Science Court Seasons - Weebly
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Science Court: SeasonsCreditsScience Court isproduced and publishedby Tom Snyder Productions.General ManagerRichard AbramsEditor-in-ChiefDavid A. Dockterman, Ed.D.Science Court Design & ConceptionTom Snyder & David DocktermanSenior Product ManagerCatherine WeickerAnimationSoftwareStarringPaula Poundstone, Bill Braudis,Paula Plum, Fred Stoller,H. Jon Benjamin, Jennifer SchulmanProduced byLoren BouchardWritten byTom Snyder, David Dockterman,Bill BraudisTom Snyder Productions is a registered trademarkof Tom Snyder Productions, Inc. Macintosh is aregistered trademark of Apple Computer, Inc.Windows is a registered trademark of MicrosoftCorporation.This document and the software described in itmay not, in whole or part, be copied, photocopied,reproduced, translated, or reduced to any electronicmedium or machine-readable form other than thatwhich has been specified herein without prior writtenconsent from Tom Snyder Productions, Inc.Directed byTom Snyder, Loren BouchardAdditional CharactersMicaela Hebert, Jonathan Katz,Amy Snyder, Tim Snyder,Kathy St. GeorgeCoordinating ProducerNiki HebertAnimationAndre Lyman (Art Director),Sam Ackerman, Max Coniglio,Aldina Dias, Aya Fukuda, ChrisGeorgenes, Kim O’Neil, Bob ThibeaultAudio-Video Editing & ProductionManaging Audio Editor: Lisa GillimAudio Editors: Loren Bouchard,Paul Santucci, Adam SimhaManaging Video Editor: Ivan RhudickVideo Editors: Andre Lyman,Chris Georgenes, Max MaguireRanch CoordinatorJennifer SchulmanMusicTom SnyderProgrammingMagic SoftwareQuality AssuranceCornelia Sittel, Kevin Kennedy-SpaienExecutive ProducersTom Snyder, Bonnie BurnsCopyright Notice 2007, 1998Tom Snyder Productions, Inc.All rights reserved.Software Graphics & Interface DesignBob Thibeault, Liz HurleyVideo & Audio ProductionLisa Hamanaka, Edgar GresoresEditorial Development & DesignDavid Dockterman, Lisa Hamanaka,Annette Donnelly, Todd Mahler,Maria Flanagan, Alyson Amaral RoyPrint ProductionAmy Ashman, Tina CretellaContent ConsultantsDr. Kathleen Vandiver, Lexington, MAPublic SchoolsRobin Benoit, Francis W. Parker EssentialCharter School, Devens, MASpecial ThanksCarlisle, MA Public SchoolsLexington, MA Public SchoolsBurlington, MA Public SchoolsMannington, WV Public SchoolsConcord, NH Public SchoolsWatertown, MA Public SchoolsNewton, MA Public SchoolsAlbuquerque, NM Public SchoolsHingham, MA Public SchoolsBelmont, MA Public SchoolsWellesley, MA Public SchoolsThe Meadowbrook School, Weston, MAandMiss Green’s science classes,Chenery Middle School, Belmont, MACover Photos (left and right)Mike HansenFor more information about Tom Snyder Productions orfor a free catalog, please call us at Seasons TG.indd 2800-342-0236or visit our Web site atwww.tomsnyder.com1/11/07 10:42:22 AM
Science Court: SeasonsTable of ContentsOverview.5What Is Science Court?.5What You Get & What You Need. 6Learning Objectives. 7Research Basis. 8Preparation. 11Quick Checklist. 11Previewing Content. 12Preparing for the Hands-On Activities. 16Implementation. . 19Classroom and Group Management. 19Activity Walkthrough. 21Extending Vocabulary with the Word Wall. 32Assessment. 34Beyond Science Court. 37Technical Support. 39Reproducibles. see separate fileAnswer Keys. see separate file Seasons TG.indd 31/11/07 3:13:13 PM
Science Court: Seasons Seasons TG.indd 41/11/07 3:13:33 PM
OverviewWhat Is Science Court?This Science Court package is one of a series of classroom programs designed toteach fundamental concepts in elementary and middle school science. A humorous courtroom drama provides the vehicle for demonstrations and explanations aslawyers battle over a case.The trial is being covered by courtroom correspondent, Jen Betters. The students,working in cooperative teams, act as courtside commentators. At various breaks inthe trial, Jen leads the students through a review of the facts, a hands-on activity,and a prediction about what will happen next. At the end of the trial, the studentspredict how the jury will vote. Science Court is fun, funny, and a great learningexperience.Science Court is a software program for the classroom, used with a whole group ofstudents and led by a teacher. The activity uses technology to get people in a groupto interact, not with a machine, but with each other.How Long Does It Take?Typically, it takes teachers three class periods to complete this Science Court title.There are four parts to the courtroom drama. At the end of Parts 1, 2, and 3, yourclass can do one or more hands-on activities. Students will then work in teams toanswer six questions and predict what will happen next. Depending on how faryou wish to carry the hands-on activities, you can expect to get through one to twoparts in a class period. In Part 4, students predict the jury’s verdict. This predictionwill take only part of a class period. Seasons TG.indd 51/10/07 10:47:09 AM
Science Court: SeasonsWhat You Get & What You NeedWhat You Get Science Court CD-ROM — Including the Science Court software, an electronicTeacher’s Guide and worksheets, and Word Wall vocabulary files. Science Court Teacher’s Guide — Including a complete set of reproduciblestudent Information Sheets and Hands-On Activities.What You Need Computer with CD-ROM drive — Refer to the chart below to determinethe requirements for your imumRAMOtherMacintoshComputerG3500 MHzMac OS X 10.4Mac OS X 10.3256 MB RAMAudiospeakersWindowsComputerPentium III500 MHzwith soundWindows XP ProWindows 2000Windows Vista256 MB RAMProjector(recommended) Copies of the reproducible Information Sheets and Hands-On Activities.These are found in the back of this Teacher’s Guide and also can be printeddirectly from the software program. There are four different Information Sheetsfor each part of the trial. See page 41 for more details. Materials for the Hands-On Activities following Parts 1, 2, and 3 of the trial.The amount of materials depends on how you organize the activities. You cangather one set of materials as a demonstration for the whole class or gatherenough materials for each student. Refer to the Preparation section for acomplete list of all the materials needed for each Hands-On Activity. Copies of the assessment materials in the Reproducibles section of thisTeacher’s Guide. Seasons TG.indd 61/10/07 10:44:03 AM
Science Court: SeasonsLearning ObjectivesIn Science Court: Seasons, Heather Hancock gets a chilly reception when she takesan early summer vacation in June in Australia. The Australians are saying winteris coming. Winter in June? Heather investigates a little and finds out that Earth isactually moving away from the Sun. Convinced she’s uncovered that there won’t beany summer this year, Heather returns home to North America with great suspicion.She had paid Shep Sherman for outdoor synchronized swimming lessons, which can’thappen if there’s no summer. She wants her money back, but Shep doesn’t have it.Did Shep know all along that summer wasn’t coming? Is it all a big swindle? We’ll findout the answers in Science Court.Students learn these scientific concepts: Earth’s elliptical orbit around the Sun the difference between weather and climate how Earth is tilted on its axis the reason for seasons on EarthStudents learn in hands-on activities to: illustrate relative distance demonstrate the effect of tilt on how sunlight strikes Earth’s surface model the Earth-Sun relationshipStudents learn how to work as a team by: becoming members of an interdependent group listening and talking with others sharing a common goalStudents learn content vocabulary: axis equinox relative distance climate gravity revolve direct hemisphere solstice elliptical kilometer tilt equator orbit weather Seasons TG.indd 71/11/07 10:34:21 AM
Science Court: SeasonsResearch BasisWhat Our Students Don’t Know in ScienceThe most recent available data on student performance paints a dishearteningpicture of what our students know and can do in science. On the 2005 NationalAssessment of Educational Progress (NAEP) examinations, only 29 percent of4th graders scored at or above the targeted proficient level. Of 8th graders, also29 percent hit that mark, and a mere 18 percent of 12th graders achieved proficiency.In the decade between 1996 and 2005, the achievement of 4th graders reflectssome gains. The results among 8th graders remain flat, while the achievementamong 12th graders has actually declined (The Nation’s Report Card: Science 2005).And students in large urban districts lag behind their peers in the rest of the nation(The Nation’s Report Card: Science 2005 Trial Urban District Assessment).What do these assessments tell us about the particular gaps in student sciencelearning? The National Assessment Governing Board (NAGB), which sets thestandards for science achievement on the NAEP, differentiates student performanceamong three levels — basic, proficient, and advanced. Most U.S. students, regrettably,remain stuck in the basic level. They show “some of the knowledge and reasoningrequired for understanding;” they’re able to “follow procedures;” and they have“the ability to identify basic scientific facts and terminology.” Essentially, at thebasic level students can recall information and follow direction. At the proficientand advanced levels, however, students begin to demonstrate “solid understanding.”These students can assess, evaluate, and plan scientific investigations appropriateto their grade level. They can infer relationships, explain their understanding ofscientific phenomena, and apply science to real-world problems (NAGB, 2000).Moving from basic to proficient, from recall and procedure to understanding andapplication, is the gap we must fill in order to improve the science performanceof our nation’s students.Obstacles to ComprehensionWhy has traditional instruction failed to raise student achievement in science fromthe level of basic recall and direction-following to deep understanding? In the lasttwo decades, science education research has explored how the ideas that childrenbring with them to science class affect their learning. Students come to schoolwith (often faulty) preconceived views in all areas of science — astronomy, biology,physics, chemistry, and so on. (For a bibliography of the thousands of studies andarticles in the area of children’s preconceptions in science, see Duit, 2003; and fora summary of those studies, see Wandersee, et al., 1994.) These concepts emergefrom a variety of sources, including children’s early experiences with the physical Seasons TG.indd 81/11/07 4:44:13 PM
Science Court: Seasonsworld, and they can be very resilient, even in the face of new teaching (Fisher, 1985;Carey, 1986; summarized in the National Research Council’s Taking Science to School,2006). Instead of revising their understanding, children often simply incorporatethe new information the teacher conveys into their existing incorrect conception.Instruction for Science SuccessConceptual misunderstandings in science abound. Students believe that the changing distance from the Sun causes the seasons. They believe sounds can be heard inthe vacuum of space and think that dinosaur fossils are real bones. These kinds offundamental misconceptions can block the road to true understanding. Fortunately,research has revealed instructional elements and approaches that have proveneffective in building deep and lasting understanding. Research has shown:1. the importance of addressing students’ naïve concepts directly;2. the need for students to articulate their understanding independently;3. the usefulness of multimedia in providing access to complex concepts;4. the value of providing multiple pathways for acquiring and demonstratingunderstanding;5. the relationship between academic vocabulary and academic success; and6. the necessity of providing support to those teachers who have a limitedknowledge of science themselves.Science Court incorporates these validated instructional elements in a multi-modal,multimedia-rich program that attacks naïve concepts directly. Each title in the seriesidentifies common naïve conceptions and moves learners toward the acquisitionand application of correct scientific notions.The program reaches all types of learners through its use of multiple forms ofmedia and avenues for demonstrating understanding. The entire class watches thetrial before breaking into small groups to address and discuss the concept and makepredictions about the trial. Through a mix of visuals, print materials, and hands-onactivities, students invalidate the incorrect notion and come to understand thecorrect scientific concept.Individual assessments capture students’ retention of the new information andtheir ability to apply it in new contexts. The Science Court approach overcomes theobstacles to accurate conceptual learning and builds the skills and comprehensionthat are characterized as proficient and advanced on the NAEP. Seasons TG.indd 91/11/07 10:34:23 AM
Science Court: SeasonsSourcesCarey, S. (1986). Cognitive science and science education. American Psychologist,41 (10), 1123–1130.Duit, R. (2003). Bibliography: Students’ and Teachers’ Conceptions and ScienceEducation. Kiel, Germany: IPN.Fisher, K. M. (1985). A misconception in biology: amino acids and translation.Journal of Research in Science Teaching, 22, 53–62.Grigg, W. S., Lauko, M. A., & Brockway, D. M. (2006). The Nation’s Report Card:Science 2005. National Center for Education Statistics, U.S. Department of Education.Lutkus, A. D., Lauko, M. A., & Brockway, D. M. (2006). The Nation’s Report Card:Science 2005 Trial Urban District Assessment. National Center for Education Statistics,U.S. Department of Education.National Assessment Governing Board (2000). Science Framework for the 1996and 2000 National Assessment of Educational Progress Science Consensus Project.Washington, DC: U.S. Department of Education.National Research Council (2006). Taking Science to School: Learning and TeachingScience in Grades K–8. Washington, DC: National Academies Press.Wandersee, J. H., Mintzes, J. J., & Novak, J. D. (1994). Research on AlternativeConceptions in Science. In Gabel, D. (Ed.), Handbook on Research on ScienceTeaching and Learning. New York: Macmillan.This Research Basis was excerpted from Teaching Science for Understanding:The Research Behind Science Court, available from the research reports sectionof www.tomsnyder.com.10Seasons TG.indd 101/11/07 4:34:09 PM
PreparationQuick ChecklistBefore class gather the following materials:o Science Court CD-ROMo ComputerA projector or large-screen monitor is recommended.o Materials for hands-on activitieso Reproduced copies of the student sheetso A class list showing group compositionAssign each group a number. The program can use these numbers andthe letters on the Information Sheets to choose students randomly toanswer questions and participate in discussions.Before class preview the following:o The content on pages 12–15o The software program itself for 15 minutes11Seasons TG.indd 111/10/07 10:47:59 AM
Science Court: SeasonsPreviewing ContentPart 1 — Is It The Distance?Questions & Answers:Students discuss and answer questions about howEarth orbits the Sun.Q1 What is Earth’s curved path around the Sun called?Answer: The curved path Earth follows around theSun is called its orbit.Q2 If you are 8 years old, how many times have you andEarth gone around the Sun since you were born?Answer: Earth completes one orbit around the Sunevery year. So, if you’re 8 years old, you and Earthhave gone around the Sun 8 times since you were born.approx. runtime:5 1/2 minutesSummary:Heather Hancock thinks Shep Sherman is tryingto swindle her. Heather has paid Shep for outdoorsynchronized swimming lessons this summer, butHeather doesn’t think there will be a summer. Yousee, Heather went to Australia for an early summervacation. But the June temperatures were quite chilly.And the Australians were talking about winter coming. Maybe Shep knew there would be no summer,and he’s just trying to make an easy buck by sellingswimming lessons he knows he won’t have to give.Heather, represented by attorney Doug Savage, takesShep to Science Court. During the trial, expert JulieBean explains that Earth’s orbit is elliptical. That meansthat sometimes Earth is closer to the Sun than othertimes. And as summer approaches, Earth has beenmoving 5 million kilometers farther away from the Sun.Is that extra distance what causes the seasons?In the Hands-On Activity, students use toilet papersheets to explore relative distance in space.Q3 How would you describe the shape of Earth’s orbitaround the Sun?Answer: Earth’s orbit is in the shape of an ellipse,which is a stretched-out circle. It can also be thoughtof as egg-shaped.Q4 Is Earth always the same distance from the Sun?Answer: No. Because Earth’s orbit isn’t a perfectcircle, its distance from the Sun will change slightlyas it orbits the Sun.Q5 What is the average distance of Earth from the Sun?Answer: The average distance of Earth to the Sunis 150 million kilometers, or 93 million miles.Q6 Why does Tim say that a distance of 5 million kilometersis no big deal?Answer: Compared to the average 150 million-kilometerdistance of Earth from the Sun, the distance of 5 millionkilometers isn’t that much. It’s like one extra block on a3-mile hike.Prediction & Answer:Students predict whether or not the court will agreethat distance from the Sun is what causes the seasons.Does changing distance cause the seasons?Answer:yesnoX12Seasons TG.indd 121/10/07 10:44:14 AM
Science Court: SeasonsPart 2 — How Does The Tilt Do It?Questions & Answers:Students learn and answer questions about howEarth is tilted on its axis as it revolves around the Sun.Q1 Which of these pictures shows the correct tilt of Earth?correctincorrectQ2 What is a planet’s axis?Answer: An axis is an imaginary center line aroundwhich a planet spins.approx. runtime:10 minutesSummary:Shep’s attorney, Alison Krempel, questions Dr. Beanabout how much difference that 5 million kilometersmakes. Dr. Bean explains that Earth averages a distanceof 150 million kilometers from the Sun. Relative tothat large distance, 5 million kilometers isn’t much.It’s not what causes the seasons.Another expert, Professor Parsons, then takes the stand.He says that Earth is tilted on its axis as it orbits theSun. Doug still isn’t convinced that distance isn’t thecause of seasons. He says the tilt makes one part ofEarth closer to the Sun than other parts, and that’sthe cause. Parsons says no. It has to do with theway the Sun’s rays hit the surface of the planet.What does Parsons mean?In the Hands-On Activity, students use a flashlightand a flat surface to see the difference between directand indirect rays of sunlight as they strike Earth.Q3 Is every planet tilted on its axis as it orbits the Sun?Answer: No. Some planets, like Venus, are not tiltedon their axes.Q4 Which picture below shows direct rays, and which showsindirect rays?directindirectQ5 Why doesn’t this planet have changing seasons?MercuryAnswer: Because the planet isn’t tilted, the Sun’s raysstrike the planet the same way as it orbits the Sun.That means no changing seasons.Q6 Just to make sure you were listening: If Heather saysit’s raining outside now, is she describing the weatheror the climate?Answer: She’s describing weather, which are theconditions outside at a certain time.Prediction & Answer:Students predict how Professor Parsons will explainhow the tilt of Earth makes things warmer or cooler.Explain how Earth’s tilt makes things warmeror cooler.Answer: The more directly the Sun’s rays strike a surface,the more concentrated and warming they are. When the raysstrike indirectly, or at an angle, they get spread out over alarger area and aren’t as strong.13Seasons TG.indd 131/11/07 10:12:56 AM
Science Court: SeasonsPart 3 — Why Winter In Australia?Questions & Answers:Students answer questions about the equator andhow Earth is divided into a Northern and a SouthernHemisphere.Q1 What do you call the imaginary line that divides Earthin half and creates the two hemispheres?Answer: The equator is an imaginary line that dividesEarth into two halves.Q2 In what hemisphere is the United States located?Answer: The United States is located in the NorthernHemisphere.approx. runtime:4 minutesSummary:With Stenographer Fred’s help and a water hose,Professor Parsons demonstrates the difference betweendirect and indirect rays. A water spray against a flatsurface is direct and concentrated. Fred goes flying.A spray against a tilted surface is spread out over alarger area; it doesn’t pack as much ooomph.Doug still doesn’t quite get it all. If we’re tilted towardthe Sun now, why is it so cold in Australia? How willProfessor Parsons explain that one?In the Hands-On Activity, students learn about theseasons in each hemisphere and illustrate the EarthSun relationship.Q3 In what hemisphere is Australia located?Answer: Australia is located in the Southern Hemisphere.Q4 Does all of Earth experience summer at the same time?Answer: No. When it’s summer in one hemisphereit’s winter in the other.Q5 When it’s summer in the Southern Hemisphere,what season is it in the Northern Hemisphere?Answer: When it’s summer in the Southern Hemisphere,it’s winter in the Northern Hemisphere.Q6 Does a country located on Earth’s equator have changingseasons?Answer: No, not really. The middle of the globe receivesdirect rays from the Sun year-round so is not muchaffected by Earth’s tilt.Prediction & Answer:Students predict how Professor Parsons will explain whyit’s winter in Australia when it’s summer in the NorthernHemisphere.Predict how Professor Parsons will explain why it’swinter in Australia if it’s summer here.Answer: While we in the Northern Hemisphere may be tiltedtoward the Sun in June, the Southern Hemisphere is tilted awayfrom the Sun. And Australia is in the Southern Hemisphere.So while we have summer in the Northern Hemisphere, it’s winterin the Southern Hemisphere.14Seasons TG.indd 141/10/07 10:44:19 AM
Science Court: SeasonsPart 4 — Predicting the VerdictStudent Predictions:Students discuss, debate, and predict what the jury’sverdict will be.The Verdict:The jury finds Shep Sherman not guilty of running ascam. They then all sign up for Shep’s class and jumpinto the pool.approx. runtime:5 1/2 minutesSummary:Professor Parsons nicely illustrates how the tilt ofEarth points one hemisphere toward the Sun whilethe other is pointed away. The one getting moredirect sunlight has summer. The hemisphere gettingindirect sunlight has winter. Even Doug finally gets it.In the closing argument, Doug says that Shep doesn’tknow the first thing about synchronized swimming.That prompts Shep and Judge Stone to dive into thepool for an impromptu demonstration. For her closingargument, Alison dresses up as the Sun and sings asong to Earth summarizing what has been presentedat tilt and seasons.15Seasons TG.indd 151/10/07 10:44:20 AM
Science Court: SeasonsPreparing for the Hands-On ActivitiesStudents will be more engaged in challenges to scientific misconceptions whenthey are actively predicting, observing, and summarizing scientific phenomena.The hands-on activities in Science Court complement the key ideas in each partof the humorous trial. You can generally complete these hands-on activities in15-20 minutes with your class.Preview each activity by printing and reading the hands-on activity sheet. It’s a blueprint for the hands-on activity, with a list of materials, step-by-step instructions, andan area for students to record observations, results, and analyses. You can choose toreproduce one hands-on activity sheet per group or one per student.Decide how you want to conduct each hands-on activity. You can have studentswork in small groups, or you can demonstrate for the whole class and call onstudents to participate in the demonstration.Gather materials ahead of time. Most of the materials are common supplies;others might require a visit to your school’s science resources.For any hands-on materials that are not currently available in your classroom orscience center, you can contact Delta Education, the largest producer of curriculumbased elementary school science kits in the United States. Visit the Web site atwww.delta-education.com, or call 800-258-1302.Science Court: SeasonsWhy Winter In th has an imaginary line around the middle of it calledthe equator. The area north of the equator is known asthe Northern Hemisphere. The area south of the equatorSciencise Court:is called the Southern Hemisphere. Because EarthtiltedSeasonsHands-OnActivityon its axis, when one hemisphere is pointed towards the Sun,What to dothe other is tilted away. That’s why when it’s summer in the1. You’ll need 5 students forSouthern Hemisphere, it’s winter in the Northern Hemisphere.this activity. One studentPartIn this hands-on activity, you’ll build a model ofrelationMathetakes the flashlight andterials—otherplays theSun.sTheetership between the Sun and Earth. Follow the directionsunderkilomPurpose0,000 four flashlightstudents will play Eartheters — 5,00elingeach ofthe four“What to do” and complete the picture below.like travFive million kilom. It’s duringancedist piece of paperbig.seasons of the isyear.a longsystem veryrsure seems like(optional: usesolaourgraph paper)eters125 times. But2. The fourseasonstudentson kilommilli5around Earthe, flat, dark boards in spac should evenly space themthisthe distanceshowto theFill In the Seasonsor piece of plastiibleselvesaroundSunCompared toc. Is it possstudent.great distancemay not be a adhesive tapem?srooclasyour3. Using the diagram to thedistance in pencilright as a guide, theseasonts tor sheepapepasstoiletshouldtheHemisphere Seasonyou’ll usestudentsity,activthe Sun.globe around the Sun.NorthernIn this hands-onthe planets fromSouthernWhat to dodistances ofparedAs Earthmakesarits comorbitgs appeexplore relativeance4. thinaround the Sun, make sureance is the dist1. Make surethe flashlightRelative distthe tilt always remains thehas batteriesgs.and works.same. And for each stop,thinrothetofill in what season it is in globe on axis flashlightSeasonsScience Court:Is It The DistMaterialsce Chart Relative Distan one roll of toiletpaper index cards)colors markers (3Sun and images of the(optional)planetsWhat to dofor the Sun1. Create labelsindex cards.and planets withof labels, oneCreate 3 setsfor each scale.nstration2. Choose a demo studentsarea and divideinto groups.ance?How Does Th13. Work as ateam of three.Have one person hold theboardstraight upSeasonHemisphereand down.Northern4. Have a seconSouthern d person standabout 1 1/2feet away withthe flashlightheld level,horizontal tothe ground.Hemisphere SeasonNorthernSouthernsgroup 5 sheet3. Give eachand a copy ofof toilet paperce Chart.the Relative Distanlabel in yourplanets can youscale, how many2. Using eacharea?demonstrationts: planeThe first scalets: planeThe second scalethe missing5. Completetssection B: planedistances inThe third scalence ofof the chart.relative distafor measuringworked bestsheet (1scalearea?hscaletionrstWhicfi3.nstra6. Using thetoiletin your demokm), unroll thethe planets,5. Darken theroom.section A of the4. Completer and discusschart. Answethis sheet.question 1 on1 millionlabel Mercurypaper roll andadditionaland Venus. (Try room.)isplanets if thereprocess using7. Repeat the(1 sheet the second scale third scaleand10 million km)million km),(1 sheet 100planets asto label as many unrolledtheyou can usingtoilet paper.discuss8. Answer and.2-5 on this sheetquestionsges, does thence chanrelative dista4. When thets change?between planeactual distanceare showingnce when youside.a great distaon the othern kilometersSun? Explain5. Is 5 milliots are from thehow far planeHands-OnActivityBecause Earthis tilted on itsaxis as it orbitrays strike ourParts the Sun, theplanet directlySun’sand indirectlyplanet get more. Some partsdirect rays ofof thesunlight thanactivity, you’llothers. In thissee the diffehands-onrence betweenAnd you’ll seedirect and indirecthow tilt makerays.s light spread out more. Justdirections under “What to do”follow theand record yourobservationsbelow.2ObservationsI. DIRECT RAYS. When theboard is held straDraw a picture of what theight up and downlight looked like.directly.as it struck theboard2. Tape the paperto theboard.each siohemisphere.nDiscussentations andr sheets to repreObservmost toilet papeleast?scale uses theh uses the1. Whicheters? Whic5 million kilome Tilt Do It?PurposeHemisphere SeasonNorthernSouthern6. Shine theflashlight onthecenter of thepaper taped tothe board. Thethird personshould draw andlabel theshape of thelight on thepaper.7. Now havethe board holderslowly tilt oneendboard. Draw and of thelabel thenew shape ofthe light onthe paper.II. INDIRECT RAYS. When theboard is tilteDraw a pictud.re of what thelight looked likeboard.as it struck the tiltedNotice how thelight gets spread out over a largetilted. The samer area as theamount of lightboard isthat was hittinnow being spreag the board direcd over a greattly iser area. Thatcentrated andme
6 Science Court: Seasons What You Get & What You Need What You Get Science Court CD-ROM — Including the Science Court software, an electronic Teacher’s Guide and worksheets, and Word Wall vocabulary files. Science Court Teacher’s Guide — Including a complete set of reprodu
reasons why Earth experiences seasons. It should be clear to students that Earth orbits the sun and throughout this orbit, whether the reason for seasons is known or not, the seasons change in chronological order. Misconceptions for Reasons for the Seasons: According to Thomas (2011, April), students may hold the following misconceptions: earth's
Earth's Year and the Seasons As Earth orbits the Sun, the seasons change, but that does not mean Earth's orbiting causes the seasons. To understand seasons, you must consider both Earth's motion around the Sun and Earth's tilt. Also, you might have thought that seasons are caused by changes in the distance between Earth and the Sun.
seasons, the length of seasons, the lack of seasons, southern and northern locations, etc. For example, southern locations might have longer summers and shorter winter seasons. 6. The teacher will ask the students to place themselves into the location of the Woodland Cree people t
viii Study & Master Life Skills Grade 2 Teacher’s Guide Term 2 Study Area Topic and number Activity Page no. Week No. of hrs Life Skills CAPS content Beginning Knowledge and Personal and Social Well-being 5 Seasons 1–3 6 hrs Seasons The four seasons B34 ½ hr The four seasons. How seasons affect us – clothes, food, activities.
SEASONS IN YOUR AREA? RE ACH. UNIT . 3: Seasons. Lesson 6 — Grades K-1. INSTRUCTIONS. 3 them to your classroom to help students with the vocabulary. 2. Make copies of STUDENT WORKSHEETS: Fall, Winter, Summer, Spring. Whole Picture. Scientifically, seasons are the result of the Earth's tilt, rotation, and orbit around the sun.
Four seasons make up the year Four seasons make up the year Four seasons make up the year Can you name them with me right now? Autumn, the leaves fall down Winter, snowflakes abound 10 Activity 1: Association Ask students to draw any activity they associate with the seasons. Elaborate on their answers.
Science Virtual Learning 7th Grade Science Seasons Review April 20, 2020. 7th Grade Science Lesson: April 20, 2020 Objective/Learning Target: I can explain Earth’s seasons. Warm up: What do you remember about how storms form from last week? On a piece of paper, write your answers to the following questions. 1. Thunderstorms form along a cold .
Aliens' Behaviour Connectives Game This game was originally developed in 2006 for Year 5/6 at Dunkirk Primary School in Nottingham. It has also been used at KS3. We have chosen this topic because we hope it will encourage children to produce their own alien names (a useful use of phonically regular nonsense words!), portraits and sentences .
