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Hi, and welcome back to my class webpage on quia.com. Every time you see this symbol, *****, you have reached a new science unit on this page. The first unit is here at the top, with the second and third further down.
***** Science for Distance Learning (Unit 1- Gravity; posted for April 6th)
Please take a look at the activity on gravity below, starting with a little reading about Galileo Galilei's scientific thinking:
Background Reading
The motion of objects fascinated Galileo throughout his life. When he wasn't conducting real-world experiments, he developed "thought experiments" to test his ideas about the way objects move, and why.
Centuries before Galileo revolutionized this area of physics, Aristotle concluded that objects of greater mass fall faster than those with less mass. This can certainly be observed with many of the objects we see around us every day. A dropped piece of paper, for example, drifts to the ground far more slowly than a falling soccer ball. However, Galileo suspected that Aristotle's universally accepted theory may not have been true. He predicted that differences in acceleration between different types of falling objects had nothing to do with either mass or Earth's gravitational force.
In several experiments and "thought experiments", Galileo recorded many hypotheses and observations and found evidence to support the possibility of a universal law governing the motion of all falling objects. Galileo measured the time it took for pendulums of different weights to swing back and forth and the acceleration of balls rolling down inclined planes of different lengths.
In the end, he concluded that the effect of gravity on earthly objects is the same, regardless of the mass of those objects. He argued that in the absence of other forces such as air resistance, all falling objects accelerate toward Earth at the same rate. In the centuries since Galileo's time, physicists have verified his conclusion and determined the rate of acceleration at Earth's surface to be 9.8 meters a second for every second the object is in free-fall.
Next, before you watch the video link I have provided please have a paper and pencil ready to take notes and record your thinking.
Let's start thinking about gravity and a related word, weightlessness. Watch this video:
https://rmpbs.pbslearningmedia.org/resource/phy03.sci.phys.mfw.zweightlessness/what-is-quotweightlessness/#.XoSxOuzYrnE
What made the water stop flowing out of the sides of the cup? Don't forget, you can always hit pause/play repeatedly to see things happen in slower motion.
Now take a look at a more formal, famous gravity experiment conducted on the moon:
https://rmpbs.pbslearningmedia.org/resource/phy03.sci.ess.eiu.galmoon/galileo-on-the-moon/#.XoSrRezYrnE
1. Why did the hammer and the feather fall at the same rate on the Moon but not on Earth?
2. What role did air resistance play in the rate at which the objects fell? Air resistance is a force (friction) that opposes any object moving through air.
3. Are there any other forces that affect an object's fall. If it is easier to think about, I often imagine a "bouncy" ball and an equal-sized balloon side-by-side for my own "thought experiments".
https://rmpbs.pbslearningmedia.org/resource/phy03.sci.phys.mfw.galileoplane/galileos-inclined-plane/
To test with an inclined plane for an object's roll or rate of fall (like Galileo did) you can improvise an inclined plane by laying two boards next to each other and turning one board's side perpendicular to the other forming a ramp. The easiest way to time rolling objects might be to use the on-line countdown timer on a second tab in your computer. Easy objects to time are tennis balls, golf balls, bouncy balls and marbles.
4. Why do you think Galileo's ideas and experiments seemed surprising or difficult to believe at the time?
5. What is meant by a "thought experiment?"
6. How did Galileo use "thought experiments" to understand gravity?
7. What will happen when two balls of the same mass but different volumes are dropped at the same time from the top of a tall ladder? Which will hit the ground first? Why?
8. What will happen when two balls of different masses but the same volume are dropped from that same ladder? Which will hit the ground first? Why?
Try these experiments yourself.
When you are finished with these activities please do this Kahoot to confirm what you have learned:
https://kahoot.it/challenge/0315570?challenge-id=1f3fd15a-49ee-4f0e-9c06-b508bf6d72b3_1585755233215
or use this PIN to find the Kahoot: 0315570
Challenge (I call them that because they can be more challenging to do- notice I did not use the word Optional): Use the camera on your computer to record your own experiments on Earth's gravitational pull. You can share with me on a Google slide show, and turn your investigation into a series of tests. Just make sure your conclusions make scientific "sense".
Unit 2- Scientific Method
*** Before you begin work on mixtures, you can log in to Freckle, I believe, and get to the link below for Scientific Method:
https://classroom.freckle.com/#/science-units/76b8ca0f-9e9f-42cd-b848-d418477fe124
Have you ever wondered how scientists work? There’s a lot more to science than white lab coats and beakers! Scientists follow a process called the scientific method. What is the scientific method? How is it used?
Chart demonstrating the scientific method
The Scientific Method in 5 Steps
The scientific method contains 5 basic steps: observation, question, hypothesis, testing, and analysis. Let’s examine what happens during each step in the scientific method.
Step 1: Observation
Drawing on their natural curiosity, scientists observe a problem or unique situation. The problem could be a serious disease. The unique situation could be severe changes in the weather.
Step 2: Question
After making an observation, scientists ask a question. How can we cure this disease? Why is the weather behaving like this?
Step 3: Hypothesis
Now it’s time for scientists to play a guessing game. In this step, they form a hypothesis or educated guess. Maybe there’s a medicine to cure cancer. Or perhaps there’s a reason why there have been so many hurricanes lately.
Step 4: Testing
Scientists get down to business and conduct an experiment during this step. The experiment is based on their observations, questions, and hypotheses. A scientist could try a new drug on cancer patients. It is during this step that the hypothesis will be proven right or wrong. So, if the medicine fails to cure cancer in the experiment, then the hypothesis was wrong.
Step 5: Analysis
In this final step, scientists consider the data from their experiment. Results are analyzed. Data is carefully studied so the scientists can draw conclusions for future research.
Scientists carefully analyze data.
Sometimes, scientists perform a sixth step in which they recreate the experiment. This new experiment may be planned if the hypothesis was proven wrong. Scientists don’t like to give up until they have found solid answers!
A Walk Through Scientific History
Now we know how the scientific method is used. But where did it come from? The scientific method has an interesting history that takes us on a trip across Europe.
To begin with, Ancient Greek philosopher Aristotle explored a way to learn about the world through science. His writings have been published in a collection called the Organon.
Aristotle contributed to the scientific method.
Fast forward more than 1,000 years and meet Rene Descartes from France. Descartes created a simple way to solve problems by breaking the problem into smaller parts. Soon, other thinkers like Francis Bacon from England and Galileo from Italy began using the scientific method. Galileo’s most famous experiment involved testing gravity. He used the scientific method.
Finally, British scientist Isaac Newton refined the scientific method in his experiments with light and color. Newton’s achievements lead us to the present day.
Modern Experiments and the Scientific Method
In the twenty-first century, the scientific method is used in all scientific research. Scientists from around the world rely on the process to guide them through their experiments. Without the scientific method, we wouldn’t know that penicillin can treat bacterial infections. We also have several cancer treatment options that were discovered through the scientific method.
At the same time, the scientific method helps scientists understand why an experiment went wrong. Even when a hypothesis fails, the scientist learns something. In fact, failures in the lab can sometimes teach even more than successes. Scientists persist until they find the solution to their original problem.
Right now, there are scientists analyzing exciting research in labs on every continent, even Antarctica! Without the scientific method, scientists would not have a way to gather and analyze information. Furthermore, science students use the scientific method too. You may not have known about the scientific method before. But next time you do a lab experiment, you can thank Aristotle and many others for their help!
There is a Freckle lesson waiting for you called "The Scientific Method". It should be in your Assignments tab under my class code jywx4p.
Now take the Challenge Kahoot! using Pin# 0657473. It is a longer Kahoot!, but it will remind you about steps in the Scientific Method. Please remember to sign in with your first name and last initial so I can see who has completed it and how you did
***** Unit 3- Matter and Mixtures Distance Lesson (posted for April 8th)--
Vocabulary:
Bill Nye- https://www.youtube.com/watch?v=ogPNZ_MXksM
Kahoot Pin# 0939604
Flocabulary- I always like to do things that are best for the learners in my room. Please follow my instructions below. But if you want to see Flocabulary's lesson you'll need the class code:
RDGSQX
Watch this video several times til you start to get the "hang" of mixtures.
https://www.flocabulary.com/unit/mixtures-and-compounds/video/
You can take notes and write sample sentences from the Flocabulary Cards below. Send me an e-mail with any sentences you've written that you are not sure about.
http://assets.flocabulary.com/pdfs/units/mixtures-and-compounds-vocab-cards.pdf
When you think you know your vocabulary for mixtures paste this link and play the vocab game.
https://www.flocabulary.com/unit/mixtures-and-compounds/vocab-game/
This next part requires that you read and respond. Again, take notes if a part of the selection is difficult for you, or seems important. It will show up on the quiz question
:
https://www.flocabulary.com/unit/mixtures-and-compounds/read-and-respond/
Final Assessment/Challenge- Create a GoogleSlides presentation, including text and images, that introduces a new Fifth Grader to Physical Science's Mixtures and Solutions using the vocabulary in this lesson. There is no real wrong way to do this other than not trying. Use your creativity and your smarts to show how lots of things in our world can be considered mixtures (including special kinds like colloids, suspensions, etc.) I am including a list below, but you will need to figure out their classification. Be as specific in your slides as you can, whether it's a heterogenous or homogenous mixture, etc. The Internet is your friend on this activity. I always believe in typing direct questions into my Google search bar, like, "Is chocolate milk a suspension?" You should be able to get to the point where you can classify the type of mixture correctly before you look it up. If you get confused please e-mail me your question(s). It should be fun to explore and think about mixtures, so take a brain break if you become frustrated. Scientific thinking is hard sometimes, but it's worth it.
What kind of a mixture is it (all of these examples you can use in your slide show, but as always it's better if you find some of your own too)? Raisins-and-peanuts, liquid house paint, milk of magnesia, brass, vegetable oil and water, stainless steel, salt and pepper, hot chocolate, coffee and cream, mud, Italian dressing, dirty pond water, recycled paper, blood, cereal and milk, cement, salt water
Extension (Don't skip this Part!") You may need the class code provided up above to do this part.
Write (and perform) your own rap for this lesson using all the words plus these additional words if you can: soluble, suspension, colloid and alloy. You will need to look them up. Try to use 8 or more of the words, including the ones listed in Flocabulary. Save your lyrics as a PDF file when you are done and attach it in an e-mail to me. If you get stuck on this part please let me know and I can help you. Also, an easy way to share with me is to copy-paste your rap, one line at a time, from your working "rap" as you go. Just put that into an e-mail if you want to. I am pasting mine down below this message.
Mixtures
by Mr. C
Mixtures are fun to think about
I know them now, that's no doubt
Some of them you eat, including the raisins
I've learned about mixtures, that's the occasion
So you think it's valuable to know sugar's soluble?
I almost forgot to mention you need to I.D. anything that is a suspension.
There's one last word I have to employ it's to see if you can spot a metal alloy!
***** Unit 4- Earth's Observable Patterns-- posted for 4/15/20 (This is a big unit with several parts)
Remember to stretch your learning out over time. If the amount of information or "doing" here is too much please slow down, take a break and come back to your learning later.- Mr. C
First, watch this video, courtesy of Freckle. Notice the moon is even included in the galaxy model:
https://classroom.freckle.com/#/science-units/d07a0aa4-fcc9-4146-b296-b552f6e756c0
Just a couple background points to think about before you get started with the parts of this lesson.
Earth completes a full rotation in 24 hours; one rotation equals one day.
The Moon revolves around, or orbits, Earth. It takes about one month to complete an orbit.
Earth’s rotation causes daylight and nighttime. Daylight for any given location on Earth occurs when it is facing the Sun. Nighttime occurs as that location on Earth is facing away from the Sun.
The Sun and Moon change positions in the sky. Both appear to move across the sky as they rise in the east and set in the west.
Act it Out Activity- Find any three round objects in your house to simulate the Earth, its moon, and the sun. It helps if they are different sizes, and it's ok if they are not colored correctly. I would like you to look at their movement. You can put them on the floor, a table, or ask family to help move them in the air. Pay attention to moving correctly within the galaxy (revolving and rotating, either clockwise or counter-clockwise). It will help if you have a flashlight to project light from the sun towards the Earth and moon in order to see how position affects the moon's appearance to us here on Earth.
** Open an extra tab for use this week
Go to https://www.flocabulary.com/join-class/
Enter Class Code RDGSQX
The Flocabulary link below uses the word season, but as you watch this Flocabulary rap you will notice that it does a good job of explaining how the Earth tilts on its axis. That is an important aspect of the Earth's rotation. As a challenge, do your orbiting activity from above, but make sure that your Earth "object" tilts during its rotation to reflect seasonal changes for winter and summer in the northern and southern hemispheres here on Earth.
https://www.flocabulary.com/unit/seasons/
Now that you are getting the idea about Earth's major patterns please do this short Read and Respond activity from Flocabulary.
https://www.flocabulary.com/unit/seasons/read-and-respond/
When you are confident you can answer some basic questions about this topic correctly please go to Kahoot! And sign in with your first name and last initial.
https://kahoot.it/challenge/03718792?challenge-id=1f3fd15a-49ee-4f0e-9c06-b508bf6d72b3_1586807388499
Or
Pin# 03718792
Questions for this part of your unit. Fold a paper "hot-dog" style. On the left side write your answers to these questions. During the lesson, re-write your answer on the right if you find that your thinking has changed.
Why does the moon's appearance seem to change at night?
What are the moon's various phases called?
If you had a small ship on the ocean would the moon have any effect on where you could go near land?
Background reading from PBS source. Full text is pasted below this week's lessons.
Now launch the following slide show after you paste the link:
https://pbslm-contrib.s3.amazonaws.com/WGBH/buac19/buac19-int-moonsky35/index.html
How does the Moon in the images compare with your own observations of the Moon?
Why do you think you can see the Moon in the sky during the day?
How often do you think the Moon is visible during the day throughout a month? At night? Explain your thinking.
Brain Break: Do some reading from books on MyOn There are English and Spanish books
(school name: Read at Home username readnow password myon)
Revise any of your answers from earlier in the lesson to reflect anything new you learn. You may have to re-enact your movement in space with three round objects to reflect Earth's elliptical orbit, or to make sure your part of the Earth only "sees" the correct side of the moon at any time. You may want to put some scotch tape in the shape of an "x" on the "dark" side of the moon in order to remind yourself.
https://www.myon.com/reader/index.html?a=as_sp_moon_s07
https://www.myon.com/reader/index.html?a=as_sp_moon_s07
Art Extension- You can make your own moon phases calendar with chalk and black construction paper, or just use a lead pencil or charcoal on white copy paper to make a calendar from now through the next 28 days, Just make a drawing every night (or day) of the moon that you see, along with the label for its current phase. If you love creativity, make a GoogleSlides with 28 slides. Then try to take a picture with your Chromebook or import from your cell phone, if you have one with a camera, to make your own electronic calendar for the moon phases. Just remember, please, to include whether the moon is in its "waxing" or "waning" phase. If you create a Moon Calendar on paper take a picture after 10 days to share with me by e-mail, or if it's on Google Slides, share it with me at the beginning.
Next, an almost hidden connection- The Moon's gravitational pull is the biggest factor in Earth's ocean tides. Use the link below to read about tides, or read the articles from WorldBook at the bottom of this lesson.
https://www.worldbookonline.com/student-new/#/article/home/ar557440/tides
For the animal lovers in my science classes, look at this link on the creatures of the intertidal zone: https://www.enchantedlearning.com/subjects/ocean/Intertidal.shtml
You could make a diorama from paper and recyclable materials to show a typical intertidal zone. When you are done, please share a picture with me. It could turn out to be something really cool and colorful. Small paper captions on it should explain what the organisms are doing during a high tide and what they are doing when it is low tide.
Using Google Earth, the WorldBook (username web support password distancelearn), and GoogleSlides, make a slide show to share with me that shows what the tides are, where they are the worst, and how humans and other living things deal with tidal areas. In certain parts of the world humans have to plan their daily, weekly, and monthly activities around what the tides will allow. Make sure to find out about some animals that live in the intertidal zone, because they have all adapted to the tide cycle in their world. For a number of species the tides mean everything, both life and death. If you need examples to get your thinking started please send me an e-mail and I will be glad to help. It should be fun to explore and think about some of the moon's mysteries and uncover some really cool things along the way.
You can e-mail me your score so I can see how you did on the quiz that's linked below.. Just send the message "Flocab Earth's Patterns = ____out of 10"
https://www.flocabulary.com/unit/seasons/quiz/
Assessment- You may need the class code provided up above to do this part.
https://www.flocabulary.com/unit/seasons/lyric-lab/
You should have your own bank of words from your beginning T-Chart (the "hot dog" paper). There are words provided in the word bank, but they don't include all the words that you have learned. Don't forget to use the "Rhyming Words" command if you get stuck coming up with a good rap rhyme. Write (and perform) your own rap for this lesson using all the words plus these additional words if you can:
Try to use 8 or more of the words, including the ones listed in Flocabulary. Save your lyrics as a PDF file when you are done and attach it in an e-mail to me. If you get stuck on this part please let me know and I can help you. Also, an easy way to share with me is to copy-paste your rap, one line at a time, from your working "rap" as you go. Just put that into an e-mail if you want to. I am pasting mine down below this message.
Background Reading
As Earth’s closest neighbor in space, the Moon is the most luminous object in the night sky—when it is present. Although the Moon does not generate its own light, a dimmer Moon, which reflects sunlight, can also be seen in daytime. The day Moon is visible when it is above the horizon and not too close to the bright Sun so as to be obscured by its intense light. Though commonly associated with night, the Moon is often present during the day throughout the lunar cycle. The Moon’s presence in the day and/or night sky is dependent on Earth’s rotation and the Moon’s position in orbit.
The Role of Earth’s Rotation
Earth’s rotation causes the day–night cycle as one’s location on the planet spins continuously toward and away from the Sun. The half of Earth’s surface within reach of the Sun’s rays experiences daylight, while the other half not facing the Sun experiences night. Sightings of the Moon are possible during the times of day and/or night in this 24-hour cycle.
Earth’s rotation also enables different views of the vast space from the planet’s surface. As Earth spins, celestial objects, such as the Moon, the Sun, planets, and distant stars, come into view and appear to move across the sky. Both the Moon and the Sun follow a similar east-to-west path, but their movements are not always in sync. In fact, only during the new Moon phase do both the Sun and the Moon rise and set at the same time. At the full Moon phase, when the Sun, Earth, and the Moon are aligned and Earth is between the Sun and the Moon, the Moon rises as the Sun sets and sets as the Sun rises. (See the Teaching Tips for a link to an interactive digital model that shows the Moon’s orbit.)
The Role of the Moon’s Orbit
The Moon’s position in its orbit around Earth influences when it is visible throughout the day as well as how much of its sunlit half is visible from Earth’s surface. As the Moon moves along its nearly circular (but slightly elliptical) path, its position relative to Earth and the Sun changes.
At the start of the lunar cycle, when the new Moon is between the Sun and Earth, the non-illuminated half of the Moon faces Earth, so it is not visible in the sky. Then, on days just before and after the new Moon, slivers of the Moon can be seen; however, close proximity to the bright Sun can block out the dim moonlight. As the lunar cycle progresses through the waxing crescent phase, the Moon rises later in the day. At the first quarter Moon, it is visible during about half the day and half the night. The Moon continues to rise later in the day through the waxing gibbous phase until it reaches the full Moon, when the entire sunlit half is visible at night only. Through the waning gibbous phase, the Moon continues to rise later. At the third quarter, it rises at about midnight and sets close to midday, making itself visible about half the night and half the day. The pattern continues through the waning crescent phase until the new Moon, where the Sun and the Moon rise and set together again.
Noticing the Moon in the daytime sky can seem like a pleasant surprise; however, its appearance during the day and night is a recurring pattern that students can explore to develop their ideas about the Earth–Sun–Moon system.
Tide is a periodic motion of water in the oceans. Tides result primarily from variations in the gravitational pull of the moon and sun on different parts of Earth. Tides cause the water level at any place in the oceans to rise and fall in cycles. In a typical cycle, the water level gradually rises to a peak or high tide, then falls. After reaching low tide, the water level starts to rise again. During a tidal cycle, horizontal (sideways) motions of water called tidal currents also reverse direction. In coastal areas, tidal changes in water level are larger and tidal currents are stronger compared to those in the open ocean.
More generally, the word tide refers to similar periodic motions in any cosmic object. Earth’s solid crust, for example, experiences tides, as do some of Jupiter’s moons. This article deals with tides in Earth’s oceans. For information on other kinds of tides, see Tidal forces.
Tides have many important effects on the natural world. Tidal currents erode beaches and sand bars (ridges of sand in the water) and deposit new ones, reshaping coastlines. In polar areas, tides push sea ice up and down and side to side, causing it to crack. Tides mix the oceans’ waters, helping to maintain important balances in temperature and in the distribution of dissolved chemicals. The intertidal zone, the region of the shore that is exposed at low tide but submerged at high tide, sustains communities of living things unlike any others on Earth. The barnacles, seaweed, starfish, crabs, mussels, and other organisms that live in the intertidal zone have adapted to living part of the day on land and the rest underwater.
Tides also play a role in many human activities. Ship captains study tables of predicted tidal elevations and currents to navigate harbors and other shallow areas safely. Specially designed electric generators use the motion of the tides to produce electric power for some coastal communities.
The equilibrium tide. An object’s gravitational pull decreases with distance. The moon, for example, pulls most strongly on the part of Earth that is nearest to it. It pulls most weakly on the part of Earth that is farthest away. In fact, the moon’s gravity pulls slightly differently on each part of Earth. These variations in gravitational pull deform the oceans, working to stretch and pull them toward an ideal (unattainable) shape known as the equilibrium tide. The equilibrium tide bulges toward the moon on the side of Earth facing the moon, and away from the moon on the opposite side of Earth.
As Earth rotates, the bulges of the equilibrium tide remain aligned to the moon. To an observer on Earth’s surface, the bulges therefore appear to travel around the planet, rising and then falling as they pass. Earth takes about 24 hours and 50 minutes to complete one rotation with respect to the moon. Because the lunar equilibrium tide features two high tides and two low tides, two full tidal cycles take place during this time. Each cycle lasts 12 hours 25 minutes.
Variations in the sun’s gravitational pull across Earth also create tides. However, because the sun is much farther from Earth than the moon is, the equilibrium tide created by the sun is not as pronounced as that created by the moon. One cycle of the solar equilibrium tide lasts exactly 12 hours.
Oceanographers refer to the lunar and solar equilibrium tides, and to other, weaker tides with periods of close to 12 hours, as semidiurnaltides. Other gravitational interactions between the sun, the moon, and Earth produce diurnal tides, motions with periods of about 24 hours. Some extremely weak tidal motions have even longer periods.
The equilibrium tide represents the tide that would exist if the water in the oceans could move about completely freely. It can also be thought of as the forcing that produces the tide we observe, called the actual tide.
The actual tide. In reality, the water in the oceans cannot move with complete freedom. Land blocks the tides, and the depth of the water limits the speed at which they move. The shape of the ocean floor affects the shape and motion of the tides. For these reasons, the actual tide varies greatly from the equilibrium tide.
In most places, the actual semidiurnal tides are stronger than the diurnal tides. Such areas experience two high tides and two low tides each day. In some places, the diurnal tides are stronger. These areas, including the Gulf of Mexico and Manila, in the Philippines, have only one high tide and low tide each day.
Because the motions that make up the tides have different periods, the tidal range changes from day to day. The tidal range is the difference in elevation between high and low tide. Most places have their greatest tidal range around the new and full moons, when the moon, the sun, and Earth line up. At these times, the peaks in water level created by the moon and the sun overlap, causing high tide to be especially high and low tide to be especially low. This results in an unusually large tidal range called a spring tide. The neap tide, or smallest tidal range, occurs twice each month when the moon lies perpendicular to an imaginary line connecting Earth and the sun. At these times, the peak in water level associated with the moon occurs at the low associated with the sun and vice versa, producing an unusually low high tide and an unusually high low tide.
Tidal ranges in the open ocean typically measure about 3 feet (1 meter). Tidal ranges in the shallow areas near the shore are often much larger. The largest ranges occur in eastern Canada. There, spring tidal ranges in the Bay of Fundy and Ungava Bay can measure more than 50 feet (15 meters). Other large tidal ranges occur along the English Channel, on the Alaskan coast near Anchorage, and over the Patagonian Shelf off Argentina. Tidal ranges in the Mediterranean, Caribbean, and Baltic seas, and in Hawaii, measure less than 2 feet (0.6 meter).
In some places with large tidal ranges, the rising tide can send a wall-like wave of water called a tidal bore traveling up a river or narrow bay. The world's largest tidal bore, on the Qiantang River in China, can reach nearly 30 feet (9 meters) in height and move at speeds of up to 25 miles (40 kilometers) per hour.
Gravity by Mr. C
(with help from Flocabulary)
First I want to interest you in something gravitational
The way the galaxy works is really conversational,
The Earth makes an orbit, tilted on its axis
It revolves around the sun in 365 without any practice
The way it tilts and revolves makes our seasons
What it does on Earth is really quite pleasin'
October leaves, spring grass, summer sun, winter snowflakes
Tilted 23.5 degrees is all it takes!
When it lines up or doesn't, the moon was full or it wasn't
Even things like tides, they're created by the moon
Check your window outside- La Luna will be there soon!
***** AAA Unit 5 Societal Activities Affect Earth and Space
This year April 22nd marks the 50th Anniversary of Earth Day.
Earth Day recognizes the importance of our Earth's healthy environment, including animals, habitats, and people. Over the years it has helped raise awareness of problems humans needed to be aware of and solve.
Over the last couple of years, in Writing and in Science, I have touched on a number of topics that should make you more capable in doing this research unit. Think about kakapos, panda bears, acid rain, invasive species, floods, copper mining, trash mountains and food webs for starters. This science standard addresses human society's activities and how they affect the Earth's atmosphere and its inhabitants.
I would like you to make a persuasive presentation, or write a well-constructed essay that focuses on one problem mankind has created for the Earth's environments or animals, and create a call to action. Identify how humans created the problem, describe the problem and its importance to the Earth, and present a way for individuals and groups to help solve the problem. You may include the ways people already have tried to help, but your presentation should include simple ways that everybody can get involved.
As always, you can start by researching on the internet for famous people who've made a difference (like Jane Goodall in Africa protecting mountain Gorillas), various problems including pollution and littering, but your topic needs to be specifically aimed at one thing. A topic sentence that says, "We need to clean up the earth," lacks focus. A person who reads it would wonder where to start. Should they start by campaigning to restore the ozone, or by picking up trash beside the road? If you need to run your topic by me, just e-mail.
https://www.flocabulary.com/unit/earth-day/
Whether you choose to make Google Slides, or to write an essay, please remember we are working on giving people credit in NoodleTools. If you are using someone else's words or pictures they should receive credit it for it in your presentation. This is one of your last big chances to show what you've learned and can do as an elementary student, so put your best thinking and effort into it. Show a way that we can help save the Earth!- Mr. C
******************** AAA Final Science Unit for Distance Learning
"Just How Far is That Star?"
Remember to take your time and have fun with these activities. If the amount of information or "doing" here is too much please slow down, take a break and come back to your learning later.- Mr. C
Support an argument that the difference in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth.
The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth.
https://www.cfa.harvard.edu/seuforum/howfar/stars_popup.html
Natural objects in space exist from the very small to the immensely large.
https://www.youtube.com/watch?v=So7X19JW9wY (Bill Nye)
(If you get stuck and need more information I have pasted additional reading at the bottom of this unit.)
Flocabulary- watch this video:
https://www.flocabulary.com/unit/sun/
Now complete the Read and Respond section
https://www.flocabulary.com/unit/sun/read-and-respond/
Making sense of stars- You'll need permission to do this part on your front porch, or in your backyard on the next clear night with stars you can see in the sky.
Look on-line for a star-gazer map for nearby constellations of stars. All of them are farther away than the sun, of course. Use a blank piece of copy paper to draw some patterns you see. Make up your own system for showing ones that are especially bright, then find out their name and their distance.
We are not focused on the age or stage of the star, just its apparent brightness and distance from the earth. Compare your results with our hypothesis- Do closer stars of similar size seem brighter than those farther away?
Now, you will want to do the next part in the daylight. Find a way, using steps or any other improvided measurement, to demonstrate "star distances" in outer space. You will quickly find that you run out of room if you are accurately using scale to show how far away some stars are.
4) TIme-Out for a Quiz: (e-mail me your results, please)
https://www.flocabulary.com/unit/sun/quiz/
5) Reading about Stars
(Remember, in the Myon on-line program that your "School" is called Read at Home)
https://www.myon.com/reader/index.html?a=ois_stars_f10sp
(Spanish and English)
https://www.myon.com/reader/index.html?a=earspb_exp_whastar_f11
This one will take you several days to finish.
6) Art Connection- Can you find a way to demonstrate or show the comparison in size between Earth, the other planets, our sun, and other stars? You may have to exaggerate on your sketch to make it obvious that stars are huge! Feel free to use your colors, but a pencil sketch is fine as long as you get the point. Stars may seem small in the sky, but it's only their distance from earth that makes it look that way.
One way you can check your perception of brightness is to use a flashlight in your backyard with the help of a family member. Have them alternate between shining the light on you from closer distances, then after you close your eyes for a couple of seconds have them stand much farther away. Did the brightness seem to change? We know the size of the flashlight didn't change.
Finally, add different papers (kleenex, paper towel) on to your flashlight lens to see other differences in brightness besides the ones created by distance.
7) Final Flocabulary
Now go back to your Flocab Lyric Lab:
https://www.flocabulary.com/unit/sun/lyric-lab/
As you are rhyming your rap, make sure to include the vocabulary of this unit (besides obvious words like "star"):
Astronomer constellation galaxy helium hydrogen light-year fusion telescope
8) Last chance for Google Slides
Create a slide show with your own captions showing well-known stars and their distances from earth. Constellations are ok, as long as you discuss and point out various stars and their magnitudes. Remember, our focus is on how brightness changes for similar-sized stars based on their estimated distances from Earth.
Share your slide show with me when you are done, but make sure to give credit to your sources for photographs in your slides.
Background Information
Traveling to the stars? Don’t pack for a week or a month. Pack for 70,000
years - the travel time to the nearest star beyond our Sun using our fastest spaceship!
As the Earth moves around the Sun, our view of nearby stars changes slightly against the background of other stars that are further away. Astronomers use this effect, called parallax, to determine the distance to the nearest stars.
In 1836 German scientist Friedrich Bessel, using a specially designed telescope, is the first to see a star’s position appear to change as the Earth moves around the Sun. He finds the star to be 700,000 times further away than our Sun!
Astronomical distances can be difficult to comprehend. The star nearest to Earth, our Sun, is about 150 million kilometers (93 million miles) away. The next closest star system is about 4 light-years (4 x 1013 km or 2.5 x 1013 mi) away and the nearest galaxy is about 2 million light-years (2 x 1019 km or 1.2 x 1019 mi) away.
Magnitude is the scale used by astronomers to measure the brightness of objects in space. The brighter a star or planet, the lower its magnitude number. The magnitude system is based on the work of the ancient Greek astronomer Hipparchus. About 125 B.C., Hipparchus classified the stars according to brightness. He called the brightest stars first magnitude; the next brightest, second magnitude; and so on down to the faintest stars visible with the unaided eye. He called such stars sixth magnitude.
Later astronomers found that first magnitude stars were about 100 times as bright as sixth magnitude stars. They adopted a system that made a star of any magnitude about 21/2 times as bright as a star of the next brightest magnitude. This scale has been extended to zero and negative magnitudes because some stars and planets are brighter than first magnitude ones. For example, the sun has a magnitude of –27.
The word magnitude generally refers to apparent magnitude, or the brightness of a star as seen from the earth. To compare actual brightness, astronomers use absolute magnitude, which shows how bright stars would appear if they all were the same distance—32.6 light-years—from the earth. At that distance, the sun would be a fifth magnitude star.
Helpful Links and log-ins for Different Programs in your lessons:
https://www.quia.com/
Use your Quia Log-In with username and password
https://kahoot.it/
Use the Kahoot PIN# provided in the lesson
https://stockmarketexperience.stocktrak.com/
Use your Stock Market Team Log-In
https://www.myon.com/library/search.html
Read at Home readnow myon
https://www.flocabulary.com/
You may join in a class (Code RDGSQX) or use your Google Log-In
https://worldbookonline.com/student-new/#/home
user wbsupport password distancelearn
https://student.freckle.com/#/login
class code for science: jywx4p
https://www.pbslearningmedia.org/
PBS Guest or use your Google Sign-in
We are going to emphasize Science this quarter during our distance learning, but I will keep putting SS ideas on my profile page as well. Please send your answers to the numbered questions, written correctly, to my e-mail so I can provide feedback.- Mr. C
SS Learning Activity- If you use the links for Worldbook the username is wbsupport and the password is distancelearn.
***** Big Question: Why did Europeans come to settle in colonial America,and what impact did this movement have on the people who were already here?
Read and discover as much as you can about colonial Jamestown,Virginia including John Smith and Pocahontas.
https://www.worldbookonline.com/student-new/#/article/home/ar285320/jamestown
&
https://www.worldbookonline.com/student-new/#/article/mediaMenu/ar285320
Now take the following quiz on Kahoot. It's un-timed, but I do get to see your results. Use Pin #07052765
Next, using the same "Big Question" from above to guide you, research the lost colony of Roanoke.
https://www.history.com/news/what-happened-to-the-lost-colony-of-roanoke
You learned about the Pilgrims at Plymouth when we were still in class at Baker. You researched Jamestown (above). When you have finished reading about Roanoke you are ready to take this Kahoot!
Pin# 0425777 Just remember to sign in and play with your first name and last initial so I can provide feedback to you.- Mr. C
Normally we would have spent March and the early part of April learning about Colonial America before the Revolutionary War. In place of that I would like you to do as much learning as you can from the following link in Worldbook Online. It's a great resource:
https://worldbookonline.com/student-new/#/article/home/ar124100/outline/intro
Worldbook has text-to-speech so you can even listen to the lessons.
********** S.S. Revolutionary War
AAA SS American Revolution for Distance Learning
For our last look at Social Studies (when your distance learning for Sicence is completed) we are going to use the WorldBook Online Student Learning Center for the American Revolution:
https://worldbookonline.com/socialstudiespower/lesson?lessonid=geo1-usarevolut-841217
There are narrated reading passages, interactive quizzes, integrated learning activities on this one page. When you are done, there are additional learning resources listed below that will deepen your understanding of why the Revolutionary War happened, and how the Americans came to win the right to begin their own democracy.
For every section or topic in the student center there is most likely a "Liberty's Kids" episode that does a good good of helping explain it. I am including the link here for Episode One.
https://www.youtube.com/watch?v=0ng5oJ1FB8U
Obviously you should only be watching the episode that goes with your topic at that time. There are lots of episodes, but you will want to watch the one that helps explain your learning at the moment. For example, if you just read about Paul Revere then it's time to find the "Liberty's Kids" episode on his Midnight Ride. The episodes can also point out exactly how important Benjamin Franklin was to our new country at the time of the Revolutionary War, even though he wasn't a military leader. We might have never won the war without help from France. We needed help from diplomatic men like Ben Franklin to gain an alliance with France.
One last, awesome task you can complete for me to cap off your Social Studies year is to memorize and video your performance ot Patrick Henry's most famous speech. I know it by heart, and I know you can learn it too:
“Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!”
World Book Kids
American Revolution
Boston Tea Party
Colonies, Thirteen
Cornwallis, Charles
Declaration of Independence
Franklin, Benjamin
Gates, Horatio
George III
Lafayette, Marquis de
Revere, Paul
Washington, George
World Book Student
American Revolution
Boston Massacre
Boston Tea Party
Colonial life In America
Continental Congress
Cornwallis, Charles
Declaration of Independence
Franklin, Benjamin
George III
Lafayette, Marquis de
Lexington and Concord, Battles of
Revere, Paul
Saratoga, Battle of
Trenton, Battle of
Valley Forge
Washington, George
Yorktown, Siege of
I will mention this in several places, but the Stock Market Experience is now open until May 1st. |
