Dayton Regional Stem Center – Science, Technology ...



-116731-315595 Printable ResourcesThe Great Space RaceAppendix 1.1: Pre/Post Test Appendix 1.2: Pre/Post Test Answer KeyAppendix 1.3: Minute to Win It LetterAppendix 1.4: The Great Space Race Videos and LinksAppendix 2.1: Solar System VocabularyAppendix 2.2: Planet Fact SheetAppendix 2.3: Planet Fact Sheet Answer KeyAppendix 3.1: Scaling Our Planets by Size WorksheetAppendix 3.2: Scaling our Planets by Distance from the Sun WorksheetAppendix 4.1: Lesson Guide/Notes Celestial Bodies in the Solar SystemAppendix 4.2: The Great Space Race Designer's LogAppendix 4.3: Engineering Design ProcessAppendix 5.1: Exploring Shadows ActivityAppendix 5.2: Earth's Rotation Simulation PracticeAppendix 5.3: Earth’s Rotation ActivityAppendix 5.4: Making a SundialAppendix 6.1: Temperature Recording SheetAppendix 6.2: Foss SimulationAppendix 6.3: Exit Slip - Identifying SeasonsAppendix 7.1: Seasons Interactive Data Table WorksheetAppendix 7.2: Discover Your Own IslandsAppendix 7.3: Google Earth DirectionsAppendix 7.4: Earth's Points Appendix 7.5: Earth’s Points Answer KeyAppendix 8.1: Planning Sheet ExampleAppendix 8.2: Planning SheetAppendix 9.1: Feedback FormAppendix 11.1: Exit Slip of Favorite GameAppendix 12.1: Self-AssessmentAppendix 12.2: Minute to Win It Design RubricAppendix 1.1: Pre/Post-TestName _____________________________The Great Space RacePre/Post-Test1. Label the angles of sunlight as: Direct, Less direct, and Indirect. You may use a word more than once. (5 points)266700172720ABCDE00ABCDE 2. Stephen would like to make a scale model of the planet Mercury using construction paper. He is using the conversion of 1 centimeter. = 1,000 kilometers. If the size of Mercury is 4,878 kilometers, how many centimeters in diameter should he make his model? (1 point)___________________________cm 434340063500003. The picture to the right shows one motion of the Earth. What is the motion called and how long does it take? Describe what this motion causes to happen on Earth. (3 points)_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Use the picture below to answer questions 4-6. (1 point each)24860255461000114300123190004. What motion are the earth and moon displaying in the images above? __________________5. What word do we use to describe the earth making one complete trip around the sun?_____________________________________6. What increment of time does one trip around the sun equal? _________________________7. Planet X is an inner planet and Planet Y is an outer planet. Both planets are located in our solar system. Compare the possible characteristics of each planet. Check the boxes to identify the possible characteristics of each planet. (7 points)Planet X (inner)Planet Y (outer)Orbits the sunCloser to the sunLikely to have ringsMostly composed of gasMostly composed of rockLikely to have less than 5 moonsLikely to have more than 10 moons 8. What do we call the area marked with the yellow bar that separates these two groups of planets? Hint: It includes celestial bodies made of metal and rock that are left over from the formation of our solar system. (1 point) _________________________________________9. Using the image below identify the season (summer, spring, winter, or fall). (2 points)48672751473835B00B8953501449070A00APoint A: __________________________ Point B: __________________________10. Label the planets in order of their position from the sun. (9 points)EarthJupiterMarsMercuryNeptuneSaturnSunUranusVenusEarthJupiterMarsMercuryNeptuneSaturnSunUranusVenus0-63511. Complete the statements below with words from the box. (4 points)eastnorthsouthwesteastnorthsouthwestLatitude refers to the lines that go around the globe and they go by the directions _________________ and ___________________. Longitude refers to the lines that go from top to bottom and go by the directions __________________ and _______________________. Use the word bank below for questions 12-16. (1 point each)climategalaxygravitysolar systemstarclimategalaxygravitysolar systemstar12. What force keeps the planets orbiting the sun? __________________________________13. What word describes the typical weather patterns in a certain area or region? __________14. What celestial body is described as an enormous ball of very hot gas? The sun is one of these bodies. ___________________________ 15. What word is used to describe a group of hundreds of millions of stars? ______________16. What words do we use to describe the sun and all the celestial bodies that orbit it? ____________________17. Use the image to find the latitudinal and longitudinal coordinates. (3 points) What continent is 40° north and 20° east? ___________________________________Which continent is 20° south and 140° east? __________________________________Which continent is at 40° north and 100° east? ________________________________Appendix 1.2: Pre/Post-Test Answer KeyName _____________________________The Great Space RacePre/Post Test ANSWER KEY1. Label the angles of sunlight as: Direct, Less direct, and Indirect. You may use a word more than once. (5 points)266700172720ABCDE00ABCDE IndirectL.D.DL.D.I.D.IndirectL.D.DL.D.I.D.2. Stephen would like to make a scale model of the planet Mercury using construction paper. He is using the conversion of 1 centimeter. = 1,000 kilometers. If the size of Mercury is 4,878 kilometers, how many centimeters in diameter should he make his model? (1 point)_____4.878_________________cm 434340063500003. The picture to the right shows one motion of the Earth. What is the motion called and how long does it take? Describe what this motion causes to happen on Earth. (3 points)The picture shows rotation, and it takes Earth 24 hours to complete the motion. Rotation causes Earth to experience day and night_____________________________________________ _________________________________________________________________________________________________________________________________Use the picture below to answer questions 4-6. (1 point each)24860255461000114300123190004. What motion are the earth and moon displaying in the images above? Orbiting/revolving5. What word do we use to describe the earth making one complete trip around the sun?revolution6. What increment of time does one trip around the sun equal? 365 days7. Planet X is an inner planet and Planet Y is an outer planet. Both planets are located in our solar system. Compare the possible characteristics of each planet. Check the boxes to identify the possible characteristics of each planet. (7 points)Planet X (inner)Planet Y (outer)Orbits the sunCloser to the sunLikely to have ringsMostly composed of gasMostly composed of rockLikely to have less than 5 moonsLikely to have more than 10 moons 8. What do we call the area marked with the yellow bar that separates these two groups of planets? Hint: It includes celestial bodies made of metal and rock that are left over from the formation of our solar system. (1 point) Asteroid Belt________9. Using the image below identify the season (summer, spring, winter, or fall). (2 points)48672751473835B00B8953501449070A00APoint A: Summer Point B: Winter10. Label the planets in order of their position from the sun. (9 points)EarthJupiterMarsMercuryNeptuneSaturnSunUranusVenusEarthJupiterMarsMercuryNeptuneSaturnSunUranusVenus0161290SunMercuryEarthJupiterSaturnUranusNeptuneVenusMars00SunMercuryEarthJupiterSaturnUranusNeptuneVenusMars11. Complete the statements below with words from the box. (4 points)eastnorthsouthwesteastnorthsouthwestLatitude refers to the lines that go around the globe and they go by the directions ____north________ and __south____________. Longitude refers to the lines that go from top to bottom and go by the directions ___east___________ and ______west_____________. Use the word bank below for questions 12-16. (1 point each)climategalaxygravitysolar systemstarclimategalaxygravitysolar systemstar12. What force keeps the planets orbiting the sun? ____gravity________________________13. What word describes the typical weather patterns in a certain area or region? climate14. What celestial body is described as an enormous ball of very hot gas? The sun is one of these bodies. ___sun_____________________ 15. What word is used to describe a group of hundreds of millions of stars? galaxy16. What words do we use to describe the sun and all the celestial bodies that orbit it? Solar system17. Use the image to find the latitudinal and longitudinal coordinates. (3 points) What continent is 40° north and 20° east? EuropeWhich continent is 20° south and 140° east? AustraliaWhich continent is at 40° north and 100° east? AsiaAppendix 1.3: Minute to Win It Letter2538095119380Dear Students,Many of you are probably familiar with our “Minute to Win It” game show. ?Over the past several years, it has gained popularity as a TV game show, which has progressed to party games, and even used by teachers within their classrooms. This got us thinking about how we could possibly use our “Minute to Win It” game in order to enhance learning for students. That is where you come in… ?We are looking to have students design educational “Minutes to Win It” games that will actually reinforce learning within the classroom. We need creative, knowledgeable problem-solvers that will be able to step up to this challenge. ?If you believe that you are up to the challenge, here are some guidelines you will need to keep in mind:You will need to design 3 fun challenges that will reinforce 3 learning targets from the following list:I can explain what a solar system is.I can identify and describe the 8 major planets of the solar system.I can define gravity and explain how gravity impacts orbits.I can define and describe moons, comets, asteroids, and meteoroids.I can define and describe stars.I can explain the distance from our star, the sun, and its impact on Earth.I can compare/represent distances and sizes within the solar system using scale.I can explain why days and night occurs.I can explain what a year is.I can explain why seasons exist.Challenges should be fun and creative and physical. ?Students should have to do something active in order to demonstrate understanding of a learning target. Each challenge that you design will have to be able to be completed in four minutes or less. ?(Note that in order to have students demonstrate mastery of content, we are giving them “minutes” to win it instead of the game show’s typical one minute.) Make sure to test the feasibility of this as you design challenges.You will need to provide clear instructions for each challenge.All challenges have to be tested and revised accordingly in order to make create the best possible challenge.The best challenges will be selected and used by “Minute to Win It” for educational purposes. ?We look forward to seeing what you come up with, and how it can be used as a learning tool for students across the nation. ?Good luck teams! ?We look forward to your designs!Sincerely,The “Minute to Win It” CrewAppendix 1.4: Instructional Videos and Internet LinksDay 1: Unit and Project Introduction"Minute to Win It Australia - Season 1, Episode 5, Part 3" (8:17)"Minute to Win It Episode 1 - Finale - Down to the Wire" (3:29)"Minute to Win It Episode 2 - Joe v Caroline - Face the Cookie" (2:33)“Tilt a Cup” (0:37)“Ready Spaghetti” (0:31)“Sharp Shooter” (0:23)“Ruler of the World” (0:25)“Office Tennis” (0:32)“Face the Cookie” (0:28)“Back Flip” (0:28)Day 2: The Planets of the Solar System“Here Comes the Sun: Crash Course Kids #5.1” (3:03) “The Biggest Stars in the Universe” (4:25)“Learning About the Planets in Our Solar System” (20:01)Solar System Cards Day 4: Celestial Bodies in the Solar System“Asteroids: Crash Course Astronomy #20” (11:32) *****”What are Asteroids? Facts & Information | Mocomi Kids” (1:59)“What Is an Asteroid?” (2:14) (includes a theory about how moon was formed –should preview first)“Comets: Crash Course Astronomy #21” (2:14)***** “Clip from COSMOS - "Halley's Comet" | FOX Home Entertainment” (1:02)*** “What is a Comet? Facts & Information | Mocomi Kids” (2:30)“Meteor Hits Russia Feb 15, 2013 - Event Archive” (10:11) (only first minute or two - shows sound of impact breaking windows)***** “What Is a Meteor?” (1:58) (gives good definition of meteoroids, meteors, and meteorites)“February 2017 meteor in Midwest region (Lake Michigan)” (2:06) (there are several videos posted on this Chicago Tribune site – I used first one)“What Happens When a Meteorite Strikes Earth? -- Extreme Science #1” (6:09) “Know Your Science: Why We Kicked Pluto out Of the Planet Club. You'll always be the ninth planet in my heart, Pluto” (4:45) ***** “Universe today: Why Pluto is No Longer a Planet” (watch until 4:23)Day 5: Earth’s Rotation"Following the Sun: Crash Course Kids #8.2" (4:52)"Earth’s Rotation and Revolution" (4:00)"Day and Night and Earth’s Rotation" (1:28)Earth spin animation (Video is 1:00:00 long. However, it shows the continuous rotation of the earth. Therefore, watch for as long as you feel necessary.)Day 6: Earth’s Revolution: 1 year = 365 days"Rotation and Revolution of Earth - Educational Video for Kids" (3:39)Foss Simulation: Day 7: Direct and Indirect SunlightSeasons Interactive: Earth: Appendix 2.1:Solar System VocabularyAsteroid- left over pieces from the formation of the solar system, made of metal and rockAxis- the line on which a rotating body turnsComet- balls of dust and iceConstellation- a group of stars forming a recognizable pattern that is named for its shapeConvert- to change something into a different form or propertyDirect- a straight course or pathGalaxy- a large collection of planets, gas, dust, and millions or billions of stars, bound together by gravityGravity- the force that draws objects toward the center of the Earth or any other large celestial bodyIndirect- not in a direct course or path; deviating from a straight lineLatitude- lines that go around the globe that refer to the directions north and southLongitude- lines that go from top to bottom of the globe and refer to directions east and westMass- the measure of the amount of matter in an objectMeteor- appear when a chunk of metallic or stony matter enters the atmosphere from spaceOrbit- to revolve around another objectPlanet- a celestial body in orbit around a starRevolution- when a celestial object makes one complete orbit Rotation- to spin on an axisStar- a celestial body in outer space made of hot gassesSolar System- includes the sun and all celestial bodies that orbit the sun including the eight planets, their moons, asteroids, meteors and cometsSun- a star that is the central body of the solar systemTerrestrial- referring to landUniverse- all things that exist in spaceAppendix 2.2: Planet Fact SheetName: _________________________________Position(in solar system)CompositionYear Length (Revolution)PLANET NAMEInnerOuterRocky (terrestrial)GasOrbitDiameter (size)Temp.#MoonsRingsAppendix 2.3: Planet Fact Sheet Answer KeyName: _________________________________Position(in solar system)CompositionYear Length (Revolution)PLANET NAMEInnerOuterRocky (terrestrial)GasOrbitDiameter (size)Temp.#MoonsRingsMercuryXX88 Earth Days4,878 km100-700 KVenusXX225 Earth Days12,100 km735 KEarthXX365 days12,750 km288 K1MarsXX1.88 Earth years6,792 km208 K2JupiterXX11.9 Earth years142,980 km163 K67yesSaturnXX30 Earth years120,540 km133 K62yesUranusXX84 Earth years51,118 km78 K27yesNeptuneXX164.8 Earth years49,530 km73 K14yesAppendix 3.1:Name_____________________________Scaling our Planets by SizeHave you ever wondered how the sizes of the planets in our Solar System compare? Which planets are the largest? Which planets are the smallest? Just how do the other planets compare to the size of our Earth? In this activity, you will scale the planets in our solar system using the following scale:1 cm = 1,000 km.Calculate the distance from the sun to scale for each planet.PlanetEquatorial Diameter (km)Scale Distance (cm)Mercury4,879 Venus12,104Earth12,756Mars6,794Jupiter142,984Saturn120,536Uranus51,118Neptune49,528Now model the planet sizes using construction paper for the smaller planets and butcher paper for the larger planets.Hang the models around the room so that you can see the sizes of the planets in relation to each other.What are some observations you made about the scaled model?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Appendix 3.2:Name___________________________________Scaling our Planets by Distance from the SunHave you ever wondered just how far apart the planets in our Solar System are? Are some planets closer to each other than others? In this activity, you are going to scale the planets in our solar system using the following scale:1 cm = 10,000,000 km.Calculate the distance from the sun to scale for each planet.PlanetDistance from Sun (km)Scale Distance (cm)Mercury57,900,000Venus108,200,000Earth149,600,000Mars227,900,000Jupiter778,400,000Saturn1,426,700,000Uranus2,871,000,000Neptune4,498,300As a class, mark where the sun will be located by placing a strip of masking tape on the floor and labeling it “sun.”From there, measure the scaled distances to each planet that you calculated and mark their places.What are some observations you made about the scaled model?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Appendix 4.1:Celestial Bodies in the Solar SystemASTEROIDSMETEORSCOMETSDWARF PLANETMETEORITESMETEOROIDSMost of these are located within the Kuiper belt (similar to the asteroid belt containing Ceres)Has an irregular inclined orbit that intersects with Neptune’s orbitOne of 70,000 large objects within the Kuiper beltOrbits around sunIs nearly spherical, or roundHas enough mass to clear the neighborhood around its orbitIrregular shaped celestial bodies that orbit the earthIt is thought that these bodies could be left over bits of dust and gases from when the sun was formed.Most lie in belt between orbits of Mars and Jupiter.Possible reason for extinction of dinosaurs.These bodies can range from a few feet in size to several kilometers.What most people consider think is a shooting star.This is the visible path of a meteoroid inside earth’s atmosphere.There are regular showers of these that are often left over from debris field from passing comets.These are meteors that survive the journey through the earth’s atmosphere and actually hit our earth’s surface.Some scientists estimate that 500 of these hit Earth every year.These can be between the size of a marble and a basketball each year.Appendix 4.2:Names __________________________The Great Space Race: Designer's LogDaysLearning TargetIdeas for ActivityPro/Con List2I can explain the characteristics of a solar system. 2I can identify and describe the 8 major planets of the solar system.2I can define gravity and explain how gravity impacts orbits.3I can explain the distance from our star, the sun, and its impact on Earth.3I can compare/represent distances and sizes within the solar system using scale.4I can define and describe moons, comets, asteroids, and meteoroids.4I can define and describe stars.5I can explain why day and night occurs.I can explain what a year is.7I can explain why seasons existAppendix 4.3: Engineering Design ProcessProblem/Question: Help your students ask questions in order to understand the problem.Think: Help your students express their diverse ideas about how to solve a problem.Design: Help your students only as much as necessary to make what they want to make.Test: Help your students test their design to see if it works.Repeat: Go through this process with your students several times in order to help them complete the project.Appendix 5.1:Name: ________________________Exploring ShadowsMaterials needed:White paperFlashlightSmall solid 3D objectRulerProcedure:Decide where your group will work in the room. Place the piece of white paper on a flat surface, like the table or the floor. The white paper allows you to see the shadow better. Turn the lights off in the room to see the shadow better as well. One partner will shine the flashlight at the desired angle, while the other measures the length and width of the shadow. Record your findings. Finally sketch the observations you made.Angle of sunlightApproximate time of dayLength of shadowWidthof shadowDraw your observations:Label the object, the light source, and the shadowTest #1Light at 0°(on table)3” from object(Indirect sunlight)Test #2Light at 0°(on table)12” from object(Indirect sunlight)Test #3Light at 90°3” above object(Direct sunlight)Test #4Light at 90° 12” above object(Direct sunlight) Test #5Light at 45°3” above object(Less direct sunlight)Test #6Light at 45°12” above object(Less direct sunlight)Graph the LENGTH of the shadowTest #1Light at 0°(on table)3” from objectTest #2Light at 0°(on table)12” from objectTest #3Light at 90°3” above objectTest #4Light at 90° 12” above objectTest #5Light at 45°3” above objectTest #6Light at 45°12” above objectGraph the WIDTH of the shadowTest #1Light at 0(on table)3” from objectTest #2Light at 0(on table)12” from objectTest #3Light at 903” above objectTest #4Light at 90 12” above objectTest #5Light at 453” above objectTest #6Light at 4512” above objectResponse Questions1. Which angle of sunlight caused the largest shadow? Which angle caused a smaller shadow? Which angle caused little to no shadow?2. Based on your findings how does the angle (directness vs. indirectness) of the light source affect the size of a shadow?3. What happens to a shadow as the light source becomes farther away from an object?4. What happens to a shadow as the light source becomes closer to an object?5. A shadow always appears on the _______________________________ side of the light source6. What are the two main things that affect the size of a shadow? Appendix 5.2:Name: ________________________________Earth’s Rotation~ Simulation PracticeStudent Question SheetMaterials needed:GlobeFlashlight (sun)Before the activity1. What is the motion that causes day and night?2. How long does it take the earth to make one rotation?3. When any given part of the earth is facing the sun it is?4. When any given part of the earth is turned away from the sun it is?Activity5. Shine the flashlight on the United States to simulate this part of the world facing the sun. What is someone who is living there experiencing?6. What is someone who lives in China experiencing?7. How long will it take until China will be in darkness again?8. Approximately how long will it be until the United States is facing the sun again?9. Shine the flashlight on India to simulate this part of the world facing the sun. What is someone who is living in South America experiencing?10. Approximately how long will it take until India is in darkness?11. Approximately how long will it take until South America is facing the sun?After the activity12. Approximately how long does it take the earth to make half of a rotation?13. Approximately how many hours of daylight does any given point on the earth experience per day?14. Approximately how many hours of darkness does any given point on the earth experience per day?15. How much of the earth is experiencing day or is facing the sun at any given time?16. How much of the earth is experiencing night or is in darkness/ turned away from the sun at any given time?0213360Appendix 5.3: Earth’s Rotation Activity57150205105Appendix 5.4:Sundial ActivityCrayonsPaper plateSharpened pencilPush pinsRulerPlastic strawPrepare Paper PlateStart this project on a sunny day just before noon.Use the pencil to poke a hole through the very center of the paper plate. Write the number 12 on the edge of the plate with a crayon. Using the ruler as a guide, draw a straight line from the number 12 to the hole in the center of the plate.Take Plate OutsideAt noon, take the plate and the straw outside. Put the plate on the ground and poke the straw through the hole. Slant the straw toward the line you drew. Now carefully turn the plate so that the shadow of the straw falls along the line to the number 12.Fasten Plate to GroundFasten the plate to the ground with some pushpins. Have your child predict where he/she thinks that the shadow of the straw will be pointing in one hour.Check Shadow Position HourlyOne hour later, at one o'clock, check the position of the shadow along the edge of the plate and write the number 1 on that spot. Continue each hour predicting the position and then checking and marking the actual position and time on the edge of the plate.Discuss Your Sun ClockAt the end of the day you and your child will have a sun clock. On the next sunny afternoon you will be able to tell time by watching where the shadow of the straw falls on your clock. ?Appendix 6.1:Name: __________________________Temperature Recording SheetDirections: Plug in light source and allow to heat up for 2 minutes. Set your globe with the Red Stickers pointing toward light source. Point digital laser thermometer toward each red sticker. Record your readings. RED STICKERS1. Northern Hemisphere ______________2. Southern Hemisphere ______________Which hemisphere is experiencing summer? ________________________________________How do you know? ____________________________________________________________________________________________________________________________________________________________________________________________________________________Repeat the experiment with the Yellow Stickers pointing toward light source.YELLOW STICKERS1. Northern Hemisphere ______________2. Southern Hemisphere ______________Which hemisphere is experiencing summer? ________________________________________How do you know? ____________________________________________________________________________________________________________________________________________________________________________________________________________________Appendix 6.2:Name: ________________________Foss SimulationComplete the tables for each location on the globe. Answer the questions at the bottom of the page. Location: _____________________ Hemisphere _______________________________SunriseSunsetAverage DaylightAverage Temp.March 21June. 21September 21December 21Location: _____________________ Hemisphere _______________________________SunriseSunsetAverage DaylightAverage Temp.March 21June. 21September 21December 21Location: _______________________ Hemisphere _____________________________SunriseSunsetAverage DaylightAverage Temp.March 21June. 21September 21December 211. What is the difference in temperature from Alaska and New Zealand on June 21? ______________________________________________________________________ 2. Why is there a difference in temperature? ____________________________________________________________________________________________________________________________________________3. What season is each location experiencing on December 21?Alaska ______________________________ New Zealand _________________________4. Why does Ecuador's temperature stay the same all 4 seasons? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Appendix 6.3:Name _________________________Seasons Exit SlipDirections: Correctly identify the hemisphere and the season where the X is on the globe.NOTE - This is not to scale3268345210185Hemisphere______________Season__________________3524885118745Hemisphere______________Season__________________Appendix 7.1:Name _________________________Seasons Interactive Data Table/WorksheetGo to the Seasons Interactive website. the “Stop” button (?)Put a check in the box labeled, “Trace the Sun’s Path”Click the button that says “Earth” (that will make the inclination angle say 23°)Use your mouse to move the Earth until you see the words “Winter Solstice” on the left hand side. (Find this by moving the Earth along the orbit to the point that is all the way to the right).In the Data Table, record the “Average Daily Temperature at Observation Site” (Look at the thermometer and record if the temperature is cold, cool, mild, warm, hot or in between those temperatures).In the Data Table, draw the rays of the “sunlight angle.”In the Data Table, draw the sun and the Earth on its orbit. You MUST show which way Earth is tilted in the diagram. Click on the “Slow” forward play button (?) to watch simulation.Record the height of the sun at the Winter Solstice as high, medium or low in the sky.Repeat steps 5-10 for the Spring Equinox, Summer Solstice, and Autumn Equinox.?????12. Using data from the table, answer the following questions:??????A.Name at least 2 reasons winter feels coldest:????????????1.????????????2.????????????3.?????B. ?Name at least 2 reasons summer feels warmest:????????????1.????????????2.????????????3.?????C. Explain what causes seasons. Time of Year/SeasonsAverage Daily Temperature at Observation SiteDrawing of Sunlight Angle raysDrawing of Sun and Earth on its orbit including tiltHeight of the sun in the sky (high, medium or low)Winter SolsticeSpring EquinoxSummer SolsticeAutumn EquinoxAppendix 7.2:Name_______________________Discover Your Own IslandYou have just discovered a new island in the Pacific Ocean! Mark the points on the latitude/longitude coordinate grid and then connect them with a line to form the shape of your new island. Be sure to name it when you are finished.-415925861060S 18? S 16? S 15? S 16? S 18? S 19? S 20?W 165? W 164? W 161? W 160? W 160? W 162? W 164?S 18? S 16? S 15? S 16? S 18? S 19? S 20?W 165? W 164? W 161? W 160? W 160? W 162? W 164?_____________________Island NameAppendix 7.3:How to Use Google Earth1. Download Google Earth for free.??????. Open Google Earth3. At the top of the screen, click the ‘View’ menu.???????Next click ‘Grid’. You will be able to see lines of latitude and ???????Longitude on the earth.4. Look for ‘Search’ in the upper left portion of the screen.???????If the given coordinates are written as:???W 84° 30’ 54”???N 39° 05’ 42”Then type: W 84 30 54, N 39 05 42Then Click SearchAppendix 7.4:Name: ________________________Earth’s PointsUse Google Earth to find these coordinates. Write down the place you travel to. Record what season it is experiencing, in relation to your current season. Circle the type of sunlight this location is receiving relative to you, as well. Coordinates What I Saw Season Sunlight ? N 39° 05’ 42” W 84° 30’ 54” Direct or Indirect? N 40° 00’ 18” W 83° 01’ 30” Direct or Indirect? N 40° 41’ 21” W 74° 2’ 40”Direct or Indirect? S 33° 51’ 18” E 151° 13’ 12”Direct or Indirect? S 13° 09’ 54” W 72° 32’ 42”Direct or Indirect? N 37° 58’ 9.12” E 23° 43’ 3”Direct or Indirect? N 38° 53’ 52” W 77° 2’ 11”Direct or Indirect?Your SchoolDirect or Indirect?Big Ben, EnglandDirect or Indirect??The Eiffel TowerDirect or IndirectAppendix 7.5:Earth’s Points Answer KeyUse Google Earth to find these coordinates. Write down the place you travel to. Record what season it is experiencing, in relation to your current season. Circle the type of sunlight location is receiving relative to you, as well.Coordinates What I Saw ????Season ????????Sunlight ??????? N 39° 05’ 42”???W 84° 30’ 54” Bengals Stadium*****Direct or Indirect? N 40° 00’ 18” ?W 83° 01’ 30” Ohio State Football Stadium*****Direct or Indirect? N 40° 41’ 21”?W 74° 2’ 40”Statue of Liberty*****Direct or Indirect? S 33° 51’ 18”?E 151° 13’ 12”Sydney Opera House*****Direct or Indirect? S 13° 09’ 54”?W 72° 32’ 42”Machu Picchu*****Direct or Indirect? N 37° 58’ 9.12”?E 23° 43’ 3”Parthenon, Athens Greece*****Direct or Indirect? N 38° 53’ 52”??W 77° 2’ 11”The White House*****Direct or Indirect?Your School*****Direct or Indirect? N 51° 30’ 2”?W 0° 7’ 28”Big Ben, England*****Direct or Indirect?? N 48° 51’ 28”???E 2° 17’ 40”The Eiffel ?Tower*****Direct or Indirect*****The Season and Sunlight will be determined by the season students are currently during this unit.*****Appendix 8.1:The Great Space Race: Student Planning Sheet ExampleTitle of the GameTilt a CupLearning Target Catch 6 ping pong balls in a stack of solo cups without letting the tower of cups fall.8 solo cups6 ping pong ballsDetailed InstructionsBegin with a stack of 8 solo cupsCatch a bounced ping pong ball inside the stack of cupsAfter catching, move the bottom cup to the top and repeat until 6 balls have successfully landed in the cupsIf the stack of cups falls, return the empty cups to the bottom of the stackAnswer KeyCreate a Google slideTitle of gameTake a picture of the completed activity Redesign(list changes you made)List any changes you had to make in order to make the challenge successful. Appendix 8.2:Names _____________________The Great Space Race: Student Planning SheetTitle of the GameLearning TargetSupplies (use bullet points)Detailed InstructionsAnswer KeyCreate a Google slideTitle of gameTake a picture of the completed activity Redesign(list changes you made)Appendix 9.1:Names _____________________The Great Space Race: Feedback FormTitle of the GameDoes the title make sense for the game?Learning Target Is the learning target clear?Does the game cover the learning target?Supplies (use bullet points)Are all of the supplies on the team’s planning sheet?Detailed InstructionsAre the instructions clear?What would you change about the instructions?Should anything be added to the instructions?Answer KeyCheck off if the Google Slide has the following:Title of gameA clear picture of the completed activity Comments (add details of what was clear and what needs to be changed):Redesign(list changes you made)How could you redesign this game to make it better? (Think about game play, instructions, answer key, etc.)Appendix 11.1:Name _____________________The Great Space Race: Exit SlipSummary of Favorite GameDirections: You are to write a summary (4-6 sentences) below of your favorite game you played today. In your summary you must include the following:Title of the gameLearning target of the gameHow the learning target connects to the gameYour favorite part about the game ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Appendix 12.1:The Great Space Race - Self-AssessmentName ____________________ ??Group ______________________Assess your role as a group member showing your strengths and areas you could improve for the next group project. Circle statement that best describes your collaborative group work. Add up your points at the bottom. Then complete the written portion. 1 2 ???3Used Time WiselyI rarely used my time wisely and was often off task.I was working on task most of the time.I was always on task and encouraging other group members to stay on task.Contributing IdeasMost of my ideas and comments were off task.Most of my ideas were on task and helped move our project forward.My ideas were about project and moved our game toward completion.ListeningDid not listen to others well.I was respectful and was an active listener most of the time.I was a respectful and active listener all of the time.ParticipationI participated only when asked.I participated most of the time without being asked.I constantly participated without being asked.Encouraging OthersI discouraged other’s ideas or was bossy.I usually encouraged others and was not bossy. I always encouraged others and was never bossy toward group members.?????????????????Total Points ________________What did you do best when working in a group and what was your favorite part of the process?In what areas do you feel you need to improve when collaborating? How do you plan to do this in the future? Appendix 12.2:Name______________________________ Minute to Win It Task Design Rubric4321Learning Target 1:(Double Weighted)Task required represents a thorough, in-depth understanding of the target.Task required represents an adequate understanding of the target, but may be missing some information.Task required represents a partial understanding of the learning target.Task required does not represent an understanding of the learning target.Learning Target 2:(Double Weighted)Task required represents a thorough, in-depth understanding of the target.Task required represents an adequate understanding of the target, but may be missing some information.Task required represents a partial understanding of the learning target.Task required does not represent an understanding of the learning target.Learning Target 3:(Double Weighted)Task required represents a thorough, in-depth understanding of the target.Task required represents an adequate understanding of the target, but may be missing some information.Task required represents a partial understanding of the learning target.Task required does not represent an understanding of the learning target.Work HabitsStudent was on-task and worked diligently throughout the project.Student had to be reminded to work 1-2 times throughout the work periodsStudent had to be reminded to work 3-4 times throughout the work periodsStudent had to be reminded to work more than 4 times throughout the work periodsEvidence of RevisionStudent groups have documentation of at least 3 revisions to design planStudent groups have documentation of 2 revisions to the design planStudent groups have documentation of 1 revision to the design planStudent groups have no documentation of revisions to the design planCollaborationAlmost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.TOTAL = ____________/ 36 ................
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