Earth+and+Space+Science

Two reading passages will use real life examples to bring up questions and activate student's prior knowledge concerning the seasons on Earth. For Exploration, students will work with a 3D model of the Earth - Sun system (black sphere, heat lamp, wearable thermometer) to explain why the Earth experiences seasons. Students will compare the results of two trials - one representing actual conditions (axis tilted 23 degrees) and the other with an un-tilted axis. Students will also be asked to come up with their own question regarding the seasons to test using the model, e.g. What would happen if Earth was tilted 60 degrees? These hands-on activities will be re-enforced with a short Explanation PPT on Seasons. The three main concepts communicated are: 1. The Earth has seasons because its axis is tilted as it revolves around the Sun, 2. More direct sunlight results in higher average temperatures when a hemisphere is tilted toward the Sun, and 3. The tilt of Earth's axis is always 23.5 degrees and points toward the same directions (at the North Star, Polaris). (Ms. Thompson and Ms. Noelle)
 * __Tropical Fever - Understanding the Seasons:__** SC.8.E.5.9

Students will learn how to use a dichotomous key to identify unknown celestial bodies such as galaxies, stars, planets, moon, asteroids, comets, and meteors. Students will learn how scientists use technology to study outer space. The lab is set up as a "Journey through the Universe" with students rotating through 5 different stations. Each station has two objects with pictures, diagrams, and a passage of information. Students will have to use the information along with the dichotomous key to identify each object. My students said it was a much more enjoyable way to learn the space science terms than copying the definitions from their books. It's also good practice for FCAT science passages. Lesson Plan, dichotomous key, worksheet, worksheet answer key, and introductory powerpoint presentation are provided. (Ms. Thompson and Ms. Noelle)
 * __Identifying Celestial Bodies:__** SC.8.E.5.2, SC.8.E.5.3, SC.8.E.5.4, SC.8.E.5.11

Students learn why we experience seasons in relation to the tilt of the earth’s axis, direct and indirect light from the sun, and the earth’s orbit. Student attempt to explain the reason we have seasons using a globe and lamp, then explore the different between direct and indirect light. A cardboard tube is used to show how the sun's energy is more "spread out" nearer to the poles due to the indirect angle of the light, and more "concentrated" nearer to the equator. Students explore the tilt of the earth's axis to complete the understanding of the reason for seasons. (Ms. Monroe and Mr. Bignami)
 * __What's the Reason for the Season:__** SC.8.E.5.9

SC.8.E.5..10, SC.8.E.5.11, secondary SC.8.N.4.2 and SC.8.N.4.1 Students use satellite imagery and aerial photography to identify different physical features on the Earth. The electromagnetic spectrum will also be discussed as different kinds of waves are used to create satellite images (discussion of visible light, infrared, etc.). This activity should be used fin conjunction with a visit to the satellite exhibit at the Miami Science Museum, but can be adapted if a teacher is willing to create her own exhibit. Authors: Janik and Kwon
 * __Electromagnetic Spectrum and Satellite Imagery__**

This lab demonstrates how erosion by water occurs overtime, and further elaborates on how this process leads to the formation of landforms. The lab begins with a structured set of procedures in which students will be expected to follow accurately, then students will explore how changes in inclination results in changes in the amount of erosion. (Demetria Henderson and Noelle Van Ee)
 * __Erosion:__** SC.6.E.6.1

__**Moon Phases:**__ SC.8.E.5.9 This lab focuses on answering the question Why does the moon have phases? The goal is for students to be able to understand and explain why the moon displays different phases, in relation to the position of the earth, sun and moon. They will also be able to explain how the view of the moon from earth is different than the view from outer space "above" the earth. Students use a flashlight and foam ball to demonstrate the moon phases and create diagrams, then follow up by creating a wikispaces page about moon phases. (Ms. Schrager and Mr. Bignami)

This lab demonstrates how erosion by water works and it also allows students to measure how much water is absorbed by different sediments (sand, soil, and gravel). Students can extend this lab by varying the fluids or the containers used in the lab. Students will also extend their understanding of erosion by measuring the time it takes for the water to flow through the experiment and discuss the length of time it takes for erosion to occur in real life. (Yuliya Shneyderman and Ebonie Battle)
 * __Erosion__**: SC.7.E.6.2



This activity will be done during the trip to the Miami Science Museum. Students will use the How Hot Are You activity to observe the temperature and color of different objects. They will also use the Dance Floor activity to raise their own temperatures and then observe the difference on the How Hot Are you infrared camera. In the extension, students will see a demonstration of microwaves, radio waves, and the ultraviolet vision of certain insects. (Yuliya Shneyderman and Demetria Henderson).
 * __Electromagentic Spectrum__**__:__ SC.8.E.5.11



__**The Sun, Earth, and the Seasons [As the World Turns]**__ **:** SC.8.E.5.9 This lesson plan focuses on Body of Knowledge: Earth and Space Science in specific Big Idea 5: Earth in Space in Time. Our goals for this lesson are as follows: Students will be able to identify the effects of the Sun on the Earth including the seasons. This will be accomplish through the use of many different activities. Examples of these activities are a time-lapse video, KWL chart, group work, group wordle,student modeling, and hands-on lab. (Rod Delgadillo and Gisela Kwon)

__**Life cycle of a Star:**__ SC8.E.5.5

Start with a candle or lighter demo. Each table has two lighters and one candle. They are asked to observe the colors of the flame, which should start out blue and end as yellow. Then write their observations in their journal. The student will be able to describe the stars physical properties and its relationship based on its brightness, color and temperature. Students will learn how to create the stars cycle on the H-R diagram (Delgadillo Thompson)



__**Fossil Evolution**__** SC.7.L.15.1 ** This exercise will be used to explain how fossils are used to show evidence of changes in plants and animals over long periods of time, describe several processes of fossil formation and a possible scenario for each type of preservation and demonstrate that fossil correlation can be used to determine rock age. Pixton comic will be used to introduce the idea that fossils can be used to understand evolution and relatively date the fossils Use example of fossil mollusk from Miami and compare with an ancient mollusk fossil. There will be 4 stations of various types of corals. Students will go between corals and measure each coral and make observations to determine how fossils show evidence of evolution. Students will then choose another animal and make a wikipage about its evolution and use fossils as a basis for the study of evolution (Ms. Jackson & Ms. Arienzo)

__**Save Miami!**__** SC.6.E.6.1 ** This exercise will provide examples of wind and water erosion and chemical weathering. Students will begin by looking at natural features and they will have to hypothesize how they formed. Students will then watch a demonstration about chemical weathering. To study wind erosion & water erosion : students will be presented with a scenario where they have to build a shoreline resistant to either wind or water erosion. Students will be given sediments of different grain sizes and will see how they are affected by the erosional processes. To look at chemical weathering students put different types of rocks into lemon juice and see how they change. This can be elaborated by conducting a longer term lab making stalagmites and stalactites from 2 jars of Epsom salts and a string between them which will precipitate stalactites and stalagmites. (Dr. Brown & Ms. Arienzo)



__**Can you smell what the EARTH is cooking? The Rock Cycle**__ SC.7.E.6.2 Identify patterns within the rock cycle and relate them to surface events and sub-surface events


 * __ Physics/ Law of Conservation of Energy at the Miami Science Museum __** SC.7.P.11.3 Students will cite evidence to explain that energy cannot be created nor destroyed only changed from one form to another. They will utilize resources at science museum to explain that energy is never lost only changed from one form to another. Students will have a follow up web assignment to apply their new found knowledge from the Science Museum to the real world. (Mallory Sasha)

__**Sun's Energy and the Electromagnetic Spectrum:**__ SC.8.E.5.7 This lab focuses on comparing and contrasting the properties of objects in the Solar system including the Sun's. The goals are to recognize that certain colors absorb more energy from the Sun than others and that the Ultraviolet light from the Sun is part of the Electromagnetic Spectrum.[|Gretel C. & Karolina.doc]

__**To Infinity and Beyond:**__ SC.8.E.5.10, SC.8.E.5.7 This lab focuses on how technology is essential to Science for such purposes as access to outer space thru the use of guided online activities.[|Gretel C. & Karolina.doc]