from around the world. Use the websites below as a starting point. World weather: www.worldweather.org World weather data: www.worldclimate.com
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Lesson 4
Weather Instruments (1)
Earth and Beyond
Follow the instructions carefully and learn how you can record the weather. Your teacher will give your group the materials for these activities.
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Thermometer Placement
The thermometer should be placed in the open, in the shade and away from the wind. Make sure it remains in the same place all the time.
Why should the thermometer be placed away from the wind? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
B
Making a Rain Gauge
Instructions: • Cut the top off the plastic bottle about two thirds of the way up.
plastic bottle ruler
• Glue the plastic ruler inside the bottom so that the measurements read from the bottom up. • Place some small stones or marbles in the base as ballast.
water marbles
• Invert the top of the bottle and insert it into the bottom half as a funnel. • Add some water up to the start of the ruler marks.
Rain Gauge
• Place your rain gauge in an elevated position away from trees and buildings. Why should the rain gauge be placed away from buildings and trees?
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___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 15
Lesson 4
Weather Instruments (2)
Earth and Beyond
Follow the instructions carefully and learn how you can record the weather. Your teacher will give your group the materials for these activities.
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Making a Wind Vane
arrow
biro top cork
knitting needle
plastic bottle
Wind Vane Instructions: • Fill the plastic bottle with sand. • Insert the knitting needle through the cork so that it sticks out about 10 cm. • Use the card and the arrow template (on page 17) to make two identical arrows. Glue the arrows together, either side of the biro top. • Insert the sharpened toothpicks into the cork to make direction pins. • Write “North”, “South”, “East” and “West” on pieces of card and fix to the direction pins. • Fit the cork into the bottle and place the biro top onto the knitting needle point. Why should the wind vane be placed in an open area? ___________________________________________________________
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___________________________________________________________ ___________________________________________________________
16
Lesson 4
Weather Instruments (3)
Earth and Beyond
This is a Ready-Ed Publications' book preview. Arrow Template
Use this arrow as a template to make the two arrows for your wind vane. Cut out the arrow below and trace around it using stiff card.
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Lesson 5
Teachers' Notes
Earth and Beyond
Collecting Weather Data
This is a Ready-Ed Publications' book preview. Learning Outcomes:
• Records ways we monitor and use information about changes to the earth. • Describes changes that occur in the local environment.
Materials: • weather instruments from Lesson 4
Lesson Ideas: For this lesson, students use their wind vanes and rain gauges, however, you could also demonstrate with real examples from the science resource room. • Choose a week where rain is forecast so that the rain gauges can be used. • Explain the Beaufort Scale to students. Background information on this scale can be found at a number of websites: www.met-office.gov.uk/education/secondary/students/beaufort.html www.bom.gov.au/lam/glossary/beaufort.shtml www.islandnet.com/~see/weather/history/beaufort.htm • Ensure the children know their directions (North, South, East and West). • Children collect the information in groups and take turns to go and gather the data. Weather checking should be done at the same time each day. • Students record the data into the Weather Log (see page 20) for each day. • Children could predict the results for each day before data is collected. • Make a class list of the descriptors used by the children each day. • Children can collate the data using the Lesson 6 worksheet “Looking Into Weather”. • Data collection could then be repeated during a different season of the year, for a comparison. • If possible, take a photo each day of the weather and use with a display of the instruments and results.
Integration Ideas: English (Writing): Students do daily writing about the current weather or on a weather-related topic. E.g. Story titles may be “Lost in a Storm”, “The Day the Water Froze”, etc.).
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The Arts: Using magazines, students cut out images depicting different types of weather and create a class montage.
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Lesson 5
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A
Collecting Weather Data
Earth and Beyond
Using your weather instruments, collect the weather information and fill in the data on the Weather Log.
This is a Ready-Ed Publications' book preview. Write a brief description of the weather each day into your Weather Log. Your description only needs to be two or three words. For example, rainy, windy and cold.
Rate the wind strength according to the “Beaufort Scale”.
Beaufort Scale 0
= calm conditions
1
= a light air movement
2
= a light breeze
3
= a gentle breeze
4
= a moderate breeze
5
= a fresh breeze
6
= a strong breeze
7
= a moderate gale
8
= a fresh gale
9
= a strong gale
Be careful how you show the wind direction on the Weather Log because it could come from a direction between the four main directions (e.g. North West). Colour in the “Cloud Cover” box according to the amount of sky covered with cloud.
Record the temperature. Record the rainfall.
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19
Lesson 5
Weather Log
Earth and Beyond
Date started:________ Season:________
This is a Ready-Ed Publications' book preview. Time recorded each day:__________
Wind Strength
Description
Wind Direction
Cloud Cover
Temperature
Rainfall(mm)
Write the days in the balloons below:
20
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Lesson 6
Teachers' Notes
Earth and Beyond
Looking Into Weather ThisLearning is aOutcomes: Ready-Ed Publications'
book preview.
• Records ways we monitor and use information about changes to the earth. • Formulates questions to guide observations and investigations of familiar situations.
Materials: • student data sheets (Weather Log) from Lesson 5 • calculator
Lesson Ideas: • Children analyse the data collected on the Weather Log worksheet. • A calculator can be used for working out the range and averages. Demonstrate an example on the board. • Revise graphing skills needed (e.g. working out a scale, numbering lines not spaces, adding labels, and so on). • Children complete the graph using coloured and lead pencils. • In groups, children discuss the activity assessment (B – Conclusion). They can then complete this section on their own.
Integration Ideas: Society and Environment / HSIE / SOSE: Using the weather information, students can explore how the weather affects local industries (e.g. the types of crops grown) and the types of homes (e.g. heating) that they live in. Compare local industries and homes to those in different climates around the world. Extension: Study the types of recreational activities done in different climates, e.g. skiing, swimming. The Arts: Children paint the best day of their weather study. English (Word Study): Brainstorm a list of weather words for spelling activities and word study.
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English (Speaking and Listening): Children present talks to other classes on their weather collecting activity using their weather instruments/data as a focus. 21
Lesson 6
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Looking Into Weather
A
Earth and Beyond
Title:
This is a Ready-Ed Publications' book preview. Choose one weather feature from your Weather Log and create a graph of the readings made by your group. Clearly label your grid’s axes and give it a title.
Complete the following.
Temperature What was the temperature range of the temperatures recorded? ___________ (Hint: take the lowest temperature away from the highest temperature) What was the average temperature recorded? ________
Cloud Cover
Wind Which wind direction was the most common? ________ What was the average Beaufort Scale score? _________
Rain
Colour in this rectangle to show the average amount (%) of cloud cover.
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B
Conclusion
Describe any problems you had collecting the data. _____________________________________________________________ _____________________________________________________________ Did the instruments work well? Explain how they performed. _____________________________________________________________
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What surprised you the most about the weather data? _____________________________________________________________ _____________________________________________________________ 22
Lesson 7
Teachers' Notes
Earth and Beyond
The Sun’s Path (1)
This is a Ready-Ed Publications' book preview. Learning Outcomes:
• Investigates the apparent motion of the sun in relation to Earth and how this affects everyday life. • Conducts simple tests and describes observations. • Identifies patterns and groupings in information, to draw conclusions.
Materials: • metre length stick (or even a broom handle) • blackboard protractor • large ruler or tape measure (e.g. blackboard rule) • art paper approximately 50 cm square with the centre of one side marked “North” side • markers/textas
North
Lesson Ideas: • The children take turns to record data about the sun every hour for a total of six hours. • Students record the length of the shadow, rule its shadow on the paper and, if able, measure the angle of the shadow using a large protractor. Note: Measuring the angle may need some practice and guidance. Conduct a lesson on angles and protractors first. • Each hour, as one child holds the metre stick upright in the centre of the North side, the sun’s shadow is drawn on the art paper and the shadow is measured for length and angle. Children must place the stick in the exact same spot on their page each time they measure the shadow. • Analysis of this data is done during Lesson 8: The Sun’s Path (2) • This activity could be repeated in six months for a data comparison. Students should notice that the shadows will vary when observed at the same time of day during the different seasons.
Integration Ideas: English: Students write a recount on this activity. They can also write about how the sun effects and influences our daily life and routines. Maths: Relate this activity to a clock reading activity. Society and Environment / HSIE / SOSE: Children can research the history of sundials. Check out: www.sundials.co.uk/projects.htm – Sundial projects for the class www.eyeonthesky.org/lessonplans/14sun_sundials.html – Lesson Plans
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A
The Sun’s Path (1)
Lesson 7
Earth and Beyond
metre stick
Predictions:
This is a Ready-Ed Publications' book preview. Predict how you think the sun's shadows will look when drawn on the art paper. Use a ruler and pencil. There are six shadows to draw – one each hour. Mark the hours on the shadows as you draw them.
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B
•North
•West
•East
•South
Questions
Predict the length of the shortest shadow using centimetres. ________ Predict what time the shortest shadow will be made. ________________ Why did you predict this time? ______________________________________________________________ Predict the length of the longest shadow. _________________________ Predict what time will the longest shadow will be made? ____________ Why did you predict this time? ______________________________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
C
Data Collection (Predict the 2pm measurements using a red pencil.)
Times
Shadow Length
Shadow Angle
9am 10am 11am 12pm
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1pm 2pm 24
Lesson 8
Teachers' Notes
Earth and Beyond
The Sun’s Path (2)
This is a Ready-Ed Publications' book preview. Learning Outcomes:
• Investigates the apparent motion of the sun in relation to the Earth and how this affects everyday life. • Identifies patterns and groupings in information to draw conclusions.
Materials: • data collected from Lesson 7: The Sun’s Path (1) • protractor for each child • ruler • lead pencils
Lesson Ideas: • Pin up the data sheet from Lesson 7 at the front of the room and also have the data written on the board. Children can check to see if their drawing matches the actual sheet used. • Discuss the measuring of angles and use a protractor to measure. Alternatively, students can estimate where the shadow lines go. • Children should suggest reasons for the pattern of the shadows. These ideas can be listed on the board. When the children write their answers they should understand the reason and be able to explain it in their own words. • Explain why a line graph is used to represent the shadow lengths. Show how the line should look on the graph (Note: it should dip in the middle.) • Children should be able to predict the shadow lengths at 3pm and 4pm. The shadow could be measured at these times and compared with student predictions. • Plot the graph on large grid paper.
Integration Ideas: Science: Repeat this activity in six months time and compare the results. English (Writing): Children write a recount of the activity. Society and Environment / HSIE / SOSE: Students research the movement of the sun in relation to seasons. Health: Children design and colour health posters on the dangers of the sun. They should also include sun care practices and products.
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A
The Sun’s Path (2)
Lesson 8
Earth and Beyond
Using a protractor, ruler and pencil, show how the shadows were recorded outside.
This is a Ready-Ed Publications' book preview. metre stick
•North
•West
•East
•South Explain why the shadows made that pattern. _______________________________________________________________ _______________________________________________________________
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B
Length of the Sun’s Shadow
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11am
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12pm
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CENTIMETRES
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1pm
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Graph the shadow lengths using a line graph.
2pm
3pm
TIMES MEASURED
Use the graph to predict the length of the shadow at 3pm. __________ Use the graph to find the length of the shadow at 11:30am. __________ Explain why you think the line turned out that way on the graph.
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_______________________________________________________________ _______________________________________________________________ 26
Answers Lesson 1 – The Sun
Earth and Beyond
B) The tides:
This is a Ready-Ed Publications' book preview. A)
Approximately 150 000 000 km (varies due to elliptical orbit); 1 390 000 km; Approximately 5500 ºC; Approximately 15 000 000 ºC;
Approximately 700 000 000 tonnes.
B) Radiative envelope
Prominences
Convective envelope
Solar Flare
Sunspot
Core
Tides are the twice-daily rise and fall of the ocean surface caused by the gravitational pull of the moon and sun. C) We only see a partial moon because the part of it facing away from the sun is in shadow.
Photosphere Corona (The sun’s outer layer)
Chromosphere
28 days. C) Sunspots are the darker and slightly cooler regions on the surface of the sun. The photosphere is the visible surface of the sun. The corona is the sun’s outer atmosphere which can be seen during total eclipses. D) & – Gives us life; heats the land; gives us food from plants; gives us light, etc. & – Burns us; can cause cancers; can create too much heat; can cause blindness (especially during an eclipse).
Lesson 2 –The Moon A)
Lesson 3 – Eclipses A)
The earth’s shadow falls on the moon. The earth comes between the sun and the moon.
©
B)
The moon orbits between the earth and the sun. The moon’s shadow falls on the earth.
We only ever see the same side of the moon. We do not see the other side which is sometimes referred to as the “dark side of the moon”. The moon has no atmosphere to protect its surface.
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i) & ii) On television; using a pinhole camera.
27
This is a Ready-Ed Publications' book preview.
Go to www.readyed.net 28